Volume 1 • Issue 1 • Fall/Winter 2012

ISSN 2169-2777 TABLE OF CONTENTS Information

Learning

of

Projects

Multimodal

Literacies of Elements

Disciplinary

Research

Pictures Writers Design

Multiple

Facilitate

Teacher and and with

to and

Four

Texts Expectations

Images

Readers Males

Ventures Strategies

From

Volume 1 • Issue 1 • Fall/Winter 2012 1 • Issue 1 • Volume CCSS Visual

Literacy

the

Informed American

Multimedia

Blogging

Excerpts

as

Critical

Using

African Meeting Interpreting of Comprehension

Curriculum Schools: of in

Students

Classroom

Novels

Needs Reading Historian:

Meaning

Fisher a

Literacies

Inquiry:

The Graphic Picturebooks:

Connecticut Using

Like

of Independence New

Literacy

in Construction:

a Picturebooks Douglas

with

Hope: of the

and of Ogle

Kurkjian Looking:

Student O’Neil Digitally

Manderino Gangi McVerry Elements Content Collaborative

Research M.

O’Byrne Cunard

Frey

Serafini Reading

Mulcahy G. Arzt

Logie M.

Ian

Reviews of Professional Books Professional of Reviews Jane W. Michael John Judy Cara Joanne Jane Frank Kathleen Nancy

Online Reading Cornerstone Online Action Spotlighting Possibility Insuring Strategic Close Design Editorial

83 79 72 57 59 Literacies New Teacher Research Teacher 44 39 32 Literacy Critical Children’s and Young Adult Literature Adult Young and Children’s Donna 16 23 10 Contemporary 3 2 Catherine ISSN 2169-2777 DEPARTMENTS FEATURE ARTICLES FEATURE ABOUT THIS ISSUE - - - Insuring Insuring , you will find find will you , Children’s and Young Young and Children’s . Next, Donna Ogle’s Ogle’s Donna Next, . has a more practiced-based teach practiced-based more a has that will provide you with a wide range you that will provide Interpreting Visual Images and Design Elements of of Elements Design and Images Visual Interpreting Cara Mulcahy lays the groundwork for understanding what lays the groundwork Cara Mulcahy targets visual literacy in light of content area reading and gives gives and reading area content of light in literacy visual targets The Connecticut Reading Association Journal • Volume 1 • Issue 1 1 • Journal Association Reading The Connecticut • Volume Close Reading with Graphic Novels Graphic with Reading Close Children’s and Young Adult Literature Resources page Resources Literature Adult Young and Children’s

provides us with a metalanguage for thinking about and discussing picture books while while books picture discussing and about thinking for metalanguage a with us provides Connecticut Reading Association Journal Association Reading Connecticut Enjoy, Ed.D Kurkjian, Catherine Editor, We hope you find the offerings in this first issue exciting and valuable to your work. your to valuable and exciting issue first this in offerings the find you hope We Strategic Looking: Using Reading Comprehension Strategies with Pictures with Strategies Comprehension Reading Using Looking: Strategic Possibility and Hope: The Meaning of Critical Literacy, Critical Meaning of The and Hope: Possibility ISSN 2169-2777 teaching to add to your professional library. This department will be available in the fall issue and will rotate with an with rotate will and issue fall the in available be will department This library. professional your to add to teaching issue. spring our in debut will which Department Learner Language English ever-changing nature of new literacies. literacies. new of nature ever-changing your enhance to books interesting of critiques us brings Books Professional of Reviews of editor Logie, Jane Finally, Department Editor of the New Literacies section, John G. McVerry brings us articles on three key areas on new new on areas key three on articles us brings McVerry G. John section, Literacies New the of Editor of Department domain content the within reading digital and construction, content online inquiry, the collaborative online understand to ways literacies; important us offer Mandarino Michael and O’Byrne Ian W. Artz, Judy by articles The history. in the Critical Literacy section. The Teacher Research section, edited by Joanne Cunard, writes about what teacher teacher what about writes Cunard, Joanne by edited section, Research Teacher The Literacy section. in the Critical teachers. Connecticut by research of excerpts life real four offers and entails research hundreds of titles and a wide range of ideas to use in your classrooms related to this topic and others. and topic this to related classrooms your in use to ideas of range wide a and titles of hundreds In the way for what is to come in our upcoming issues addressed critical literacy and in doing so she paves is meant by Our section editors make their debut in this first issue. For starters, Jane M. Gangi provides us with ideas of what’s to what’s of ideas with us provides Gangi M. Jane starters, For issue. first this in debut their needs make literacy editors of section subject Our important the spotlights then She section. Literature Adult Young and Children’s the in come the visit you When males. American African of shares the PRC2 reading-discussion unit framework and walks us step by step though the process. the though step by step us walks and framework unit reading-discussion PRC2 the shares DEPARTMENTS of close reading as we apply it to graphic novels in in novels graphic to it apply we as reading close of Expectations CCSS the Meeting in Independence Student she particular, In CCSS. the with congruent are that curriculum area content implement and develop to strategies us O’Neil’s O’Neil’s two second the literacy, visual on focusing still While images. of observers strategic be to us help will that focus ing concept the to attention our turn Fisher Douglas and Frey Nancy CCSS. the to connections direct make articles This inaugural issue features national authors who speak to issues of visual literacy. The first two articles are compan are articles two first The literacy. visual of issues to speak who authors national features issue inaugural This Serafini’s books. picture in images visual on center and pieces ion Picturebooks Contemporary of useful resources and children’s books. and children’s of useful resources ARTICLES FEATURE include Children’s and Young Adult Literature, Critical Literacy, Teacher Research, New Literacies, and Reviews Literacies, and Reviews New Research, Teacher Literacy, Critical Literature, Adult Young and include Children’s a have we articles. Additionally feature peer-reviewed Books and invited and of Professional website in the CRAJ section of the CRA available resource Literature Adult Our intent is to provide our members with valuable professional resources and cutting edge articles on a wide range resources professional our members with valuable intent is to provide Our rotating sections five Journal’s (CCSS). The Standards State of important the Common Core topics including spring) as one of the many benefits of your Connecticut Reading Association (CRA) membership. CRAJ is in keeping keeping in is CRAJ membership. (CRA) Association Reading Connecticut your of benefits many of the of study one the as through spring) instruction reading of quality the improving by all for literacy promote 1) to mission CRA’s with information. reading disseminating in clearinghouse a as serve 2) and practices, and methods research reading current Dear Readers, Dear excit this of birth The (CRAJ). Journal Association Reading Connecticut the you to present to pleasure my is and It (fall yearly twice published be will and peer-reviewed is It Conference. Annual 61st our follows Journal new ing FEATUREFEATURE ARTICLEARTICLE 3 ------cy education. We as educators need to need educators as We education. cy is, text multimodal a what understand how it is constituted and how mean As literacy educators schools today, working we need in to instructional approaches to develop help stu dents navigate, interpret and analyze multimodal elements to ensure our students are capable of fully partici pating as literate citizens in our soci (Serafini, future the into and now ety, 2009). This does not mean we that need to abandon the comprehension strategies focusing on texts that print-based have become an part integral of many classrooms, it that we need to expand the repertoire means of strategies we teach our to students address the changing dimensions of the texts they read and encounter. Theevolution of texts, based, from print- monomodal texts to digitally rendered, multimodal ensembles, has material, technological and social di- mensions. the Technologically, most prominent shift in the past few de cades has been from the medium of the page to the medium of the screen contin has shift this As 2003). (Kress, ued, the image has come to dominate elements design visual and text written have begun to play a more meaning ful role in multimodal ensembles. As longer no can we asserts, (2003) Kress treat language as the primary means communication, or representation for language written with proficiency and alone cannot provide access to meaning potentials of the the multimod- ally constructed text. This assertion has important implications for litera - - - ni, 2009). ni, fi ssue 1 ssue 1 • I Journal Association Reading The Connecticut • Volume (Sera digitally and print-based texts present challenges to novice readers as they work across multiple sign systems to construct meaning (Siegel, 2006). ings in different ways and different contexts for different purposes. The meaning potentials realized through written language are differentfrom photography, and photography of- fers different from meaning sculpture potentials and architecture. Contemporary educators and literacy theorists have described a shift from the dominance of print-based texts that rely primarily on written guage to the lan- emergence of print and digitally-based, multimodal texts that contain visual images and other de sign elements (Anstey, 2002; Kress, inter readers today, schools In 2003). act with traditional, print-based texts that contain multimodal elements, for example picturebooks, informa- tional texts, magazines and newspa - pers, as well as digitally-based texts that contain visual images, text, video, music, and sound effects. hyper- Magazines, billboards, picturebooks, webpages, brochures, video games, advertisements and textbooks all con tain a blend of visual images, design elements and written language. These - - - Arizona State University, Phoenix, AZ University, , Ph.D, Arizona State Frank Serafini DESIGN ELEMENTS OF PICTUREBOOKS: ELEMENTS DESIGN Visual Elements and Design Images Interpreting Picturebooks of Contemporary

s the texts readers evolve encounter from monomodal - enti

As literacy educators working in schools today, we need to to need we today, schools in working educators literacy As navigate, students help to approaches instructional develop our ensure to elements multimodal analyze and interpret citizens literate as participating fully of capable are students future the into and now society, our in for realizing, representing, - interpret ing and communicating potentials (Kress, 2010). Each meaning mode is capable of representing mean ties, dominated by written language, to multimodal ensembles, with replete visual images, design sophisticated elements and features, hypertextual the strategies readers draw upon to comprehend these plex com- texts will need well to (Serafini, in evolve press; as Unsworth, 2002). The competencies required of readers in today’s have environment expanded from based reading cognitively- comprehension skills (Pressley & Block, 2001) to include strategies for comprehending visual the images and design presented within features and across - multi modal texts, for example postmod A multimodal ensemble is a text that draws on a variety or multiplicity of modes, for example painting, pho ern picturebooks, magazines, news reports, and 2011; webpages Sipe (Serafini, & Pantaleo, 2008). tography, written language, diagrams and visual design elements. are Modes socioculturally shaped resources

ISSN 2169-2777 A FEATURE ARTICLE 4 ------ers of multimodal texts, have to they become first more familiar with these texts and develop a more tensive ex knowledge base from which to expand their literacy curriculum. con of series a outline I article, this In and typographical features con room and includes an illustration of the classroom offers the reader more information from a variety of modes than either illustrations or alone can Whatoffer. the multimod written al picturebook can do is offer spatial and temporal dimensions that allow the reader a fuller experiencewritten text alone. than The meaning po tentials offered through multimodal ensembles expand the possibilities of what single modes alone can offer. In addition to expanding derstandings our un of multimodal we have to develop texts, a way of talking about the various features, structures and design elements these contained texts. in Without and a pedagogical framework theoretical and as sociated metalanguage or vocabulary for comprehending and multimodal analyzing ensembles, will struggle educators to prepare students design to and interpret these complex texts. A metalanguage refers to a set of terms for describing and analyz ing a particular mode or system meaning, of for example photography or painting, and the various design tained in multimodalBefore teachers ensembles. can students help as creators support and interpret ------DESIGN ELEMENTS OF PICTUREBOOKS • Frank Serafini [We] have to develop a way of talking about the various have to develop a way of talking [We] and design elements contained structures features, in these texts. Without and pedagogical a theoretical framework and associated metalanguage or vocabulary and analyzing multimodal ensembles, for comprehending students to design and educators will struggle to prepare these complex texts. interpret it simply offers a state of being. A pic being. A state of simplyoffers a it tantaspect ofrecent studies inmulti modality (Bourdieu, 1993; Machin, 2007).thatTexts rely solely on writ ten language are constrained by the temporal or sequential written language nature (Kress, 2003). Vi of sual images rely on spatial composi tion rather than temporal sequence. In other words, images contain ob jects and actors that must be realized in particular arrangements, written text is where not required to make such distinctions. The statement, the teacher is in the classroom, offers no specifics of where the teacher stands, ture of a teacher in a classroom must place the teacher in a particular loca tion. Visual Images must make dif ferentclaims as to the location of the teacher beyond just the condition of being in the classroom, it must place the teacher in a specific location in the classroom. A picturebook spread that states the teacher is in the class multimodal text is not as important as the question of what multimodal texts can do for readers and writers, author-illustrators and publishers. How meaning is realized within and across different modes is an impor ------As Kress (2003) asserts, we can no longer treat language as language no longer treat we can (2003) asserts, As Kress communication, or representation means for the primary cannot alone with written language and proficiency potentials of the the meaning access to provide text. multimodally constructed CRAJ • Volume 1 • Issue 1 CRAJ • Volume In addition to the technological and material changes inherent in multi ing is articulated within and across various and modalities. interpreted The technological shift from print- based to digitally-based texts is sup ported by changes in resources the material from which ensembles multimodal are created. Digital texts disseminatetoeasierglobally thanare print-based texts, simply requiring a computerwith access to the internet. This change in the material require ments that constitute ensembles multimodal has social and as political, well as economic implications. modalensembles, weneed toconsid er the potential shifts in power and cultural capital (Bourdieu,that occur 1993) between producers consumers and in a Web ment 2.0 (Lankshear environ& Knobel, 2006). All texts, whether print or digitally- based are social the entities interests reflecting of thethe producer social contexts and are in produced which (Kress they & wen, van 2001). The Leeu meanings of mul timodal texts are constantlying and responding shift to the dynamic social environments in which these texts are made and remade, reflect ing the needs and interestsproducers of and the consumers of Researchers texts. and theorists with multimodal working texts are interested in how various elements and features of multimodal texts work to together provide cohesiveness and mean ing potential for the reader (Baldry & Thibault, 2006;The Jewitt, question of 2009). what constitutes a FEATURE ARTICLE 5 ------In In Voices Voices in TheThree Pigs (Wi- the Park (Browne, 2001) is a told story from four, unique perspectives, offering thereader four differentnar must must be navigated in unique ways in order to understand them. dif four with another after one ratives ferent fonts used to demarcate each voice. Each of the four narrators tells their own version of a trip to a park, from their own perspectives, lenging the chal- reader to make about choices the validity of With each no single, version. omniscient perspec tive offered, the structure multiple requires readers to consider narrator the perspectives of and each contemplate the version of character real ity each character’s story represents. Self-referentiality is a literary concept where the author, illustrator or pub lisher may use visual images, design the break to text written and elements narrative the secondaryof storyworld and speak directly to the reader. The Stinky Cheeseman and Other Fairly Fairly Other and Cheeseman Stinky The (Scieszka, Stupid Tales 1992) the title page falls in the middle of the book, and the red hen complains about her in the storyrole to the reader. directly These techniques call attention to the be picturebook the of nature fictional ing read. The reader is forced to forego forego to forced is reader The read. ing their immersion in the fictional a story reading are they realize and world ized narrative. This playful technique keeps the reader from losing sight of the fact that they are reading a con secondary and artifact textual structed story world. In one particularly inter esting image in characters pig the of one 2001), esner, looks directly at the reader and states he thinks there is someone out there, referring to the world of the reader outside of the book. This comment breaks the wall between the fictional world of the picturebook and the ac tual world of the reader challenging the reader to consider tion the between story world and distinc reality. ------DESIGN ELEMENTS OF PICTUREBOOKS • Frank Serafini (Browne, 2001), by David Weisner Pigs by David Weisner The Three sual images and design features, in ad in features, design and images sual dition to the grammars and typogra phy associated with written language. example, in For navigating on-line re must understand readers how sources, hypertextual links operate and how path reading may no longer be a one’s sequential, linear path, but may go in multiple directions depending on the choices made by the reader and their interests in the material presented. In fact, most websites are designed for visitors to have more choices in how they navigate each page than written and Hyperlinks allows. alone language choice buttons allow readers to move across as well as within pages, shift ing the role of reader from follower to designer of the texts they navigate. In much the same manner, postmod- ern picturebooks allow more choices for the reader, and require the reader to navigate the multimodal of aspects these texts in different ways from traditional picturebooks. Postmodern picturebooks challenge readers with metafictive and postmodern literary devices, for example multiple narra tors, self-referentiality and non-linear sequences (Sipe & Pantaleo, Waugh, 2008; 1984). Picturebooks Voices in the like Park egies for navigating the structures inherent in these texts, and non-linear Black Black and White (Macaulay, 1990), TheThree Pigs (Wiesner, 2001), and Wolves (Gravett, 2006) require strat ------siderations siderations for teachers and interpre literacy readers’ support to educators multimod - and images visual of tation al ensembles. These provide considerations an initial metalanguage for multimodal discussing and addressing elements in contemporary books. I - selected to use picture contemporary CRAJ • Volume 1 • Issue 1 CRAJ • Volume Considering Navigation In Freebody and four Luke’s resourc and postmodern picturebooks to il lustrate these considerations because these texts are easily accessed by most classroom teachers, have been part of traditional literacy approaches serve and as a bridge between the texts of These future. the of those and past the considerations can also be used with digitally based texts as well, for exam ple webpages and social media. With exam some offer I consideration each ples and some practical implications for classroom instructional practices. es model, readers were expected draw to on the four resources, namely, reader as decoder, meaning user maker, and analyst, to make Luke, & (Freebody newtimes in texts sense of 1990). As texts evolve, strategies so required for do making sense the of them. In considering the decod ing of multimodal texts, serve it literacy educators would better if we expanded the concept of decoding to texts, navigate readers how encompass rather than new not is navigator as simply reader term The decode them. in research and discussions concern ing hyper-text and on-line resources (Lawless & Schrader, 2008). When used in reference to reading based texts, the definition of the term print- navigator presented here subsumes several processes or abilities often as sociated with reading such as decoding, concepts proficiency, of print, directionality, and sequencing. How ever, when navigating texts readers are required to multimodal attend to vi of arrangements compositional the FEATURE ARTICLE 6 - - - - - Crazy Hair by Neil Gaiman & Dave McKean the meaning potentials offered in the written narrative. Rather than acting of communication the for conduit a as a verbal narrative, fonts have become an integral part of the story itself, a meaningful resource that adds to the potential meanings of the book. Written - language picture is presented through a particular typography, and design elements are included to add to the cohesive and coherent nature of a picturebook (Nodelman, 1988). Some typographical features teach- ers can call students attention to in now now read a book, publish a read review, other reviews, watch trailer, read extended versions of a sto book ries and share their with favorite other books readers from their class room or homes through the internet. Taking advantage of these resources requires teachers to become more fa miliar with them and allow students time to explore them on their own. Considering Typography The typography and design elements associated with written language have taken on new forms and new in roles contemporary publications Leeuwen, (van 2006). Many aspect of ty pography have been naturalized the point to of being invisible (Iedema, 2003) allowing readers to focus past the typographical representation to ------(Browne, (Browne, Once Once Upon - (McNaugh DESIGN ELEMENTS OF PICTUREBOOKS • Frank Serafini librarything.com Voices in the Park Park the in Voices Amazon.com all offer re ) goodreads.com and commercial ton, 2004) the endpapers in the front of the book show a boy with his eyes end the On sleeping. birds and closed papers that close the book, the is boy soaring with the birds suggesting a metamorphosis has taken place in the outlook boy’s on school. Another ex ample is the red hat presented on the back title cover, page and book jacket book the of 2001). We may not be sure what the hat symbolizes before we begin read ing the book, but by noticing its pres ence throughout the peritext, we can be sure that it is not a literal image, but refers to some aspect of the sto ry. This is what is meantby the term determining significance2009). (Serafini, Calling students’ to the symbols attention and motifs presented on the endpapers and other paratex tual features is an important for lesson approaching a multimodal text. In today’s digital environment, there are numerous epitextual resources as sociated with most published, print- based books. Author websites, pub lisher resources, fan fictionsites, writing advertisements, on-line sharing book sites (e.g. views, critiques, information and re sources that can extend and enhance reading one’s experience. Readers can an Ordinary School Day and sites like experience and limits the meaning po meaning the limits and experience ensembles. multimodal these of tential Spending time exploring the paratex tual features before beginning to read - ex readers’ expands itself narrative the perience of picturebooks and provides extended opportunities and resources strat important An interpretation. for egy that can be shared with students during this exploration about what is significant on the cover, is talking back cover, title page and endpapers. For example, in the book ------, or Black (Macaulay, 1990)(Macaulay, Voices in Voices the Park are important lessons BlackWhiteand Considering Paratextual Features Paratextual Considering dedica endpapers, covers, pages, Title helping students navigate the non-linear narrative structure and of White for young readers (Serafini, 2009). tions, author notes, book jackets, ad vertisements, promotional materials, associated websites and such, make up what is known as a book’s para textual features (Genette, 1997). The paratext is divided into those features that are contained within the covers of a book (peritext) and those are that outside the book itself (epitext). In many contemporary picturebooks, the endpapers and other paratextual features are used by the authors, art ists and book designers to extend the In ear sequence of the narrative and re quires the reader to read across and within each page to construct a story for him or herself. Simply decoding the words of these texts oring a linear narrative expect would leave the reader far short of the meaning po tentials offered in the visual images and design elements of these unique picturebooks. needTeachers to dem onstratehow to navigate through the structures of these texts, for example how to read multiple narratives and narratives that do not adhere to the traditional beginning, middle, ending and structures of traditional sto ries. Discussing how the four stories are presented in the story is told in four sections quadrants or on each page. A warning is given on the title page that there may be four separate stories or only one,and the reader is advised to read very carefully. This groundbreaking work disrupted the traditional lin CRAJ • Volume 1 • Issue 1 CRAJ • Volume narrative narrative beyond the written text it self (Sipe & McGuire, passing 2006). these peritextual By elements to skip to the beginning of the written narrative detracts from the reading FEATURE ARTICLE 7 - - - - - Flotsam (Wiesner, 1988), the 1988), (Wiesner, Freefall brochures signal different meanings and are worth exploring as a design element of multimodal ensembles. Borders and Framing Considering The two most common types of il lustration included in picturebooks are the full bleed illustration, where the illustration extends to the edges of the page, and where white bordered space or black images lines are used to frame the illustration. bleed Full illustrations, especially presented when across two pages or double page spread, are more intimate pre sentations, allowing the viewer to feel immersed in the scene, drawing the reader into the world depicted. Bor- dered images create more between distance the viewer and the and offer scene, the viewerwindow a onto the scene providing a more detached view of the events and characters. It is like looking through story. the of secondaryworld the onto a window In addition, Illustrators have used the borders of an image as a narrative el ement of the story. For example, in book the opening spread has a border on three sides, leaving the right edge open to suggest a continuation of the illustra book. the of rest the throughout tions The borders on the ensuing pages are left open on the left and right edges until the finalpage where the right edge is bordered suggesting a ing to clos the narrative. Wiesner master- fully uses borders in a different way in his award-winning book (Wiesner, 2006). He uses like comic borders book illustrators suggest do a series to of sequential events (McCloud, 1994). What between happens the sequentially images is bordered just as important as happens what within the images. Varying setting in changes and time of lengths are suggested in the gutter between the sequentially rendered images.

