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Writing as Literacy Journey: Deconstructing and Re-visioning our Literacy Stories

By Terry A. Campbell and Michelann Parr.

Published by The Learning Collection

This paper presents our experiences as preservice educators as we engaged teacher candidates in the recall and construction of their stories as literacy learners. It is our belief that uncovering our literate selves and our literate lives shapes who we are in the classroom and how we interact with our students. These stories often help us to “understand what happened and why” (Meyer, 1996, p. 1). We collected their stories and the written reflections deconstructing and re-visioning those stories. We found that some students became aware of how potent the process of writing can be when engaging in these quests for meaning-making through personal narratives. This study indicates that how we perceive ourselves as writers is part and parcel of our literacy stories, and that this is an important insight to carry into the classroom.

The International Journal of Learning, Volume 18, Issue 7, pp.187-198. Article: Print (Spiral Bound). Article: Electronic (PDF File; 769.642KB).

Dr. Terry A. Campbell

Associate Professor, Schulich School of Education, Nipissing University, North Bay, Ontario, Canada

Dr. Michelann Parr

Associate Professor, Schulich School of Education, Nipissing University, North Bay, Ontario, Canada