Social-Emotional
Learning
• Examining the intersection
of literacy, SEL, and
culturally responsive
teaching
• Introducing critical
conversations through
young adult literature
• Amplifying the voices of
teachers of color
September/October 2019
Volume 37, Issue 2
LITERACY TODAY
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Contents
LITERACY TODAY
Volume 37, Issue 2
September/October 2019
EDITORIAL STAFF
Managing Editor Colleen Patrice Clark
Editors Christina Lambert & Alina O’Donnell
ILA LEADERSHIP
Executive Director Marcie Craig Post
2019–2020 BOARD MEMBERS
Kathy N. Headley, Clemson University,
President; Stephen Peters, Laurens County
School District 55, Vice President; Bernadette
Dwyer, Dublin City University, Immediate
Past President; Juli-Anne Benjamin, Marion
P. Thomas Charter School; Kia Brown-
Dudley, The Education Partners; Wendy
Carss, University of Waikato; Rachael Gabriel,
University of Connecticut, Storrs; Beverley E.
Harris, Mico University College, University of
the West Indies; Kenneth Kunz, Monmouth
University; Susan Paasch, Sauk Rapids Public
School District; Julia Reynolds, Allendale Public
Schools; Laurie Sharp, Tarleton State University
ADVERTISING
For information, contact Megan Ferguson at
800.336.7323 x 417 or advertising@reading
.org. Acceptance of advertising does not imply
endorsement.
ABOUT US
Literacy Today is the bimonthly membership
magazine of the International Literacy
Association, a nonprofi t that strives to
empower educators, inspire students, and
encourage teachers with the resources they
need to make literacy accessible for all.
SUBSCRIPTIONS
Literacy Today (ISSN 2411-7862, Print; 2411-
7900, Online) is included in the cost of ILA
membership. To join, visit literacyworldwide
.org. POSTMASTER: Send address changes
to Literacy Today, PO Box 8139, Newark,
DE 19714-8139, USA. CANADIAN GST:
Registration number R-129785523. Publications
Mail Agreement No. 40033039. Return
undeliverable Canadian addresses to PO Box
503, RPO West Beaver Creek, Richmond Hill,
ON, L4B 4R6.
CONTACT US
CUSTOMER SERVICE
800.336.7323
customerservice@reading.org
EDITORIAL
800.336.7323 x 446
literacytoday@reading.org
Write to Literacy Today, PO Box 8139, Newark,
DE 19714-8139, USA.
MAILING LIST RENTALS
ILA rents mailing lists only to groups approved
by the Association. Members can have
their names removed from lists rented by
writing to ILA Customer Service or emailing
customerservice@reading.org.
© International Literacy Association
2
4
LIT BITS
6
ILA UPDATE
LITERACY LEADERSHIP
8
Nurturing Reading Lives: Improving Literacy
Outcomes for Male Students of Color
10
More Than Words: Teaching Literacy to
Vulnerable Learners
Online Exclusive: Valuing Online Education: Shift ing Mind-Sets and
Transforming Learning Opportunities, by Aimee Morewood
RESEARCH INTO PRACTICE
12
Changing the Face of Education: Amplifying the Voices of Teachers of Color
FEATURES
14
Space for Conversation: Fostering Critical Conversations Through Young
Adult Literature
18
The Literacy Connection: Examining the Intersection of Literacy, Equity,
and Social-Emotional Learning
ILA 2019
24
Driving Change Through Literacy, Equity, and Social-Emotional Learning
28
Kimberly Eckert on What Educators Can Do About a Flawed Education System
30
Chad Everett Refl ects on the Journey Toward Equitable Schools
32
In Their Words: Matt Mendez and Linda Sue Park in Conversation
36
The Magic of Ruta Sepetys
THE ENGAGING CLASSROOM
38
Start With the Heart: How to Strengthen Key Beliefs That Motivate Readers
40
Learning Is a Connection Project: How Social-Emotional Learning Drives Literacy
42
Focusing on Discourse: Fostering an Environment for Safe Conversations and
Conflict Resolution
Online Exclusive: Dear Pen Pal: Building Literacy Through Lett er Writing, by
Rebecca M. Grove and Kristine M. Calo
THE ILA NETWORK
44
Sending a Powerful Message: How One Middle School Used Literature to
Break Down the Stigma Associated With Mental Illness
46
A Litt le Healthy Competition: Forty-Five Schools Come Together in Nigeria for
an Educational Competition Honoring Literacy Leaders
48
EVENTS
50
MEMBER SPOTLIGHT
18
4
literacyworldwide.org | September/October 2019 | LITERACY TODAY
In
In
Jull
ul
u y,y,y, ILA
LAA
L thee launched the ILA National Recognition and
ILLILA
A
A Na
Natititionalallal Recognition With Distinction, an initiative that
re
re
re
re
re
reco
coo
cogn
gn
gn
gn
g izzes
e outststts an
a ding licensure, certificate, and endorsement
pr
pr
pr
pr
prog
ogg
ogra
rams
ms that pr
preparre reading/literacy specialists in the United
St
St
St
St
St
St
St
St
Statt
a es
ess. To qua
u lify, in
innstitutions must show adherence to ILA’s
St
St
St
St
S an
ann
anda
dard
rd
rdd
rds fo
fo
foo
for th
the Pr
P eparation of Literacy Professionals 2017. “This
in
inn
i ititititiaiaiai titiit ve
ve
ve
und
nd
nd
nd
nd
nd
nder
er
er
er
er
erscc
s orres ILA’s commitment to preparing high-caliber
liteera
ra
ra
racy
cy
cy
cy pro
r fe
fess
ssio
io
iona
nals,” says ILA Executive Director Marcie Craig
Po
Poostststs . “P
“PPro
roogr
gr
gr
gr
g am
s that have earned National Recognition or
Na
Naa
N titiionn
on
o alalall Recognition With Distinction are equipping the next
ge
ge
ge
ge
ge
ge
ge
ge
ge
ge
g ne
nee
ne
ne
ne
ne
ne
ne
neera
ra
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ra
ra
ratitition
on of literacy professionals with the knowledge,
sk
s ills, annd did spositions they need to meet the
challlelenges of today’s classrooms.” Learn more
at literacyworldwide.org/about-us/
national-recognition.
