We want to investigate how placed-based literacy is perceived and implemented across diverse learning contexts because “place does make a difference to students and teachers” (Eckert & Alsup, 2015, p. 5), but not a lot of educators know about these literacy practices or how to use them effectively across contexts.
References:
Eckert, L. S. & Alsup, J. (Eds.). (2015). Literacy teaching and learning in rural communities: Problematizing stereotypes, challenging myths.   Routledge.
Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Clark Salinas, K., Rodriguez Jansorn, N., Van Voorhis, F. L., Martin, C. S., Thomas, B. G., Greenfeld, M. D., Hutchins, D. J., & Williams, K. J.  (2019). School, family, and community partnerships: Your handbook for action (4th ed.). Corwin Press.
Guests:
Brenda Wren- Brenda taught 5th grade for 21 years and currently works as the district staff developer (so, teaching teachers) at Sodus Central School. She has spent all of her teaching years in this rural district.
Kelly Reese- Kelly is a K-3 reading specialist with about 15 years of teaching experience. She currently works in an urban district, though has diverse experience, having worked in rural, suburban, and urban districts.

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