Literacy Now

The title of this post references neither a call for additional violence in media nor an admiration of the violence that does exist. Rather, the first part refers to the upcoming season of celebration and gift-giving. It is a time when money is spent on movies, music, and games. This year, the holiday season coincides with the release of two major gaming systems (Playstation 4 and Xbox One) and an increased availability of low-priced and improved mobile (e.g. tablets and smart phones) and stationary media players (e.g. large screen 3D devices). 

photo credit: firewhenede via photopin cc

The second part of the title refers to a newly published research article titled “Gun Violence Trends in Movies” that was released in Pediatrics by Bushman, Jamieson, Weitz, and Romer (2013). The researchers coded violence in films since 1950 and gun violence since 1985. The selection of 1985 was purposeful; it referenced the first full year of the PG-13 rating. The authors provide evidence that violence in films has doubled since 1950. Their data also suggests gun violence in movies has tripled since 1985. The existence of violence in other forms of media is obvious (e.g. Schmierbach, 2009).

When combined, the title highlights a season when the likelihood of purchasing violent media increases. The title is also a tongue-in-check reference to the fact that whenever such a report gets released, there seems to be an onslaught of articles, newspaper headlines, blog posts, twitter feeds, etc., that take one side or the other on the debate of media violence and its impact on its viewers, players, or listeners. One group highlights the link between video game and media violence with aggression (e.g. Ferguson, 2013); the other camp focuses on the weak, inconclusive, and negative impact research (e.g. www.christopherjferguson.com/APA%20Task%20Force%20Comment1.pdf). 

Such reports and debates may seem inconsequential to literacy research. However, there is obviously a strong link between media and literacy. In some cases, this link may be the use of media to teach literacy skills (e.g. Wepner & Cotter, 2002).  It could refer to literacy skills or outcomes that highlight existing engagement with media (e.g. Weis & Cerankosky, 2010; Gee & Hayes, 2010). There is the direct connection to 21st century digital literacies and New Media (Leu, Kinzer, Coiro, Castek & Henry, 2013). Finally, there is a current call by the Common Core State Standards for students to use technology and digital media strategically and capably (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010).

Because of this connection, there are potentially negative outcomes related to the findings on media violence that could impact the work on literacy instruction, acquisition, and research. Regardless of whether research supports or fails to provide substantial links between media use and violence, the omnipresence of the concerns of media impact studies that could influence at least four areas of technology and literacy.

1. Administrators, teachers, and parents limit access to technological tools, partially in response to negativity in the press. This can originate at the district or school level; it can also come from parents who push districts to limit access. One report suggested that 65% of administrators said they were unlikely to allow students to use their own mobile devices in schools (Project Tomorrow, 2012). The report highlights how students’ desires for technology are different than those offered or desired from schools. This is not necessarily a direct outcome of the reports of media negativity; however, schools are often afraid to try technologies that go beyond what is considered traditional educational technologies (e.g. video projectors, electronic white boards, etc.).
2. These studies often present an underlying notion of what is right and what is wrong with technology integration. No one would say that a person who uses violence in media to create their own path of destruction is a "good thing." However, negative reports often set the stage for explicit or implicit definitions of good and bad uses of technology. A great example comes from California with their recent $1 billion dollar iPad deployment (Watters, 2013). Students quickly hacked the security on the iPads in order to use it for social media, music, and web browsing. This is not to suggest that students who disobey school rules should always be praised. However, the underlying assumption is that coding gets punished instead of rewarded. There is also an implicit belief that access to social media and other tools currently used by students is ‘bad" if it doesn’t directly relate to what a teacher has created for his or her lesson plans. Such outcomes not only prevent social media use and connected learning, they disregard the value of creativity with and through technology. In an era of coding competitions to promote STEM engagement and 21st century digital literacy acquisition (http://hammertowncoderdojo.org/), schools have implicitly set the stage for what are right and wrong uses of technology.
3. These studies highlight the role of technology as something we consume. Most of the reports, research articles, and media posts, whether highlighting the good or focusing on the bad, seem to present technology as something we solely consume. If a child "plays" this game, this positive or negative outcome might happen. If they watch "this movie," they may show aggression. Any notion of production is either ignored or relegated to the teacher who then produces things to be consumed by the student. Our children and students are living in an area of multimodal composition. They create movies, music, photos, and presentations. They play games and simulations (e.g. Minecraft or The Sims) where they will spend hours doing nothing but creating and sharing. These studies discursively position talks about media access and use around consumption and often fail to appreciate not only the potential for these tools but also the existing use by students.
4. These media and research reports often juxtapose the student vs. the teacher or the student vs. the parent. Research and media outcomes on the use of technology often set the stage for what parents or teachers should allow. The unstated assumption here is that parents and teachers do not consume or produce media on their own. In an era of family-based video games (e.g. Wii) and at a time when the average age of gamers is 30 (ESA, 2013), it is more likely that a teacher or parent is also someone who listens to music, plays games, creates movies, and is a part of social media. Melnick (2011) suggests that one of the most critical factors in addressing the impact of media is engagement by parents (and perhaps by teachers). 

Researchers who do work directly on the use of media in literacy acquisition and instruction need to be able to understand how negative research outcomes might prohibit access to technological tools that could inform student learning or teacher professional development. Addressing the implicit assumptions that are being made in the media and in research studies does not involve trying to convince parents, schools, or teachers that literacy can only be achieved when students have unadulterated access to all media. However, they can present alternative viewpoints that do not cut off access to all media resources. Scholars who are more theoretically involved in media literacy, 21st century digital literacy, and New Literacies can help this conversation by addressing how to best research these needs. What happens to media literacy when teachers and parents co-play and co-create? What happens to literacy acquisition when students create rather than just consume? How do we promote 21st century literacy acquisition when those goals seem to conflict with schools’ desires to secure access at all costs? These important questions are critical to educational technologists and literacy educators who will find such decisions impacting their current and future work in schools and with teachers and students.

References

Bushman, B. J., Jamieson, P. E., Weitz, I., & Romer, D. (2013). Gun violence trends in movies. Pediatrics, peds.2013-1600, 1014-1018, published online November 11, 2013. Retrieved from http://pediatrics.aappublications.org/content/early/2013/11/06/peds.2013-1600.full.pdf+html

Entertainment Software Association. (2013). Essential facts about the computer and video game industry. Retrieved from http://www.theesa.com/facts/pdfs/ESA_EF_2013.pdf

Ferguson, C. J. (2013). Violent video games and the Supreme Court: Lessons for the scientific community in the wake of Brown v. Entertainment Merchants Association. American Psychologist, 68(2), 57.

