Literacy Now

The voting period for the 2013 IRA Board election closed on February 11, the ballots have been tabulated, and the results have been confirmed.

Maryann Manning, Distinguished Professor Emerita, Literacy, The University of Alabama at Birmingham (UAB), has been elected as IRA’s vice president for 2013-2014.

Three new board members were also elected: 

Bernadette Dwyer, Lecturer in Literacy Studies in Education, St. Patrick’s College, Dublin, Ireland

Laurie Elish-Piper, Professor, Department of Literacy Education, Northern Illinois University, DeKalb, Illinois

Julianne Scullen, Teaching and Learning Specialist for Secondary Reading, Anoka-Hennepin Public Schools, Anoka, Minnesota

Their terms will run from 2013 to 2016.

The entire IRA community extends best wishes to the newly elected vice president and board members.

Jim Serger, Jr. has been compared to the “Energizer Bunny,” and we can see why. He not only decided to bike from Carmel, Indiana to Orlando, Florida with his friend Scott Golden, but he was determined that his 1,033-mile ride would make a difference for causes important in his life. The four nonprofits he donated to—the International Reading Association, The Prospect House, the American Foundation for Suicide Prevention, and the Multiple Myeloma Research Foundation—all had personal connections for Serger. He loves to read, but the story of his bibliophilia is the product of his characteristic dynamism as well. Serger was a reluctant reader in school and admits to avoiding reading books for the 20 years after he graduated from college. Reading Today interviewed Serger about how he picked up reading again and why sharing the value of literacy is such a significant part of his life.

Reading Today: Thank you for your generosity to the International Reading Association! How did you hear about us?

Jim Serger, Jr.: I heard about International Reading Association through of course, reading a book on why to read. The book is called Read for Your Life by Pat Williams with Peggy Matthews Rose [HCI]. In this piece both authors talk about groups who promote the benefits of reading, and of course, yours was in there. Upon finishing the book I looked up your site and was really moved as to what your emphasis was—READING—and how to educate others on the importance of receiving that message.

RT: You say that reading "changed you." How so?

JS: I had not read a single book in 20 years. In February of 2010 I met an author/teacher who challenged everyone to read 15 minutes a day. That equates to 5,475 minutes in a year or 91.25 hours in a year. “Think of all the books you can read,” he said. We all have the time—just take 15 minutes out of your day, and watch the magic take over. I said I would give it a try. In the one year since I met the author I read 71 books. Then in 2011 I read 63 books, and so far this year I have read 43 books. I track from February to February. Reading has given me a new outlook on life—I am challenged daily by my reading. Now I read one hour a day, sometimes reading two books in one week. I find myself focusing on what is important, TV has gone to the wayside, and I am doing better in Jeopardy—I can't give that up. I go to bed earlier and I get up earlier. My family is now huge readers—my wife and I picked it up at the same time—and now our eight-year-old sees us and has been engaged from the word “go.” I speak clearer, I talk slower, I am a better writer, I can explain information to others better, and my confidence level has risen. I wrote my first book with my dad in 2011, called Go the Distance [Advantage Media Group]. I have always been outgoing, always willing to take a chance—but through reading they are now calculated risks—risks worth perusing and benefiting me and others. I go to church more. I read the Bible.  I have spoken with old high school and college friends, fraternity brothers, and old navy friends. I have seen a difference in my physical abilities as well—I worked out all the time in college and in the Navy—today over the last 24 months I have been on a regular routine—reading gave me structure, gave me meaning as to what is important and what is not.

RT: Which genres do you like to read?

JS: I read self-help books. I enjoy the Bible, business, motivational, sports, biography, and memoirs. I had not read the Bible in over 25 years since leaving McNicholas High School in Cincinnati—I just thought there was one version and one version only. Through reading I found out there are thousands of versions, from Fellowship of Christian Athletes to Leadership. Now I can narrow down which type I would like to read. It is fun and challenging, and I can learn more easily.

RT: Do you like to read books just the "old-fashioned way" in paper, or do you also like to read books on devices like Kindles and SmartPhones and listen to recorded books?

