Candidates will write critiques/reflections on current articles about diversity and materials
selection and instruction, and professional books and websites.
Objectives 11, 12, 13. (NAEYC: 1.3, 1.3.1, 2.1, 2.1.4, 2.1.5, 2.1.6,
2.4, 5.1, 5.2, 5.5) 7. Candidates will reflect upon and describe
their personal approach to the teaching of early childhood literacy.
Objectives 1-15. (NAEYC: 5.1)
Traditional assessment: Active participation in group, content knowledge
tests, written summaries and critiques.
Performance assessment: Learning Center project and reflection, rubrics
for thematic units, various projects including reflections.
Each assignment is worth a designated number of points totaling
F below 60
Course Schedule and Policy
Students should complete the assigned reading for each class session and
be prepared to discuss topics and to actively participate in all class
activities. Attendance is required; professional behavior (punctuality,
responsibility, preparation, respect and reflection) is expected. If you
must be absent from a class, it is your responsibility to acquire any
necessary materials circulated during the time of your absence from
class and to complete any missed assignments.
Tentative Course Schedule
Weeks 1 & 2
- Introduction to early literacy theory
- Learning and the construction of meaning
- Literacy in the context of the family
- Symbol systems
Weeks 3 & 4
- Massachusetts English Language Arts Curriculum Frameworks
- Rationale for integrated language arts programs
- Literature in the integrated language arts curriculum
- Becoming a professional educator
Weeks 5 & 6
- Mechanics of writing - conventions
- Responding and the construction of meaning
- Creating supportive learning environments
- Professional organizations, publications, websites/ NAEYC
Weeks 7 & 8
- Interactive writing (K-1)
- Learning centers
- Diversity and inclusion
- Spelling development and instruction
Weeks 9 & 10
- Informal assessments - portfolios
- Prepracticum applications and reflective practices
- Poetry and creative dramatics
Weeks 11 & 12
- Selection and censorship of learning materials
- Developing a multicultural perspective
- Planning for individual differences - supporting all learners
- Technology in the curriculum
Weeks 13 & 14
- The learning community
- Writing workshop
RD553 Issues in Literacy Education
Instructors: Dr. Ruth D. Farrar
Dr. Robert F. Sylvester
Teachers prepare for their role as literacy specialists and curriculum leaders through extensive reading, writing, research, discussion, and debate to advance their thinking in a range of complex political and educational issues which impact the local, national, and global community.
Literacy professionals know that in todays world, freedom and justice rests solely on the hope of a democratic world, and a democratic world teeters on the literacy of citizenship. Literacy professionals play a major role in how literacy is defined and used (or abused) in schools. Teachers are often unaware of the ways in which symbols of the dominant culture have negotiated the slippery slopes of politics and power into our daily classroom decisions. Building on the premise that ownership is not about learning but about living, (Dudley-Marling & Searle, introduction, p.1x), this course charges candidates with living the hope of literacy through a series of planned learning experiences. Here they confront their responsibility in defining literacy and its role in social constructions. Four experiences assist candidates in accessing and accepting this responsibility, which is fundamental to literacy as liberation, not oppression. (1) Peer coaching offers collaborative support in taking ownership for self-evaluation and reflection that support more effective practice. (2) Developing and recommending school literacy policies on behalf of minority students and families promotes a shift from merely intellectualizing to acting on our system of beliefs. (3) Probing the issues that drive public debate (phonics, spelling, whole language, technology, media, assessment, censorship, etc.) results in a more informed professional who is aware of the considerations that are central to critical literacy. (4) Such considerations drive inquiry and investigation through assigned and self-selected readings. These in turn inspire the lively seminars where candidates learn to listen to voices of others, to hear and be heard, and to question and be questioned in matters of discourse and dominance.
This instructor and Bridgewater State College are committed to non-discrimination of people with disabilities, as specified in Section 504 of the Rehabilitation Act of 1973. Candidates who qualify as handicapped persons or have extenuating circumstances that might interfere with coursework as assigned should meet with the instructor at the beginning of the course so that reasonable modifications in course requirements may be made when necessary.
