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Covert Sourcing Strategies as Activism Against Fake News

βœ‡Wiley: The Reading Teacher: Table of Contents
By: Rachael VanDonkelaar
14 January 2025 at 02:43

ABSTRACT

In the 21st century, fake news has detrimental consequences on global communities, relationships, and democracies. Unfortunately, youth unknowingly engage with misinformed content on their social media platforms. Teenagers often turn to social media for information, and it is essential that teachers address reading strategies such as sourcing to support informed reading. However, although teachers understand the benefits of sourcing, otherwise known as investigating online claims, research shows that educators do not feel confident in teaching such skills. With personal stories embedded throughout, this research-to-practice article provides practical strategies for teachers to gently incorporate sourcing into their classrooms.

Redesigning Author Study: Fanfiction and Early Elementary Literacy

βœ‡Wiley: The Reading Teacher: Table of Contents
By: Alecia Marie Magnifico， Jayne C. Lammers， Francesca Kennedy， Bethany Silva
9 January 2025 at 02:04

Abstract

Fans often express their love of authors or books by creating and sharing fanfiction, a genre wherein fans write new narratives that add to beloved works or take place in existing story worlds. In this article, we describe a kindergarten teacher's efforts to enhance students' foundational literacy skills by combining author studies with composing fanfiction. Pairing these practices throughout the school year can encourage kindergarteners to recognize textual patterns, playfully adapt these patterns, and compose their own stories and art. By playing with literacy, kindergarten fanfiction writers can begin to see themselves not just as readers, but authors.

Using Storytelling to Teach TΕ‚ichΗ« Language and Culture to Young Children in the Canadian Northwest Territories

βœ‡Wiley: The Reading Teacher: Table of Contents
By: Reanna Dryneck， Janet Moosenose， Jaimyka Antonio， Erica McDonald， Shelley Stagg Peterson
7 January 2025 at 23:58

Abstract

Reanna, Janet, and Jaimyka are early childhood educators who are recent graduates of the Early Learning and Child Care (ELCC) Diploma program in Aurora College in the Northwest Territories of Canada. They used storytelling and related follow-up activities to teach their Indigenous language, TΕ‚ichΗ«, in their early childhood field placements in daycares and a kindergarten classroom. They describe their storytelling experiences and then they, their instructor, Erica, and a university researcher who supports collaborative action research with northern educators, Shelley, reflect on what we have all learned from this experience. We begin by introducing Reanna, Janet and Jaimyka.

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