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  • The International Reading Association is now the International Literacy Association!
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    We’re ILA and We’re Transforming Lives

    by April Hall
     | Jan 26, 2015

    You talked. We listened. The International Reading Association is now the International Literacy Association!

    Reading is one important part of literacy, but ILA’s expanded vision focuses on how literacy transforms lives—and how crucial it is to bring literacy to every corner of the world.

    In addition, ILA embraces its role as an education advocate. In the coming months, look for more opinion pieces about ILA positions on legislation, proposed policies, and changes in and out of the classroom.

    “We are energized and galvanized in thinking about the endless possibilities of how this storied organization can build upon its legacy and truly transform literacy and education,” writes ILA Executive Director Marcie Craig Post in the January/February issue of Reading Today.

    In her article, titled “Welcome to the Future of Literacy,” Post expands on what led to the organization’s own transformation—and offers a sneak peek of what’s to come. Read Post’s piece here.

    Here are some of the big changes taking effect as of today:

    • IRA Members are now ILA Members. Member logins remain the same.
    • Our website looks different. More online changes are coming over the next several months; this is only the beginning.
    • Registration for the ILA 2015 Conference is open. The theme is “Transforming Lives Through Literacy,” and this year’s conference promises to be like no other. New programs and formats will be offered, and existing content has been revamped as well. Take a look at the exciting list of speakers coming to St. Louis July 18–20.
    • Reading Today Online is now Literacy Daily. The blog will still be where educators share their thoughts, practical tips, book reviews, and more. ILA contributions cover not only the latest news about this organization, but also the world of literacy at large.
    • Our journals received a facelift, too. But don’t worry—you’ll get the same quality content from The Reading Teacher, Journal of Adolescent & Adult Literacy, and Reading Research Quarterly.

    For even more information, check out our downloadable list of Frequently Asked Questions.

    Are you ready to transform lives? Tell us what you think at social@/.

    April Hall is the editor of Literacy Daily. She can be reached at ahall@/.

     
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  • The American Dialect Society chose its Word of the Year? What do you think? What makes a word anyway?
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    2014's 'Word of the Year'

    by Ben Zimmer
     | Jan 20, 2015

    Teachers and students alike may tend to think of words as static items in the dictionary, sturdy building blocks of our vocabulary that have been solemnly passed down from earlier generations.

    In my day job as executive editor of Vocabulary.com, I look at ways that we can make the English lexicon come to life through fun, engaging gameplay and rich online features that clearly illustrate how words work in the world.

    But earlier this month, I was wearing another hat, as chair of the American Dialect Society’s New Words Committee. In that capacity, I preside over Word of the Year proceedings at the society’s annual conference, held this year in Portland, OR, in conjunction with the Linguistic Society of America.

    ADS members see language as ever-changing, with innovations coming from all quarters. In the Word of the Year vote (WOTY to its friends), which the ADS has held every year since 1990, we get to shine a spotlight on some of the more creative additions to English. It’s not for nothing that The New York Times calls it “The Super Bowl of Linguistics.”

    Sometimes the WOTY choices are not new words per se, but they instead pour new wine in old linguistic bottles. Consider the top choice for 2013: because. In an innovative style frequently found online, because can be directly followed by a noun (“because science”), an adjective (“because tired”), or an interjection (“because hooray!”). Now, that’s not how because would be handled in a language arts classroom focusing on standard English, but in informal usage, the conventions of language are often much more flexible.

    At our Portland meeting, the WOTY festivities got underway at a nominating session, at which we selected leading candidates in a number of categories, including Most Likely to Succeed, Most Useful, Most Outrageous, and so forth. Often, we come up with a new, ad-hoc category that covers a particular topic or trend. While there was some support this year to create a category for emoticons and emoji, ultimately the attendees decided on another category that reflects changes in online discourse: Most Notable Hashtag.

    Hashtags, those words or run-together phrases preceded by a hash sign (#), first appeared on Twitter as a method of organizing conversation, but they have become an increasingly important vehicle for all manner of online talk. (The word hashtag itself was Word of the Year in 2012.) One significant use has been for mobilizing social and political action by means of pithy slogans. For instance, when more than 200 Nigerian schoolgirls were abducted by militants, the hashtag #BringBackOurGirls was used to bring attention to the tragedy.

    During the voting session to pick the cream of the crop in the different categories this year, the runaway winner in the Most Notable Hashtag category was #BlackLivesMatter, which saw a great deal of use in protests over the lack of indictments against police officers in the cases involving the deaths of two black men, Michael Brown and Eric Garner. In fact, the momentum was so strong for #BlackLivesMatter that it turned out to be the overall winner for Word of the Year as well.

    When hashtags are based on multi-word phrases (even with the spaces removed), they might not seem like obvious candidates for a Word of the Year contest. But the ADS has always made room for phrases in its WOTY voting, as long as those phrases are used lexically; that is, as vocabulary items that one could imagine appearing in a dictionary. (In 2004, the winner was not one phrase but three: red state, blue state, and purple state, to describe whether a state’s voters prefer Republicans, Democrats, or a mix of the two.)