Standards and performance measures are referenced to some of the criteria for teacher certification with the Massachusetts State Department of Education and the National Council for Accreditation of Teacher Education (NCATE).
Learning Objectives Cross-referenced to Course Assessments and the IRA Matrix of Competencies
Upon completion of this course, the candidate will demonstrate and apply knowledge of current research and the professional knowledge base as it relates to issues that are central to professional and public debate on literacy education:
1. Research in brain functions, cognition, psychology, sociology, anthropology, linguistics, and literacy provide historic and current support for the evolution of social-constructivist models of literacy as a complex and dynamic interaction of the reader, the text (and writer), and context(s) as shaped by knowledge, purpose, and motivation. Current trends in policy and practice are often guided by popular assumptions (myths) rather than empirical or theoretical research. Course Assessments 2, 5; IRA 1(1,3)
2. Critical pedagogy evolves from an understanding of and appreciation for the moral dimensions and values of literacy and literacy learning. Critical pedagogy involves (a) legitimating student experiences, (b) questioning curriculum discourses, (c) positing a language of public life through community and individual social commitment; (d) enabling students to believe in the power to make a difference (H. Giroux0. Course Assessments 2,5,6; IRA 3(1,2,3,4); 4(1,2,3,4,5,6,7,8,9); 8(7)
3. Organizing and planning for effective literacy learning must address the needs of minority and marginal students (students living in poverty, transient students, students with disabilities, students with special needs, bilingual students and students with limited English proficiency, migrant students, truants, etc). Numerous contextual considerations are factored into successful programs, including oral language and communication, previous literacy experiences (including being read to), reading/writing habits, content, purpose, tasks, settings, grouping procedures, school programs and materials, assessment, home factors, community resources, and home-school initiatives. Course Assessments 1, 2, 5, 6; IRA 1(2,6); 3(1,2,3,4); 4(1,2,3,4,5,6,7,8,9); 5(5); 8(1,3,4,5,6,7); 10(1)
4. Literacy is infinitely tied to freedom and justice and involves knowing how to access, analyze, evaluate, and produce information and communication through multiple technologies. Such knowledge depends upon critical thinking and the right of individuals to different values, views, interests, and ways of knowing. Effective media literacy education seizes the opportunity to expand students experiences through positive experiences that build on the strengths of the learner to foster an understanding of and appreciation for cultural, linguistic, and ethnic diversity. Course Assessments 1, 2, 4, 5, 6; IRA 1(2); 3(1,2,3,4); 4(1,2,3,4,5,6,7,8,9); 8(1,7); 10(1,3)
5. Professionalism hinges on habits of mind and heart that thrive on the learning process. Essential to professional growth and development are rich and rewarding experiences where knowledge is enhanced, ideas are revised and refined, and the educator is affirmed. Literacy professionals must hold themselves accountable to high standards of professionalism through the continued pursuit of professional knowledge through self-evaluation practices, reading journals, participating in conferences, organizing collegial support, participating on curriculum committees, continuing educational coursework and studies, being involved in the community involvement, and participating in professional organizations. Many of these goals are enhanced through peer coaching and reflective practice. Course Assessments 3, 5, 6; IRA 2(1,6)
Upon completion of this course, the candidate will be able to:
6. Use socio-psycholinguistic views of language and literacy together with knowledge of individual and contextual factors to organize and implement resources, including multiple forms of media, for teaching minority and marginal students (students living in poverty, transient students, students with disabilities, students with special needs, bilingual students and students with limited English proficiency, migrant students, truants, etc). Course Assessments 1, 2; IRA 1(2); 8(2); 10(1)
7. Present, explain, and defend a set of principles for school policy with regard to literacy education for minority and marginal students and their families. These principles will include references to instruction, intervention, materials, and support. Course Assessment 2; IRA 8(1,3,4,5,6,7)
8. Conduct a full cycle of peer coaching experiences, including selecting professional competencies as a focus, designing the peer coaching experience, pre-conferencing, selecting an observation technique, observing and gathering data, analyzing data, relating the findings to professional competencies, post conferencing, reflecting, and setting goals. Course Assessment 3; IRA 2(3,7)
9. Identify and use resources and create activities in media literacy for students and parents. Help students and parents develop strategies as critical consumers who must deal with the crosscurrents of traditional and popular culture through rapidly changing technologies in a rapidly changing world. Course Assessment 4; IRA 10(3)
10. Participate in weekly seminars as candidates engaged in intense study and the exploration and exchange of ideas. Course Assessment 5; IRA 2(6)
Reference cited: Giroux, H. (Feb. 1987) Critical literacy and student experience. Language Arts 64, 2, 178-179).
