| Title: |
Escaping Inequity: A Digital Escape Room Professional Development for Justice, Equity, Diversity, and Inclusion |
| Language: |
English |
| Authors: |
Victoria Pennington (ORCID 0000-0002-3278-1476); Emily Howell; Lindsey W. Rowe; Nicole Ferguson-Sams; Mihaela Gazioglu; Kavita Mittapalli; Amlan Banerjee |
| Source: |
Journal of Adolescent & Adult Literacy. 2025 68(6):708-720. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Office of English Language Acquisition (OELA) (ED) |
| Contract Number: |
T365Z210089 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Diversity Equity and Inclusion; Equal Education; Inservice Teacher Education; Faculty Development; Capacity Building; Bilingual Education; Multilingualism; Technology Uses in Education; Educational Games; Educational Principles; Culturally Relevant Education; Multiple Literacies; Electronic Learning |
| DOI: |
10.1002/jaal.70004 |
| ISSN: |
1081-3004; 1936-2706 |
| Abstract: |
In this design-based research study, in-service educators participated in a grant-funded professional development (PD) project to increase district capacity for multilingual learner instruction. Initial data indicated teacher comfort with technology but difficulty tailoring it to the unique multiliterate practices of culturally and linguistically diverse students. Based on teachers' needs and a departmental goal, a modification of a digital escape room (the JEDI Library Escape) was designed and implemented to teach principles of culturally sustaining pedagogies (CSPs) and multiliteracies. Results indicate that infusing CSP and multiliteracies into a digital escape room as PD enacted critical reflection, increased multiliteracies awareness, and created an overall enjoyable experience while shifting teachers' holistic impressions of multilinguals and their caregivers. Future iterations of the JEDI escape will include more opportunities for applying multiliteracies and JEDI principles to classroom settings, followed by opportunities for peer reflection through coursework. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1469184 |
| Database: |
ERIC |