[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602085-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-602085-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","educational-considerations-vol-48-no-1-article-2-march-2022-engaging-pre-service-teachers-in-interactive-social-justice-themed-read-alouds","Educational Considerations - Vol 48 No 1 - Article 2 - March 2022 - Engaging Pre-Service Teachers in Interactive Social Justice-Themed Read-Alouds","","Reading aloud is used across K-12 and post-secondary settings to support knowledge building, vocabulary and oral language development, comprehension, fluency modeling, and social-emotional growth. This article addresses the need to study interactive social justice-themed read-alouds with older students. Drawing on a case study using observations, interviews, and student writing, it examines how university pre-service teachers characterize these interactive events, connect to social justice-focused multicultural literature, and consider implications for future teaching and learning.",{"@graph":14,"@context":73},[15,34,56],{"@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/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/educational-considerations-vol-48-no-1-article-2-march-2022-engaging-pre-service-teachers-in-interactive-social-justice-themed-read-alouds/602085/",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/educational-considerations-vol-48-no-1-article-2-march-2022-engaging-pre-service-teachers-in-interactive-social-justice-themed-read-alouds/602085.png","ImageObject",300,407,{"name":42,"@type":43},"acoobca","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the focus of the article on read-aloud instruction?","Question",{"text":63,"@type":64},"The article focuses on interactive read-aloud events centered on social justice themes and how these practices are characterized by university pre-service teachers.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the article emphasize multicultural literature in social justice teaching?",{"text":68,"@type":64},"Multicultural literature provides a framework for addressing significant social justice themes in ways that help teachers and students develop understanding and appreciation for diverse cultures.",{"name":70,"@type":61,"acceptedAnswer":71},"What methods are used in the case study described in the article?",{"text":72,"@type":64},"The case study uses observations, interviews, and student writing. Pre-service teachers participate in two read-aloud events and then join focus group interviews to discuss their experiences.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},602085,1792191569,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"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":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"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":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Educational Considerations  \n\n| Volume 48  Number 1 | Article 2 |\n| --- | --- |\n| March 2022\u003Cbr>Engaging Pre-Service Teachers in Interactive Social Justice-Themed Read-Alouds\u003Cbr>Kayln Hoppe\u003Cbr>Kansas State University, [khoppe@ksu.edu](khoppe@ksu.edu)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Curriculum and Instruction Commons, Elementary Education Commons, Elementary Education and Teaching Commons, and the Language and Literacy Education Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nHoppe, Kayln (2022) \"Engaging Pre-Service Teachers in Interactive Social Justice-Themed Read-Alouds,\"Educational Considerations: Vol. 48: No. 1. [https://doi.org/10.4148/0146-9282.2322](https://doi.org/10.4148/0146-9282.2322)  \n[This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in](This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in)[ ](This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in)[Educational Considerations by an authorized administrator of New Prairie Press. For more information](Educational Considerations by an authorized administrator of New Prairie Press. For more information), please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nEngaging Pre-Service Teachers in Interactive Social JusticeThemed Read-Alouds  \nKayln Hoppe  \nReading aloud is a time-honored tradition that has worked its way from home environments to  \nschool settings. Shared reading experiences, like read-alouds, stimulate memories and  \nexperiences as well as inspire new connections and perspectives. Even if only for a short time,  \nread-alouds expand readers’ horizons while simultaneously making sense of their own worlds.  \nOne by one, each read aloud experience cultivates a classroom into a community of empathetic  \nreaders. In a society where social justice efforts are constantly questioned, challenged, and  \nadvocated for, it is no surprise that these conversations are making their way into schools across  \nthe country, including post-secondary institutions. Children’s literature serves as a non  \nthreatening tool to address and discuss social justice topics that reflect the current societal  \nclimate of the United States.  \nEven though read-alouds yield academic and social-emotional benefits across all grade levels,  \nthe majority of the research is done in traditional elementary school settings (Anderson et al.,  \n1985; Layne, 2015; Routman, 1991; Trelease, 2019) . A need exists to study the use of read  \nalouds with older students (Layne, 2015), including those in post-secondary institutions.  \nMulticultural literature is a way to frame read-aloud events around significant social justice  \nthemes that should be addressed in the classroom. Using multicultural literature to discuss  \nimportant and sometimes sensitive topics helps teachers and students alike develop an  \nunderstanding and appreciation for a multitude of different cultures, including their own (Gay,  \n2018; Slay & Morton, 2020) .  \nThis case study used observations, interviews, and student writing to understand how university pre-service teachers characterized social justice-themed interactive read-aloud events. Taking on  \nthe role as “student,” the pre-service teachers actively participated in two separate read-aloud  \nevents and focus group interviews to discuss their personal experiences related to read-alouds.  \nBy engaging pre-service teachers in discourse surrounding social justice-themed read-alouds,  \nthis study contributes to a better understanding of how college students react and connect to  \nread-aloud practices and social justice-themed literature. Moreover, the stu","cbCaimTiOK6UC4j2","https://ap.wps.com/l/cbCaimTiOK6UC4j2","pdf",322871,14,"English","# Engaging Pre-Service Teachers in Interactive Social Justice-Themed Read-Alouds\n## Reading Alouds and Educational Benefits\n## Review of the Literature\n## Interactive Read-Alouds","[{\"question\":\"What is the focus of the article on read-aloud instruction?\",\"answer\":\"The article focuses on interactive read-aloud events centered on social justice themes and how these practices are characterized by university pre-service teachers.\"},{\"question\":\"Why does the article emphasize multicultural literature in social justice teaching?\",\"answer\":\"Multicultural literature provides a framework for addressing significant social justice themes in ways that help teachers and students develop understanding and appreciation for diverse cultures.\"},{\"question\":\"What methods are used in the case study described in the article?\",\"answer\":\"The case study uses observations, interviews, and student writing. Pre-service teachers participate in two read-aloud events and then join focus group interviews to discuss their experiences.\"}]","Educational Considerations - Vol 48 No 1 - Article 2 - March 2022 - Engaging Pre-Service Teachers in Interactive Social Justice-Themed Read-Alouds | PDF",1792094002,35]