Methods of Instruction
This advanced-level course requires extensive reading and analysis of issues related to critical pedagogy. Candidates summarize the reading selections in preparation for synthesizing ideas in class. Candidates engage in weekly seminars to examine these issues from varying points of view. As a field experience, candidates engage in peer coaching, which includes conferencing, video taping, and analyzing data. Some lectures supplement the otherwise candidate-led activities. Activities also include lectures by the instructor and visiting lecturers.
Outline of Course Content
1. Issues of literacy, politics, power and dominance, culture and values as they are introduced to the classroom through multiple media sources and experiences
2. Creating and using a library of resources relating to the literacy learning of minority and marginal students
3. Current trends in literacy education: contextual decisions and their effects upon learnerscontent, purpose, tasks, settings, grouping procedures, programs and materials, assessment, and home-school initiatives.
4. Professional perspectives on current issues in literacy instruction in United States: oral language, emergent reading, phonics, spelling, vocabulary, reading narrative and exposition, materials (print and non-print), technology, mass media, and assessment and national standards
5. Applying current research and socio-psycholinguistic views of language, literacy, and learning to the development of recommendations for school policies on the education of minority children and families and of the needs of all students in learning to value individual, linguistic, and cultural differences
6. Standards in education: national, IRA/NCTE, Massachusetts Curriculum Frameworks, Massachusetts Comprehensive Assessment (MCAS), Massachusetts Educator Certificate Test (teacher test)
7. Implications of media literacy, censorship (covert and overt): technology, telecommunications, mass media, internet in the literacy program
8. An introduction to critical pedagogy and critical literacy: (examples from Bloome, Dudley-Marling, Fiere, Gee, Giroux, Heath, Henry, Nieto, Searle, Shannon, Simon)
8. Peer coaching as a means to ownership; cycle of activities: planning, pre-observation conference, observation, data collection and analysis, post-observation conference, goal setting, reflective practice
9. Five methods of clinical observation: anecdotal records, verbal flow, verbal interaction, visual scan (on-task), classroom traffic
9. Seminars as a means to academic discipline and dialogue in examining perspectives about language, literacy, schools, and society and as a means to understanding and responding to professional differences.