Gee, J. P. and Hayes, E. (2010). Women and Gaming: The Sims and 21st Century Learning. New York: Palgrave Press.

Leu, D.J., Kinzer, C.K., Coiro, J., Castek, J., & Henry, L.A. (2013). New Literacies: A dual-level theory of the changing nature of literacy, instruction, and assessment. In D.E. Alvermann, N.J. Unrau, and R.B. Ruddell (Eds.) Theoretical Models and Processes of Reading (6th Ed.). International Reading Association: Newark, DE.

Melnick, M. (2011). Why parents should play video games with their daughters. Retrieved from http://healthland.time.com/2011/02/01/why-parents-should-play-video-games-with-their-daughters/

Project Tomorrow. (2012). Mapping a personalized learning journey — K-12 students and parents connect the dots with digital learning:  Speak Up 2011 National Findings K12 Students and Parents. Retrieved from http://www.tomorrow.org/speakup/pdfs/SU11_PersonalizedLearning_Students.pdf

Schmierbach, M. (2009). Content analysis of video games: Challenges and potential solutions. Communication Methods and Measures, 3(3), 147-172.

Waters, A. (2013). Students are 'hacking' their school-issued iPads: Good for them. The Atlantic, October 2, 2013. Retrieved from http://www.theatlantic.com/technology/archive/2013/10/students-are-hacking-their-school-issued-ipads-good-for-them/280196/

Weis, R. & Cerankosky, B. C. (2010). Effects of video-game ownership on young boys’ academic and behavioral functioning: A randomized, controlled study. Psychological Science, 21(4), 463-470.

Wepner, S. B. & Cotter, M. (2002). When do computer graphics contribute to early literacy learning. Reading Online, 5(6), n6.

Dr. Richard E. Ferdig is the Summit Professor of Learning Technologies and Professor of Instructional Technology at the Research Center for Educational Technology, Kent State University, rferdig@gmail.com.

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

p: BurgTender via photopin cc

Folktales, myths, legends, and fables are part of the rich body of stories from around the world. In this week’s column, two members of the International Reading Association’s Children’s Literature and Reading Special Interest Group review recently published collections of tales from specific cultures, countries, or world regions and retellings of individual tales in which a strong storytelling voice is evident in both the written text and any accompanying artwork. A collection of poems that present twists of popular Western fairy tales is also reviewed.

Mindful of the use of folklore in classrooms, the reviewers were interested in books that included commentary by the authors on their retellings and the sources of the stories. Many of these folktales are enjoyable for all ages; listed grade levels for some of the books could include “and up,” which fits with the history of traditional storytelling of old and young sharing stories together. The hope is that the reviews will encourage educators to include not only these books but also other traditional tales in their read-aloud sessions and in classroom libraries for independent reading. Use these books to explore with children universal themes that run through tales from different cultures and how authors and illustrators, in true storytelling fashion, have added their personal touches to them.       

GRADES K-3

Divakaruni, Chitra Banerjee. (2013). Grandma and the great gourd: A Bengali folktale. Illus. by Susy Pilgrim Waters. New York, NY: Macmillan/Roaring Brook/Neal Porter Books.

In traditional literature, characters and events frequently come in multiples and in this tale Grandma leaves her home and garden to the watchful eye of her two dogs, and on her journey through the jungle to visit her daughter, must contend with three carnivorous animals: a fox, a bear, and a tiger.  Convincing the animals she will provide them a better meal upon her return, she survives her journey. During her visit, Grandma becomes plump as she told the animals she would be upon her return.

Because Grandma was worried about being eaten, her daughter sequestered her in a great gourd she sets to rolling through the jungle. Unknowingly, Grandma’s journey homeward is aided by the animals, who push the gourd along.  Every line advances the story in this invigorating tale, and when the clever fox sees the ruse of the gourd, Grandma is in danger yet again.  The quality of the bright illustrations rendered in a combination of media and technique perfectly demonstrates the nature of succinctly depicted characterization in folklore.

—Reviewed by Sandip Wilson, Associate Professor, Husson University, Maine

Pinkney, Jerry. (2013). The tortoise & the hare. Illus. by author. New York, NY: Little, Brown.

Pinkney has created an exquisite, nearly wordless retelling of the well-known Aesop fable about the race between the tortoise and the hare. After Fox starts the race with “On your marks, get set…Go!” the only other words in the book are those of the moral “Slow and steady wins the race,” with the words accumulating one word at a time on the double-page spreads of the book. As the speedy hare leaps ahead and confidently takes time out to dig his way under a fence to eat lettuce and then nap, the persevering tortoise overcomes numerous obstacles along the racecourse through the American Southwest desert.

Details of the race are revealed in Pinkney’s signature mixed-media illustrations. Pinkney uses every part of the book in retelling the fable. The book jacket illustration, which spreads across the front and back, introduces the setting for the race and the contenders. The front endpaper shows the race route and the back endpaper the end-of-race celebration. Pinkney adds endnotes about his personal connection to the tale, his choice of the American Southwest as the setting, and his creative process.

—Reviewed by Carolyn Angus, Children’s Literature Specialist, California

GRADES 4-6

Goldman, Judy. (2013). Whiskers, tails & wings: Animal folktales from Mexico. Illus. by Fabricio VandenBroek. 58 pp. Watertown, MA: Charlesbridge.

This collection of tales is organized by the region of Mexico where they originated.  Each tale is accompanied by an expository section explaining the cultural practices of the people whose tale is retold and a glossary of terms (some terms are Spanish, but many are in the language of the particular culture).  Some selections are creation stories such as the Seri tale of how land was formed from the efforts of the sea turtle, who managed to bring sand from the depths of the sea that the god of creation could use to fashion beaches, deserts, and the mountains. The sea turtle is the center of the culture of the Seri people, who, Goldman explains, protect sea turtles and eggs, making sure the hatchlings reach the sea. 

Other tales, what might be called pourquoi tales, explain natural phenomena such as the tale of why Señor Grillo, who outsmarts Señor Puma, has come to sing his song every night.  VandenBroek’s illustrations, in warm, earthy hues, are done in acrylics and watercolors on texturized paper.  Goldman has included a general annotated bibliography, which includes many electronic sources; web resources; and tale sources organized by culture as they are introduced in the book; and an index.

