•  
  •  

ScholarWorks > Education > Special Ed & Literacy > Reading Horizons > Vol. 65 > Iss. 2 ()

 

Publication Date

8-2026

Abstract

Literacy rates are historically low in areas where access to books is limited. Thus, students with limited exposure to books prior to school pose a unique challenge to teachers, who often feel unprepared to teach students from underserved populations. To help remedy this, teacher candidates need preparation that builds their abilities to provide both access to books and quality literacy instruction for students who live in poverty. The study described in this article investigated the impact of literacy-related community engagement on teacher candidates’ self-efficacy, their understanding of book access, and their perceptions of teachers’ roles in providing book access. Participants engaged in literacy-related community activities in the Literacy Ambassadors student organization. Seven participants responded to initial and post-project questionnaires as well as semi-structured interviews. Qualitative and quantitative data were analyzed to provide insights into how teacher candidates perceived their own ability to teach diverse learners, both culturally and academically, as well as their perceptions of the barriers to literacy in the community. Participants also reflected on factors that prevent student access to literature and what they can do to enhance access. Findings indicate that teacher self-efficacy was tied to opportunities for productive struggle, and participants experienced shifts in beliefs about students, communities, and teacher roles. This project builds on current research related to the impact of service-learning efforts and knowledge of book access on teacher candidates.

Download

Share

COinS