Literacy Now

In Other Words
ILA Membership
ILA Next
ILA Journals
ILA Membership
ILA Next
ILA Journals
    • The Engaging Classroom
    • In Other Words
    • Volunteer
    • Tutor
    • Topics
    • Teacher Educator
    • Student Level
    • Special Education Teacher
    • Reading Specialist
    • Reading
    • Policymaker
    • Other/Literacy Champion
    • Literacy Education Student
    • Literacy Coach
    • Librarian
    • Job Functions
    • Foundational Skills
    • English Language Arts
    • Content Types
    • Comprehension
    • Classroom Teacher
    • Children's Literature
    • Blog Posts
    • Administrator
    • ~9 years old (Grade 4)
    • ~8 years old (Grade 3)
    • ~7 years old (Grade 2)
    • ~6 years old (Grade 1)
    • ~5 years old (Grade K)
    • ~4 years old (Grade Pre-K)
    • ~18 years old (Grade 12)
    • ~17 years old (Grade 12)
    • ~16 years old (Grade 11)
    • ~15 years old (Grade 10)
    • ~14 years old (Grade 9)
    • ~13 years old (Grade 8)
    • ~12 years old (Grade 7)
    • ~11 years old (Grade 6)
    • ~10 years old (Grade 5)

    Reflections: Love of Books Leads to Academic Success

    by Brandon Dixon
     | Aug 31, 2015

    The following is the full version of an essay Brandon Dixon wrote when applying for the Gates Millennium Scholarship—which he was awarded. An abbreviated version appeared in the September/October 2015 issue of Literacy Today.

    Brandon Dixon headshotFor some reason, my classmates do not believe me when I answer the question, “how did you get smart?” by pointing to the long list of books I have read since I began devouring them sometime around second grade. They give me incredulous glances and sneer at the concept of “simple reading” being the key to academic success. It truly is a shame they do not believe me, because after truly examining my intellectual growth throughout the past 12 years, I accredit more than 50 % of my knowledge to what I gleaned while reading a book.  

    For the record, I do not read textbooks, or encyclopedias, or dictionaries. I am a lover of fiction, and a purveyor of fantasy, and I have recently taken to dubbing myself a “dabbler” in science fiction. More often than not, I am reading about things that have never happened in all of humanity’s history. I read about things taken right out of the vivid imagination of the author, stuff that wouldn’t hold up against the harsh, fact-based reality of the world. I have not learned a myriad of specific, physical skills from reading, because very few writers go into excruciating detail when describing simple processes like changing a tire, or knotting a tie. But I have acquired a few specific skills that have acted as gateways into the world of other knowledge I have obtained. 

    Curiosity.  

    The answer lies between a book’s pages. More often than not, I have no idea what some writers are talking about. There are authors (like Donna Tartt) who manage to employ beautiful strings of advanced vocabulary throughout their novels. I know a lot of words, but I am not a walking human dictionary, nor can I automatically derive the hidden connotations of every word that I come across. In order to be an avid reader and actually get something out of it, I had to acquire the skill of relentless curiosity in the very beginning. With it, the world became open. Topics and themes that would normally soar over my head became things that pinged my attention and sent me scrambling to the Internet to discover the meaning. When I heard of new scientific theories, I would barrage the budding scientists in my life with endless questions to better understand exactly what the authors would talk about.  

    And while I have found knowledge in many other places besides books, literature has been the one constant “school” in my life. I never have to ask for permission to enter the pages of a novel and discover something new about the world around me. I have learned more about the human condition and the manner in which humanity carries itself through reading than any introductory psychology course at my high school could have taught me.

    I have connected to a central hub of sorts through literature—the depository where authors dump fragments of their personal experiences and observations of the people around them. Because of literature, I have developed not only curiosity, but the keen ability to understand and to empathize with the people around me. There are very few emotions that I have not experienced transitively through the conduit of a novel, and because of that vast internalized understanding of human emotions, I have been able to expand upon my interpersonal skills.  

