Understanding the meaning of literacy in a school that is linguistically and culturally diverse: A collaborative inquiry

Educators are faced with a system of accountability that produces high-stakes testing and sanctions for schools not meeting desired outcomes. Lost in this new system of accountability, designed to produce high test scores, is the importance of support for teachers to have an active role in the teaching and learning process, which supports learning for all students in classrooms that are rapidly shifting in demographics (Center for Public Education, 2009). In this qualitative study, a group of teachers and a principal embarked on practitioner research. Over a five-month period the group examined the relationship between identity and literacy and ways a teacher\u27s identity influences his or her perception of the meaning of literacy in a school that is linguistically and culturally diverse. The research methodology was grounded in inquiry that included in-depth, semi-structured interviews, reflective essays, and selected readings that helped fuel dialogue during collaborative inquiry (CI) discourse meetings, after which teachers shared thoughts and reflections on an online discussion board. This research sought to document two important aspects of teaching and learning: teachers\u27 understanding of the meaning of literacy in a diverse school setting, and the value of the collaborative inquiry. Analysis of the data is focused on the importance of engaging educators in discourse around significant topics with the goal of informing practice. The findings contribute to broadening the discourse by informing the field of educational leadership of the value of collaborative inquiry processes in teaching and learning that support teachers taking on the active role of thinker, learner, and practitioner—not just examining their own practice, but rather the practice of the group as a cohesive unit