------DESIGN ELEMENTS OF PICTUREBOOKS • Frank Serafini Dude by Kevin O’Malley Once Upon a Cool Motorcycle Once Upon a Cool Motorcycle ample of the use of a formalaversus ofanuseamplethe of informalfont. The title the book of is written using two fonts, Old English and a standard sans serif font. English, Old often associated with callig raphy, is much more traditional and formal than the sans serif used in the second part of the title. Throughout the body of the book, the firstof half the story is written from the per spective of a little girl, using a comic sans font, a very round font and used curvy mostly in informal ing. writ The motorcycle dude’s story is rendered in a rounded and font, but it features curved a heavier weight ed font, suggesting a more powerful voice than the female voice book. inThese are the just a few examples of the way fonts play a interpretationrole in of the stories. Theselected fonts for websites, magazines and (O’Malley, 2005) is an excellent ex Once Upon A Cool Motorcycle Dude ing a red pen to Watt’s dents need to that recognize Chester’s story. Stu comments are offeredfrom distinct voice a from the original author to understand this wonderful book. tor of Watt’s original story. Chester is shown holding a marker in several illustrations as if he is literally tak ------Chester (Watt, Crazy Crazy Hair (Gaiman, In In the book 2009) the designer has chosen to use color in a very unique way cover. The on word the crazy is writtenbright in colors: green, blue, red, orange. and Below the word word crazy, hair is rendered the in green, pink, yellow and blue. Rather than being vibrant, the colors of the word hair clude: clude: 1) weight – how thick or thin the lines of particular fonts are ren dered, 2) color – the meanings asso ciated with particular colors, 3) size – the overall size of the font and its role in the composition of a page, 4) framing – how typography is used to frame visual elements or whether it is included within an illustration or as a separate sidebar, 5) formality – the use of traditional fonts versus temporary con fonts, and – 6) how fonts narrative are sometimes used visual elements as of the narrative itself. CRAJ • Volume 1 • Issue 1 CRAJ • Volume The use of color in 2009) is a key element in multiple how the narratives are told in hilarious this picturebook. in Everywhere the book where the character Chester of writes, his rendered in comments bright red marker, over are are muted, darkened and neutral. The neutral. and darkened muted, are contrast between the word crazy and the word hair makes the vibrancy of the colors used for the font of crazy even more obvious, making cover. the on element prominent most it the Often, red is interpreted as a bol sym- of power and use of confidence.a red font in this The case suggests Chester has gained power as the edi laid on the story written the by actual author Melanie Watt. Chester’s dis ruption of the narrative is presented through the use of color the (red) playful written and script. This vying for power between the author the character and of Chester is the foun dation of the humor in this book. FEATURE ARTICLE 8 ------g multimodal multimodal texts in a variety of set evolution the accept to need We tings. of the texts our students encounter, and can no longer hide our heads in the sand and focus our de on exclusively practices literacy structional in- coding written language. We should embrace the multimodal ensembles and pop cultural artifacts own our expand and experience dents’ our stu knowledge base concerning literacy and multimodality if we expect to ex pand the literate of lives our students. contemporaryIn classrooms, we need discuss for metalanguage a develop to ing the visual and design elements of multimodal ensembles, to poten meaning the call to attention dents’ stu tials offered in these semioticresourc need approaches instructional Our es. compre traditional beyond expand to strategies include to strategies hension for making sense of the texts experi enced by our students. our students’ Expanding interpretive repertoires language written for strategies beyond is essential as the world told becomes the world shown (Kress, 2003). - - - - The is an author, illustrator, photographer, educator, educator, photographer, is illustrator, an author, DESIGN ELEMENTS OF PICTUREBOOKS • Frank Serafini Voices in the Park in the Park Voices Piggybook (Browne, FRANK SERAFINI musician, and an Associate Professor of Literacy Education and Children’s addition, In atLiterature wasArizona anFrank State University. elementary school teacher and literacy specialist for twelve years in Phoenix, AZ. received hisFrank Masters degree in Elementary Education and his Ph.D in Reading Education 2003, In at Arizonahe received State University. the Distinguished and Faculty inAward, New 2007 the OutstandingTeacher 2009, receivedIn from a Frank theAward UniversityVegas. of Nevada, Las atFoundation ASU Award for his ExcellenceTeaching. in has publishedFrank six books with Heinemann, including: TheReading Reading Aloud Workshop, and Beyond, Lessons in Comprehension, Around in 180 DaysWorkshop theand ReadingClassroom Reading Assessments. In addition, has recentlyFrank published Interactive Comprehension Strategies: with Scholastic. is currently Frank Texts About Fostering MeaningfulTalk Collegeworking focusing VisualPress on Literacies.a onproject Teachers with Laughing Cavalier in the background of the same book (Serafini, 2010). Concluding Remarks As multimodal texts norm rather become than the the exception today’s schools in and society in eral, gen educators need to expand their own knowledge to support students’ ability to design, interpret and utilize 1986) , while others are more subtle and require some investigation, like his use of Frans Hals’ painting rather rather symbols and metaphors offer meaning potentials to and readers au and use their through thor-illustrators contexts (Lakoff Johnson,& 2003). Many visual images used in picture beyond potential meaning offer books the literal object depicted. Browne’s use of the hat red in may represent the overbearing ture of Charles’ mother. na Browne also uses bars and street lamps as symbols throughout his books to offer more sophisticated meaning through illustrations his (Serafini, 2009). Some of these may be like readily the identified, pigs used to represent male chauvinism in - - - - - The Three Animalia (Base, 1986), (Gravett, Wolves 2006) the eral presentation of the object. Many common symbols have throughout been society used to connote spe cific and general meanings;for passion, the color green for a rose envy, a human skull for death, and a cross for religious faith. Literal objects and figurative meanings are through specific connected uses in the cultures in which they are adopted. There is no direct or between universal an object and connection its meaning, CRAJ • Volume 1 • Issue 1 CRAJ • Volume Considering Symbols and Motifs and Symbols Considering Many illustrators use common and uncommon objects meaning to potentials beyond symbolize the lit porary picturebooks become part of the narrative itself, offering potential meanings to those readers willing to consider them as a semiotic resource. Pigs (Wiesner, 2001), to navigate the and stories different of out and in pigs story worlds in their attempt to find their way home. In these instances, the borders of the visual images have evolved beyond a simple design ele- ment, to being a semiotic readers and resource illustrators use to convey and construct meanings. The borders contem in included images various of In In the book ders of images to create a more dra- matic effect, as animals seem to leap the of world the into images the of out reader. In author-illustrator breaks the borders distinction the as well as images the of world the and world story the between distinc the blurring book, the outside tion between narrative and In reality. this book, multiple story worlds are visually depicted as the rabbit in the checking into wolf a by duped is story library, the from wolves on book a out an- from wolf a by pursued be to only resides wolf The story. the of level other the and rabbit the by storyread the in world the fictional rabbit inhabits. A similar technique is used in the author-illustrator breaks the bor FEATURE ARTICLE 9 Children’s Children’s Information Information Pedagogies: Pedagogies: An Language Arts, In J. Evans (Ed.), (Ed.), Evans J. In Journal of Adolescent Adolescent of Journal . Flotsam New York: The Three Pigs. New . New York: . Free Fall New York: Understanding Understanding visual Metafiction: The Theory . Toronto, Chester. ON: Toronto, images in picturebooks. in images Talking beyond the page: Reading and responding to contemporary . picturebooks London: Routledge. texts: Perceptual, ideological structural perspectives. 41, 85-104. in Education, Literature and for Comprehending Visual Images in Texts. Multimodal 54(5), 342-350. Literacy, & Adult Four Resources Model: Reading visual and multimodal texts. Journal. International field the in transformations Multimodal of literacy education. 84(1), 65-77. Picturebook endpapers: Resourse for literary and aesthetic Children’s Literature in interpretation. Education, 37, 291-304. Postmodern picturebooks: Play, parody, and self-referentiality. Routledge. New York: dimensions of Australian Journal of 25(1), 62-77. school Literacy, Language and literacies semiotics of typography. 14(2), 139-155. Journal, Design Kids Can Press. and Practice of Self-Conscious Fiction. London: Routledge. Books. Mulberry Clarion Books. York: Clarion. Serafini, F. (2009). Serafini, F. (2010). Reading multimodal Perspectives Expanding (2011). F. Serafini, Serafini, F. (in press). Expanding the Siegel, M. (2006). Rereading the signs: Sipe, L. R., & McGuire, C. E. (2006). S. (Eds.). (2008). L. Sipe, R., & Pantaleo, Unsworth, L. (2002). Changing van Leeuwen, T. (2006). Towards a Watt, M. (2009). (1984). P. Waugh, D. Wiesner, (1988). Wiesner, D. (2001). Wiesner, D. (2006).

New York: Words Words about Understanding Understanding Once Once upon an Introduction Introduction to DESIGN ELEMENTS OF PICTUREBOOKS • Frank Serafini Black Black and . White New New York: Farrar, Once Once Upon a Cool New York: Guilford. York: New Literacy Literacy in the new TheStinky Cheeseman Multimodality: Multimodality: A social and Other Fairly Stupid Viking. York: Tales. New Motorcycle Motorcycle Dude. New York: Walkers Children. Comprehension instruction: practices.best Research-based of Georgia Press. of Georgia London: Routledge. media age. London: Edward Arnold. Chicago: ed.). (2nd by live we Metaphors of Chicago Press. University New literacies: Everyday practices and classroom learning. Press. University Open Berkshire, UK: Where do we go now? on navigation in research complex digital Understanding environments. In J. Coiro, M. Knobel, C. Lankshear & D. Handbook of J. research on new Leu literacies (Eds.), (pp. 267-296). New York: Lawrence Associates. Erlbaum semiotic approach London: Routledge. communication. to contemporary Multimodal discourse: The modes and media of contemporary communication. Mifflin. Houghton York: New multimodal analysis. London: Hodder Arnold. Harper. ordinary school day. and Giroux. Straus pictures: The narrative art of children’s picture books. Athens, GA: University comics: The invisible art. Scieszka, J. (1992). Pressley, Pressley, M., & Block, C. C. (2001). O’Malley, O’Malley, K. (2005). Kress, Kress, G. (2003). Kress, G. (2010). Lakoff, G., Johnson, & M. (2003). Lankshear, C., & Knobel, M. (2006). G. (2008). Lawless, K. A., P. & Schrader, Macaulay, D. (1990). Kress, G., & van Leeuwen, T. (2001). Machin, D. (2007). McCloud, S. (1994). McNaughton, McNaughton, C. (2004). Nodelman, P. (1988). by by Once Once Upon a The Routledge TheThree Pigs Crazy Crazy Hair Crazy Crazy . Hair New Voices Voices in the Park. . Wolves New York: Paratexts: Paratexts: Thresholds More than cracking The Field ofCultural . New York: York: Piggybook New . . Animalia New York: InG.Bull M.&Anstey the code: Postmodern picture books and newliteracies. (Eds.), Crossing the boundaries (pp.87-105). Frenchs Prentice Hall Forest, NSW: Multimodal transcription and analysis: A multimedia toolkit and London: Equinox. coursebook. Production. New Press. University York: Columbia A. Knopf. Alfred handbook of London: Routledge. multimodal analysis. Harry N. Abrams. DK Publishing. York: New programs: Debates and demands cultural in context. Prospect: Australian TESOL, 5(7), 7-6. of Journal Collins. Harper York: of interpretation (J. E. Lewin, Trans.). Cambridge: Cambridge Press. University and Schuster. Simon CRAJ • Volume 1 • Issue 1 CRAJ • Volume Anstey, M. (2002). Color Cover image from Color Cover image from REFERENCES NOTES Color Cover image from by with David Weisner permsission from Clarion Books Neil Gaiman & Publishers HarperCollins permission by Dave McKean with Cool Motorcycle Dude by Kevin O’Malley with permission by Bloomsbury/Walker Readers Young Books for Baldry, Baldry, A., & Thibault, P. J. (2006). Base, G. (1986). (1986). A. Browne, Browne, A. (2001). Bourdieu, P. (1993). Bourdieu, P. Literacies (1990). A. Luke, & P., Freebody, Gaiman, N. (2009). Genette, G. (1997). Gravett, E. (2006). Jewitt, C. (Ed.). (2009). FEATUREFEATURE ARTICLEARTICLE 10 - - - - - words words gloomy, eerie, and mysterious teacher no Although occasionally. used knowl artistic implied that terms used edge (composition, contrast, rhythm, every possibilities), are or shape color, one the “got” intent of the picture: a a into venture to about was boy young for need the Without setting. daunting technical of the illustrator’s knowledge to extract able were teachers the tricks, the important information from the picture and would likely same. be the doing in able students their to guide Strategies Comprehension when noticed have may us of many As reading picturebooks aloud to young children, they are already adept reading at pictures (Arizpe & 2003) and eager to Styles, do so. In fact, it focused on is usually the adult reader, the text, who misses key elements the children are quick to spot (Nikojal eva & Scott, 2006). Building on the students’ attention to the teachers pictures, can guide them in making connections with the text to increase their comprehension and enjoyment of the story using the same compre hension strategies for both text and picture. The strategies tion, of visualiza inference, and questioning are ------the Forest Into The Connecticut Reading Association Journal • Volume 1 • Issue 1 1 • Journal Association Reading The Connecticut • Volume Building on the students’ attention to the pictures, teachers teachers pictures, the to attention students’ the on Building to text the with connections making in them guide can story the of enjoyment and comprehension their increase text both for strategies comprehension same the using and inference, visualization, of strategies The picture. and that strategies comprehension the of some are questioning well. equally image and text both serve can That the pictures require interpretation interpretation require pictures the That with message their connect to order in that of the text is crucial (Nodelman, & Wolfenbarger 2009; Serafini, 1988; as Sipe, artistic 2007). con However, ventions are just that, conventions, the vast majority of classroom teach ers very likely already have sufficient cultural knowledge to begin to guide in their students a deep of perusal the pictures in while picturebooks pursu con pictorial of knowledge further ing conventions. struction Early results from a study on teacher knowledge related to reading pictures (O’Neil, in progress) four Twenty teachers at conclusion. support a this session were development professional from an opening shown asked and (2004), Browne Anthony by to write their initial conclusions and shows opening The it. about questions forest a into walk to about boy young a on stepping is he path the trees; bare of is floodedwith sunlightwhich makes not teacher Every dark. seem forest the in compari boy of the size tiny ed the com everyone trees; tall very the to son mented on the sunlight that flooded always wasalmost Theforest the path. with as the described scary, somewhat ------Kathleen O’Neil, Ph.D, University of Northern Colorado, Greeley, CO Colorado, Greeley, of Northern O’Neil, Ph.D, University Kathleen STRATEGIC LOOKING: Using Reading Using LOOKING: STRATEGIC with Pictures Strategies Comprehension

hat the pictures in picturebooks interact synergistically with the

ISSN 2169-2777 T Certainly Certainly pictures, like text, support multiple layers of Nodelman writes, “All visual comprehension. images, even the most apparently representa text to create meaning (Wolfenbarger & Sipe, 2007) is pretty much an ac cepted concept these days. However, what influence thisshould have upon literacy instruction understanding is not always so clearly about understood. learn teachers classroom Should various approaches for analyzing and understanding visual images, in addi- com for use they strategies the to tion prehending written - language” (Serafi ni, 2009) or can teachers actually use for strategies comprehension same the both text and image? tional ones, do imply a do viewer, re quire a knowledge of learned compe before assumptions cultural and tencies (1988, understood” rightly be can they p. 17). However, these competencies and need cultural assumptions not be but of craft the the esoteric illustrator, lines curved that awareness general the can indicate a nose or mouth or even 1988). on a wrinkles face (Nodelman, Pictures, and the artists who them, depend upon make use conventional of color, line, shape, and tion composi to express everything from facts to Just feelings. as authors, who must choose words precisely to create just the right tone or for impression their or use shape cannot illustrators reader, color randomly, but must adhere to the general cultural awareness of the meaning invoked by these markings. FEATURE ARTICLE 11 - - - - - vide rich descriptive reference to the emotions and events detailed in the text. Students can more fully inter pret the pictures by forming tableaux of the illustration, then continue the implied action briefly, improvising as they go while making an effort to stay within the cultural and pictorial framework. By visualizing, or “put ting themselves in the picture,” stu deeperun a gain toable be will dents derstanding of the Maasai’s response to America’s tragedy. Following this enactment, the teacher, and ideally, the viewing students will interview the enactors to gain their perspective actions.themotivation behind the on Suggested scenes questions: and follow-up In the second opening, Kimeli greets touching by village the of children the them on the head, a traditional - Maa play students Six blessing. warrior’s sai the roles of the children of the village while one student personifies Kimeli as they greet each other and give/re blessing. the warrior’s ceive Kimeli: To How did you feel as you their touched and children the greeted now life your in anyone there Is heads? like this? would greet that you STRATEGIC LOOKING • Kathleen O’Neil STRATEGIC - - - - -

14 Cows For America by Carmen Agra Deedy (Deedy (Deedy & Kameli, 2009) offers one possible method for assisting students in the use of illustrations for compre hension, but can guide them in un derstanding as of the values their own as those of another culture. well Objective: Students comprehension of willthe actions of the expand characters in the story through role play. Students will gain perspective into the impact culture has upon the thinking and actions of a person liv ingwithin that culture. Students will also note some similarities and dif ferences among Maasai culture and their own. Activity: The beautiful illustrations attract the eye immediately and pro

- - - - 14 Cows for America CRAJ • Volume 1 • Issue 1 CRAJ • Volume some some of the comprehension strategies that can serve both text and equally well. image Following are three les Visualizing Readers who use strategy the not only develop images but visualization also recall sounds and sensations that through” “lived truly a them allow can (Rosenblatt, 1997) reading as themselves cast readers When ence. experi- the characters, imagining events un son plans to build visual literacy and comprehension of a picturebook us with along strategies, these of each ing a list of other possible books that you described. one the for substitute could mind in keep to thing important One when choosing an alternative is that picturebooks range in the complexity with which pictures and text interact to develop a story (O’Neil, The activities in this 2011). article will work best when used with books in which the pictures provide essential descrip- tion, reciprocate the text or even take on or establish the story. or eyes character’s the through folding trying on the actions described to see if they feel natural to the they reader, can gain insight into motivations and responses that are not otherwise ex lesson following The text. the in plicit plan based on FEATURE ARTICLE 12

- The RangeEternal Fourth Fourth of July gathering, dedication of a new public building, etc) Closure/Assessment: Students reflect one with experience role-play their on piece short a in illustrations several or of writing. Encourage the students to think about how they felt when they assumed the role of the individual in the picture by asking them how did matching the gesture and facial ex pression indicate to them how character was feeling at the time. the Questioning Proficient readers ask questionsthey progress as through text to check or establish their understanding a of given passage or phrase. At times,other questions can help focus the reader’s attention, anticipate future actions, or stimulate research on the picturebooks,With reader. the of part especiallythose in which the pictures and text intertwine in the telling of the story, readers can question the and illustrations should as well the as text. In the which is followingbased on activity (Erdrich, 2002) students treatinformation the available through pictures in the the same manner as they STRATEGIC LOOKING • Kathleen O’Neil STRATEGIC ------ers tell stories or read reports? How is that different?How do Americans tend to react to stories about people in great distress? Thetwelfth opening presents the cer presenta the accompanies that emony tion of the cows to the am American especially be should Students bassador. illus the of tableau the begin to careful can they as exactly as matching trations and the illustration avoid too straying far from the action to pictured ensure under an accurate construct they that events. ceremonial the of standing To the four Maasai on the left-hand page: How are you feeling about the visit of the ambassador and your gift America? for the four on To Maasai the right-hand page: Did you findmarching yourself What way? in a or rhythmical moving of? you remind this did To everyone: What does this mony have cere in common with Ameri can ceremonies? (Music, marching, parades, proud and happy feelings) Have you attended a recent Day Ameri parade, can ceremony? (Veteran’s - - For For everyone: How do we news get in ourAmerica? Do the newscast To To the Villagers: How did it feel as feel you story?Did the to listened you sorrydo to want or Americans the for something to help them? To Kimeli: How did it feel to hold the hold to feel it did How Kimeli: To attention of the other students while this story? shared you ing the story of the attack on the World World the on attack the of story the ing Trade Center. One student can play class play whole the while role, Kimeli’s Thestoryof the villagers. the listening source, another from read be can attack can a student previously, or if assigned written. have they report a read The seventh opening shows Kimeli tell Kimeli shows opening seventh The For everyone: For Why do suppose this is a warrior’s greeting? Do our warriors – men and women in the US armed forces – receive similar respect provide and similar friendly greetings to in our country?children To the To How village children: did you Is in anyone Kimeli? there feel toward your life now that you would in greet manner? this CRAJ • Volume 1 • Issue 1 CRAJ • Volume FEATURE ARTICLE 13