    Because of reading, and because of literature, I have developed a host of intangible skills, things I cannot demonstrate with my body, only with my character. Leadership, although it has been undoubtedly tempered by experiences at school, grew out of my love affair with tales of heroism in novels. It was a skill that I revered, and one I truly wanted to emulate. Reading tales of people leading their teams, their units, and their families throughout life gave me perspective on leadership before I even had the chance to actively practice it. It is perhaps because I got to watch (or rather, read) various styles of leadership in action at a young age that I was able to jump so readily into leadership as a teenager.

    Perhaps the most important intangible skill I derived from my ravenous reading exploits is my sense of morality. Good and evil sit in the center of every good story. Sometimes it is obvious which side is which. The good guys often brandish gleaming swords of righteousness and are from the beginning of the story slated against the proverbial “dark witch.” But there are also stories where good is indistinguishable from bad, where the bad guys wear the same smiles as the good guys; where each side is motivated by something that they believe to be inherently “good.”

    More than anything, these novels have taught me about the multiplicity of morality—how ambiguous and overall ill-fitting the terms “good” and “evil” are. In the world, there is no definite right and wrong because everyone looks at the world from a different perspective. Reading so many stories that have accentuated this fact has given me the cognizance necessary to understand the intrinsic motivations behind people’s actions, and also develop my own understanding of what is and is not “moral.”  

    In many ways, the true Renaissance man is not he who studies the physical crafts in school, or learns them through apprenticeship. Knowledge of the deeper, more everlasting kind can be learned simply from picking up a book and appreciating it for the lessons within. I have not physically experienced a lot of things in my life, but my mind has been places my body has never been—learned things that my hands will never understand. Foraging through the pages of the many novels I have read through, life has been my way of obtaining knowledge and I value the intangible skills I have developed more than I do any tangible skills I have learned elsewhere.  

    Brandon Dixon is a recent graduate of Girard College, a 1–12 boarding school in Philadelphia, PA, and is now a freshman at Harvard, in Cambridge, MA.

     
    Read More
    • Classroom Teacher
    • Literacy Coach
    • Librarian
    • Policymaker
    • Administrator
    • Teacher Empowerment
    • Mentorship
    • Leadership
    • Professional Development
    • Topics
    • The Engaging Classroom
    • Volunteer
    • Tutor
    • Teacher Educator
    • Special Education Teacher
    • Retiree
    • Reading Specialist
    • Partner Organization
    • Other/Literacy Champion
    • Corporate Sponsor
    • Literacy Education Student
    • Job Functions
    • In Other Words

    Teachers as Readers: Making Time to #Read4Fun

    By Jennifer Williams
     | Aug 26, 2015
    shutterstock_123174811_x600

    Develop a love of reading.

    Nurture your reading identity.

    Connect personally and deeply with characters and stories.

    All these are phrases I have found myself proclaiming to students as a literacy specialist. Understanding the critical importance of devoting time to reading for pleasure, I always charged myself with helping all students see themselves as readers. Equally, as an educator, I always understood the power that modeling can have on learning. However, it was in this area that I found I was not leading by example. This is my story of how I rediscovered my reading identity through friendship, connection, and a lifelong love of reading.

    In February, as I was approaching my birthday and setting goals for the year, I suddenly realized I had lost touch with my connection to books. Though I was constantly reading educational research for my doctorate program and buying every professional development book I could to help me learn and grow as an educator, I was no longer the read-for-fun-and-enjoyment reader I had been years before. As a literacy specialist, this went against everything I knew of the importance of reading for enjoyment. So I decided at that moment I wanted to reunite with my dormant reading identity.

