Literacy Now

by Gina Cervetti
University of Michigan
March 19, 2014

Last week Oregon became the 10th state in the U.S. to adopt the Next Generation Science Standards (NGSS), with more states expected to follow suit. The NGSS and the Framework for K–12 Science Education that served as the basis for the development of the Standards are notable for their attention to the role of literacy in learning and practicing science.

The Framework for K–12 Science Education (Framework) was developed by the National Research Council as the first of a two-stage process in the development of new national science standards. The Framework, which was released in 2011, describes the reading and writing of scientific texts as “fundamental practices” in science and engineering that “constitute at least half of engineers’ and scientists’ total working time” (p. 72). The Framework also points to specific challenges for students who are beginning to engage with scientific texts and forms of communication, including unfamiliar vocabulary in science texts, the need to read for precise meaning, the need to justify their arguments in talk and writing, and the need to understand multimodal texts, which communicate with words and other forms of representation, such as charts and diagrams. The Framework specifies a set of related goals for students by Grade 12:

• Use words, tables, diagrams, and graphs (whether in hard copy or electronically), as well as mathematical expressions, to communicate their understanding or to ask questions about a system under study.
• Read scientific and engineering text, including tables, diagrams, and graphs, commensurate with their scientific knowledge and explain the key ideas being communicated.
• Recognize the major features of scientific and engineering writing and speaking and be able to produce written and illustrated text or oral presentations that communicate their own ideas and accomplishments.
• Engage in a critical reading of primary scientific literature (adapted for classroom use) or of media reports of science and discuss the validity and reliability of the data, hypotheses, and conclusions. (pp. 75-76)

The second stage of the Standards’ development process resulted in the new NGSS. The NGSS articulate standards as a set of performance expectations that connect disciplinary core ideas, scientific and engineering practices, and cross-cutting concepts, such as structure and function. Each performance expectation describes what students should be able to do in order to demonstrate that they have met the standard. For example, within the topic Weather and Climate, third grade students are expected to “Obtain and combine information to describe climates in different regions of the world” (3-ESS2-2).

The NGSS embed specific connections to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS) with each performance expectation. For example, the third grade performance expectation above (3-ESS2-2) is associated with three CCSS standards: RI.3.1, RI.3.9, and W.3.8. Some of the developers of the Common Core State Standards worked with NGSS development team to identify these literacy connections.

The NGSS also include an appendix that further elaborates the nature of the connections with the CCSS. Appendix M describes literacy skills as “critical to building knowledge in science” (p. 1). It lays out how particular CCSS standards connect to science and engineering practices. For example, CCSS Reading Anchor Standard #7 calls for students to “integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.” This anchor standard and related individual grade-specific standards are linked to the need for scientists and engineers to understand and present information in a variety of visual formats.

Thus far, states have been slow to adopt the NGSS; though 26 states participated in the development of the NGSS as lead state partners, only ten of these states and the District of Columbia have adopted the standards. Familiarity with literacy connections in the NGSS may be helpful to IRA members as more states consider adoption in the coming years.

This article is from the International Reading Association’s Literacy Research Panel. Reader response is welcomed. E-mail your comments to LRP@/.

Recently, my colleague Sam Williams wrote “Is Common Core Too Challenging for Kindergarten,” which addressed the necessity for play yet the lack thereof due to the rigor of the CCSS.

As a third grade teacher, I hear and see similar concerns among my fellow intermediate teachers every day. The new buzzwords are being tossed all over faculty meetings and trainings—close reading, text complexity, rigor, text-dependent questions, exemplar text, etc. I’ve sat through Common Core trainings where we’ve practiced writing “text-dependent questions” and then argued whether or not they were REALLY “text-dependent.” I’ve sat through trainings where we practiced what close reading is and what it looks like.

In fact, I can barely surf the net or Facebook without seeing the latest news story, video, or blog sharing an educator’s or parent’s contempt for the Common Core. I’ve read things that go as far as to say “Common Core is killing innovation” and “It’s a one size fits all approach.”

I hear all of it, I read all of it and I have my own opinions on all of it, but come 8:00 a.m. every morning I still have to open my doors to 18 third graders and teach them how to read—and more importantly, how to love reading.

So I ask you to think about these two questions. What is within your realm of control and how can you keep your creative juices flowing?

