Examining
Diversity
• Getting to a place where
“diverse” booklists are
no longer needed
• The danger of
omission in literature
• Fostering a growth mind-set
through children’s books
May/June 2018
Volume 35, Issue 6
LITERACY TODAY
Contents
LITERACY TODAY
Volume 35, Issue 6
May/June 2018
EDITORIAL STAFF
Managing Editor Colleen Patrice Clark
Editors Christina Lambert & Alina O’Donnell
Intern Nicole Robbins
ILA LEADERSHIP
Executive Director Marcie Craig Post
Associate Executive Director Stephen Sye
2017–2018 BOARD MEMBERS
Douglas Fisher, San Diego State University,
President; Bernadette Dwyer, Dublin City
University, Vice President; William Teale,
University of Illinois at Chicago, Immediate Past
President; Gwynne Ash, Texas State University;
Catherine Collier, Chesapeake Public Schools;
Beverley E. Harris, Mico University College,
University of the West Indies; Rachel Karchmer-
Klein, University of Delaware; Stephanie Laird,
Southeast Polk Community School District;
Susan Paasch, Sauk Rapids Public School
District; Stephen Peters, Laurens County
School District 55; Julia Reynolds, Allendale
Public Schools; Jennifer Williams, Calliope
Global Education Initiatives
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,
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CONTACT US
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© International Literacy Association
3
EDITOR’S NOTE
4
LIT BITS
6
ILA UPDATE
LITERACY LEADERSHIP
8
What to Expect from Standards 2017
12
Promoting Literacy Learning and Leadership
Opportunities at the Pre-K Level
14
Examining the Results of a Successful
Aft er-School Intervention Program
16
Supporting Early Literacy With Families
CHILDREN’S LITERATURE
18
Let Me…: A Poem by Lee Bennett Hopkins
20
To Know and Be Known: Digging Deeper Into Representation
24
The Danger of Omission: How Literacy Creates an Urgent
Call to Innovate
26
Reimagining Reading in the Wake of Violence and Trauma
28
Teaching a Growth Mindset Through Children’s Literature
30
The Power of Picture Books in Literacy Education
32
Mixing in Some Spooky Tales to Get Kids Reading
34
Reading Aloud Nonfi ction Picture Books in the Middle Grades
36
Using Fractured Fairy Tales to Introduce Critical Literacy
ILA 2018
38
Marley Dias and Her Awe-Inspiring Campaign to Change Children’s
Literature—and the World
40
Colby Sharp on the Transformative Impact of a Good Book
42
Kwame Alexander and the Vision for His New Imprint, Versify
THE ILA NETWORK
46
Why You Should Join One of ILA’ s SIGs
48
How One ILA Affi liate Is Empowering Girls and Amplifying Their
Voices in Kenya
50
EVENTS
51
MEMBER SPOTLIGHT
Examining
Diversity
20
Colleen Patrice Clark
Managing Editor
cclark@reading.org
EDITOR’S
NOTE
hat do we mean when we use the word
diverse in literature discussions?
Certainly, we want our collections
to reflect diversity—but how do we
determine what qualifies as diverse?
We often see diverse booklists
being shared, but shouldn’t we also be
concentrating on making all lists diverse
to begin with?
In this year’s Children’s Literature
Issue, we closely examine important
components of this discussion, such as
how to critically evaluate our collections
in order to move beyond the idea of diverse
booklists, and the dangers we face if we
don’t. There are powerful messages relayed
through omission in literature, but every
educator wields the power to thoughtfully
curate a collection that validates identities
inside and outside their classroom.
You’ll also notice a focus in this issue
on early literacy, which was rated the
No. 1 most important topic in our 2018
What’s Hot in Literacy Report. Children’s
literature is closely intertwined with
early literacy, and it provides the perfect
medium for setting that early foundation.
Use it to its fullest potential—to hook
young minds and to open their eyes, and
hearts, to the world.
Warmly,
THE FULLEST
POTENTIAL
Take a sneak peek inside all
of ILA’s journals – for FREE!
Sample issues of The Reading Teacher, Journal of Adolescent & Adult Literacy, and Reading
Research Quarterly
Virtual issues on key themes in literacy education
Peer-reviewed open access articles by leading researchers in the literacy field
Additional free articles in Wiley Education Collections
Discover these free resources and more at literacyworldwide.org/journalresources.
To add a journal to your current membership, contact ILA Customer Service at
customerservice@reading.org, 800.336.7323 (U.S. and Canada), or 302.731.1600 (all other countries).
LITERACY TODAY | May/June 2018 | literacyworldwide.org
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LIT BITS
Choices by Readers, for Readers
Reading lists foster excitement for book lovers of all ages—especially as school begins to wind
down and time for new reading becomes abundant. ILA’s annual Choices reading lists—released
in early May—are no exception. With new titles voted on by students and teachers themselves,
even the most reluctant of readers can find a book that catches their eye among the wealth of
options across the three lists: Children’s Choices, Young Adults’ Choices, and Teachers’ Choices.