    Energized by my mission to find great new titles, I woke up on a Saturday morning and sent out a simple tweet asking for any good book recommendations. Soon after, my friend on Twitter, Sean Gaillard, a high school principal and former English teacher, responded with a suggestion. Within the hour, fellow educators Lena Marie Rockwood and Connie Rockow also joined the conversation. Soon we were taking our conversation on books to a group direct message. By that afternoon, though we were states away from one another, we each were at our own local bookstores, messaging together with sheer excitement and joy. Four people who had never met were connected and inspired around the topic of books. Our passion was ignited!

    We likened our conversation to a discussion over a virtual cup of coffee. After preparing our lists of must-read books, we decided we would challenge one another to read at least 15 minutes per day and would do a “status check” on Twitter on Sunday evenings. To make it simple, we created the chat hashtag #Read4Fun. We were set! We had our challenge, our book picks, and a date of March 1 to “meet” for the first time. This date, as it soon occurred to us, couldn’t have been more fitting, as it was World Book Day, Read Across America Day, and Dr. Seuss’s birthday! What happened next was pure “Connected Educator Magic!”

    Over the week, as we were gathering our books, we had other educators express interest in joining us. When we finally got to our first chat on Sunday, we were amazed—we had hundreds of educators join in, and, within 15 minutes, we were the #1 trending topic! We had educators from all over the world joining us, and, in what felt like a moment, we went from being an inspired group to a truly ignited global community.

    Over the months, extraordinary things have continued to happen with our group; it truly has been a life-changing experience. What we found was that teachers, a group who selflessly gives of themselves and constantly encourages children to find a love of reading, had often neglected to make time for themselves. Together as a #Read4Fun community of connected educators, we realized it wasn’t about having time, it was about making time!

    This adventure has brought such positivity to a truly deserving group of educators, and we look forward to continuing our journey with #Read4Fun and with books this school year!

    All educators are invited to join the #Read4Fun movement and share in our mission to connect with books and reading. Please visit our website for more information. The #Read4Fun “reading heroes” meet on the first and third Sundays of the month at 7:00 p.m. EDT sharing in conversations surrounding books, literacy, and teaching. Also, check out Shelfie Wednesday, where book picks are shared on Twitter and Periscope.

    jennifer willliams headshotJennifer Williams is the cofounder of #Read4Fun. As a literacy specialist, she is inspired by the power of books and stories of connection. Connect with her on Twitter and at the #Read4Fun chat hosted by @read4funchat.

     
    Read More
    • In Other Words

    Until Now, I Was the Riffraff: What It Means to Win the ILA Young Adult Fiction Award

    by Tawni Waters
     | Aug 20, 2015

    Tawni Waters 2015I am sitting next to Meg Cabot eating chicken. The conversation is going well. I’m totally playing it cool, like I have no idea she’s a bestselling author. I even get a little piece of parsley stuck between my teeth, you know, to solidify my “we are just two regular chicks chatting over chicken” routine. She says something about her books, and I say, “Oh, are you a writer?”

    She smiles graciously. “Yes, I am.”

    “Cool, what do you write about?” I ask, throwing back a swig of tea.

    “Oh, princesses,” she says.

    “That’s awesome,” I say without missing a beat. “Are they published?”

    “Yes,” she says.

    “I should totally look those up,” I say and move on to my potatoes.

    I could chock my wonderful performance up to the fact that I’m a trained actress, but that would be dishonest. My spot-on “I don’t know you are rich and famous” performance actually comes from the fact that I don’t know she is rich and famous. I guess I should have put two and two together. A man in a tuxedo led me to this reserved table at the front of the banquet hall. I am at the ILA 2015 Conference to receive the ILA Children’s and Young Adults’ Book Award for Young Adult Fiction for Beauty of the Broken, and Meg Cabot is scheduled to speak at this luncheon. So when this beautiful, poised, funny woman sitting beside me introduced herself to me as Meg, I should have said, ”A-ha! This is Meg Cabot, writer of the gazillion dollar-earning Princess Diaries.” But I didn’t. I didn’t because this whole weekend has been overwhelmingly hard to believe, so I seem to be coping by subconsciously deciding not to believe it. I feel like Dorothy transported to Oz, muttering, “We’re not in Kansas anymore, Toto,” ad nauseam. I think I may be suffering from a mild shock.

