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    Skype Partners with DonorsChoose.org to Provide Video Calling in the Classroom

     | May 17, 2012

    by Jen Donovan

    Skype has partnered with DonorsChoose.org to provide teachers with the materials they need to enhance the learning experience beyond the classroom. DonorsChoose.org is an online charity community that provides donations to public schools in need across the US. Teachers are able to post their project or request and receive individual donations through the website. These donations provide resources like books, art supplies, and technology to schools in need. Through the partnership, Skype plans to donate $250,000 to teachers requesting the necessary materials to provide Skype video calling in their classrooms. 

    The goal of the Skype Initiative is to break down the barriers of communication by connecting one million classrooms across the globe. Skype video calling gives students the opportunity to collaborate on projects and share ideas with other students from other cultures around the world. Currently 1,816 projects, 24,356 teachers, and 608 resources are involved in the initiative, and Skype has already funded several of the projects posted on DonorsChoose.org. 

    Teachers can take advantage of this program by registering for Skype in the classroom today. For every new registered teacher, Skype will donate a $25 USD DonorsChoose.org Gift Card which can be applied to any classroom project posted on DonorsChoose.org, including any project they’ve created themselves.

    To learn more and register with Skype in the classroom visit education.skype.com

    To create an account and post your classroom project or request visit www.donorschoose.org.

    Jen Donovan is the strategic communications intern at the International Reading Association. 



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  • Teaching is hard. Really hard. There is not one teacher that will deny it. Of course, I love it—most days. I love the kids. I love the daily challenges. And I’m constantly learning to be the best me in the classroom to push through those challenges and meet the needs of the students.

    But why try to do it alone?

    There are a number of engaging social media sites that can connect us with educators and literacy experts. I’ve learned that there are MANY smart teachers across the world that I can connect with and learn from daily. Building my personal learning network (PLN) has been a goal of mine this last year and I have found a fun way to do it!
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    Do You Have Any 'Pinterest' in Learning More?

    by Michelle Nero
     | May 16, 2012
    Teaching is hard. Really hard. There is not one teacher that will deny it. Of course, I love it—most days. I love the kids. I love the daily challenges. And I’m constantly learning to be the best me in the classroom to push through those challenges and meet the needs of the students.

    But why try to do it alone?

    There are a number of engaging social media sites that can connect us with educators and literacy experts. I’ve learned that there are MANY smart teachers across the world that I can connect with and learn from daily. Building my personal learning network (PLN) has been a goal of mine this last year and I have found a fun way to do it!

    Teachers are always searching for new ideas and novel explanations, expanding our knowledge or understanding about a topic, or just looking for a fun, yet meaningful craft. The internet alone has provided teachers with an immense amount of information.

    You may have heard of this booming new site that everyone is checking out. Pinterest is the fastest growing social networking site that allows its users to collect, organize, and share great ideas—and this hot social networking tool can really enhance your PLN, too! How? By connecting you with educators who share your interests from all over the world. It’s really that BIG!

    So, What is Pinterest?

    Pinterest is an online bulletin board where you “pin” (or collect) interesting images on your own virtual boards. It’s sort of like bookmarking, but way better because you are posting a visual image, instead of that lengthy website address or title of a site. (Now that I think about it, I never do go back to those bookmarks!)

    Let’s say you are browsing the web and you find a great site, such as a resourceful teacher’s blog or an idea that you want to remember—just pin it using the “Pin it” button! It’s really that easy. In addition, I love that you can click on the image and it will take you right back to the original source to gain more information or even more ideas.


    Easy as One, Two, Pin

    Your first step is to get signed up at Pinterest.com. Currently, it’s by invite-only. You can request an invitation from Pinterest directly, or you could be invited by someone who is already a part of Pinterest. You will then register through your Facebook or Twitter account.

    Yes, you read that correctly. In order to sign up to use Pinterest, you must have a Facebook or Twitter account, as Pinterest is a social networking site. Their ultimate goal is that you are “social” about your pins. (Side note: If you don’t want your pins to pop up on your Facebook wall or Twitter feed, you can change the privacy settings on those respective sites after signing up.)

    Complete your profile and update your account settings. You are almost ready to pin!

    “Pin It” Button

    Click on the “About” menu and select “Pin It Button.” There are directions on how to install a “Pin It” button in your bookmarks bar. For me, it was as easy as dragging the “Pin It” button and dropping it in my bookmarks bar in Safari. Done. Of course, I realize technology isn’t always that cooperative, so there are more detailed directions on the “Goodies” page if needed.