------Into Into the Forest text. text. The following activity is based on Anthony Browne’s in the il which a picturebook (2004), order in considered be must lustrations to fully comprehend the story. This is activity as designed an introduction information inferring of concept the to essen and setting characters, the about pictures. the from details plot tial Objective: Students will them respond invite to that prompts and questions charac the about information gather to pictures. the from plot and setting ters, Students will make and justify infer to expand pictures and text from ences picturebook. this of comprehension Activity:your studentstoSay “Today you will become Picture Detectives as the author-illustratorBrowne has created a picturebook in Anthony which the pictures hold many of the storydetails. As we read the book to youwillneed maketo inferences day, from these pictures in order to enjoy aloudbook the read you As story.” the to the students, use list theof suggested followingquestions or others that fit the situation to support the students in their examination of the pictures. plan Don’t on using all the questions, or making inferences every opening at as this can turn into a game that detracts from comprehen sion of the story. However, knowing students,your selectcertain openings and prompts to encourage inferring and the ensuing discussion. As you STRATEGIC LOOKING • Kathleen O’Neil STRATEGIC ------KATHLEEN O’NEIL is a O’NEIL formerKATHLEEN elementary school teacher and before that, graphic designer and Currentlyillustrator. she is an Assistant Professor of Education with a focus on elementary literacy. Always curious about how people perceive information, whether from words or images, in the form of an advertisement, website, or pictureO’Neil book, Dr. is interested in semiotics and the study of popular culture. additionIn to heris aposition consultant O’Neil at UNC,for theDr. Imagination Celebration in Colorado Springs providing support for curriculum design integrating the arts across content areas. questions, place them in pairs to seek answers to these them questions. place their Have self-stick notes their writing journals or on a sheet in of paper, allowing space to record their responses as they find resolution to their questions. Students should in clude the evidence they have found for their responses. thatfor some Remind questions there will not them be a definitive answer.In these cases, they should offer theories orions, opin once again supported by dence from the picturebook. evi Closure/Assessment: Regrouping the pairs of students into tables of four to share questions and responses can ex com co-constructed and debate pand prehension of this picturebook. The written responses in their notebooks or on the sheets of paper can serve as answer and ask to ability of indicators questions about a text. Inferring Readers who read between the lines go the beyond text literal to construct infer making are understanding deeper the which in picturebooks With ences. to provide and interact words pictures enhanced description or storytelling, making use of pictures as well as text can allow readers to make judgments mo and personalities characters’ about inconsisten deliberate detect tivations, cies in description that inform rather than confuse the and reader, begin to in and actions reactions the anticipate ------burned wood? heartthe house”? of Objective: Students will form Students and Objective: ask comprehension their guide to questions will seek answers of Students this text. to in their questions the text, the pic Remind students that Activity: asking is strat as a read they useful questions What is a woodstove? 1. 2. Why would they have a stove that 3. What makes this stove the “warm would the text, using discussion and examination to heighten their com prehension of the story. Students discussion. through and tures, ques the use to ability their expand will comprehension. for strategy tioning egy for complex understanding mate an book, this with that them Tell rial. can be found for questions their swers in the text, the pictures, and often in pictures. and text the of interaction the Provide students with note pads and suggest that self-sticking they write piece per question one questions, their of note paper, as they read the them to Encourage write as turebook. pic many questions as they are able. Pos sible questions from the first opening are: model to wish may you that When students are finished reading the picturebook and writing their These questions concern the old-fash ioned appliance as well as the lifestyle of the characters. Answering questions by these examining and discuss ing the text and pictures can help ex a of understanding students’ the pand appearance as woodstove’s well as the warmth and comfort it can provide. thinking Additionally, about life in a home heated by a woodstove can as sist students in making sense of some of the other choices and activities of the characters in this story. CRAJ • Volume 1 • Issue 1 CRAJ • Volume FEATURE ARTICLE 14 STRATEGIC LOOKING • Kathleen O’Neil STRATEGIC FIRST OPENING sound. a terrible wakened by night I was One Text: you Why do would expect it to? you seem larger than the window sound? Does infer made the terrible you What do one leg? soldier has only the toy suppose Why do you that way? it drew think Browne SECOND OPENING The next morning… Text: your evidence for What is your feeling? is Mom say that? How you Why do feel? make you does this picture How answer? THIRD OPENING day… I missed dad. The next Text: in Where the house? Why is he posting the notes all over is missing his father? that the boy What is the evidence the opening, make a on the second page of in the text and the picture clues the notes? From the house is he posting about what will happen next. prediction OPENING FOURTH for the first time… that day, But Text: to the boy give What advice would you response? evidence for your What is the infer about this forest? What do you right now? FIFTH OPENING After a short while I saw a boy… Text: drawn in color while everything else is black and white? Why is the boy SIXTH OPENING farther As into the forest… I went Text: ago, when the openings Two who the little girl is? this tell you Does in the forest? see among the trees What do you you What do like now? the trees are What straight with short branches. were the trees the forest, first entered boy this? infer from OPENING SEVENTH and colder… was becoming darker The forest Text: Why? feel? make you of this forest does the picture How EIGHTH OPENING I was getting very cold… Text: done to make this What has Browne this? like seen a tree ever you Have white light? by Why is the coat surrounded add to the text in this opening? What does the picture and fantastic? look both real tree NINTH OPENING it was. last – there At Text: feel now? do they make you changed? How have the trees have How TENTH OPENING Grandma! Text: use to draw her? Browne What colors, shapes, type of lines does Why? friendly? look Grandma Does OPENING ELEVENTH Dad! Text: evidence? is your What house? infer about Grandma’s What do you TWELFTH OPENING came out smiling. Mom And Text: Mom? feel about do you How QUESTIONS FOLLOW-UP in color? in black and white, while others are are suppose some of the pictures Why do you “Picture Detective” Prompts Detective” “Picture CRAJ • Volume 1 • Issue 1 CRAJ • Volume FEATURE ARTICLE 15 - - - How How Lan The read- The (pp. (pp. 10-25). . Carbondale . Atlanta, GA: Words Words about pic . In J. Evans (Ed.), (Ed.), Evans J. . In Understanding Understanding visual The Reading Teacher, (3), 273-280 (3), guage Arts, 84 Arts, guage tures; tures; The narrative art of pic children’s ture books. Athens GA Press. and Georgia of University The London: Developing visual literacy for greater comprehension. 65(3), 214-223. er, the text, the poem; The transactional theory of the literary work and Edwardsville, IL: Southern Illinois Press. University picturebooks in images Talking beyond the page: Reading and responding to picturebooks Routledge. York: New and London A unique visual and literary art form: Recent research on picturebooks. picturebooks picturebooks . work London Routledge. York: & New 14 Cows for Publishers. Peachtree America O’Neil, O’Neil, K. E. (2011). Reading pictures: 1997). (1978, M. L. Rosenblatt, Serafini, F. (2009). (2007). R. L. Sipe, & D. C. Wolfenbarger, Nodelman, Nodelman, P. (1988). Deedy, Deedy, C. A. & Kimeli, W. (2009). Nikolajeva, M. & Scott, C. (2006). STRATEGIC LOOKING • Kathleen O’Neil STRATEGIC - - - . New New . . Cam- Children Children Into Into the Forest The Range Eternal Range The g York: Hyperion Books for Children. for Books Hyperion York: bridge, MA: Candlewick Press. reading pictures; Interpreting visual texts. visual Interpreting pictures; reading Routledge. York: London & New Erdrich, L. (2002). (2002). L. Erdrich, NOTES America for Cows 14 from images Color Gonza Thomas Agra Deedy, Carmen by lez and Wilson Kimeli Naiyomah with Publishers. Peachtree from permission Deedy, by © (2009) (2009) © America for Cows 14 illustrations © W. Kimeli & A. C. re to permission with used A. C. Deedy by Publishers. Peachtree by granted print REFERENCES Arizpe, E. & Styles, M. (2003). Browne, A. (2004). follow the pictorial conventions of our of conventions pictorial the follow culture. What students need most is encouragement to enjoy the pictures plucking in guidance some with along out the important clues that can in tale. of the comprehension crease - - - - (see . New York: Harcourt, Inc. Inc. Harcourt, York: New Night. E. (1994). Smoky Bunting, . Cambridge, MA: Candlewick Press. A. (1983, 2002). Gorilla Browne, Giroux. Straus Farrar York: . New You and A. (2009). Me Browne, Books. Greenwillow York: . New Cut D. (1992). Short Crews, Sons. Putnam’s G. P. York: Ugly Duckling. New R. (2009). The Isadora, & Company. Brace CA: Harcourt Diego, . San Peg A. (1987). Heckedy Wood, Scholastic, Inc. York: New Tree. Ghost-Eye J. (1985). The Archambault, A. Knopf. Alfred York: . New & Gretel Hansel A. (1981). Browne, Books. Philomel York: . New Po E. (1989). Lon Po Young, B. & Martin, Books. Philomel York: Kate. New (2005). Emma P. Pollacco, Books for Children. Mifflin . Boston: Houghton Garden in the A. (2010). The Boy Say, Lemniscaat USA, LLC. York: . New Umbrella I. (2011). The D. & Shubert, Shubert, Cotler Books. Joanna York: . New Home E. (1996). Going Bunting, Readers. Young Books for Atheneum York: . New I. (2000). Olivia Falconer, Books. Orchard York: . New Grandpa from M. (1989). Shoes Fox, Books. Greenwillow York: . New Moon Full First (2004). Kitten’s K. Henkes, Sons. Putnam’s G. P. York: New and Gretel. (2009). Hansel R. Isadora, Company. Mifflin Boston: Houghton Stranger. Allsburg, C. (1986). The Van Questioning: Interacting with the text, asking why or how. Interacting Questioning: What is the author hinting at? the lines; between Reading Inference: ADDITIONAL PICTUREBOOKS TO USE WITH READING COMPREHENSION STRATEGIES WITH READING USE ADDITIONAL PICTUREBOOKS TO reading. are head of the text you in your or making a movie in the situation yourself Visualization: Imagining CRAJ • Volume 1 • Issue 1 CRAJ • Volume Closure/Assessment: Closure/Assessment: Students create mixed media artwork describing an experience in which they felt sad or and age the on Depending frightened. ability of the students, they can cre move throughmove encouragethisactivity, your students to engage in inferences makingwithout your prompts In Closing While it is always beneficial toconstruc the about gain knowledge further table on previous page) ate a collage with cut paper and im- ages from magazines complemented by drawing with fine-line permanent pens to provide be detail. shared These and discussed can to further develop appreciation for visual media. through expression class most pictures, in message of tion room teachers already have the skills and ability to guide their students in Pic literacy. visual of development the tures are created with the intention of communicating a message and thus FEATUREFEATURE ARTICLEARTICLE 16 ------(Telgemeier, Smile (Small, 2010) with another advanced ones. This has been per petuated in the popular press and in peer-reviewed journals, and has crept into the psyche of manyadministrator an and teacher; namely, that graphic novels are a to shortcutthe more difficult work of prose certainhavesure,we be To reading. ly reached out to some disengaged students in our high school English class with a graphic novel or But two.we would locate this under the best practices of effective teachers: considering student interests when isn’t itwords,other locatingtexts. In theform, or the comparative reduc tion of words, but rather whetherthe subject matter speaks to a read er. Doug used 2010)as a means to broach difficult appearance issues that were ging drag a student down. Nancy used Stitches who was struggling to reconcile an abusive past with a more peaceful present with his adoptive Butin other reachedcases we’ve out family. othersto throughnarratives, poetry, and vital Good informationalteachers know how to use lit articles. erature as a tool for conversation. - - - - - effectively (Smith, 2004). This The Connecticut Reading Association Journal • Volume 1 • Issue 1 1 • Journal Association Reading The Connecticut • Volume Bone But misconceptions about graphic novels abound. The The abound. novels graphic about misconceptions But struggling for suited best are they that is persistent most been has This ones. advanced more not but readers, peer-reviewed in and press popular the in perpetuated an many of psyche the into crept has and journals, are novels graphic that namely, teacher; and administrator reading. prose of work difficult more the to shortcut a imaginethat anyother literary form could represent the author’s vision as (2006)well. Yang’s graphic novel American Born Chinese uses the form to critically examine the racial stereotypes by using both words (e.g., a character’s nameChin-Kee) is as well as intentionally visuals that exaggerate features, dress, physical and mannerisms in raiseordertoquestions aboutpreju dices. this Moreover, coming-of-age novel uses a complex literary struc ture of three separate, yet interwo ven storylines that converge, is challenging and for middle and high school readers. Elementary readers are similarly challenged with tales epic like 1300+ page graphic novel stretches capacity thekeepreader’s totrack of its many characters and plot lines. As well, it parallels works by Tolk ien and Homer in its recount of the travails of its protagonist as they set out on an elaborate journey. But misconceptions about graphic novels abound. Thetent most is that they persis are best suited for struggling readers, but not more ------CLOSE READING WITH GRAPHIC NOVELS WITH GRAPHIC READING CLOSE Douglas Fisher, Dr. and Nancy Frey Dr. CA San Diego, State University, San Diego

(Spiegelman, 1986) are

iththeadoption oftheCom mon Core State Standards Maus

ISSN 2169-2777 W Making a Case for Graphic Novels Graphic for Case a Making For those who read and teach us for English Language Arts, 46 states have signaled their intent to the rigor raiseof literacy instruction and curriculum for students. The stated intent of these standards is to “lay out a vision of what it means to be a literate person in the twenty-first century” (p. 3). But an underlying concernsomeeducatorsofwheth is er there is room standards within for the the wide range core of di versereadingmaterials classusedin rooms. This is especially true when it comes to graphic novels, despite which their popularity (or perhaps becauseoftenareit)viewedof be as ing somewhat “less than”: less than complex, less than than rigorous, less challenging. this notion Compounding is that no graphic nov els, not even the Pulitzer Prize-win ning includedtextlisttheexemplarsofin published in Appendix document. B Taken together, there of is the a perception that graphic novels are a more simplistic literary form. ing graphic novels, nothing could be further from the truth. Like all literature, some fail criteria to of meet texts the worthy analysis. of But critical the best of them mand de that the reader pay close at tention to the story arc, the inter play of visuals and narrative,the deeper meanings and that underpin the story. In some cases, one can’t FEATURE ARTICLE 17 - - - How toHow Read a . (Fun fact: co-author Charles Armstrong Richards (1929), leads readers and through a process carefully of interrogating a short piece of text for analysis and evaluation. His work was further extended toa wider (and younger) audience by Alder (1940), and later Alder Doren (1972) andVan in Book Van Doren achieved notoriety 1956forhisinvolvement infaanin in mous quiz show scandal). They of feredpractical advice forexploring a worthy text through repeated read

- - - Clan Apis by Jay Hosler Dr. Nancy Frey & Dr. Douglas Fisher & Dr. Nancy Frey CLOSE READING WITH GRAPHIC NOVELS • Dr. Using Using Novels with Graphic Approach a Close reading is Close a method of exam intext analyzingpieceof iningand a Reading order to locate its deeper meaning. These include exploring metaphors, identifying inferences, and linking conceptswithinto wellastexttheas other works. It has been tradition ally associated with high school and college level readings, and is com mon practice within many Advance Placement courses. It from the work of literary is critic Ivor derived ------Gettysburg: The series by Kyle Bak (Butzer, 2009) as Nat Turner er includes primary source ments from docu the time this leader of a slave rebellion lived and died. The graphic novel itself is nearly word less, and the temptation would be to focus only on the that printed comes text from an 1831 account of the trial. But themselvessometimes stand in stark the illustrations contrast to the prose. ity Theof the verac 1831 account questioned,has been and Baker’s silentlustrations highlight il the contradic tions and allow a careful reader to see the bias in the words 2011).(Kunka, Teachers of youngerdents could stu view Graphic Novel simply an illustrated version of the Gettysburg Address. Indeed, entire speech the appears in and the valuable text, background informa tion is included at the end. But the juxtaposition of visual and textual information deepens the meaning of this seminal speech, as when sev eral pages of wordless gradually illustration reveal the chilling image of a dying soldier watching the cir cling vultures overhead. words, Lincoln’s “[W]e can not dedicate, we can not consecrate, we can not hal low this ground. The braveliving men, and dead, here, have consecrated who it, far above struggled our poor power to add or detract,” (1863) are better understood when contrastreadersolemncantheanda peaceful cemetery dedication with the violence that came before it. CRAJ • Volume 1 • Issue 1 CRAJ • Volume Another misconception is one that has arisen more recently, and that is that these texts lack the kind complexityof that make them worthy of close reading. Some rely on ex tended texts that have been drawn fromother documents. But to focus exclusivelytextwhilethesacrificon ing the illustrations is to diminish the work as a whole. For instance, the FEATURE ARTICLE 18 ------Clan chilling story! We askWe students (Hosler, (Hosler, 2000) illustrate the between the two bees. On the next page, one bee learns that he will be expected to leave the hive of as a swarm part because the colony has growntoolarge. The panels are now shaped like honeycomb cellsother bees are scattered and on the page to further highlight the overcrowd els are often packed with dense vi sual and textual information. example, For pages 38 and 39 of Apis complexities of hive ventilation and swarming among bees. The anthro pomorphized bees discuss their roles in ventilation, making jokes about their jobs (“What a Hee while Hee”) an unseen narrator drops place bees “Nurse that explains of water throughout the honeycomb while we ventilators face the mouth down abdomens our with hive the of and beat our wings. This draws the stuffy air out of the hive and- evapo 38). (p. rates the water” Importantly,two primary panels on the page illustrate in detail how the process works, while two ary second panels contain side dialogue ed conditions. These two pages of fer an opportunity for rich discus sion with science students duethe textual and tovisual elements. Read with a pencil. to read the passage silently without making any notes, and then to read it again to annotate shouldencouragedbe makenotes to it. Students - - - - - The by by Apis Clan Another misconception is one that has arisen more recently, recently, more arisen has that one is misconception Another that complexity of kind the lack texts these that is that and extended on rely Some reading. close of worthy them make to But documents. other from drawn been have that texts illustrations the sacrificing while text the on exclusively focus whole. a as work the diminish to is Dr. Nancy Frey & Dr. Douglas Fisher & Dr. Nancy Frey CLOSE READING WITH GRAPHIC NOVELS • Dr. invites extensive discussion of each page. By the time the teacher reached has the final page,story has thebeen recounted and there’s entire no further reason to read the book! When doing a close reading, we es reading of prose and combine it with with it combine and prose of reading effective practices in art criticism to reading close to approach an develop novel. of a graphic Arguably, the most difficultaspect of a close reading is comfortable in with becoming doing a minimal amount of frontloading ing and students giv time to read the independently in text advance of discus sion. As teachers, many of us have used frontloading as an opportunity to activate and build vocabulary. pre-teach and knowledge background of outcome unintended an However, cases many too in that is practice this the need for the student to actually all, After eliminated. is piece the read we’ve taught them the entire read with walks picture seen have We ing. primary students where the teacher tablish going the to purpose (“We’re from pages two examine Jay Hosler and published by Active Synapse to determine how the a explain au- to images and text uses thor urge the resist but process”) scientific to go into an extensive explanation of what they should be discovering for themselves. Select a short, worthy panels passage. of well-written graphic nov ------to , ei by anno inorder tomore http://americanart. to glean aclearer under standing of the text, down as necessary. slowing Discussthetext ferential meanings Ask text-dependent questions encourage students to portions rereadin order to locate evi dence in the text (Fisher, Frey, & Lapp, 2012). Reread fully explore its literal and in Select short, worthy passages ther one in its entirety, such as a poem or short essay, or a seg ment of a longer piece of text. Read with a pencil tating the text, of making questions, note underlining points, key and circling confusing words or phrases.

• • • • • None None of these practices exclude the use of graphic novels as a legitimate source for a close criticism, reading. similar In methods are art used to closely examine visual Students are advised images. to look at the whole and then closely observe the parts, including line, form, and col si.edu/education/resources/guides/ the take can we Similarly, index.cfm. best of what we know about close or. or. They are encouraged to consider the historical and under social which it was contexts created, and to determine the purpose. artist’s Only after they have been fully immersed in the art are they asked to ate evalu it, and to offer their a has Museum Art Smithsonian (The opinions. number of art criticism lesson plans and activities designed for elementa ry and middle school students. They can be found at CRAJ • Volume 1 • Issue 1 CRAJ • Volume ings and liberal use of annotations to guide one’s thinking. The prac tices advocated by Richards, Alder, and Van Doren have been further codified by generations of English teachers. These include: FEATURE ARTICLE 19 - and write Star when the arrangement of the images causes the reader to speed up or slow down, and de scribe the rate. Box images that are your note and arresting or especially strong to it. reaction Numerate arguments, important ideas, or key details Highlight any font changes and write a word or two describing the emotion it evokes. words or phrases that them (Frey &in Fisher, press). restate

• • • • When images are a part of the text, as text, the of part a are images When with graphic novels, we ask students to further note the visual rhetoric of the piece: - - - - (!) for ) when you (?)forques ↵ ( by Jay Hosler the major points. when the author pro keywords or phrases that Clan Apis thing inside the text, or to ideaan or experience outside the text. Briefly note your connec tions. things that surprise you, briefly and note what itcaught your attention. was that make a connection to some are confusing or unknown you. to Use an exclamation mark Draw an arrow Mark EX vides an example. Underline Circle questiona Use mark tions that you have during the reading. Be sure to write your question.

