Building literacy connections after disaster
Teacher candidates engaging with community through a service‐learning lens
Bibliographic Data
| ID | 15015950 |
|---|---|
| Authors | Nancy Franklin Hulan (0009-0007-5510-843X, Literacy Education at Western Kentucky University Bowling Green Kentucky USA, corresponding author), Leslee K Bailey‐Tarbett (Literacy Education at Western Kentucky University Bowling Green Kentucky USA) |
| Year | 2024 |
| Volume | 68 |
| Issue | 3 |
| Pages | 278-290 |
| Publication date | 2024-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jaal.1369 |
| OpenAlex | W4399930374 |
| Language | EN |
| Citations received | 1 |
| References cited | 21 |
This study examines the experiences of 17 teacher candidates who participated in a literacy‐focused service‐learning initiative in the aftermath of destructive tornadoes in their community. In response to the natural disaster, the Literacy Ambassadors, composed of university literacy faculty and teacher candidates, sought to address the critical need for book access among area students impacted by the tornadoes. Over the course of 8 months, researchers collected initial questionnaires, participant reflections, meeting transcripts, and anecdotal notes as the group met to learn about book matching, text complexity, and to acquire, sort, and curate book bags for individual preK‐12 students. Books were shared with community members on three occasions—two occurred 12 months after the tornadoes and served eight schools; another occurred 16 months after the event and served one school. Participants revealed themes of shifting identity, a developing understanding of the complexity of literacy, and the relational power of literacy—offering valuable insights into the impact of community engagement on teacher candidates in response to disaster. These findings support previous research that emphasizes the potential of service‐learning as real‐life experiences that address community needs while simultaneously enriching the professional growth of future educators
Business · Lens (geology · Literacy · Mathematics education · Optics · Pedagogy · Physics · Service (business · Service-learning · Sociology · Teacher education · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Psychology · Service-Learning and Community Engagement
Social Linguistics and Literacies
Understanding teacher identity
Feeling like a student but thinking like a teacher
Reading as Situated Language
Students' reading in higher education
Professional identity creation
Book Deserts
How Are Practice and Performance Related? Development of Reading From Age 5 to 15
Using thematic analysis in psychology
Qualitative Analysis for Social Scientists
Preparing Community-Engaged Teachers
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |