Literacy Research Center and Clinic
1000 E University Ave Research Center and Clinic
Laramie, WY 82071
Education Annex
Email: LRCC@uwyo.edu
The Literacy Research Center & Clinic (LRCC) advances literacy education through collaborative research with schools, educators, and organizations. By exploring innovative teaching practices and publishing findings, LRCC bridges the gap between research and practice to support student success. Scholars and educators can engage with visiting researchers, explore recent publications, and contribute to evidence-based advancements in literacy education.
was presented and co-sponsored by the UW Literacy Research Center and Clinic, Wyoming School-Univeristy Partnership, the College of Education, and the University of Wyoming.
Multimodal literacies is a term acknowledging that we read and gain meaning from pictures, videos, diagrams, graphs, and other modes of communication in addition to print. This conference focused on instruction that includes print as well as other modes of communication.
Goals and Objectives for the Conference:
• Bring together pre-K, elementary, and middle level Wyoming teachers and librarians
to explore current issues and trends in multimodal literacies for pre-K, elementary,
and middle level classrooms.
• Explore current principles and practices related to multimodal literacies as they
relate to reading comprehension and learning (Common Core State Standards).
• Introduce Wyoming teachers to resources available at UW’s Literacy Research Center
and Clinic.
Dr. Jeanne R. Paratore is Professor of Education, Faculty Director of the Literacy and Language Education Cluster, and Program Director, Reading and Literacy Education at Boston University. She also serves as director of the Donald D. Durrell Reading and Writing Clinic. She is a former classroom teacher, reading specialist, and Title I director and she draws on these experiences in the frequent professional development she conducts with teachers. She has been principal investigator on funded studies totaling over $4 million of family literacy and home/school partnerships. She is currently Principle Investigator on a funded study of effects of integrating PBS programming with sound instructional practices on development of early literacy and early mathematics abilities. She has published widely on issues related to family literacy, classroom grouping practices, interventions for struggling readers, and most recently, the affordances of integrating digital media with the instructional routines in early childhood classrooms. She is an author of a leading instructional reading program and she has served as co-curriculum director of the award-winning children’s television series, Between the Lions. She is an elected member of the Reading Hall of Fame, a recipient of the New England Reading Association’s Lifetime Achievement Award, and the Ida M. Johnson Award honoring distinguished alumni of Boston University’s School of Education
Dr. Bridget Dalton is an Associate Professor in Literacy Studies at the University of Colorado-Boulder. She designs and studies digital reading and multimodal composing environments, with special attention to the interests and needs of students who are experiencing literacy difficulties. Currently, she is collaborating on a study of adolescents’ English/Language Arts project-based learning, funded by Lucas Education Research, and a study of children’s digital literacies. Dalton was on the faculty at Vanderbilt University and the University of Guam, and served as chief literacy and technology officer at CAST, Inc., a non-profit research and development organization. She has published widely on digital literacies, co-developed the award-winning reading program, Thinking Reader, and was co-editor of the International Reading Association’s electronic journal, Reading Online. Dalton serves on the editorial boards of Reading Research Quarterly, the Journal of Literacy Research, and The Reading Teacher, among others. With colleagues, she blogs about literacy and technology at literacybeat.com. Dalton earned her doctorate in reading, language, and learning disabilities at Harvard University.
Keynote Presentations
Jeanne Paratore: Teaching Literacy with and through Technology: Why it Matters
In an age when interactions outside of school demand an increasingly diverse array of societal and technological resources, interactions in school too often remain focused primarily—sometimes exclusively—on traditional learning resources (i.e., print books). In this presentation I’ll provide a brief explanation of why integration of digital media in literacy instruction should be a fundamental component of our teaching methods. Also, I’ll provide a few examples of how effective teachers integrate media as part of their routine instruction.
Bridget Dalton: Multimodal Composers at Work in a Time of New Literacies and Common Core Standards
The shift from writing to multimodal composition expands the communication palette and offers new possibilities for diverse learners to express themselves and act on their world. It also requires a shift in our instructional practices and beliefs. What do we know now, and what are we fast discovering about how to teach and assess multimodal composers? Lessons from teachers and students at work.
Saturday Morning Workshops
Teaching Literacy with and through Technology
Presenter, Jeanne Paratore
In this presentation as an expansion to my keynote, I’ll provide a brief explanation of why integration of digital media in literacy instruction should be a fundamental component of our teaching methods. I’ll provide a few examples of how effective teachers integrate media as part of their routine instruction.
Primary Technology Integration (Grades K-2)
Presenters, Kristi Von Krosigk and Melissa Rasmussen
How do teachers use technology to individualize instruction and meet the demands of the Common Core in the 21st century world? By unlocking the potential of technology, participants will have a greater understanding of the global resources available for today’s classrooms. This session demonstrates authentic technology integration to differentiate instruction for every student, thereby increasing engagement and achievement.
Saturday Afternoon Workshops
Designing with Multiple Modes: A Digital Composers’ Workshop Approach
Presenter, Bridget Dalton
Please come with a tablet or laptop so that you can engage in some multimodal composition experiences and access online resources to support the design and enactment of a scaffolded digital composers’ workshop guided by universal design for learning principles.
From the Avengers to Zod: Unmasking Comics and Multiliteracies in the Classroom,
Presenter, Tonia Dousay
Comic books and graphic novels are not a new medium, but they are finding their way into the K-12 classroom for a variety of reasons. Whether you're an avid comic fan or casual reader of the Sunday funnies, you can use comic books to reinforce visual, media, and/or traditional literacies or provide a creative assessment method in your classroom. In this workshop, we will examine comics created by students and explore standards, lesson plans, software, and other resources available to help you feel comfortable adopting this approach. You'll also be able to create your own comic book, if you choose. Bringing your laptop computer (Mac or PC) will be helpful, but it is not required to participate.
Using Social Media (Grades K-8)
Presenter, Amanda Sanders
Students use social media in their personal lives every day. This session focuses on meaningful ways to engage with this form of literacy in the classroom. We will discuss everything from Twitter to Snapchat, and how you can use social media to gauge your students' learning and engagement.
Windows, Mirrors and Doors - Digital Story Telling, Looking Out and Looking Within (Grades 5-8)
Presenter, Katy Brock
Teachers looking to teach about social justice don’t need to look far to find something that requires change. Many students are subjected daily to a list of social injustices and they would be more than willing to tell about any of them. We, as teachers, need to be able to teach these students to intelligently, pointedly, and successfully craft social change through awareness, putting pen to paper, and ultimately by taking action.
The Wyoming Writing Project (all teachers)
Presenter, Amy Spiker and Tia Frahm
The University of Wyoming is home to a local site of the National Writing Project. The Wyoming Writing Project serves the teachers of the state by following the core belief that all teachers are writers and teachers of writers. This workshop will begin with an individual writing activity followed by a group conversation about writing in all contents and classrooms. Practical writing ideas and tips will be shared. Most importantly, participants will also learn about the work of the Wyoming Writing Project, including an opportunity to attend the Wyoming Writing Project Invitational Summer Institute in 2016.
We Are Wyoming: An Exhibit of Documentation from a Statewide, Arts-integrated Unit about Wyoming for Fourth Graders
Presenter, Allen Trent and Peter Moran
In this breakout, we’ll share an exhibit highlighting an arts-integrated unit we taught to approximately 700 fourth graders around the state of Wyoming during the 2014-2015 school year. The unit was called We Are Wyoming: A Study of Wyoming Counties, Landscapes, People, Artists, and Ways of Life. The exhibit includes students’ work, unit lesson plans, and instructional materials as well as an overview of the themes and findings that resulted from analysis of student work samples and our field notes. Participants will view the exhibit and participate in an informal discussion.
Using Apps and iPads with Middle School Students (Grades 5-8)
Presenter, Ann Van Wig
Apple is everywhere! Schools invest in iPads in hopes of increasing student engagement and improving student achievement. But, how often do these iPads come out of the cart? This session will bring the iPads out of the cart and highlight apps appropriate for middle school students. iPad will be used to conduct the session and additional content apps will be reviewed. Bring your own device or use an iPad we will provide.
Using LEGO Blocks in Task-Based Learning for English as a Second Language Learners (Grades 6-8)
Presenter, Marian Stordahl
The role of this task-based activity is to provide learners with opportunities to use the target language contextually, and to explore the target language through situational activities.
Tuesday, October 4, 2011
David Kirp - Waaay Past No Child Left Behind A Kids First Agenda 1
Friday, September 30, 2011
David Kirp - Waaay Past No Child Left Behind A Kids First Agenda 2
Saturday, September 25, 2010
Louise Jennings - Becoming/Being a Teacher Researcher
Friday, September 24, 2010
P. David Pearson - Rich Talk About Text
Dr. George Hruby is the Executive Director of the Collaborative Center for Literacy Development and Associate Research Professor of Literacy Education at the University of Kentucky.
Dr. Donna Alvermann is the Omer Clyde and Elizabeth Parr Aderhold Professor in Education and Distinguished Research Professor in the Department of Language and Literacy Education at the University of Georgia.
Janice A. Dole is Professor of Education in the Department of Educational Psychology at the University of Utah.
Dr. Josephine Marsh is Associate Professor of Literacy Education at Mary Lou Fulton Teachers College at Arizona State University and Professor-in-Residence at ASU Prep.
Kathleen A. Hinchman is Professor in the Reading and Language Arts Department and Associate Dean for Academic Affairs of the School of Education at Syracuse University.
Program Director for the Master of Education, Master of Education (TESOL) Graduate Diploma in Educational Studies (Digital Learning) and Lecturer in English Language and Literacy in the School of Education at the University of South Australia.
Talk: "Packaging with Purpose: A Textual Analysis of Effective Doctoral Writing"
View Presentation
Biography: David completed his Bachelor of Teaching, Bachelor of Arts (Honors) and Master of Arts in Linguistics at Deakin University (Melbourne), and his PhD in Linguistics at the University of Sydney. He then completed a two-year post-doc in Singapore where he worked as an Assistant Professor at the National Institute of Education in the School of English Language and Literature.
David is interested in the application of Systemic Functional Linguistics to contemporary language contexts. These have included post-match interviews with AFL footballers, medical consultations with hospital patients, and Kanye West's rap music. He is currently investigating a range of language contexts, including the language demands of STEM, literacy practices in the APY Lands, English wordings on T-shirts in South-East Asia, the on-field language practices of sports people, and the role of 'Asia Literacy' in the Australian Curriculum.
David has extensive experience teaching at a tertiary level, where he has taught a range of subjects in English language, literacy, and social linguistics. He has trained English language teachers for primary, secondary and tertiary level education in Australia and overseas. During his postgraduate studies, David taught in numerous primary school classrooms throughout Melbourne and Sydney. He currently provides professional learning sessions in English language and literacy to teachers throughout South Australia.
The Lillian de Lissa Chair in Early Childhood at University of South Australia School of Education
Talk: In Dialogue with Children: Engaging Children’s Voices in Literacy Programs
View Presentation
Talk: Flying Peas & Mashed Potato, and the Meaning of Life: Crafting a Coherent Line of Scholarship as a University Professor
Biography: Professor Pauline Harris is the Lillian de Lissa Chair, Early Childhood (Research) at the University of South Australia, in partnership with South Australia Department for Education and Childhood Development.
She has an outstanding international record with expertise in children's language, literacy and literature; children's citizenship and voice; and the nexus of early childhood research, policy and practice.
She has authored six books, including Children as Citizens: Engaging with the Child’s Voice in Educational Settings (Harris and Manatakis, 2013, Routledge). Her forthcoming book is Children’s multilingual literacy - Fostering childhood literacy in home and community settings (Harris, Brock, Camaitoga, Carter, Diamond, McInnes, Krishna, Neill, 2018, Springer)
As lead researcher of collaborative teams, Professor Harris has led development of new knowledge and methods for:
• Engaging with young children as citizens to enhance their participation
• Operationalising socio-culturally inclusive and educationally, sociologically and linguistically informed models of language/literacy development and education
• Strengthening relationships among research, policy and practice in early childhood and language/literacy education
Professor Harris was Lead Chief Investigator of an ARC Discovery Grant, The National English Curriculum: Understanding the development, interpretation and implementation of disciplinary knowledge, one of seven ARC Grants (three Discovery/Large and four ARC Small/Strategic) she has been awarded as Lead CI during her career. She also leads an AusAID Category 1 ADRAS-funded research project, Developing a Community Approach to Supporting Literacy for Preschoolers in Fiji. In total,
Professor Harris completed her Doctoral studies at the University of California Berkeley, where she won two scholarships and a fellowship. She had previously completed her undergraduate studies at The University of Sydney, where her studies were supported by a teacher education Scholarship and where she won two Education Society prizes during the course of her studies and graduated Dux of her graduating year.
She worked as an early years’ teacher for the New South Wales Department of Education for several years She then took up an academic appointment at the University of Wollongong, where she worked for 20 years prior to commencing her current appointment.
Senior Lecturer at University of South Australia School of Education
Talk: Ethnography of a Neoliberal School:Building Cultures of Success(?)
Biography: Garth Stahl is a Senior Lecturer in Education at University of South Australia, a
DECRA Fellow 2017-9 and visiting scholar at Western Sydney University.Stahl has taught
in a variety of disadvantaged educational contexts including South London, UK for
nine years and New York City, USA.His interest is in theories of sociology of education.
Stahl’s research lies at the nexus of neoliberalism and socio-cultural studies of
education, identity, equity/inequality, and social change. Currently, his research
projects and publications encompass theoretical and empirical studies of learner identities,
gender and youth, sociology of schooling in a neoliberal age, gendered subjectivities,
equity and difference, and educational reform. Of particular interest is exploring
neoliberal counternarratives around 'value' and 'respectability' for working-class
youth.
Professor at University of Wisconsin-Madison
Talk: Deep Education: Student Autonomy in Open Programs
Biography: Francois Victor Tochon, a Professor at the University of Wisconsin-Madison, is heading World Language Education in the Department of Curriculum & Instruction, a Department ranked #1 of its specialty for 15 years in the United States. He has a Ph.D. in Applied Linguistics (Laval), a Ph.D. in Educational Psychology (Ottawa), and has received three Honorary Doctorates from two universities in Argentina and Peru and one international Asia-Pacific association, as well as a Honorary Professorship from Henan University of Technology. With 42 books and more than 250 articles and book chapters to his credit, Professor Tochon has also been Visiting Professor in many universities in 20 countries. He is currently published in 14 languages. He received the 2010 Award of Best Review of Research from the American Educational Research Association. As President of the International Network for Language Education Policy Studies, Prof. Tochon received the 2012 Award of International Research Excellence from the University of Granada, Spain. He is among the 1% most visited profiles of LinkedIn. He is also the designer and Chairman of Deep University, an academic institution that proposes to students to design their own programs and degrees with the help of academic mentors. For the merits of the Deep Approach, Prof. Tochon was awarded the medal of the Council Chairperson of the Lions Club International, and the Quest medal of the Chairperson of the Lions Club International Foundation for Service to Humanity. His 2014 book Help Them Learn a Language Deeply became a best seller. His 2015 book Language Education Policy Unlimited received the Amazon Distinguished Book Award. International Ambassador for isIPAL in Australia, Prof. Tochon received the 2015 Excellence in Diversity Award from the University of Wisconsin-Madison, the 2015 International Scholar Award of Shanghai Normal University, and 2015 Eminent Scholar Award from the University of Southern Queensland. In 2017, he organized a bi-continental conference on school inclusion and the identities of refugee migrant children, sponsored by the Spencer Foundation, at the University of Wisconsin-Madison and at the University of Paris 3 Sorbonne Nouvelle.
Associate Professor and Doctoral Programs Coordinator at University of Southern Queensland
Talk: Managing literacy teaching and learning for ‘new’ and mobile students.
Research interests:
Literacies, literacy learning and literacy pedagogy - early childhood, primary and
middle years
Itinerancy/mobility
Multiliteracies
Digital literacies, computer games and digital culture
Academic literacy
Diversity, social justice, disadvantage
Critical Discourse Analysis
Induction and professional learning
Professional memberships
Member of the National Executive of the Australian Association for Research in Education
(AARE)
Member of the American Educational Research Association (AERA)
Member of the European Education Research Association (EERA)
Member of the Australian Literacy Educators' Association (ALEA)
Member of the International Literacy Association (ILA)
Member of the Primary English Teaching Association Australia (PETAA)
Professor Emeritus, Ph.d., University of California, Berkeley
Talk: Career Building as a Collective
Judith Green is a Professor Emeritus in the Department of Education, where she worked from 1990-2016. Her teaching and research focus on teaching-learning relationships, disciplinary knowledge as socially constructed, and ethnographic research and discourse studies of the patterns of everyday life in classroom.
Dr. Green has been teaching for more than 4 decades across levels of schooling (K-20). She received her M.A. in Educational Psychology from California State University, Northridge (1970), where she learned about child and language development. She received her Ph.D. from the University of California, Berkeley, where she explored the relationships between teaching and learning, literacy and knowledge construction. Her recent research focuses on how classroom practices support access to students across academic disciplines in classrooms and in virtual communities.
In her visit to UW she discusses and presents ideas on Career Building.
Professor, Michigan State Universtiy
Talk: Learning, Listening, Respecting, Navigating: An African American Woman's Success in Majority Institutions
Biography: Patricia A. Edwards, a member of the Reading Hall Fame is a Professor of Language and Literacy in the Department of Teacher Education, and a Senior University Outreach Fellow at Michigan State University. A nationally and internationally recognized expert in parent involvement, home, school, community partnerships, multicultural literacy, early literacy, and family/intergenerational literacy, especially among poor and minority children. She served as a member of the IRA Board of Directors from 1998–2001, and in 2006-2007 as the first African American President of the Literacy Research Association (formerly the National Reading Conference), and as President of the International Reading Association (2010-2011). She is currently the co-editor of the Michigan Reading Journal. She is the co-author of A Path to Follow: Learning to Listen to Parent (1999) with Heather M. Pleasants and Sarah H. Franklin, Bridging Literacy and Equity: The Essential Guide to Social Equity Teaching (2012) with Althier M. Lazar and Gwendolyn T. McMillon, and Change is Gonna Come: Transforming Literacy for African American Students (2010) with Gwendolyn T. McMillon and Jennifer D. Turner. At the 2011 annual meeting of the Literacy Research Association, Edwards and her co-authors were recognized for their book with the prestigious Edward B. Fry Book Award. This national award honors authors of an exceptional literacy research and practice book. Dr. Edwards is the author of Tapping the Potential of Parents: A Strategic Guide to Boosting Student Achievement Through Family Involvement (2009), Children literacy development: Making It Happen Through School, Family, and Community Involvement (2004), New Ways to Engage Parents: Strategies and Tools for Teachers and Leaders (2016), and co-editor of Best Practices in ELL Instruction (2010) with Guofang Li. In addition, Dr. Edwards is the author of one forthcoming books: Achieve! Aha Moments, Straight Talk, and Practical Solutions for Helping Students of Color Succeed. At the 2012 LRA annual meeting, Dr. Edwards received the Albert J. Kingston Service Award. In May at the annual meeting of the International Reading Association, Dr. Edwards received the 2014 IRA Jerry Johns Outstanding Teacher Educator in Reading Award. Dr. Edwards received the 2015 Michigan Reading Association’s Outstanding Teacher Educator Award. She has been invited to serve as an expert consultant for the Fulbright Specialist Program. She has also been invited to join Michigan State University (MSU) Leadership Learning Community: “Tending the Path Forward after Full Professor: Career Paths of Women Professors.” More recently, Dr. Edwards was invited to serve as external reviewer of the Language and Literacy Curriculum at Florida Atlanta University (January 2016) and Central Michigan University (March 2016).
Assistant Professor of Literacy Education at Medaille College - Buffalo, NY
Dr. Jennifer Reichenberg is an Assistant Professor of Literacy Education at Medaille College in Buffalo, NY. She has worked with students and teachers in grades prekindergarten through grade 12 as a literacy specialist, literacy consultant, and literacy coach. Dr. Reichenberg’s research focuses on literacy coaching and teacher development in diverse contexts. She has presented her research at the annual conferences of the Literacy Research Association, American Educational Research Association, and New York State Reading Association.