Proposed Schedule of Major Topics
The seven-hour class period requires that course topics and experiences (i.e., seminars) are revisited and expanded upon from session to session
- Issues: standards in education: national, IRA/NCTE, Massachusetts Curriculum Frameworks, Massachusetts Comprehensive Assessment (MCAS), Massachusetts Educator Certificate Test (MECT = teacher test)
- Issues: language, literacy, culture, economics; minority and marginal populations
- Peer coaching cycle of experiences
- Federal and state (Massachusetts) laws on literacy education, inclusion, and other matters
- Issues: popular culture in the classroom; censorship (overt and covert)
- Clinical observation techniques
- Issues: bilingual, second-language learners, students with disabilities
- Issues: reading and responding to narrative, exposition, and selection and use of multimedia print and non-print materials
- Using peer observation data for competency-based assessment and reflective practice
- Issues: bilingual and second-language learners (ESL); students with disabilities, minority and marginal students
- Politics of literacy and power in a global community: statistics and trends in literacy achievement nationally and globally
- Issues: Technology, telecommunications, the internet, mass media, violence and values in the media
- Critical pedagogy: empowering teachers to empower students
Required Texts (7 through 13 are reserved for class use)
- Alvermann, Donna E., Moon, Jennifer S., Hagood, Margaret C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association. ISBN 0-87207-245-2
- Braunger, Jane, & Lewis, Jan Patricia. (1997). Building a knowledge base in reading. Newark, DE: International Reading Association IRA No. 9118-835 ($12.95)
- Brisk, Maria Estela, & Harrington, Margaret M. (2000). Literacy and bilingualism: A handbook for all teachers. Mahwah, NJ: Lawrence Erlbaum. ISBN 0-8058-3165-7
- Coles, Gerald. (2000). Misreading reading: The bad science that hurts children. Portsmouth, NH: Heinemann. ISBN 0-325-0060-3
- Dahl, K. L., & Farnan, N. (1998). Childrens writing: Perspectives from research. Newark, DE: International Reading Association.
- Key. Daphne. (1998). Literacy shutdown: Stories of six American women. Newark, DE: International Reading Association.
- Anderson, R. C., Heibert, E. H., & Scott, J. A. (Eds.) (1985). Summary: Becoming a nation of readers: The report of the Commission of Reading. Washington, D.C. National Institute of Education. (on reserve, Maxwell Library)
- National Council of Teachers of English. (1998). Teacher inquiry: Spelling matters. Urbana, IL: National Council of Teachers of English. (On reserve with instructor.)
- Hiebert, E. H., Pearson, P. D., Taylor, B. M., Richardson, V., Paris, S. G., (1998). Every child a reader: Applying Reading research in the classroom. Ann Arbor, MI: University of Michigan School of Education Center for the Improvement of Early Reading Achievement. (On reserve.)
- Rasinski, T., Padak, N. D., Church, B. W., Fawcett, G., Hendershot, J., Henry, J., Moss, B. G., Peck, J. K., Pryor, E., Roskos, K., (Eds.). (2000). Teaching word recognition, spelling, and vocabulary: Strategies from The Reading Teacher. Newark, DE: International Reading Association. (On reserve with instructor.)
- Rasinski, T., Padak, N. D., Church, B. W., Fawcett, G., Hendershot, J., Henry, J., Moss, B. G., Peck, J. K., Pryor, E., Roskos, K., (Eds.). (2000). Teaching comprehension and exploring multiple literacies: Strategies from The Reading Teacher. Newark, DE: International Reading Association. (On reserve with instructor.)
- Rasinski, T., Padak, N. D., Church, B. W., Fawcett, G., Hendershot, J., Henry, J., Moss, B. G., Peck, J. K., Pryor, E., Roskos, K., (Eds.). (2000). Developing reading-writing connections: Strategies from The Reading Teacher. Newark, DE: International Reading Association. (On reserve with instructor.)
- Rasinski, T., Padak, N. D., Church, B. W., Fawcett, G., Hendershot, J., Henry, J., Moss, B. G., Peck, J. K., Pryor, E., Roskos, K., (Eds.). (2000). Motivating recreational reading and promoting home-school connections: Strategies from The Reading Teacher. Newark, DE: International Reading Association. (On reserve with instructor.)
International Reading Association
International Reading Association
National Council of Teachers of English
Center for the Improvement of Early Literacy Achievement
Additional selected readings are assigned from the list of recommended reading.
Methods of Assessing Candidate Learning
At the graduate level, full attendance and participation are assumed. Candidates will participate as active members of the learning community. Attendance is essential to participation. Active membership is characterized by the collegial, collaborative sharing of ideas and information to enhance the learning of all. Because it meets for only six seven-hour sessions, this is defined as an intensive course. In keeping with the Graduate School attendance policy for intensive courses, absences in excess of three hours will result in a failing grade for the course.