    It all started when I arrived at the Four Seasons in St. Louis after a two-day road trip from Minneapolis. My publisher, Simon & Schuster, had offered to fly me in for the event, but I wanted to bring my friend Polyxeni, you know, for moral support, so I wouldn’t make an idiot of myself in front of Meg Cabot or anything. Polyxeni is a book buyer for the St. Paul Library System, and from the minute I found out I won the ILA award, she told me it was a big deal. A huge deal. A life-changing deal. So did Simon & Schuster. So did my agent, Andy Ross. I didn’t believe any of them.

    “Last year’s winner was Rainbow Rowell,” Polyxeni said slowly over coffee. “Do you get that? Rainbow Rowell?”

    I nodded. Sure, I knew who Rainbow Rowell was. Who didn’t? What did that have to do with me?

    “Her book is being made into a Pixar movie now! This award changes the career trajectory of everyone who wins it!” Polyxeni enthused.

    I wondered why she was being so pushy. And why was she using big words like “trajectory”? Did she think I was a scientist or something? Show off. Suffice it to say, out of self-preservation, I decided to miss the point. I think it was because I had been a struggling artist for so many decades, the thought of all that changing seemed impossible to me. I didn’t want to get my hopes up only to find them dashed. It was easier not to believe.

    We arrived in St. Louis looking just about like people who have been driving and eating Pringles for two days should look, which is to say, dead shmexy. I knew Simon & Schuster was going to be putting me up at the Four Seasons, but I didn’t know what that meant. I guessed Four Seasons was sort of like Holiday Inn—nice, clean, probably no roaches in the showers. When we walked through the doors, I thought four things:

    1. Now I know what the phrase “smells like money” means.
    2. Maybe I should have put on a fresh T-shirt, one without the Jaws emblem.
    3. Is everything here made out of actual marble, or is that pen faux marble?
    4. I hope that minivan-sized chandelier doesn’t fall on my head.

    After checking in, Polyxeni and I stepped onto the elevator. “Why do you have to put your key in?” she whispered.
    “To keep the riffraff out,” I said. “Which is weird, because until now, I was the riffraff.”
    We laughed and rode the elevator to the 15th floor where a beautiful woman was waiting for us with our luggage (a very stained polka-dotted roll-along and an army green duffel bag). She showed us around our room, making sure to point out the television hidden in the bathroom mirror, just in case we wanted to watch Seinfeld reruns while we were freshening up, after which she offered to bring up bath salts and bubble bath, should we decide to take advantage of the amenities. She pointed at the marble encased tub, as if we could miss it. The bathtub was roughly the size of the Aegean Sea. I suddenly understood why rich people so often drowned in their bathtubs. I asked Polyxeni if she had brought our life jackets. She hadn’t. We decided to take our chances with the drowning and said yes to the bath salts.

    After the woman left, Polyxeni and I glanced around our room in awe, commenting on the St. Louis Arch glinting in the sun just outside our window. Then we flopped on the giant bed at its center.

    “It feels like a cloud!” Polyxeni giggled. She was right. It did. I was pretty sure we’d been transported to heaven. We bumbled around for a bit, smelling shampoos and tasting pillow mints and acting like a scene from The Beverly Hillbillies.

    That night, Polyxeni and I went to the hotel restaurant for a celebratory dinner. Our waitress was a lovely girl. She seemed to know who I was. As she poured my champagne, she called me Ms. Waters with a sort of reverence I am not used to. Sometimes, my community college students would say my name that way at the end of a semester, when they deserved an “F” and wanted a “C”. But this felt sincere. During the course of dinner, every waiter in the restaurant came to meet me. They brought me a little dessert plate that had “Congratulations” written on it in chocolate. Polyxeni assured me that she hadn’t told them about my award. That’s when I started to think that maybe, just maybe, Polyxeni and Simon & Schuster and my agent hadn’t been lying when they said this award was a big deal.

