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The Early Literacy Journey: Supporting and Celebrating Young Learners book cover

The Early Literacy Journey: Supporting and Celebrating Young Learners

CC BY-NC (Attribution NonCommercial)   English

Author(s): Sandra Carrie Garvey

Subject(s): Literacy, Literacy, Language acquisition, Language learning: reading skills, Educational: Child care / Child development

Institution(s): Springfield Technical Community College

Publisher: ROTEL (Remixing Open Textbooks with an Equity Lens) Project

Last updated: 20/01/2024

This adaptation focused on creating and enhancing OER materials for courses in Early Childhood Language and Literacy. The intent was seen as a cost saving measure as well as to reflect the diverse culture of our college community. Diverse perspectives are apparent throughout the text with the inclusion of vignettes, photos, related websites, videos, and application activities.

The text begins with an overview of emergent literacy and the critical role that the early years play in the development of literacy. Theories are examined and developmentally appropriate practices are explored. The importance of valuing and understanding the family and the part they play in early language and literacy is emphasized. All aspects of literacy, including reading, writing, speaking, and listening are introduced and considered.

The Early Literacy Journey: Supporting and Celebrating Young Learners was adapted from an OER text, Early Childhood Literacy: Engaging and Empowering Emergent Readers and Writers, Birth-Age 5, written by Schull, C., La Croix, L., Miller, S., Austin, K., Kidd, J.

Why Do I Have to Take This Course? book cover

Why Do I Have to Take This Course?

CC BY-NC-SA (Attribution NonCommercial ShareAlike)   English

Author(s): Kisha G. Tracy

Subject(s): Educational: General studies, educational skills and competencies

Institution(s): Fitchburg State University

Publisher: ROTEL (Remixing Open Textbooks with an Equity Lens) Project

Last updated: 19/01/2024

Why Do I Have to Take This Course? A Guide to General Education developed out of many years of thinking about general education courses and curriculums. We, as university personnel, do not always succeed in explaining why we have certain requirements. Even though these courses make up a significant percentage of our college careers, there is not often time set aside to talk about general education and explore its purpose and goals. When we do not know the reason why we are doing something, it can sometimes lead to apathy and even resentment. Once we have an idea of the purpose, then we can start to appreciate and learn. It is worthwhile to spend some time thinking about these purposes, both “official” and personal ones, in order to maximize student learning.

This textbook helps students systematically study how general education requirements are developed, their history, post-graduation value, etc. It emphasizes exploration of the significance of individual learning outcomes, especially through the lens of John Lewis’ philosophy of “good, necessary trouble.” For instructors adopting this book, it is designed to assign in its entirety or in parts as instructors can choose to emphasize relevant learning outcomes. It is also designed for use by advisors, especially with advisees who express concerns over taking certain requirements.

Children, Families, Schools, and Communities book cover

Children, Families, Schools, and Communities

CC BY-NC-SA (Attribution NonCommercial ShareAlike)  16 H5P Activities    English

Author(s): Joan Giovannini

Subject(s): Child, developmental and lifespan psychology, Family psychology, Family and health, Social groups, communities and identities

Institution(s): Holyoke Community College

Publisher: ROTEL (Remixing Open Textbooks with an Equity Lens) Project

Last updated: 16/10/2023

Children, Families, Schools, and Communities is an introductory text in the field of Child and Family Studies.  It provides a lens for understanding the evolving definition of “family” through socially constructed and ecological theory frameworks.   It promotes strategies for culturally sustaining and deeply collaborative relationships between families, schools, and communities through the use of home-grown advocacy strategies based on community-driven data.  Children, Families, Schools, and Communities is an adapted OER text from Rebecca Laff’s and Wendy Ruiz’s Child, Family, and Community.