Project Based Literacy is an approach of high interest to the Literacy PLN.
“Overall, this book is a fantastic guide for the
teacher wanting to engage their students in real-world, authentic learning.”
Date Published: May 22, 2017
http://www.tcrecord.org / http://www.tcrecord.org/Content.asp?ContentID=21986
ID Number: 21986, Date Accessed: 7/10/2017 7:00:15 PM
Project Based Literacy:
Fun Literacy Projects for Powerful Common Core Learning
reviewed by Jason Trumble — May 22, 2017
Author(s): Mark Gura, Rose Reissman
Publisher: Information Age Publishing, Charlotte
ISBN: 1681232928, Pages: 214, Year: 2015
Search for book at Amazon.com
As I work with preservice and in-service teachers, I challenge them to consider how their teaching and curriculum engages students in authentic ways while also increasing their digital age competencies. We explore how real world, digital age learning must include communication, collaboration, critical thinking, and creativity. Project based learning (PBL) exemplifies these skills and promotes real-world learning for students of all ages, but it is difficult to do, and do well. Easing the struggle of implementation, Gura and Reissman provide a practical guide for teachers to not only get their feet wet, but also dive into PBL with a specific focus on literacy.
Additionally, they make the case that PBL is an essential part of the literacy classroom, as it reaches cross-curricular goals of the Common Core State Standards (CCSS).
The explanations in Chapter Three identify the Common Core literacy standards and discuss how this pedagogical and curricular shift in the classroom meets all four literacy categories with rigor and authenticity. These chapters all discuss how PBL is a natural fit for the Common Core and the literacy classroom.
In Chapters Four and Five, the authors discuss some practical benefits of literacy projects. They discuss how PBL activities create intrinsic motivation, because they focus on the students’ real world. Students can find purpose in learning about and impacting their community beyond the classroom as they engage in the project. This naturally moves into the tools and competencies for digital age learners. These are skills that incorporate technology and collaboration, and prove essential for the 21st century learner. The connections between these skills and PBL experiences are detailed in Chapter Five.
Assessment suggestions are outlined and the authors describe possible avenues for authentic sharing of students’ work. Each project chapter ends with technology connections, literacy connections, suggested texts, and project extensions. The logic of instruction for each of the projects allows teachers to quickly read and reference as they implement PBL activities. The final chapter includes tips and tricks for incorporating technology, and serves as a guide for teachers who may be less comfortable with digital technologies.