Literacy Now

Incorporating reading aloud into a child’s daily routine has a profound impact on literary development. It not only stimulates language skills, but also builds memory and motivation. That’s why this month we’re previewing Global Read Aloud 2015 (GRA) with founder Pernille Ripp, during the next #ILAchat on September 10. 

Ripp is an author, a dedicated seventh-grade teacher, the cofounder of EdCamp MadWI, and, as she will discuss during our upcoming chat, the creative mind behind GRA. From its inception in 2010, this growing literacy initiative has united more than 500,000 students in 60 countries. Over social media and in correspondence, Ripp has inspired teachers to join her literacy campaign. She has recently developed a creative community through Edmodo, encouraging teachers to also collaborate and network during GRA.

GRA uses a list of specific books and encourages participants to follow a weekly schedule from October 5 through November 13. With a range of books suitable for kindergartners or college students, GRA celebrates a diverse readership and reminds participants that GRA is about the connections you make, not the complexity of the novel.

Empowered Schools, Empowered Students: Creating Connected and Invested Learners(Corwin) and Passionate Learners: How to Engage and Empower Your Students (Corwin),as well as her blog, Blogging Through the Fourth Dimension.

Join @ILAToday on September 10 at 8 p.m. ET. Remember to hashtag #ILAchat and #GRA15 to keep the dialogue going!

Alexandra Baruch is ILA’s communications intern.

The International Literacy Association (ILA), formerly known as the International Reading Association, honors its inaugural 30 Under 30 list in the September/October 2015 issue of Literacy Today (formerly Reading Today). The list recognizes the next generation of young innovators, advocates, and educators who are leading efforts to address the challenges of today’s evolving education field and make a difference in the global literacy landscape.

“I’m thrilled to unveil our first 30 Under 30 list of young individuals who are tirelessly working to impact the future of global literacy advancement,” said Marcie Craig Post, ILA’s executive director. “Today, an astounding 12% of the global population is unable to read or write. These 30 young education champions are developing new, creative strategies to close the literacy gap and, in the process, are transforming lives in their communities and around the world.”

ILA’s 30 Under 30 list highlights young trailblazers from 13 countries and several different sectors and includes nonprofit leaders, classroom teachers, authors, volunteers, researchers, technology startup founders, and entrepreneurs. Each honoree has created and implemented an initiative that either has improved the quality of literacy instruction directly or has increased access to literacy tools in the classroom, community, or online.

See the full story in the latest issue of Literacy Today, ILA’s bimonthly magazine, released today. The honorees will be invited to participate in upcoming global literacy community activities to support the shared cause of advancing literacy for all. To view the magazine feature, visit literacyworldwide.org/30under30.

The International Literacy Association issued its Preliminary Report on Teacher Preparation for Literacy Instruction Tuesday, the first of a two-part report by its Teacher Preparation Task Force, reviewing U.S literacy teacher preparation and how state departments of education differ in their requirements. The preliminary report uncovered inconsistent standards and criteria for preparing teachers on how to teach literacy.

“While there are limitations to this data and further review is underway, our initial findings show that few states require coursework related to preparation to teach literacy,” said Deanna Birdyshaw, cochair of the ILA Teacher Preparation Task Force. “Further investigation of both state and preservice teacher preparation programs is necessary. The data contained here reflect the first phase of our study of what states’ requirements are for preservice teachers in terms of developing their skills as literacy instructors.”

The 13-member task force is cochaired by Elizabeth Swaggerty, associate professor of Reading Education at East Carolina University, in addition to Birdyshaw, lecturer at University of Michigan, and includes leading literacy experts from across the United States.

The task force used a two-part procedure to inform this preliminary report. The first part included compiling information about requirements for teacher preparation in literacy from 50 state education department websites between July and October 2014. The task force then interviewed state education department officials from 23 states to confirm the data collected and to increase understanding of how literacy instruction was addressed in the certification guidelines.

The second-year goal is to interview Teacher Education Programs officials, administrators, and professors in all 50 states to determine how they are integrating the guidelines.

Implications of findings

“Our primary takeaway is that all stakeholders need to be involved in the conversation about how to improve preparation of preservice teachers to design and implement instruction that increases the literacy learning of children in kindergarten through grade 12,” Swaggerty said. “We hope this initial report is a starting point for that conversation.”

Given the importance that state education standards and assessments play in the review of Teacher Education Programs, analysis of the data suggests:

• Research that investigates preservice program features that prepare candidates to develop students’ literacy across all grades and in all disciplines should be conducted. This research should be shared with all stakeholders, particularly state departments and teacher preparation programs.
• Collaboration among all educational stakeholders, particularly state education departments, teacher preparation programs, and K–12 educators, is necessary to improve the preparation of candidates to teach literacy. State guidelines for preservice teacher preparation should make explicit reference to what candidates should know and be able to do in relation to literacy instruction.
• All preservice teachers should be required to participate in activities during their practica that develop their ability to design literacy instruction and monitor literacy growth.

In considering the findings, the task force recognized three primary limitations to the research.

• This is a preliminary report with the second phase ongoing.
• Teacher education programs are in transition, with state education department officials from 15 of the 23 states interviewed stating that changes were being made to teacher certification requirements in the coming year.
• State education officials interviewed were knowledgeable about the teaching requirements, but not necessarily experts in the areas related specifically to teaching literacy.  