• • • • • • Dr. Nancy Frey & Dr. Douglas Fisher & Dr. Nancy Frey CLOSE READING WITH GRAPHIC NOVELS • Dr. - - - - - CRAJ • Volume 1 • Issue 1 CRAJ • Volume on the text as this results in focusing them their attention they on know what and do not Of course yet they probably know. writecan’t directly in the book, but sticky notes to canrecord their observa use limitationsarethere tions.However, to this, as they still can’t underline and circle. A method we find to be useful is to photocopy the page or two of text we are using and ourstudents have affix these to the upper left corner of a legal-sized blank pa per. This creates a margin for them to write their notes in, and they can also write directly on the text. We also teach them a system of annota modelingtionby thesedocuthe on ment camera. These are the annota tion marks we use for all texts: FEATURE ARTICLE 20 ------The developers of the this close reading, she the points use out of thought bubbles to sig nify Gregor’s internal dialogue and the rapid series of eight small pan els in the middle of the pageshow Gregor trying thatwithout success to find a comfortable sleeping po sition. “He realizedoesn’t he’s been ‘transformed’ like it said on the sec ond page. He still thinks it’s just a bad dream,” she continues. Use text-based (and questions. image-based) Common Core recommend State making approximately Standards 80% of the questions ing asked a dur close reading relateto the directly text. In the case ofnovels, graphic these should be image-based text- and questions. Thepose of this pur is to cause students to examine elements of the text in de tail in order to extract the author’s meaning. It would be a wasted op portunity if Ms. Miltonher think finishedaloud, only to ask perficiala questionsu such as, “Did you ever see a cockroach?” While itpossible thatis students would be de lighted to regale you with stories of their own cockroach it experiences, has little to do with Kafka’s mes sage of alienation and hopelessness. While students should integrate in formation from the text into their own lives, they should first under stand what the author has Worthy to literary say. and informational texts have the ability to illuminate an unseen corner of our own lives. Asking questions about experiences too personalsoon does nothing to shine a light on an unknown el ement. After all, they recall can these personal readily stories. But by understandingthe perspecauthor’s tive first, students can utilizeconcepts new to findknown similarities previously and differences un of their own perspectives. ------As I turned from the firstpages, two which were black, completely to the next two, are filled with which images, I wasre minded of how it looks when I first open my eyes when I wake up in the morning.black and then First I see it’s the whole room and there’s those few mo ments when I’m trying to make seeing.had senseI’ve ofwhat I’m that same experience as Gregor when I don’t know if I am still dreaming or if I’m awake. But then thatthere’s awful image of a human-sized cockroach in the bed. Now I’m confused, because it seems to think like a human but it looks like an insect. The Metamorphosis (Kafka & Ku By thinking aloud about theand text the strong useblack, Ms. of Milton the is color interplaystudentsthetobetween vi alerting her el. For example, the first four pages of per, 2003) are arresting in their use of color to establish the story. The first two pages are completely black, with only these words in white type: “When Gregor Samsa awoke morning one from disturbing dreams, he found himself (p. transformed…” 8). Ninth grade English teacher Francesca Milton observed that her students have anything didn’t to say about color in their initial sion, discus and they appeared past to this first hurry page. She read aloud the text, then turned the page to a two-page spread of black-and-white woodcut images and text. She read in the caption, “It was no dream.” bubble, speech the to on Continuing a huge cockroach thinks, “W-What’s happenedto me?” (p. 9). The teach er continues: sual and word-based meanings that are a signature of graphic novels. As she continues to the final page for Dr. Nancy Frey & Dr. Douglas Fisher & Dr. Nancy Frey CLOSE READING WITH GRAPHIC NOVELS • Dr. ------(e.g., motion between characters between of words and images (use of font to con that provide infor So far, students have (the arrangement of (absence or presence) Color mation about time, setting, or an explanation Symbolism Layout panels on a page) Lettering vey meaning) Dialogic content Dialogic Captions Visual syntax lines around images)

• • • • • • • As students annotate we theirobserve how and texts, what they are marking. useful formativeThis is for assessment purposes, as it alerts us theirinitialto impressions. Students use their annotations in their firstdiscussion of the text, first with one another in small groups, and then Any one of these may be the subject of a think-aloud with a graphic nov CRAJ • Volume 1 • Issue 1 CRAJ • Volume Reread with teacher modelingthink-alouds. and withthewhole class.facilitate weAs theseconversations, we are listening for misconceptions and confusions. These provide us with insight into what elements we should model in the next phase of the lesson. read the passage at least twice and have participated in initial discus sion. Next, we segue reading into of shared the piece, with panying accom think-alouds to strate how we demon understand the text. We invite students to follow along with their copy of the read text aloud. as we Importantly, the aloud read should be performedprosody in with mind. Thepressive use phrasing of ex and adjustments in rate are as essential to comprehensionbuilding as pronunciation of unfamiliarwords. This is vital when reading a graphic novel, can as be as there many as seven meaning occurringlevels simultaneously:of FEATURE ARTICLE 21

------require Inferential questions students to go is beyond right what there before consider them concepts to that are un the point of view. turns Mr. to Perez the nextand asks, two “So now pages who’s telling the story?” recognize His that students the are characters not quite human probably and are Martians, given title the of the book. further. He “Other than probes their ap pearance, are they dissimilar similar to humans? or Remem ber to give us evidence.” class The lists several elements, in cluding the dialogue between a married couple, the opening of a letter, and the wife’s recount of a troubling dream she had. They also focus on the image of astronaut,an which recognizis able to the students but not the Martians. “I guess he’s ing show us that they [the Martians] would be as scared of us as we would be of them,” says Augus to. “Like we would look totally weird to them ifsaw us theybefore,” adds neverMarietta. spoken. “So let’s four pages take into account to these see what we have,” says the teach er. “What meaning should we get out of this opening?”ter discussing Af this within their table groups, a each spokesperson appoints to reportto out the class. Some they’re going to experience offer two that alternating perspectives—hu manandMartian—throughout the book. Another group talks about the black borders on the pages that bleed to “which the means that there’s trou edge, ble.” Still another points that the outexpression of the wor ried human girl on the second

•

------Rocket Sum may be posed to ask are essential because .More discussion follows as mer they speculate about the mean ing of the caption and how relatesit to the warmer weather. he says. His class now notices thatthere isthe faint image ofa rocketship launching, and now several draw a box around this and draw an arrow linkingto the it caption on the previous page that reads, Author’s and questions artist’s purpose about the genre. The text may call for the critical application literacy stance, of such a as noticing when a perspective is not represented. Another form calls for students to recognize they bridge the literal and in ferential meanings of the text. Mr. Perez asks for examples of metaphorsfor the heat, and the students locate examples such as “it seemed as if someone had left a bakery door “oven open” and heat.” He their thenattention to the layout on draws the second page, which is dom inated by an image of the rock et launch, with hot gases escap ing the back end of the rocket. “How does the color choice on this page enhance the meaning of the text?” he asks. Josué re ponds that “there’s lots of hot colors, like orange and yellow” Estefanyand pointssmalltheto image of a crowd silhouetted as they watch the rocket blast off. “Even their shadows are yellow and orange and says. brown,”“Butthepanel real issmall she compared to the rocket, size so of I think the that that the means rocket is the most im portant part, not the people.” Vocabulary and questions organization

• • Dr. Nancy Frey & Dr. Douglas Fisher & Dr. Nancy Frey CLOSE READING WITH GRAPHIC NOVELS • Dr.

------The Mar invite them (Bradbury & require students to exam tian Chronicles Calero, 2011), seventh English grade teacher Ronaldo Perez asks his students, the expressions “Why on the faces are of these people so joyful? are What they happy about?” and Silvia several others to answer. are “It says quick in the cap tion that is January 1999. The weather suddenly got warmer and they really like thatdon’t have they to wear their ter win stuff. “Tell me more about that,” says Mr. do Perez. you “How know?” Paolo contin ues. “Yeah, it says that right‘the housewives hereshed their beardisguises’ childrenand‘the worked off their wool clothes’ except I don’t know why authorsaid ‘worked.’” theThe class spends a few minutes discuss ing the meaning of in thethe context term of the sentence, and then returns to the text. Keydetails questions to look further for essential in continues,formation.Perez Mr. “Is everyone delighted by this change in the weather?”students identify The one unhappy face belonging to a young girl whois looking out the window. the closelyatlook to youwant “I reflection in the pane of glass,” ine the overall story arc, main claims and evidence, or the gist of the passage. on For the first page example, of the graphic novel adaptation of General understanding tions ques

• • CRAJ • Volume 1 • Issue 1 CRAJ • Volume Text- Text- and image-based shouldmovefrom literal questionslevel toin ferential, and should progressively deepen their understanding as they shift their attention from whole (Fisher part in& Frey, press): to FEATURE ARTICLE 22 . The The (3), Close . New Maus I: A . Columbus,. Smile . New York: . New York: . New York: Practicalcriticism http://avalon.law. Gettysburg address. Bone . Retrieved from Stitches ClanApis . New York: Three College Literature, 38 . New York: Pantheon. . New York: Hill and Wang. Wang. Hilland York: New . Common core state standards . Newark, DE: International . Principal Leadership. Martian chronicles: adaptation The authorized The graphicHarperCollins. novel Text complexity: reading Raising Reading rigor Association. in reading OH: Active granted. Synapse. Permission Metamorphosis Rivers Press. the historical graphic narrative: Kyle Baker’s Nat Turner and controversy. the Styron 168-193. Retrieved from yale.edu/19th_century/gettyb.asp (2010). for English language arts in and literacy history/social studies,technical science, and subjects http://www.corestandards.org/the-standards London:Cambridge University Press. Norton. W. W. Scholastic. survior’s tale York: Graphix. Bradbury, R., & Calero, D. (2011). Butzer, C. M. (2009). Gettysburg: N.,Lapp,&Fisher, D., D.Frey, (2012). Frey, N., & Fisher, D. (in press). Hosler,J.(2000). Kafka, F., & Kuper, P. (2003). Kunka,A. J. (2011). Intertextuality and Lincoln, A. (1863). National Governors Association. (1929).A.Richards, I. Small, D. (2010). Smith, J. (2004). Spiegelman, A. (1986). Taglemeier, R. (2010). ------New York: York: New . New York:

Nat Turner. Nat g NANCY FREY and DOUGLAS FISHER are professors of literacy at San Diego State University, and teacher-leaders at Health Sciences High and Middle College. Doug is also a member of the board of directors for the International Reading Association. Abrams. How to read Touchstone. a book NOTES Images from Clan Apis by Jay with permission Hoslerfrom Active Synapse REFERENCES Adler, M. J., & Van Doren, C. (1972). K.Baker, (2008). perience with a literary form draws that equally on their prose- visualand literacies. Rather than being seen as a reduction are more of properly text,grounded in the they realm of multiliteracies, which re quirereaders touse both words and imagestoconstruct story.aAs well, they should be afforded thekinds same of close reading instructionof shorter passages that we use for poetryandprose. majorA hallmark of close reading is to hold temporarilyback some information about the text so that students can be left to discover it. Thissimply doesn’t mean handing them piece and a hoping for difficultthe best, but rather in structuring close reading instruction to systematically deep en their comprehension. By mod eling and thinking aloud, asking and questions by that require them to analyze words and images, students can draw more information from the text than ming the merely text one time. skim Conclusion Graphic novels offer readers an ex Dr. Nancy Frey & Dr. Douglas Fisher & Dr. Nancy Frey CLOSE READING WITH GRAPHIC NOVELS • Dr. ------feel ex shat and a . They discuss the useless foreboding and Opinions, arguments, and inter textual connection questions tend student understanding by connecting them to reasoning and rhetoric within theor to link text, to other texts as ap propriate. In this instance, Mr. Perez focuses on the visual and textual rhetoric. “What’s tone the of the piece what’s so your far evidence? and You al ready talked about the use coloronthese pages. Whatoth of er evidence do you have?” For the next several minutes, class discusses the tone and mood, and Mr. Perez builds their vo cabularywith words and phras es such as ing of dread. placement of speech that bubbles break the frames panels, of further the suggesting theanxious rush of speech between the Martian couple. Mr. Perez encourages them to find words used by the author that suggest trouble in the air, such as tering page is similar to the troubled expression of the Martian wife on the third. like “It’s foreshad owing, you know?” says Reyna. “Likewhen an author gives you a hint about something? this But time it’s the illustrator.”

• Mr. Perez knows this time with the text has established a strong foun dation for their they devotewon’t this reading.much atten While tion to every page in the book, he will use close reading in the again week. later“There’s a tricky part when [the humans] third launch expedition and there’s a lot their of dialogue.I’ll use this again to make sure they’re not missing the turn in the story,” he says. CRAJ • Volume 1 • Issue 1 CRAJ • Volume FEATUREFEATURE ARTICLEARTICLE 23 - - - - Responding to these critical so all students changes will be given is the support needed to perform high at levels of literacy and prepared willfor the large-scale be Smarter Balanced and PARCC assessments that will be administered in 2014at which time students will be test ed on their ability to demonstrate command of these challenging lit eracy standards. An important starting place is schools for to analyze the focus of read both to ways find instructionand ing acceleratethe levels of materials stu dents can read and at the same time developmentthetheirfocuson of to knowledge. The example from the CCSS guide shows how elementary students’ knowledge of the science topic on the human bodyin K and continues begins throughout the elementary grades. By consciously developing aspects of about knowledge the human grade body level at the each will cumulativebe that students indeed possess effect a resource of prior knowledge from which to build subsequent reading and learning. ------CCSS Eng CCSS ) (See p. 33, 33, p. (See The Connecticut Reading Association Journal • Volume 1 • Issue 1 1 • Journal Association Reading The Connecticut • Volume The example from the CCSS guide shows how elementary elementary how shows guide CCSS the from example The human the on topic science the of knowledge students’ elementary the throughout continues and K in begins body knowledge of aspects developing consciously By grades. cumulative the level grade each at body human the about of resource a possess indeed students that be will effect reading subsequent build to which from knowledge prior learning. and At a curricular or instructional lev or At a instructional curricular el, texts—within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of stu dents. Within a grade level, there should be an adequate number of al would that topic single a on titles low to children study that topic for a sustained period. The knowledge particu about learned have children should levels grade early in topics lar then be and in expanded developed to levels an grade ensure subsequent of understanding deeper increasingly topics. these lish/Language Arts lish/Language enough to develop students’ skills as readers, but reading instruction also students’ build to responsibility a has foundational knowledge in studies/history, science, social and techni cal subjects. The section “Staying on Topic Within a Grade and Across Grades: How to Build Knowledge Systematically in English Language Arts K-5” explains the importance within the CCSS of a that curriculum continually deepens The guidelines states: knowledge. students ------Reading Reading Donna M. Ogle, Ph.D, National-Louis University, Chicago, IL Chicago, University, Ogle, Ph.D, National-Louis Donna M. Insuring Student Independence in Meeting in Meeting Student Independence Insuring Expectations the CCSS

, I thought it was a nice match. match. nice a was it thought I , irst, I want to congratulate the Association Reading Connecticut F ISSN 2169-2777 for extending their support for teach for support their extending for Across our country district leaders and classroom teachers are ing study- the new standards and creating cross-walks/alignments to standards, most earlier states are revising and adding standards, and educators are developing guides for tion. instruc- Connecticut is no as exception a visit to the Connecticut Department State of Education website reveals (www.state.ct.us/sde). One of the most important and obvious changes in the CCSS is the focus on informational reading. Whereas the majority of elementary reading in ers through this new online journal. I journal. online new this through ers also want to personally thank Cath erine for Kurkjian inviting me to be she When issue. inaugural this of part the on based piece a write to me asked the in year last I shared work eracy attention to educators’ reading in content areas beyond literature is needed. clearly struction has been conducted with infor- raise standards new the fiction, priority. equal an to literacy mational The CCSS makes this clear through the inclusion of two sets of reading standards, one for reading literature and the other for reading informa tion texts. In addition, ing standards the explain that read it is not Teacher My work has been for focused many years on informational reading and with higher level the Now, thinking. lit most of minds the on high CCSS FEATURE ARTICLE 24 - - - - A discussion protocol that devel that protocol discussion A engage to abilities students’ ops discus content meaningful in then and partner a with sion class, whole the with vocabulary individualized An selected student with notebook terms key the to added terms teacher, the by introduced to sheets guide keeping Record read pages of numbers monitor of evaluation student and daily unit. each in complete they books

4. 5. 6. nents to integrated content units takes takes units content integrated to nents effort on the part of teachers; they how a about in shift require thinking to reading abilities. develop students’ lessons and novels favorite the of Many to need may using been have teachers a take the to ways best until role side use content informational for devel oping reading has been cause, determined. may this discomfort the Despite and canbe the veryefforts rewarding Implementing Implementing these added compo - - - - -

INSURING STUDENT INDEPENDENCE • Donna M. Ogle

K-5, 4th grade expectations: K-5, 4th ds or phrases in a text relevant to a grade 4 topic or text relevant ds or phrases in a TEXT FOR INFORMATIONAL STANDARDS READING lary and concepts, concepts, and lary Text sets with short books at a at books short with sets Text all so levels reading of variety com their at work can students vocabu of assessments Informal ask students help to scaffold A what about questions valuable read, have they fort level initially and then move move then and initially level fort text, difficult more into up

subject area. in a range of collaborative discussions effectively CC.4.SL.1 Engage with diverse partners on teacher-led) and (one-on-one, in groups, expressing texts, building on others’ ideas and Grade 4 topics and their own clearly. own and explain their the key ideas expressed CC.4.SL.1.d Review in light of the discussion. ideas and understanding reads: familiar Connecticut standard The more Listening / Speaking: Pose questions, listen Standards CT.4.OL.2 own informationto the ideas of others, and contribute and ideas in discussions. group RI. 1. Refer to details and examples in a text when explaining what when explaining in a text to details and examples RI. 1. Refer text the from when drawing inferences explicitly and the text says RI: 4. Determine and domain- the meaning of general academic specific wor 1. 2. 3. the the new priorities of the CCSS developing their in ability to engage in infor with learning and reading close mational texts can be useful to readers readers to useful be can texts mational Read Connecticut online new this of ing Association Journal. Our work topic developing on focused been has science in the regular grounded units and social studies units the content of objectives of The level. grade each are derived from the social and materials studies curriculum and science teachers’ expectations. From these and priorities to support content in added: have we struction ------10. By the end of the year, read and and read year, the of end the By 10. in texts, informational comprehend cluding history/social studies, science, science, studies, history/social cluding and texts, at technical the high end of the grades 4–5 text proficiently and complexity independently band CRAJ • Volume 1 • Issue 1 CRAJ • Volume The CCSS couldn’t be clearer:students all need to develop literacy in reading content materials in social studies and science as well as in lit If you are exploring ways to use the that the CT unit framework Depart erature. As the “overarching” reading reading “overarching” the As erature. standard for fifth grade in theread ing informational texts section for K-5 states: It is exactly this challenge at the that center of work is we have been engaged in for several years. While our first project focused on students who struggle with content literacy (Ogle, 2011, Ogle & Correa, 2010) our current work is in schools where the Partner Reading and Content, Too (PRC2) framework is implemented in being general education classrooms from third to 7th grades. Schools have generally begun PRC2 moved then and grades two or one in it up throughout the grades. There- sults have demonstrated that all stu dents benefit fromIt PRC2. is these recent experiences in first-tier subur ban schools that give us confidence that PRC2 is a valuable component of integrated instruction in all class- rooms. This article reading-discussion describes this framework and explains refinements we have made as we have extended PRC2 over the years. last three our developed, has Education of ment of how an example can provide work informational reading can be devel oped within the larger topical units suggested by the CT model frame hope what we We work. are learning within students support to how about FEATURE ARTICLE 25 ------. J L/M N N/O R S S R/S V/W Reading Level Reading Figure 1 chines and include more guidance in reading informational texts this topic. They knew ontheir students hadreading levels ranging from ear ly second grade to high fifth-sixth grade. That is, asthe range they of short paperback looked books at available they checked the reading levels of the materials and fied identi some at each level. Then they checked the front matter (possible on websites) to insure tables there of were contents, chapters, accu rate visuals and highlighted content vocabularyterms. They read thealso books, as soon as possible (getting sample copies from book distribu tors or publishers), to confirm the focus of the books was with consistent their instructional goals that and the writing was of good qual As theyity. reviewed the books they noted the academic vocabulary that the books highlighted lists and of made these so they books that contained couldthe important select terms they wanted to teach. were They amazed at how consistent the academic, domain-specific vocabu lary was across most books. final Their selection resulted in the Text Set shown in Randolf Raintree Benchmark Learning Perfection Newbridge Publishing Educators Newbridge Heinemann Society Geog. Nat. Publisher ------INSURING STUDENT INDEPENDENCE • Donna M. Ogle J. Rosen 2006 J. Rosen A. Solway2005 2004 K. French, 2006 L. K. Parker, 2003 J. Brewster, 2009 Science Readers, Delta 1998 Trumbauer, L. 2001 A. Royston, 2002 Tomeckek,, S. Author/Copyright Creating Text Sets Text Creating The starting point for teachers is de ciding on a content unit they want to expand to create richer learning opportunities for students. timeteachers create additional units Over until they have 2-3 for both social studies and science. For the example, fourth grade teachers school district have developed in units one on Regions of the SimpleMachines, and a special unit US, Weather, on Illinois. Middle have school units on teams TheRevolution, the Constitution, Civil Women’s Movement, Rights, and Ancient the Greece, Rome and Egypt. They also have science units on Material Sci ence, Rocks and Minerals, the Hu man Body and Chemistry. After determining the making a guide that unit includes over and archingobjectives outcomesand the grade level teachers then review the many texts that supplemental pub lishers have available on that topic (see Rigby, National Geographic,Heinemann, Newbridge, Cobble stone, etc.). For grade example, teachers fourth decided to their expand science unit on simple ma ------Castle Under Siege!:Simple Machines Siege!:Simple Under Castle Machines Simple to Zippers: Axes From Machines Simple Machines Reader Machines Simple and Motion Forces Levers it Move Make Machines Levers in My World/Palancas en mi mundo World/Palancas in My Levers version) (Spanish Book Title Figure 1: Text Set for Simple Machines Unit 1: Text Figure Describing the Framework Describing The CCSS raise the bar for students’ literacy by upping the levels of text complexity at each grade level. The way we have addressed the issue of building students’ competence informational in reading is to with begin materials at the students’ in help students develop the reading abili reading the develop students help side the See CCSS. the in expected ties that standards CCSS additional for bar process. this in developed are structional levels and provide regu processtimelaraand readingfor on the same topic with partners. Stu dents deserve reading materials that are within their instructional range, theygainconfidenceasand with the vocabulary, content, and discourse style of the content they can move into more challenging texts. Teach havefoundersthatduring each unit students can read at least 2 of supplementalthe texts with partners if they dedicate 20-30 minutes a day at least twice a week for the four or five weeks of the unit duration. This adapted reading in level materials instructional complements what everother textbooks, magazines and on-line resources teachers are using. CRAJ • Volume 1 • Issue 1 CRAJ • Volume FEATURE ARTICLE 26 - - .

Figure 2 - What was most interest read ing in what I just to you? think What do you was most important to remember? did the author/s How it was know let you important? What else could the author do to make this easier to understand?

asking thoughtful questions so teachers developed a scaffold ed set of questions as initial differentoptions. Two sets of questions on bookmarks that have been used to initially help students have confidence in asking questions are shown in ing it orally to their partner and asking the question they prepared. finished When the two have exploring the question, the sec- his/her page ond partner reads orally and asks the prepared question. Each student then takes the lead for their page, read

Questions that help your help your that Questions to what you partner respond just read: 1. 2. 3. 4. 5. 4. - - - INSURING STUDENT INDEPENDENCE • Donna M. Ogle What could the author/s the could What do that would have made it better? What was the most What was the most important information to in this section I read you? What information or examples did the to supportauthor/s give their ideas? think the Why do you authors included the details they did on this page? What did the author/s do to make this infor- to mation interesting you?