—Reviewed by Sandip Wilson, Associate Professor, Husson University, Maine

Nunes, Shiho. S. (2013). Chinese fables:  “The dragon slayer” and other
timeless tales of wisdom. Illus. by Lak-Khee Tay-Audouard. 66 pp. Rutland, VT: Periplus Editions/Tuttle.

In the introduction to this anthology of nineteen tales, Nunes explains, “In China, cautionary talks, like fables and parables…are part of a class of works called yu-yen, writings with an underlying—second—meaning” (p. 5).  She says their origins date from 500 BCE to the middle of the 17th century. Some of them such as the “King of Beasts” reflect the trickster tale. In this story the preyed upon fox outwits the lion. In “Cooking the Duck” two brothers, while fighting over how they will cook two ducks they have caught, let them escape. 

Other tales such as “Stealing the Bell” have a different quality. In the tale, foolish Ch’in, concerned about plundering in the besieged city in which he lives, decides to save the ancient bronze bell. To move such a heavy artifact, however, he has to break it into pieces with a sledgehammer.  Fearing everyone will hear the noise, he stuffs his ears with rags to muffle the sound.  Many of the tales reflect philosophical traditions such as those featuring Sakyamuni, Lao-Tse, and Kwan-Yin.  The tales have a humorous quality amplified by illustrations rendered in ink wash and pencil on bamboo rag paper in a style reminiscent of Chinese painting, with characters’ gestures simply yet richly depicted.

—Reviewed by Sandip Wilson, Associate Professor, Husson University, Maine

Scott, Nathan Kumar. (2012). The Great Race: An Indonesian trickster tale. Illus. by Jagdish Chitara. London, UK: Tara Books.

Small but speedy Kanchil the mouse deer confidently challenges any animal to The Great Race to determine the fastest animal in the forest. As Kakatua the scarlet macaw broadcasts news of the race, animals gather to watch, but only tiny Pelan the snail accepts the challenge to race from the big tree by the riverbank to the waterfall. Along the route, Kanchil stops to rest, eat grass, and takes a long drink from the river. When Kanchil reaches the waterfall, Pelan is already there.

In a rematch along the reverse route, Pelan wins again. How did Pelan beat Kanchil not once but twice? With a turn of the page, readers can figure it out when they see Pelan and his twin brother pictured side by side. A note identifies Kanchil as a trickster from Indonesian and Malaysian folklore. Because of his small size, the mouse deer must use his wits to survive. In this tale, however, as is true of trickster tales from other cultures, the trickster learns a lesson from an animal that has outwitted him. An endnote provides information about the intricately detailed illustrations done in the ancient style of sacred textile art called Mata Ni Pachedi.

—Reviewed by Carolyn Angus, Children’s Literature Specialist, California

Williams, Marcia. (2012). The elephant’s friend and other tales from ancient India. Illus. by author. Somerville, MA: Candlewick Press.

Williams retells and illustrates in her colorful and humorous comic-strip style eight folktales taken from three classic collections from ancient India: Hitopadesha Tales, Jataka Tales, and Panchatantra Tales. The narration runs along the base of the panels, which feature animated characters, who contribute quips in balloon dialogue. Details of each tale are presented on intricately patterned backgrounds. Characters such as the tortoise in “The Talkative Tale” may also appear in the decorative border of a tale and have more to say. Bit players kibitz as well, so there are more details to be discovered with each rereading of these entertaining tales of ancient India, which convey gentle lessons that are universal.

—Reviewed by Carolyn Angus, Children’s Literature Specialist, California

Yolen, Jane, & Dotlich, Rebecca Kai. (2013). Grumbles from the forest: Fairy-tale voices with a twist. Illus. by Matt Mahurin. 40 pp. Honesdale, PA: Highlights/WordSong.

Pairs of poems add fresh voices to each of fifteen well-known Western fairy tales. For some of the tales, two characters speak and what they have to say changes the story, as is the case of “The Frog Prince” in which the enchanted frog and the princess speak. For other tales, one character expresses different points of view as in the pairing of “Snow White Makes a Plea to the Witch” and “Snow Speaks to the Mirror.”

Other twists in a tale occur when an unexpected voice is heard such as that of the pea in “The Princess in the Pea,” who says it is unhappy about being removed from its pod and stuck under the mattresses.  Even different poetic forms are used as in the pairing of “Thumbelina: A Cinquain” and “Little Bit: A Haiku.”  Young readers will be drawn to this book by the catchy title and the eerie surrealistic cover illustration. After they have read the book, they may want to take up the challenge made in an introductory letter from the author to try writing a fairy-tale poem. Brief notes about the fifteen fairy tales and Internet resources are appended.

—Reviewed by Carolyn Angus, Children’s Literature Specialist, California

GRADES 7-8

Ehrlich, Amy.  (2013). With a mighty hand: The story in the Torah. Illus. by Daniel Nevins. 198 pp. Somerville, MA: Candlewick Press.

The five books of the Hebrew Bible are the structure of the stories, beginning with Adam and Eve. They recount the lives of patriarchs and the generations of sons and their families and retell stories of the Great Flood, the Passover and Exodus, the long period in the desert, and Moses’s lessons for the Israelites. Distinctive features of the book include a map showing the regions and cities mentioned in the book, a table of contents organized by the five books of the Torah, and notes in the back matter on the particular verses included in the stories. A Torah genealogy shows the condensed sense of time indicative of traditional literature in its reference to seven generations that pass between Seth, the son of Adam and Eve, and Noah, and eight more generations that pass between his son and Abraham. 

Full-page illustrations painted in oil on wood accompany each story. In her introduction Goldman explains that although the stories occurred between 2000 and 1250 BCE, they were not recorded until much later, between about 900 BCE to 450 BCE.

—Reviewed by Sandip Wilson, Associate Professor, Husson University, Maine

Munduruku, Daniel. (2013). Amazonia: Indigenous tales from Brazil. Trans.
by Jane Springer. Illus. by Nikolai Popov. 95 pp. Toronto, ON: House
of Anansi/Groundwood Books.