Below are some resources from Dr. Reichenberg's visit
Reichenberg, J. S. (2017) A Model of Joint Action
Professor of Civic and Moral Education at Canterbury Christ Church University and Adjunct Professor of Education at University of South Australia
Talk: Why Compassion and Humility Matter for Education Today
Bio: Andrew Peterson is Professor of civic and moral education at Canterbury Christ Church University, England and Adjunct Professor of Education at the University of South Australia. He has taught on a range of humanities and social science pre-service teacher education programmes in England and Australia. His research interests stem from the concept of citizenship, and take in political education, moral education, religious education and global education. He has published numerous journal articles and book chapters on these themes. His most recent book is Education, Globalization and the Nation (Palgrave, 2016; with Davies, Chong, Epstein, Peck, Ross, Auxiliadora Moreira dos Santos Schmidt, Sears, and Sonu) and he has three books currently in press Civics and Citizenship Education in Australia: Challenges, Practices and International Perspectives (eds. Bloomsbury; with Tubdall); The Palgrave International Handbook of Education for Citizenship and Social Justice (eds. Palgrave; with Hattam, Zembylas, and Arthur); and Compassion and Education: Cultivating Compassionate Children, Schools and Communities (Palgrave). He is co-editor of Journal of Philosophy in Schools; book reviews editor of British Journal of Educational Studies; and, handling editor ofCitizenship Teaching and Learning. A former Australian Research Council DECRA research fellow, he is currently undertaking funded research on civic activism and education (Leverhulme) and school-based interventions for newly arrived, unaccompanied young people from conflict areas (KMPF).
Co-editor Journal of Philosophy in Schools
Assistant Professor of Social Studies Education in the Department of Secondary Education at the University of Wyoming
Talk: A Disscusion on Historical Interpretation - Andrew Peterson & Mark Helmsing
Bio: “A former high school teacher, Mark Helmsing is an Assistant Professor of Social Studies Education in the Department of Secondary Education at the University of Wyoming. His work is centered on the teaching and learning of cultural/natural heritage in schools, museums, and popular culture. He has investigated how high school social studies educators frame, narrate, and construct different understandings and ideals of “America” (broadly defined) and is currently conducting two new studies: (1) how the U.S. West is framed, narrated, and constructed in both history curriculum and in history museums and (2) how conceptions of nature and wilderness appear when teaching about human-environment interactions both formally (in schools) and informally (in parks and museums).”
Associate professor of Reading and Language Arts at Oakland University
Bio: Dr. Gwen McMillon is a graduate from Michigan State University. Her work explores effective ways to think about the cultural borders between various learning environments. In particular, she considers how the literacy skills that students gain in schools are related to the literacy skills they gain in extra-curricular spaces (e.g. churches). Dr. McMillon and her colleagues, Dr. Patricia Edwards and Dr. Jennifer Turner were the recipients of the 2011 Edward Fry Book Award (Literacy Research Association) for their book entitled: Change Is Gonna Come: Transforming Literacy Education for African American Students.
Associate Professor of Literacy Education and Director of CLaRI (Center for Literacy and Reading Instruction) in the Graduate School of Education University at Buffalo/SUNY
g>Bio: Mary B. McVee's research interests include positioning theory, digital literacies, embodiment, and multimodality; narrative analysis, and explorations of diversities. Her current funded research considers how disciplinary literacies pertain to the engineering design process in elementary settings. Professor McVee received the 2014 AERA (American Educational Research Association) Division K Mid-Career Award in recognition of her scholarly work in literacy and equity. Recent books include: Exploring diversity through multimodality, narrative, and dialogue: A framework for teacher reflection (McVee & Boyd, 2016); Video research in disciplinary literacies (Ortlieb, Shanahan, & McVee Eds., 2015); Video reflection in literacy teacher education and development: Lessons from research and practice (Ortlieb, McVee, & Shanahan, Eds., 2015).Good gardeners know that every beautiful flower starts as a seed. They also know that it takes the right amount of sunlight, water and fertilizer for that seed to complete its transformation. Foundational reading skills are the seeds of reading comprehension. If these “seeds” are planted at an early age and nurtured by teachers and parents, students will have a much greater chance of blossoming into great readers.
Dean Ray Reutzel gives an informational presentation to help individuals expand thier understandings of metrics for journal quality as well as websites that can be used to access these rankings.
Literacy Research Center and Clinic
1000 E University Ave Research Center and Clinic
Laramie, WY 82071
Education Annex
Email: LRCC@uwyo.edu