Announcing ILA’s National
Recognition Program
LIT BITS
Did You Hear?
“We’re talking about an integrated
approach between the teaching of
phonics and literature. There is a need
for explicit instruction, but you can’t
teach children meaning-making on
a phonics curriculum alone.” —ILA
Executive Director Marcie Craig Post
with Education Week, discussing ILA’s
brief, Meeting the Challenges of Early
Literacy Phonics Instruction
Apply Now to be an Editor of
ILA’s Leading Literacy Journals
The search has begun for the next editors of two ILA journals:
The Reading Teacher and the Journal of Adolescent & Adult
Literacy. Applicants must be members of ILA and recognized
experts in the field of literacy education and professional
development, and they
must demonstrate a
commitment to bridging
the research-to-practice
gap. Know someone
who fits the bill?
The application
deadline for both
editorships is Oct.
15. Learn more at
literacyworldwide
.org/journals.
LITERACY TODAY | September/October 2019 | literacyworldwide.org
Our August #ILAchat focused
on “The Dos and Don’ts of
Writing Instruction.” Hosts
Douglas Fisher, Troy Hicks,
David E. Kirkland, Diane Lapp,
and Jennifer Serravallo are
all participating in the #ILA19
Research Address in New
Orleans in October, alongside
keynote speaker Steve Graham,
Mary Emily Warner Professor
of Education at Arizona State
University. Check out the
archived conversation on
Wakelet at bit.ly/ILAchat_
WritingInstruction for a preview
of what’s to come.
On September 9, 2019, in recognition of International Literacy Day, ILA will publish the
Children’s Rights to Excellent Literacy Instruction position statement, the next leg of
ILA’s Children’s Rights to Read campaign. Drafted by the Rights to Excellent Literacy
Instruction Committee members Bernadette Dwyer, Diane Kern, and Jennifer Williams,
the position statement asserts that “literacy—the ability to identify, understand, interpret,
create, compute, and communicate using visual, audible, and digital materials across
disciplines and in any context—and access to excellent and equitable literacy instruction
are basic human rights.” In the coming months, ILA will release four research briefs
that correspond to each of the four tenets outlined in the statement. Download the
statement at literacyworldwide.org.
Unveiling Children’s Rights to Excellent
Literacy Instruction
Still Time to Register for ILA 2019
The International Literacy Association 2019 Conference, taking
place October 10–13, 2019, in New Orleans, LA, is officially less
than two months away. With the theme “Creating a Culture of
Literacy,” you’ll learn how to create and grow a thriving culture of
literacy in your school, district, and community. Core Conference
registration includes access to the ILA General Session (keynoted
by Chelsea Clinton, Pedro A. Noguera, Renée Watson, and
Hamish Brewer), 300+ educational sessions, 100+ exhibitors
in the Exhibit Hall, and countless networking opportunities.
Registrants can also choose to extend their learning with Institute
Day (interactive, full-day courses on specific topics of interest) or
Children’s Literature Day (a full-day event for educators, librarians,
and children’s literature enthusiasts). View the full list of sessions at
ilaconference.org/iplanner.
If You Missed It
ILA has long been committed to providing global
leadership in literacy. To that end, in 2018, a Board-
appointed task force developed Children’s Rights to
Read, a campaign to protect 10 fundamental rights
that ensure every child, everywhere has access to the
education, opportunities, and resources needed to
read. This month, the next phase launches: Children’s
Rights to Excellent Literacy Instruction.
This new position statement—to be released on
Sept. 9 in honor of International Literacy Day—builds
upon the movement that Children’s Rights to Read
has inspired. It asserts that not only literacy but also
access to excellent and equitable literacy instruction
are basic human rights.
The statement outlines the following tenets
that guarantee and protect these rights:
Children have the right to knowledgeable and
qualified literacy educators.
Children have the right to integrated support systems.
Children have the right to supportive learning
environments and high-quality resources.