Here are some examples of how I try to engage my students while still meeting the CCSS. Let’s take a look at this standard: “Compare and contrast the most important points and key details presented in two texts on the same topic” (RI.3.9).

This is the end goal, right? First I have to teach them how to do this. So I start by looking for texts that are engaging. A lot of the texts I choose come from the Internet, a magazine, or sometimes a topic that I choose to write an article about myself.

For this specific lesson, I used an article in Scholastic’s Super Science magazine. This article talked about what your pet actually wants in their pet food and the process behind making it. The article points out the fact that dogs actually do not prefer the smell of bacon; it actually overwhelms their sensitive noses. But dog owners do like the smell of bacon and that is why pet food makers sell dog treats that smell like bacon. Basically, the food has to be appealing to the dog owner, not just the dog.

In order to kick off the lesson, I started by showing my students the commercial for “Beggin’Strips.”. They loved it and they were engaged right from the start. I then told my students that some of the information presented in this commercial contrasted the information in the text and I needed them to find it. Their first mission was to read the text and then take a Wikki Stix and wrap it around the section of text that related to the commercial. They were off to scan for bacon! After they found the section, they were asked to read the section one time in a whisper voice and then a second time standing up. (The students can’t wait to hear how they will be asked to read the text each day!) Students then answered the question of how the text contrasts with the commercial. This task will lead up to them eventually doing the same thing with two different texts, but this was one way to teach the concept. 

Let’s take a look at another example. Another standard requires students to “Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers” (RI.3.1). Students were given an article to read on hippos. Prior to reading the article and without any discussion about what they were about to see, the students watched a thirty-second video of a hippo flinging its poop at the zoo. (If this doesn’t get your students’ attention, I don’t know what will!)  

Immediately after watching the video, students were instructed to read the article and use Wikki Stix to underline the section of text that related to the video. Students then read the article a second time, this time when students were done reading the article they were given six minutes to model with play dough a fact about hippos from the article. It had to come directly from the text. Students then took clipboards and visited three of their classmates’ designs. They had to look at the play dough design and scan the text for what they thought was being modeled. They then had to write the sentence from the text that was related to the model on a sticky note and place it in the designer’s folder. Again, students are up and moving and having a great time.

Both of these examples were shortened to show how I try to implement engaging and meaningful play in my classroom. However, these lessons also included parts where students answered text-dependent questions and completed performance tasks. I aim to reach all learners through multiple intelligences, learning styles, and ability levels.  Students in these examples were engaged visually through videos, and kinesthetically through the use of play dough and movement.

Here are just a few of the things I like to think about as I plan:

• What are some hot topics right now in my classroom? What are their current interests?

• How can I present this information? Is there a song, or video that will help engage my students? After all, one of the new standards expects students to “integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words” (R.7)

• How can I get my students moving?

• What tools can we use during the lesson? (Wikki Stix, play dough, colored pencils, markers, highlighters, sticky notes, highlighter tape, plastic fingers, pointers, stickers, tablets, etc.)

• Are there any cooperative learning strategies I can utilize during this lesson?

• How can I incorporate technology in this lesson? (We have limited technology resources at our school, but I have written many grants and utilized Donors Choose as a way to accumulate the resources I have.)

Even the best-written standards can be meaningless if they are implemented with ineffective instruction and lack of understanding on the part of the educator. Standards are just that, standards. It is up to us, the teachers,  to decide how we present this information so that our students learn and meet the expectations placed upon them.

We are teachers. We hold tremendous power in our classrooms. We have the power and responsibility to teach and change lives. And honestly, it’s a challenge but it’s what gets me out of bed every morning.

Karen Jackson is a third grade teacher in Tampa, Florida. She has been a classroom teacher for over 12 years. She is a professional development writer and trainer. She owns an educational resource company that supplies resources and professional development for teachers around the country. You can find Karen at www.sharpenyoungminds.org.

Eminent author Emilie Buchwald claims that “Children are made readers on the laps of their parents.” Children become lifelong readers if they are introduced to books at a young age. Adults should strive to provide children with as many books as possible.

This task is fairly easy since literature for the very young is rich and varied and comes in many genres and formats. There are board books, concept books, and picture books. Young children may enjoy reading fiction or nonfiction, cumulative stories, rhyming books, and wordless picture books. They can also enjoy tales that are written exclusively for them. 

