Involving parents in the development of their children’s literacy and global perspectives is a goal of schools and educators. Studies directed at increasing parental involvement in their children’s academic pursuits reveal the need for developing culturally responsive programs to support learning among and about diverse groups. Twenty-three pre-service teachers enrolled in social studies methods classes at Buffalo State College worked collaboratively to produce a Global Literacy Fair at an urban-based elementary school. The participatory events created for the fair were provided in conjunction with a community after school program. Two social studies methods instructors collaborated with the teachers and administrators of a Buffalo-based Professional Development Site (PDS) to engage teacher candidates in the planning and implementation of a Global Literacy Fair. Developed over the spring 2009 semester, the fair attracted over 87 parents and caretakers and children who participated in a variety of activities designed to enhance appreciation of cultural traditions from across the globe as they simultaneously enhanced their notions of literacy and how it is developed. Events yielded a positive venue for teacher candidates to interact with parents and children and demonstrated ways literacy and cross-cultural understandings can be successfully and appreciatively supported at home.
|Keywords:||Global Literacy, Family Engagement, Preservice Teachers|
Associate Professor, Department of Elementary Education and Reading,, School of Education, State University of New York, Buffalo, New York, USA
Professor, School of Education, Department of Elementary Education and Reading, State University of New York, Buffalo, New York, USA
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