Original Post Date: April 30, 2021

Cleveland Teaching Collaborative was announced as a recipient of the Divergent Award for Excellence in Implementation of Literacy in a Digital Age recognizing PK-12 schools, community programs, and university programs in their implementation of literacy practices that embrace the ideals of equity, diversity, access, and creativity, positioning learning opportunities for all, given by the Initiative for Literacy in a Digital Age.

Announcement: https://cleteaching.org/divergent2022/

Cleveland Teaching Collaborative recognized with 2022 Divergent Award

The Cleveland Teaching Collaborative was recently recognized as a recipient of the Divergent Award for Excellence in Implementation of Literacy in a Digital Age recognizing PK-12 schools, community programs, and university programs in their implementation of literacy practices that embrace the ideals of equity, diversity, access, and creativity, positioning learning opportunities for all, given by the Initiative for Literacy in a Digital Age.

The Initiative for Literacy in a Digital Age, established in 2014, recognizes the importance of literacy in a digital age, those who diverge from traditional pedagogies and research approaches, and the indelible contributions of educators and scholars who have dedicated their careers to the theoretical and practical study of 21st century literacies.

”We received a record number of nominees for the 2022 class. The educators, librarians, community organizers, college and career leaders, and students honored by this recognition are paving the way for equity, diversity, inclusivity, and access to texts and tools for all learners,” shared Dr. Shelbie Witte, founding director of the Initiative.

Honorees will be sharing their work as part of the Literacy in a Digital Age lecture series in April 2022.

About the Cleveland Teaching Collaborative

In May 2020, Dr. Molly Buckley-Marudas and Dr. Shelley Rose founded the Cleveland Teaching Collaborative (CTC) in response to the emergency shift to remote learning

during the COVID-19 pandemic. This interdisciplinary network of educators from pre-kindergarten to higher education created a community of practice rooted in collective reflection, peer-support, and pedagogies of collective care. The collaborative is a dynamic professional learning community that supports and extends educators' digital literacies and digital pedagogies now and in the future. The CTC's goals are to curate, share, reflect on, and analyze educators' experiences of remote and hybrid instruction to improve teaching, learning, and student success during the pandemic and beyond. With an emphasis on the literacies of teaching and local knowledge generation, the project is focused on teachers in Northeast Ohio. Since May 2020, the CTC has created a strong network of educational practitioners and built an expansive, open access database of over 800 educational resources. For more information visit: https://cleteaching.org/.