4. 5. Questions you might ask: might you Questions 1. 2. 3. Read both pages silently. both pages silently. Read to 1 page and prepare Reread orally to the partner(per- read with fluency formance reading and prosody). Prepare a question for the partner that would stimulate discussion (usually the ques tions are written on sticky notes that can be inserted on the page of text and also saved in a student folder).Teach ers have students apply the questioning framework they already know (QAR, Bloom’s, World, Text-to Text, Text-to think-thinText-to-Self, ques tions). In some classrooms students may not be secure in

Figure 2: Bookmarks: Prompts to Support Initial Questioning to Support Prompts 2: Bookmarks: Figure 1. 2. 3. ------CRAJ • Volume 1 • Issue 1 CRAJ • Volume Partner Reading Routine At the heart of this informationalreading framework reading is a routine partner (Partner we Reading call Too.) We use this and acronym PRC2 to help Content, distinguish it from other forms of partner or buddy reading.starting When PRC2 teachers pair stu Reading coaches often help teach ersin this process; in some schools a coach does most workof this in initial finding potentialand then gives books them to thelevel grade teachers nal to selections. make large the Because number fi of of on books most available the topics have teachersat least like 8-10 different toat the titles range of their reading students. levels Students of books read the with partners,single copy, so sharinga class onlyhalf a needsthe number of books dentsas stu (10-15 per class).schools teachers In share most these books by teaching the units at timesdifferentand thus conserve on the to tal numbers of books needed.they useAs the units they oftenbooks addto make them more differentiatedinpresentation and focus. Some librarians also help augment thetext sets with short books from theschool library collection. With the books selected use teachers fluency thenmeasures or readinginformal assessment data to matchstudents as partners and assign the first book for each partnership. dents by comparable reading els levand personal compatibility and then provide them short, contentbookstheunitonstudyof that they read as partners. Students learn to preview each short book they will readand attend to the organization and graphics, then they read each2-page spread with a regular tine withrou these steps: FEATURE ARTICLE 27 involved only with anthologies with anthologies only involved or textbooks. reading experience need Students the – texts of components visual diagrams, maps, charts, pictures, are that formats visual other and pages. text across sprinkled

• INSURING STUDENT INDEPENDENCE • Donna M. Ogle Students need to learn to read to read need to learn Students been have a full book – many Sticky Note Reflections on Economy: Figure 3: Figure on History: Sticky Note Reflections

• background background work may be required before students are able to engage productively in this form of partner collaboration: ------) and collection ) of and collection reflective Figure 3 Figure Classroom Reflection Classroom have learned that Teachers this part This routine continues for minutes used for the 20 the reading/discus sion. Usually partners complete 6-8 pages (3-4 two-page spreads) in this time and then return to the text and identify 2-3 key vocabulary terms they think they need to learn. They write these in their personal PRC2 notebooks or on think sheets that provided. teaches have ner reading takes on even more mo and when impact the lasting tivation whole class reconvene at the end of to some the of period share the most and gained have they ideas important insights that came to them that day. The coaches and teachers who have worked most fully with this aspect of the process have learned that ask the on decide to partnership each ing that gained they idea important most day and to write it on a sticky note adds an element of reflective think learn of synthesis encourages and ing graphic create often teachers The ing. organizers onto which the student partners post their important idea. a diagram, A compare/contrast Venn chart, a 5 questions chart, or a ma trix can help students organize ideas about different topics. See read as students used was that sample matrix about different regions of the US. ( Reading Informational for Support As teachers implement this partner many that learn they process reading students need very carefully guided support to become in reading independent informational When content. students have been immersed in fiction it often takes considerable effort for them to become powerful of readers informational texts. Much sticky notes pertaining to history and and history to pertaining notes sticky respectively. economy the CRAJ • Volume 1 • Issue 1 CRAJ • Volume FEATURE ARTICLE 28 ------What is new about PRC2? This reading-discussion strategy is grounded in units of content in to model the kind of close reading these informational common texts a with units their start most require; text and share their thinking about the ideas as they read, showing the text on a visualize or white board. This modeling has been particularly reading that learn students so helpful informational texts is more focused and dense with concepts and infor in ideas linking requires and mation, generally doesn’t. ways that fiction Teachers using PRC2 within units of study have seen the positive im pact on student learning their reading and abilities. on In the urbansub district with the highest level of implementation (administrative and coaching support), from the periodic data and fluency the pre-post measures assessmentsbeen so has strong that a dation local is foun continuing the support project into forthe fifth and sixth years of implementation. A erful pow part of the assessments been have video clips of students made during their PRC2 sessions show ing changes from the fall until the springin the quality and specificity of their discussions. struction and supports larger goals of both reading and of studies the social and Most science importantly, curriculum. by beingof content part units, students are in ------INSURING STUDENT INDEPENDENCE • Donna M. Ogle In contrast to the basic story structure students can rely on on rely can students structure story basic the to contrast In authors ways different many are there fiction, reading when need Students materials. content in information organize presentations different contrast and compare to able be to of variety the to sensitivity gain to topic same the on included. is that content of diversity the and organizations ing and guided practice to partner shared engagements. Teachers have them for helpful is it that learned also dents as they engage with partners, teachers have been able to intervene where students need help and have created several scaffolds that move students from help teacher model conversations. conversations. Issues that teachers note then often lead to the develop ment of additional scaffolds for stu- dent use. For example, as a teacher noted she team, partner one observed extreme was partners the of one that ly slow in writing a questions and his partner became quite frustrated while waiting. In sharing this con cern, the teachers developed a sheet with four possible had who student The asked. be questions could that had such trouble framing questions was given this sheet and encouraged to select one of the questions to ac Fig planning. his of pace the celerate ure 4 presents sample cue cards for supporting partner discussions. In some classrooms teachers have need ed to guide students in using the vi- sual and graphic components of the texts they read. By listening to stu - In addition, many students are unprepared to interpret and analyze informational texts. As we interviewed some of the teachers we uncovered their assumption that in the intermediate grades the teachers expect deepdidn’t thinking about the content – they felt the goal was just to “expose” students to topics and engage their curiosity. Content knowledge building in science and social studies was not a high priority for many elementary teachers. Students need to learn to Students engage in academic discus- sions with partners and in the elements of whole class. Basic courtesy contact, – making eye giving a nod, thanking the asking for clarification partner, needed. – are Students need confidence in Students questions. framing their own don’t high achievers Many they want to expose “what wait to and prefer know” don’t ques- for teacher-initiated other students tions. Many lack experience or confidence in posing questions; they are comfortable for waiting more teachers to take the lead.

Too often, teachers introduce informational reading with with reading informational introduce teachers often, Too no or little is there where anthologies from articles short embedding By learned. seldom are concepts so follow-up students and teachers units, content in instruction literacy clearly is CCSS the in objectives the of one and benefit that world the of knowledge deeper develop students met: years. subsequent in study added for foundational becomes • • • cussing books and can listen to their As students read and discuss books with partners, teachers are freed to dis and reading students the observe CRAJ • Volume 1 • Issue 1 CRAJ • Volume FEATURE ARTICLE 29 - vocabulary in order to them. internalize By reading across texts, from the text set and textbooks or maga zine articles, students can also, with teacher guidance, become aware of the different ways authors prioritize andorganize the texts they write. In contrast to the basic story structure students can rely on when reading fiction, there areways many authors organize different information in content materials. Students need to be able to compare and contrast different presentations on the same - - ¿Puedes explicar un poco más? de lo que qui- seguro(a) estoy No decir; ¿puedes decirlo de otra eres manera? encontraste esa idea en el ¿Donde texto? eso? piensas qué por decirme ¿Puedes Gracias Esas son buenas ideas Eso fue interesante una en esto entender a ayudaste Me forma neuva más? decirme ¿Puedes decir eso? quiere ¿Qué ejemplo? otro pensar en ¿Puedes Lo que dice me recuerda...

Clarificacíon: • • • • que dice tu compañero: lo Recibiendo • • • • de la idea: elaboración y desarollo Más • • • • INSURING STUDENT INDEPENDENCE • Donna M. Ogle - comesfoundational for added study subsequentinaddition, years.In the CCSS expect students to engage in close reading and attend to authors’ mainideas andsupporting informa tion and be able to identify author’s point of view and This craft/structure. is very difficultstudents are to only do when exposed text to presentation. There one is so much new information in any topic being studied that students need severalencounters with the same ideas and knowledge of the world that be - - - - - Where in the text did you find that in the text did you Where idea? think that? tell me why you Can you Can you explain that a little more? Can you not sure whatI’m you mean; can you say it in a different way? What does that mean? think of another example? Can you of... me reminds said you What Can you tell me more? Can you Those are good ideas Those are That was interesting me understand this in a helped You new way Thank you. Thank

• • ideas: clarify to partner your want you If • • • • • If you want more elaboration and exten and elaboration more want you If • • • • idea: the of sion Receiving what your partner your what says: Receiving • Figure 4: Cue Cards that Support Partner Discussion Support Partner that 4: Cue Cards Figure troduced to and practice informa tional reading skills where they are most needed and where can build students on content and vocabu lary over the whole often, unit. Too teachers introduce reading with short informational articles from an thologies where there is little or no follow-up so concepts are learned. seldom By embedding literacy in struction in content units, ers teach and students benefitof and the one objectives in clearlymet:students the develop deeper CCSS is CRAJ • Volume 1 • Issue 1 CRAJ • Volume FEATURE ARTICLE 30 - - An inquiry approach to learn op- need regular Students portunities to talk about their disciplinary learning for them both the academic/ to develop discipline-based vocabulary and discourse to make the concepts the and to internalize their own ideas. new ways of expressing & Short, (Echevarria,Vogt, - 2004; Shana 2004; Marzano, 2007). han & Beck, is important knowledge Factual in content learning; however, opportu- students need regular nities to think at higher levels. and sharing for reflection Time of points of view help students clarify ideas and deepen their understanding (Bransford, & Cocking, 2003; Brown, 2001; Whitmore, & Medd 2006). Nichols, teachers in engaging with the with in engaging teachers and organization. text ideas that teachers need This means fiction and both to provide within the content materials of the levels range of reading 2007; students. Cunningham, 2008) & Ogle, Blachowicz - with the CCSS expecta Now, students’ tions, to accelerate teachers will need levels reading that materials more to provide their scaffold students from entry the higher levels to levels targeted for each grade that are also means that teachers It level. will need to model careful/close opportuni - and provide reading engage- students’ ties to develop ment with texts. ing helps students become metacognitive and take owner ship of their learning (Almasi, 2008; Guthrie & Davis, 2003; Ogle, 1986).

2. 3. 4. - - - INSURING STUDENT INDEPENDENCE • Donna M. Ogle Students improve as readers as readers improve Students daily opportuwhen they have - materials at from nities to read their instructional or indepen- and have levels dent reading guidance and support from

1. nunciation as they prepare for their oral readings and test their success as they read their sections to their partners. By having to pronounce the terms students are much more attentive to the vocabulary and be gintobe able touse academic terms teachersoften Too confidently. more have been doing most of the talking in content instruction so students fail to attend to and internalize the academic terms. Both by engaging in the partner reading routine and also by reading across diverse texts, students see key terms and become frequently more sensitive to their uses in the content. Foundations Research of much article, this read have you As conducted been has that research the the over last years may have come to mind. It was that research that was startingexploration the our for place be readers struggling help to ways of come competent readers. The devel opment of the units and the PRC2 discussion protocol are in grounded those research findings. Among those most central to our work were the following: ------Another important advantage of having students read more more read students having of advantage important Another academic the develop to begin they that is topic each on unit. each to important vocabulary discipline-specific and and silently read they when terms these see Students oral their for prepare they as pronunciation to attend then to sections their read they as success their test and readings students terms the pronounce to having By partners. their be to begin and vocabulary the to attentive more much are confidently. more terms academic use to able In addition, by using text sets of short, short, of sets text using by addition, In books, visual highly and well-written, the in engaged more become students contrast In learning. are they content or snippets to presentations the short of content that occur in textbooks, by supplementing or replacing text Another important advantage having students read more of on each topic is that they begin to develop the academic and discipline-specific vocabulary important to each unit. Students see these terms when they readsilently andthen attend topro topic to gain sensitivity to the vari ety of organizations and the diver sity of content that is included. books, the short books read students of exploration deeper much a provide the content. The publishers of these short books have done a noteworthy job of using visual and graphic sup ports to help students complex understand and new topics. Students usually enjoy previewing the books and discussing what they see, before starting to tackle the written tent. con We have heard many students comment that authors should have or diagrams pictures particular added to make ideas clearer or should cre ate better captions for visuals And, that are as presented. write students articles magazine and news own their they have learned to use these visual advantage. to features CRAJ • Volume 1 • Issue 1 CRAJ • Volume FEATURE ARTICLE 31 (pp. 259– (pp. 415– The Reading Comprehension Comprehension Developingliteracy in Partnering for content , 532-542. Comprehension instruction: Governors Association BestPracticeCouncilChief& ofState Center for School OfficersCore (2010) State language Common Standards arts & for literacy social English in studies, history/ science andsubjects. Washington, technicalD.C.: Authors. through conversation: purposeful Thetalk in the reading workshop. power NH: Heinemann. Portsmouth, of literacy: PRC2 in action:academic Developing language Boston: for Pearson. all learners. Beyond literature students circles: comprehend Helping informational texts. In C.C.Block (Eds.), & M. Pressley Research-based best practices 274). New York: Guilford. Supporting English-language learners and struggling literacy readerswith the “Partner reading and in content, content too” routine. 63Teacher, Effective literacy teaching for English- language learners. In D. August & T. Shanahan(Eds.), second-language learners: Report of the National Literacy Panel on minority language- children and youth 488). Mahwah, NJ: Erlbaum. Nichols, Nichols, M. (2006). Ogle, D. (2011) Ogle,Blachowicz,D.,& C.L.Z. (2001). Ogle, D. & Correa-Kovtun, A. (2010) Shanahan, T., & Beck, I.L. (2006). [email protected] (pp. Talking Talking Reading Building Educational How people (1), 59–85. INSURING STUDENT INDEPENDENCE • Donna M. Ogle Making content is a Professor Emeritus in the Reading and Language (2nd ed.). Boston: (7), 14–19. National Harvard Educational (1), 18–36. Alexandria, Association VA: Washington, DC: National DONNA OGLE program at National-Louis University. Her areas of focus include content literacy and school–based professional development. OgleDr. is a past-president of the Illinois Reading Council, the International Reading Association and is an elected member of the Reading Hall of Fame. In addition to being a prolific author and scholar, she is noted as the person who created and developed the KWL strategy. She may be reached via email at: for Supervision Development. and Curriculum Exchanging backpack? YOUR in What’s ESL an in knowledge language of Funds (Ed.), Smith P.G. In classroom. classrooms: Shaping children’s learning through oral language instruction & Writing& Quarterly, 19 background knowledge achievement: for Research academic on what schools.in works 42–56). Newark, DE: Association. Reading International box to the Leadership, classroom. 66 Cocking, R.R. (2003). comprehensible for The English SIOP model learners: Pearson Education. Motivating strugglingmiddle schoolthroughengagement an readers model of classroom in practice. learn: Brain, mind, school. experience, and Academy Press. minority students: A frameworkintervention. for Review, 56 Short, D. (2004). Marzano, R.J. (2004). Medd, S.K., & Whitmore, K.F. (2001). Mora, J.K. (2009). From the ballot Bransford, J., Brown, A.L., & Guthrie, J.T., & Davis, M.H. (2003). Cummins, J. (1986). Empowering Echevarria, J., Vogt, M.E., & (1), Learning Content area (3rd ed., pp. (2nd ed.). New g Students need teacher guidance guidance need teacher Students - to take advan how in learning texts and tage of informational Learning to identify textbooks. text features and use external internal text and identify tools that need are structures intermedi- to be taught in the Ogle, ate grades (Blachowicz& & Blachowicz, 2008; Ogle 2001, CCSS, 2010).

strategies to promote students’ active discussion comprehension of content area material. In D. Lapp, & J. Flood, N. Farnan reading (Eds.), and learning 487–513). New York: Erlbaum. & Snow, C.E. (2005).role The of vocabulary critical developmentEnglish language for learners. DisabilitiesResearch Practice,& 20 50–57. Reading comprehension: Strategies independent for learners York: Guilford. 5. Conclusion as you Just are reading a new online, information-focused journal, your students will also be engaged with an ever-widening array of formats of informational magazines, books, and web-based resources. Many of these will include a variety of visual and graphic features and will have creative organizational My hope is that formats. the the CCSS challenge can be seen of in the larger picture of our efforts as teachers to help prepare students as confident, competent, and critical readers and learners able to handle an expanding information-saturated world and be careers. and college for well-prepared REFERENCES Almasi, J.F. (2008). Using questioning August, D., Carlo, M., Dressler, C., Blachowicz,C.L.Z., Ogle,&(2008).D. CRAJ • Volume 1 • Issue 1 CRAJ • Volume CHILDREN’S AND YOUNG ADULT LITERATURE 32 - - - - , , which called A A Call for Change: ). http://bridgetolit.web. educators who participated were Jus were participated who educators tin Zerega, Merle Rumble, and Dr. Melissa Jenkins. Justin is a special education teacher at Norwalk High School, and Merle is a third-grade teacher in Norwalk; both Justin and Merle are doctoral Western Connecticut candidates State - Univer at Ho High of principal is Melissa sity. rizons Public School in Bridgeport, and received her Universi State Connecticut Western doctorate from and I Melissa, were Merle, Justin, ty. part of working and affinitygroups, and Melissa presented Principal’s “A Perspective” (her PowerPoint may be found at unc.edu/files/2012/06/Principals- perspective.pdf The summit was held in to response the 2010 Council of Great City Schools report The Social and Educational of Black Factors to the Outcomes Contributing Males in Schools Urban current outcomes for Black males a (p. catastrophe” “national 2). Persis in tent testdifferences under- scores, representation in college and work force, and the over-representation in the prison population blight the lives of many young Black boys and effort a national co-ordinate To men. of needs the Black to literacy address males, and to organizations, collaborate Dr. among Sandra Hughes- Hassell, professor in the School of Information and Library Science at the University of North Carolina, assembled an advisory board, wrote, enabling grant, IMLS an received and - - - - - Building Building a Bridge to The Connecticut Reading Association Journal • Volume 1 • Issue 1 1 • Journal Association Reading The Connecticut • Volume - Guide see (Please Submission line Tab on ctreading.org) Tab line In this first article, my focus is on the literacy needs of African Ameri Literacy for African-American Male Library the for Action to Call A Youth: Community, hosted by the Univer We We welcome submissions on aspect and of young children’s adult any literature, from genre - studies--pic ture books, poetry, drama, folklore, realistic fiction, historical fiction, in formational texts, biographies, auto novels, graphic memoir, biographies, novels in verse, short stories, fantasy and science fiction—to themes and issues. Submissions will be - peer-re viewed. can male youth. In 2012, June three Connecticut educators and I attend ed the summit, sity of North Carolina, Chapel Hill Central Carolina North and (UNC), University (NCCU), and funded by Libraryand Museum of Institute the Services (IMLS). The Connecticut - - - - - Jane M. Gangi, Ph.D, Department Editor Ph.D, Department Jane M. Gangi, SPOTLIGHTING THE LITERACY NEEDS OF NEEDS OF LITERACY THE SPOTLIGHTING MALES AMERICAN AFRICAN

elcome to the children’s litera children’s the to elcome ture section of the inaugural Persistent differences in test scores, under-representation in in under-representation scores, test in differences Persistent the in over-representation and force, work the and college boys Black young many of lives the blight population prison the address to effort national a co-ordinate To men. and among collaborate to and males, Black of needs literacy in the Sandra Hughes-Hassell, professor Dr. organizations, School of Information and Library Science at the University wrote, assembled an advisory board, of North Carolina, an IMLS grant, enabling fifty educators, and received academics, and librarians, administrators, researchers, and the Council Tolerance Teaching from representatives City Schools to come together in Chapel Hill of the Great for two and one-half days. W ISSN 2169-2777 Alongside the articles in our Chil- dren’s and Young Adult Literature Department, we have links for chil edition of the Connecticut ing Association - Read Online Journal! The world of and children’s young adult literature is an exciting one, and ar ticles are planned for a range of top- of authors a variety by ics and genres their expertise. who will share and dren’s young adult literature on our Children’s Literature Resource webpage (http://www.ctreading.org/ craj/resources). You will find books and teacher resources for readers of all ages; books representing African Americans, Latino/a Asian Americans, and American In Americans, dians; books for learners with special needs; international and multicul tural awards; links to talking books; and, books focusing on math as global literature. science, as well and CHILDREN’S AND YOUNG ADULT LITERATURE fifty educators, librarians, administra- African American Male Youth,” and I 1984; Duke & Pearson 2002; Har- tors, researchers, academics, and rep- created a slide show, A Celebration of vey & Goudvis 2000; Keene & Zim- resentatives from Teaching Tolerance Identity: Black Men and Boys in Chil- merman, 1997; Mantione & Smead and the Council of the Great City dren’s and Young Adult Literature, of 2003; Miller, 2002). It is the latter— Schools to come together in Chapel covers of 273 books depicting Black providing books with which all chil- Hill for two and one-half days. The men and boys, which played during dren can make text-to-self and text- keynote speakers were Alfred Tatum the opening dinner (http://bridgeto- to-world connections—that we in the (2009, 2005), author of Reading for lit.web.unc.edu/files/2012/06/cele- literacy field have missed by default- Their Life: (Re)Building the Textual bration-of-identity-ppt.pdf). ing to Whiteness in: Lineages of African American Adoles- cent Males and Teaching Reading to The mirrors and windows metaphor • Children’s literature textbooks Black Adolescent Males: Closing the comes from Rudine Sims Bishop’s (Scroggins & Gangi, 2004) Achievement Gap, and Ernest Mor- seminal 1990 article, “Mirrors, Win- • Booklists (Gangi, 2005; Shulev- rell (2008, 2004), author of Critical dows, and Sliding Glass Doors.” All itz, 2012) Literacy and Urban Youth: Pedagogies children need both—windows into • Book order forms (McNair of Access, Dissent, and Liberation and worlds not their own, and mirrors 2008a, 2008b) Becoming Critical Researchers: Literacy that reflect “our own lives and expe- • Classroom collections and cur- and Empowerment for Urban Youth. riences as part of the human experi- riculum (Gangi & Ferguson, ence” (n. p.). Too often, however, in 2006; Tatum, 2006) In addition to speakers, there were schools and libraries there are many • Transitional books (Hughes-Has- working groups, a world café, affinity mirror books for White children, and sell, Barkley & Koehler, 2010) groups, and researcher, administrator/ fewer mirror books for children of • Board books (Hughes-Hassell & librarian, and student panels. Hun- color. As Dr. Tatum said in his key- Cox, 2010) dreds of pages of data were gathered; note, all books belong to all children. • Young adult books (Hart, 2012) Hughes-Hassell and her team are But proficient reading often begins working on a white paper to guide with mirror books. In the 1980s, pro- In 2008, in an article called “The stakeholders in addressing the literacy ficient reader researchers, instead of Unbearable Whiteness of Literacy needs of African American males. asking what poor readers do and how Instruction,” I documented the ways to “fix” them, asked instead, “What professional literacy texts marginalize Resources are already available, how- do good readers do and how do we multicultural literature. Popular and ever, at the Building a Bridge to Literacy website (University of North Carolina School of Information and Library Black men are creating some of the finest art on the Science/North Carolina Central Uni- contemporary scene. Illustrator studies of Black artists and versity/Institute of Museum and Li- illustrators could include James Ransome, Javaka Steptoe brary Sciences [UNC/NCCU/IMLS], (also a writer), Sean Qualls, Jerome Lagarrigue, R. Gregory 2012). The Resources page recom- Christie, E. B. Lewis, Christopher Myers, Bryan Collier, mends African American storytell- ers, author/illustrator websites, blogs, Kadir Nelson (also a writer), Brian Pinkney, Leo Dillon, Jerry book awards, book lists, publishers, Pinkney, Rod Brown, Floyd Cooper, Christopher Myers, and selection tools. The Related Re- Leonard Jenkins, Colin Bootman, and Shane Evans. Now search page suggests other resources, deceased Jacob Lawrence, Romare Bearden, and Leo as does the Summit page, including Dillon could also be studied. video messages from Dr. Morrell and Dr. Tatum on how important it is to provide African American males with teach it?” Proficient readers visualize, widely-used books on word study, texts that relate to their lives. summarize, infer, question, evaluate, fluency, comprehension, vocabulary, self-correct, synthesize, and activate recommended author studies, leveled My contribution was two-fold: I their prior knowledge, making text- books, mentor texts for writing, and presented with the researcher panel, to-text, text-to-self, and text-to-world assessment tend to default to White- “Mirrors and Windows: Literature for connections (Anderson & Pearson, ness in their recommendations of

