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| Meeting Highlights | Area Chairs’ Invited SessionsArea 1 - Literacy Pedagogy at the Nexus of
the Critical and Culturally Relevant: What Teachers and Teacher
Educators Might Want to Know Both critical and culturally relevant pedagogies are shifting targets, inextricably intertwined with unique sociohistorical contexts and the community members that populate them. This symposium intends to complicate the critical and culturally relevant for the purpose of informing teacher education practice. Area 2 - Intersecting Professional Development
and Teacher Education Research: Methods, Findings, and Commentary
on Longitudinal Studies Part I of this session will begin with a presentation of the findings and methods of multiple longitudinal studies of professional development on literacy instructional practices for diverse populations (low SES rural whites, urban African Americans, and rural and urban ELLs) directed or co-directed by Ellen McIntyre. Most studies involved collaborative research using ethnographic techniques, and one was an evaluation study using student learning as a measure. Part II of this session will be a panel discussion by Cheryl Dozier, Ruth Wharton-McDonald, and Linda Wold on the key findings and implications across these studies. Commentary will be grounded in theory and research on professional development and will raise questions and issues for working with practicing teachers for the improvement of literacy instruction. Significant time will be allowed for participant sharing on views about and experiences with teacher learning. Area 3 - Writing Across the Curriculum: What
We Have Learned in Eight Years of Research at Various Grade Levels In this symposium, we will share what we have learned, over time, in our ongoing research project. We will present information to show what we have learned about (1) the value, to students, of writing across the curriculum; (2) the value, to teachers, of teaching writing across the curriculum; and (3) the value, to us as teacher-researchers and university-researchers, of engaging in the research process of our team. Area 4 - Look Back, Looking Forward: The
Conversation Continued In this session, the speakers continue their "conversation" from their 2000 RRQ piece Looking Back and Looking Forward: A Conversation about Teaching Reading in the 21st Century. Conversation will focus on current-day issues related to policy, assessment and evaluation. Opportunities for interaction and discussion with the speakers and moderators are planned. Area 5 - Cognitive Development and Early
Literacy During the preschool years, several significant advancements occur in children’s cognitive development. These include increases in social-cognition (e.g., theory of mind), executive processing (e.g., inhibitory control) and socially constructed narratives. The current symposium explores the relationship between these cognitive advancements and emergent literacy skills such phonological awareness and story comprehension. Area 6 - Cultural Approaches to Understanding
Adolescent Literacy The purpose of this invited session is to explore cultural approaches to adolescent literacy teaching, learning, and research. In particular, this session aims to address these questions:
To ensure diverse and multiple perspectives on the relationship between culture and literacy learning, we have invited scholars who approach these issues working with youth of various cultural and language backgrounds. Area 7 - Multiple Research Perspectives on
Effective Instructional Strategies to Engage English Language Learners
in Literacy and Content Area Learning As the educational community moves to focus not only on English Language Learners' linguistic difficulties, but also on their psychological and cultural needs in literacy and content area learning in and out of school settings, this session offers multiple research perspectives on current research, and new direction for future research, on instructional strategies for ELLs in our schools. Area 8 - Learning, Cultural Models, and Latino
Literature in Multilingual and Multicultural Contexts Researchers presenting findings from two studies will discuss the complex relationship between people’s cultural models and learning in a classroom and in socialization practices in homes. Latino literature in a classroom was a tool for learning cultural models, while responses to literature in a family were affected by cultural models. Area 9 - Of Theories, Taperecorders, and
Texts: Untangling Methods in the Interdisciplinary Study of Children's
Literature As co-editors of The Handbook of Research on Children’s and Young Adult Literature, working in the fields of Education, English and LIS, we will point to the distinctive ways scholars pose questions and establish criteria for research about literature. More importantly, we will look beyond our differences to consider new ways of framing research that can expand the questions we ask of literature and reading. Area 10 - Bridging In and Out of School Literacies
in an Era of Gaming, Instant Messaging, and Other Digital Technologies This session introduces recent research that examines students' language and literacy practices as they engage in digital technologies. Topics will include adolescents' uses of instant messaging, the benefits and challenges of game-based learning in school environments, and the role that dispositions play as students construct meaning during problem-based Internet inquiries. Area 12 - The Foxfire Connection: Community
Links to Literacy In this highly interactive session, presenters and participants
together will review evidence from both research and practice on
the use of local knowledge and community resources to enhance literacy
learning, and will collaboratively develop strategies to help teachers
at all levels offer more, and more effective, community-based literacy
learning experiences. |