“Today’s teachers must be well prepared to help students acquire the literacy skills they will need to learn, work, and live in a complex world,” said Dan Mangan, ILA’s Director of Public Affairs. “The preliminary work of this task force has helped us to better understand the landscape of state-level standards and criteria for teacher preparation for literacy instruction through a research-validated framework. We look forward to insights from the second phase of the task force to determine how best to move ahead to ensure the more than 250,000 new teachers entering the work force annually are prepared.”

To read the full text of the report, visit http://literacyworldwide.org/prelimprepreport.

As students prepare to head back to school, teachers are busy readying their classrooms with new and exciting ways to keep kids engaged. For third-grade teacher Colby Sharp, graphic novels are a vital option to get kids reading in the spirit of making their own literary choices.

Join Sharp and four graphic novelists, Dave Roman, Jenni Holm, Matt Holm, and Kazu Kibuishi, at 8:00 p.m. ET August 25 for our next Google Hangout on Air. Sharp will share his perspective on the power of graphic novels in the classroom while our other guests will delve into why they write their books and why they think they are powerful.

The Hangout guests see a variety of options in graphic novels, from students using characters as a mirror of themselves to student collaboration in the creation of their own stories to teachers who can team up to use a single novel across all school curriculums.

Here’s a little more about our guests:

• Colby Sharp is a cofounder of the Nerdy Book Club, a blog designed for lovers of reading that covers everything from book reviews to personal anecdotes. Sharp, a third-grade teacher in Parma, Michigan, believes that books have the power to help kids achieve their goals and follow their dreams.
• Dave Roman is the author of the graphic novels Teen Boat! and Agnes Quill: An Anthology of Mystery. His Teacher Guide Design Your Own Academy brings his Astronaut Academy series to the classroom, including worksheets for students to create their own characters, settings, and comics. The activity kit encourages kids to analyze relationships between main characters and their antagonists and promotes storytelling through visual art. Roman’s latest project is Starbunny Inc., a web comic for all ages.
• Jenni Holm, a New York Times best-selling children’s author, has been the recipient of three Newberry Honors for her novels Our Only May Amelia, Penny From Heaven, and Turtle in Paradise. She collaborates with her brother, Matthew Holm, on two graphic novel series: Babymouse and Squish. Babymouse, one of the first graphic novel series for children, received the 2013 Eisner Award for Best Publication for Early Readers (up to age 7).
• Matthew Holm began drawing comics in middle school and has not stopped since. After drawing several pages for his sister’s book Middle School Is Worse Than Meatloaf, he went on to work with her on the making of Babymouse. Holm and his sister have produced 20 Babymousebooks in addition to 6 installments of the best-selling Squishseries.
• Kazu Kibuishi is the art director, cover artist, and editor of the critically acclaimed comic anthologies Explorerand Flight. Kibuishi is the founder of Bolt City Productions, a production studio dedicated to creating books for young readers. His debut graphic novel Daisy Kutter: The Last Train and his New York Times best-selling graphic novel series Amulet engage all readers—exploring familiar themes drawn from the challenges of growing up.

Follow the conversation on Twitter at @ilatoday and #ILAHangout to find out how you can enter a graphic novel giveaway.

Olivia Duke is ILA’s communications intern.

As part of ILA’s We Love Graphic Novels Week (August 10–14), this month’s #ILAchat will give educators an arsenal of ideas on how to get graphic novels into the hands of their students to motivate them to read.

Nick Provenzano (@thenerdyteacher) will be on hand to share his thoughts on the value of graphic novels and how to best incorporate them into the classroom. The chat will offer suggestions for how to convince skeptical parents and administrators and how to address the art in graphic novels.

Provenzano, an award-winning teacher and technology curriculum specialist at Grosse Pointe Public Schools, has gained a following of thousands of educators through his popular blog The Nerdy Teacher, an educational technology blog that focuses on integrating technology into the classroom. He is the organizer of TEDxGrossePointeSouthHS, one of the few high school–organized TEDx events in the United States, and he hosts his own iTunes podcast, #NerdyCast, where educators talk about teaching, learning, and pop culture.

In #NerdyCast installment “Graphic Novels (Comics) = Literature,” Provenzano talks about the importance of graphic novels in the classroom: “I’ve been an advocate for graphic novels in the classroom, comic books, whatever you want to call them, but there’s always been this pushback—a roll of the eyes from people that still think that comic, or graphic novels, are just those thinks kids read under the covers at night.”

Provenzano said he uses graphic novels to help his students better grasp lessons from more traditional texts. Images paired with concise text help to reiterate what the students have already learned and are especially helpful for visual learners.

“You need to find what’s best for your students based on what’s out there,” he said. “That’s true whether it’s a traditional novel, textbook, or even a graphic novel. Not everything is for everyone.”

Provenzano challenges teachers and librarians to look at incorporating graphic novels in the curriculum in the same way they would incorporate traditional texts.

Join @ILAToday on August 13 at 8:00 p.m. ET. Make sure to follow and use the hashtag #ILAchat to keep the conversation going!

Olivia Duke is ILA’s communications intern.