Tamara Twiggs

Term

Spring 2019

Capstone

Capstone Project

Degree Name

MALED

Facilitator(s)

Trish Harvey

Content Expert

Jonathan Kahle

Abstract

There are negative consequences for older adolescents and adults who lack a high school diploma. Statistically, in families with low literacy rates, there is a direct correlation to poverty rates, incarceration, and a negative impact on the children of those without a high school credential. Building a classroom curriculum utilizing culturally responsive, multimodal, thematic text sets, incorporating Critical Literacy via a social justice lens, and integrating an inquiry-based learning model increases learner engagement and motivation in the classroom, leading to the likelihood that students will achieve their high school credential. Since much of Andragogy theory is highly applicable to both older adolescents and adult learners, both groups would benefit from thematic text sets curriculum since they employ a Constructivist approach to learning that encourages collaboration with peers and includes self-direction. With a 21st-century Multiliteracies approach to reading with text sets, learners develop the reading skills necessary to become highly literate in reading multimodal, complex text. Because of the time constraints on educators, unlimited access to thematic text sets via a Google Sites website is an essential contribution to the field of education, and is the basis of this Capstone Project paper.

Project Type

Website Creation

Keywords

Adult Education, Curriculum, Literacy, Reading, Social Justice

Additional Files
Tamara Twiggs Project.pdf (593 kB)

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

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