2007 Program - Literacy Research Association

Thursday • November 29, 2007
3. How are the New Literacies of Online Reading Comprehension
Acquired by Upper Elementary Grade Students?: Exploring the
Contexts that Facilitate Learning
Jill Castek, University of Connecticut
8:30 A.M.–10:00 A.M. PADRE ISLAND
SYMPOSIUM SESSION
Two Latinas in School: Case Studies in Identity and Linguistic
Diversity
Chair: Colleen M. Fairbanks, University of North Carolina
- Greensboro
Discussant: Deb Palmer, University of Texas at Austin
This symposium examines the cases of two Latina youth as their cultural
practices and institutional norms intersect in their daily lives in
school. Specially, the two highlighted cases examine how the students
“author” themselves within the historical and cultural worlds of classroom,
school, and community.
1. Keeping the Personal, Private: Exploring Identities in a High
School English Classroom
Amy Vetter, University of North Carolina - Greensboro
2. Following Esmé through School: Shifting Identities and
Institutional Practices
Colleen M. Fairbanks, University of North Carolina - Greensboro
8:30 A.M.–10:00 A.M. PALMWOOD-EMBASSY SUITES
symposium
Invited Session: Reading First: Lessons in Design, Evaluation, and
Reauthorization
Chair: Sharon Walpole, University of Delaware
Those who work closely with Reading First projects designed this symposium.
The first paper will present an integrated design for professional
learning. The second paper will pose questions for evaluators to
consider when designing long-term, formative evaluations. The final
paper will describe issues in the reauthorization of NCLB.
1. Designing State-Level Support
Sharon Walpole, University of Delaware
Michael C. McKenna, University of Virginia
Carla K. Meyer, University of Delaware
Katrin L. Blamey, University of Delaware
2. Meaningful Evaluation: The Challenges of Support and Rigor
Rita M. Bean, University of Pittsburgh
Naomi Zigmond, University of Pittsburgh
3. The Rocky Road to Federal Funding
Cathy Roller, International Reading Association
8:30 A.M.–10:00 A.M. TEXAS 5
ALTERNATIVE FORMAT
Bridging Differences - Preparing Teachers for Diverse Settings
Chair: Robert T. Jiménez, Vanderbilt University
Discussant: Victoria J. Risko, Vanderbilt University
This alternative format session will focus on theoretical and empirical
issues embedded in research on educating teachers for culturally
and linguistically diverse students. We plan to explore these issues by
discussing our own reviews of the literature in focused areas related to
broader questions of teacher preparation for culturally and linguistically
diverse students.
1. Bridging Differences - Preparing Teachers for Diverse Settings
Robert T. Jiménez, Vanderbilt University
Victoria J. Risko, Vanderbilt University
2. Investigating the Knowledge Bases of Novice and Experienced
Adult ESL Teachers
Brad L. Teague, Vanderbilt University
Brian Rose, Vanderbilt University
3. Promising Practices
Jud Laughter, Vanderbilt University
4. Remodeling Engagement
Catherine Darrow, Vanderbilt University
5. A Review of Policy and ELL Teacher Education Programs
Julie Justice, Vanderbilt University
6. The Use of Narratives in Multicultural Teacher Education
Dennis S. Davis, Vanderbilt University
Frank Tenore, Vanderbilt University
7. Learning English, Learning Math
Jerry Hinn, Vanderbilt University
8. Assessing Teacher Beliefs and Change
Jim S. Furman, Vanderbilt University
8:30 A.M.–10:00 A.M. TEXAS 6
SYMPOSIUM SESSION
Turning a Multimodal Theoretical Lens on Literacy Pedagogy and
Research Across Multiple Contexts
Chair: Cynthia Brock, University of Nevada, Reno
Discussant: James R. Gavelek, University of Illinois at Chicago
The four research projects included in this symposium use a multimodal
theoretical lens (Kress and Van Leeuwen, 2001) to explore literacy
teaching and learning practices focusing on the interrelationships
between many different modes of communication; modes of communication
include—but are not limited to—language, image, music, sound,
and gesture.
1. Exploring Mediation in the Context of Multimodality and
Social Literacies: Explorations in a 5th Grade, 9th Grade, and
University Classroom
Mary McVee, University at Buffalo - SUNY
Lynn Shanahan, University at Buffalo - SUNY
2. Using a Multimodal Theoretical Lens to Explore Literacy
Teachers’ Understandings of Race, Culture, and Linguistic
Diversity
Cynthia Brock, University of Nevada, Reno
Julie Pennington, University of Nevada, Reno
3. “Oh, my gosh, she knows so much!” Using a Multimodal
Theoretical Lens to Connect Theory to Practice in an ESL
Methods Course
Kathryn Prater, University of North Carolina - Greensboro
Ye He, University of North Carolina - Greensboro
4. Learning Multimodality: Designing Media Text and Theory
Fenice Boyd, University at Buffalo - SUNY
November 28 - December 1, 2007 • 57th National Reading Conference
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