Samples of work by previous candidates are on reserve in the library. The instructor demonstrates and provides a complete outline of assignments and, where appropriate, a rubric for grading the assignment. All assignments must be compatible with the social-constructivist model of literacy processes and demonstrate effective communication of research and practice to a variety of audiences for a variety of purposes in the overall scheme of raising the value of literacy at school, at home, and in the larger community. Field experiences are supervised and monitored by the instructor through observations and the timely submission of plans, progress reports, and other materials as requested. Learning Objectives (described above) provide a minimum standard for successful coursework.
Assessment 1: The Literacy Professionals Library
Learning Objectives 3, 4. 6; IRA 1(2,6); 8(2);10(1)
As directed in class, candidates will develop a Literacy Professionals Library of resources, including media and technology, to support them in their role as literacy professionals in working with minority and marginal students and families. This library is a well-organized collection of resources that are guided by a social-constructivist paradigm and show communicating as interactive and teaching as transactional. This library forms the basis of continuing program requirements in candidate accountability and professional leadership. By the end of the semester, the library will contain at least 5 (new) files that outline specific instructional approaches that assist minority or marginal learner in experiencing rich, positive, meaningful, and personally relevant language and literacy experiences. The files should identify multiple approaches to listening, speaking, reading, and writing with multiple media and technology forms. Examples might include (a) critical literacy and critical pedagogy (b) inclusive strategies for minority and marginal populations, (c) popular culture in the classroom; (d) censorship of reading materials; (e) oral language, emergent literacy, phonics, or phonemic awareness; (f) spelling, writing, and media production; (f) effective strategies for bilingual and second language learners and (g) technology and media literacy. Each file must contain (a) guidelines for selection and use, (b) suggested purposes for using the information gleaned, (c) lists of materials and conditions for using the instruction for diagnostic purposes, (d) at least one supporting article or report (from a professional journal), (e) references to individual and contextual considerations, (f) dated samples of students performance/work, and (g) a thoughtful reflection that shows what the teacher has learned and how this information will be used to make instructional decisions. Additional information will be distributed and discussed in class. Please refer to the Learning Objectives when completing this assignment. (This will count as 15/100 for the course grade.)
Assessment 2: Principles for Inclusive Literacy Education
Learning Objectives 1, 2, 3, 4, 7; IRA 1(1,2,3,6); 3(1,2,3,4); 4(1,2,3,4,5,6,7,8,9); 5(5); 8(1,3,4,5,6,7)
Using the assigned and supplemental readings and class discussions and seminars, candidates assume responsibility for exploring the research and related literature to develop, support, and defend their theories of language, literacy, and learning and their system of beliefs or guiding principles for inclusive literacy education. The resulting 10 principles will reflect a working knowledge of research-supported approaches to literacy education that is truly inclusive, integrative, and transformative. These principles will be a work in progress--a tool for the Reading Specialist in recommending school policies and practices that respond to the needs of minority and marginal students and their families and that enrich the learning students of all students in issues of individual and cultural differences. The assignment will provide (minimum 10) guidelines for establishing policies with specific recommendations for guaranteeing the rights of all students to successful literacy learning. Specific recommendations should include the issues addressed in the learning objectives (i.e., multicultural education, popular culture, oral language, emergent literacy, spelling, vocabulary, English as a second language, etc.). Recommendations should include empirical and theoretical support (including references), and projections for policy outcomes. Details of this assignment are modeled and explained in class. A rubric (handout) is distributed in class. Please refer to the Learning Objectives and the rubric when completing this assignment. (This will count as 10/100 for the course grade.)
Assessment 3: Peer Coaching and Reflective Practice (Peer Coaching) (25-hour field experience)
Learning Objectives 5,8; IRA 2(1,3,7)
Following class modeling, videotaped demonstrations, and discussions, candidates will complete the full cycle of peer coaching experiences. The video taped observation must focus on specific IRA competencies of the literacy professional (i.e., models and discusses reading as a valuable activity; helps students monitor their comprehension; communicates effectively with students). The observer (coach) should use one of the four methods of clinical observation presented in class. Details of the assignment are explained in class. Please refer to the Learning Objectives when completing this assignment.
