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    Literature Luncheon Author Interviews Reveal Fun Facts and Inspiration

    By April Hall
     | Mar 01, 2016

    The Literature Luncheons at ILA 2016 will offer twice the inspiration, twice the star power.

    At each event, there will be a pair of award-winning children’s authors—as opposed to the one-author format of years’ past. There will still be luncheons for the Primary, Mid-Level, and YA categories, meaning six authors will be featured in total.

    The new format lent itself well to an idea for this year’s feature: Let each author be the interviewer and quiz his or her  luncheon partner. With three questions each, their curiosities ranged from the fantastic to the practical. Some even showed what fans they are of their peer’s work.

    First up, the early grade authors. Veteran writer Tomie dePaola has more than 40 years’ experience and 200 books under his belt—such as the popular Strega Nona series. When he and author/poet Nikki Grimes (author of works such as Chasing Freedom: The Life Journeys of Harriet Tubman and Susan B. Anthony and the Dyamonde Daniel series) asked each other about their careers, they discussed how their passions are about more than literature. DePaola explores his spirituality in many of his works, while Grimes explores her faith in people’s ability to rise above racism.

    LT335_dePaola Photo Credit Julie MarisSemelTomie dePaola: In your essay, “Lessons From Charleston,” I was especially taken with “as a seedling, hatred can be uprooted early on.” Can you give us at least one practical thing we can do to “uproot hatred,” especially in our books?

    Nikki Grimes: As creatives, the matter-of-fact inclusion of diverse characters in our books itself does much to poke holes in the notion of “the other” as inherently bad, or scary, or strange, or worthy of hatred. In words and images, we can do much to dislodge the seeds of racism and hatred planted in the hearts and minds of the young. The letters I receive from readers of all races tell me so. As for all adults who act as gatekeepers of literature, we can choose to make such books available to all of our children. Where better to introduce a child to the multiplicity of races and cultures in our world—and to our common humanity—than between the pages of a book?

    NG: You’ve published a considerable amount of religious titles over the years. How has your faith informed your art and not just in these books, but in general?

    TD: From my early childhood, I loved the stories of the Holy Family and the saints. Those stories read like the best fairy tales and legends. And, when I graduated from the art school at Pratt Institute in 1956, the book world wasn’t quite “ready” for me. So, I concentrated on liturgical art doing murals, Christmas cards, vestments, church decorations, and other “sacred art.” It was the way to express my “interior” life as well as my “artistic” one. Eventually, when I began to do books, one of my editors, Margery Cuyler at Holiday House, encouraged me to explore my spiritual side in children’s books. That began it. I feel very fortunate and blessed to be able to express all parts of myself in everything I do.

    TD: Among the wonderful things on your website is the “gallery” of your paintings. Have you ever considered (or wanted) to illustrate one of your own books? Or a book by another author?

    NG: I have considered illustrating a book of my own, but I haven’t yet hit upon just the right subject. I do ponder the possibility of, one day, doing cover art for books by other authors.  Perhaps I’ll get the chance, one of these days. Mind you, the very idea scares me!

    Nikki GrimesNG: It’s 2016 now, and your journey in children’s books began in 1965. How has the industry changed, and how has your work, or your approach to your work, changed over all these years?

    TD: Technology in the printing process, especially in reproduction of illustrations, is certainly one of the biggest changes in the children’s book industry, from my point of view. No artist has to do pre-separated, limited color work anymore. Everything is full color, or as the young folks call it: CMYK.

    Also, I understand that 40% of illustration is done digitally. I don’t use the computer to create any work. I still use paper, paints, pencils, and brushes. So, I have to admit that I approach my work with the same enthusiasm, trepidation, and amazement (when I finish) as I always have.

    When I started out in 1964, my agent signed me up for lots of different types of projects. “To get your name out there, dear,” she said. As I became better known, I think I became more selective. But it didn’t get any easier as time went by. And it still doesn’t, and I still feel the responsibility to do my very best for children.

