The webinar will be presented by Dr. Courtney Hattan, Assistant Professor, School of Teaching and Learning. It will focus on addressing three tensions related to the role of knowledge in K-12 literacy instruction and offer research-based perpectives on how educators can rethink knowledge to support children in learning from text. Session objectives:
1. Reframe the "knowledge gap" and encourage educators to operate from a more asset based perspective
2. Define the terms activating, integrating, and revising knowldge and highlight instructional techniques that have been emperically examined in the literature to support these processes
3. Suggest that, although content knowledge is important, other types of knowledge are also critical to literacy process, such as cultural and linguistic knowledge, prinicpled knowledge, strategic knowldge, knowldge of mutlimodal texts, knowledge of multiple text use, and conditional knowledge
Dr. Hattan will define each of these types of knowledge and provide examples of how they can be leveraged and taught in literacy classrooms.
