Literacy Now

I was thrilled to discover that the 18th European Reading Conference was going to be hosted by the Swedish Council of the International Reading Association (IRA) and held in Jonkoping, Sweden. Visiting Sweden and learning more about how the world reads were two items on my must do list. As an added bonus, members of IRA’s Diversity Learning Committee, Wendy C. Kasten, Diana Sisson and I, presented on “Diversity in United States Teacher Education Programs in Literacy and Reading: A Nationwide Investigative Study” (Kasten, Sharma & Sisson, 2013).

Sisson, Kasten, and Sharma


Boat Tour


Sue Ann Sharma

In between fulfilling these aspirations, the conference itinerary included superb keynotes, new report findings, and rich conversations. Here are some impressions for anyone considering participating in an IRA affiliated conference in a distant country.

Exploring Jönköping

Jönköping is Sweden’s 9th most populated city. It is known for it matchstick industry 1845-1970 and home to ABBA’s group member, Agnetha Faltskog. When arriving via a three-hour train ride from Stockholm, the city can be spotted nestled against Lake Vättern, Sweden’s 2nd largest lake. The Sommarstället Munksjön’s boat ride is a must. Waiting to be explored are the many different shops from antique to hip. Taste an array of ethnic cuisine among the city’s 85 restaurants. The cuisine is indicative of the diversity in this university town, which has attracted 1500 students from over 65 countries. The food and people of Jönköping will capture your heart.

How the World Reads: New Challenges, New Literacies, Global Context

Mirroring the international students that attend Jönköping University, teachers and teacher educators from around the world gathered together to learn and have grand conversations about contextual issues related to 21st Century literacy practices. My fingers couldn’t keep up as I tried to capture every word of the variety of literacy aspects being addressed during the plenary sessions. Here’s a glimpse at both European and American context.

European Context

Insights gleaned from Digital Futures: Learning and Teaching Literacy in the Digital Age affirmed for me that teachers worldwide are meeting the challenges of new media literacies in many different ways. During this lecture, Jackie Marsh, from the University of Sheffield, United Kingdom, shared some unique ways in which children use virtual worlds. Examples included children selecting a bedtime story from QR codes on pajamas and the blurring of online/offline classroom investigations in which children retrieve information from QR codes placed on trees.

American Context

While sharing results from several online research projects, Donald Leu, from University of Connecticut, United States, helped us contextualize the social practices of literacy in a digital age using the dual level theory of new literacies (Leu, Kinzer, Coiro, Castel, & Henry, 2013). The dual level theory of new literacies focuses on trends and patterns emerging from “Upper Case New Literacies,” based on common findings from localized and domain-specific “lower case new literacies” such as social interactions occurring with text messaging. The Digital Futures in Teacher Education Project and Online Research and Comprehension Assessment (ORAC) projects promote new insights in both theory and practices that prepare teachers and students for the future.

Creating Opportunities for International Collaboration

Literacy topics across nine strands framed the parallel sessions and verified for me common literacy challenges being addressed worldwide including “The Third Progress in International Literacy Study (PIRLS)” report which revealed information on international trends in reading achievement in fourth graders from 49 countries. In response to the adolescent reading difficulties made evident by the PISA studies, an international team formed to address the lack of reading instruction across the curriculum. This collaboration resulted in the European Comenius Project: “BaCuLIt” – Basic Curriculum for Teachers’ In-Service Training in Content Area Literacy in Secondary Schools.

International Teacher Educator Exchange

As Americans, we know our classrooms are becoming increasingly more diverse. However, I can now testify from the discussion with teacher educators from around the world, that this is the case worldwide. Ultimately, this conference heightened my curiosity about addressing the complexities teachers face when meeting the diverse needs of learners globally.

Final Thoughts

I loved the learning that took place during breaks and lunch. These informal interludes held their own charm. They provided time for thoughtful dialogue concerning teacher educational programs around the world while sipping tea with colleagues from countries such as Australia, Turkey, and Russia.

The European Reading Conference was an incredible experience.  I discovered    many admirable literacy practices.   Mark your calendar for the 19th European Reading Conference.  In 2015 this biennial will be held in Klagenfurt, Austria.

References

Leu, D. J. (2013, August). New literacies of online research and comprehension: Reading with a lens to the future as well as a lens to the past. Paper presented at the 18th European Reading Conference. Jönköping, Sweden. Retrieved from. http://www.slideshare.net/djleu/18th-european-conference-on-reading-scira-25083475.