Members of the International Reading Association's Children's Literature and Reading Special Interest Group share some of their favorites for the very youngest readers in this week’s column. We are certain that some of these books can help readers find book joy on their own or with the help of a reading buddy.

Books for Young Readers

Bloom, C. P. (2014). The monkey goes bananas. Illus. by Peter Raymumdo. New York, NY: Abrams Books for Young Readers.

This book contains just three words: monkey, shark, and banana. A determined monkey spies a banana tree with a bunch of tempting bananas just across the water. He wants to reach the bananas, but the waters beneath them are patrolled by a notorious shark. Will the monkey succeed in his task? Maybe he will, maybe he will not. But for sure, this book with its humor, ingenuity, and creativity will succeed in making readers laugh. This book is a great choice for a class sharing on a day when students cannot go out to play or the mood of the classroom needs to be lifted.

-Rani Iyer, Washington State University Pullman

Colins, Luke. (2014). George Washington Carver. North Mankato, MN: Capstone Press.

Peanuts are our good friends. Not only are they are in our sandwiches and snacks, but they are in the ink of our favorite pen and in soap for our laundry. Thanks to George Washington Carver, a famous African-American scientist best known for his peanut research, peanuts now have multiple uses. Born on a farm in Missouri as a slave, George attended school at the age of 11. After finishing college, he became a teacher of plants and farming at Tuskegee Institute in Alabama, working with farmers to grow more crops and make soil healthy again. With a glossary list, recommended books and websites, and questions for critical thinking in the back of the book, this easy-to- read title provides an overview of the life of an influential scientist.

-Ying-Hsuan Lee, Washington State University Pullman

Dahl, Michael. (2014). Little Monkey calms down. Illus. by Oriol Vidal. North Mankato, MN: Picture Window Books.

The board book tells readers what to do when they feel sad, mad, or angry. Crying is okay, but tantrums are not. The book advises the following actions:
Take a deep breath.
Huddle with your favorite thing.
Sing a quiet song.
Be still.
Relax.
Now that the storm has passed, it is time to jump and have fun!
This book is useful for kids of all ages. Teachers, parents, caregivers, and psychologists will find it helpful as they discuss feelings with children.

-Rani Iyer, Washington State University, Pullman

Degman, Lori. (2014). Cock-a-doodle oops! Illus. by Deborah Zemke. Berkeley, CA: Creston Books.

When Farmer McPeppers is fast asleep, the rooster decides to take a vacation by the seaside., The animals decide that won’t be a problem. On Monday, the pig tries to awaken them, but his cries do not sound the same as the rooster. Nor are the awakening calls on Tuesday, Wednesday, Thursday, or Friday effective. When the rooster comes back, he complains that his throat hurts. The animals are worried that Farmer McPeppers would not wake up soon.

With the help of his friends, the rooster gets his voice back. As soon as Farmer McPeppers wakes up, he decides the voice of the rooster does not sound too good and he needs a break for a week. The delightful script would be great for a class play, reader’s theatre, and classroom read aloud with the teacher inviting students to play the roles of various animals.

-Rani Iyer, Washington State University Pullman

Hancocks, Helen. (2014). Penguin in peril. Somerville, MA: Templar Books.

After throwing out the last fish bone, three hungry cats are officially out of food. Using three gold coins, they go out in search of food. Instead of buying groceries, the cats spend the three coins to watch a movie, “The Fishy Feast.” The movie gives the cats an idea—if they can find a penguin, they will have endless fish as food. Immediately, they draw up a plan and steal a penguin from the zoo. When the penguin senses his perilous situation, he escapes.

Hiding among nuns, gentlemen in black suits, and restaurant waiters, the penguin finally returns to the zoo safely and enjoys his own fishy feast, while the cats end up behind bars and will “get gruel for life” (unpaged). This is a story with simple storyline, but amusing illustrations that contain visual humor. Readers should be sure to look at both the front and back endpapers to find some clues about what happens to the cats in this story.

-Ying-Hsuan Lee, Washington State University Pullman

Kantorovitz, Sylvie. (2014). The very tiny baby. Watertown, MA: Charlesbridge.

