AERA 2022
Thursday, April 21, 2022 2:30 to 4:00pm PDT
The Research in Reading and Literacy SIG hosted the second College Reading Consortium at AERA 2021. The focus of this panel presentation was on the future of research in and around college reading contexts.
The field of college reading is in the midst of a major transformation, and though there is much uncertainty in around what the future looks like for reading instruction at the college level, research on college readers is extending in new and exciting directions. The invited panelists for this session were all early-career college reading researchers who discussed their current research foci. The dual aims of the Consortium are to share current research and to nudge research collaborations.
Of course, we have much work to do in the field to inform best practices for supporting new-to-college learners in their transitions to college literacy expectations. But also, because the present era is one of policy-driven reform that directly impacts reading and literacy instruction, we also have work to do in advancing cutting-edge research.
Sonya L. Armstrong, Ed.D., Texas State University.
Thu, April 21, 2022 11:30am to 1:00pm PDT
We had a successful AERA 2021 where we had a gathering of our International Consortium on World Literacy. Dr. Johannes Naumann, Wuppertal University, Wuppertal, Germany was our guest speaker. He provided an interactive workshop on understanding and using big data from PISA (the Programme for International Student Achievement) for research.
The International Consortium on World Literacy is committed to the study and development of literacy among peoples across the world. This Consortium invites researchers, educators, and policy makers to address the obstacles faced in achieving literacy, and specifically, high literacy (e.g. interpretation, critical thinking), in their home country and the ways in which the country is overcoming these challenges.
The Consortium reviews research which addresses the practices, performances, and achievement in literacy in local regional and national contexts. We ask the following types of questions:
1. What scientific data and descriptive studies are available and require attention to understand literacy?
2. How are levels of literacy changing over time and space? Across countries and in the United States?
3. What measures are available and being used to assess different categories of literacy from childhood to adulthood, and across the life span?
4. What influence has technology had and will continue to have on world literacies?
5. Who has the technology and technological abilities? How are these related to SES, cultural habits, minority status, availability of schooling, political power?
6. How can PISA and other Big Data be used to assess and advance literacy? What are its strengths and limitations?
7. What will change as we advance in achieving literacy in developing countries?
8. How might we connect to other world literacy organizations to achieve common goals?
The Consortium views literacy as a means for countries to achieve economic growth, gender equality, overcome discrimination, and advance in social and cultural developments. International contributions to journals and books will enhance our knowledge base.
Members of AERA and the Research in Reading and Literacy SIG 11, International Studies SIG 54; Data Driven Decision-Making SIG 179; and NAEP Studies SIG 99 collaborated with our Consortium for the 2021 Workshop and Speaker Series. We believe the future of nations and the world is heavily dependent upon our goals and designs for literacy development. Those interested in participating in this Consortium are welcome to attend future events and may contact us for further information.
Rosalind Horowitz, Ph.D. Professor, The University of Texas, San Antonio Head, International Consortium for World Literacy Rosalind.Horowitz@utsa.edu
Lisa A. Griffith, M.A. Co-Chair International Consortium on World Literacy, Texas State University Griffith.lisa0414@gmail.com
Thursday, April 21, 2022 4:15 to 5:45pm PDT
As teacher educators and educators of multilingual learners, we have become increasingly concerned about the proliferation of private, for-profit companies selling canned curriculum to schools and school districts under the questionable assumption that their implementation will raise test scores for all. Preparing teachers of literacy to work with multilingual learners and their communities requires specialized teacher education programs - being a good teacher is not good enough (Gandara & Santibaez, 2016). Research has identified the skills and knowledge for effective instruction, such as knowledge of bilingual development, applied linguistics, and culturally responsive approaches. However, although teacher education programs strive to design and implement curriculum and experiences that empower teachers to use these theories and skills to improve their practice, we have observed that many of our graduates are confronted with commodified curricula when they begin to work in schools. These curricula are usually not designed to specifically incorporate the best practices for meeting the needs of multilingual learners, who are more likely to attend under-resourced schools with less-qualified teachers. As professional educators and researchers in a school of education, we have witnessed what happens when the best practices for literacy instruction that we teach in classes clash with curriculum mandates.
We will open a discussion focused on the impact of such impasses, and hope to present preliminary results of our study that examines the perspectives and experiences of teachers faced with adapting for-profit curricula.
Our ongoing research asks: How do teachers perceive their experiences of teaching literacy in this commodified curriculum? How does this impact their instruction of multilingual and ELL-identified students? What strategies of resistance and accommodation do they use?
At this panel we will present the results of our research so far.
Laura Kaplan, PhD, Clinical Assistant Professor of TESOL and Bilingual Education Pace University, New York, NY
Tasha Darbes, PhD, Assistant Professor of TESOL and Bilingual Education Pace University, New York, NY
Alexine McCalman, Graduate Student, School of Education Pace University, New York, NY