Organizing and Implementing a Parent–Literacy Specialist Conference

2019 ◽  
Vol 73 (1) ◽  
pp. 99-102
Author(s):  
Keli Garas‐York
Keyword(s):  
Literacy Specialist

Bringing a Culturally Sustaining Lens to Reading Intervention

2021 ◽  
pp. 1086296X2110516
Author(s):  
Kelly K. Wissman
Keyword(s):  
Reading Intervention ◽  
Reading Skills ◽  
Student Writing ◽  
Cultural Resources ◽  
Emergent Bilinguals ◽  
Case Study Methodology ◽  
Literacy Specialist ◽  
Study Methodology ◽  
Measurable Growth

This study explores the possibilities and tensions that emerged when a literacy specialist brought a culturally sustaining lens to her work in a reading intervention setting with five emergent bilinguals. Utilizing a case study methodology, the study draws on data from class transcripts, interviews, student writing and artwork, and fieldnotes collected over 2 years. During data analysis, three themes, “get proximate,” “get connected,” and “get moving,” were constructed. Findings illustrate the complex relationship between practices designed to bring students’ linguistic and cultural resources into the classroom (“get proximate” and “get connected”) within a context designed to facilitate measurable growth in students’ reading skills ("get moving"). Findings contain seeds for further exploration related to engaging students’ languages and lived experiences to build foundational skills. The study suggests that more cohesive incorporation of culturally sustaining practices would require a (re)consideration of monolingualism and narrow definitions of literacy within interventions and assessments.

Land, Literacy, and “Quichua-ization”

2019 ◽  
pp. 226-241
Author(s):  
Kathryn T. Long
Keyword(s):  
National Park ◽  
Literacy Skills ◽  
Yasuni National Park ◽  
The Social ◽  
Literacy Specialist ◽  
The Way

This chapter examines the way missionaries and the Waorani faced three issues arising from the relocations of the late 1960s and early 1970s, as well as from ongoing contact between the Waorani and outsiders: adequate land, literacy skills, and the Wao desire to imitate their lowland Quichua neighbors. Jim Yost and various Waorani laid the groundwork for parts of Wao ancestral territory to be set aside for Ecuador’s Yasuní National Park and for another large tract to be designated a Waorani Ethnic Reserve. SIL literacy specialist Pat Kelley worked with the Waorani to encourage literacy and native-authored literature in Wao tededo, the Wao language. While seeking to preserve their traditional territory and their language, many Waorani also began to imitate the customs of the more populous Quichuas in an effort to move up the social ladder of Ecuadorian society.

The Gradual Increase of Responsibility Model for coaching teachers

2015 ◽  
Vol 4 (4) ◽  
pp. 269-292 ◽  
Author(s):  
Vicki S. Collet
Keyword(s):  
Gradual Increase ◽  
Primary Data ◽  
Proximal Development ◽  
Content Type ◽  
Collective Case Study ◽  
Coaching Process ◽  
Literacy Specialist ◽  
Asking Questions ◽  
Responsibility Model ◽  
Improve Instruction

Purpose – This collective case study investigated the ways in which coaching supports teacher change. Specifically, the purpose of this paper is to consider what types of feedback are best at what times in the coaching process and how coaching supports teachers’ application of learning to differing contexts. Design/methodology/approach – The study was conducted over an 18-month period in three settings: a university reading clinic and two schools. Participants were a coach and two in-service teachers enrolled in a literacy specialist master’s degree program. This qualitative study included observational field notes, interviews, lesson plans, and teacher reflections as primary data sources. Findings – Findings suggest a model for coaching that acknowledges the learner’s previous knowledge and experience and continuously gauges support to stay within the ever-escalating zone of proximal development. Specific coaching moves that vary by degree of scaffolding are identified, namely: modeling, recommending, asking questions, affirming, and praising. Research limitations/implications – This study clarifies the varying roles that coaches may play and how these roles change over time. Additionally, the model has implications for how coaching might change based on variability among those being coached. Originality/value – The Gradual Increase of Responsibility Model has potential to guide coaches as they engage with mentees to improve instruction.

Discussion Before the Discussion in Virtual Study Groups

2020 ◽  
pp. 216-238
Author(s):  
Sheri Vasinda
Keyword(s):  
Professional Development ◽  
Social Interaction ◽  
Knowledge Building ◽  
Study Groups ◽  
Study Group ◽  
Annotation Tool ◽  
Group Project ◽  
Inquiry Based Learning ◽  
Literacy Specialist ◽  
Online Texts

The virtual study group project was designed to provide a framework for job-embedded, contextual professional development. Using an open annotation tool, Hypothes.is, provided opportunities for literacy specialist candidates to share marginal notes and written dialogue asynchronously during the process of reading online professional articles. Asynchronous engagement in the digital margins of online texts added another layer of social interaction to the synchronous virtual study groups. Findings indicate that this process supported content-knowledge building and also sparked and supported inquiry-based learning. Successes and missteps are included as well as project improvements.

The embedding challenge

2018 ◽  
Vol 41 (2) ◽  
pp. 130-156
Author(s):  
Tim Moore ◽  
Glenda Ballantyne ◽  
Craig McIntosh
Keyword(s):  
Academic Literacy ◽  
Essential Element ◽  
Common Language ◽  
Collaborative Project ◽  
University Courses ◽  
Limited Success ◽  
Literacy Specialist ◽  
Practical Effect

Abstract There is a consensus nowadays that the best way to develop students’ academic literacy abilities is within the context of their studies in the disciplines, an approach known as ‘curriculum embedding’. But despite the demonstrable value of this approach, surveys of the field in Australia suggest there has been only limited success over the years in integrating embedding pedagogies into university courses. In the light of this halting progress, there is a need to constantly document initiatives in this area, both to affirm the principles upon which embedding is founded, as well as to show how these principles can be given practical effect on programs. This paper provides an account of one such initiative – a collaborative project between Sociology academics and an academic literacy specialist. The key motif on the project was how the notions of ‘theory’ and ‘critique’ could be made comprehensible to students in the particular disciplinary context they were working in. We also show that an essential element of such programs is developing a common language by which pertinent issues can be explored, both among academics and with students.

Video as a Tool for Guided Reflection in Literacy Specialist Preparation

2020 ◽  
pp. 85-106
Author(s):  
Allison Ward Parsons ◽  
Jennifer I. Hathaway
Keyword(s):  
Learning Environment ◽  
Video Coding ◽  
Professional Learning ◽  
Interactive Video ◽  
Graduate Program ◽  
School Contexts ◽  
Online Class ◽  
Literacy Specialist ◽  
Course Material ◽  
Supportive Learning Environment

In this chapter, interactive video coding is explored as a tool to guide deep reflections and development of professional learning knowledge in a hybrid online class designed for candidates in a graduate program for specialized literacy professionals. This chapter focuses on reflective interactions between candidates as they learn to develop and deliver effective literacy professional learning as described in Standards 6 and 7. Findings demonstrate the effectiveness of video coding tools to facilitate realistic application of course material in authentic school contexts while maintaining a safe and supportive learning environment for candidates to gain experience and confidence.

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