    The next day’s events were even more surreal. I had a signing at 1 pm. Beauty of the Broken was released almost a year ago. I have pretty much been on book tour since then. I am not new to signings. I have signed books all over the USA, in coffee shops and bookstores and libraries and schools. What I have learned about book signings is that they are very unpredictable things. Sometimes, 50 people show up (if you are signing in your hometown). Sometimes, two people show up, and you take them out for wine and Chinese food because you are embarrassed they bothered to show up when no one else did. So I warned Polyxeni at lunch. “Don’t expect much from the signing. I’m not sure people will show up.”

    “Oh, they’ll show up. Trust me,” she said. Poor Polyxeni. She just didn’t understand the nuances of the publishing business.

    Or maybe she did. The second I sat down to sign, a line formed. A long line. It stretched out of sight. People gushed as I signed their books.

    “You’re my daughter’s favorite author. I can’t believe I get to meet you!”

    “Make it out to my wife! She’s your biggest fan!”

    “Can I get a picture with you?”

    I handled all of this with the grace and dignity of a seasoned author, which is to say, I didn’t throw up on anyone. After 20 minutes, we had to end the signing, not because the line had dwindled, but because we ran out of books. I don’t know how many books we had to start with, but I can tell you we had bunches. Bunches and bunches. I walked away dazed. Again, it occurred to me that this award might actually mean something. Could it be that my career was really going to change?

    That night, Simon & Schuster hosted a “family dinner,” which meant that they brought a handful of really cool marketing people and authors together in a posh restaurant and fed them amazing food. (Full disclosure: I had never been invited to a Simon & Schuster family dinner before.) It was beautiful. I ordered steak and three glasses of champagne because I could. (I noticed another author ordered four neat whiskeys, so I figured I was OK.) After we were well into the main course, Candice, the extraordinary library and marketing person who had organized the event, suggested we go around the table and introduce ourselves. We did. Everyone said his or her name, the title of his or her latest book, and the name of his or her editor. When my turn came, I said just those things. Candice looked at me expectantly. “Don’t you have something else to tell them?” she asked. What was she talking about? I looked at her blankly.

    “Your award?” she prodded. “I think we can tell them even though it’s a secret. No one will say anything.”

    My award? It was a big enough deal that I could say it to this room full of important people and expect them to be impressed? “Well, Beauty of the Broken won the ILA Book Award for Young Adult Fiction,” I said, feeling almost sheepish, expecting everyone to nod politely and go back to nibbling cheeses. I probably will never forget that moment as long as I live. The expressions on the faces at the table changed. They were impressed. Amazed, even. Everyone clapped and congratulated me.

    “Thank you,” I said, learning to love the attention.

    And then, a bunch of naked guys rode by the window on bikes and stole my thunder. No, I’m not making this up. There was a nude bike rally in St. Louis that night, and it happened to pass the restaurant where we were eating. Everyone forgot my award, ran to the window, and started shrieking, “Oh, my god! Did you see his—?” (Side note: If you ever want to be cured of the demon of lust, watch a naked bike rally.) Which made me go, “Ok, now I get it! This is a dream!” But it wasn’t a dream. I don’t think. Maybe it was. Maybe I just hadn’t woken up yet.

    The next day, I accepted my award shortly after I realized who Meg Cabot was. “Oh, my god! You’re that Meg!” I said, looking at the giant screen behind us, onto which was projected a God-sized picture of Meg, along with photos of her zillion best-selling novels.

    “Yes,” she laughed.

    “I’m so sorry,” I said. “I feel so dumb.”

    “Don’t worry,” she said. “I get tired of that other stuff anyway.”