    A hashtagged phrase like #BringBackOurGirls or #BlackLivesMatter pushes the boundaries of wordhood even further, since they are based on full clauses. But the process of “hashtagification” goes a long way in making such phrases more lexical. Since the vote, the linguistic debate over hashtags has raged on, including in a piece in The Economist.

    Other WOTY nominees were more obviously word-y. Often they were drawn from youth slang, which is always a fertile breeding ground for neologisms. This year, those words included bae, a now-popular pet name derived from babe (though some have provided it with a folk etymology, claiming that it is an acronym for “Before Anyone Else”).

    Some seemingly new slang items have actually been kicking around in English for decades. As I wrote in my weekly column for The Wall Street Journal, the word salty won as Most Likely to Succeed, based on its current usage to mean “exceptionally bitter, angry, or upset.” But that sense of the word is actually rooted in African-American slang of the 1930s, when “jumping salty” was a phrase that hepcats used to refer to someone becoming suddenly angry or annoyed.

    The winner in the Most Useful category was another established term provided with a new wrinkle. The word is even, based on a phrase that paradoxically expresses one’s inability to express oneself: “I can’t even.” A verb, perhaps “handle” or “deal,” is missing from that sentence, suggesting the speaker is at a loss for words from being overwhelmed by circumstances. Creative types have extended that to treat the even of “I can’t even” to be a verb in its own right, fashioning variations on the theme like “I have lost the ability to even.”

    Students are no doubt familiar with many of these novel and playful turns of phrase, but they might not realize that linguists and lexicographers are also taking note. And while much of the cutting-edge slang of today will soon fade away from common usage, some of these new terms may become entrenched in our lexicon and find their way into dictionaries. Every generation makes its own unique linguistic contributions, and even if these contributions might seem frivolous or evanescent at the time, they are all part of the dynamic tapestry of the English language.

    Ben Zimmer is a linguist, lexicographer, and all-around word nut. He is the executive editor of Vocabulary.com and the language columnist for The Wall Street Journal. He is also the former language columnist for The Boston Globe and The New York Times Magazine. He was recently named the recipient of the first-ever Linguistics Journalism Award from the Linguistic Society of America.

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  • Award-winning agent of change Jennie Magiera hosts January's #IRAChat.

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    #IRAChat: Initiating and Embracing Change in the Classroom

    by IRA Staff
     | Jan 06, 2015

    Education is not static. There must be adaptation, adjustment, even flat out change. Literacy is no different. But how far does change reach in the classroom? What happens when there is resistance somewhere in the chain?

    January’s #IRAChat will answer these questions and more with an expert on shaking things up in the classroom.

    Jennie Magiera is a White House Champion of Change for her work using technology in education. She is the digital learning coordinator for the Academy for Urban School Leadership in Chicago where she oversees the tech in 32 public schools. She was also honored with Apple Distinguished Educator, Google Certified Teacher and CPS’ 2012 Tech Innovator of the Year. She is all about professional learning and embracing the need for change and the power of change everywhere in school.

    “Growing and progress require change,” Magiera said. “We must be willing to take risks to move forward and become better versions of ourselves!”

    The chat will be 8 p.m. EST Thursday, Dec. 8 and Magiera said she is looking forward to the #IRAChat and hopes to encourage fellow educators.

    “I hope that educators can connect with new colleagues and come away with new and inspiring ideas!” she said.

    Log on and share your ideas Thursday night. Don’t miss a tweet by following #IRAChat and check in on IRA’s Twitter account.

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  • Nell K. Duke and Susan Neuman were recently awarded highly prestigious awards in the field of literacy.

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    Two IRA Members Honored by LRA

    by Morgan Ratner
     | Dec 12, 2014

    Two active, longtime International Reading Association members were recently presented with prestigious awards from the Literacy Research Association for their work in literacy.

    Nell K. Duke , literacy professor at the University of Michigan and author of  Inside Information: Developing Powerful Readers and Writers of Informational Text Through Project-Based Instruction co-published by IRA and Scholastic, won The P. David Pearson Scholarly Influence Award.

    Established in 2012, the award is presented to an author whose work has demonstrated positive and impactful literacy practices and policies within a district and/or classroom setting. Presented by Taffy Raphael of the University of Illinois at Chicago at the LRA conference, it includes a monetary prize as well as a plaque. Duke was recognized for her work in the Reading Research Quarterly for the article 3.6 Minutes per Day: The Scarcity of Informational Texts in First Grade.

    “It was a tremendous surprise and honor to receive the LRA P. David Pearson Scholarly Influence Award. The reason I do and disseminate research is to try to impact literacy education, particularly for children of poverty, so I especially appreciate receiving an award that focuses on scholarly impact,” Duke said.  “The award is particularly special to me because I have such admiration for P. David Pearson, who is a giant in the field and has been a wonderful mentor and friend to me throughout my career.”

