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  • 2020 Design Contest
    • ILA News

    First ILA Design Contest Will Bring a Touch of Educator Creativity to ILA 2020 in Columbus

    ILA STAFF
     | Feb 12, 2020

    Calling all artsy educators and researchers—the International Literacy Association (ILA) is looking for a poster design to be featured at ILA 2020 in Columbus, OH. Whether visualized as a meme, word cloud, or a hand-sketched work of art, ILA wants to know: What does literacy mean to you?

    Until February 24, submissions will be accepted on a rolling basis. Not only will the winner’s art be featured at ILA 2020, but the winner will also receive free Core
    Conference registration. 
    2020 Design Contest_Large
    “Columbus has a vibrant art scene and we thought, ‘What better way to get attendees excited about such a visually inspiring conference destination than to invite them to join in on the creativity and fun?’” Jean Wright, marketing associate at ILA, says. “Our goal with this contest is to get [attendees] to share ways in which they interpret and engage with literacy which, in turn, may spark new inspiration for others.”

    Designers are welcome to submit as many designs as they would like, Wright added. However, posters must be original work, with each submission separately uploaded to the contest form. Poster designs must be 11″ × 17″, submitted in .jpg, .png, .pdf, .ai, or .eps format, and be no larger than 10 MB.

    To view official rules and to enter, visit literacyworldwide.org/design

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  • Gerald30Under30
    • In Other Words

    Literacy and Social Action

    Gerald Dessus
     | Feb 11, 2020

    ILA 19 EQUITY SESSION

    I vividly remember reading The Bully (Townsend Press) in Mrs. Collier-Bacon’s seventh-grade language arts class at Wagner Middle School. As I often mention to my students, Paul Langan’s teen novel was the first time I felt reflected in literature. There was a character who looked like me and shared similar experiences in public education, and that windows and mirrors moment helped me fall in love with literature. After reading this text from the Bluford Series, I read every book I could get my hands on.

    At this point, I realized why I wanted to teach. For me, reading was an opportunity to experience life through the eyes of a character, allowing me to escape the reality of violence and poverty in my Philadelphia neighborhood. I began wondering how many lives I could change if I helped other black and brown students, specifically black boys, fall in love with literature.

    At the time, I never imagined that I would have the opportunity to join thousands of educators from all over the world at a convening designed not only to unpack new research to support literacy instruction, but also, and more important, to explore the intersections among social-emotional learning (SEL), equity, and literacy.

    Our work is interconnected

    At the International Literacy Association (ILA) 2019 Conference in New Orleans, LA, in October, I attended the General Session and other keynotes and was moved by the thought-provoking statements shared. Literacy advocate and educator Chad C. Everett asked us to consider how we align the words on a page of a book with words in our world. Nationally Distinguished Principal Hamish Brewer challenged us to think about our legacy: “When you give students the opportunity to read and write, you give them a chance to change the world.”

    Brewer’s statement was a recurring theme at ILA 2019. As educators, we understand now more than ever the deep connection between literacy and social action, which is why equity—including ensuring access to literature that provides windows and mirrors—is so important.

    Although I had my own presentation to prepare for, I made space to attend Friday’s Equity in Education Program—“The Intersection of Literacy, Equity, and Social-Emotional Learning”—where Pedro Noguera shared a sentiment that teachers have echoed for years: “If you only focus on tests, you’ll fail to provide kids with what they need.”

    Later, Justina Schlund from the Collaborative for Academic, Social and Emotional Learning asked educators who are doing the work of SEL to think about their purpose: “Are you doing SEL to produce calm and compliant students? Or do you engage in SEL work to produce active citizens who will be prepared to go out and positively impact society?”

    That question resonated with me because too often SEL becomes code for building stronger relationships with students in order to increase compliance, which undermines its essence and purpose.

    Later that day, I had the pleasure of sharing my work as a social justice teacher leader and curriculum writer alongside my fellow ILA 2019 30 Under 30 honorees. I met Matt Panozzo and heard how he uses literacy to teach middle school students about identity and empathy in Houston, TX. Patrick Burke discussed his work with teacher preparation programs in Ireland. I spoke at length with Nangamso Mtsatse about the work she is pioneering in South Africa around literacy instruction for elementary students in their native languages. And I was deeply moved by Shontoria Walker’s work with black boys in Texas. Through her research, she found that SEL does affect achievement. Sharing a platform with young educators who have a positive impact on communities around the world was an honor and a privilege.