    NG: With 200-plus books published, thus far, your range is broad, from The Folklore of Love and Courtship to The Badger and The Magic Fan. What, in particular, attracts you to a project? What makes you say “yes” to one manuscript rather than another?

    TD: In 1986, I signed an exclusive contract with the Putnam Publishing Group, which meant I would be illustrating fewer manuscripts by others and more by myself. The one thing that didn’t change was what attracted me to any project, and that is a good idea/good story, one that immediately captures my attention and triggers images in my head. The “story” is key—the foundation that the illustrations will stand on.

    TD: [Assuming] that you remember your dreams, what age are you in your dreams?

    NG: That’s a great question, but I rarely remember my dreams. When I do, I’m a young adult.

    For the Mid-Level Literature Luncheon, Rachel Renée Russell, of Dork Diaries fame, and Jarrett J. Krosoczka, author of both the Lunch Lady and the Platypus Police Squad series, will be on deck. When they meet in Boston, Krosoczka will be on a mission from his 7-year-old daughter that only Russell will be able to make possible.

    LT335_RussellRachel Renée Russell: What goals have you yet to accomplish as a writer and illustrator?

    Jarrett J. Krosoczka: Well, I have yet to get my kid’s copies of the Dork Diaries books signed by the author! I missed you at the National Book Festival, so this whole ILA thing is just a rouse to get to you! In all seriousness, the first Dork Diaries was the first long-form book that my kid
    read cover to cover independently. I’m lucky enough to hear similar stories from parents about the Lunch Lady books, and now that I am a parent myself I truly know how monumental those accomplishments are. So my yet-to-be-accomplished goal? Live long enough to meet these readers of ours when they grow up. I want to shake the hand of an author or illustrator who has an old, beat-up childhood copy of Lunch Lady on his or her bookshelf.

    JJK: If you could have Nikki Maxwell [Dork Diaries’ main protagonist] travel into the world of another book, where would you send her?

    RRR: Being a fan of fantasy novels, I would gladly send Nikki Maxwell into the enchanted halls of Harry Potter’s school, Hogwarts School of Witchcraft and Wizardry. I can imagine her hanging out with Harry and Ron in Gryffindor House and being BFFs with Hermione. And, instead of dealing with mean girl MacKenzie and the CCPs, her arch-nemeses would be Lord Voldemort and Draco Malfoy.

    RRR: You just stumbled upon a magical remote control for time. If you could “Pause,” “Fast-Forward” or “Rewind” your life, which would you do and why?

    JJK: I’m on an art deadline now, so that means that I am barely taking any time off. So I think right now I’d fast-forward to just after I hand in the art and then quickly hit pause! I have two daughters, ages 7 and 4, and I love spending time with them. They hang out in my studio while I’m working, but I’m looking forward to pausing time to give them my full attention.

    RRR: What are your three favorite books that you have read and why?

    JJK: I’ll always go back to Beverly Cleary’s The Mouse and the Motorcycle as the gold standard of great children’s literature. I remember so clearly how that book inspired my imagination when I was a kid. I still have my childhood copy! And I recently found my childhood book report on Ms. Cleary’s work. When I hold that childhood copy in my hands, I remember the escape portal the book offered me. Whenever life around me was chaotic, I could always escape to the world held within the pages of that book. But wait. You asked for three books? OK, I have two more for you—Runaway Ralph and Ralph S. Mouse!

    LT335_Krosoczka_credit_Derek_FowlesJJK: What is the dorkiest thing you’ve done since Dork Diaries have been published?

    RRR: I was invited to an author signing at a local bookstore. I arrived to a room full of smiling kids waiting in line to have their books autographed. After saying hello, I started to set up the author table and unpack all of my boxes filled with Dork Diaries swag such as posters, stickers, and bookmarks. I wondered why everyone was staring and whispering because usually I get a much more enthusiastic greeting from my fans. When one kid looked really worried and exclaimed, “OMG! I think I brought the wrong book!” I suddenly realized that none of the kids had Dork Diaries books. In fact, my event was the next day and I had actually crashed a fellow author’s book signing! I’m such a dork!