Munduruku, a well-known indigenous Brazilian author, retells twelve myths and legends from eight groups of indigenous people from the Amazon region, selected from an out-of-print Russian anthology of Brazilian folktales, Myths, Fairytales and Legends of Brazil, compiled by E. Ogeva (1987). Talking animals and magical creatures interact with humans in a variety of experiences, some involving living in harmony with others and the natural world and others involving clashes that may be transformative or deadly. For example, a gluttonous boy becomes a parrot in “The Parrot Who Sings Kra-Kra-Kra” and the human wife of a jaguar is killed by the giant Marugodo caterpillar when she fails to heed her husband’s warning not to laugh while he is out hunting in “The Brothers Bacororo and Itubore.” The style of storytelling as well as characters and settings will seem unusual to children familiar primarily with European folklore, but as Munduruku discusses in his introduction, the stories in Amazonia “remind us of the importance of bringing together humankind…” (p.9).

A glossary provides descriptions of the animals and plants in the tales. The full-page gouache and India ink paintings by Russian artist Popov, which originally illustrated E. Ogeva’s Myths, Fairytales and Legends of Brazil, are as intriguing as the tales themselves.

—Reviewed by Carolyn Angus, Children’s Literature Specialist, California

GRADES 9-12

Pullman, Philip.  (2012). Fairy tales from the Brothers Grimm: A new English version. 406 pp. New York, NY: Penguin/Viking.

Pullman’s notes that conclude each selection are a distinctive feature of this collection of fifty stories from the Brothers Grimm. He comments on their oral and literary sources, other collections in which they occur such as Italian and earlier British editions, the language in which they were originally written, the changes in details of the stories from one edition of the Grimms’ stories to another, and cultural or historical references such as the conditions of the forests of Germany in the 17th to 19th centuries in his accounting for the huntsman character in “Little Red Riding Hood.”

Pullman has included versions of some stories by virtue of their being well known such as “Snow White” and “Cinderella,” yet he argues that other stories better illustrate the musical rhythm and repetition of the language in selections such as “The Juniper Tree,” “Fisherman and His Wife,” and the “Three Snake Leaves.” Other stories such as “Jorinda and Joringel” Pullman says combine the folktale style of storytelling with the later romantic style that appeared in narrative. Pullman makes all the stories fresh and in his notes he explains his decisions in retelling them.

The introduction gives an overview of the genre and Pullman explains that the Grimm brothers, who were associated with colleagues and others with a growing interest in folklore, received multiple versions over the decades of the publication of their books. The conversational tone of Pullman’s voice, which is clear from the introduction through all the notes, contributes to the storytelling in these pages. The collection includes references to which Pullman has cited throughout his notes.

—Reviewed by Sandip Wilson, Associate Professor, Husson University, Maine

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. 

Every teacher knows that the best-laid lessons can sometimes go awry. Instruction that has been planned to the very last detail, with an impressive array of modeling, differentiation, and gradual release of responsibility can fall apart once it’s presented to students. And sometimes, the very best lessons happen by chance. As a fluke. Unplanned. One of my favorite literacy activities came about that very way two years ago.

It was the fall of my eighth year of teaching 5th grade. At that point in my career, I was confident in my abilities and understanding of curriculum. I knew the district standards like the back of my hand. I was ready to rattle off a list of best practices at work in my classroom if ever I was in the elevator with the superintendent. So it went without saying that I realized the importance of including vocabulary instruction and practice in my reading class. One week in September, I planned to have my students use their new vocabulary words to create sentences. While it wasn’t terrifically exciting, it would allow me to see if my students understood the vocabulary we had been studying or not.

As fate would have it, I found out that morning that one of my administrators would be observing me during vocabulary instruction time. So I started thinking (a dangerous pastime for this overachiever who craves positive feedback). Writing vocabulary sentences isn’t terribly engaging, but I already knew that. The problem I faced was that three of my students were a part of the behavior skills program. Not only was their behavior sometimes unpredictable, not one of the three enjoyed writing. In fact, I had seen each of them shut down on numerous occasions when asked to do so. No teacher wants their administrators to see them struggle with student behavior and compliance. It was clear I was going to have to brainstorm.

I sat down in the dwindling minutes of my plan time and asked myself—what is your goal? Is it to see if my students can write a complete sentence, or is it to see if they understand their vocabulary words? It was an easy answer—I needed to know if my students understood their vocabulary words. Writing sentences was not the only way to accomplish this goal.

And thus, Vocabulary Voyage was born.

I rushed throughout the room, writing questions inside folded pieces of construction paper and posting them. Each question featured at least one of our vocabulary words. The questions were hidden inside the construction paper folders. In keeping with the “voyage” theme (I really enjoy a good theme), each question became either a Harbor (one vocabulary word) or a Port of Call (two or more vocabulary words).

When my students returned from lunch, with our assistant principal in tow, I gave them the good news that we would be going on a trip! They were lucky, they only needed one piece of luggage for this trip—their pencil. I told them we were about to embark upon a Vocabulary Voyage. There were ten locations posted throughout the classroom and in the hallway. Each student needed to visit at least six of the locations. They were to disembark the ship, open the folder, and write their answer to the question inside with their initials.

In order to differentiate my instruction, I told the students that each Port of Call included not one, but two or more vocabulary words. Each student would know how many Ports of Call they needed to visit because I would come up to them and tap them on the shoulder. If I tapped them once, then one of their six stops needed to be a Port of Call. This allowed me to ensure my gifted and talented students were answering the questions that demanded the highest level of thinking. Each gifted student was tapped multiple times and every student was tapped at least once.

We reviewed the expectations. I asked the students to hold up their luggage (pencils into the air!), then I wished them, “Bon voyage!” and they were off! I traveled through the classroom with them, checking on their progress as they set sail. 100% of the students were engaged in the lesson (Yes—all of them!), they were moving, and the best part of it all—they were proving their understanding of the vocabulary! And the three behavior skills students I was so worried about? Not only did they complete the six questions required, they visited ALL 10.

Vocabulary Voyage was such a tremendous success (my assistant principal raved about it), I began using it more often. I continue use it in my classroom. Each time, the students are thrilled to “set sail.” When they come into the classroom and see the harbors and ports posted, their excitement is tangible. They love the novelty of it, and I love the variety of best practices it allows me to include:

• Engagement: My students are interested and excited to visit as many harbors and ports as they can. The entire class is participating and loving it!
• Movement: We know that students need to get up and move. This gives their brains and their bodies a break from sitting in their seats.
• High Level Questioning: The vocabulary questions I ask cannot be answered with one or two word responses. I ask questions that promote high-level thinking and allow my students to connect to their own lives.
• Differentiation: I give each student individualized expectations based on their classroom performance and ability level.
• Individual Attention: During the voyage, I connect with every student by tapping them on the shoulder. This small moment of attention helps build classroom community.
• Classroom Management: The explicit instructions and motivating nature of the activity ensure that students are too busy enjoying their journey to even think about causing a disruption.