Additional requirements include:
a. Form A peer coaching commitment
b. List of competencies and objectives
c. Form B Documentation of pre-observation conference, videotaped observation, post-observation conference
d. Data and analysis of data (submit with video, which will be returned at the next session)
e. Written (one page) reflection of your findings, conclusions, goals, and response to peer coaching experience
(This will count as 15/100 for the course grade.)
Assessment 4: Media Literacy Presentation
Learning Objective 4; IRA 10(1,3)
Using the materials distributed in class along with additional resources (Maxwell Library and Teachers Technology Center), candidates will plan media literacy activities for use with children, adolescents, and/or parents. Working in pairs, candidates will organize a 45-minute lesson or workshop that provides information and experiences for critical consumers. Please refer to the Learning Objectives when completing this assignment
Workshop plans must include:
c. Planned outcomes
d. Sequence of activities
e. Samples of completed activities
f. Brief summaries of video or audio taped materials
g. Annotated bibliography of all materials and resources
. (This will count as 15/100 for the course grade.).
Assessment 5: Assigned Readings, Written Summaries, and Seminar Participation (Readings, Summaries, Seminars)
Learning Objectives 1,2,3,4,5,10; IRA 2(1,6); 3(1,2,3,4); 4(1,2,3,4,5,6,7,8,9); 5(5); 8(1,3,4,5,6,7)
As explained in class, this assignment involves reading and summarizing one book per session. The texts, selected because they address current issues in literacy education, are not without controversy. Controversy cements the seminar experiences as participants learn to confront their own beliefs, as well as the beliefs of others. During the first class session all details of this assignment are modeled and practiced. Please refer to the Learning Objectives when completing this assignment. (This will count as 25/100 for the course grade.)
a. Candidates must participate in the electronic class chat room through CourseInfo, which can be accessed through the Internet. Each candidate is expected to communicate with the group at least one time prior to each session and to raise questions or respond to the reading in some way that will prepare us for your thinking.
b. Candidates will read the selection(s) as assigned, and come to class with two copies of a written summary of the assigned reading(s). The summary is limited to one side of one page and must be typed in full compliance with the rules for standard written English, APA style. One summary must be submitted for a grade and should bear a running head, which includes the candidates name, class session number and due date, author(s), title, and copyright date of assigned reading, respectively.
c. Candidates will hold seminar to explain and expand upon their reading and research. As active participants in this community of learners, all candidates will assure that every voice is heard. Appropriate oral communication (thoughtful, responsible listening and speaking), viewed here as essential to all forms of literacy, will symbolize successful learning and communicating. (Seminar and other forms of collaboration and participation are viewed as fundamental to appropriate professional decorum.)
Assessment 6: Final Examination
Learning Objectives 1,2,3,4,5; IRA 1(3); 2(1); 3(1,2,3,4); 4(1,2,3,4,5,6,7,8,9); 5(5); 8(1,3,4,5,6,7)
Candidates will write a final examination. The open-book essay exam will involve reading and summarizing an article, identifying and explaining the issues raised, and showing how issues relate to the literacy professionals knowledge base as applied to classroom practice. The subject of the reading selection will relate to the issues explored in the course. Answers should reflect the course Learning Outcomes, which form the basis of minimum standards for a passing grade. A rubric is provided in class. Please refer to the Learning Objectives when preparing for this assessment. (This will count as 20/100 points for the course grade.)
Assessments for course grade
1. The Literacy Professionals Library 15 pts.
2. Principles for Inclusive Literacy Education 10 pts.
3. Peer Coaching Experience 15 pts.
4. Media Literacy Workshop 15 pts.
5. Readings, Summaries, Seminar Participation 25 pts
6. Final Examination 20 pts.
87 89 B+ 77 79 C+ 67 69 D+
93 100 A 83 86 B 73 76 C 63 66 D
90 92 A- 80 82 B- 70 72 C- 60 62 D-
Bibliography of Suggested Resources
Allington, R. L., & Walmsley, S. A. (1995). No quick fix: Rethinking literacy programs in Americas elementary schools. Newark, DE: International Reading Association.