Leu, D. J. (2013, August). Online reading comprehension assessment. Paper presented at the 18th European Reading Conference. Jönköping, Sweden. Retrieved from. http://www.orca.uconn.edu/

Marsh, J. (2013, August). Digital futures: learning and teaching literacy in a digital age. Paper presented at the 18th European Reading Conference. Jönköping, Sweden. Retrieved from. Retrieved from http://www.slideshare.net/ed1jam/ecor-marsh

Marsh, J. (2013, August). Digital futures in teacher education.  Paper presented at the 18th European Reading Conference. Jönköping, Sweden. Retrieved from http://www.digitalfutures.org/.
Institute for German Language and Literature II, University of Cologne, Germany (2013). BaCuLit. Retrieved from http://www.alinet.eu/index.php?option=com_content&view=article&id=53&Itemid=50

International Development in European Committee of the International Reading Association (2013). 19th European Reading Conference. Retrieved from http://www.literacyeurope.org/meetings-conferences/european-conferences/

International Association for the Evaluation of Educational Achievement (IEA), Progress in International Reading Literacy Study (PIRLS), 2011. Retrieved from http://nces.ed.gov/surveys/pirls/pirls2011.asp

Kasten, W. C., Sharma, S. A., Sisson, D. (2013, August). Diversity in United States teacher education programs in literacy and reading: A nationwide investigative study. Paper presented at the 18th European Reading Conference. Jönköping, Sweden.

Leu, D. J., Kinzer, C.K., Coiro, J., Castek, J., Henry, L.A. (2013). New literacies: A dual level theory of the changing nature of literacy, instruction, and assessment. In N. Unrau & D. Alvermann (Ed.s), Theoretical models and processes of reading (6th ed., pp. 1150-1181). Newark, DE: International Reading Association.

Sue Ann Sharma is a visiting assistant professor at Oakland University in Michigan, dr.sueann@gmail.com.

This article is an addendum to an article from the October/November 2013 issue of Reading Today. IRA members can read the interactive digital version of the magazine here. Nonmembers: join today!

Random House Children’s Books just announced that the prize package for the recipient of the 10th annual Magic Tree House Educator of the Year Award will include registration to the International Reading Association (IRA) 59th Annual Conference.

The coveted award is presented to an educator of Grades 1–4 who incorporates Magic Tree House books (both the fiction titles and nonfiction Fact Trackers) into the curriculum in an outstanding way. For over 20 years, Mary Pope Osborne’s bestselling and internationally beloved series about a brother and sister who travel through time has been trusted by educators for its ability to educate and entertain young readers.

Mary Pope Osborne


Natalie Pope Boyce

The grand-prize winner will receive a trip to the IRA Conference in New Orleans, May 9–12, 2014, to meet authors Mary Pope Osborne and Natalie Pope Boyce, and receive full access to the exhibits and programs plus a ticket to the Book & Author Luncheon where Osborne will make the keynote speech. The prize also includes two autographed sets of the entire Magic Tree House series, $500 worth of books from Random House Children’s Books, a $500 gift card for classroom supplies, and a Skype school visit with the authors.

Three runners-up will receive an autographed set of the Magic Tree House series and a $250 gift card for classroom supplies.

To be considered for the award, educators are asked to describe in 500 words or less how they use Magic Tree House books to meet objectives across the curriculum and address Common Core State Standards. They may also submit additional classroom materials that distinguish them.

Entries are accepted until January 15, 2014. The official entry form can be found at teachers.magictreehouse.com.

Lisa Nadel is the associate director of educational marketing at Random House Children's Books.

Photos by Elena Seibert. 

“Every School a Star” is just one successful projects formed through the union of Rotary International and the International Reading Association. Another is the Rotary International (RI)-International Reading Association (IRA)-Pearson Foundation Literacy Project Award given to two projects that successfully improved literacy in a specific community, including a $2,500 award. The only other stipulations (besides submitting the application by June 15, 2014) are that both an IRA council or affiliate and a Rotary Club are involved in the project.

“I don’t think many of our council members know that they can contact their local Rotarians and invite them out for coffee, or for a tour of a school,” says IRA Education Relations Specialist Margie Bell. “Rotary is generally very responsive to community needs and would like to be a part of the education community.”

The Guatemala Bookmaking project
was a 2012 award recipient 

Grant recipients will be notified on the first of July, 2014, and will be invited to obtain their award at IRA’s International Literacy Day in Washington, DC, in September 2014. It is worth noting the Pearson Foundation will kindly pay for the first night of lodgings for the winners in the contest.

Last year’s winners of this award were the Reading Rocks in Rockford and Guatemala Bookmaking. Reading Rocks sought to create a “Storybook Character Sidewalk Parade” by including a book fair and musicians. Guatemala Bookmaking, on the other hand, served 130 preschool through sixth grade Mayan children who spoke Cozal Ixil as their first language.

The Pearson Foundation

The Pearson Foundation is a non-profit organization focused on working with other businesses and institutions to find workable solutions to the educational disadvantages facing young people and adults across the globe. The Pearson Foundation seeks to increase literacy through programs such as “We Give Books” and the “New Learning Institute.” See www.pearsonfoundation.org for more information.