    I don’t know if I will ever be Meg Cabot. I don’t know if I will ever get enough of this “other stuff” to get tired of it. Right now, two days after coming home from the ILA Conference, I’m still blown away that any of that “other stuff” is coming my way at all. Already, people care about Beauty of the Broken in a way they never have. People I don’t know are tweeting about me. I’ve already been asked to speak at a major conference. Facebook, the litmus test of all that is good and likable in this world, tells me that people like me way more than they did two weeks ago. And this is just the beginning.

    After the banquet, I attended a panel where a brilliant professor taught people how to teach Beauty of the Broken in the classroom. I looked down at the worksheet she handed me, taking in phrases like “feminist critique” and “Marxist analysis” in relation to my characters. Stay with me here: Those weird little figments of my imagination are now going to be used to torture high school and college students everywhere. Someday, a few months from now, a year from now, some poor NYU freshman will be popping NoDoz, analyzing the socioeconomic implications of Iggy’s quilt. “Why do you think the author used Iggy’s quilt so often in the text?” some well-meaning teacher will ask, and the student will write an essay about this, a terrible essay, an essay that mixes up “you’re” and “your” and postulates that Iggy’s quilt is a symbol of the various facets of bourgeois oppression in the 21st century.

    And I will be sitting at home saying, “Ha, suckers! The author used Iggy’s quilt so much because she knew she needed to write a few physical details to help readers visualize the scene, and she was way too hopped up on caffeine to think of anything fresh, so she referenced the dumb blanket again!”

    Maybe I shouldn’t write that down. Maybe I should just pretend I meant all the profound things students will someday say I meant. Thanks to ILA, I am a serious writer. But the transition is hard.

    After all, up until now, I was the riffraff.

    Tawni Waters won the ILA 2015 Children’s and Young Adults’ Book Award for Young Adult Fiction for Beauty of the Broken. This was reposted with permission from the Andy Ross Literary Agency’s blog.

     
    Read More
    • Blog Posts
    • In Other Words

    Five Shifts of Practice: Multimodal Literacies in Instruction

    by Jennifer Williams
     | Jul 22, 2015

    shutterstock_142998043_x600Students communicate and acquire information in new and complex ways. With extraordinary advances in technology and a growing emphasis on creation and innovation, the educational needs of 21st-century learners are constantly evolving. As a result, traditional definitions of reading, writing, and communication are being redefined to include new multimodal literacies. Pedagogical practices are being reinvented as well as reimagined to best support students’ rapidly changing needs. Teacher education programs play a critical role in preparing preservice teachers with the knowledge, skills, and experience needed to integrate these new literacies and digital technologies into instruction.

    In order to support students’ ongoing literacy needs, teacher educator programs must create contexts and learning spaces that enable preservice teachers to examine their beliefs regarding use of technology in teaching. Though programs often strive to connect technology and curricular content in practice, they are often challenged to develop instructional pedagogies employing new literacies that can adapt as quickly as technology changes. Programs face numerous barriers to effective preparation in the area of multimodal literacy.

    Many preservice teachers enter education programs with deeply held belief systems regarding uses of technology in literacy instruction following their many years as students of conventional teaching practices. Often viewing literacy as a print-bound process, preservice teachers exhibit reluctance in using technology for educational purposes and formal teaching practices. Understanding the predictive powers of self-efficacy and positive attitudes toward technology, programs commonly create stand-alone technology integration courses that model use of multimodal formats and authentic, hands-on learning experiences. Though these courses are designed to show construction of knowledge in the area of technology integration, they are often presented in isolation, unable to demonstrate the importance of incorporation of practice across the curriculum and throughout content areas.

    Programs can work to bridge the gap between knowledge and instruction in the area of multimodal literacy and integration of digital technologies. By infusing innovative practices that prioritize exploration of an increasingly textual world across all areas of coursework, teacher education programs can prepare preservice teachers to inspire inquiry and transform learning in their future classrooms.