Jacob is not sure if he and his stuffed bear, Bob, are happy about the baby in Mommy’s belly. He listens to Mommy’s belly to feel the growing baby, which is both weird and exciting, but he is afraid of losing the attention of the adults in his life. As Daddy, Mommy, and Grandma all worry about the baby, since it is born prematurely, Jacob is jealous. Not until the doctor confirms that the baby is safe and ready to go home does Jacob realize that being a special big brother is important.

Drawing on personal experience, Sylvie Kantorovitz describes an experience familiar to many older brothers or sisters. Emotions of happiness, jealousy, anxiety, and anger have all contributed to the ambivalent feeling of welcoming a new family member. Parents and children can read this story together to help children understand the importance of family bonds.  

-Ying-Hsuan Lee, Washington State University Pullman

McDonald, Megan. (2014). Judy Moody and friends: Rocky Zang in The Amazing Mr. Magic. Illus. by Erwin Madrid. Somerville, MA: Candlewick Press.

With a magician’s outfit and accessories, Rocky, a novice magician, wants to show everyone that he can perform magic. His first magic trick, with Judy Moody, his good friend, ends up being a bust. But he doesn’t give up. Convinced by Judy, he decides to hire her as his spectacular assistant for a Back Yard Magic Show. However, no one except Judy’s brother, Stink comes to the show. What is worse, Rocky and Judy do not cooperate well which makes this second magic show a flop too. Though frustrated, Rocky is able to present a marvelous magic show that earns Judy’s admiration.

Filled with humor and friendship, this easy reader will make young readers laugh when they see how Rocky and Judy fail in many tricks, but continue to have a positive attitude toward the unexpected outcomes. Young children who are fascinated with magic are likely to wave their own magic wands after reading this book.

-Ying-Hsuan Lee, Washington State University Pullman

Murphy, Mary. (2014). Say hello like this! Somerville, MA: Candlewick Press.

Different animals say hello in different ways. Dogs wow-wow; cats purr-meow; frogs croak-croak; chickens cluck-cluck; beetles tap-tap; donkeys hee-haw. How about you, readers?

This book is a celebration of greeting in different ways. The text has repetitive patterns with the use of onomatopoeia and alliteration, which make it enjoyable when being read aloud. The illustrations provide a happy atmosphere supported by page design that enables readers to see dogs licking each other, frogs jumping croakily, chickens dancing uniquely, and donkeys braying loudly as pages are turned. Anyone who reads this simple but attractive book will laugh in delight.

-Ying-Hsuan Lee, Washington State University Pullman

Rippin, Sally. (2014). Bille B. Brown: The secret message. Tulsa, OK: Kane Miller.

Every summer, Billie goes to the beach. She loves it! Her parents sit under the umbrella, reading; sometimes they nap. Not fun. Billie is here to have fun. She wants to build a sand castle. Perhaps it would be big. Perhaps it would be as big and fancy as the one the two girls across the beach were creating. As Billie digs, she finds a dark, tiny bottle. The two girls come over to meet Billie, and they decide the bottle could have a secret message. However, when Billie performs a handstand, the bottle drops and breaks, and even worse, Billie falls over the beautiful sandcastle. Can the girls be friends again? What can Billie do to save the day? This lighthearted tale is perfect for a classroom read aloud.

-Rani Iyer, Washington State University Pullman

Sohn, Tania. (2014). Socks! Tulsa, OK: Kane Miller.

Most children wear socks, at least in the winter and fall. This delightful book highlights the different kinds of socks. The child in the book uses different socks for different purposes, including playing games. Daddy’s socks, with a little imagination, become the trunk of an elephant. Ankle socks come alive to help the child fly. And what about the surprise Grandma sends?

This lovely book can be used as a perfect mentor text to start brainstorming ideas for young children to write or tell stories about their own collections of clothing.

-Rani Iyer, Washington State University Pullman

The CL/R SIG will host a special session called Children's Literature: The Perfect Teachable Moment on Saturday, May 10 at 3:00 p.m. at the International Reading Association 59th Annual Conference in New Orleans. The session includes keynote speaker Nancy Bo Flood (author of Warriors in the Crossfire) and a presentation of the 2014 Notable Books for a Global Society (NBGS). Visit http://www.iraconference.org to learn more about IRA 2014 or to register. 

These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online. 

