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Honoring Local Context: Designing Collaborative Pre-K-12 School Literacy Action Plans

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Title: Honoring Local Context: Designing Collaborative Pre-K-12 School Literacy Action Plans
Language: English
Authors: Shea N. Kerkhoff (ORCID 0000-0003-0052-4923), Amy Lannin (ORCID 0000-0003-3773-7244), Katie Kline, Katherine O'Daniels, Julie Sheerman, Nancy R. Singer, Laura Obubo, Diana Hammond, Tracy Brosch, Nicole Higgins, Astri Napitupulu
Source: AERA Open. 2025 11(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Secondary Education
Elementary Secondary Education
Descriptors: Literacy, Educational Planning, Preschool Teachers, Elementary School Teachers, Secondary School Teachers, Educational Research, Partnerships in Education, Program Development, Influences, Theory Practice Relationship, Teacher Leadership
Geographic Terms: Missouri
ISSN: 2332-8584
Abstract: A literacy plan holds the potential to drive instruction and impact student learning, but too often once these plans are created, they sit on a shelf and are of no practical value to teachers doing the daily work of improving student literacy. This mixed-methods study investigated a statewide research-practice partnership with pre-K-12 teachers to design school literacy action plans that are inquiry based, culturally relevant, and responsive to local contexts. Our approach to literacy plan design supported educators through professional learning around co-constructed goals and initiated an iterative process of inquiry, revision, and growth. Initial needs/assets surveys, follow-up reflections and evaluations, and literacy plan documents provided evidence that a collaborative process in designing literacy plans is key and that teachers need to be supported as leaders in their schools to best build on their own literacy understandings and incorporate new evidence-based knowledge.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494805
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Honoring Local Context: Designing Collaborative Pre-K-12 School Literacy Action Plans
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  Data: <searchLink fieldCode="AR" term="%22Shea+N%2E+Kerkhoff%22">Shea N. Kerkhoff</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0052-4923">0000-0003-0052-4923</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amy+Lannin%22">Amy Lannin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3773-7244">0000-0003-3773-7244</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katie+Kline%22">Katie Kline</searchLink><br /><searchLink fieldCode="AR" term="%22Katherine+O'Daniels%22">Katherine O'Daniels</searchLink><br /><searchLink fieldCode="AR" term="%22Julie+Sheerman%22">Julie Sheerman</searchLink><br /><searchLink fieldCode="AR" term="%22Nancy+R%2E+Singer%22">Nancy R. Singer</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+Obubo%22">Laura Obubo</searchLink><br /><searchLink fieldCode="AR" term="%22Diana+Hammond%22">Diana Hammond</searchLink><br /><searchLink fieldCode="AR" term="%22Tracy+Brosch%22">Tracy Brosch</searchLink><br /><searchLink fieldCode="AR" term="%22Nicole+Higgins%22">Nicole Higgins</searchLink><br /><searchLink fieldCode="AR" term="%22Astri+Napitupulu%22">Astri Napitupulu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2025 11(1).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 16
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Planning%22">Educational Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Missouri%22">Missouri</searchLink>
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  Data: 2332-8584
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  Label: Abstract
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  Data: A literacy plan holds the potential to drive instruction and impact student learning, but too often once these plans are created, they sit on a shelf and are of no practical value to teachers doing the daily work of improving student literacy. This mixed-methods study investigated a statewide research-practice partnership with pre-K-12 teachers to design school literacy action plans that are inquiry based, culturally relevant, and responsive to local contexts. Our approach to literacy plan design supported educators through professional learning around co-constructed goals and initiated an iterative process of inquiry, revision, and growth. Initial needs/assets surveys, follow-up reflections and evaluations, and literacy plan documents provided evidence that a collaborative process in designing literacy plans is key and that teachers need to be supported as leaders in their schools to best build on their own literacy understandings and incorporate new evidence-based knowledge.
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  Data: 2026
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  Data: EJ1494805
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Educational Planning
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Educational Research
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Program Development
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      – SubjectFull: Influences
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      – SubjectFull: Theory Practice Relationship
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      – SubjectFull: Teacher Leadership
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      – SubjectFull: Missouri
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      – TitleFull: Honoring Local Context: Designing Collaborative Pre-K-12 School Literacy Action Plans
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