Children have the right to policies that ensure
equitable literacy instruction.
In the coming months, four new research briefs
will be released that expand upon these tenets to
provide the evidence-based foundations for the rights
and to inspire action to ensure they are protected in
your classroom, district, and community.
Action. That is something the education world
needs desperately.
As a superintendent and also the vice president
of the ILA Board, I find myself digging deeper
to affect change in our world. As we continue
to discover multiple pathways for success, I am
encouraged by this movement and the world we as
an organization are inspiring.
We know that literacy is the umbrella that covers
all learning. All initiatives and daily practices must be
The Rights to Excellent
Literacy Instruction
ILA UPDATE
rooted in literacy. Too many of our children leave our
schools in the afternoon without experiencing what we
all know is possible through transformative, equitable
literacy education, but we are working to change that.
We recognize that nothing matters more to a
student’s academic achievement than the teacher,
but we also recognize that the teacher cannot—and
should not—do it alone. Teachers need the support
of other knowledgeable and highly qualified staff, and
their high-quality literacy instruction requires buy-in
from a multitude of stakeholders such as families and
caregivers, teachers, administrators, and policymakers.
Equality and equity are two different things. We
must be committed to addressing inequities that exist
in our schools. In fact, it is our responsibility to do so.
Children’s Rights to Excellent Literacy Instruction
is representative of ILA’s commitment. As the
principal authors Bernadette Dwyer, Diane Kern, and
Jennifer Williams write: “Excellent literacy instruction
builds a strong foundation for learning and, in turn,
equips children to develop their potential, growing
into adults who participate fully in their communities
and society, enjoying the fullness that continuous
learning brings to their lives.”
Be sure to download Children’s Rights to Excellent
Literacy Instruction and look for the accompanying
briefs in the coming months. We ask that you join
our efforts to protect these rights and ensure children
receive the high-quality, equitable literacy instruction that
they deserve.
Stephen G. Peters
Vice President of the Board
6
literacyworldwide.org | September/October 2019 | LITERACY TODAY
From Newbery Medalist Katherine Paterson
9781947888128 * $18.00
Poetic text by Newbery Medalist Katherine Paterson
and striking images by Lisa Aisato reveal the
intimacy of that unforgettable night long
ago, when the mother of Jesus was the
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would change forever.
“A lyrical, moving account of Jesus’ birth, from his mother’s
perspective. . . . Divine.”
—Kirkus Reviews, starred review
��������������������
LITERACY TODAY | September/October 2019 | literacyworldwide.org
do not read books!” Kevin, a 7-year-old boy who is a BIPOC (Black, Indigenous,
Person of Color), proclaimed on the first day of last school year. He was adamant.
Although Aeriale would soon discover that Kevin could read quite well, he had
chosen aliteracy.
Digging into the research about BIPOC males
Current research about Native American, Latinx, and black boys indicates
they continue to lag behind their same-age white peers. Educators need to dig
into the data and ask questions about what it means to the children in front of
them. Aeriale recently had the opportunity to do so alongside her colleagues.
“We are going to focus on Latino males this school year,” Aeriale’s brilliant
administrator announced. Latina herself, she is a visionary leader who serves
her school community with dedication and passion. Her expectations are high,
exceeded only by the level of support she provides her faculty and staff. Aeriale
knows she is in a safe space where she can ask difficult questions and they will be
taken seriously, so she jotted them down to consider:
I am wondering if rather than focusing on Latino males due to their
performance on standardized assessments, we might consider focusing on
the systems we have in place that are failing to impact them the way that we
intend them to.
I wonder whether we have audited our curriculum and libraries, classroom
and school, to ensure that we are providing our students with the mirrors,
windows, and sliding glass doors about which Dr. Rudine Sims Bishop
wrote?
If we are going to focus on a particular demographic, should we talk
specifically about race and gender? What about intersectionality?
I guess what I’m really asking is, what about us, the faculty and staff? In
what ways can we sit in front of our own mirrors and analyze our reflections
as we make less biased, more informed instructional decisions regarding
this demographic? What systemic roadblocks do we have in place? How can
we dismantle these barriers and consider alternative perspectives of our
students, using lenses that focus on their assets?
These types of questions can lead to a better understanding of how particular
racial and ethnic groups are performing and what their assets are. In fact, starting
from a strengths-based perspective and valuing BIPOC males’ funds of knowledge
is the foundational step for us to begin the work that can positively impact their
literacy lives.
Improving literacy outcomes for male students of color
NURTURING
READING LIVES
By Aeriale N. Johnson & Kimberly N. Parker
Aeriale N. Johnson
(aerialenike@gmail.com)
teaches second graders
literacy for liberation at
Washington Elementary
School in San Jose, CA. She
tweets as @arcticisleteach.
Kimberly N. Parker
(kimpossible97@gmail
.com), an ILA member since
2019, prepares preservice
educators to teach for
liberation at the Shady Hill
School in Cambridge, MA. She
tweets as @TchKimPossible.
LITERACY
LEADERSHIP
”
8
literacyworldwide.org | September/October 2019 | LITERACY TODAY