The CL/R SIG is accepting submissions to the fall 2014 edition of their journal, The Dragon Lode, through April 15, 2014. There is an open theme, and they invite manuscripts that explore contemporary issues and questions, genre study, literary theory, and research related to children's literature and reading. Manuscripts should be no longer than 20 double-spaced, typed pages. Use APA (6th edition) formatting. Author's name, affiliation, mailing address, telephone and fax numbers, and e-mail address should be on a separate cover page. Photos and illustrations should be sent as a separate jpeg file. Any reference to the author that would enable the reviewer to know the author's identity should not appear in the manuscript. Submit all manuscripts to: Dr. Ruth McKoy Lowery, Co-editor.

There is something about yarn that is fun and enticing to children. Perhaps it’s the softness of the fibers and the vibrant, fun colors. Or, maybe it’s the way each skein is made up of two or three threads wound ’round and ’round each other and then meticulously wrapped into a bundle, making a soft pillow.

I remember fondly the days when my great aunt visited me when I was a child. She always had a fancy cloth bag full of yarn, crochet hooks, and items in various stages of completion. I would sit close to her and watch her fingers on one hand wrapped with yarn and a crochet hook gently held in the other. Her hands would fly back and forth and up and under the soft, beautiful yarn. One day she surprised me with a ball of turquoise yarn and a crochet hook of my own. Then she patiently taught me the basics of crocheting.

Over the years I made small items. A pot holder. A coaster. Squares to piece together to make a vest. But for some reason, I eventually stopped crocheting—why, I don’t know.

Not so long ago, I had many opportunities to sit with my ailing mother while at her many doctor appointments. Crocheting was the perfect activity for those long, stressful days. It allowed me to visit with my mom and keep myself from getting too filled with angst and worry while waiting for doctors’ reports. Although it had been nearly forty years since I had last crocheted anything, I was able to pick up where I left off as a kid. Chain one, single crochet, double crochet, turns, and much more—just like riding the proverbial bike.

My great aunt and my mom have since passed. But with hook and yarn I am able to sit in my personal solitude, feeling each of them by my side. One with her sweet voice patiently teaching me the craft. The other leaning into me, watching the yarn in my fingers morph into a new shape.

I find crocheting to be very calming, and it allows me to multi-task—listening, talking and crocheting all at the same time. As I crocheted on my own projects I got the idea to teach my students how to crochet, too. I hoped it would be the perfect balm for my classroom of socioeconomically challenged third graders. They could benefit and enjoy more focus and calm in their days.

However, in the back of my mind I also wondered how the craft would be received by my students. Would they think it was boring? Would the boys want to learn, too? How could yarn and a crochet hook ever compete with the many technologies available to them? In the end, I told myself that the worst that could happen was a lesson learned in what didn’t work.

Getting Started

I contacted my local fabric store and explained my plan to teach my 29 students how to crochet. Their district manager was more than happy to help us out. She donated a box full of new packages of yarn. The hooks I purchased at a huge discount. Never one for letting a teachable moment slip by, I asked my students to write thank you letters to the store’s district manager. The benefits of learning how to crochet quickly became more apparent through their words. For example, they weren’t tempted to play with items in their desk or with other students during lessons because they were focused on their crocheting. Their concentration was better while listening to books read out loud. They learned how to follow detailed, written instructions and how to teach what they learned to their friends and family. And, crocheting improved their finger dexterity which helped their handwriting and keyboarding skills (this is the benefit I liked best; “dexterity” was our bonus word of the week).

For me, crocheting offered the perfect behavior management tool. Even the most mischievous child was engaged in the task and not devising the next distraction or ensuing mayhem.

First Steps

I selected four students for my first group based on their ability to catch on quickly. They didn’t know it at the time, but they would help the next group of students get started. Once they chose their yarn from the box they were instructed to roll the yarn into a ball. Then, I gave each student a crochet hook and a plastic zip-top bag with their name on it to hold their crochet items.

Their first lesson was to learn how to loop the yarn on their hook. Once they mastered that step they were ready to learn how to make the chain stitch. Each student made a long chain, watching for even tension between the stitches. Next, they were ready to learn how to create a single crochet. From there, the sky would be their limit! The chains they made turned into necklaces, bracelets, book marks, and straps for purses they would later make.