CRAJ • Volume 1 • Issue 1 SPOTLIGHTING THE LITERACY NEEDS OF AFRICAN-AMERICAN MALES • Jane M. Gangi 33 CHILDREN’S AND YOUNG ADULT LITERATURE children’s literature. Mary Ann Reilly are 39 recommended picture book new teacher who did not know what and I (in-process) continue to docu- biographies, and 19 chapter book bi- to do when an eighth-grade student ment this persistent default; for ex- ographies. While providing window asked her, “’They made us the slaves ample: a 2006 book on writer’s craft books to other children, these biog- because we’re dumb, right?’” (p. 70). If, for boys has no multicultural titles; raphies can introduce young Black in the preceding eight years, this eighth a 2006 book on closing the literacy men and boys to: grader had been introduced to books gap has two multicultural titles; a like these, he or she would not have 2006 book on English Language • Musicians: Michael Jackson, Stevie been able to reach that conclusion. Learners recommends 41 children’s Wonder, Duke Ellington, Charlie books with one author of color; a Parker, Bob Marley, Art Tatum, So, too, with the authors of the 2007 book on nonfiction authors has Ray Charles, John Coltrane, Miles books themselves, many of which no authors of color. The Common Davis, and Charlie “Bird” Parker would make good author studies of Core State Standards (2010) Text Ex- • Dancers: Peg Leg Bates and Sav- Black writers—throughout the year emplars for elementary students also ion Glover and not solely in February, Black privilege White children and margin- • A Photographer: Gordon Parks History Month. For children’s litera- alize children of color: Of 88 recom- • Visual Artists: Bill Taylor and ture, there are books by Walter Dean mended books, 69 of the authors are Jacob Lawrence Myers, Julius Lester, Frederick McK- White, and all of the “stories” recom- • An Actor: Paul Robeson issack, Tololwa Mollel, John Steptoe mended for kindergarten through • Poets: Langston Hughes and (also an illustrator), and Tony Me- grade two are White. This margin- Countee Cullen dina. For high school students, there alization comes at the very time—the • Writers: Richard Wright and is Chinua Achebe, Richard Wright, first three years of school—when all Baba Wagué Diakité James Baldwin, Claude Brown, children need to feel welcomed and • Leaders and Politicians: Martin Ralph Ellison, Mark Mathabane, valued in school. It contributes to the Luther King, John Lewis, Barack Walter Mosley, and Carter G. Wood- downward spiral of those who don’t Obama, Malcolm X, Nelson son. Poets for studies could be Paul feel valued and welcomed. Mandela, Sundiata, Mansa Laurence Dunbar, Greg Neri, Ash- Musa, Booker T. Washington, ley Bryan, James Weldon Johnson, Thus the slide show recommending Robert Smalls, Anthony Burns, Countee Cullen, and Tupac Shakur. 273 books depicting Black males in Bayard Rustin, Medgar Evers, children’s literature from pre-school and W. E. B. DuBois Black men are creating some of the to young adult attempts, especially, • A Supreme Court Judge: Thur- finest art on the contemporary scene. to help Black boys feel welcome and good Marshall Illustrator studies of Black artists and to meet their literacy needs. Damien • Ministers: Howard Thurman, illustrators could include James Ran- Holst, Sandra Hughes-Hassell, Mary who influenced Reverend Martin some, Javaka Steptoe (also a writer), Ann Reilly, and Merle Rumble made Luther King Sean Qualls, Jerome Lagarrigue, R. suggestions, and I included books • A Mathematician: Benjamin Gregory Christie, E. B. Lewis, Chris- recommended by Ernest Morrell and Banneker topher Myers, Bryan Collier, Kadir Alfred Tatum through their writings. • Astronauts: See Kephra Burns’s Nelson (also a writer), Brian Pinkney, I welcome more recommendations as Black Stars in Orbit Leo Dillon, Jerry Pinkney, Rod I would like to expand the slide show, • Athletes: Muhammad Ali, Jimmy Brown, Floyd Cooper, Christopher continually updating it on the Con- Winkfield, Satchel Paige, Pelé Aran- Myers, Leonard Jenkins, Colin Boot- necticut Reading Association website. tes do Nascimento, Major Taylor, man, and Shane Evans. Now deceased Arthur Ashe, and Jackie Robinson Jacob Lawrence, Romare Bearden, These books may be used in a vari- • Scientists, Physicians, and Inven- and Leo Dillon could also be studied. ety of ways— for genre and thematic tors: George Washington Carver, studies; for author and illustrator George Crum, and Elijah McCoy In addition to genre, author, and il- studies; for teaching writer’s craft; for lustrator studies, the books can be enactment; and, for access to series Kareem Abdul-Jabbar’s What Color Is used as mentor texts to teach writer’s books that build what Richeard Al- My World? profiles over a dozen Afri- craft. For teaching voice, Charles lington refers to as children’s “read- can American inventors. Lisa Delpit R. Smith’s (2007) Twelve Rounds to ing muscle.” For genre study, there (2004) tells of a conversation with a Glory: The Story of Muhammad Ali

CRAJ • Volume 1 • Issue 1 SPOTLIGHTING THE LITERACY NEEDS OF AFRICAN-AMERICAN MALES • Jane M. Gangi 34 CHILDREN’S AND YOUNG ADULT LITERATURE is exemplary; it is written in second Jonathan and his mom walk togeth- person (“you”)—Smith addresses Ali er, and a vocabulary-enriching text directly. For teaching irony, Gaylia as well. Janet Halfmann’s Seven Miles Taylor’s (2006) George Crum and the to Freedom: The Robert Smalls Story Saratoga Chip is an entertaining story tells of the enslaved navigator who of the chef who invented the potato successfully sailed himself and other chip. Crum worked in an upper-class enslaved Africans past Confederate hotel and, when one of his customers lines and to freedom on the Union complained the french fries were too side; middle grade students can pan- thick, Crum shaved the potato ultra- tomime those tense moments. thin. It is ironic that what became the immensely popular potato chip Research on story dramatization or was created in an act of spite. enactment has repeatedly shown significant effect sizes on children’s Gettin’ Through Thursday learning (Marzano, 2003; Podlozny, by Melrose Cooper 2001; Winner & Hetland, 2000). Baba Wagué Diakité’s (1999) The “Mondays and Tuesdays amble by Hatseller and the Monkeys: A West Af- just fine.” rican Folktale would be a delightful place to start. But, as funds begin to dwindle, by Wednesday, “[W]e feel it comin’, Choral reading and readers theater, like an earthquake rumblin’ un- while building fluency, also actively derground, makin’ folks edgy before engage children. One book that is they even know why. And the next already in scripted form is Casey day, my family and I grit all we got King, Linda Barrett Osborne, and Joe toward gettin’ through Thursday. Brooks’s (1997) Oh, Freedom! Kids Talk That’s because payday at Mama’s about the Civil Rights Movement with school where she’s a lunch lady the People Who Made It Happen; one George Crum and the Saratoga Chip by Gaylia Taylor doesn’t come till Friday” (n. p.). child can read the interviewer, another the interviewee. Julius Lester’s (2007) For more ways to teach writer’s craft Days of Tears: A Novel in Dialogue is For teaching powerful endings, con- using multicultural books as men- formatted for readers theater, as is Wal- sider the ending of tap dancer Sav- tor texts, see chapter two of Reilly, ter Dean Myers’s (1999) Monster. ion Glover’s (2000) autobiography: Gangi, and Cohen (2010). (See “And if I have anything to do with Children’s Literature Resource show it, tap is going to keep growing. It’s on Teaching Writer’s Craft through going to have its proper place at last. Multicultural Literature.) I want tap to be like a baseball game, a football game, people coming to Embodied, engaged, active learn- see us at Yankee Stadium. I want tap ing, which the arts provide, is im- to be on TV. I want tap to be in the portant for all children. African movies. I want tap to be massive. American male youth can especially Worldwide.” (p. 78) benefit from drama (Boykin, 1994; Cooper, 2004; Ford, Grantham, & For teaching personification and sim- Milner, 2004; Graham, Pineault- ile, Melrose Cooper’s (2000) Gettin’ Burke & Davis, 1998; Hale, 1994, through Thursday also acknowledges 2004; Hall, 2006; Sanacore, 2004). those millions of American families Younger children can pantomime Seven Miles to Freedom: who live paycheck-to-paycheck. An- Irene Smalls-Hector’s Jonathan and The Robert Smalls Story by Janet Halfmann dré, the protagonist, writes: His Mommy, a story of all the ways

CRAJ • Volume 1 • Issue 1 SPOTLIGHTING THE LITERACY NEEDS OF AFRICAN-AMERICAN MALES • Jane M. Gangi 35 CHILDREN’S AND YOUNG ADULT LITERATURE Series books, with their predict- I wonder what research informed the them access to many books in which ability, help children build “reading CCSS authors’ 50/50, 75/25 per- Black men and boys are depicted. muscle.” Series books featuring Afri- centages. Albert Einstein would say The 273 books presented in the slide can American boys are: Tiger Turcotte that fantasy and folklore are more show, A Celebration of Identity: Black by Pansie Hart Flood; Ziggy and the likely to make students “college and Men and Boys in Children’s and Young Black Dinosaurs by Sharon Draper; career ready.” Charles Darwin would Adult Literature, is a place to begin. Maniac Monkeys by Angela Johnson; say it is poetry. Einstein gave this ad- g and, Miami Jackson by Patricia and vice: “If you want your children to Frederick McKissick. Charlie Nelms be intelligent, read them fairy tales. NOTES: (2012), Chancellor of NCCU, in his If you want them to be more intel- George Crum and the Saratoga Chip by talk at the summit said, “We have ligent, read them more fairy tales” (as Gaylia Taylor, , & Frank Morrison (Il- to start where they are, not where cited in Taylor, 2012). In his old age, lus.) with permission from Lee & Low we wish they were.” Series books Darwin wrote: Books. start where many children are, and Getting’ through Thursday by Melrose can help us get them where we want My mind seems to have become Cooper & Nneka Bennett with permis- them to be. a kind of machine for grinding sion from Lee & Low Books. general laws out of large collec- Seven miles to freedom by Janet Half- Another way to get them where we tions of facts, but why this should mann & Duane Smith (Illus.). with per- wish them to be is to allow them to have caused the atrophy of that mission from Lee & Low Books. read widely for pleasure, giving them part of the brain alone, on which choices from many genres. At the the higher tastes depend, I cannot If you would like a copy of the summit, I met Patsy Aldana, who conceive….If I had to live my life slide show with music (the file was told me of Shenzen, China, a city again, I would have made a rule to too large to post with music on of 15 million that focuses solely on read some poetry and listen to some the UNC website), A Celebration music at least once every week; for of Identity: Black Men and Boys reading for pleasure, interest, and in Children’s and Young Adult passion, and has the highest uni- perhaps the parts of my brain now Literature, please email me at versity exam pass rate of any city in atrophied would thus have been [email protected]. China. The Chinese government is, kept active through use. The loss wisely, encouraging other Chinese of these tastes is a loss of happiness, districts to follow suit. The Com- and may possibly be injurious to the REFERENCES mon Core State Standards (CCSS) intellect, and more probably to the Aldana, P. (n. d.). What would a mandate 50% informational text moral character, by enfeebling the vibrant reading culture in Canada and 50% literary text in the elemen- emotional part of our nature. (as look like? Retrieved from http:// tary grades, and 75% informational cited in Sloan, 1983, p. 220) nationalreadingcampaign.ca/ aldanaarticle/ text and 25% literary text in second- ary schools. I worry these percent- Julius Lester (1991) says, “They are Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic ages will shut down readers, who asking us who they are and we are processes in reading. In P. D. Pearson, R. must have choice and who must be telling them.” We need to tell Black Barr, M. Kamil, & P. Mosenthal (Eds.), allowed to follow their passions. I boys who they are by respecting their Handbook of Reading Research (pp. 255- wonder to which nations the CCSS reading choices, and by providing 292). Elmsford, NY: Longman. are “internationally benchmarked”; it certainly does not seem to be Shen- zen, China. Aldana (n. d.) writes that JANE M. GANGI is an associate profesor of literacy in the Division of Shenzen “incorporates free reading, Education at Mount Saint Mary College in Newburgh, New York. Her most real books instead of text books, no recent book, co-authored with Rob Cohen and Mary Ann Reilly, is Deepening testing on reading or teaching to the Literacy Learning: Art and Literature Engagements in K-8 Classrooms tests, classroom book clubs, excel- (Information Age Publishing, 2010) and, in 2004, she wrote Encountering lent libraries, parental involvement, Children’s Literature: An Arts Approach (Allyn and Bacon). Forthcoming in and 7 percent of school budgets for 2013 is Genocide in Contemporary Children’s and Young Adult Literature: reading promotion mandated for all Cambodia to Darfur (Routledge). schools” (n. p.)

CRAJ • Volume 1 • Issue 1 SPOTLIGHTING THE LITERACY NEEDS OF AFRICAN-AMERICAN MALES • Jane M. Gangi 36 CHILDREN’S AND YOUNG ADULT LITERATURE Bishop, R. S. (1990). Mirrors, windows, Gangi, J. M. (2012). A celebration to enhance understanding. Portland, and sliding glass doors. Perspectives, 6 (3), of identity: Black men and boys in ME: Stenhouse. ix-xi. Retrieved from http://www.rif. children’s and young adult literature. Uncovering org/us/literacy-resources/multicultural/ Presented at the summit Building Hart, K. (2012, May 16). YA covers: 2011 mirrors-windows-and-sliding-glass- a Bridge to Literacy for African- [Web log comment]. doors.htm American Male Youth: A Call to Retrieved from http://www.katehart. Action for the Library Community, net/2012/05/uncovering-ya- Afrocultural Boykin, A. W. (1994). University of North Carolina, covers-2011.html expression and its implication for Chapel Hill, NC. Retrieved from schooling Hughes-Hassell, S., & Cox, E. J. (2010). . In E. R. Hollins, J. E. King, & http://bridgetolit.web.unc.edu/ Teaching diverse Inside board books: Representations W. C. Hayman (Eds.), files/2012/06/celebration-of- populations: Formulating a knowledge of people of color. Library Quarterly, identity-ppt.pdf. An accompanying base 80(3), 211-230. . Albany, NY: SUNY Press. pdf of the bibliography only is available Cooper, E. J. (2004). The pursuit of at http://bridgetolit.web.unc.edu/ Hughes-Hassell, S., Barkley, H. A., equity and excellence in educational files/2012/06/A-Celebration-of- & Koehler, E. (2010). Promoting equity in children’s literacy instruction: opportunity. In D, Lapp, C, C. Block, Identity-bibliography.pdf Using a critical race theory framework E. J. Cooper, J. Flood, N. Roser, & Gangi, J. M. (2012). Mirrors and windows: to examine transitional books. J. V. Tinajero (Eds.), Teaching all the Literature for African American male children: Strategies for developing literacy American Association of School youth. Presented at the summit Building in an urban setting Librarians. Retrieved from http:// (pp. 12-31). New a Bridge to Literacy for African- York, NY: Guilford Press. www.ala.org/ala/mgrps/divs/ American Male Youth: A Call to Action aasl/aaslpubsandjournals/slmrb/ Common Core State Standards Initiative. for the Library Community, University slmrcontents/volume12/hughes_ (2010). Common core state standards of North Carolina, Chapel Hill, NC. hassell.cfm for English language arts & literacy Retrieved from http://bridgetolit.web. in history/social studies, science, and unc.edu/files/2012/06/Mirrors-and- Jenkins, M. (2012, June). Building a bridge to literacy for African American technical subjects. Retrieved from http:// Windows.pdf male youth: A principal’s perspective. www.corestandards.org/assets/CCSSI_ Gangi, J. M. (2008). The unbearable ELA%20Standards.pdf. Presented at the summit Building whiteness of literacy instruction: a Bridge to Literacy for African- Council of Great City Schools. (2010). Realizing the implications of American Male Youth: A Call to A call for change: The social and the proficient reader research. Action for the Library Community, educational factors contributing to the MultiCultural Review, 17(2), 30-35. University of North Carolina, Chapel outcomes of black males in urban schools . Gangi, J. M. (2005, Oct./Nov.) Booklist Hill, NC. Retrieved from http://cgcs.schoolwires. fails to reflect diversity [Letter to the net/cms/lib/DC00001581/Centricity/ Keene, E. O., & Zimmerman, S. editor]. Reading Today, 23(2), 22. Mosaic of thought: Teaching Domain/35/Publication%20Docs/ (1997). comprehension in a reader’s workshop. callforchange.pdf Gangi, J. M., & Ferguson, A. (2006). African American literature: Books to Portsmouth, NH: Heinemann. In struggle and hope. Delpit, L. (2004). In stoke dreams. The Tennessee Reading Letters to the next Lester, J. (1991). Keynote address. C. Glickman (Ed.), Teacher, 34(2), 29-38. president: What we can do about the real Presented at the annual conference crisis in education (pp. 70-76). New Graham, M., Pineault-Burke, S., & of the National Association for the York, NY: Teachers College Press. Davis, M. (1998). Teaching African Preservation and Perpetuation of American literature: Theory and Storytelling, Connecticut College, Duke, N. K. & Pearson, P. D. (2002). practice. New York, NY: Routledge. New London, CT. Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Hale, J. (2004). Learning while Black: Mantione, R. D., & Smead, S. (2003). Weaving through words: Using the arts Samuels (Eds.), What research has to say Creating educational excellence for to teach reading comprehension strategies about reading instruction (pp. 205-242). African American children. Baltimore, . Newark, DE: International Reading MD: Johns Hopkins University Press. Newark, DE: International Reading Association. Association. Hale, J. (1994). Unbank the fire: Visions What works Ford, D, Y., Grantham, T. C., & Milner, for the education of African American Marzano, R. J. (2003). in schools: Translating research into H. R. (2004). Underachievement children. Baltimore, MD: Johns action among gifted African American students: Hopkins University Press. . Alexandria, VA: Association Cultural, social, and psychological for Supervision and Curriculum Mentoring young considerations. In D. Boothe & J. Hall, H. B. (2006). Development. men of color: Meeting the needs of C. Stanley (Eds.), In the eyes of the McNair, J. C. (2008a). Innocent though beholder: Critical issues for diversity in African American and Latino students. Lanham, MD: Rowan & Littlefield. they may seem: A critical race theory gifted education (pp. 15-31). Waco, TX: analysis of Firefly and Seesaw Scholastic Prufrock Press. Harvey, S., & Goudvis, A. (2000). book club order forms. MultiCultural Strategies that work: Teaching comprehension Review, 17(1), 24-29.