    The following ideas are offered as shifts of practice that teacher education programs can consider in preparing pre-service teachers to integrate multimodal literacies into instruction.

    Provide distributed practice

    Programs that extend learning past stand-alone technology courses can demonstrate the transformative power of new literacies in learning. By offering meaningful practice with digital technologies throughout all courses of study, teacher education programs provide authentic modeling of multimodal literacy integration across the curriculum. Preservice teachers can be empowered to explore and design their own paths to understanding across contexts and connected experiences. Offered as standards of practice, these infused methodologies have the potential to extend and enhance the learning of preservice teachers and also can serve as frameworks for instruction in their classrooms of the future.

    Design collaborative learning spaces

    Learning space design can act as a catalyst to support sustainable change in teaching and learning. By reexamining the landscape of the classroom and methods of instruction, teachers education programs can promote engagement and afford opportunities of networked collaboration. New pedagogies focused on student-centered practices and active participation evolve the role of the teacher from distant lecturer to facilitator of learning. Shifting roles of teachers and students can allow everyone to be a part of the exchange of ideas and sharing of knowledge. Together in a technology-supported learning space, everyone can explore as curators and composers of multimodal literacies.

    Focus on the verbs

    Teacher education programs seeking to prepare preservice teachers for classrooms of the future can positively affect practice by shifting focus from the ever-changing “nouns” of education to the actionable “verbs” of discovery. Empowering students to engage and create and connect and explore can guide real-time instructional decision making in selection of materials and methodologies. Interest-driven projects that prioritize student voice, creativity, and choice of delivery can allow preservice teachers to connect theory to practice in powerful and personalized ways.

    Encourage inquiry and investigate the world

    By asking students to seek solutions to problems of global significance, teacher education programs can encourage preservice teachers to engage in deep learning through a process of inquiry and investigation. Meaningful topics with profound disciplinary and interdisciplinary bases can provide opportunities for students to think critically. Preservice teachers can use multimodal literacies to examine problems, gather information, and communicate decisions. Through this process of inquiry, preservice teachers can employ digital technologies and move along a continuum of technology integration. The creation of digital artifacts can offer transparency of perspectives and sharing of solutions, and the learning can inspire change that is relevant and significant.

    Support self-efficacy through reflection

    Dedication of time and thought for discussion can place focus on metacognitive thinking and reflection. Teacher education programs can promote self-efficacy of preservice teachers by encouraging innovation, inspiring curiosity, and providing safe opportunities for taking risks through exploration of ideas. Preservice teachers can be invited to explore together deeply held belief systems and discover ways to weave multimodal literacies into practice to enhance learning and expression of perspectives. Together, teacher education programs and preservice teachers can redefine instructional practices to inspire collective change on their quests to make a difference in classrooms of today and of the future.

    jennifer willliams headshotJennifer Williams is the cofounder and lead program developer for Calliope Global. Calliope Global works with schools, universities, and organizations from around the world.

     
    Read More
    • Blog Posts
    • In Other Words

    Reading Is Like Breathing In; Writing Is Like Breathing Out

    by Pam Allyn
     | Jul 16, 2015

    shutterstock_17477836_x300I wrote my first “novel” in third grade for my hero, my teacher Mrs. Kovacs. (May her memory be forever a blessing!) She had read aloud to us from Black Beauty, and I was stoked. There was no turning back. The sound of the text had addled my brain, kept me up at night, and made me swoon. My title was “Thunder: The Story of a Horse” and the colon was my centerpiece, the cornerstone of my masterpiece, the first time I had ever used one. The “book,” if you could call it that, was illustrated by the great Edward Krupman. Well, I should say, great to all those who know him, my uncle, my father's buddy, and my personal great guy. (Prior to “Thunder,” his claim to illustration greatness was drawing Snoopy on the back of a napkin for us nieces and nephews.) 