    JJK: What were the best words of wisdom offered to you by one of your teachers?

    RRR: Both my fifth- and sixth-grade teachers in the Lakeshore School District in Michigan encouraged me to write. My fifth-grade teacher, Mrs. Eggers, let me write a play for my fifth-grade class that was presented on stage with costumes and props for our entire school. My sixth-grade teacher, Mrs. Reitz-Schultz, always enjoyed reading my stories. She told me I was a talented writer and I should consider being an author. To this day I am grateful for their encouragement and words of wisdom.

    Young adult authors John Corey Whaley (author of Noggin, a Choices pick and National Book Award finalist last year) and April Henry, author of teenager thrillers such as The Body in the Woods, have a lot in common. First, their writing process; next, a struggle with anxiety; and, finally, at least for this interview, a love of Star Trek.

    LT335_WhaleyJohn Corey Whaley: What comes first for you—the idea or the characters?

    April Henry: For me, it’s always the idea, and it’s almost always based on a news story. Shock Point; Torched; Girl, Stolen; The Night She Disappeared; Body in the Woods; Blood Will Tell; and my newest book, The Girl I Used to Be (it publishes May 3) were all inspired by real-life events. Only The Girl Who Was Supposed to Die was made up, and even for that, I did a lot of research into bioweapons and fugue state amnesia. Getting things right is really important to me.

    AH: The main character in your new book, Highly Illogical Behavior, is both a fan of Star Trek and a person who suffers panic attacks. (I can relate to both of those things.) Do you share any traits with Solomon?

    JCW: All of the above. Haha. Highly Illogical Behavior was how I needed to
    come to terms with my anxiety and I somehow managed to fit in Star Trek: The Next Generation, my favorite TV show as a pre-teen, and what more can I say? Solomon is very much like his creator, but also very, very different. Which, for me, is always a fun part of the experience of writing something so personal—the challenge of figuring out how to discover more about myself or humanity through this fictional alter ego of sorts.

    JCW: Can you name a book that changed your life? Or one you thought would and didn’t?

    AH: This isn’t a teen book, but while my friend LK Madigan (who wrote the Morris-award winning Flash Burnout) was dying from pancreatic cancer, I read A Visit from the Goon Squad by Jennifer Egan. Not only did the book bounce around in time and points of view, it was written in first, second, and third person—and even partly in PowerPoint slides.

    AH: I’m going to steal your question and ask: What comes first for you—the idea or the characters?

    JCW: I think the idea comes first and then, almost immediately, there’s at least one character to carry the weight of that idea for the story—so far three out of three seem to be eerily similar to myself, but, you know, who’s counting?

    JCW: As a mystery writer, do you solve your own puzzles before you complete a novel or does it happen during the writing process?

    AH: When you are writing a thriller, you can often start by putting your characters in a terrible situation and then throwing even more problems at them. But in mysteries, if you don’t know the solution when you start, you are going to be doing a ton of rewriting. I always know what the truth is before I begin writing a mystery.

    LT335_HenryAH: Speaking of ideas, the central concept of your books certainly can’t be accused of being cookie cutter. Your books can’t be pigeonholed. How do those ideas come to you? A news story? Your mind wandering?

    JCW: First—thank you. That’s very kind and I’ll take it! Second—I’m not always sure. Actually, I’m seldom sure where my ideas come from. But my editor and I discuss this a lot—the nature of creativity and ideas—and how maybe just maybe an artist/writer, etc., tells the story that the world around them—the cultural zeitgeist per se—leads them subconsciously to tell. And that’s why, I believe, people find the right story for the right time with some of our works—because they were looking for it without maybe even knowing it. I’m being very esoteric so thank you for indulging. And, also, lots of my mind wandering.

    The ILA 2016 Conference will be July 9–11 in Boston, MA, with more than 6,000 attendees eager to cultivate new teaching practices. There will be more than 300 sessions, including several new additions to the schedule, and the popular Preconference Institutes on July 8, the weekend is sure to be a memorable one.

    Learn more about what’s coming up at this summer’s conference. Register today for the conference to take advantage of special Early Bird pricing.

