灾后建立扫盲联系:教师候选人通过服务学习视角参与社区活动

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Nancy Franklin Hulan, Leslee K. Bailey-Tarbett
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引用次数: 0

摘要

本研究探讨了 17 名师范生在其所在社区遭受毁灭性龙卷风袭击后参加以扫盲为重点的服务学习活动的经历。为应对这场自然灾害,由大学扫盲教师和师范生组成的 "扫盲大使 "努力满足受龙卷风影响地区学生对图书的迫切需求。在 8 个月的时间里,研究人员收集了最初的调查问卷、参与者的反思、会议记录和轶事笔记,小组成员开会学习图书匹配、文本复杂性,并为学前班至 12 年级的学生购置、分类和整理书包。在三个场合与社区成员分享了书籍--其中两次发生在龙卷风过后 12 个月,为 8 所学校服务;另一次发生在龙卷风过后 16 个月,为 1 所学校服务。参与者揭示了身份转变、对扫盲复杂性的理解发展以及扫盲的关系力量等主题,为社区参与对教师候选人应对灾难的影响提供了宝贵的见解。这些发现支持了之前的研究,这些研究强调了服务学习作为解决社区需求的现实生活经验的潜力,同时也丰富了未来教育工作者的专业成长。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Building literacy connections after disaster: Teacher candidates engaging with community through a service-learning lens

This study examines the experiences of 17 teacher candidates who participated in a literacy-focused service-learning initiative in the aftermath of destructive tornadoes in their community. In response to the natural disaster, the Literacy Ambassadors, composed of university literacy faculty and teacher candidates, sought to address the critical need for book access among area students impacted by the tornadoes. Over the course of 8 months, researchers collected initial questionnaires, participant reflections, meeting transcripts, and anecdotal notes as the group met to learn about book matching, text complexity, and to acquire, sort, and curate book bags for individual preK-12 students. Books were shared with community members on three occasions—two occurred 12 months after the tornadoes and served eight schools; another occurred 16 months after the event and served one school. Participants revealed themes of shifting identity, a developing understanding of the complexity of literacy, and the relational power of literacy—offering valuable insights into the impact of community engagement on teacher candidates in response to disaster. These findings support previous research that emphasizes the potential of service-learning as real-life experiences that address community needs while simultaneously enriching the professional growth of future educators.

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来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
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