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'Reading Each Conversation as a Book': Community Cultural Wealth and Relational Youth Literacies

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Bibliographic Details
Title: 'Reading Each Conversation as a Book': Community Cultural Wealth and Relational Youth Literacies
Language: English
Authors: Hannah Edber (ORCID 0000-0002-7653-3757), Leah Panther (ORCID 0000-0003-2735-1989), Andrea Crenshaw, Rachael Van Donkelaar, Tenesha Curtis
Source: Journal of Adolescent & Adult Literacy. 2025 68(6):644-649.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 6
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Summer Programs, Writing Workshops, Cultural Background, Cultural Capital, History, Political Attitudes, Citizen Participation, Inquiry, Active Learning, Youth Programs, Self Concept, Learner Engagement, Community Characteristics
DOI: 10.1002/jaal.1404
ISSN: 1081-3004
1936-2706
Abstract: Adolescent youth participating in a summer writing workshop drew from funds of community wealth to answer youth-generated inquiry questions about history, political participation, and equity. By turning to community members as expert sources of knowledge, students deepened their inquiry, their connections to the local community, and their identities as writers. Learning from these youth writers, there are recommendations for how classroom teachers can engage youth in inquiry projects that draw from sources of community cultural wealth.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469300
Database: ERIC
Description
Abstract:Adolescent youth participating in a summer writing workshop drew from funds of community wealth to answer youth-generated inquiry questions about history, political participation, and equity. By turning to community members as expert sources of knowledge, students deepened their inquiry, their connections to the local community, and their identities as writers. Learning from these youth writers, there are recommendations for how classroom teachers can engage youth in inquiry projects that draw from sources of community cultural wealth.
ISSN:1081-3004
1936-2706
DOI:10.1002/jaal.1404