    Ready? Set…Pin!

    Once you find an image that you want to pin, click your “Pin It” button and all the images that you can pin on the webpage will appear. Select the image that you want to pin, choose the board (refer to “Creating Boards” below) where you want to pin it, add a description, and click “Pin it.”

    Searching Pinterest

    Another perk of Pinterest is that you can search a topic without having to leave the Pinterest site. In addition, the search results allow you to view pins about the topic, boards with the keyword in the title, or people with the keyword in their name. Basically, this means that you don’t even have to leave the Pinterest site to search for ideas!

    Recently, I have been thinking about updating and changing the “Thinking Journals” I currently use in my classroom and create more of a Reader’s Notebook. Sure, I could Google it, but then I’d have to scroll down a long list of sites, look for a reputable name, click on the link, read to only find out that it’s not what I am really looking for, then return back to the long list of sites...and the cycle continues on and on for pages and pages.

    With Pinterest, I typed “Reader’s Notebook” in the search box in the upper left hand corner and I was immediately pleased to see over a hundred visual “pins” full of reader’s notebook ideas. And, thus, a new board was born: Reader’s Notebook. I am already implementing changes and love being able to easily go back to one site with all the ideas of collected.

    Creating Boards

    Organizing your pins is easy. Click and create a board to pin ideas on about anything! To create a board, click on the “Add +” in the upper right hand corner and select “Add a Board.” You can also create a new board as you are pinning something.

    I originally started a “For the Classroom” board, which then led to a “Reading Workshop/Daily 5” board. And then, over the course of a year, I’ve created 32 boards—a mixture of personal and professional boards. I’ve noticed my ideas start BIG, but eventually, I zero in on specific hot topics and create a new board.

    Following Pinners

    If you find a pinner (a.k.a. one who uses Pinterest and pins) that you love or share similar interests, you can follow her and be updated with all the pins she adds daily. (I do say “her” because about 80% of Pinterest users are currently women.) You can follow a person and all the boards they have created, or you can follow individual boards that interest you.

    When you are on the Pinterest website and signed in, you will notice this page is constantly updated when the people you follow add new pins. Watch your personal learning network grow! I recently learned that you can share pins with people you follow and you can also create boards where others can contribute as well. Another great opportunity to share and collaborate with your PLN!

    Repin, Like, or Comment

    When you hover your mouse over an image, the social aspects of Pinterest appear. You can select to “Repin” an image that you found while browsing. When you repin, the pinner who first pinned the image will also get credit, and repins maintain the original link of the image.

    You can also “Like” a pin—giving it props that you like it. And, if you really want to say something about a pin, go ahead a leave a “Comment.”

    Pin Etiquette

    Any site that you sign up to use has fine print. Of course, there are many copyright laws, but it’s best to remember to:

    1. Pin from the original source.
    2. Give credit where credit is due.
    3. Include a thoughtful description.
    Still Pinterested in More?

    Happy pinning!

    Michelle Nero is a reading specialist at a K-5 elementary school in the northwest suburbs of Chicago, Illinois. She has been teaching for 12 years and has been a member of the IRA for just as many. As she continues to engage in learning, she professionally tweets (@litlearningzone) and writes about teaching and practicing her craft on her blog (Literacy Learning Zone). Michelle is reading, writing, and reflecting to be the best she can be in the classroom, all the while balancing life at home with a supportive husband and two year old twin daughters. As she says, “Balancing is oh-so-difficult and oh-so-important!”

    © 2013 Michelle Nero. Please do not reproduce in any form, electronic or otherwise.
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    Book Reviews: Celebrating Families

     | May 16, 2012

    This week we are celebrating families, especially the relationships children have with their moms and dads. In each of these titles the influence of mothers and fathers is shown differently. These books reviewed by the International Reading Association’s Children’s Literature and Reading Special Interest Group (CL/R SIG) could be read aloud, book talked or displayed in our classrooms.