Alverman, D. E., Moon, J. S., & Hagood, M. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association.
Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision of Curriculum and Development.
Brannon, L., & Greene, B. (Eds.). (1997). Rethinking American literature. Urbana, IL: National Council of Teachers of English.
Braunger, J., & Lewis, J. (1998). Using the knowledge base in reading: Teachers at work. Urbana, IL: National Council of Teachers of English; Newark, DE: International Reading Association.
Calkins, L., Montgomery, K., & Santman, D. (1998). A teachers guide to standardized reading tests: Knowledge is power. Portsmouth, NH: Heinemann.
Diamond, B. J., & Moore, M. A. (1995). Multicultural literacy: Mirroring the reality of the classroom. New York: Longman.
Dudley-Marling, C., & Searle, D. (1995). Who owns learning? Questions of autonomy, choice, and control. Portsmouth, NH: Heinemann.
Faltis, C. J., & Hudelson, S. J., (1998). Bilingual education in elementary and secondary school communities. Boston, MA: Allyn and Bacon.
Fehring, H., & Green, P. (Eds.). (2001). Critical literacy: A collection of articles from the Australian Literacy Educators Association. Newark, DE: International Reading Association.
Finnegan, S. J. (Compiler). (1996). Selected general laws for school committees and school personnel. Boston, MA: Massachusetts Association of School Committees, Inc.
Flippo, R. F. (1999). What do the experts say? Helping children learn to read. Portsmouth, NH: Heinemann.
Freeman, Y. S., & Freeman, D. E. (1998). ESL/EFL teaching: Principles for success. Portsmouth, NH: Heinemann.
Gibbons, P. (1993). Learning to learn in a second language. Portsmouth, NH: Heinemann.
Harris, V. (1992). Teaching multicultural literature in grades k-8. Norwood, MA: Christopher-Gordon.
Hancock, J. (Ed.). (1999) Teaching literacy using information technology. Newark, DE: International Reading Association.
Krashen, S. D. (1999). Condemned without a trial: Bogus arguments against bilingual education. Portsmouth, NH: Heinemann.
Lessow-Hurley, J. (2000). The foundations of dual language instruction 3rd edition. New York: Longman.
Lev, D. J., Jr. (1997). Teaching with the internet: Lessons from the classroom. Norwood, MA: Christopher-Gordon.
McQuillan, J. (1998). The literacy crisis: False claims, real solutions. Portsmouth, NH: Heinemann.
Moffett, J. (1988). Storm in the mountains: A case study of censorship, conflict, and consciousness. Carbondale and Edwardville, IL: Southern Illinois University Press.
Moustafa, M. (1997). Beyond traditional phonics: Research discoveries and reading instruction.. Portsmouth, NH: Heinemann.
Pradl, G. M., (1996). Literature for Democracy: Reading as a social act. Portsmouth, NH: Heinemann.
Rogers, K., & Soter, A. (1990). Reading across cultures: Teaching literature in a diverse society. Urbana, IL: National Council of Teachers of English.
Samway, K. D., & McKeon, D. (1999). Myths and realities: Best practices for language minority students. Portsmouth, NH: Heinemann.
Shannon, P, (Ed.). (1992). Becoming political: Readings and writings in the politics of literacy. Portsmouth, NH: Heinemann.
Shannon, P. (1998). Reading poverty. Portsmouth, NH: Heinemann.
Simmons, J. S. (1994). Censorship: A threat to reading, learning, thinking. Newark: DE: International Reading Association.
Smith, F. (1995). Between hope and havoc. Portsmouth, NH: Heinemann.
Smith, F. (1988). Understanding reading: A psycholinguistic analysis of learning to read and write. Hillsdale, NJ: Lawrence Earlbaum Assoc. Publishers.