JS: I enjoy reading the old-fashioned hard copies of the book. When I started reading I just read the book from start to finish, but as I continued on reading I started to highlight and take notes in the book, which I dog-ear for reference. I also enjoy looking in my office at the stack of books I finished—it is a symbol of my efforts to read. Reading did not come easy to me, so to look at my efforts is rewarding. I have a 25-minute drive to work, and I started listening to books on CD. That is 50 minutes a day and 4.16 hours a week I can listen to books as well. I have heard all the songs over and over, plus with an eight-year-old who loves Radio Disney, I still can catch up on the popular music. I have not listened to audio books through smart phone or shuffle, but I would be willing to give it a try.

RT: Can you offer any advice to people who were "reluctant readers" in school and are starting to read again as adults?

JS: When I was a reluctant reader, I would rather watch a movie, sports game, TV show, or whatever else to take up my time. I hated to read—reading is what doctors do, lawyers do, and of course teachers tell you that you have to do. Basically I was fighting the cause, I was the rebel. “Reading, who has time for that?” Boy, I sure was wrong. I missed out for 20 years. If I started 20 years ago, today I could say I have read 1,400 books instead of almost 200. Better late than never! The best advice is this: give up one thing you can live with out in your daily routine and fill it in with 15 minutes of reading—not one hour, just 15 minutes. Give it 30 days, and 15 minutes will be 20, 25, 30 minutes. Soon, after 60 days, it will be 60 minutes or even 90. Stay on course—everything takes 30 days to become routine, and it works.

RT: IRA's Annual Convention theme is "Celebrating Teachers Making a Difference." Did any of your school teachers make a difference in your life? If so, how?

JS: Teachers are the reason I can read. We see the sign "If you can read this, thank a teacher." It is so true. I was fortunate to have excellent teachers through grade school and high school, two of which stand out: Mr. Pierson and Mrs. Horning. Each one of them made a difference in my life. As a matter of fact I am still in contact with them today. They brought out the best in me, and also were not afraid to challenge me. They new when I was giving it my all or when they needed to add a spark or two. Today I have another great teacher whom I learn a ton from through his actions and through his writing: Pat Williams, SR VP of the Orlando Magic, author of 75 books, motivational teacher, and father of 19 children (14 adopted). I have only met him two times, but he teaches people through his writing, through his actions, and through his commitment to educating people on the benefits of reading. Teachers never stop—even at 75 years old, they still continue to make a difference year in and year out. Another great teacher I had passed away a few years ago—Mr. Fanning. He was my dad's teacher as well as mine. He was a people person, a down-to-earth type teacher, not too hard and not too easy, but one that brought the best out of each student and understood each student is different than the other. He worked with the gifted and the ones who needed more efforts. He was very even-keeled, and up to his passing he was touching people’s lives. That is the difference teachers make—they never give up touching peoples hearts and of course minds.

RT: You say your second-grade daughter is an avid reader. How have the adults in her life—you, her teachers, librarians—helped her?

JS: The biggest reason my daughter is an avid reader is because she makes a choice at eight years old to read books. But why does she make the choice? Because she sees mom and dad are enjoying reading and her teachers love reading. Monkey see, monkey do. It all started with her in kindergarten. Her teacher said, “read to your kids every single day.” Today Maggie is in second grade, and she has an excellent system to follow, which is set up by the school and followed by her teacher Miss Nevogt. Miss Nevogt shares the program of what is called the daily five. All children do five work stations: Read to self, read to another student, listen to reading, work on writing, and word work. Miss Nevogt also reads aloud to the students for 20 minutes a day, but it is not just reading it is engaging the students. In that 20 minutes the children ask questions, understand the meaning of the book and the story line. So this exercise is not teacher to student—it is student to teacher, and teacher back to student. BOTH are tied up in the exercise, and it is fun for the students and the teacher to engage this atmosphere daily. 

RT: Do you have any advice for parents trying to get their children to read more often?

JS: Reading: if you do it, they will do it. If you don't, they won't. School and home are two different things—like peanut butter and jelly—separate they are no good on a sandwich, together it is the best thing in the world (to me). So we have to do the same at home as they would in school, fuse the two and become one, make home like school, make reading a part of home life as it is in their daily activity in school, allow children to read what they want to read as long as they are reading. Trucks, lizards, homes, countries, Presidents, fossils, dinosaurs, snakes, birds, Dr. Seuss, poems, plays, etc....Let them pick the subject matter and watch them soar. Read along side with them, help them understand the content, but also encourage them to read in their rooms, on their own. Unplugging the TV is so easy, just set up a time to do homework, and reading is right there with it. 15 minutes of that is it on reading, then 15 minutes turns into 45. Make it fun, ask questions when they are done. Ask who the author was, look them up on the computer, look up the publishing company, look up where the author lives. Engage them to look beyond the book, look at 365 degrees of the book, what it is made of, is it recycled material, who took the pictures, who edited the book, where are the books made? Look far down the road, be creative and your child will be creative. Teachers are always searching for new material to keep kids eyes and brains focused. We as parents can do the same. Read the book, and then go outside. Take what they read and put it in motion—play time can still be learning time. Children still need to be children, so make reading FUN.