CRAJ • Volume 1 • Issue 1 SPOTLIGHTING THE LITERACY NEEDS OF AFRICAN-AMERICAN MALES • Jane M. Gangi 37 CHILDREN’S AND YOUNG ADULT LITERATURE McNair, J. C. (2008b). The representation Tatum, A. (2009). Reading for their Draper, S. (2006). Ziggy and the Black of authors and illustrators of color in life: (Re)building the textual lineages Dinosaurs: Lost in the tunnel of time. school-based book clubs. Language of African American adolescent males. New York, NY: Aladdin. (Original Arts, 85(3), 193-201. Portsmouth, NH: Heinemann. work published in 1996) Miller, D. (2002). Reading with meaning: Tatum, A. (2006). Engaging African Flood, P. H. (2005). Tiger Turcotte takes Teaching comprehension in the primary American males in reading. Educational on the know it all. Minneapolis, MN: grades. Portland, ME: Stenhouse. Leadership, 63(5), 44-49. Carolrhoda. Morrell, E. (2008). Critical literacy Tatum, A. (2005). Teaching reading to Glover, S, & Weber, B.. (2000). Savion: and urban youth: Pedagogies of access, Black adolescent males: Closing the gap. My life in tap. New York, NY: Morrow. dissent, and liberation. New York, NY: Portland, ME: Stenhouse Publishers. Routledge. Halfmann, J., & Smith, D. (Illus.). Taylor, M. (2012). 8 reasons why fairy tales (2008). Seven miles to freedom: The Morrell, E. (2004). Becoming critical are essential to childhood. Retrieved from Robert Smalls story. New York, NY: Lee researchers: Literacy and empowerment for http://imaginationsoup.net/2012/02/ & Low Books. urban youth. New York, NY: Peter Lang. fairy-tales-are-essential-to-childhood/ Johnson, A. (2000). When mules flew on Nelms, C. (2012, June). Welcome address. University of North Carolina School Magnolia Street. New York, NY: Knopf. Presented at the summit Building of Information and Library Science/ a Bridge to Literacy for African- North Carolina Central University/ Johnson, A. (1999). Maniac monkeys on American Male Youth: A Call to Action Institute of Museum and Library Magnolia Street. New York, NY: Knopf. for the Library Community, University Sciences (UNC/NCCU/IMLS). King, C, Osborne, L. B., & Brooks, J. of North Carolina, Chapel Hill, NC. Building a Bridge to Literacy for African- (Illus.). (1997). Oh, freedom! Kids talk American Male Youth: A Call to Action Strengthening about the Civil Rights Movement with Podlozny, A. (2001). for the Library Community. Retrieved verbal skills through the use of classroom the people who made it happen. New from http://bridgetolit.web.unc.edu/ drama: A clear link, a summary of a York, NY: Knopf. meta-analytic study. In E. Winner & L. Winner, E., & Hetland, L. (2000). The Hetland (Eds.), Beyond the soundbite: arts and academic achievement: What the Lester, J. (2007). Days of tears: A novel in Arts education and academic outcomes evidence shows. Retrieved from http:// dialogue. New York, NY: Hyperion. (pp. 99-107). Los Angeles, CA: The J. pzweb.harvard.edu/Research/Reap/ McKissack, P. & McKissack, F. (2002). Paul Getty Trust. REAPExecSum.htm Miami sees it through. New York, NY: Reilly, M. A., & Gangi, J. M. (in-process). Golden Books. The almost-all-white world of literacy REFERENCES FOR CHILDREN’S McKissack, P. & McKissack, F. (2001). textbooks: Multicultural literature in AND YOUNG ADULT LITERATURE Miami makes the play. New York, NY: professional texts published 2004- Golden Books. 2012, and how marginalization hurts Abdul-Jabbar, K, Obstfeld, R. , Boos, B. children. (Illus.), & Ford, A. G. (Illus.). (2012). McKissack, P. & McKissack, F. (2000). What color is my world? The lost history of Miami gets it straight. New York, NY: Reilly, M. A., Gangi, J. M., & Cohen, African-American inventors. Somerville, Golden Books. R. (2010). Deepening literacy learning: MA: Candlewick Press. Art and literature engagements in K-8 Myers, W. D., & Myers, C. (Illus.). classrooms. Charlotte, NC: Information Burns, K., & Miles, W. (1995). Black (1999). Monster. New York, NY: Age Publishing. stars in orbit: NASA’s African American HarperCollins. Astronauts. San Diego, CA: Harcourt. Sanacore, J. (2004). Genuine caring and Smalls-Hector, I., & Hays, M. (Illus.). literacy learning for African American Cooper, M., & Bennett, N. (2000). (1992). Jonathan and his mommy. children. The Reading Teacher, 57(8), Getting’ through Thursday. New York, Boston: Little, Brown. 744-753. NY: Lee & Low Books. Smith, C. R,. & Collier, B. (Illus.). Scroggins, M. J., & Gangi, J. M. (2004). Diakité, B. W. (1999). The hatseller and (2007). Twelve rounds to glory: The story Paul Laurence who? Invisibility the monkeys: A West African folktale. of Muhammad Ali. Cambridge, MA: and misrepresentation in children’s New York, NY: Scholastic. Candlewick Press literature and reading and language arts textbooks. MultiCultural Review, 13(3), Draper, S. (2007). Ziggy and the Black Sullivan, C., Ed. (1991). Children of 34-43. Dinosaurs: Stars and sparks on stage. promise: African-American literature and New York, NY: Aladdin. (Original art for young people. New York, NY: Shulevitz, J. (2012, May 20). A few for work published in 2004) Abrams. the road. The New York Times Book Review, 14. Draper, S. (2006). Ziggy and the Black Taylor, G., & Morrison, F. (Illus.). (2006). Dinosaurs: The buried bones mystery. George Crum and the Saratoga Chip. Sloan, D. (1983). Insight-imagination: The New York, NY: Aladdin. (Original New York, NY: Lee & Low Books. emancipation of thought and the modern work published in 1994) world. Westport, CT: Greenwood.

CRAJ • Volume 1 • Issue 1 SPOTLIGHTING THE LITERACY NEEDS OF AFRICAN-AMERICAN MALES • Jane M. Gangi 38 CRITICAL LITERACY 39 ------decoding or encoding of words in or in words of encoding or decoding text of meaning the reproduce to der or society until it becomes a means own history one’s for understanding and culture, to social the and recognize life connec one’s between tions structure, to believe that change in and of others lives the and life, one’s society are possible as well as desir knowl new to on and act this able, just and equal foster to order in edge that decisions the all in participation 83). p. ( lives” our control and affect ditionally, reading and writing are not are and writing reading ditionally, such general and 14). obvious matters as (p. seem” first at might they definition broader A Literacy: are literacy incritical interested Those tra the challenge to ones only the not of definition ditional as literacy sim (Gee, write and read to ability the ply 2000, Group, London New The 2003, the In 2002). Semese, & Violas Tozer, 1980s the census bureau defined lit write and read to “ability one’s as eracy et al., 2002, (Tozer, in any language” p. by 248). However, 1993, Cooper in literacy defined a sense as broader think with arts language the involving elements the of component a being ing (Cooper, 1993). By 2003 two discusseswhen defining literacy, Harste, currently we way the in breakthroughs view now we that is One literacy. view not as just as a practice literacy social Gee (2003) also points out that there out there that points also Gee (2003) are “many ways different of reading and writing” (p. 4). “[E] Therefore, seem and writing reading ven though so tra to means central what literacy ------The Connecticut Reading Association Journal • Volume 1 • Issue 1 1 • Journal Association Reading The Connecticut • Volume “...critical perspectives push the defi the push perspectives “...critical nition of literacy beyond traditional traditional beyond of nition literacy and what it means to “read” text. The The text. “read” to means it what and article continues on to consider the difference between critical literacy and critical thinking. And relates finallyliteracy critical I how at look will literature. children’s of teaching the to Literacy to important is defined is literacy How literacy. of critical understanding one’s When to literacy critical introducing my graduate and stu undergraduate define to them asking by begin I dents a variety expect, might one As literacy. of definitions are offered. Although vary, the definitions majority revolve around a core of understanding write. and lit read to ability one’s as eracy understanding this upon elaborate To of students consider what literacy, it means to read. Students usually de to decode as the ability reading scribe able be to and fluently word written the Crit word. written the comprehend to ical literacy includes these aspects of of but literacy understandings pushes param traditional the beyond literacies out: points (1995) Shannon As eters. ------Cara Mulcahy, Ph.D, Department Editor Ph.D, Cara Mulcahy, New Britain, CT University, State Central Connecticut POSSIBILITY OF HOPE: OF HOPE: POSSIBILITY Literacy of Critical The Meaning

uch uch has been written on the topic of of literacy critical late

...[C]ritical literacy examines texts in order to identify ...[C]ritical literacy examines texts in order and challenge social constructs, ideologies, underlying which intentionally assumptions, and the power structures and unintentionally perpetuate social inequalities and injustices. Critical literacy aims to delve deeply into the sociopolitical and sociocultural issues embedded in texts causes of social inequalities to identify the root in order and injustices. Thepurposeof this article is to con ods or techniques” (McDaniel, 2004, (McDaniel, ods or techniques” set as theories literacy Critical 272). p. a for sweep “advocate by Freire forth in ing ways transformation of think strat teaching specific than rather ing 2004, (McDaniel, techniques” or egies literacy critical such, As 473-474). pp. and identify to order in texts examines challenge social constructs, the and ideolo assumptions, underlying gies, power structures which intentionally social perpetuate and unintentionally inequalities and injustices. Critical aims to literacy into delve deeply the and issues sociocultural sociopolitical identify to order in texts in embedded the root causes of social inequalities injustices. and sider what critical literacy means. It begins with a discussion of the term literacy which leads to a definition of critical Following literacy. this, it briefly addresses the notion of text

and and as is from many of evident these the establish to important is it writings, a is literacy critical that understanding meth of set “a than rather philosophy M ISSN 2169-2777 CRITICAL LITERACY a set of technical skills to be learned, ing education. This type of education insensitive (Cadiero-Kaplan, 2002). and the second is that we write of the is one that “makes a person produc- Progressive literacy which is similar “multiple literacies as opposed to one tive and dependable, but not trouble- in many ways to Irwin’s description monolithic literacy” (p. 8). Similarly some” (Finn, 2009, pp. ix-x). of literacy as personal growth relates Gee (2003) refers to literacy as a so- to Dewey’s approach to education cial practice and describes literacy as An Informational level of literacy as whereby the curriculum is focused being “multiple” by which he means described by Finn (2009) is often as- on the student and what the student the ways that we engage in meaning- sociated with the kind of learning evi- brings with them to the classroom. making differs from text to text (Gee, dent in more traditional approaches According to Cadiero-Kaplan (2002), 2003). Scribner may have described it to schooling. Informational literacy “a progressive literacy ideology re- best when he said “literacy is a many- teaches rote memorization, regurgi- quires students and teachers to engage meaninged thing” (1984, p. 9). tation of the textbook or of what the in the process of learning to read and teacher has said. An informational write based on themes and topics of In addition to a constantly evolving level of literacy “is the ability to read interest to students, with vocabulary definition of literacy many scholars and absorb the kind of knowledge related to their lives” (p. 376). This is have identified different kinds of liter- that is associated with the school and also in keeping with a constructivist acies taught in school: Conventional, to write examinations and reports approach to education whereby stu- functional, informational, cultural, based on such knowledge” (Finn, dents play an active role in creating progressive and critical (Cadero-Ka- 2009, p. 124). There is very little their own knowledge. plan, 2002; Finn, 2009; McDaniel, room for creativity in this kind of 2004; Tozer et al., 2002) Irwin (1996) literacy. It is important, however, not Progressive literacy is often evident in identifies literacy as adaptation, lit- to confuse Finn’s definition of an in- classrooms that partake in the reader’s eracy as personal growth and literacy formational level of literacy with the and writer’s workshop. In such class- as transformation. Some would argue recently emerging use of the term as rooms students have the choice to read that such definitions fall along a lit- it relates to the kind of literacy asso- and write in class about topics which eracy continuum (McDaniel, 2004). ciated with technology and garnering interest them. Such classrooms accord- Although one has to be careful not to information from the Internet. ing to Irwin (1996, p.147) focus on lit- assume that the above literacies must eracy as “personal self-improvement.” be taught in a sequential order or that Advocates of cultural literacy support The criticism of progressive literacy is a person must first be functionally lit- the notion that there is certain infor- that although it encourages students erate in order to be critically literate. mation one needs to know in order to to construct their own knowledge and be culturally literate. Cultural literacy engage in reading and writing activi- Conventional literacy is usually de- “denotes knowledge of the canon, or ties that have meaning to the student’s scribed as a basic form of literacy. “great books,” with emphasis on the lives, it fails to “examine questions of This definition requires little more teaching of morals and values without cultural and political context” (Cadie- than one being able to read and write regard for individual and commu- ro-Kaplan, 2002. p. 377). As such it in order to be considered literate. A nity experiences” (McDaniel, 2004, reinforces the notion that literacy is functional definition of literacy usu- p. 474). The concern with cultural politically neutral. Irwin warns against ally refers to one’s ability to operate in literacy is that it legitimatizes certain this misconception of literacy as it daily life (Finn, 2009; Kozol, 1985; knowledge over other knowledge and overlooks the social inequalities that McDaniel, 2004; Tozer et al. 2002). it is on these grounds that it has been are reproduced through the teaching A person with a functional level of lit- challenged as being culturally blind or of different kinds of literacies: eracy would be able to fill out a job application, write a check, and un- derstand a bus schedule (McDaniel, It is often argued that such a level of literacy allows one 2004; Tozer et al., 2002). It is often to follow directions well, but does not encourage one argued that such a level of literacy al- to question. Functional literacy is in keeping with what lows one to follow directions well, but Freire refers to as a domesticating education. This type does not encourage one to question. of education is one that “makes a person productive and Functional literacy is in keeping with dependable, but not troublesome.” (Finn, 2009, pp. ix-x). what Freire refers to as a domesticat-

CRAJ • Volume 1 • Issue 1 POSSIBILITY OF HOPE • Cara Mulcahy 40 CRITICAL LITERACY For some students, the literacy they but also as social and cultural practic- Unlike the “banking” approach of learn in school is reading and writ- es with economic, historical and po- education whereby students are seen as ing to fill out forms and guess prede- litical implications” (Gee, 2003, p. 8). receptacles or bins to be filled and “in termined correct answers. For other which the scope of action allowed to students, school literacy is reading Critical Literacy the students extends only as far as re- and writing to draw conclusions and While different definitions of literacy ceiving, filling, and storing the depos- think creatively and critically. These have been offered and different litera- its” (Freire, 1970, p. 72) critical literacy are very different forms of literacy cies continue to emerge, critical liter- aims to actively engage the students with different political implications. acy distinguishes itself in that it works in their learning and reading of texts One is empowering and one is not. towards praxis. Praxis, as defined by by addressing the four dimensions of (Irwin, 1996, p. 146) Freire (1970) combines reflection and critical literacy as defined by Lewison, action in order to transform society. et al., (2002). More recently the term multilitera- In this way critical literacy is transfor- cies has emerged in the field of literacy mative. Such transformation attempts The Meaning of Text education (The New London Group, to eradicate social injustices and in- Critical literacy not only challenges us 2000). Multiliteracies refer to the six equalities so as to create better social to rethink how we define literacy, it modes of meaning making: “Linguis- conditions for all. Critical literacy rec- also challenges us to reconsider tradi- tic Meaning, Visual Meaning, Audio ognizes that literacy is not politically tional understandings of text and what Meaning, Gestural Meaning, Spatial neutral and that, in fact, literacy can it means to be able to read. Because Meaning, and the Multimodal pat- be used to either empower oneself or critical literacy deals with the examina- terns of meaning that relate the first to control others. (Tozer et al., 2002). tion and interrogation of text, a new five modes of meaning to each other” Lewison, Flint and Van Sluys, 2002, understanding of text is important. (The New London Group, 2000, p. describe critical literacy as having McDaniel (2004) explains, “Critical 7). Therefore, “Meaning is made in four dimensions: “(1) disrupting the literacy transcends conventional no- ways that are increasingly multimodal commonplace, (2) interrogating mul- tions of reading and writing to incor- – in which written-linguistic modes of tiple viewpoints, (3) focusing on so- porate critical thinking, questioning, meaning are part and parcel of visual, audio, and spatial patterns of meaning” (The New London Group, 200, p. 5) Cultural literacy “denotes knowledge of the canon, or Similarly Gee, 2003, reminds us that: “great books,” with emphasis on the teaching of morals and values without regard for individual and community [M]ultimodal texts (texts that mix experiences” (McDaniel, 2004, p. 474). The concern with words and images), the images of- cultural literacy is that it legitimatizes certain knowledge ten communicate different things over other knowledge and it is on these grounds that it from the words. And the combina- has been challenged as being culturally blind or insensitive tion of the two modes communicates (Cadiero-Kaplan, 2002). things that neither of the modes does separately. Thus the idea of different sorts of multimodal literacy seems ciopolitical issues, and (4) taking ac- and transformation of self or one’s an important one. Both modes and tion and promoting social justice” (p. world. Additionally, definitions of crit- multimodality go far beyond images 382). These four dimensions relate ical literacy usually consider “text” to and words to include sounds, music, closely to Freire’s notion of a liberat- be anything that can be “read” which movement, bodily sensations, and ing education. A liberating education leads to infinite possibilities. Some smells. (p. 14) is one which “consists in acts of cog- would argue that a T-shirt, graffiti, a nition, not transferals” (Freire, 1970, cereal box, or a rock can be “read” as Finally, no discussion of literacy is p. 79). Such an education allows one texts. Essentially, a person can “read,” complete without reference to the to problem-pose, engage in dialogue interpret, question, and “rewrite” al- new literacies, “a body of work that ar- and examine the world in a way that most any aspect of his or her world” gues that reading and writing should uncovers social oppressions and begins (McDaniel, 2004, p. 474). Text, ac- be viewed not only as mental achieve- to allow people to understand ways in cording to Freire, is not limited to the ments going on inside people’s heads which one’s world can be transformed. written word. Through Freire’s teach-

CRAJ • Volume 1 • Issue 1 POSSIBILITY OF HOPE • Cara Mulcahy 41 CRITICAL LITERACY ings we come to understand that we learning in the lives of the students. ing for critical literacy it is important read the world as well as the word. As By beginning with their world and to heed Boute as quoted in McDaniel such, whether or not a person is literate what kinds of texts are important (2004) “The intent should not be to does not depend solely on their abil- to them and by incorporating those avoid books because of their ideologi- ity to fluently decode and comprehend texts into the classroom, students are cal stances, but rather to become aware the written word. Gee (2003), in his allowed to connect the literacy they of the ideologies, be critical consumers book, What Video Games Have to Teach are learning in school to the literacies of books, and teach children to think Us About Learning and Literacy, rein- that surround them in their everyday about what they are reading an hear- forces this notion of text and what it lives. This connection between out of ing” (p.477). A good case in point is means to read text. school literacy and in school literacy Where the Wild Things Are by Maurice becomes important if as educators we Sendak. In this well-known children’s There are many different ways of want our students to understand the story a little boy is living in a dream reading and writing. We don’t importance of what they are learning world and the moral of the story is read or write newspapers, legal in school. that once he behaves appropriately he tracts, essays in literary criticism, will be rewarded. However, as teach- poetry, rap songs, and on through Application to Children’s Literature ers of critical literacy we also need to a nearly endless list in the same In my graduate and undergraduate be asking ourselves and our students, way. Each of these domains has its courses I introduce my students to what underlying messages is this book own rules and requirements. Each different books that can be analyzed sending the reader? Could the message is a culturally and historically from a critical perspective and that be that it is okay for those who live in separate way of reading and writ- can be used to bring a critical per- a “civilized” society to invade coun- ing, and, in that sense, a different spective to the classroom discussion. tries that are considered to be “less literacy. (p. 14) Some examples are Encounter by Jane civilized?” Is it okay to encourage the Yolen, Monster by Walter Dean My- natives of such a country to be depen- Gee continues on to say, ers, and Kat Kong by David Spike. dent on the invader(s) only to have the invader(s) leave whenever ready with- Once we see this multiplicity of literacy In past semesters students in my In- out regard to the effect it may have (literacies), we realize that when we troduction to Critical Literacy course on the natives. Such are questions and think about reading and writing, we used a critical literacy framework to discussions that should be brought to have to think beyond print. Reading analyze literary works that they use in the forefront when discussing literature and writing in any domain, whether their classrooms. Novels such as Lord from a critical perspective. it is law, rap songs, academic essays, of the Flies, Sounder, The Report Card, superhero comics, or whatever, are Frindle, Farewell to Manzanar, and Conclusion not just ways of decoding print, they The Sneetches were found to be excel- Critical literacy education is impor- are also caught up with and in social lent ways of introducing students to tant as it provides an alternative to practices. Literacy in any domain is critical literacy and as ways for pos- more traditional approaches to literacy actually not worth much if one knows ing problems that would allow stu- instruction such as functional literacy nothing about the social practices of dents to dialogue with one another and cultural literacy as described above. which that literacy is but a part. And, and the teacher to delve deeper into Furthermore, critical literacy moves of course, these social practices involve the social issues that arose in these beyond a progressive approach to liter- much more than just an involvement pieces of literature. acy education as it allows for personal with print. (pp. 14-15) When considering what kind of litera- growth and situated learning but also ture to introduce in a classroom striv- encourages students to challenge texts, This understanding of text is impor- tant because not only does it chal- lenge our traditionally held notions “The intent should not be to avoid books because of about text and what it means to be their ideological stances, but rather to become aware of literate, it also allows us to recognize the ideologies, be critical consumers of books, and teach the importance of literacy and criti- children to think about what they are reading an hearing” cal literacy as a social practice. This McDaniel (p. 477). in turn allows us the situate literacy