    GRADES K-3


    Allen, Kathryn Madeline. (2102). A kiss means I love you. Photos by Eric Futran. Chicago, IL: Albert Whitman & Company.

    kiss

    In appealing and colorful photographs a son kisses his mother and a daughter tugs her mother’s arm. The simple rhyming text says, “A kiss means I love you, a wave means hello, a smile means I’m happy, a tug means let’s go!” Other photographs depict emotions or actions such as: laughing, crying, pouting, shivering, clapping and hugging. Each action is accompanied with what they mean, sharing more feelings. During a read aloud teachers could pause and let students infer or predict what a kiss means or what a wave means to them. Students could also dramatize each action or emotion. Children could be invited to write and create their own I love you books discussing how they love their parents.

    - Deanna Day, Washington State University Vancouver

    Buzzeo, Toni. (2012). One cool friend. Illus. by David Small. New York: Dial. 

    one cool friend

    While visiting the aquarium with his father, the very proper Elliot falls in love with the elegant penguins, reveling in their antics and their physical appearance. In some ways they remind him of himself. When he politely asks his National Geographic-reading father if he can have a penguin, his father assumes that he wants a stuffed one, and provides the cash for it. Once Elliot and the kidnapped penguin he names Magellan have arrived home, Elliot does his best to make things comfortable for his new friend. Claiming that he has a social studies project on Magellan the explorer, he even heads to the library to find out more about penguins. This delightful title is reminiscent of the 1938 title, Mr. Popper's Penguins, but its slyness provides its own appeal. Created with pen and ink, ink wash, watercolor, and colored pencil, the illustrations are every bit as enjoyable as the story itself. The staring stand-off between Magellan the penguin and Ms. Stanbridge, a librarian who has likely seen sights much stranger than a penguin in her library, is priceless. There are misunderstandings aplenty in this appealing title.

    - Barbara A. Ward, Washington State University Pullman

    Kittinger, Jo. S. (2012). The house on Dirty-Third Street. Illus. by Thomas Gonzalez. Atlanta, GA: Peachtree.

    house on dirty-third streetBecause it’s all they can afford, a mother and daughter prepare to move into a run-down house in a neighborhood that has seen better days. Although both are disappointed by its appearance and how much work it will take to renovate their new place, they see its possibilities and dream of how it might look once it has been cleaned up. New friends from church and the neighborhood pitch in to refurbish the house, and the dirty place becomes a home. As the two reach out to others for help, and their neighbors respond with the assistance they need, their dreams begin to come true. The pastel, colored pencil, and airbrush illustrations capture perfectly the anticipation, hope and discouragement on the face of the mother as well as her joy in finally achieving her dreams--with a lot of help from kind neighbors. 

    - Barbara A. Ward, Washington State University Pullman

    Lyons, Kelly Starling. (2012). Ellen’s broom. Illus. by Daniel Minter. New York: Putnam. 

    Ellen's broom

    Ellen is fully aware of the importance of the broom that hangs on her family's wall since it signifies her parents' marriage. Prior to Reconstruction, slaves were not allowed to marry, and jumping the broom was how they honored their commitment to each other. Now that the laws have changed, her mother and father want to legalize their union. Ellen brings the broom on the family’s trip to the courthouse, and decorates it with flowers. Clearly, the family honors their past as well as looking toward a hopeful future for Ellen and the other children.  An author's note provides additional information about jumping the broom and the 1866 Cohabitation List of Henry County, Virginia, which inspired the story. The family’s love for one another is evident in the illustrations which consist of richly-hued linoleum block prints that were hand printed and painted. 

    - Barbara A. Ward, Washington State University Pullman

    Patterson, Rebecca. (2012). My no, no, no day! New York: Viking. 

    My no, no, no, day

    Today is not a very good day for Bella. It starts off with her being awakened by her little brother licking her jewelry and goes downhill from there. Breakfast is not to her taste, and her shoes annoy her. In fact, everything seems slightly off somehow, and Bella adds to the unpleasantness by misbehaving and saying no to everything. Still, her harried but ever-patient mother ends the day with a bedtime story and the promise her that tomorrow will be much better. And it is! Bella’s most unpleasant day may remind readers of Alexander and the Terrible, Horrible, No Good, Very Bad Day in Judith Viorst’s children's classic since most of us can relate to having a day during which very little goes according to plan. Through facial expressions and even the characters’ hair, the soft-colored illustrations show the inconvenience of a day that doesn't measure up to Bella’s expectations. 