Language Arts, National Council of Teachers of English
English Leadership Quarterly, National Council of Teachers of English Conference on English Leadership
RD 553-01 Issues in Literacy Education
Date Class Topics
9/8 Course Objectives and Expectations
Literacy Professionals Library Files
Principles for Inclusive Multicultural Education
Peer Coaching and Reflective Practice
Media Literacy Lesson/Workshop
Written Summaries and Seminar Participation
Developing a Theoretical Knowledge Base
Peer Coaching: Opening Doors: Introduction to Peer Coaching
Critical Issues: critical literacy; critical pedagogy
National Standards: Do We Need National Standards?
Seminar: Standards in Literacy Education
9/22 Visiting Lecturer: Dr. Alan Comedy, Assistant to the President
Affirmative Action, Minority Affairs, and Equal Opportunity
Peer Coaching: Another Set of Eyes: Conferencing Skills
Critical Issues: language, literacy, culture, and economics; minority and marginal populations
Seminar: Literacy Shutdown: Stories of Six American Women (Key)
10/6 Peer Coaching: Another Set of Eyes: Observation Techniques
Federal and State Laws
Critical Issues: popular culture in the classroom; censorship (overt and covert)
Seminar: Popular Culture in the Classroom: Teaching and Researching Critical Media Literacy (Alvermann, Moon, & Hagood)
Principles of Inclusive Multicultural Literacy Education
10/20 Peer Coaching Post Observation Strategies
Media Literacy: Killing Me Softly
Media Literacy: Group investigations
Federal and State Laws
Critical Issues: bilingual and second-language learners (ESL); students with disabilities; primary and secondary discourses
Seminar: Literacy and Bilingualism: A Handbook for ALL Teachers (Brisk & Harrington)
Principles of Inclusive Multicultural Literacy Education
Peer Coaching Reflective Practices
Media Literacy: Does TV Kill?
Federal and State Laws
Critical Issues: spelling, vocabulary, writing, and media production
Seminar: Childrens Writing: Perspectives from Research (Dahl, & Farnan)
Media Literacy Lessons
Principles of Inclusive Multicultural Literacy Education
11/17 Critical Issues: technology, telecommunications, the internet, mass media, violence and values in the media
Seminar: Misreading Reading: The Bad Science that HurtsChildren (Coles)
Media and Professional Representation
Fall 2002 Schedule of Assignments and Assessments
Literacy Profess-ionals Library (15)
Federal and State Laws
Principles for Inclusive Literacy Education (10)
Peer Coaching Experience (15)
Media Literacy Workshop (15)
Readings, Summaries, Seminar (25)
Final Examination (20)
Session 2 9/22
One file (3)
Materials for organizing notes Study group meeting References
Decide on an area of literacy instruction to be studied
Identify student/parent groups Survey current attitudes
Key Summary (5) Seminar
Braunger & Lewis
Session 3 10/3
One file (3)
Study group meeting References
Plan Objectives; Select Coach; Plan Logistics, Arrangements
Develop planned outcomes Resources Materials Outline of activities
Alvermann, Moon, & Hagood Summary (5) Seminar
Braunger & Lewis
Session 4 10/20
One file (3)
Study Group meeting References
Preconference; Observation; Gather data Video recording
Implement workshop Analyze students samples
Brisk & Harrington Summary (5) Seminar
Braunger & Lewis
Session 5 11/3
Two files (6) Total (15)
Study group meeting References
Analyze Data Post Conference Reflection and goal setting
Submit Workshop Outline (and documents) (15)
Dahl & Farnam Summary (5) Seminar
Braunger & Lewis
Session 6 11/17
Submit written, referenced Principles for Inclusive Literacy Education (10)
Submit Report (with supporting documents and videotape) Reflection (15)
Coles Summary (5) Seminar (Total 25)
Prepare and review books & notes Final Exam (open book) (20)
R. D. Farrar, RD553.01.01F Issues in Literacy Education, Bridgewater State College p. #