Comprehensive Literacy in the SCL Classroom: Conditions for Student Agency in Adolescent Literacy

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Overview

According to research synthesized by What Works Clearinghouse, correlational evidence suggests that motivation to read school-related texts declines as students progress from elementary to middle school, with the strongest decline being observed among students having difficulty developing proficiency in reading. For students to thrive as literacy learners, The International Literacy Association maintains that effective engagement is a critical component of literacy instruction for adolescents. In order to increase motivation and engagement in the secondary classroom, teachers must cultivate learning environments that create the conditions and space for student agency in adolescent literacy by honoring student perspective, valuing self-efficacy, making learning relevant, and communicating high expectations.

This 2-hour virtual workshop is intended for classroom teachers, instructional staff, and department chairs of all subject areas who support students with the development of various literacy skills in grades 9-12.

Specifications

• 2 hours
• Participants will need a computer with access to Zoom, a camera, a microphone, and stable Internet connectivity

Outcome

I develop engaging learning experiences for all my students by consistently incorporating student voice and opportunities for choice in my planning and daily literacy instruction.

Learning Experience

Define

• Determine the difference between Engagement vs Motivation, and clarify the role educators play in creating conditions for both.
• Define Agency, Efficacy, Relevance, Perspective, and High Expectations
• Review the definition of Student-Centered Literacy and its alignment to the development of student agency in literacy.

Explore

• Examine Norms, Procedures, and Structures that create conditions and space for student-agency.
• Review strategies that support the development of the conditions for student agency

Build

• Brainstorm solutions to potential roadblocks for creating conditions and space for student agency in adolescent literacy