Literacy Course Priorities and Signature Aspects of Nine Elementary Initial Licensure Programs

Teaching Literacies in Diverse Contexts

“…Through the video analysis, we investigated the candidates' professional knowledge of reading through the concept of in-the-moment assessment of oral reading events. We frame our discussion on professional knowledge through the concept of literacy content knowledge (Lenski et al, 2013).…”

“…Professional knowledge of reading outlines three types of content knowledge: (a) subject matter content knowledge; (b) pedagogical content knowledge; and (c) curricular knowledge. According to Lenski et al (2013), the application of these types of knowledge is an indicator of effective teaching and, we argue, come together to support the development of future literacy professionals' overall professional literacy knowledge.…”

Teachers’ academic training for literacy instruction

“…More recently, Lenski et al (2013) studied how nine university programs organized literacy instruction for prospective teachers. The main goal of the researchers was to identify programs' communalities and what the authors called 'signature aspects' of each program.…”

“…The main goal of the researchers was to identify programs' communalities and what the authors called 'signature aspects' of each program. Lenski et al (2013) found that most programs prioritize literacy theory, instructional practices, and the knowledge of assessment procedures. This prioritization is in line with the Standards for Reading Professionals developed by the International Reading Association (International Reading Association 2010): (1) foundational knowledge, (2) curriculum and instruction, (3) assessment and evaluation, (4) diversity, and (5) literate environment.…”