Download all three reading lists at literacyworldwide.org/choices.
—Nicole Robbins
Committed to Literacy Leadership
ILA joined forces with the International Board on Books for Young People
(IBBY) and the International Federation of Library Associations and Institutions
(IFLA) by signing a Memorandum of Understanding to increase literacy rates
to 100% across the globe. The organizations promise to share knowledge,
work together, and participate in each other’s congresses to stress the
importance of reading and access to information, and to find practical ways
of making this a reality. The signing took place in March at the Bologna
Children’s Book Fair 2018 in Italy.
From left to right, Ingrid Bon, IFLA manager of
Development Programmes, Wally De Doncker,
president of IBBY, and Bernadette Dwyer, vice
president of the ILA Board
Children’s Choices
Thousands of students contributed their
voice to create this list of nearly 100 fiction
and nonfiction titles, which is split into three
groups: beginning readers, young readers,
and advanced readers. The list, cosponsored
by the Children’s Book Council, is designed
as much for teachers, librarians, and families as it is for
students. Reading at a young age requires adult support and
encouragement, and this list provides a solid place to begin
encouraging a love of reading.
Young Adults’ Choices
With all the required textbook reading for
school, it can sometimes be difficult to
engage older students in reading for fun.
However, this list of 30 books, voted on by
more than 12,000 teens, makes carving time
out of a student’s busy schedule easier, thanks
to the award-winning titles, diverse themes,
and subject matter that today’s young adults
relate to and value.
Teachers’
Choices
Teachers
get valuable
insight and
feedback
from
students
regarding what they really
think about the books they
read. In creating this list,
educators have the unique
opportunity to suggest the
titles that they saw resonated
with students the most. The
list of 30 books, split into
titles for primary readers,
intermediate readers, and
advanced readers, also
appeals to families who are
looking for new books to
hook their young children.
LITERACY TODAY | May/June 2018 | literacyworldwide.org
Where We Stand
Fluency plays a pivotal role in
leading students to become
successful—and lifelong—
readers. ILA’s latest brief,
Reading Fluently Does Not
Mean Reading Fast, provides
guidance on defining fluency, as
well as what educators should
know about its most critical
elements: accuracy, rate, and
expression. Access the full brief at
literacyworldwide.org/statements.
ts
The nomination
deadline for ILA’s next
30 Under 30 list is
fast approaching on
June 1. Do you know
a rising literacy star
who deserves to be
recognized?
Submit a nomination,
whether it’s for yourself or a colleague,
today at literacyworldwide
.org/30under30.
Nominate an Educator
“Teaching and
security enforcement
are two different
roles. Combining
them is impractical
and unwise, even if
proposed with the
best of intentions. The
challenges of effective
literacy instruction
for students are
formidable enough.
Neither teachers nor
students should have
to wrestle with the
distraction of gun-
equipped classrooms.”
—ILA Executive
Director Marcie Craig
Post, responding in
a Literacy Daily post
to U.S. President
Donald Trump’s latest
proposal
Did
You
Hear?
Members with active, eligible memberships
are encouraged to vote for three at-
large candidates and one vice president
candidate in the ILA 2018 Board Election,
which is being conducted entirely online
this year. Voting closes at 5 p.m. ET
on May 8. For more information, visit
literacyworldwide.org/vote.
Board Elections
Our upcoming Twitter chat
on May 10—featuring 10-year-
old literacy advocate Olivia
Van Ledtje, better known as
LivBits, and author Cynthia
Levinson—will discuss the best
ways to use booklists in the
classroom. Follow @ILAToday
and #ILAchat to join the
conversation.
Save the
Date
Check It Out
Our Spring 2018 Resource Catalog
includes professional development
resources, helpful strategies, and best
practices you can use in your classroom.
Browse online at literacyworldwide.org/
get-resources.
In March, a group of committed educators traveled
to San Diego, CA, to engage in professional
learning about literacy and equity. ILA West 2018,
which attracted 600-plus attendees, provided an
opportunity to interact in a smaller venue than our
annual conference. As a participant and presenter,
I was proud of our organization for creating this
opportunity.
A few key takeaways for me came from the
opening session by Glenn Singleton, who shared
alarming information regarding students of color:
They do not have the same opportunities
to choose what they want to read as white
students.
They do not have access to the same quantity,
quality, and variety of books.
They do not have the same opportunities for
deep, intellectual discussions around text.
Many do not see themselves as readers and
have not been told of the power there is in
reading.
The sessions during the two-day event provided
ideas that educators could use to change those
facts. I am particularly interested in developing
assessment-capable learners, a term I borrow from
John Hattie. When students have ownership over
their learning and they come to see themselves as
their own teachers, they are increasingly motivated
to learn. I believe this can significantly impact the
equity gaps we have seen.
