Writing their World: Exploring Authorship in Teacher Education by Writing Books for Children
"Authorship” is a powerful, transformative process that can be used in literacy education for teachers to great effect. In this article, authorship is discussed in the context of the creation of self-published books in teacher education courses. The writing process is practiced with pre-service teachers to model authorship, to discover voice, and to validate their stories as "texts" that will empower them in their work with future students. The authors of this article suggest ways that authorship could become a vital component in teacher education, negotiating this practice among traditional paradigms of literacy instruction.
||Authorship, Teacher Education, Critical Pedogogy, Writing and Identity, Transformative Literacy
The International Journal of the Book, Volume 4, Issue 4, pp.191-198.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 806.284KB).
Assistant Professor, Elementary Education, University of Wyoming, Casper, Wyoming, USA
Peggy Laughlin is an Assistant Professor at the University of Wyoming. She has taught several years as a Spanish-English bilingual teacher in Kindergarten through middle school, and teacher education at the University level. Her professional interests center around culturally responsive literacy instruction for learners from linguistically diverse backgrounds. She currently teaches and conducts research with pre-service teachers in the areas of literacy, English language development, and family-community partnerships. She lives with her husband and three dogs in Casper, Wyoming, and Carmel, California.
Adjunct Faculty, Teacher Education, University of San Francisco, USA
Cheryl Winkley is currently an adjunct professor at the University of San Francisco, teaching courses in Learning and Teaching and Exceptional children. She has a background in teaching elementary education and holds a resource specialist and mild/moderate learning handicap credentials. She has a special interest in literacy, authorship, and authentic teaching practices.
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