Professional Learning Communities

Looking into Professional Learning Communities within Indigenous groups Indigenous populations face multiple challenges when develop their literacy practices. Most of the time the indigenous languages spoken by these population compete in an unfair arena with a powerful language. Some of the indigenous languages have not developed a writing tradition by their own, and some other are endanger languages which need revitalization practices that avoid the loss of a language spoken for a particular community. The movements to promote multicultural and multilingual practices does not reflect the indigenous practices and beliefs (Reese, 2010). More over intercultural practices are promoted exclusively within indigenous communities; but, these practices

In this sense, parents are the first literacy promoters. Parents could be active participants of the development of literacy practices in indigenous commuties through their local educational system. The strength to work with parent as literacy promoters/leaders should be supported by a clear organization of Professional Learning Communities (PLCs) within schools located in indigenous communities. Thus, the aim of this literature review is to develop a basic understanding of concepts related to Leadership in Reading (LR), Professional Learning Communities (PLCs), community-based literacy programs, and indigenous educational ideologies as cornerstones for the development of literacy programs within indigenous populations. With this aim in mind, this literature review attempts to examine these four areas of interest:
1) Current definitions for Leadership in Reading (LR) and Professional Learning Communities

The indigenous communities face multiple challenges for literacy development. First, they face multiple power constraints when they coexist with a more powerful language(s). The literacy practices do not only include the acquisition and development of the language skills, such as reading and writing, but also, within indigenous communities, it is necessary to take into consideration possible process of language loss which need the support of language revitalization practices.
Defining Leadership in Reading and Professional Learning Communities. This critical analysis of literature encases definitions of Leadership in Reading (LR) and Professional Learning Communities (PLCs). Attempting to define these frameworks is far from being a simple task. Rather, the complex processes that attain LR and its impact on schools evidenced in the formation of PLCs are challenging to be explained and presented. For this reason, it is considered a better approach to define LR and PLCs to describe two main constituents of LR the leadership role of the reading specialist, and the importance of distributed leadership as a foundation for PLCs support and sustainability.
Leadership in