An extra bonus of using Vocabulary Voyage in your classroom is that it can be done at no cost and using very little preparation time. You simply construct harbors and ports and write high-level questions to place inside. I make sure to include questions that go beyond surface level responses and really force the students to think about their answers.

Examples of Vocabulary Voyage questions:

• How could you keep a friend from fretting during a crisis?
• What would you do to persuade your parents to let you go to a sleepover?
• What is a situation where you might need to maneuver your bicycle?
• Describe an algorithm you know.
• What is something you might hesitate before doing? Why?
• Name two homophones you might see or hear being used in the month of November.

The best lessons, strategies and activities can sometimes come about by
chance. By luck. Destiny. It is the reflective and successful teacher who sets up her classroom to repeat that happy accident.

Michelle Phillips teaches grade 5 at Dundee Elementary School, an Omaha Public School.

p: nanagyei via photopin cc

No matter how much some individuals might like things to stay the same, the world keeps on changing. Some of those changes are small and start with one individual who wants to make personal changes while others are more sweeping, heralding an adjustment in how we move from place to place or how society treats groups of people. The wheels of change often move quickly, as when the nation was united through railroad tracks that crisscross its heartland.

Although it may be a platitude, change is, indeed, inevitable, and this week’s reviews from members of the Children’s Literature and Reading Special Interest Group examine change from several perspectives. ReadWriteThink provides a reminder that change can even relate to writing and revising. The website offers lesson ideas like “How to Revise and Edit” and “Collaborative Stories” that teachers may find helpful. “Prompting Revision through Modeling and Written Conversations” and “Inferring How and Why Characters Change” offer additional ideas for using the concept of change in reading assignments.

GRADES K-3

Casanova, Mary. (2013). One-dog sleigh. Illus. by Ard Hoyt. New York, NY: Farrar, Straus & Giroux.

The narrator hitches up her sleigh and sets off on what she expects to be a quiet ride through the snow with her pony. But change is afoot in the form of several animals who would like to be passengers in her vehicle. One by one, several animals, including her dog, a squirrel, an owl, a lynx, and several other woodland creatures climb aboard. When the weight of all of them makes it difficult for the sleigh to move, they jump out and push it to the stop before climbing on again for a wild ride. Young readers will enjoy the rhyming text, which makes this one a perfect read-aloud title, and the colorful, action-filled illustrations that show exactly what happens when that sleigh heads down that hill with all the animals in tow. This humorous story is sure to entice just about anyone to change into outdoor clothing and head out on a sleigh ride right away.

— Barbara A. Ward, Washington State University Pullman

Cooper, Elisha. (2013). Train. New York, NY: Scholastic, Inc./Orchard Books.

Beautiful language coupled with stunning pictures make this book about trains an invitation to climb aboard and head off on a journey. Cooper has presented a look at many different kinds of trains and travel. First, he starts with the red-striped commuter train that leaves the city as it passes little towns as the train whizzes by. Then, he offers a look at passenger trains, and from Grand Central Station, a freight train leaves, filled with all kinds of cargo traveling to distant places. An overnight train chugs its way across the country and over the Rocky Mountains. Finally, a bullet-shaped high-speed train takes its passengers on to the big cities of the west coast.

Cooper repeats the phrase, “passengers on, passengers off” throughout the various legs of the journey and provides beautiful vistas and interior views of the different types of trains. Each ride or train brings new experiences for young readers. Teachers may want to read more about the creation of this book with an interview at the blog, Seven Impossible Things Before Breakfast.

— Karen Hildebrand, Ohio Library and Reading Consultant

Frasier, Debra. (2013). Spike: Ugliest dog in the universe. New York, NY: Simon & Schuster/Beach Lane Books.

Change may come through a simple act of kindness and the addition of an animal to the household. In the case of this story, no dog could be more deserving of a loving family. After Spike wins the Ugliest Dog in the Universe contest, his owner abandons him. But Joe, the kind-hearted boy next door, is able to see beneath Spike's unattractive surface into his heart, and he begs his mother to let Spike join their family. Trying to impress her, Spike follows the advice from Evangeline, a fancy cat who lives nearby. He is as quiet and as obedient as it is possible for a canine to be. But it will take Spike's heroic efforts to thwart a cat theft to convince Joe’s mother that Spike needs a home of his own — theirs.

Spike really takes a bite out of crime in his neighborhood. This touching story focuses on the all-too-real problem of humans casually leaving their pets behind when it suits them. Not only does the story tug at the heartstrings, but the illustrations, created with Cansons papers, used clothing, and worn parts of 129 pairs of blue jeans, are fascinating.

— Barbara A. Ward, Washington State University Pullman

Garland, Michael. (2013). Car goes far. New York, NY: Holiday House.

Designed for early readers, this book features opening papers with an aerial view of Car sitting in the driveway, ready for an adventure. As the picture swoops down to the driveway, Car’s headlights are seen as eyes and the front grille is a smile.

Ready to go! As the drive begins, though, everyday happenings occur along the way, starting when a truck splashes mud all over Car, and then an egg truck coughs gray smoke into a moving cloud. Finally, pigeons fly by and do what pigeons often do when overhead. Car is ready for a good wash, and quickly heads
off to the soap and suds for a good cleaning. This delightful car ride told in simple language is a treat for emerging readers. Teachers will enjoy printing the flashcards from the publisher’s website that go with this book.

— Karen Hildebrand, Ohio Library and Reading Consultant

Hillenbrand, Will. (2013). Off we go: A Bear and Mole story. New York, NY: Holiday House.

This is Hillenbrand’s third adventure with good friends, Bear and Mole. This time patient Bear is teaching Mole to ride a bike, and they begin by taking off the training wheels. Fastening on his safety helmet, Mole is ready for takeoff. Bear pats his friend on the back for good luck, and Mole begins his wobbly first attempt that ends in a crash landing with leaves flying and little critters fleeing. Mole is crying and discouraged, but Bear is there to help him try again.

