Reimagining the Traditional Pedagogy of Literacy

Authors

  • Dr. Virginie Jackson Kennesaw State University
  • Kinsey Shrewsbury Kennesaw State University

DOI:

https://doi.org/10.56887/galiteracy.2

Keywords:

critical literacy, young readers, critical conversations, technology

Abstract

This article is a case study that highlights how implementing strategic questions in critical literacy can engage even young readers in critical conversations. The authors address the merits of integrating technology and critical literacy into a kindergarten reading program. 

Author Biographies

  • Dr. Virginie Jackson, Kennesaw State University

    Dr. Virginie Jackson ([email protected]) is a Lecturer of Reading and Literacy Education at Kennesaw State University. Her research focuses on reimagining the traditional pedagogy of literacy through art and digital technology integration or enhancement with a focus on culturally responsive teaching to promote 21st-century literacies in young learners.

  • Kinsey Shrewsbury, Kennesaw State University

    Kinsey Shrewsbury ([email protected]) is a pre-service teacher at Kennesaw State University majoring in Elementary and Early Childhood education.

Reimagining Pedagogy of Literacy (Jackson & Shrewsbury, 2018)

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Published

12/06/2018

Issue

Vol. 41 No. 2 (2018)

Section

Research and Practitioner Articles

How to Cite

Jackson, V., & Shrewsbury, K. (2018). Reimagining the Traditional Pedagogy of Literacy. Georgia Journal of Literacy, 41(2), 11–22. https://doi.org/10.56887/galiteracy.2

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