As Nancy Frey and I have worked on this
concept, we believe teachers can create
assessment-capable learners when they change
practices. Our synthesis led to six components.
Assessment-capable learners
1. Know their current level of understanding
2. Know where they’re going and are confident
to take on the challenge
Literacy: The Pathway
to Equity
ILA UPDATE
3. Select tools to guide their learning
4. Seek feedback and recognize that errors are
opportunities to learn
5. Monitor their progress and adjust their
learning
6. Recognize their learning and teach others
In my experience, every teacher has some
students who exhibit these characteristics. But the
question is, what can we do to ensure all of our
students develop these skills and habits? And, how
different will the outcomes be when students are
able to do that?
Discussions around equity will continue
at the ILA 2018 Conference in Austin, TX, July
20–23. Along with the conference theme of Be a
Changemaker, there’s a particular focus on equity
embedded throughout the event, including a panel
moderated by Eliza Byard of GLSEN: “Literacy
and Our LGBTQ Students: Starting and Sustaining
Schoolwide Transformation.”
Literacy is an important and often-missing
ingredient in equity conversations. In fact, literacy
is one of the best antidotes to poverty, racism, and
discrimination that we have. Literacy becomes the
currency of other learning.
That’s why we do what we do. I hope to see you
in Austin as we all learn new tools to improve our
practices. Our students are worth it, and every one
of them deserves a great, supportive teacher who is
supported by amazing administrators. That’s why we
convene, and that’s how we
become changemakers.
Douglas Fisher
President of the Board
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literacyworldwide.org | May/June 2018 | LITERACY TODAY
ILA 2018 CONFERENCE
Austin, TX | July 20–23, 2018
ilaconference.org/lt
Get inspired. Be a changemaker.
The ILA 2018 Conference teaches the whole educator, so you can educate the whole
child. Research-based sessions focus on children’s and young adult literature, content
area literacy, engaging classroom instruction, and more!
Register Now!
GENERAL SESSION SPEAKERS
Nadia Lopez
Adan Gonzalez
Cornelius Minor
Core Conference (July 21–22)
Workshops, panels, keynotes, learning labs, and fun!
Children’s Literature Day (July 23)
Forty authors, special events, and free books.
Institute Day (July 20)
All-day, in-depth learning on today’s pressing topics.
Maximize your learning by adding another day!
oday’s literacy professionals face many new demands: heightened pressure to
raise students’ scores on standardized assessments, the need to accommodate an
increasingly diverse student body, and the emergence of new technologies that are
constantly expanding our notion of literacy.
With all we know about teaching and learning in the 21st century, how can
we ensure that the next generation of literacy professionals will drive literacy
achievement for all students?
Every five years, ILA convenes a committee to revisit and revise our
professional preparation standards. In July 2015, a group of literacy scholars,
educators, professionals, researchers, principals, and union representatives
from across the United States met in St. Louis, MO, at the ILA 2015 Conference
to collectively examine how we can better prepare future educators for the
challenges and opportunities of 21st-century education.
Countless conference calls, virtual work sessions, and iterations later, Standards
for the Preparation of Literacy Professionals 2017 (Standards 2017) will be published
in May. We talked to Rita Bean and Diane Kern, cochairs of the Standards Revision
Committee 2017, about the implications of these new standards.
Incorporating all facets of literacy
One of the most significant changes starts with the title, which changed
from Standards for Reading Professionals (Standards 2010) to Standards for
the Preparation of Literacy Professionals. Bean says this change mirrors the
organization’s transition from the International Reading Association to the
International Literacy Association in 2015, reflecting ILA’s expanded mission.
By focusing on literacy rather than reading, Standards 2017 emphasizes skills
and competencies needed to succeed in our increasingly technology-driven and
globalized world.
“A major change was from emphasis on reading only to a broader emphasis on
literacy,” says Bean. “We had to look at how people could prepare reading coaches
to effectively provide experiences so that candidates would be able to teach in
ways that encompass all aspects of literacy.”
Kern says that Standard 1, which outlines “foundational knowledge,”
highlights the positive relationship between reading and other communications;
when students improve in reading, other communications will improve in turn.
“There’s a recursive process between reading and writing and language
acquisition,” she says. “Standards 2017 and its own organizational shift toward
literacy really honors that reciprocity between these aspects of gaining literacy.”
Encouraging literacy leadership
Currently, very few universities and states offer separate credentials for reading/
literacy specialists and literacy coaches. By delineating three distinct roles of
specialized literacy professionals—reading/literacy specialists, literacy coaches,
and literacy coordinators/supervisors—Standards 2017 will enable preparation
programs to meet more specific goals and may create opportunities for new
Bringing teacher preparation programs into the 21st century
WHAT TO EXPECT FROM
STANDARDS 2017
By Alina O’Donnell
Alina O’Donnell
(aodonnell@reading.org)
is the communications
strategist at ILA and the
editor of ILA’s blog, Literacy
Daily.
LITERACY
LEADERSHIP
8
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