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

By Terry A. Campbell and Michelann Parr.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

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.

Keywords: Preservice Teacher Education, Literacy Stories, Deconstructing, Re-visioning, Writing

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

Terry Campbell was educated at the University of Toronto, where she received a Hon. B.A., M.A., and Ph.D. She also completed a B.Ed. at Nipissing University, where she teaches in the Faculty of Education specializing in language arts, literacy, drama, and kindergarten.

Dr. Michelann Parr

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

Dr. Michelann Parr is Associate Professor in language and literacy at Nipissing University in North Bay, Ontario. Her research interests include text-to-speech technology and its impact on the reading process, writing as a way of understanding, family literacies, and the pre-service development of language and literacy teachers.

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