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The paper reframes literacy as conversations, relationships, and stories, engaging identity, coherence, and Indigenous authorial perspectives.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/literature/","Literature",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/cardinal-mosoms-and-moccasins-literacy-in-an-indigenous-context/597773/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/cardinal-mosoms-and-moccasins-literacy-in-an-indigenous-context/597773.png","ImageObject",300,407,{"name":42,"@type":43},"SANS","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How long did Trudy Cardinal teach literacy in an elementary classroom before the shift described in the paper?","Question",{"text":62,"@type":63},"She taught for 13 years in an elementary classroom, and the paper describes how her literacy thinking changed through that experience.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What does Cardinal say literacy was mainly about during her earlier classroom practice?",{"text":67,"@type":63},"Earlier, literacy was framed as small, test-oriented parts emphasizing reading, writing, spelling, and grammar geared toward standardized literacy assessment.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the paper redefine literacy in an Indigenous context?",{"text":71,"@type":63},"Cardinal emphasizes literacy as conversations, relationships, and stories, connecting this view to Indigenous perspectives and identity.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},597773,1792676064,{"code":4,"msg":81,"data":82},"success",[83,87,90,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":88,"slug":89},80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":26,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":105,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Cardinal, 2015 Canadian Social Studies, Volume 48, No. 1  \nMosoms and Moccasins . . . Literacy in an Indigenous Context  \nTrudy Cardinal  \nFaculty of Education  \nUniversity of Alberta  \ntmcardin@ualberta.ca  \nAbstract  \nIn this paper Dr. Trudy Cardinal shares stories of her experiences teaching literacy for 13 years in an Elementary classroom and the shifts that she made in her thinking about literacy in an Indigenous context. She draws on work she was engaged in as a professor in Elementary education where she came alongside undergraduate students to create experiences that encouraged a coming together, in conversation, to begin thinking about what was done in classrooms to nurture literacy learning of all students, but especially for the youngest literacy learners.  \nIntroduction  \nAs a Cree/Métis assistant professor in the area of Elementary Education I occasionally get invited to speak about my experiences as an educator or my research (narrative inquiry, identity, and Aboriginal youth) and so it was not unusual when Dr. Dwayne Donald mentioned that he had been invited to speak at the Centre High Indigenous Literacy Event, and wanted to put my name forward to Naim Cardinal and the Centre High Indigenous Student Leadership youth, to speak alongside of him and the other invited speaker, Indigenous author Aaron Paquette. He mentioned the event to mein the midst of a lunch that was being held for a few grandmothers and an Elder who were visiting the university campus for the experiential part of a course that is offered. I was having some trouble concentrating on what Dwayne was talking about in that moment because the little room was filled with smiles and laughter and conversation, not to mention stew and bannock, as well as one tiny, little Kokom 1 with beautiful braids who had just arrived and her funny stories had me captivated. It was such a joy to have Kokoms speaking Cree and telling stories on the university campus. This had never been part of my undergraduate university experience. In the midst of all of this, there was Dwayne saying words like Naim and literacy and Centre High and I said yes without really knowing what I had agreed to. We decided we would talk about the details later. My answer of yes without knowing the details came from a place of relationship. I trusted Dwayne and I knew the kinds of talks and conversations he had been part of and I had always gravitated towards those kinds of conversations. I knew about Naim from stories that were told about him in the Edmonton community and about the good things he had done. The stories that held the most weight for me were from the youth that I had worked alongside of in different research projects who spoke highly of him whenever he had crossed their paths. And so in that moment, when we had time only to say Naim and  \n1 Kokom is how you say grandmother in the Cree Language. There are a number of ways to spell Kohkom. I choose to use the spelling Kokom as that is the spelling my daughter and granddaughter use when referring to me as a grandmother.  \nCardinal, 2015 Canadian Social Studies, Volume 48, No. 1  \nliteracy and Centre High, I based my immediate agreement on these stories of relationships.  \nThe sharing of my coming to the event that inspired this paper is significant because I realized, as I contemplated this request later, the literacy understanding I held as an elementary school classroom teacher had shifted. I had learned in my 13 years in the elementary classroom to break literacy down into teeny, tiny parts—emphasizing reading and writing, spelling and grammar2—all geared towards helping students be successful on standardized literacy assessment. During those times, literacy wasn’t about conversation or relationships or stories, at least not in the ways that I had come to know. As I recall my initial response I note that I lived what I understood and that was that literacy is about conversations, relationships, and stories.  \nWhat Knowledge Coun","cbCaiakBTYsEZXRK","https://ap.wps.com/l/cbCaiakBTYsEZXRK","pdf",501838,"English","# Abstract\n# Introduction\n## The coming to the event and a shifted view of literacy\n# What Knowledge Counts?","[{\"question\":\"How long did Trudy Cardinal teach literacy in an elementary classroom before the shift described in the paper?\",\"answer\":\"She taught for 13 years in an elementary classroom, and the paper describes how her literacy thinking changed through that experience.\"},{\"question\":\"What does Cardinal say literacy was mainly about during her earlier classroom practice?\",\"answer\":\"Earlier, literacy was framed as small, test-oriented parts emphasizing reading, writing, spelling, and grammar geared toward standardized literacy assessment.\"},{\"question\":\"How does the paper redefine literacy in an Indigenous context?\",\"answer\":\"Cardinal emphasizes literacy as conversations, relationships, and stories, connecting this view to Indigenous perspectives and identity.\"}]","Cardinal - Mosoms and Moccasins - Literacy in an Indigenous Context | PDF",1792085680,11]