The second attempt is a success, and Mole gains speed and confidence as he zooms away, just in time for the Storymobile. This promises to be a great read aloud, and Hillenbrand has painted wonderful expressions on the faces of characters and used language that will keep young listeners engaged and laughing, bringing to mind their first, or yet to be, attempts at riding a bike alone. Will Hillenbrand has created a 6-minute video on the work behind this book that includes a short video of his son learning to ride a bike. Young readers will get a look at the behind-the-scenes work of an author/illustrator.

— Karen Hildebrand, Ohio Library and Reading Consultant

Judge, Lita. (2013). How big were dinosaurs? New York, NY: Macmillan/Roaring Brook Press.

Dinosaurs roam the pages of this picture book, which puts the lie to the notion that all dinosaurs were enormous in size and lived in similar habitats. What many readers think they know about dinosaurs dies hard, but Judge provides compelling evidence that much of what has been assumed to be the case is not actually so. Because the author/illustrator juxtaposes different types of dinosaurs against animals with which most readers will be familiar, it's easy to see that dinosaurs varied in size. For instance, the Microraptor was slightly smaller than a chicken, and the Leaellynasaura was only two feet tall and lived near the South Pole.

The book also makes it clear that size didn't necessarily translate into brain capacity or smarts; for instance, the Stegosaurus, which weighed about as much as three cows, had a walnut-size brain. The facts and comparisons come fast and furious in this picture book, which concludes with information about how scientists use fossils to help them make conjectures about the appearance of dinosaurs. The softly-colored illustrations enable readers to compare the different animals while looking at them carefully. At the end of the book, four pages fold out to reveal all the dinosaurs and modern animals featured in the book and allow young readers to size them up. This is another exceptional title from Lita Judge, who answers the title question, "How Big Were Dinosaurs?" by saying, "Not as big as you thought they were."

— Barbara A. Ward, Washington State University Pullman

Macdonald, Ross. (2013). Henry’s hand. New York, NY: Harry N. Abrams.

As this hilariously quirky cautionary tale proves, it is never a good idea to take your friends for granted, since you will surely miss them when they’re gone. Henry, a giant, often loses body parts. It just so happens that his right hand is his best friend. They do everything together, but after Hand begins to feel used, he leaves Henry behind. Things aren’t easy for Hand at first, and he struggles to survive on the street. But fortune smiles on Hand when he happens to be at the right place at the right time once he arrives in the city. After saving the life of a wealthy businessman, he ends up living a life of luxury amid a great deal of acclaim. He even has employees who answer his fan mail. When he receives Henry's letter of apology, Hand decides to go home since he misses his friend so much. A terrific reminder about friendship, the book is filled with lovely watercolor and pencil crayon illustrations that pay tribute to a most unusual friendship and a bond that seems likely to last.

— Barbara A. Ward, Washington State University Pullman

Rinker, Sherri Duskey. (2013). Steam train, dream train. Illus. by Tom Lichtenheld. San Francisco, CA: Chronicle Books.

Using dark jewel tones to represent the night, the steam train, “Through the darkness, clickety-clack… /coming closer, down the track … /hold your breath so you can hear /huffing, chuffing drawing near” (unpaged) arrives at the station. All the workers are there to greet the train and begin their work. Told in clever rhyming text, the story shows how each animal is well matched for its task. Monkeys juggle many items in addition to loading the monkey bars, rabbits bounce into the open door with their pogo sticks, the giraffe works the front loader with its tall neck, while the kangaroos bounce balls into the next awaiting train car.

Filled with action words and action pictures, the night train is loaded. When the job is done, the crew put themselves to bed on the flatcars, and the train moves through the night. The precious last picture perfectly ends the dream train journey as readers see a small boy asleep in bed with his train set on the floor beside him. Readers may enjoy a wordless book trailer produced by the publisher.  Watch for new downloadable activities at the author’s website.

— Karen Hildebrand, Ohio Library and Reading Consultant

GRADES 4-6

Floca, Brian. (2013). Locomotive.  New York, NY: Simon & Schuster/Atheneum Book for Young Readers.

From end paper, title page, to page one, and on to the last end paper, this beautifully designed book is a train-lover’s delight from start to finish. The front endpapers tell the story of the building of the Transcontinental Railroad so that the story within the pages shares the journey of an unnamed family traveling in 1869 all the way from Omaha, Nebraska to San Francisco, California. Told in poetic prose, the book immerses readers in the trip with sounds, colors, and images of train travel in those early days. The use of a wide variety, size, and style of fonts adds to the kinetic feel of the journey.

Floca takes reader/passengers from the engine to the caboose. The jobs of the conductor, the engineer, the coal man, and the newspaper boy are visible. Readers will travel with the passengers as they get on and off at different towns, stop for a bite of food, explore parts of the train and watch the towns of America fly by. Detailed notes on the history of the locomotive add further historical background to this visual narrative of early trains. Teachers can use 3 short videos of the author talking about the book. They can also read an interesting interview from Publisher’s Weekly  with authors Brian Floca and Elisha Cooper as they discuss their new books, both entitled, Train. A detailed CCSS guide can be found at Brian Floca’s website.

— Karen Hildebrand, Ohio Library and Reading Consultant

Mulder, Michelle. (2013). Pedal it!: How bicycles are changing the world.  Olympia, WA: Orca Book Publishers.

The international focus, the wonderful photographs, the informative sidebars, and the author’s enthusiasm for bicycles all make this a fascinating look at bikes, from boneshakers and high-wheels, to sprockets and gears, to all the things a bicycle can do that most people never imagined. Starting with the history of bicycles and their construction, maintenance, and use, the author discusses the evolution of the bicycle through today’s aerodynamic designs. Learning to ride a bike is also explained.

The author shares vignettes of stories and her many, many bicycle sightings around the world. Actually, she explains not just sightings, but how important bicycles are in meeting a large number of countries’ economics and transportation needs. In addition to the health benefits of pedaling, the author describes how bicycles are helpful as ambulances, or taxis, or basket-filled couriers of all kinds of food and trade goods. For bike-lovers young and old, the book will appeal to a wide audience who will enjoy this colorful and informative history and explanation of the wonders of bicycling. ReadWriteThink offers a lesson idea entitled: “Our Classroom: Writing an Owner’s Manual.” Visit the author’s website and learn about her Skype visits to classrooms. The publisher’s website offers CCSS connections for this book.

— Karen Hildebrand, Ohio Library and Reading Consultant

GRADES 7-8

Anderson, T. Neill. (2013). City of the dead: Galveston hurricane, 1900. Watertown, MA: Charlesbridge Publishers.