Rotary International

Rotary International is an organization interested in improving education and literacy and focused on promoting peace, preventing diseases, providing clean water and sanitation, enhancing maternal and child health, and helping communities develop. Rotary boasts over 1.2 million members and has been working to help education and communities for over 100 years. For more information, go to Rotary’s main page at www.rotary.org/en.

IRARI 

The IRA / Rotary International Partnership Special Interest Group (IRARI SIG) facilitates many Rotary-IRA partnerships and collaborative projects. The IRARI goals include creating ideas and projects to increase awareness of their joint projects in local and global communities. They also agree to lead sessions between the IRA and RI at their conferences. Learn more about IRARI at /irari.

Organizations Working Together

So by reaching out to other organizations and working alongside them, new friendships can be made and literacy can be enriched. The RI-IRA-Pearson Foundation Literacy Project Awards is a prime example of organizations and people working together for the sake of national and international literacy. 

For further information about the award and access to the application page, please consult the RI-IRA-Pearson Foundation Literacy Project Awards page.

Chelsea Miller is the strategic communications intern at the International Reading Association.

 

Albury Sayle Primary School in Nassau, The Bahamas, celebrated International Literacy Day with a parade of students, read-alouds, and a “Foodimals Festival” to coordinate with IRA’s “Invent Your Future” theme in conjunction with Sony Pictures Animation’s film Cloudy with a Chance of Meatballs 2.

Students of Grade 3 display their posters before leaving the school campus for the community walk.

Grade 5 students displaying their posters during the community walk.

A Grade 2 and Grade 6 student read to the children of the Willard Paton Pre-school. Also present are the District Education Officer Mr. Lightbourne and our school’s principal, Mrs. Katherine Rose. In the background, is a supportive parent Officer Davis. 

Miss Belizaire, a Grade 4 teacher, reads to students during the “Reading in the Park” community outreach program.

The school’s Principal, Mrs. Katherine Rose, reads Cloudy With a Chance of Meatballs to the Grades 4–6 students.

Officer Ware, from the South Street Police Station opposite our school campus, volunteered to read to our Grade 4 students during the Volunteer reading sessions.

Foodimals, (that won the Foodimals Festival), on display in the campus foyer, outside of the main office. The winners from each grade level were presented with free movie passes to see Cloudy with a Chance of Meatballs 2.

Loreen Patrick is from the Albury Sayle Primary School in Nassau, The Bahamas.

Teachers attending the Delaware Department of Education’s Common Ground for Common Core professional development program this fall will hear presentations from three distinguished authors and educators—Annemarie Sullivan Palincsar, Linda Kucan, and Doug Buehl—whose appearance was arranged in partnership with the International Reading Association (IRA).

“We are pleased to be partnering with the Delaware Department of Education on this project,” explained Stephen Sye, IRA’s Associate Executive Director. “IRA is helping teachers across the country get the information and strategies they need to transition successfully to the Common Core, insuring that their students acquire college and career ready skills by the time they finish high school.”

Common Ground for Professional Development is a comprehensive program that involves meetings, clinics, convenings, feedback, and follow up sessions, as well as a series of webinars. Locations vary by district. Sessions for teachers from Kent and Sussex counties will be held in Dover, the remainder in New Castle County.

Annemarie
Sullivan Palincsar


Linda Kucan

Annemarie Sullivan Palincsar holds the Jean and Charles Walgreen, Jr. Chair of Reading and Literacy at the University of Michigan, and Linda Kucan is an associate professor in the Department of instruction and Learning at the University of Pittsburgh’s School of Education. Co-authors of the new IRA title Comprehension Instruction through Text Based Discussion, they will lead a session on close reading from informational texts, a critical student skill under the Common Core State Standards (CCSS) for English Language Arts, which Delaware has adopted and is now in the process of implementing.

Palincsar and Kucan will impart a set of discussion strategies designed to support student interaction with texts for the purpose of comprehending text ideas, as well as identifying and synthesizing evidence in support of discipline specific claims. Their presentations will take place on October 15 and 16, 2013 in the Elementary and English Language Arts Strand.

Doug Buehl

Doug Buehl, a teacher, professional development leader, and adolescent literacy consultant with 33 years of experience in the Madison Metropolitan School District, Madison, WI, is the author of the IRA titles Developing Readers in the Academic Disciplines and Classroom Strategies for Interactive Learning, Fourth Edition, the newly released version of the Association’s top selling title. Buehl will offer reflections and strategic advice on the use of self-questioning as a foundational strategy for the “close reading” of texts called for under the CCSS. Participants in his workshops will engage in model lessons that demonstrate scaffolded instruction for mentoring the successful reading of complex information texts. The workshops will take place on October 15 and 16, 2013 as part of the Secondary English Language Arts Strand, as well as on October 17, 2013 as part of the Content Areas strand.

For detailed information visit www.doe.k12.de.us/commoncore or call 302-735-4180.