Literacy Today November/December 2018

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The International Literacy Association (ILA) is

my resource for instruction, leadership, and

professional development. Along with providing

these resources, ILA also offers many opportunities

to get involved. For instance, along with my newly

elected role of vice president, I’m also completing

committee work that focuses on adolescent

literacy.

The Adolescent Literacy Committee embraced

the charges launched by Immediate Past President

Douglas Fisher to update the Adolescent Literacy

position statement published in 2012 when we

were the International Reading Association (IRA).

The extensive work of transitioning from IRA to ILA

has involved closely examining and updating past

advocacy and research pieces.

Joining me in updating the archived position

statement are my adolescent literacy colleagues

Jennifer Aragon, Gwynne Ash, George Boggs,

Anna Marie Bonafide, Heather Casey, Victoria Gillis,

Denise Morgan, Brian Murphy, Janine Nieroda, Evan

Ortlieb, Justin Overacker, and Jane Saunders. This

is quite a team!

Together, we have extensively researched

adolescent literacy to bridge the knowledge

base from the previous position statement to

the upcoming one that will serve as an up-to-

date advocacy document that can be used by

educators, schools, districts, and ILA’s chapters

and affiliates. Once approved by the ILA Board

of Directors and edited for publication, the new

statement will be available on the ILA website at

literacyworldwide.org/statements.

Until then, I thought I’d share some of the

wonderful ILA resources already available that

helped us as we dove into our research on

adolescent literacy. We explored recent journal

articles from The Reading Teacher, Journal of

Adolescent & Adult Literacy, and Reading Research

Quarterly, and our committee also accessed recent

Resources at Your Fingertips

ILA UPDATE

position statements and literacy leadership briefs

issued by ILA that informed our work. In particular,

we found the following useful:

Collaborating for Success: The Vital Role of

Content Teachers in Developing Disciplinary

Literacy With Students in Grades 6–12 (2015).

This position statement was developed

by ILA’s Common Core State Standards

Committee and provides a thorough look at

content area literacy and disciplinary literacy.

Instead of the expected debate over which

one is most important, the authors distinctly

describe the significance of each.

Content Area and Disciplinary Literacy:

Strategies and Frameworks (2017). Principal

authors Amy Wilson-Lopez and Thomas

Bean continue the conversation about these

two approaches to literacy instruction.

Of particular instructional support is the

brief’s closing table, “Sample Combination

Approaches Using Literacy Strategies and

Disciplinary Literacy Frameworks.”

The Position Statements webpage on the ILA

website has an array of recent resources such

as these that are quick overviews packed with

references to other professional information.

From 2018 alone, you’ll find the following literacy

leadership briefs:

What Effective Pre-K Literacy Instruction Looks

Like

Explaining Phonics Instruction: An Educator’s

Guide

Literacy Coaching for Change: Choices Matter

Reading Fluently Does Not Mean Reading Fast

Democratizing Professional Growth With

Teachers: From Development to Learning

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literacyworldwide.org | November/December 2018 | LITERACY TODAY

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