RT: Any plans for future long rides?

JS: Riding a bicycle down to Florida from Indiana was an experience beyond anything I could describe to anyone. It took me places I have never seen, down roads and towns I never thought existed. I learned first hand on what it means to be out among mother nature—the hillsides, the farms, the small towns we read about, the countryside, the lay of the land. It was so much fun. As far as future rides, yes there is a vision. But it is about giving back that made this ride so special. Giving back to others and putting myself second are what I learned about this adventure. This is like anything else we do, something has to give in order for us to get the results we want. With picking up a book and starting, something else has to be put down. I logged 1,400 miles for training, in that time I had to put other interests to the back burner. I had to focus on the task at hand. Reading a book is like the bicycle journey, we can be taken anywhere, any time to any place. We just have to pick up the book and read to get there. 

RT: Wouldn't it be great if you could read while biking?

JS: It would be wonderful if we could read while biking. It would be wonderful if we could read while driving a car and while running a marathon. READING is so much fun; I only wish I had taken it up years ago. I saw it as a burden, instead of a need. I need reading, like a doctor needs to scrub his hands. I need reading in my life, like a dog needs to be walked. Thankfully, with today's technology we are able to read or listen to books anywhere at any given time—SmartPhones, iPad, shuffle, CD, Kindle, Nook, and good old fashion hard copies. As far as reading while riding a bicycle, I don't think technology can catch up with that, but if we listen [to a recorded book] with one bud in and the other out for safety, we can still listen to a book and exercise at the same time.

Read more about Serger on his website at http://jimserger.com/.

The International Reading Association is a 501(c)(3) tax-exempt charitable organization, and your contribution will help us in our goal to promote reading and literacy for all. Any gift, regardless of the amount, is greatly appreciated.  Please mail contributions made out to “IRA” to: International Reading Association, PO Box 8139, Newark, DE 19714-8139.

 

 

The International Reading Association is looking for five new members for the IRA Teacher Advisory Panel, also known as TAP.

TAP members advise the IRA Board of Directors about classroom literacy issues in the field. In the past, TAP members have served on IRA Task Forces, written articles about classroom issues for Reading Today, presented at the annual conference, and provided guidance on a number of items for board discussion. TAP members serve a three year term and perform most of their duties through conference calls and electronic mail.

TAP members receive conference registration, airfare, and hotel accommodations up to US$1000 to attend a half day information/training session at the IRA Annual Convention in San Antonio, Texas. International TAP members may apply for additional travel subsidy. 

For the 2013-2016 term of service, TAP members will be appointed from each of the following regions:

1. Canada
2. East – Connecticut, Delaware, District of Columbia, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, and Vermont
3. Rocky Mountain – Colorado, Idaho, Montana, Utah, and Wyoming
4. Southeast – Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, and West Virginia
5. Southwest – Arizona, Arkansas, New Mexico, Oklahoma, and Texas

In addition to the regions listed above, TAP includes members representing regions outside North America., Great Lakes, West, Plains, as well as a United States at Large member. These members will complete their terms in 2014 (West and International) and 2015 (Great Lakes, Plains, International, U.S. at Large). Potential applicants who reside in one of these regions are encouraged to look for a call for applications for TAP in 2014 or 2015.

For this panel, a “teacher” is defined as a regular classroom teacher who spends 100% of his/her time in Pre-kindergarten -12th grade classrooms or a site-based teacher such as reading specialist, teacher librarian, literacy coach, or reading recovery teacher. TAP members must also: 

• Have been a classroom teacher for a minimum of 3 years.
• Have been an IRA member for a minimum of 3 years.
• Be a member of and be active in a local, state, or provincial council or in an international affiliate and have a recommendation from that council or affiliate.
• Demonstrate a strong commitment to literacy improvement as evidenced by involvement at a school, community, state, national, or international level.
• Be knowledgeable about classroom literacy issues and have shown classroom teacher leadership.

