Course details

Su 14, Sp 15, Su 15, Sp 16, Su 16, Su 17, Su 18
Course number
CI 510
Course title
Culturally Responsive Literacy Education
Course description

This course examines the current practices of reading instruction in light of theory and research on literacy as a social, cultural, and political practice. Using a “multiliteracies” framework, this course emphasizes intersections of class, race/ethnicity, gender, and sexuality as critical axes for understanding culturally-specific language and literacy practices, and as a basis for re- imagining reading instruction rooted in the experiences of students. Students will revise their own literacy learning and develop curricular interventions to instigate and empower others’ literacies.

Leanne Moll
Instructor bio

Leanne Moll, MA has worked as a high school and middle school language arts teacher, a reading teacher, a writing coach, a literacy curriculum developer, and a college writing instructor. Prior to her career in education, Leanne was a PhD Candidate and college instructor in musicology and comparative literature. Currently, Leanne teaches English and works as a Learning Specialist focusing on adolescent literacy at Catlin Gabel School,  and teaches literacy courses through ReadOregon. She earned a BA from Mills College, an MA in musicology from Cornell University, and an MAT from Lewis & Clark College. Leanne completed her ReadOregon Reading Endorsement in 2011.


There are no required prerequisites for this graduate-level course. However, learners are assumed to be licensed or preservice educators with access to middle and/or high school students.


1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.
1.2 Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
3.2 Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.4 Candidates communicate assessment results and implications to a variety of audiences.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
4.2 Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.
4.3 Candidates develop and implement strategies to advocate for equity.
5.1 Candidates design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.
5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
6.1 Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
6.3 Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.

Practical applications
Time commitment

Students should expect to spend 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written reports/papers and assignments).


A textbook is required for this course. Please check with PSU’s ReadOregon program.

Historical offerings

Spring 2014: 03/31/14