    SEL is deeply embedded in literacy

    The next day, I joined Kimberly Eckert, Shawna Coppola, Tamera Slaughter, and Tiana Silvas for the Equity in Education Program event, “Integrating Social-Emotional Learning in the Literacy Classroom.” Eckert reflected on a field trip to a Louisiana prison with her students, where they explored the education system and how SEL permeated the classrooms. Slaughter reminded us that SEL begins with the teacher. We must do the work on ourselves first before we can support our students. Silvas shared powerful stories of her childhood and emphasized how critical providing students with space to share their stories is. And Coppola challenged us to meet students where they are. Storytelling and SEL can look different for all students.

    My time at ILA 2019 ended shortly thereafter, but not before I had the pleasure of joining six educators from different states for a collaborative session. We discussed the problems our school communities faced with implementing SEL and proposed solutions that would support our respective schools.

    From theory to practice

    ILA 2019 reminded me of the direct connection between literacy and social action, and that as educators, we must move with urgency to create academic and professional spaces that are diverse, equitable, and aligned to social action.

    When I returned to Philadelphia, I was hyperaware of just how important literacy was in my own school community. I connected with my grade team at The Philadelphia School and challenged them to think about how we can use narratives and discussions in our community meetings to emphasize themes of belonging, diversity, and empathy. We decided to move forward with a nine-session unit on identity development. We chose to push students to grapple with who they are, what experiences and thoughts influence the decisions they make, and the obligations to create inclusive and empathetic spaces within our school community.

    My experience challenged me to consider the deep value in creating spaces for educators and researchers to convene. The sessions we attend, the conversations and networking we engage in, and the partnerships we create in those spaces mean nothing if we fail to apply what we learn to how we practice.

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  • Read Aloud
    • Teaching Tips

    Celebrating World Read Aloud Day

    ILA STAFF
     | Feb 04, 2020

    World Read Aloud Day is Wednesday, February 5! To celebrate the occasion, Pam Allyn, the founding director of LitWorld, shares some ways to create a home or classroom environment for more impactful read-alouds:

    Designate a special place and time for reading aloud: Whether you are creating an elaborate fort together or something simpler, like a reading “nook,” building a safe space allows kids to relax and open up for conversation and to engage around the books you are reading together.

    Keep track of books that inspire the richest conversations: Make a file on your device to save favorite read-aloud titles. Find space in your classroom to post children’s reviews and comments after reading. Document the journey together, valuing the titles that invite new worlds and/or reflect your deepest selves.

    Solicit your students for story recommendations and books they want to read (and read again) to share ownership of the read aloud experience: Scholastic, LitWorld’s extraordinary sponsor in World Read Aloud Day, published the Kids and Family Reading Report, which shows that children are most likely to finish (and enjoy) books they choose themselves.

    Make read-aloud a performance: Invite students from other classrooms, teachers, librarians, staff, parents, grandparents, and members of the local community. Stage a play, read aloud from children’s own narratives, or host a read-aloud-athon on World Read Aloud Day to bring the importance of reading aloud to the fore.

    Use read-aloud as a tool for social justice and equity: By discussing a shared text, we can honor and hear quieter voices in our classrooms and at home. Make sure to stop for “turn and talks” during the read-aloud and to select books that reflect a wide range of cultures, languages, and perspectives.

    In this way, multiple voices and stories wash over your community like a cleansing, celebratory rain, signifying the start of a new era and a time when all children’s voices matter and will be heard.

    For more resources, visit litworld.org/wrad. Remember to use the hashtag #WorldReadAloudDay on Twitter to share your stories!

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  • Editors
    • ILA News

    International Literacy Association Opens Call for Editors; Introduces New Editorship Model

    ILA STAFF
     | Jan 31, 2020

    Interested in becoming an editor? ILA seeks editor teams for two of our leading, peer-reviewed journals: The Reading Teacher (RT), for teachers of students up to age 12, and the Journal of Adolescent & Adult Literacy (JAAL), for teachers of learners 12 and up.

    Plus, the incoming editors for both journals will be the first to serve under a new model that includes shorter terms, larger teams (up five people), and an expense budget of US$25,000 per annum.

    We’re looking for visionary editors eager to explore how new media can deepen scholarly discourse, leverage social platforms to spark conversation, and expand the journals’ reach.

    More about JAAL and RT

    Founded in 1957 as the Journal of Developmental Reading, JAAL has evolved with the field to meet the needs of not only middle, secondary, and postsecondary teachers and higher education professionals but also researchers, administrators, and policymakers.

    RT has been a valued source of professional learning, offering educators practical applications of what current research tells us about effective, high-quality instruction for more than 70 years. Editorship of this journal offers the opportunity to impact literacy teachers and support them in strengthening their instructional practice.

