Literacy Now

by Katie Branca

In October 2010, sixteen International Reading Association (IRA) members from the United States, Australia, and New Zealand boarded a plane for Israel. The delegation spent nine days overseas, exploring Israeli history and culture, while diving into the details of the country’s literacy education system.

The unique educational expectations in Israel are what first caught the attention of former board member Taffy Raphael when she was planning the trip. In Israel, every citizen is expected to become literate in Hebrew, Arabic, and English, without exception. “The American microcosm is concentrated in Israel,” Raphael says. “If you think about how the United States has struggled with how to best support students who are learning new languages, that’s a primary issue in Israel.”

Pamela Mason, who teaches at the Harvard Graduate School of Education, is sure that what she saw in Israel will impact how she prepares her students. “My responsibility is to train these literacy educators not only to teach different types of learners but also in terms of different political expectations.”

Seeing Things First Hand

The delegates had the opportunity to witness Israel’s education system at work and to discuss best practices among themselves. At the Kibbutz School of Education, teachers introduced the delegation to a successful clinical model where groups of students are brought in periodically so that student teachers can practice a variety of lesson plans and become confi dent in the
classroom.

At the Center for Educational Technology in Tel Aviv, directors explained how professional development resources are changing. The largest producer of textbooks and resources in Israel has now turned to digital books and the Internet to improve teacher resources.

Seeking to understand how Israeli educators teach growing numbers of immigrants, delegates visited the Ulpan Etzion Campus in Jerusalem. The absorption center supports multiple classrooms for language instruction, as well as a Hebrew immersion program where residents can learn the language intensively.

Delegates were also able to foster more tangible ties between Israel and the United States. While visiting the Alon High School in Ramat Hasharon, Israel, administrators agreed to begin a partnership with RJ Kinsella Magnet School of Performing Arts in Hartford, Connecticut.

Pamela Totten-Alvarado, a delegate and principal of the Kinsella Magnet School, looks forward to working with the Alon School long-term. “It is collectively our vision that the students from both schools will embrace each other’s passion for the arts through the use of technology,” she says.

The Exhibit in Orlando

Months after returning home, Angela Fortune, a delegation member, sat on the floor of her living room sorting photographs. Creating an exhibit for the IRA 56th Annual Convention in Orlando was the perfect opportunity to share the experience with others, even if it left her covered in double-stick tape.

After weeks of taping, gluing, and stapling, the exhibit display was complete and ready for convention. Three-dimensional props, layers of photographs, and heart-felt quotes from delegates jumped from the poster board and welcomed passersby.

“We had very good traffic flow and a lot of great questions,” Taffy Raphael shares.

What’s more, Dr. Shlomo Alon from Israel’s Ministry of Education joined the delegation at convention and spent a great deal of time with the exhibit. Delegates had especially enjoyed speaking with him overseas, and Fortune felt it was a highlight of the trip. “It was really exciting to meet with a leader of their educational system,” she says. “So we really highlighted that in the presentation.”

Beyond Best Practice

For many delegates, however, meeting with leaders and exploring best practices accounted for only half of their experience. Some, like delegate Kathleen Gill, as classroom teacher from Ohio, found being in the presence of so many passionate educators overwhelming.

“There are some life experiences that are so transformative that words just seem to fail,” she says. “Having had the chance to take part in this experience and connect with people who all share the same vision was a personal and professional experience of a lifetime.”

Twyla Miranda, a delegate from Texas Wesleyan University, also felt a sense of unity. “I learned we are similar,” she says. “We want all learners to be thoughtful, lifelong readers.” 

 

This article also appeared in the October/November 2011 issue of Reading Today. 

 

The year 2011 marks the 19th time that the Central Jamaica Reading Association has engaged educational institutions and communities in observing International Literacy Day. 

The association distributed copies of a message from Ms. Irina Bokovo, Director General of United Nations Educational, Scientific and Cultural Organization (UNESCO), and informative comments from the International Reading Association to educational institutions in the parishes of Clarendon, Manchester, and St. Elizabeth. Educators were encouraged to utilize the message and comments to refl ect the theme “Literacy for Peace.”Additionally, members of community organizations were involved in reading to children. 

Many schools emphasized the importance of the day and the theme: “Literacy for Peace” during morning assemblies. Later, teachers engaged students in creative activities reflecting the theme.

deCarteret College, Mandeville

One highlight of the day’s activities began with the visit to deCarteret College by Mr. Calvin Lyn, Acting Custos Rotulorum of Manchester, and Dr. V. Elaine Carter, President of the Central Jamaica Reading Association and International Consultant in Education. Here, Acting Principal Ms. Angela Walker extended welcome. Dr. Carter spoke of the signifi cance of the day, highlighting the theme “Literacy for Peace,” and encouraged teachers to engage students in creative activities reflecting the theme. She read the poem entitled “All We Want is Peace,” by Gordon David, highlighting the relationship between literacy and peace.