    April Hall is editor of Literacy Daily. A journalist for about 20 years, she has specialized in education, writing and editing for newspapers, websites, and magazines.

    A version of this article originally appeared in the March/April 2016 issue of Literacy Today, ILA’s member magazine.

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    The Preconference Institute Wrap-up

    BY ILA Staff
     | Mar 01, 2016

    Preconference Institutes are a popular ramp-up to the ILA Conference. This year, we spotlighted each of the 15 topics that will be addressed in all-day presentations that are designed to take a close look into the hottest topics in literacy. Here you'll find links to each of the blog posts in the series.

    Get Up Close and Personal With Top Literacy Research

    Bringing Early Learner Literacy Into Focus

    Engaging Middle and Secondary Learners

    Do the Most for Diverse Learners

    Taking a Deep Dive Into General Classroom Strategies

    The ILA 2016 Conference& Exhibits will be July 9–11 in Boston, MA, with more than 6,000 attendees eager to cultivate new teaching practices. With over 300 sessions, including several new additions to the schedule, and the popular Preconference Institutes on July 8, the weekend is sure to be a memorable one. Learn more about what’s coming up at this summer’s conference at ilaconference.org.

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    Get Up Close and Personal With Top Literacy Research

    By ILA Staff
     | Mar 01, 2016

    institutes030116Preconference Institutes are a popular ramp-up to the ILA Conference. This year, we’ll spotlight each 1 of the 15 topics that will be addressed in all-day presentations that are designed to take a close look into the hottest topics in literacy. This week we look at Research & Literacy Leadership.

    Institute 01: The 2016 ILA Research Institute

    Teachers, teacher educators, researchers, reading specialists, literacy coaches, and special educators: this Preconference Institute is for you! This Institute gives each participant the opportunity to interact with research experts in the field, and provides the latest research information about the teaching of reading, motivation and engagement, teacher education, early literacy, close reading, vocabulary, and reading comprehension.

    Institute 07: The School Principal as Literacy Leader: Why, What, and How

    Elementary school principals: Join us for this session that will help you become a literacy leader and enhance student achievement and involvement in reading and writing at your school! In this Preconference Institute, leadership and literacy professionals from around the United States will present and give presentations designed to provide elementary school principals with evidence-based knowledge and skills for enhancing the literacy capacity of their programs and faculty.

    Institute 11: Research on Literacy, Language, and Culture: Implications for Practice

    This Preconference Institute focuses on the latest research (and implications for practice) in literacy, language, and culture, and is appropriate for addressing issues from pre-K to secondary grades. Major scholars—who are experts in their specific fields—will highlight critical insights from their research to enhance high-quality, evidence-based practices, and engage participants in rich conversations, dialogues, and interactions inspired by their findings.

    Institute 15: ILA/CAEP Institute for Reading/Literacy Specialist Program Writers and Reviewers

    Failing to prepare is preparing to fail. Don’t make this mistake with your program! Get ready to transform reading/literacy specialist teacher education in the United States with this Preconference Institute. Join researchers, teachers, and CAEP staff as they actively examine the latest best practices and research to help your program attain CAEP accreditation and national recognition from ILA.

    Preconference Institutes are an additional cost to conference registration and run simultaneously Friday, July 8. Find out more about the series here before they sell out.

    The ILA 2016 Conference & Exhibits will be July 9–11 in Boston, MA, with more than 6,000 attendees eager to cultivate new teaching practices. With over 300 sessions, including several new additions to the schedule, and the popular Preconference Institutes, the weekend is sure to be a memorable one. Register today for the conference to take advantage of special Early Bird pricing.

     
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    Becoming More Knowledgeable About Policy Through a Meaningful Partnership

    By Millie Henning
     | Feb 29, 2016

    ThinkstockPhotos-479966128What is a professional partnership? By definition, it is an entity formed by two or more professional organizations that provide services to the public. However, finding a professional partner or, more to the point, establishing a significant two-way partnership, can be a daunting task.

