Conceptualizing Literacy Engagement: The Interconnectedness of Teacher Beliefs and Enacted Practices

Abstract

This article presents the findings of a full-day professional learning workshop where K-3 educators explored student engagement during literacy learning. Drawing on a narrative approach, the authors discuss the conceptualizations of literacy engagement from initial to shifting to deepened. Data sources include literacy engagement artifacts shared by the educators as well as multimodal representations of engaged learners/engaged educators. Educators’ (re)thinking highlighted the complex, and sometimes messy nature of literacy engagement and illuminated the importance of active educator engagement.