Mr. Lyn read the message, which included the following salient points:
• International Literacy Day places a focus on literacy and peace.
• Peace is founded on human rights and social justice.
• Literacy is a pre-requisite for peace. It cuts social boundaries.
• Illiteracy is an infringement on human rights and promotes poverty, which can lead to criminality. 

Some benefits of literacy are:
• It enables people to develop their cultural identity and diversity.
• It promotes respect and tolerance.
• It gives people the skills needed to seek meaningful employment.
• It enables countries and governments to achieve sustainable development.

Mr. Lyn encouraged the students to be peaceful, compassionate, understanding, and they should try to settle conflicts in a non-violet manner. Using the acronym R.O.A.D., he elaborated on:
• R - respect for teachers, themselves and others
• O - obedience to teachers, parents, and the rules of the institution 
• A - ambition: students should strive to achieve their ambition while in school
• D - discipline: students should be disciplined in their study habits and display good behavior at all times

Hatfield Primary and Junior High School, Hatfield, Manchester

Ms. Elsa Smith, Assistant Superintendent of Police, Manchester Division, Mandeville, addressed the students of Hatfi eld Primary and Junior High School on the theme “Literacy for Peace.” Assistant Superintendent Smith expressed her appreciation to join with the Central Jamaica Reading Association in observing International Literacy Day. Referring to the Mission of the Jamaica Constabulary Force (the Police), she indicated that the preservation of peace is a major responsibility. However, the Police cannot do it alone. International Literacy Day provides the opportunity to help in promoting literacy as a means of being proactive in helping to preserve the peace in schools and the wider community.

Assistant Superintendent Smith expressed the thought that, “If we are able to get more of our students to become literate, that is, being able to read for knowledge, write well and think critically, then we are definitely on our way to achieve a more peaceful society.”

She continued, “Through literacy, you will be able to achieve your goals and potential and participate fully in your community and wider society. When you are literate, you are able to handle information effectively, express ideas, make decisions, and solve problems as family members, workers, citizens, and lifelong learners.” 

Smith informed the students and teachers that in keeping with the UN Convention on the Rights of a Child, students have the right to:

• Free primary education
• An education in the spirit of understanding, peace, tolerance, and equality
• Protection against unlawful arrest

Kendal All Age School, Kendal, Manchester

The Reading Room at Kendal All Age School was an ideal environment to foster literacy. Dr. Carter gave parents and teachers an overview of the rationale for International Literacy Day, emphasizing the “Literacy for Peace” theme. Earlier, teachers and students discussed the relevance of the day to education.

In extending congratulations to the teachers of Kendal for establishing the Reading Club, Dr. Carter reminded parents that reading forms the basis for all other areas of learning and asked parents to support the club. Parents were also reminded that they were the fi rst teachers for their children, and involvement in their children’s education would help them to increase their knowledge base and help to attain success for their children.

Mandeville Regional Hospital

At the Mandeville Regional Hospital, Mr. Calvin Lyn and Dr. Elaine Carter read to children in the hospital wards. Retired teachers and members of community organizations offered guidance to young mothers in the Pediatric Ward of the hospital on their roles of reading to their infant children. 

 

International Literacy Day 

Join IRA

Global Operations at the International Reading Association

 

A conference focusing on the 2012 “hot issues” in literacy will be held on February 3 and 4, 2012, at the University of the Incarnate Word in San Antonio, Texas. 

The issues highlighted in the October/November Reading Today article will be discussed in depth. Any profits from the conference will be used to fund two non-profit groups: the IRA Special Interest Group Specialized Literacy Professionals and the newly formed Texas Association for Literacy Education (TALE). It is hoped that TALE will be the newest IRA affiliated state organization by the end of January 2012.

Among the speakers at the summit are a number of past Board members of IRA including past presidents Jerry Johns of Northern Illinois University and Jack Cassidy, Executive Secretary of the Specialized Literacy Professionals. Former Board member Jill Lewis-Spector from New Jersey City University will also be a featured speaker. Barbara Marinak, from Mount Saint Mary’s University in Maryland, co-chair of the IRA Task force on Response to Intervention (RTI) will be speaking on recent research and practice for RTI. Rich Long, IRA’s Director of Governmental Relations, will be providing legislative updates and funding sources. 

This summit will be the first national conference sponsored by an IRA SIG. All proposals will be refereed by a national panel. Proposals for sessions, poster sessions, and institutes are being accepted until November 15, 2011. More information, including proposal forms, is available on-line at: http://www.literacysummitwhatshot2012.com. 

