Abstract

We set out to help students develop literacy and engineering skills while fostering an identity as individuals who are capable of changing society. Our focus on literacy within this project is a direct response to the abilities and needs of our participating students, whose first language is Spanish and who vary in their reading ability (third- to sixth-grade level). As such, all texts and materials used during our sessions were selected and adapted accordingly. The participating children visited our university every week during their after-school program, which is hosted at the local community center. Although this setting allowed for flexibility that may be limited in a more traditional classroom context, teachers who incorporate collaborative practices during instruction could easily replicate the activities described in this article. For example, as teachers create more opportunities for students to engage in cooperative, small-group activities (Cohen and Lotan 2014), teachers could follow our experiences with as many small groups as resources allow.