    For both journals, the editor(s) will serve for a term of four years (previously six years), the first of which overlaps with the current editors’ term

    “Researchers no longer have to wait for print to disseminate their work,” said ILA Executive Director Marcie Craig Post. “Articles are available digitally months before they’re slated to officially publish. Today’s authors are not only sharing the early-view content but also generating substantial professional discourse on platforms such as Twitter.”

    By removing potential barriers, Post hopes to increase the candidate pool and make the commitment more tenable to researchers earlier in their careers.

    Interested in applying? Applications for JAAL and RT are due March 1, 2020, with terms beginning June 1, 2020, and concluding May 31, 2024!

    Qualified applicants must be recognized experts and leading researchers in the field of literacy education for learners in this age group of the journal, as well as passionate about elevating the work of both established and up-and-coming scholars of the literacy field.

    To learn more about RT, visit literacyworldwide.org/get-resources/journals/the-reading-teacher-editorship.

    To learn more about JAAL, visit literacyworldwide.org/get-resources/journals/journal-of-adolescent-adult-literacy-editorship.

     

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  • Menu of Options
    • The Engaging Classroom

    Creating a Menu of Options in Classroom Libraries

    JULIE Scullen
     | Jan 29, 2020

    If you’ve been to the Cheesecake Factory, you know the menu. The Cheesecake Factory menu reads like a short novel; the pasta menu alone contains more than a dozen items. The online menu boasts 36 different types of cheesecake. There is a full page just for salads, another full page for pizza, and separate pages for sandwiches, seafood, and steak. Their website brags of "more than 250 dishes made from scratch every day."

    The first time I dined at the Cheesecake Factory, I was overwhelmed by the volume of choices. I couldn’t decide because everything looked good. Some things looked familiar, but I didn’t want to eat the same thing I always eat. Some things sounded good but had ingredients and descriptions that were unfamiliar. What if it was too spicy or had mushrooms? I hate mushrooms.

    My daughter tried to help by narrowing my thinking: “Are you hungry for pasta? Seafood? How about one of their nummy specialties?” This didn’t help one bit—now I wanted some of everything. I was paralyzed at the thought of making the wrong choice. Others around me were having no trouble choosing, which raised my anxiety.

    We had to ask the waitress to give us more time. Twice. Finally, I chose three items and asked my daughter to pick what she thought I’d like best of those. She had been to the restaurant before, and she knew me well. My meal was delicious.

    As I was reflecting later, it struck me that the emotion I felt as I struggled with the overwhelming menu was the same emotion many students can feel when they enter our school libraries. There are so many choices! Do I want fiction? What kind? Realistic fiction, historical fiction, science fiction? If I ask for guidance, what if someone gives me bad advice?

    What teacher hasn’t stumbled across students in the book stacks with a glazed look staring at spines with their hands in their pockets? 

    When someone tries to help, the pressure can be even more daunting. Do you want speculative fiction? A dystopian novel? How about dystopian romance? A dystopian adventure? Steampunk? What was the last book you read that you liked? Who is your favorite author? Do you like funny authors?

    That indecision brings many of our students to just pull any book with a thin spine off the shelf and run for the checkout.

    I am not concerned that classroom libraries would ever supersede our sprawling building libraries—they won’t. We need school libraries to provide something for everyone. Therefore, we need media specialists to curate shelves of books to represent our students and their interests. We trust these professionals to know what our readers need. They have a special menu of magic our classroom teachers can’t access because of time and funding. Classroom teachers can lead students to the right book, but media specialists ensure students have an opportunity to read widely over several years.

    Our classroom libraries can become an effective gateway to our building libraries. With the right guidance from someone who sees students every day and knows them well, students can make good choices. When a teacher has conferred with readers several times over weeks and months, that teacher can help students successfully narrow the vast menu of options or broaden it to include new choices. Reluctant readers, in particular, might need a “just right” suggestion to locate a “just right” book. A teacher who has listened to a student’s stories about his or her family might be able to pull something off a classroom shelf and invite that student to “try a few pages to make sure this is for you.” A teacher who knows a student’s traveling basketball team record might have the perfect picture book for him or her. Likewise, a teacher who knows a student likes Gordan Korman, or David Lubar, or Stuart Gibbs will be able not only to point that student to those shelves but also to introduce him or her to similar authors.

    Both building and classroom libraries are crucial to the reading success of our students, with each providing a different menu of options and services. Let’s make sure our readers can make use of both.

    (In case you are wondering, I had the lasagna.)

    Julie Scullen is a former member of the ILA Board of Directors. She taught most of her career in secondary reading intervention classrooms and now serves as Teaching and Learning Specialist for Secondary Reading in Anoka-Hennepin schools in Minnesota, working with teachers of all content areas to foster literacy achievement. She is currently a doctoral candidate at Judson University.

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