Candidates representing diversity of race, ethnicity, gender, and age, are encouraged to apply.

Interested teachers may apply using the TAP online application form. The deadline is 5:00 p.m. EST on January 9, 2013. More information is available on the TAP webpage.

Teacher Advisory Panel at 2012 IRA Annual Convention

 

 

The opportunity to nominate and vote for candidates in the IRA election is open to every individual member of the Association. Below is information about each candidate for the 2013 election. Members are encouraged to review the information on each candidate carefully, discuss the merits of the candidates with other members, and then make the decision and vote.

Ballots will be sent in mid-December 2012, and ballots must reach the independent firm of Intelliscan, Inc., by 5:00 p.m. on February 11, 2013.

Online Voting Makes It Easy

The 2013 IRA election is being conducted primarily online. This means that active individual IRA members with valid e-mail addresses will receive an e-mail message with a link to their online ballot and will vote online.

IRA members who do not have valid e-mail addresses will receive a paper ballot by regular mail and can choose to return the paper ballot or to vote online. Beginning in mid-December these members can vote online by visiting /, clicking the “2013 Online Election Ballot” link, and then entering the ballot control number found on their paper ballot.

Any questions about online voting can be discussed with Intelliscan, Inc. staff at +1-610-935-6173 or iravoting@intelliscaninc.net. Members can contact IRA customer service staff at 1-800-336-7323 (option “1”) or customerservice@/ with any questions related to their IRA membership.

Ballot Count Procedures

The 2013 election will be handled by the independent firm of Intelliscan, Inc., whose staff members oversee the distribution of electronic ballots, the mailing of paper ballots, receive the returned ballots, supervise and observe the opening of returned ballots, count the ballots electronically, and certify the results.

When paper ballots are incompletely marked, but there is a clear indication of the intended vote, the appropriate vote will be counted. Ballots with fewer than the maximum number of votes are valid, as the computer will count each vote. Ballots on which more than the permissible number of votes has been marked are rejected by the computer and not recorded in the count. Mutilated ballots are separated out to be repaired or remarked; ballots with write-in votes are also kept for a hand tally of the written names.

Campaigning Policy

As a professional organization we disallow campaigning for office by the candidates, by other individuals, or by councils or affiliates. All candidates for this election have agreed to this policy. If you received campaign materials or solicitations, please keep this in mind as you vote.

Candidates for Vice President

Maryann Manning

Distinguished Professor Emerita, Literacy, The University of Alabama at Birmingham (UAB)

Education: Ed.D., University of Nebraska; M.Ed., Wayne State College; BFA, University of South Dakota

Contributions to IRA: IRA Board of Directors (2006–2009); Recipient of the IRA Special Service Award (2005); Co-chair, Southeastern Regional Conferences (1983 and 1994); IRA Representative on NCATE Board of Examiners (1995–2007); NCATE Advisory Committee (1985–2005); Member of numerous IRA committees, including: Professional Standards and Ethics, Administrators and Reading, and Infancy through Pre-School Reading; Frequent presenter at IRA conventions, World Congresses, European, Asian, State, Regional and Local Conferences; President, Birmingham Area Reading Council; Research Chair, Alabama Reading Council (1984–present); International Volunteer.

Contributions to the Profession: K–12 Classroom Teacher in Nebraska; Reading Professor, University of Nebraska and UAB; Adjunct Professor, Chugoku College, Japan (1999–present); Reading Editor, Teaching K–8 (1981–2006); Author and co-author of professional books and book chapters, including: The Best Reading Block Ever (Scholastic); Subskills vs. Holistic (Erlbaum); Scientific Reading Assessment (Heinemann); Theme Immersion (Heinemann); Revisiting Silent Reading (IRA) chapter; Examining DIBELS (Heinemann) chapter; Selected articles in the following journals: The Reading Teacher; Research in Childhood Education, Young Children.