    - Barbara A. Ward, Washington State University Pullman  

    Reichert, Amy. (2012). Take your mama to work today. Illus. by Alexandra Boiger. New York: Atheneum Books.

    take your mama to work today

    Violet is off to work with her mother. Sometimes it is a snow day or the baby-sitter is sick day but it also happens on Take Your Child to Work Day, and Violet is an office manager to contend with! Answering the phone, shredding paper that makes confetti, and helping the boss with his presentation that she comments is like show and tell, Violet enthusiastically offers her assistance to the entire office staff. Even her mother’s umbrella comes in handy to spear the doughnuts or shield her from the confetti fallout she made from the paper shredder. Boiger’s playful watercolor illustrations add to the childlike atmosphere that Violet creates during her day at the office with her mother. The illustrations reveal that the other office workers might be glad the day when the day is over and Violet can go back to school. This will be a great read aloud for those days when parents come to school.  

    - Karen Hildebrand, Ohio Library and Reading Consultant 

    Saudo, Coralie. (2012). My dad is big and strong, but…: A bedtime story. Illus. by Kris Di Giacomo. New York: Enchanted Lion Books. 

    my dad is big and strong

    Originally published in France, this picture book will captivate young children because father and son have switched roles. On the first page a big strong dad says, “I don’t want to go to bed!” The son tries reasoning with his father, explaining that it is late and he needs to be in good shape for tomorrow. The father springs to a handstand and yells, “No, no, no, I won’t go to sleep!” On the next page the father is hanging from a chandelier and the exasperated son offers to read a story. Children will chuckle when they notice the father sitting on top of the teeny tiny son as he reads aloud. Next, dad begs, “One more story pleeease, just one more!” The son has had enough and exclaims it is time for bed. Once dad is beneath the covers he requests that the lights stay on. Dad may be big and strong but he is afraid of the dark. Children will request multiple readings of this hilarious book and giggle with glee as dad tries to stall bedtime. 

    - Deanna Day, Washington State University Vancouver

    Ward, Lindsay. (2012). When blue met egg. New York: Dial. 

    When Blue Met Egg

    A snowball that lands in her nest brings out the maternal side of Blue who is surprised but also somewhat delighted at the early arrival of an egg. As she tries to find Egg’s mother, she takes readers up and down on a wonderful visual tour of New York City. Over the next months, Blue becomes increasingly attached to Egg as they play in the park and visit art museums and the opera. But April’s warmer weather spells death for snow, and despite Blue’s tender care, Egg shrinks and eventually disappears. In her place, though, is a beautiful flower, reminding readers that something beautiful can arise from almost nothing with enough tender loving care.  Readers will be touched by the affection that Blue lavishes on a handful of snow. The illustrations in the book show her affection for Egg as well as the author/illustrator's fondness for the city where Blue and Egg live. Memorable in its quirkiness, this picture book is likely to appeal to adults just as much as to children.  

    - Barbara A. Ward, Washington State University Pullman 

    GRADES 3-6

    Smith, Anne Warren. (2012). Bittersweet summer. New York: Albert Whitman.

    Bittersweet SummerAs readers head into summer, Bittersweet Summer will appear on many summer recommended lists. Nine-year old Katie ad her five-year old brother Tyler begin their summer in Oregon with their single dad announcing they may have to move. Katie’s mother has put career before family and left to pursue her country music singing stage dreams. With her best friend gone for the summer, Katie is left with the scheming next-door neighbor Claire, whose idea is to get their former fourth grade teacher to marry her widowed father, but Katie had hopes that Ms. Morgan might be interested in her own father and they would not have to move away. With a gentle touch, a bit of humor and a lot of reality, the author has dealt with the scenario of today’s divided families in a way that many children will relate to but can also find hope for new family relationships. Teachers’ guides are available for these books at the publisher’s website.

    - Karen Hildebrand, Ohio Library and Reading Consultant 

    GRADES 6-8


    Geithner, Carole. (2012). If only. New York: Scholastic. 

    If Only

    With the death of her mother from cancer before the start of her eighth grade year, everything in her life changes for thirteen-year-old Corinna Burdette. Even her best friend seems uncomfortable around her, and she finds commonalities with a classmate whose father died earlier. As her father tries to cope with tasks once handled by her mother such as grocery and clothes shopping, Corinna deals with school bullies and her fear that something bad will happen to her father as well. As her classmates grouse about their own mothers, Corinna simply wishes that she and her mother had had more time together. For solace, she even leaves voice messages on her mother's cell phone until her father cancels the phone. The book is filled with Corinna's raw emotions vacillating from anger, depression, and confusion to uncertainty and pleasure in remembering the good times the family shared. Amid the pain and loss, she somehow finds room in her heart for a crush on a classmate and reaches out to others in a school support group. Once Corinna asserts her own needs and even defends another classmate who is being called "Shamu" because of her size, she is on the right track. Although her mother is no longer with her, Corinna knows that a part of her is still around.