Within the week every student was crocheting. It caught on like wild fire. They never wanted to stop! Students were taking their crocheting bags to recess, lunch, and on the bus ride home to share with their families. The next day they couldn’t wait to proudly show me their carefully created items. Boys and girls alike were teaching themselves well past the basics that I had taught them. They were making coasters, blankets for baby siblings, scarves for the cold winter days, and holiday gifts for family and friends.

Reading and Crocheting

My students were now ready for the piece de resistance: reading/crocheting circles. Each day after lunch recess my students had the opportunity to choose a quiet activity, one of those being a reading/crocheting circle. The requirements were that each group would not have more than five students, each student would have their crochet project, the group would agree on one book to be read aloud, and each student would have at least one turn at reading. While the one student read to the group, the others quietly crocheted.

To ensure that everyone was also paying attention to the reading while crocheting, I would ask them questions after each session. Or, they would each write a brief summary of the events that took place in their story. Each student was accountable for their comprehension of the story. Combining reading with crocheting was very beneficial to the students who found it more difficult to sit still long enough to listen to a chapter being read aloud. The crocheting kept their fingers busy and their minds focused on the story AND on the crocheting task.

Crocheting soon spilled into other areas. During assemblies and any other time when they had some idle time I allowed my students to crochet. As long as they were able to participate in class discussions and complete assignments, then I knew they were able to do both. In addition, classroom management was a breeze. Students were no longer looking for distractions to fill their fidgety nature.

When I retired from teaching in the classroom to become a private tutor, my principal gathered together students from my previous years of teaching to speak at an assembly. There was one student in particular with whom I always felt I never was able to make a connection. As it turned out I was very wrong in my belief. He spoke in front of an auditorium of peers and teachers and shared what I had taught him in third grade. In addition to the usual reading, writing, and math, he commented on how I taught him how to crochet. Two years later he still remembered how and had even taught his mother. A nugget of gold in my heart and a lasting memory in his.

It’s now been five years since I picked up my crochet hook as an adult and I haven’t stopped. It continues to gives me time to sit quietly, contemplate my life, and brainstorm for my upcoming lessons and writing assignments. Through the soft, colorful skeins, crocheting is a timeless connector between family, friends, and as I discovered, between literacy and children. I hope you have as much success as I did with my students in making lasting memories with yarn.

Additional Resources

I found Patons’ “Next Steps Five—Crochet Guidebook” to be a great source for very beginner projects. I picked this book up at my local fabric store.

Another one I came across by chance is “The Crochet Answer Book” by Edie Eckman. And one more I use is “200 Crochet Tips, Techniques & Trade Secrets” by Jan Eaton.

Kathleen A. Hunter, MS is a literacy tutor and aspiring children's book author. You can visit her online atwww.KathleenHunterWrites.com.

Motivation and engagement are key ingredients in the quest to create lifelong reading habits. Our #IRAchat guest experts for Thursday night have organized and executed book clubs that inspire students and have them clamoring to read. On Thursday, February 13th at 8pm EST, we’ll be joined by Erin O’Leary and Mary Cotillo to discuss ways to use book clubs to motivate and engage your readers.

Erin and Mary (aka The Crazy Reading Ladies) will share tips for increasing student engagement through book clubs. They'll share their triumphs and trials and welcome you to bring your own insight and stories. Participants will explore choosing a book, planning discussions and activities, and involving parents and the school community. If you're on the fence about starting a book club in your school, the Crazy Reading Ladies will push you over the edge. To read a little more about your hosts for the evening, check out their blog and read about their wildly ambitious and successful whole school reading programs.

Please remember, #IRAchat would be nothing without you. We need you to bring your own stories and wisdom to share with your colleagues. To get a better idea what you can expect, check out the summaries to our previous #IRAchats and get ready to dive right in!

Digital Writing in the Classroom 
Invent Your Future on #ILD13 
Informational Reading & Writing
Hacking Your Curriculum
Project Based Learning

How to chat

To join the conversation, you can simply search for the #IRAchat hashtag in Twitter. If you’re unfamiliar with Twitter, you can learn how to get started and make the most of your experience by reading “Harnessing the Educational Power of Twitter.”

We look forward to chatting with you on Thursday and please feel free to tweet us with any questions you may have. Just use the #IRAchat hashtag in your tweet and we will do our best to help you with any advice or Twitter troubleshooting.