    It is a challenge, however, that the Keystone State Reading Association (KSRA) has gladly taken on, as we are in the process of forging such a professional partnership with the Pennsylvania Department of Education (PDE)—a move we would encourage other councils to take with similar agencies in their area.

    KSRA is the Pennsylvania state literacy council whose mission is to empower educators, leaders, and the community by providing opportunities and resources to make literacy accessible for all. PDE is an executive department of the state charged with publicly funded preschool, K–12, and adult educational budgeting, management, and guidelines. As the state education agency, the governor-appointed Pennsylvania secretary of education directs its activities.

    KSRA believes many of the decisions necessary for student and school success should not be made by an individual organization. Rather, these decisions should be made after collaborative discussions among educational organizations, policymakers, educators, and parents. The purpose of this article is to share the process KSRA is using to develop a professional partnership with PDE to ensure all stakeholder voices are heard.

    A reason to partner up

    During the fall of 2014, PDE announced it was changing the requirements for obtaining a K–12 reading specialist certificate by simply allowing educators to take a test. This suggested policy change immediately ignited a fiery response from most of the teacher preparation colleges and universities in Pennsylvania as well as current reading specialist certificate holders.

    On one hand, PDE stated the certificate add-on-by-testing option was enough for an educator to demonstrate competency as a reading specialist. On the other hand, KSRA stated educators should be certified only after completing rigorous coursework and supervised practicum.

    This opposing viewpoint led KSRA leadership to request a face-to-face meeting with the secretary of education. This was new territory for the current KSRA leaders, so we prepared by gathering information to explain our views, provided the rationale for KSRA’s position and actions sought, and offered our assistance. The PDE committee listened to our concerns intently.

    In return, we also listened to PDE’s issues about add-on-by-testing options. Both organizations discovered we shared like-minded individuals and the common goals of preparing highly qualified reading specialists and creating an authentic learning environment for all students across Pennsylvania.

    This first encounter gave us the hope, desire, and impetus to pursue a positive, two-way partnership.

    Becoming partners

    The issue that prompted our first meeting remains unresolved, although PDE did place a moratorium on its policy of attaining the reading specialist certificate by testing after our discussions. However, it is not that issue about which I write, but rather the process and importance of partnering.

    Both PDE and KSRA initially gathered information from each other such as knowing what prompted PDE to want to change its policy in the first place and why KSRA espouses the coursework with practicum approach. We questioned, suggested, and pontificated on regulations, theories of literacy, and the needs we brought to the table. We left the table with facial recognition for the names we had known, a clearer understanding of the motivations behind our interface, and an intense desire to establish the best direction for issue resolution.

    Change in the field of education does not happen quickly, nor does a professional partnership develop depth at the outset. But we knew we wanted to follow up on all the nuances and details exchanged by continued meetings, which have carried on largely through correspondence, e-mail, and telephone conversations, and have begun to cover other topics such as teacher preparation, teacher evaluation, and assessments.

    The benefits and rewards

    Our partnership continues to develop and grow. For example, the PDE bureau directors now recognize KSRA as an important professional organization for educators, and KSRA recognizes PDE as approachable, supportive, and knowledgeable about educational policy.

    When our relationship began, KSRA was in the process of planning its 48th annual conference. What better opportunity than a conference to invite PDE to join with us, contribute the most current, definitive information, and inform our entire membership and guests of our now-developing partnership? We were most fortunate to have PDE Deputy Secretary for Elementary and Secondary Education Matthew Stem to answer questions from concerned educators. He fielded questions on topics such as teacher evaluation, state testing requirements, allocation of resources, and early literacy.

    At the same time, KSRA has become more open-minded about the process of educational policy, improving our reputation as willing to collaborate for educational solutions. Finally, KSRA has gained important contacts in PDE that have expanded our knowledge base. We are able to share more accurate information with our members on the avenues available for changing the certification process, passing a piece of legislation, or converting the reading specialist certification to educational specialist certification.

    Building a relationship with PDE is a work in progress and one that KSRA values, will nurture, and looks forward to continuing.