Statement of Philosophy: As the world’s leading organization of literacy professionals, the International Reading Association and its members continuously promote excellence in reading instruction at both the national and international levels. In recent years, IRA has worked diligently to integrate technology, build memberships, expand partnerships, disseminate literacy knowledge, promote advocacy, and offer outstanding annual conventions. The Association is at the cutting edge in addressing educational issues. IRA continues to promote literacy at the international levels and has a number of new international projects, including the Association’s work in Bangladesh. I am dedicated to supporting IRA in increasing the dissemination of research, theory, and practice for reading teachers, both here and abroad. My primary interests include: growing professional partnerships and extending our efforts as a global community. I will ensure that the Association continues to be a resource for all of its councils and affiliates. The strength of IRA is its members and I am a longtime member. I will work to promote the Association’s strategic goals, while continually advancing literacy in the 21st century.

Lori Jamison Rog

Teacher and Educational Consultant, Toronto, Canada

Education: B.Ed., M.Ed., University of Regina

Contributions to IRA: Board of Directors (1999–2002), numerous committees including Chair of International Development in North America and board liaison to European International Development Committee; volunteer for Language to Literacy in Belize; Founding member of Canadian Network of IRA Councils and recipient of CNIRAC Service Award; Saskatchewan Reading Council IRA Coordinator, Conference Chair, Journal Editor, Local Council President and recipient of Honorary Lifetime Membership. Featured speaker at international, state, and provincial conferences.

Contributions to the Profession: Classroom teacher, district K–12 literacy consultant, university instructor, reading assessment specialist (Department of Education). Author of numerous curriculum documents, articles, teachers’ guides and professional books, including: Read, Write, Play, Learn: Literacy Instruction in Today’s Kindergarten (IRA 2011), Guiding Readers (Pembroke/Stenhouse 2012), Marvelous Minilessons for Teaching Beginning Writing, K–3 (IRA 2007), and Intermediate Writing 4–6 (IRA 2010).

Statement of Philosophy: As the premier organization of literacy professionals in the world, IRA is uniquely positioned to impact research and practice, and to support educators and scholars in their quest to improve literacy and literacy instruction around the globe. I believe that: 1. It’s time to take a stand. IRA must use its resources and expertise to carefully examine educational policies and mandates, to support those that are sound, and to speak out against those that are not. Furthermore, we must offer our considerable resources to influence policy decisions for the benefit of learners, teachers, and society. 2. IRA must play a leading role in bridging the gap between current research and classroom practices. Teachers are pulled in many directions and often lack access to the latest research or the resources to navigate it. Through networking, print publications, social media, and professional events, IRA can explore creative ways to make research accessible to teachers and to support ongoing professional development that is current, evidence-based, and pedagogically sound. 3. Councils—local, state, provincial, national affiliate—are the foundation of IRA. As we continue to build the association, we need to find ways to support and strengthen councils. For many members, a council is their first and principal contact with IRA. IRA councils and committees must provide leadership opportunities for educators at different career stages. As well, we need to find the means to support ongoing international networks and events that enable council leaders to connect with and learn from one another for the benefit of all.

Candidates for Members of the Board of Directors 2013–2016

Arua Arua

Associate Professor and Chair, Department of English, University of Botswana, Gaborone, Botswana

Education: BA (1980), MA (ESL) (1984), Ph.D. (1997) Obafemi Awolowo University, Nigeria

Contributions to IRA: President, Swaziland Reading Association (1995–1997); Member, International Literacy Project Grants Committee (1998–1999); Chair, International Development in Africa Committee (2000–2003); Member, International Development Coordinating Committee (2000–2003); Ex-officio mem¬ber, Reading Association of Botswana (2005 to date). Chief Organizer of 2nd (2001) and LOC member of 7th (2011) Pan-African Conference on Reading for All. Presented at 8th IRA World Congress (2000), IRA Annual Conventions (1995, 2001); Pan-African Reading Conferences (1999, 2001, 2003, 2005, 2007, 2011—Also Resource person at Leadership Workshop—2011); Reading Association of South Africa, 2004, 2006; Reading Association of Nigeria (1989, 1991, 1993).

Contributions to the Profession: More than 45 sole and joint publications, including “The Reading Behavior of Junior Secondary Students during School Holidays in Botswana,” Journal of Adult & Adolescent Literacy, (2011) 54; Improving the Quality of Literacy Learning in the Content Areas—Situational Analysis of Secondary Level Education in Botswana (2005); Reading for All in Africa: Building Communities where Literacy Thrives (2003); Classroom Interaction in English and Igbo Reading Classes in some Selected Primary Schools in South Eastern Nigeria (Elva Knight research report) (1995); “Lexical Density, New Word Density, and the Readability and Sequencing of Reading Materials in an ESL Course Series.” Literacy and Reading in Nigeria (1993) 6.

