Addressing Diversity in Literacy Instruction

ISBN: 978-1-78714-049-3, eISBN: 978-1-78714-048-6

ISSN: 2048-0458

Publication date: 3 November 2017


(2017), "Prelims", Ortlieb, E. and Cheek, E.H. (Ed.) Addressing Diversity in Literacy Instruction (Literacy Research, Practice and Evaluation, Vol. 8), Emerald Publishing Limited, Bingley, pp. i-xii.



Emerald Publishing Limited

Copyright © 2017 Emerald Publishing Limited

Half Title Page

Addressing Diversity in Literacy Instruction

Series Page

Literacy Research, Practice and Evaluation

Series Editors: Evan Ortlieb and Earl H. Cheek, Jr.

Previous Volumes:

Volume 1: Using Informative Assessments towards Effective Literacy Instruction
Volume 2: Advanced Literary Practices: From the Clinic to the Classroom
Volume 3: School-based Interventions for Struggling Readers, K-8
Volume 4: Theoretical Models of Learning and Literacy Development
Volume 5: Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice
Volume 6: Video Research in Disciplinary Literacies
Volume 7: Writing Instruction to Support Literacy Success

Title Page

Literacy Research, Practice and Evaluation, Volume 8

Addressing Diversity in Literacy Instruction


Evan Ortlieb

St. John’s University, New York, NY, USA

Earl H. Cheek, Jr.

Louisiana State University, Baton Rouge, LA, USA

United Kingdom – North America – Japan India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2017

Copyright © 2017 Emerald Publishing Limited

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-78714-049-3 (Print)

ISBN: 978-1-78714-048-6 (Online)

ISBN: 978-1-78714-908-3 (Epub)

ISN: 2048-0458 (Series)


Foreword vii
Editor Biographies ix
List of Contributors xi
Toward Equity Through Oportunities to Learn Literacy 1
Nancy Frey and Douglas Fisher
More Than One Voice: Utilizing Students’ Home Languages and Cultural Experiences in Reading Recovery 17
Sarah Catto
Teaching Gramar While Valuing Language Diversity: Urban Teachers Navigating Linguistic Ideological Dilemmas 37
Emily Machado, Rebecca Woodard, Andrea Vaughan and Rick Coppola
Multicultural El Educators’ Perspectives of Sociocultural Dynamics in the Adolescent Classroom 55
Nancy Laguna Luque, Earl H. Cheek, Jr. and Evan Ortlieb
Scenarios and Suggestions: Literacy Instruction For English Language Learners 73
Tess Dussling
Rad Dad: A Chicano Man (Re) Constructing Masculinity and Fatherhood Through Zines 89
Barbara Guzzetti and Leslie Foley
A Qualitative Inquiry Expanding Novice Teachers’ Definitions of Student Diversity to Include Economic Dispa rities and Lifestyle Differences 115
Jacqueline Lee Darvin
Reading Toward Equity: Creating LGBTQ+ Inclusive Classrooms Through Literary and Literacy Practices 135
Autumn M. Dodge
Accentuating Social and Cultural Connections to Revitalize Literacy Achievement 155
Wally Thompson and Debra Coffey
Building on Emergent Bilinguals’ Funds of Knowledge Using Digital Tools for Literacy 171
Sally Brown
Teaching For Global Readiness: A Model For Localy Situated and Globally Connected Literacy Instruction 193
Shea Kerkhoff
Utilizing a Rubric to Identify Diversity in Children’s Literature 207
Jackie Marshall Arnold and Mary-Kate Sableski
Addressing Diversity Through the Universal Design For Learning Lens 229
Jodi Louise Pilgrim and Angela Kris Ward
The Fierce Urgency of Now: CDF Freedom Schools and Culturaly Relevant Pedagogy 251
Alysia D. Roehrig, Kristal Moore Clemons and Keely Norris
Index 271


Addressing diversity in literacy instruction is a cornerstone to being an effective educator. Notions of diversity are ever-changing and expanding in the global contexts in which we teach. Equitable learning opportunities are created through seeing students as unique learners, primed to achieve through building on their prior knowledge, previous experiences, and ways of seeing the world. In re-envisioning diversity as an advantage in the classroom, we can position ourselves to learn from our students and view them as resources to the learning process. The global contexts that define classrooms and workplaces today demand more from teachers and as such, literacy leaders are needed more than ever.

To meet these evolving needs, this edited book showcases chapters on leveraging native languages towards English language proficiency. Moreover, other chapters provide multicultural perspectives on the sociocultural dynamics that comprise teaching English and grammar; literacy pedagogies for K-12 diverse learners are also discussed through a lens of building on students’ funds of knowledge. Some chapters provide a foundation for globally connected literacy instruction inclusive of selecting and using appropriate literature that depicts the diverse world in which we live; and finally other chapters highlight how culturally relevant pedagogical frameworks can address diversity in proactive and productive ways that optimize learning opportunities for all learners.

Evan Ortlieb

Editor Biographies

Evan Ortlieb is a Professor and Coordinator of the Literacy Program in the Department of Education Specialties at St. John’s University in New York City, USA. His expertise includes addressing literacy improvement, literacy teacher preparation, language diversity, and differentiated literacy instruction.

Earl H. Cheek, Jr. is the Patrick and Edwidge Olinde Endowed Professor Emeritus in the Department of Educational Theory, Policy, and Practice at Louisiana State University, USA. As a lifelong literacy leader, he has published widely across fields of content area reading, reading teacher education, diagnostic-perspective methods, and dyslexia.

List of Contributors

Jackie Marshall Arnold University of Dayton, Dayton, OH, USA
Sally Brown Georgia Southern University, Statesboro, GA, USA
Sarah Catto Spartanburg County School District Six, Spartanburg, SC, USA and Charleston County School District, Charleston, SC, USA
Earl H. Cheek, Jr. Louisiana State University, Baton Rouge, LA, USA
Kristal Moore Clemons Florida State University, Tallahassee, FL, USA
Debra Coffey Kennesaw State University, Kennesaw, GA, USA
Rick Coppola University of Illinois at Chicago, Chicago, IL, USA
Jacqueline Darvin Queens College, Queens, NY, USA
Autumn M. Dodge Lynchburg College, Lynchburg, VA, USA and St John’s University, Queens, NY, USA
Tess Dussling St. John’s University, Queens, NY, USA
Douglas Fisher San Diego State University, San Diego, CA, USA
Nancy Frey San Diego State University, San Diego, CA, USA
Leslie Foley Grand Canyon University, Phoenix, AZ, USA
Barbara Guzzetti Arizona State University, Tempe, AZ, USA
Shea Kerkhoff Purdue University, West Lafayette, IN, USA
Nancy Laguna Luque Ministry of Education Language Centre, Singapore, Singapore
Emily Machado University of Illinois at Chicago, Chicago, IL, USA
Keely Norris North Florida Freedom Schools, Tallahassee, FL, USA
Evan Ortlieb St. John’s University, Queens, NY, USA
Jodi Louise Pilgrim University of Mary Hardin-Baylor, Belton, TX, USA
Alysia D. Roehrig Florida State University, Tallahassee, FL, USA
Mary-Kate Sableski University of Dayton, Dayton, OH, USA
Wally Thompson Eastern New Mexico University, Portales, NM, USA
Andrea Vaughan University of Illinois at Chicago, Chicago, IL, USA
Angela Kris Ward University of Mary Hardin-Baylor, Belton, TX, USA
Rebecca Woodard University of Illinois at Chicago, Chicago, IL, USA