    Most important, KSRA encourages other councils to follow suit and to develop a similar partnership with their local education departments. Knowing the how and why of the decision and policymaking process provides the bridge to do so.

    Millie Henning, an ILA member since 1982, has served for three years as director of the Literacy Advocacy Committee for the Keystone State Reading Association. She is a retired reading specialist and currently a college supervisor for Cabrini College in Radnor, PA.

    This article originally appeared in the January/February 2016 issue of Literacy Today, ILA’s member magazine.

     
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    Teaming Up to Teach the Teachers

    By Nicole Lund
     | Feb 25, 2016

    ThinkstockPhotos-479707731_x300Teamwork is important inside and outside of the classroom and the Teaching Edge series at the International Literacy Association 2016 Conference & Exhibits models that kind of collaborative work.

    The series will feature expert advice on how to take your practice one step further by building comprehension, fostering joy in the classroom, and keeping students engaged all year long. The four sessions will be hosted by teams of experienced educators and researchers who have developed the best strategies for impacting students and creating lifelong readers.

    On Saturday, July 9, Lucy Calkins and Amanda Hartman will lead “Strategy Instruction to Support Higher Levels of Comprehension: Levers to Lift the Level of Talking, Thinking and Writing about Reading.” This session will delve into the latest research on classroom-tested methods for sharpening students’ reading comprehension skills, as well as provide strategies for growing stronger and more thoughtful readers.

    Calkins and Hartman are director and deputy director, respectively, of the Teachers College Reading and Writing Project, an organization dedicated to helping young people become avid readers and skilled thinkers. Calkins is the author or coauthor of 40 books, including the newly released  Units of Study for Teaching Reading (Grades K-5)Units of Study in Opinion, Information, and Narrative Writing (Grades K-5),and Units of Study in Argument, Information, and Narrative Writing (Grades 6-8).

    Later on Saturday, Jennifer Serravallo, Kristine Mraz, and Christine Hertz will lead “Building Literacy Classrooms of Agency, Independence, and Joy,” a session devoted to exploring the mindsets and motivations to support reading and writing growth in the classroom.

    Serravallo is an educator and author of 11 books, including her most recent, The Reading Strategies Book, a collection of 300 strategies for educators. Mraz is a kindergarten teacher and coauthor of three books who believes in the power of play in the classroom. She and Hertz, a fellow teacher, are coauthors of A Mindset for Learning, which provides strategies for cultivating new mindsets, like flexibility and optimism, alongside more traditional academic skills.

    In preparation for her appearance at the conference, Serravallo will host the March #ILAchat on goal setting and targeted instruction.

    On Sunday, July 10, literacy team Douglas Fisher and Nancy Frey will leadVisible Literacy Learning.” These two longtime colleagues will explore the most effective approaches for engaging students in reading and writing, using John Hattie’s Visible Learning strategy as a guide.

    Fisher and Frey are professors of Educational Leadership at San Diego State University. They have both coauthored several texts on literacy, including Text Complexity, with Diane Lapp.

    Also on Sunday, Valerie Ellery, Lori D. Oczkus, and Timothy Rasinski will lead “Literacy Strong All Year Long: Empowering Young Learners with Spiraled Instruction,” based on their book of the same name. This session will focus on how to keep students engaged in literacy learning throughout the entire year using a unique gradual release model that is both interactive and effective.

    Ellery is an educator, author, and founder of Creating Strategic Readers. Oczkus is a literacy coach and author who travels around the world leading teaching workshops and working with students directly in the classroom. Rasinski is a professor of literacy education at Kent State University who has authored or coauthored over 15 books and curriculum programs.

    The ILA 2016 Conference will be July 9–11 in Boston, MA, with more than 6,000 attendees eager to cultivate new teaching practices. With over 300 sessions, including several new additions to the schedule, and the popular Preconference Institutes, the weekend is sure to be a memorable one.

    Learn more about what’s coming up at this summer’s conference. Register today for the conference to take advantage of special Early Bird pricing.

    Nicole Lund is ILA’s communications intern.

     
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