Statement of Philosophy: I believe that IRA should privilege inclusiveness and multiple perspectives in order to achieve its strategic goals. IRA can do this by partnering with Ministries of Education world-wide to develop new and flexible professional development models that can adapt to multiple contexts; enriching research findings on literacy with data from contexts that had hitherto been excluded; and creating a platform that ensures that one candidate from affiliates and councils outside North America is elected to the Board of Directors every year.

Tom Bean

Professor, Teaching and Learning Department, College of Education, University of Nevada, Las Vegas, Las Vegas, Nevada

Education: Ph.D. (Secondary Education/Reading), Arizona State University, 1976; M.A. (Reading & English Education), Southern Oregon State University, 1974; Basic Teaching Credential (English), University of Hawaii at Hilo, 1973; B.A. (English), University of Hawaii at Manoa, 1969; Diploma, Punahou School, Honolulu, Hawaii, 1965.

Contributions to IRA: Co-Editor, Journal of Adolescent & Adult Literacy (completed last volume this past May); Member, Adolescent Literacy Task Force (current); Member, IRA Publications Committee; Co-Editor, Online issue of RRQ, RT, and JAAL (summer 2012).

Contributions to the Profession: Invited Journal Articles: Bean, T.W., & O’Brien, D. (in press). Past and future directions in content area literacy: A Conversation between two experts (Column Editor: Zhihui Fang). Journal of Adolescent & Adult Literacy. Books: Bean, T.W., Dunkerly-Bean, J.M., & Harper, H. (in press). Teaching Young Adult Literature: Developing World Citizens. Thousand Oaks, CA: SAGE; Guzzetti, B., & Bean, T.W. (Eds.). (publication date 2013). Adolescent literacies and the gendered self: (Re)constructing identities through multimodal literacy practices. New York, NY: Routledge. Book Chapters: Bean, T.W., & Harper, H. (2011). The context of English Language Arts learning: The high school years. In D. Fisher & D. Lapp (Eds.), Handbook of Research on Teaching the English Language Arts (3rd ed.), (pp. 60–68). Mahwah, NJ: Erlbaum/Taylor Francis.

Statement of Philosophy: I support IRA’s ongoing initiatives in three critical areas: 1) Professional Development; 2) Technology Integration, and 3) Support for New Teachers, particularly through online resources like ReadWriteThink.

Bernadette Dwyer

Lecturer in Literacy Studies in Education, St. Patrick’s College, Dublin, Ireland

Education: B.Ed. (NUI), MSc (DCU), Ph.D. (University of Nottingham)

Contributions to IRA: Bernadette was president of the Reading Association of Ireland (2005–2006) and is a current executive committee member. She is a member of the IRA Technology, Communications, and Literacy Committee (2012–2013). She has collaborated and researched with international colleagues and presented at conferences, such as IRA, LRA and UKLA. Bernadette earned her doctorate in 2010 from the University of Nottingham and was a distinguished finalist in the 2011 IRA Outstanding Dissertation of the Year Award for, Scaffolding Internet reading: A study of a disadvantaged school community in Ireland.

Contributions to the Profession: Bernadette worked for over twenty-three years as a classroom teacher and reading specialist, in a variety of school settings, including high-poverty school districts. She currently lectures in the education faculty of St. Patrick’s College, Ireland where she teaches undergraduate and postgraduate courses in literacy. She also engages in continuing professional development with teachers in Ireland and internationally. Bernadette has published numerous reports, articles and chapters and is co-author of the forthcoming book, Using technology to improve reading and writing: Multimodal classroom strategies for the 21st century teacher. She is a co-creator and author on the popular Literacy Beat blog (www.literacybeat.com). Her current research focuses on online reading comprehension; digital tools that support literacy development; and addressing the needs of struggling readers.

Statement of Philosophy: As educators we are rightly concerned that issues of equity, social justice and equality of opportunity permeate all that we do in schools to support our students to achieve their potential and participate fully in society within a global community. As an inter-national organization IRA is in a unique position to harness the power of technology to develop global learning communities where the professionalism, agency, and creativity of teachers can be nurtured. Such learning communities would support research-to-practice knowledge in literacy education and promote effective literacy practices in classrooms, thereby empowering all of our students to become engaged and capable readers, authors and communicators in a digital age.

