Culturally responsive literacy in action: An exemplar of practice
Author Identifier (ORCID)
Mikayla King: https://orcid.org/0000-0002-4420-2152
Helen Adam: https://orcid.org/0000-0002-3005-7142
Abstract
This chapter showcases the Model for Equitable Literacy Environments (MELLE) in authentic classroom practice through an extended exemplar from Mikayla King, a Kalkadoon teacher working with Year 4/5 students in a Perth school with high enrolment of Noongar children. The chapter presents a powerful narrative demonstrating how culturally responsive literacy instruction can engage students with complex Indigenous science, technology, engineering and mathematics (STEM) knowledge while affirming their cultural identities. Through a carefully designed inquiry into traditional fish traps, Mikayla illustrates the integration of the three core dimensions of the MELLE framework-quality instruction, opportunity and representation-situated within broader cultural, community, contextual and curricular dimensions. The exemplar details Mikayla’s thoughtful approach to resource selection, instructional design and student engagement, highlighting criteria for appropriate cultural resources and positioning students as knowledge-holders. Following the exemplar, a comprehensive analysis examines how each element of the MELLE framework manifests in this practice, with particular attention to transformative outcomes for students beyond academic achievement. The chapter concludes with implications for educators seeking to implement similar approaches in their own contexts, emphasising that creating equitable literacy environments requires thoughtful response to specific contexts, needs and strengths of students and communities rather than following a prescribed formula.
Document Type
Book Chapter
Date of Publication
1-1-2025
Publication Title
Creating Equitable Literacy Learning Environments: A Transformative Model
Publisher
Taylor & Francis
School
School of Education
Copyright
subscription content
First Page
118
Last Page
129
Comments
King, M., & Adam, H. (2025). Culturally responsive literacy in action: An exemplar of practice. In Creating Equitable Literacy Learning Environments: A Transformative Model (pp. 118–129). Taylor & Francis. https://doi.org/10.4324/9781003628217-8