Connecting Literacy and Learning through Collaborative Action Research

A teacher-researcher describes how collaborative inquiries with students into literacy has the potential to develop metacognitive awareness of language and literacy practices, inform practice, and provide opportunities for students to use literacy in meaningful and authentic ways. Drawing upon a teacher-research study into the use of argument during literature discussions she provides an example of how teachers can enlist students as co-researchers to explore understandings of literacy and who they are as literate people.