Laurie Elish-Piper

Professor, Department of Literacy Education, Northern Illinois University, DeKalb, Illinois

Education: Ph.D. University of Akron; M.S.Ed. Purdue University; B.S.Ed. St. Joseph’s College

Contributions to IRA: Served on many IRA committees: Elva Knight Research Grant, Early Literacy, Family Literacy, Alpha Upsilon Alpha, Eleanor Johnson Award, and Teacher as Researcher. Served on Editor Search Committee for Journal of Adolescent and Adult Literacy and on Editorial Board for The Reading Teacher. Served Illinois Reading Council as a member of the Board of Directors, Chair of Parents and Reading Committee, and Associate Editor of Illinois Reading Council Journal.

Contributions to the Profession: Worked as classroom teacher, university professor, and literacy clinic director. Co-authored 7 books including Teaching Reading (with Johns & Lenski), A Declaration of Readers’ Rights (with Matthews, Risko, et al.), and Literacy Strategies for Preservice Teachers (with L’Allier). Authored over 75 publications including many in IRA journals. Served in various leadership roles: President of Association of Literacy Educators and Researchers, Area Co-Chair and Field Council Representative for Literacy Research Association, and Board of Directors for American Reading Forum. Delivered over 120 professional presentations at international, national, state, and local professional conferences.

Statement of Philosophy: Reading professionals are the key to promoting higher levels of literacy throughout the world. In these challenging times, IRA is uniquely positioned to provide professional development and resources educators need to be effective. Three significant issues facing IRA are: 1. Recruiting and retaining members throughout their careers by providing differentiated professional development, networking, and support, including increased use of social media. 2. Expanding beyond the K–12 focus with increased attention on early childhood, college, adult, family literacy, and English learners as well as emphasizing critical global literacy initiatives. 3. Taking a proactive role in advocacy to inform and influence policies and initiatives that support literacy teaching and learning such as the U.S. Common Core State Standards.

Julianne Scullen

Teaching and Learning Specialist for Secondary Reading, Anoka-Hennepin Public Schools, Anoka, Minnesota

Education: St. Mary’s University, Education Specialist, 2010; St. Mary’s University, Administrative Licensure, 2007; St. Mary’s University, Masters in Teaching and Learning, 2000; St. Cloud State University, BS, Elementary Education and Reading Instruction, 1991

Contributions to IRA: President, Minnesota Reading Association (2010–2011); Presenter, IRA 2009, Minneapolis; President, MN Secondary Reading Interest Council (2008–2010); Advisory Board, MN Leadership in Reading Network (2009–2013); IRA Legislative Workshop (2007, 2010); IRA Council Services Committee (2010–2011); IRA North American Councils’ Committee (2011–2013)

Contributions to the Profession: Selected by Minnesota’s Education Commissioner to par-ticipate in creating MN SRCL (Striving Readers Comprehensive Literacy) plan; Common Core Standards—Facilitated statewide focus group providing ongoing feedback to the national design team; Anoka-Hennepin ISD 11; Created systematic plan for reading interventions utilized in 6 middle schools and 5 high schools; Hamline University, St. Paul, MN, Adjunct professor for Masters Program, Reading Assessment and Evaluation

Statement of Philosophy: In these current economic times, education and professional development budgets are increasingly jeopardized as needs are escalating. Educational professionals are being asked to do more with less, to be more creative in the areas of funding, resources, and delivery of instruction. Facing this current political climate, IRA must provide strong leadership and expertise to our local, state, and national leaders in order to maintain our high level of educational integrity. Opportunities for both students and educators to use multiple literacies across a widening curriculum must continue to grow. Now more than ever, IRA needs to grow membership in new and refreshing ways and maintain the same high level of advocacy for teaching professionals and students.

Gerry Shiel

Research Fellow, St. Patrick’s College, Dublin, Ireland

Education: Completed undergraduate teacher education (B.Ed.) at St Patrick’s College, Dublin, M.S.Ed. (reading spe¬cialization) at Western Illinois University and Ph.D. in Curriculum and Instruction (reading specialization) at the UT-Austin. 