 

In September 2011, the International Reading Association (IRA) announced a three-year partnership with the CTL (Collaborative for Teaching and Learning), Nokia (the global mobile communications corporation), and the Pearson Foundation to train teachers in Bangladesh and Indonesia to use the IRA Diagnostic Teaching Model (DTM).

The mission of this new partnership is to promote primary literacy development through mobile technology and on-site training. DTM provides classroom teachers with core knowledge, skills, and tools to teach reading and writing at the primary level, including phonemic awareness, phonics, vocabulary development, reading comprehension, writing, and speaking.

With technical and financial support from Nokia and Pearson, including provision of mobile hand-held devices and online video streaming, IRA and CTL will implement a comprehensive literacy teacher professional development network supported by both face-to-face and virtual training and mentoring. CTL will provide project management and facilitate local planning, local literacy leadership team development, development of content for the Nokia Education Development (NED) system, and virtual mentoring for trainers and leaders.

Experienced IRA volunteers will conduct all program training and participate in online mentoring. NED will include self-study videos, compilations of student work with audio voice-overs, samples of teacher practice and related discussion boards, and other field-based information.

IRA affi liates in Bangladesh and Indonesia have already participated in training and mentoring to support development of country-specific planning. In the next phase of work, these plans will be implemented, supported by on-site professional development in DTM and literacy leadership development. Implementation will also be supported through virtual networking and coaching, through Nokia’s NED system and online social networking structures. All support will be interactive and customized to each country’s implementation plan.

The Global Literacy Professional Development Network addresses United Nations Education for All (EFA) Goals, including expanding and improving early childhood care and education for disadvantaged children; improving adult literacy, and equitable access to basic education for all adults by 2015; and improving the quality of education so that recognized levels of literacy and essential life skills are achieved by all.

Click here for CTL's article about the partnership

Barbara Moore, who passed away in September, had a passion for life and education, a genuine commitment for social justice, and a willingness to put children at the centre of learning. She had a singular ability to work with people–to make each person feel special, to honour the work of people before her that contributed to her work, to instil a great sense of confidence in people, and to create a strong sense of cooperation rather than competition. Barbara became a raging virago when confronted with political and education injustices–and seeing this gentle woman "morph" was a sight to behold!

When I was asked to join the International Development in Oceania Committee Barbara Moore was an existing member, and she was very quickly promoted to chairperson. At that stage Barbara was in charge of the Reading Centre at the Institute of Education at the University of the South Pacific, in Fiji. She spearheaded the development of the South Pacific Literacy Education Project which was initially a joint venue between the Reading Associations of New Zealand and Australia, and then incorporated into the Oceania Committee work. She drew skilfully on the work of Warwick Elley and Francis Mungubai and captured to essence of the book flood learning and the importance of acknowledging and using community stories. Barbara showed incredible leadership across the Pacific–promoting effective practice in literacy and a love of learning, enhancing leadership, encouraging International Reading Association (IRA) membership, and supporting learning in and the publication of resources in children’s first languages.

IRA benefited immensely from Barbara’s commitment. She worked tirelessly to foster IRA’s goals, which she did with integrity and enthusiasm. She guided the International Development Coordinating Committee with co-chair Alistair Hendry, and worked to build positive and constructive relationships with the IRA Board of Directors–relationships that have continued to this day. At the first IRA International Leadership Conference in 1993 Barbara joined the NZRA "delegation" in presenting a very real view of New Zealand education that acknowledged our international links. At the traditional Committee Chairs breakfast at IRA conventions Barbara frequently shared her introduction with stories that were real and inspirational. Barbara’s love of literature and education was always a significant guiding influence.

Barbara was awarded the NZRA Citation of Merit in 1996. This is NZRA’s highest honour, given sparingly, to a person who has contributed significantly to local councils, to reading and to New Zealand (and international) education. One of the criteria was evidenced through Barbara’s participation in sponsoring Pasifika teachers to attend conferences–to set up specific programmes within conferences so that their time was focused and useful. For the 4th South Pacific Conference on Reading, held in Fiji, Barbara held the organisation together way beyond the planning. Pasifika teachers reported that Barbara’s intervention made their participation genuinely educationally productive.

The current highly successful initiatives of the Oceania Committee are based squarely on the work of Barbara.  She enhanced the concept of language experience with texts developed by local people in their first language.  Barbara was an educator ahead of her time. I am privileged to have worked with her and to have learned from her.

Barbara’s contribution to education is summed up nicely in her book, Rescuing the Castaways, written with Teraaka Biribo for the 12th IRA World Congress on Reading on the Gold Coast in 1988. This quote is from Chapter 7: “If you are literate, you feel like a human being, for you can learn about the world for yourself; and communicate with different people in different places. You gain through reading and become part of the wider world.” 

Thank you, Barbara Moore. 

 

Heather Bell is a member of the International Reading Association's Board of Directors.