    - Barbara A. Ward, Washington State University Pullman

    Gennari, Jennifer. (2012). My mixed-up, berry blue summer. Boston: Houghton Mifflin Books.

    Mixed up SummerTwelve-year-old June and her mother have lived happily on Lake Champlain in Vermont all of their lives. But now that her mother and her significant other, Eva, plan to wed, everything seems to change. As the women's relationship becomes more open, many of the area citizens turn on them, and they find themselves at the center of an anti-gay firestorm with signs extolling Vermonters to "Take Back Vermont" and others advocating that citizens support the rights of gay couples to marry with signs saying to "Keep It Civil." Torn between loving her mother and resenting her relationship with Eva, June is wonderfully imperfect and real. When she behaves hatefully toward Eva, she sounds exactly the way many girls in her situation might sound. As June prepares to enter a pie baking contest at the fair and ponders the possibility of love blossoming between her and best friend Luke, the author describes an idyllic setting beset by division over same-sex marriage while also including mouth-watering descriptions of fruit pie ingredients that make readers' mouths water. The thoughtful juxtaposition of sweet and sour in the book’s pages leave much upon which to ruminate.

    - Barbara A. Ward, Washington State University Pullman
    Stone, Phoebe. (2012). The boy on cinnamon street. New York: Arthur A. Levine Books/Scholastic. 

    Boy on Cinnamon St.

    Seventh grader Louise Terrace gives up just about everything that matters after her mother’s suicide. In fact, she has buried so deeply all memories of the event and her mother that she barely remembers them. With little to hold onto, she succumbs to the efforts of some of her gymnastics teammates to isolate her and to make her quit the team. But when her best friend Reni convinces her that she has a secret admirer, her heart begins to warm again. The only problem is that the secret admirer is not the boy she thought it was. During her efforts to pursue her crush—she convinces herself that the crush is actually mutual—she relies on the support of her best friends, Reni and Henderson. One of the best parts of this novel is how the author clearly shows how hard it is to recover from the loss of a loved one. Sometimes, as in the case of Louise, the death of a parent makes a child lose her way for awhile. The romance itself is sweet and likely to appeal to many middle grade readers who will be gently reminded to love their mothers despite their flaws while keeping their hearts open to life’s possibilities. 

    - Barbara A. Ward, Washington State University Pullman

    GRADES 9-12

    Resau, Laura. (2012). The jade notebook. New York: Delacorte Press.

    The Jade NotebookZeeta and her globe-wandering mother, Layla, have settled in Mazunte, a small but beautiful town in coastal Mexico, where her mother has started a new job managing cabanas. Though Zeeta is hoping for a quiet new life that will satisfy her mother as well as herself, several mysteries come into play. She has come to this town in hopes of learning more about her father and his background. Zeeta’s boyfriend, Wendell, works as an intern at the local Turtle Center photographing rare sea turtles. As in the previous novels, Zeeta records observations of life around her and the reader begins to meet secondary characters that add to the suspense of the mysteries surrounding her father as well as the ecomystery in this seeming tropical paradise.

    - Karen Hildebrand, Ohio Library and Reading Consultant




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    Young Adult Book Review: The Storm Makers

     | May 15, 2012

    by Judith Hayn

    Smith, J. E.  (2012). The storm makers.  New York, NY: Little, Brown, and Co.

    The Storm MakersTwelve-year-old Ruby and Simon live in an old farmhouse in rural Wisconsin after their parents quit their jobs and moved the twins from suburban Chicago so the adults could pursue their dreams. Dad, a former science teacher, yearns to invent an energy-making machine while Mom, a florist, hopes to become an artist. Ruby would really like leave this boring existence and hopes the worst drought in 100 years will force the family to return.