Contributions to IRA: Member of IRA and the Reading Association of Ireland (RAI) since early 1980s. Served for three years as Chair of the International Development in Europe Committee of IRA (2004–07), and currently serve as Chair of its sister organization, the Federation of European Literacy Associations (until January 2013). Co-chaired organising Committees for the European Conferences on Reading in Dublin in 2001, Zagreb (2005) and Mons (Belgium) (2011). Past-president of RAI (1996–97) and current Treasurer (since 2008). Served on editorial board of Reading Teacher. Served as volunteer on IRA programs on school-based assessment in Macedonia.

Contributions to Profession: Served as primary-school teacher for 8 years, as assistant professor for three, and as researcher/lecturer for 20 years. Authored/co-authored numerous reports and articles in the areas of assessment and reading development including articles in the Reading Teacher and Journal of Adolescent and Adult Literacy. Recently co-authored book on Oral Language Development (3-8 years).

Statement of Philosophy: These are challenging times for IRA and for the reading field. IRA has engaged in significant restructuring in light of changing economic circumstances, while, for much of the world’s population, reading and writing have migrated to various digital devices. IRA must now move to the forefront in providing teachers worldwide with accurate research-based information on literacy development in print and digital contexts. IRA must capitalize on new formats for professional development and improve traditional formats. IRA must strengthen its work in supporting individual members and member-organisations worldwide in such areas as professional development, research, and dissemination of information about literacy.

More Information

Updates and announcements as well as a link to the ballot website will be added to the IRA election information webpage in mid-December.

 

 

 

IRA Board Members and Minutes

IRA Board Code of Ethics Policy

Join the International Reading Association

Teachers looking for a way to motivate basketball-loving students to read need look no further than the latest program from the International Reading Association (IRA) and the American Basketball Association (ABA).

IRA and ABA have teamed up to create Fast Break for Reading, a national campaign to promote more reading by students. ABA, an organization with 90 professional basketball teams, offers incentives to young people by offering incentives to students who commit to do a minimum of 10 minutes of reading every night during the campaign. The effort began on Monday, November 12, and runs through the end of the ABA season on March 10, 2013. The declared goal is to generate a million minutes of reading.

Joe Newman

“IRA is very pleased to be partnering with the ABA,” explained Stephen Sye, the Association’s Senior Marketing Manager. “Like us, the ABA is concerned about literacy in the US and is joining with us to make a significant difference in the reading habits of young people.” Joe Newman, the league’s CEO, agrees. “We can think of nothing more important for young people than to acquire good reading skills,” he said, “as this can be a life changer.”

Incentives for Students

Teachers interested in having their students participate in the program will find an official program reading log, a certificate of participation, and other materials on the Fast Break for Reading webpage on the IRA website. Students maintain and turn in their logs each month to their teachers who in turn tally the total and enter them on the campaign website; the website takes care of tracking totals.

Students who participate in Fast Break for Reading receive a certificate of participation, a ticket to an ABA game of choice, and eligibility for a grand prize at the conclusion of the program. The student who reads the most total minutes and is taught by the teacher whose students accumulate the most total minutes for the program will receive a grand prize of tickets to an ABA finals game, including air fare and a one-night hotel stay. The top reader at each school will also receive an outstanding achievement award from the ABA and IRA.

Teacher Liaison Opportunities

The ABA currently fields teams in 90 unique markets, including the San Antonio FUEL who play in the city where the IRA Annual Convention will be held on April 19-22, 2013. The league is looking for teacher volunteers to facilitate relationships between individual teams and local school districts and schools.

Among other options, these teacher liaisons can coordinate ABA visits to local schools for reading and basketball clinics, as well as student outings to ABA games. Interested teachers should determine the ABA team nearest their school by accessing the ABA website at www.abalive.com and then submitting their liaison application at /fastbreak. Liaisons will receive team jerseys, access to any ABA designated team game, and a free Common Core implementation guide.

As the program proceeds, teachers can also catch the latest Fast Break developments and updates via social media by “liking” the Fast Break for Reading page on Facebook. They can post comments and upload pictures of their classes reading or attending a campaign-related ABA game.

Buckets & Books Program

The final component of Fast Break involves the ABA’s Buckets & Books program. Fans who drop off books at ABA games will receive 50% off the cost of general admission and the books collected will be donated to local school programs.

For more information on any of these opportunities, teachers are encouraged to visit the Fast Break for Reading webpage at /fastbreak.