Research in Reading & Literacy SIG 11
Research in Reading & Literacy SIG 11
 
SIG Purpose
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To stimulate communication and inquiry among researchers, policymakers, and others interested in research in reading and literacy from various disciplines and theoretical perspectives. 

 
 
Welcome Letter from the SIG Chair
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Welcome to our SIG!  

Thanks for your patience this year as we all negotiated the challenges of the worldwide pandemic, which is also affecting our universities. 

If you are interested in joining the Research in Reading and Literacy SIG, please go to the AERA website, sign in, choose 'SIG Directory' from the left hand column, and find the note that refers to registering for a SIG next to the SIG choices in the middle box.  

We look forward to sharing updated information in our newsletter three times per year (September, January, and March) and then seeing you at the AERA conference! Please introduce yourselves to us at our SIG Business Meeting!  And, please feel free to contact any of the SIG leaders below for more information!

Fran Falk-Ross, Interim Chair

 
 
Who We Are
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Research in Reading & Literacy SIG #11 Officers

 

Francine Falk-Ross, Pace University

Interim Chair

ffalkross@pace.edu


Rosalind Horowitz 637532772183312956

 

 

Rosalind Horowitz, The University of Texas, San Antonio

Program Chair

Historian, Literacy Research

Chair of the International Consortium on World Literacy

Rosalind.Horowitz@utsa.edu


Wayne Slater, University of Maryland

Secretary/Treasurer

wslater@umd.edu


 

 Kim Skinner, Louisiana State University

Newsletter Editor

kskinner@lsu.edu


 

Huy Nguyen, Louisiana State University

Associate Newsletter Editor

hnguyen@lsu.edu


 

Lisa Griffith

Lisa Griffith, Texas State University

Co-Chair, International Consortium on World Literacy 

Griffith.lisa0414@gmail.com 


 

Armstrong

 Sonya L. Armstrong, Texas State University

Chair of College Reading Consortium

sarmstrong@txstate.edu


 

Meagan A. Hoff, Collin College

mahoff@collin.edu

Jennifer C. Theriault, University of Findlay

jennifer.theriault@findlay.edu

Webmasters

 
 
RRL SIG Newsletter
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Please click here to access the March 2022 RRL SIG Newsletter

Please click here to access the November 2021 Newsletter

 

The AERA Special Interest Group 11: Reading and Literacy (SIG 11) is seeking contributions to our May 2022 Newsletter. We invite members to introduce their own scholarly contributions, conference announcements, or any research that will enrich our SIG community. We hope, by providing this space, we can be academically nurtured and socially bonded together. See the newsletter linked above for submission guidelines.

 
 
The International Consortium on World Literacy
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AERA 2022 

International Consortium on World Literacy: Why Has the United States Ranked 13th in Rankings of World Literacy?

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

 

 

 
 
College Reading Consortium
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AERA 2022 

College Reading Consortium: Designing Equitable Systems for College Students' Literacy Transitions

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 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.

 

 
 
TESOL Consortium
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AERA 2022 

TESOL Consortium: Preparing Teachers of Multilingual Learners for Effective Literacy Instruction: Best Versus Bought Practices?

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

 

 
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