Abstract
The evolving role of the school-based reading/literacy specialist and the shifts necessary for programs preparing candidates for this role are addressed in this paper. We begin by sharing a brief history of the role as implemented in preK-12 schools, with a focus on contemporary responsibilities. Then, we present a detailed account of the program level decisions aligned with the International Literacy Association Standards for Literacy Professionals 2017 (2018) and programmatic elements research (Lacina & Block, 2011). We conclude this paper with recommendations and next steps for programs who focus on reading/literacy specialist preparation and implementation of the role in preK-12 schools.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Dagen, Allison Swan; Morewood, Aimee; Taylor, Susan; Glance, Christina; Curfman, Angela; and Goletz, Kimberly
(2021)
"Preparing Contemporary Reading/Literacy Specialists: Pairing Research and Standards,"
Literacy Practice and Research: Vol. 46:
No.
1, Article 6.
DOI: 10.25148/lpr.009338
Available at:
https://digitalcommons.fiu.edu/lpr/vol46/iss1/6
Comments
Christy and Editorial Team,
Thank you for this opportunity to submit a final copy of this manuscript. Our team has reviewed formatting, completed a thorough review with some small word choice edits, and unmasked the blind references and citations.
I am attaching two copies below, one with track changes and the other with these changes accepted.
Thank you,
Allison Dagen