    Her work looks to increase informational texts in the early grades and involved observing first-grade classrooms over the course of 79 school days. On each visit, data were collected about the types of texts in the classroom, showing a lack of informational texts and an average of only 3.6 minutes per day spent with informational texts during classroom activities. The article also provides assumptions about genres of texts and strategies for addressing the scarcity of informational texts.

     “Since [the article’s] publication, a host of IRA members and others have been working to get more attention to informational text in early education, and there are signs that work is paying off. Now we need to make sure that the attention is the right kind of attention—that we are using the best possible practices with informational text for young children.”

    Susan Neuman, editor of IRA’s Reading Research Quarterly, was awarded the Oscar S. Causy Award.

    The Oscar S. Causy Award is the most prestigious honor awarded by the LRA and is presented for outstanding contributions to reading research. Named after the founder of the National Reading Conference, the award was first presented in 1967 and continues to shine a light on those promoting reading research. Laurie Henry of the University of Kentucky presented the award to Neuman for her lifetime of work in literacy research and advocacy.

    To me, the Oscar Causey is the highest honor you can receive in reading research and literacy since it reflects a body of work, rather than an individual article,” Neuman said after receiving the award. “It is given to honor the lifetime achievements in research, and I felt deeply honored to receive it.  

    “There are a number of research articles that I’m especially proud of, all of which have appeared in Reading Research Quarterly, our flagship journal.”

    The LRA is dedicated to promoting research to enrich understanding and knowledge of literacy practices in our multicultural world. The organization awards many honors each year, and all awards are presented by chairs or committee members.

    Morgan Ratner is a communications intern for International Reading Association.

     
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  • IRA member Geri Melosh remembers a Liberian champion of literacy.
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    In Memory of a Liberian Literacy Leader

    by Geri Melosh
     | Dec 10, 2014

    Contributed photo
    Jacob Sendolo (center in yellow) in happier times.
    For months, news services around the world have issued reports on the Ebola epidemic that has savaged West Africa. Since March, there have been over 17,000 reported cases of Ebola and more than 6,000 deaths in Guinea, Sierra Leone, and Liberia. Liberia, the worse-hit country of the Ebola outbreak, with more than 3,000 deaths, has fought this deadly virus with a severely strained public health infrastructure weakened by 23 years of a brutal dictatorship and civil war. Schools have been closed, food is in short supply, and many people are unemployed due to the crisis. News reports have typically spoken of the toll Ebola has taken on healthcare workers—doctors and nurses who have died valiantly in the line of duty, but they have not been the only victims of this deadly virus. In the last week of November, Jacob Sendolo, principal, teacher and long-term officer in the Liberian affiliate of the IRA, also died from Ebola.  His death will be felt deeply.

     

    I met Mr. Sendolo six years ago in 2009 in Monrovia when he was the principal of a school piloting a new literacy program, “Liberia Reads,” developed by our Florida-based non-profit, the Children’s Reading Center (CRC) in partnership with the Liberian YMCA.  Mr. Sendolo, as principal of a YMCA school, jumped at the chance to have several of his primary grade teachers trained in phonics, phonemic awareness, fluency, and comprehension strategies. He attended all of the training his teachers underwent and agreed to limit the size of his classes in the early grades and keep classroom books and instructional materials secure. In 2011, he became a founding member of the Association of Literacy Educators (ALE), the first IRA affiliate in Liberia. In subsequent years, he became an assistant trainer in the Liberia Reads project, participated in ALE sponsored workshops to instruct teachers in other Monrovia and up-country schools in Liberia Reads literacy strategies. He enjoyed showing teachers how reading strategies could also be applied to math and served as one of the presenters at the first Liberian IRA national conference held in July 2014. During this time, Mr. Sendolo was also pursuing his bachelor’s degree at the University of Liberia.

    The best proof of Mr. Sendolo’s dedication to his profession was at his own school. His YMCA school is typical of most schools in Liberia with concrete block walls, a zinc roof, and hand-painted blackboards. Like 95% of Liberian schools, it has no electricity or running water. Six years ago when we first visited the school, classroom walls were bare, students did not have reading texts, and teachers had almost no literacy training. But at an unannounced visit by a CRC consultant in November 2013, it was clear a metamorphosis had occurred. Walls were no longer bare, but covered in student work, word walls, ABCs, and phonics blending ladders. Teachers were on task teaching literacy strategies and all primary students had reading texts and were engaged with instruction. Best of all, norm-referenced assessments indicated that the majority of Mr. Sendolo’s students were learning how to read.

    Mr. Sendolo died after contracting Ebola at a traditional funeral for a teacher who everyone had been led to believe died of other causes. Two other Liberia Reads teachers at his school were also exposed. His loss brings home how the damage of Ebola will last long after the disease is eradicated in Liberia. Mr. Sendolo touched many lives through his strong work ethic and his dedication to improving literacy levels in Liberian children. He will be sorely missed.

    Geri Melosh is longtime member of the IRA and principal of the Children’s Reading Center Charter School in Palatka, FL. She and her husband served as Peace Corps volunteers in Liberia in the ‘70s. She returns to Liberia regularly to help run literacy programs.

     
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