As today’s news is full of the recent devastation in the Philippines, another disaster in American history is remembered. Considered the deadliest storm in U.S. history, the 1900 hurricane that slammed onto the Texas coastline in the Gulf of Mexico changed the landscape of Galveston forever. The island city of Galveston was one of the biggest ports in the United States a hundred years ago. Over 6,000 people were killed, and some estimates report 8,000 deaths on that day on September 8, 1900. The water rose so suddenly that many people were trapped in collapsing buildings while high winds thought to be around 120 miles an hour whisked debris and bodies everywhere.

Author T. Neill Anderson has created an amazing book of historical fiction based on actual accounts using oral histories, letters, interviews and records from Sisters of Charity of the Incarnate Word as he recounts what it must have been like that horrible day. Black and white photographs add to the disastrous fact-based storyline. This fast-paced narrative depicting several points of view will appeal to middle and high school readers.

— Karen Hildebrand, Ohio Library and Reading Consultant

Gantos, Jack. (2013). From Norvelt to nowhere. New York, NY: Farrar, Straus & Giroux.

As twelve-year-old Jack Gantos and his parents prepare to leave the town of Norvelt, Pennsylvania behind for a move to Florida, the town's serial killer strikes again. This time, he (or she) poisons Mrs. Custard on Halloween. Jack has the bright idea of dressing up like Spizz, the presumed murderer of all those elderly women in the previous title, Dead End in Norvelt (Farrar, Straus & Giroux, 2011). Needless to say, his costume does not go over well. When Eleanor Roosevelt, the town's founder, dies, Miss Volker needs Jack's assistance and makes a pilgrimage to her heroine’s grave site. Their journey, by train and car, takes them through Miss Volker's hometown of Rugby, Tennessee, on their way to Florida where she plans to catch the villain responsible for all those Norvelt deaths.

Readers may especially enjoy the bits of history sprinkled throughout the book as Miss Norvelt writes Eleanor's obituary, but the increasingly eccentric and abusive behavior of Miss Volker herself may wear thin quickly. Still, laughing most of the way, readers will willingly follow Jack and Miss Volker to the end of the line and the changes that await them there. The book is an excellent reminder of the complexity of human beings, whether they are actual historical figures such as presidents or fictional ones such as Miss Volker.

— Barbara A. Ward, Washington State University Pullman

Kinney, Jeff. (2013). Diary of a wimpy kid: Hard luck. New York, NY: Abrams/Amulet Books.

With the Diary of a Wimpy Kid craze showing no signs of dissipating, the latest title offers fans another slice of Greg Heffley’s life. Things aren't going very well for Greg; in fact, his life might be summed up as the lines in a country song: "If it weren't for bad luck, I'd have no luck at all." Clearly, something needs to change. He and best friend Rowley barely have time for each other since Rowley spends all his time with his new girlfriend Abigail, and Greg can't seem to find anyone else to hang out with at school. He considers joining clubs and befriending someone else and even gets involved in the yearbook, but still, he can’t find a good friend or change his luck.

Various amusing vignettes about Greg’s family, including his aunts and cousins, are threaded into the narrative. When Greg finds a Magic 8 Ball, he decides to let it determine his future actions. Of course, with its vague responses, this leads to many problems. Although the book is hilarious at many points, it also has a serious side as Greg happens upon evidence that changes how he regarded his childhood. Those who are sure that this author/illustrator has run out of things to say might as well prepare for more ruminations from the Wimpy Kid since Jeff Kinney continues to rely on Greg's family history for rich material. Here’s hoping the popular series never ends.

— Barbara A. Ward, Washington State University Pullman

Thimmesh, Catherine. (2013). Scaly spotted feathered frilled: How do we know what dinosaurs really looked like? Boston, MA: Houghton Mifflin Harcourt Books for Young Readers.

Readers will be mesmerized by this informative text that’s likely to change what you know about dinosaurs and how they are studied. Anyone interested in the ancient creatures will be fascinated by this title. Accompanied by colorful illustrations from paleoartists who rely on fossils and accompanying evidence to flesh out what dinosaurs might have looked like, the text describes how today's scientists and artists have revised early ideas about the likely appearances of dinosaurs. While much of their work is still only conjecture, it is closer to what the truth might have been than the first renditions of dinosaurs. Most intriguingly, the author recounts how some of the artists eventually decided to incorporate feathers in many of the dinosaurs they replicated as they began to recognize the connection between birds and dinosaurs. This is mesmerizing and opinion-altering stuff, especially since there is no way to know just how accurate any of the artists’ depictions are. 

— Barbara A. Ward, Washington State University Pullman

Westrick, Anne. (2013). Brotherhood. New York: Viking/Penguin Group.

Things changed after the Civil War, especially in the south. The setting is 1867 in Richmond, Virginia. Reconstruction is underway, carpetbaggers have moved in and Yankee soldiers are stationed to restore peace and oversee the rebuilding of the city. Shadrach has lost his father to the war, as did many other children and families in the south. His older brother Jeremiah is still fighting the war, and his hatred of the Yankees steers him into joining a new organization that pledges to help Confederate war widows. They take the name of Ku Klux Klan. Shad follows his brother one night and unwittingly becomes part of the Klan. However, Shad has not only become friends with a young educated Negro girl, but she has also offered to teach him to read if he will teach her colored students the trade of sewing like Shad’s family’s tailoring business.

Readers will recognize that Shad is dyslexic and has never been able to learn to read, and he is desperate to do so. The bargain he makes with Rachel is costly. As Klan activities swell to deadly heights, the inner turmoil in Shad and the changing landscape of the South and the newly freed slaves make for a clash in the minds of many people as Shad tries to sort out right from wrong. The author provides a detailed discussion guide at her website. Teachers might like to use the ReadWriteThink lesson plan idea, “Using Historical Fiction to Learn About the Civil War.”  Pair this book with Susan Campbell Bartoletti’s They Called Themselves the KKK: The Birth of an American Terrorist Group (Houghton Mifflin Harcourt, 2010).

— Karen Hildebrand, Ohio Library and Reading Consultant

GRADES 9-12

Clark, Kristin Elizabeth. (2013). Freakboy. New York, NY: Farrar, Straus & Giroux.