    It was, quite literally, a third-grader's copy of the first chapter of Black Beauty itself (picture a swap-out of all the key names and details; the star horse was now burnished copper rather than black, and the human characters' names were changed, but words like dappled and meadow were laced prodigiously through this triumphant first chapter). I was hooked on Anna Sewell. She lived in my brain. 

    Rather than dismiss my tome as a mere imitation, Mrs. Kovacs read my opus voraciously in one sitting (it was around four pages long, stapled together, and that may have included Uncle Ed's cover page). She turned to me and said in a voice rich with delight and awe: “You sure were inspired by Anna Sewell!” Without a hint of accusation, Mrs. Kovacs knew the truth: I had fallen in love with language, thanks to Ms. Sewell.

    The profound power of children’s literature is that it teaches us how to live, not just how to read. The stories and information that children read changes them by challenging, nurturing, inspiring, and allowing them to discover and explore the world. Children breathe in the big ideas, people, places, and facts and breathe out their own ideas, theories, and opinions in response. Beyond that, reading great children's books can become a touchstone for how our children communicate themselves to the world through how they master language itself. They can read through the lens of writing and be stunned by the author's craft of language, and then they can do the same to craft their stories so others might know them too.

    The reading/writing connection is beyond language. The integration of both enriches and enlivens the world of a child's mind and thinking.

    Having a pen and pack of notecards or a notebook or a tablet or any device within arm’s reach can inspire a child's reading life, not bring it down. Model for students during the daily read-aloud how you are inspired by language of our great authors by showing your students how powerfully text affects your writing life. Model jotting a short quote that stands out in the text, or noting a question that you want to go back to and think about at the end of a chapter. In the middle of a read-aloud, do a “Stop and Jot” and then invite students to a one-minute reflection with a partner off their “S and J”s. Have students keep a notebook or tablet for lines or snippets that move them, make them laugh, and inspire them. They can go back to these lines later to use to inspire their own writing. They can study those lines to see the uses of punctuation, white space, and form. Then they can practice these in their own work.

    While the feelings and impressions of the story or article are fresh in students’ mind, give them time to unpack and digest with a short free-write or quick talk, structured around the prompts: “I am thinking about…”, “I wonder why...”, “I am interested in...”, “I noticed that...”, “I love how the author...”.

    Black Beauty was one of many books that marked my childhood, took my breath away, and made me feel like a writer. I was breathing in language, story, word beauty, and the worlds of my passions for animals and landscapes and I was breathing my first baby steps into the world of language mastery and the joy of a perfectly chosen word (or colon!). I was very fortunate that my teacher Mrs. Kovacs recognized this, and I honor that to this day by sharing with teachers around the United States and the world that children's literature is a great teacher of writing, and more, how to love language and tell the stories that matter most to a child.

    Pam Allyn is the founding director of LitWorld, a global literacy initiative serving children across the United States and in more than 60 countries, and LitLife, a cutting-edge consulting group working with schools to enrich best practice teaching methods and building curriculum for reading and writing. She has written more than 20 books, including Your Child’s Writing LifeWhat To Read WhenBest Books for Boys, and Core Ready, and is a spokeswoman for BIC Kids, championing BIC’s 2014 "Fight For Your Write" campaign. She received the 2013 Scholastic Literacy Champion Award for her work both nationally and globally bringing literacy to underserved communities and was chosen as a W.K. Kellogg Foundation Fellow in April 2014, focusing on racial healing and equity and has appeared on NBC News, CNN, and Al Jazeera as a thought leader on equity, standards, and literacy in public education.

    Allyn will appear twice Sunday, July 19, at the ILA 2015 Conference in St. Louis, MO, July 18–20. First atBe Core Ready: 10 Ways to Transform Teaching and Learning for the New Era So We Can Meet the Needs of All Students”, then atTaming the Wild Text: Cultivating Fearless Readers & Writers.” Visit the ILA 2015 Conference website for more information or to register.

     
    Read More
Back to Top

Categories

Recent Posts

Archives