Date Approved
8-4-2025
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
Literacy, Educational Foundations, & Technology
First Advisor
Elizabeth Stolle
Academic Year
2024/2025
Abstract
During this era of heightened political and social divides, it is more important than ever to provide elementary students with inclusive and socially conscious literacy instruction. While classroom read-alouds have been long valued for their impact on literacy development, they are often underutilized as tools for fostering student identity, empathy, and social justice. This project, grounded in the frameworks of critical literacy, culturally responsive pedagogy, and Frierian theory, positions the read-aloud as a powerful entry point for critical and age-appropriate conversations about social issues, representation, and power.
Research has shown that many educators lack the training, tools, and confidence to tackle these issues with their students. To address this gap, this project presents a yearlong professional development plan aimed at addressing K-5 teachers. The model presented offers the opportunity for sustained training, personalized coaching, and deep reflection aimed at improving the responsiveness of teacher practice. Additionally, it includes planning tools, book lists, and exercises designed to help teachers set goals in order to build more equitable, student-centered classroom communities. The application of these different tools and strategies ultimately aims to shift teacher practice in ways that enhance the learning experiences of all students.
ScholarWorks Citation
Brigham, Kylie, "Reimagining Read-Alouds: Fostering Critical Consciousness and Social Justice Through Children's Literature" (2025). Culminating Experience Projects. 648.
https://scholarworks.gvsu.edu/gradprojects/648
