Effective learning, literacy and knowledge are framed within contextualized, real-world, place-based situations, not just within silos of expertise. Waite (2013) posits that “knowing” a place means being sensitive to, and aware of its nuances, similarities, differences, and complexity from one location/situation to another. There are four components of place-based education (PBE), learning in the place, learning of or about the place, learning from the place, and learning for the sake of the place (Granit-Dgani,2021). Literacy is fundamental to everyday life, in everyday situations. Place-based literacy combines innovative pedagogy of PBE with the dynamics of disciplinary literacy offering relevant, meaningful, and student-centered learning opportunities. As part of their professional pedagogical coursework, preservice teachers discover the value of PBE while developing content area literacy strategies to support disciplinary literacy skills. Professionals approach reading and literacy tasks uniquely based upon what they do and where they are. Preservice teachers are challenged to take on the perspective of one who is a professional within their chosen content area and observe through that lens. Analyze the purpose, products, and perspectives of that place and those who interact in it. Examine how experts within that content read, write, listen, view, and speak. Grounded in that perspective preservice teachers construct learning experiences for students that focus on literacy, language, and content development that are requisite in the chosen place, for the chosen professionals.

Authors:
Leah McKeeman, Kansas State University, United States

About the Presenter(s)
Dr. Leah McKeeman is an Assistant Professor in the Department of Curriculum and Instruction at Kansas State University. Her research interests include student engagement and teacher education.

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