    However, a glitch occurs when Simon begins to demonstrate the innate powers of a Storm Maker, someone who can stabilize the weather. As the youngest one ever, Simon has to choose which mentor to follow, the enigmatic Otis who suddenly appears at the farm, or the slick and polished Chairman of the Makers of Storms Society, Rupert London. Add to the mix their kindly neighbor Daisy, also a Storm Maker, and the race is on to help Simon harness his powers. Will the plucky and scientifically-gifted Ruby be able to sway her brother to ignore the wiles of London whose goal is to punish humanity for deliberately destroying the planet and follow Otis instead?

    Using part magic and part science, the plot intensifies until the ultimate climax on a train heading from Chicago back to the Wisconsin farm with enough twists and turns to keep tween readers mesmerized. 

    Dr. Judith A. Hayn is an Associate Professor at the University of Arkansas at Little Rock.

    This article is part of a series from the Special Interest Group Network on Adolescent Literature (SIGNAL).


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    TILE-SIG Feature: Exploring E-Readers in Literacy Acquisition and Instruction

     | May 11, 2012

    by Dr. Kristine Pytash & Dr. Richard E. Ferdig

    The PEW Internet & American Life Project recently produced a report entitled, “The Rise of E-Reading.” In the report, they surveyed 2,986 Americans, ages 16 and older, to investigate people’s e-reading habits and preferences. The report noted 21% of Americans have read an e-book in the past year. They also found the average reader of e-books reads more than average none e-book consumers. Finally, 30% of e-reader users spend more time reading than they previously did.

    Three key perspectives emerge from this report:  research, literacy, and technology. From a research perspective, the audience surveyed were adults ages 16 and older. Much can be gleaned from this report, as will be highlighted here. However, future research could consider replicating this important work with younger students and/or specifically focusing on e-reader use in elementary, secondary, or collegiate classrooms.  

    Some of this work has already been started. For instance, Larson (2010) found second grade students’ reading comprehension was supported by using e-readers because they could adjust the font size, access online dictionaries, and activate text-to-speech features. Literacy researchers can continue to explore this area by asking what other features of e-readers might aid students’ reading acquisition and development? 

    Specifically focusing on literacy, there are two key findings in the report that warrant attention. First, the survey indicates the number of people purchasing and using e-readers is increasing. This might signal an increase in the number of children and adolescents with access to e-readers at home. Literacy educators have argued for recognition of students’ personal literacy practices. Does using e-readers in the classroom help bridge students’ out-of-school reading and in-school reading practices? 

    Second, according to the report, people using e-readers stated they were more avid readers than previously. In fact, the longer they owned an e-reader, the more reading they did over time. Also, those using e-readers read more than people who read traditional print books. This has interesting implications for literacy teachers and researchers as they begin to explore students’ motivation and engagement when reading using e-readers. Are students more motivated to read using an e-reader versus a traditional text? Does students’ motivation stem from using the e-reader or would e-readers be a way to provide students with opportunities to have increased choice and access to a wider range of reading experiences?

    The technology itself is final important aspect to consider when viewing this report. Although studying e-readers is important given their ubiquity, defining an e-reader is more complex. Some hear the term and point to a Kindle or a Nook.  However, one must also consider iBooks on the iPad or Kindle software on a desktop. Researchers must ask if there is something specific about e-readers vs. technologies that allow e-reading.  As important is the notion of literacy in reading online materials, following the important work of Don Leu (for instance, see: Leu, Everett-Cacopardo, Zawilinski, McVerry, & O’Byrne, in press).  If students learn to read through e-readers, whether at home or in school, how do these literacy practices translate to non e-reader texts? Finally, some e-readers allow writing, such as annotation, peer review, or notes to their teacher. The PEW report provides findings with implications for the use of e-readers in the K-12 classroom. Future research should continue to explore ways in which changes in e-readers promote a reading/writing connection. 

    References

    Larson, L. (2010). Digital readers: The next chapter in e-book reading and response. The Reading Teacher, 64(1), 15-22. 

    Leu, D.J., Everett-Cacopardo, H., Zawilinski, L., McVerry, J.G., O’Byrne, W. I. (in press).  The new literacies of online reading comprehension. C.A.  Chapelle, (Ed.) The Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell.

     

    Dr. Kristine Pytash is an Assistant Professor of Adolescent Literacy Education, Kent State University, kpytash@kent.edu. Dr. Richard E. Ferdig is a professor of ITEC and the RCET Research Professor at the Research Center for Educational Technology, Kent State University, rferdig@gmail.com. 


    This article is part of a series from the Technology in Literacy Education Special Interest Group (TILE-SIG).



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