This important book, a novel in verse, covers territory that has rarely been explored in literature for teens—gender variance. Told from three points of view, those of Brendan Chase, a wrestler and top student who realizes that he may be transsexual; Vanessa, his girlfriend who has forsaken all her other friends for him; and Angel, who volunteers at a center for LGBTQ teens, the book explores the life experiences and emotions of all three main characters as their lives intersect. All three main characters are likeable, and readers will hope for a happy ending to the story while also knowing that having such a happy ending isn't likely. The author makes it clear just how hard it is for Brendan to accept himself and his burgeoning desire to feel like a woman, and even if he does, how difficult it may be to gain the acceptance and understanding of others.

Those who like to put individuals into tidy little boxes will find this book disconcerting as its characters defy easy classification. Brendan, for instance, enjoys sex with Vanessa while also fantasizing about having soft skin and long, feminine hair and wearing female undergarments. When his best friend bursts into Brendan’s room while he is wearing the bra he purchased at Victoria’s Secret, Brendan knows that his life will be changed forever. Reading the book may open the minds of those who would judge Brendan harshly, while reminding many readers that gender is not dependent on the sex organs with which individuals are born. This one should generate a lot of discussion—and maybe encourage changes in attitudes toward those like Brendan.

— Barbara A. Ward, Washington State University Pullman

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 International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

With expanding understandings of literacy based in multiliteracies necessary for the 21st century, ELA teachers must support students in an increasingly wide variety of skill sets. As a middle school ELA teacher, I have felt overwhelmed when considering how to meet the real needs of students.

Giving our Students What They Deserve

According to the International Reading Association’s position statement on Adolescent Literacy (2012), adolescents deserve:

• content area teachers who provide instruction in the multiple literacy strategies needed to meet the demands of the specific discipline.
• access to and instruction with multimodal, multiple texts.
• differentiated literacy instruction specific to their individual needs.
• opportunities to participate in oral communication when they engage in literacy activities.
• access to a wide variety of print and nonprint materials.

These are a lot of needs to be met by one English Language Arts teacher. With the emphasis on multiliteracies and expert instruction we should access the support and guidance of our colleagues to truly allow students to explore literacies in the 21st century.

Providing Access to Multimodal Texts

Multimodal texts are sophisticated and require a range of expertise on the part of the teacher to fully facilitate quality reading, response and composition by students. Educators must be proactive, seek help and supports, and work to meet our students’ needs. Specifically, seeking new instructional models that support integrating the Internet, information communication technologies (ICTs) and multimodal literacies are requirements for effective classroom teaching (International Reading Assocation, 2009).

Motivated by both the needs of my students and a sense of self-preservation, I sought help from my school’s Library and Media Specialist, Katie. Over the course of one year, we collaborated on major units covered in my ELA classroom. This allowed for a depth and breadth of multimodal work that would not have been possible without co-teaching.

Collaborative Teaching

Greg Conderman (2011) provides a guide for effectively integrating co-teaching into your classroom:

• Discuss pedagogical and philosophical views on teaching to avoid conflict.
• Chart expertise in order to employ each teacher’s strengths.
• Layout specific goals to guide instruction.
• Take time for co-planning.
• Employ a range of co-teaching methods.

Katie and I were able to follow these guidelines to support students in a range of units because we created space in both of our classrooms to co-teach. I saw students for 90 minutes daily. Katie had Library Class one day a week for 45 minutes. We decided to use Katie’s Library class and an additional 45 minutes once a week in my ELA class for co-taught time. Combining our classes in this way required us to combine specific content goals. 

Each of us brought different expertise to the classroom. Katie took time to be sure our units included authentic research goals and guided mini-lessons on a range of computer software, Web 2.0 tools and other ICTs. I emphasized literacy and composition skills and choose appropriate texts. Together we planned units that met these broad goals as well as more specific ones necessary to meet curricular goals and benchmarks. In co-planning we negotiated these goals and focused on integrating appropriate texts, tools, and skill sets into our classroom.

Our Sixth Grade Greek Mythology Unit

In sixth grade students at my school immerse themselves in studies of ancient Greece. In my ELA classroom we focus on mythology. Katie and I developed a unit that we hoped would give students the opportunity to:

• Develop a range of writing skills (outlining, summarizing, research, script, and narrative writing)
• Research authentically in following a research question to its natural conclusion by using online texts such as databases, websites, news sources, etc.
• Read online using online reading skills and critically evaluate online texts to determine authority, usefulness, and bias
• Compose digital and dramatic multimodal texts

In order to meet the goals we set forth in our co-taught classroom we realized we would use all of our co-taught class time and some of my ELA class time. In total the unit described below took us five weeks from start to finish.

Visual Commentary on a VoiceThread

After an introduction to Greek mythology through a PowerPoint presentation and myth reading, students chose a mythological figure that fascinated them. Then we worked in ELA class to develop research questions about that figure. Next, Katie began mini-lessons on research tools while we also worked on how to “be” researchers. As they researched students created outlines using Microsoft Word and compiled a reference list of both text and image sources. As they researched on the Internet we both conducted lessons on reading and critically evaluating online texts.

The culminating phase of the unit was the creation of a VoiceThread, a Web 2.0 presentation tool that includes images, documents, and pre-recorded written, audio and visual commentary by the presenter. Based on their individual research, we gave mini-lessons that supported students in determining and ordering appropriate images and documents, writing a script of their commentary and choosing which type of commentary was appropriate for a given slide. I then gave mini-lessons on narrative monologues while students wrote their own from the perspective of the mythological figure and designed costumes. Finally, we invited family and friends to watch our monologues and VoiceThreads at “Greek Fest.”

Written Commentary on a VoiceThread

A combination of our individual expertise and goals centered on multiliteracies made this unit as rich and sophisticated as possible. Choosing to work with Katie allowed me to meet the real needs of my students. We owe it to our students to reach out for help to meet the complicated goals of multiliteracies necessary to the world in which students live.

References

Conderman, G. (2011). Middle school co-teaching: Effective practices and student reflections. Middle School Journal, 42 (4), 24-31.

International Reading Association (2012). Adolescent literacy: A position statement of the international reading association. Retrieved from
/Libraries/resources/ps1079_adolescentliteracy_rev2012.pdf

International Reading Association (2009). New literacies and 21st century technologies. Retrieved from /Libraries/position-statements-and-resolutions/ps1067_NewLiteracies21stCentury.pdf

Alexandra Panos is a former middle school Language Arts teacher and current doctoral student at Indiana University in the Literacy, Culture and Language Education Department.

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