CRAJ • Volume 1 • Issue 1 POSSIBILITY OF HOPE • Cara Mulcahy 42 CRITICAL LITERACY examine unjust social practices, and move toward social transformation. CARA MULCAHY is an associate professor at Central Connecticut State In addition to valuing student culture University. She teaches courses in literacy methods, content area reading, and encouraging creativity and critical writing, and critical literacy. Her areas of interest are critical literacy, adolescent thinking, critical literacy instruction is literature, adolescent literacy and social justice. She recently published important as it advocates for teaching Marginalized Literacies: Critical Literacy in the Language Arts Classroom. students how to be critical consum- ers of text because it allows them to question dominant culture and work Freire, P. (1970). Pedagogy of the oppressed. The journey of newcomers and novices. towards social transformation (Glenn, NY: Herder & Herder. Language Arts, 79(5), 382–392. 2008). This supports Graves’ (1978) Freire, P., & Macedo, D. (1987). Literacy: Luke, A. & Freebody, P. (1997). Critical belief that, “a democracy relies heav- Reading the word and the world. South literacy and the question of normativity: ily on each individual’s sense of voice, Hadley, MA: Bergin & Garvey Publishers. An introduction. In S. Muspratt, A.Luke Gee, J. P. (1997). Meanings in discourse: & P. Freebody, (Eds.), Constructing authority, and ability to communicate critical literacies: Teaching and learning desires and information” (p. 5). Stu- Coordinating and being coordinated. In S. Muspratt, A. Luke, & P. Freebody textual practice (pp. 1–18). Cresskill, N.J.: dents engaging in critical literacy are (Eds.), Constructing critical literacies: Hampton Press, Inc. empowered by their own voices and Teaching and learning textual practice Luke, A. & Freebody, P. (1997). The social opinions, are taught how to question (pp. 273–302). Cresskill, NJ: practice of reading. In S. Muspratt, A. and challenge common assumptions, Hampton Press. Luke & P. Freebody, (Eds.), Constructing points of view, sociopolitical issues, Gee, J.P. ( 2003) What video games have to critical literacies: Teaching and learning teach us about learning and literacy. New textual practice (pp. 185–225). Cresskill, and begin to consider ways of taking N.J.: Hampton Press, Inc. action for social justice. Without criti- York: Palgrave Macmillan. cal literacy education, not only is there Glenn, W. (2008). Gossiping girls, McDaniel, C. (2004). Critical literacy: A insider boys, and A-list achievement: questioning stance and the possibility a greater discontinuity between in- Examination of young adult novels for change. The Reading Teacher, school and out-of-school literacy prac- consumed by conspicuous consumption. 57(5), 472–481. tices but, as McDaniel (2006) argues, Journal of Adolescent and Adult Literacy, McDaniel, C. (2006). Critical literacy: the status quo is perpetuated as social 52(1), 34-43. A way of thinking, a way of life. NY: injustices, unequal power relations, Golding, W. (1954). Lord of the Flies. New Peter Lang. and commonly held assumptions and York: Penguin Putnam. McLaughlin, M. & DeVoogd, G. L. stereotypes go unquestioned. Graves, D. (1978). Balance the basics: Let (2004). Critical literacy: Enhancing g them write. Durham, NH: Education students’ comprehension of text. New Department. York, NY: Scholastic. REFERENCES Harste, J. C. (2003). What do we mean Myers, W. D. (1999). Monster. New York: by literacy now? Voices From the Middle, HarperCollins. Cadiero-Kaplan, K. (2002). Literacy 10(3), 8–12. Wakatsuki. ideologies: Critically engaging the Pilkey, D. (1993). Kat Kong. Orlando, FL: language curriculum. Language Arts, Houston, J & Houston, J. D. (1973). Harcourt Brace & Company. 79(5), 372–381. Farewell to Manzanar. New York: Random House. Scribner, S. (1984). Literacy in three Cooper, D. J. (1993). Literacy: Helping metaphors. American Journal of Students Construct Meaning. Boston: Irwin, J. (1996). Empowering ourselves and Education, 93, 6–21. Houghton Mifflin transforming schools: Educators making a difference. Albany, NY: SUNY Press. Sendak, M. (1963). Where the Wild Cope, B, & Kalantzis, M. (Eds.). (2000). Things Are. New York: Harpers Collins Multicliteracies: Literacy learning and Lankshear, C. & Knobel, M. (1997). Publishers. the design of social futures. New York, Critical literacy and active citizenship. In S. NY: Routledge. Muspratt, A. Luke & P. Freebody (Eds.), Shannon, P. (1995). Text, lies, & videotape: Constructing critical literacies: Teaching stories about life, literacy, & learning. Clements, A. (1996). Frindle. New York: and learning Textual practice (pp. 95– Portsmouth, NH: Heinemann. Simon and Schuster 124). Cresskill, NJ: Hampton Press, Inc. Tozer, S. E., Violas, P. C., & Senese, G. Clements, A. (2004 ). The Report Card. Lankshear, C. & Knobel, M. (2006). New (2002). School and society: Historical New York: Aladdin Paperbacks literacies: Everyday practices and classroom and contemporary perspectives (4th ed.). Finn, P. (2009). Literacy with an attitude: learning (2nd ed.). New York, NY: Open Boston: McGraw-Hill. Educating working-class children in University Press. Yolen, J. (1992). Encounter. Orlando, FL: their own self-interest. Albany, NY: Lewison, M., Flint, A. S.. & Van Sluys, Voyager Books. SUNY Press. K. (2002). Taking on critical literacy: CRAJ • Volume 1 • Issue 1 POSSIBILITY OF HOPE • Cara Mulcahy 43 TEACHER RESEARCH 44 ------ments by choosing change that makes makes that change choosing by ments act by them, to difference a personal ing as and agents, by change making connections between programs in their and cur school their classroom community. or riculum tive tive teaching and learning environ improving literacy instruction (John instruction literacy improving pro recursive a is it Since 2009). son, are there 1993) al., et (Patterson, cess, investiga the rules; or stages strict no tion can spiral, be circular, cyclical, linear, narrative, discursive, partici multiple expo and involve nential, pants. Because of this recursiveness, research teacher action of process the captures teacher conversations with K-12 students, colleagues, parents, teachers, policy makers, community members and administrators to cre change. personal ate A Rationale for Change Theultimate goal of action research is to design and implement authen research teacher action An change. tic partner collaborative involves project teachers, adolescents, ing of children, adopts It parents. and administrators, teach sees that stance constructivist a ers as skilled experts who can learn interactions. teaching own their from transforma foster researchers Teacher ------The Connecticut Reading Association Journal • Volume 1 • Issue 1 1 • Journal Association Reading The Connecticut • Volume It is a systematic way to study a personally relevant school school relevant personally a study to way literacy systematic a is improving It of purpose the for situation process, classroom recursive a or is it Since the 2009). rules; or (Johnson, stages strict instruction no are there narrative, 1993) al., linear, et cyclical, (Patterson, circular, be spiral, can participants. investigation multiple involve and exponential, discursive, her student. She went on, did “what you do during the writing confer ence time we had today? Did have you enough time to self-evaluate?” This teacher was engaging in a fo cused, constructive and action ori ented reflective practitioner process. This teacher knew practices her day-to-day needed improvement and she was enlisting the help of some one who was part of those practices. of role the trust to easy not it’s Clearly, improv for standards or conversation start a it’s but instruction, literacy ing Students self. one’s at better getting at and standards are readily available research partners. In fact, the action teacher research process comprehen that practices teaching supports sively are responsive to need students’ and standards. state or national Definition of Action Research Teacher as teachers involving research, Action and 1940s the in evolved researchers, acceptable increasingly an become has way of thinking about and knowledge education (Hubbard & Power, study to way systematic a is It 1999). a personally relevant school or class room situation for the purpose of

------display

Joanne Cunard, Ph.D, Department Editor Department Ph.D, Joanne Cunard, CT Hartford, West of Saint Joseph, University ACTION RESEARCH IN CONNECTICUT SCHOOLS: CONNECTICUT IN RESEARCH ACTION Projects Research Four Teacher from Excerpts

understand the role The crucial standard

want want to get better at myself,” I as heard I by walked a class “ I “I Already Already taking a critical stance, this person was looking for support from of professional judgment and practical knowledge for improving all students’ achievement. and development reading Having Having recently completed accredi room room in a Connecticut elementary school. Knowing that many teacher- student conferences are about im I surprised provement, at wasn’t this teach a was it noted I until comment voice. er’s With greater intensity she work writer’s of minutes “35 on, went groups conference enough, shop isn’t and evaluation summative to get never liter for prepared comes everyone not wasThe listen student circles”. ature on books placing while attentively ing so see I “ room. the throughout shelves many I things want to I change. just moment-to- these of some fix to want we have moment interactions during my at better get to want just I day. the teacher.” your as self thought immediately I review, tation of how these questions IRA recounted teaching standards 6.2: own their to related dispositions positive reading and writing and the teaching the pursue and writing, and reading of development of individual professional knowledge and behaviors. It sounded like a desire to rework standard 5.2: design a social environment low that risk and is includes choice, motiva tion, and scaffold support to optimize students’ opportunities for learning to read and write. I heard was 1.3: ISSN 2169-2777 TEACHER RESEARCH The Recursive Research Plan The Teacher and evaluating of a component of The essential steps vary from one In action research, teachers make curriculum and instruction. Issues project to another but follow a basic connections between the ultimate of sociopolitical justice, new school framework chosen from the follow- use of new information and the curriculum principles or dissatis- ing elements: contents of their class, school or faction with one’s own professional community in the form of a per- voice can also be an impetus. Of- • Research purpose, topic, problem sonal project that makes a difference tentimes the motivation may be to the teacher and will help the pro- intentional through the study and • Research questions, literature re- grams or procedures in their school. analysis of one’s own teaching with view, theoretical context By nature, teachers actively engage an opportunity to rethink the the- • Sub-questions others in the processes of learning. oretical assumptions underpinning On a daily basis, they apply critical their methods. For example, one • Data Collection plan, tools, reflexivity about their own discur- may wish to create a project using options, methods i.e. video/au- sive practices and the resulting re- applications of new research and diotape, teacher journal, note interpretation of the everyday struc- theory that might inform it such as taking, survey, interview, peer tural patterns of their interactions with the advent of a socio-cultural collaboration, student work. with students. In this way teacher constructivist philosophy of litera- • Possible codes for types of research projects begin with an au- cy, CCSS or NCATE. Just looking questions thentic, active classroom that spills for evidence of student engage- into the schools to make a difference ments in learning experiences dur- • Data collection, patterns, themes, in the literacy profession. Applying ing class activities develops habits categories, refocus, redesign • Data analysis and organization • Data reporting of findings, ex- On a daily basis, they apply critical reflexivity about their amples, events, categories, de- own discursive practices and the resulting reinterpretation scriptive elements. of the everyday structural patterns of their interactions with • Conclusions from data collec- students. In this way teacher research projects begin with tion and analysis an authentic, active classroom that spills into the schools to make a difference in the literacy profession. • Recommendations to help an- swer research question, problem or implementation. the basic learning process that in- of critical thinking and judgment. • Suggested action plans for im- cludes assimilation, accommoda- Likewise, a source of motivation plementation tion and integration of new learning may be the intentional or extempo- • Tentative time line into already established cognitive raneous examination of authentic structures, they tie the new to the student work to improve effective • Reflections before beginning: Is this old, the unknown to the known al- instruction. Equally as motivating do-able? Is it relevant for my class or ways building upon what is already is the goal to simply rehearse the future class? Am I excited about the known and believed (Smith, 1975). very behaviors one wants to refine insight I will gain as I analyze my and implement. Other motiva- data? Am I ready to adapt my teach- Getting Started tional sources include a genuine ing to the needs I discover? Will it be Whatever the motivation, the personal desire to create a project useful to share with my peers? teachers as researcher model helps to make a difference in society, • Summary one determine simple solutions to to make a social justice impact in • Précis an identified problem or goal. Just one’s community. as any motivation for change has • Summative reflection (Hubbard, many sources, the motivation to Documents et al., 1999; Johnson, 2009; Pat- begin action research comes from Throughout the research project it is terson, et al., 1993) different sources. Frequently it can useful to make and keep a copy of begin after the informal assessing the following: CRAJ • Volume 1 • Issue 1 ACTION TEACHER RESEARCH IN CONNECTICUT SCHOOLS • Joanne Cunard 45 TEACHER RESEARCH • Weekly log of developing project Teacher researchers evaluate and college and career. Retrieved from http:// ideas, tasks, periodical and book apply advanced pedagogy in cur- www.corestandards.org/. readings, data collection, i.e., inter- riculum, instruction and assessment Hendricks, C. (2009) Improving schools views, observations, surveys, tests to begin to engage all students in through action research. New Jersey: Pearson. reaching their potential as learners • Weekly log of during class peer and people. The ultimate gain is that group conferences, drafts, ques- Hubbard, R.S., Power, B.M. (1999). teachers engaging in the process fos- Living the questions: A guide for teacher tions, reflections, insights and sub- ter transformative environments that researchers. New York: Stenhouse. sequent changes enhance opportunities to collapse • Publishable report of the project Langer, J.A. Envisioning Literature: Literary authentic learning experiences with- Understanding and Literature Instruction. to make a difference so it might in a real world setting. In this way NY: Teachers College Press, 1995. be implemented by others teacher researchers continually de- velop their capacity to influence and Johnson, A.P. A short guide to action research, • Weekly dated drafts of project 3rd ed. (2008). Boston: Pearson. proposal advance positive change for students in this complex global society. • Implementation materials Patterson, L. Minnick-Santa, C. Short, K.G., g Smith, K (Eds.). (1993). Teachers are • Results of implementation researchers: Reflection and action. Newark, DE. International Reading Association. • Bibliography of periodicals and REFERENCES course texts CCSSI. (2012). Common core state standards Smith, F. (l975). Comprehension and learning. initiative: Preparing America’s students for New York: Holt, Rinehart and Winston. • All project components

Impact on Literacy Community JOANNE CUNARD, Ph.D., is a professor of Education at the University of In all cases, teacher researchers make Saint Joseph, Connecticut. An educator for more than 37 years, Dr. Cunard connections between their ultimate is a CRA board member, serves as committee chairperson for the International use of information and the contents Literacy Projects, serves on the board of Read to Grow, chairs The Think Tank of their class in the form of a per- of College and University Faculty and State Department Administrators in sonal research project that makes Literacy, and was the Connecticut State Coordinator to the IRA. a difference to them and will help Dr. Cunard was recently honored with the 2011 International Reading the programs or procedures in their Association’s (IRA) Celebrate Literacy Award given in partnership with the literacy community. Throughout Connecticut Reading Association (CRA). This award recognized her significant the teacher research process, teach- literacy contributions to the field of reading and to the organization on the ers inadvertently create a peer sup- local and state level as well as supporting literacy for the students and the port group and participate in peer- learning community at the University of Saint Joseph. classroom visitations and eventually A resident of West Hartford and winner of the 1995 Reverend John J. Stack the dissemination of core change by Teaching Excellence Award at the University of Saint Joseph, Dr. Cunard acting as teacher-trainers where they earned her Ph.D. at the University of Connecticut, an M.A. from The Ohio begin to share the benefits with col- State University, and a B.A. from Ohio University. leagues at their schools, community and the profession.

A Sampling of Action Teacher Research Projects: Four Excerpts The following section contains four excerpts from action teacher research projects created and implemented by teachers in Connecticut classrooms. Each elementary teacher engaged the voices of their students and in some studies, colleagues and parents, to critically revise their writing curriculum. Using the social environment, students as researchers with a choice, and a recursive research plan, each of the following k-6 teachers reinterpreted their own discursive practices to make a dif- ference in the writing literacy for their schools. Future issues of this section of The Connecticut Reading Journal will focus on additional project components in greater detail.

CRAJ • Volume 1 • Issue 1 ACTION TEACHER RESEARCH IN CONNECTICUT SCHOOLS • Joanne Cunard 46 TEACHER RESEARCH Excerpt 1: In this first segment Sandra Boscario describes her process of guiding the students and forcing herself to let go of controlling the classroom. In this way both teacher and students as researchers advanced to what Judith Langer (1995) calls building a sense of envisionment where teachers create classrooms that are provocative, and open to the imagination and the exploration of possibilities. If we want to encourage our student’s to become life long learners then we need to engage our students in the meta-learning processes they will use in reality. This is what Sandra achieved:

Teachers and Students Writing Sandra Boscario Elementary Teacher, Manchester, CT Overview In this project To Make a Difference Implementing the pilot in each ceptions. However, the data questions perceptions about writing were ana- classroom lasted approximately four were analyzed and the ratings for it’s lyzed and challenged as teachers and weeks. Students took a survey about okay to love it increased for 55 of the students were involved in imple- their perceptions prior to the launch 58 students involved. menting a writing workshop model. and again at the end of the four A third, fourth, and fifth grade class- weeks. During implementation, stu- The following analysis shows the per- room were part of this inquiry-based dents learned about the expectations cent of students who changed their pilot. Sixty-one students and three and routines of writing workshops. opinions about writing from the ini- teachers were asked to reflect on the The students decorated their own tial to final survey. writing process and perceptions of writers’ notebooks and wrote often. themselves as writers and instruc- Through focus lessons, students were Question 1: Do you like writing? tors of writing. Numerous resourc- given strategies to transfer into their +10% es about writing workshops were work during independent writing. • The initial survey revealed that shared with the classroom teachers. Students conferenced, told stories, the majority of students loved In a collaborative community of and sat in the author’s chair as they writing at 43%. In the final sur- professional learning, initial les- developed personal narratives. Af- vey, 85% of the students had a sons were planned using Wachusett ter the pilot was implemented there somewhat strong, positive feel- Regional School District resources were notable shifts in students’ and ing about writing. That per- and work from Lucy Calkins, Katie teachers’ writing perceptions. As part centage of students rose from Wood Ray, and Ralph Fletcher. Ad- of their weekly writing logs, students an initial 75%. In the final sur- ditional research was gathered from reflected on their work. vey, nearly 14% of the students peer-reviewed periodicals, and it thought that writing was just was used as part of the collaborative Along with the weekly writing logs, the okay which is down from 20%, process. In Calkins’ (2006) Units of final survey depicted that the students Study for Teaching Writing Grades had a more positive perception of the while only three of the 58 stu- dents hated it. 3-5 her mantra is that instruction writing process. In the initial survey, can help children acknowledge that many students were indifferent to the • The rating average for question the little moments of their lives can writing process, neither having a strong 1 was 8.28 out of 10. become stories. This process helps like nor dislike. There were some ex- students commit to expressing ceptions, but as each data question was Question 2: How often do you thoughts, feelings, and opinions in analyzed the ratings demonstrated that write at school? +33% words. Katie Wood Ray also believes students were taking ownership of the that writing workshops give students writing process and finding their sense • The survey revealed that the ma- a sense of self as writers. Based on of self. The final survey suggests that jority of students, 89%, felt they the work of Calkins, Wood Ray more instruction using the writing wrote at school more than some- (2001), and Fletcher (2009), the re- workshop model would build writ- times. In the initial survey 33% search purpose was for students to ing confidence and independence. In felt like they did not write often in realize that writers are like ordinary the initial survey, responses supported school; however, 0% of students people; however, they take note of that students were indifferent to the felt that way in the final survey. their surroundings. writing process. There were some ex-

CRAJ • Volume 1 • Issue 1 ACTION TEACHER RESEARCH IN CONNECTICUT SCHOOLS • Joanne Cunard 47 TEACHER RESEARCH • The rating average for question 61% of the students felt like it about life. 2 was 8.36 out of 10. was better than okay through a rating of loving it. Question 8: Whom do you know Question 3: How often do you • The rating average for question that is a good writer? write at home? +26% 5 was 7.21 out of 10. • I was able to categorize the narra- • The survey continued to reveal tive responses as follows: author, Question 6: How do you feel teacher, family, and friends. Au- that students wrote at home in about sharing your writing with varying frequencies. thor: 16. Teacher: 14. Family: 7. classmates? +6% Friend: 21 • A significant number of stu- • The majority of students think dents, 37%, wrote at school • The survey revealed that a signifi- a fellow classmate or friend is a sometimes, while only 18% cant number of students loved good writer, which remained the wrote as often as possible. sharing their writing at 36.2%, same in both surveys. • More than 30% of students wrote which is an increase of 6% from • A large number of students also less than sometimes to never at the initial survey. 79% of the stu- thought that well-known authors home in the initial survey and that dents have a somewhat strong, like Seuss, Dahl, and Collins percentage decreased to 26% in the positive feeling about sharing were good writers. final survey. their writing with classmates. • 16% of the students think that Question 9: What makes that person • The rating average for question sharing writing is just okay, a good writer? 3 was 5.58 out of 10. while three of the fifty-eight students hated it. • I was able to categorize the narra- Question 4: How do you feel about • The rating average for question tive responses as follows: spelling/ keeping a journal in class? +21% 16 was 7.78 out of 10. vocabulary/handwriting, details, creativity, humor, other. • The survey revealed that an Open-ended questions: • Spelling/vocabulary/handwrit- overwhelming number of stu- In the final survey, responses to the ing: 5. Details: 25. Creativity: dents, 36%, felt like keeping a open-ended questions were varied. 5.Humor: 1.Other: 22 journal in class was okay in the Data was then categorized to deter- • The students’ criteria for being a initial survey. That percentage mine general trends. Students’ respons- good writer continued to vary. decreased to 10%. 71% of stu- es revealed a more holistic approach to • Many students valued the me- dents felt like it was better than writing. The process of writing was chanical aspects of writing like okay through a rating of loving more of a priority and it was less fo- spelling, vocabulary, and hand- it, which is a 21% increase. cused on mechanics and products. writing in the initial survey. • The rating average for question However, students more valued Question 7: What do you like to 4 was 8.09 out of 10 details/descriptions and suspense write about? in the final survey.

Question 5: How do you feel writ- • I was able to categorize the nar- ing about things that have hap- Question 10: Do you consider rative responses as follows: ac- yourself a good writer? pened in your life? tivities, people/animal, specific genres, or other. • I was able to categorize the narra- • The survey revealed that an • Activities/objects: 25. People/ overwhelming number of stu- tive responses as follows: yes, no, animals: 4. Specific genres: 18. okay. Yes: 42.Okay: 15. No: 1 dents, 54%, felt like they hat- Other: 11 ed through it was just okay to • Generally, the students continued • The majority of students like to to have a positive perception of write about things that have write about activities or objects, happened in their lives in the themselves as writers. It increased unlike the initial survey. from 37 to 42. initial survey. The percentage • The other category was students significantly decreased to 33%. • Some also continue to lack con- who wrote they liked to write fidence to determine if they were

CRAJ • Volume 1 • Issue 1 ACTION TEACHER RESEARCH IN CONNECTICUT SCHOOLS • Joanne Cunard 48 TEACHER RESEARCH good writers, while ONLY ONE REFERENCES Fletcher, R. (2007). How to write you life story. New York, NY: HarperCol- student thought that they were Calkins, L. & Chiarella, M. (2006). Units lins Publishers. not good at all. This decreased of study for teaching writing, grades 3-5. from five students to one. Portsmouth, NH: Heinemann. Wood Ray, K. (2001). The writing work- shop: working through the hard parts Fletcher, R. (1996). A writer’s notebook: (and they’re all hard parts). Urbana, g unlocking the writer within you. New IL: National Council of Teachers of York, NY: HarperCollins Publishers. English.

SANDRA BOSCARIO, an educator for 7 years, has been a classroom teacher in Manchester, Connecticut and is currently a third grade teacher in Bolton, Connecticut. Sandra was also a Curriculum Specialist in Manchester. Her responsibilities included facilitating data team meet- ings; preparing district-wide assessments; collecting, interpreting and analyzing student data; participating in district-wide SRBI Committee; and acting as a mentor for intermediate grade level teachers as a literacy coach. As a classroom teacher, Sandra facilitated a comprehensive literacy program; imple- mented writer’s workshop; developed literacy stations; used universal screens to identify and instruct students using the SRBI model; and developed curriculum based on the Common Core standards. A resident of Coventry, Con- necticut, Sandra earned her Bachelor of Arts in History and Education at Eastern Connecticut State University and a Masters in Arts in Education with a concentration in Reading and Language from the University of Saint Joseph.

Excerpt 2: Teacher Karen Saxe explains how her desire to use digital and online sources in writing instruction allowed her stu- dents to inspire her to take chances and create more student directed instruction in writing. Linking technology with the voices of emergent writers changed the children’s perceptions of the purpose of the writing process. Karen provides an overview of the project used to create this change, its results and future directions to build on what was learned. As a result of Karen’s excitement and learning throughout this project, she has accepted a position as K-12 liaison for integrating computers into the writing cur- riculum at Rumsey Hall. Karen writes:

Developing Students’ Voices in Poetry Using Digital Media: Post-Implementation Project Summary Karen Saxe Elementary School Teacher, Rumsey Hall School, Washington, CT

Overview opment, 2) ensure that technology digital means. The internet website In the spring of 2012 during the is integrated into the classroom to Little Bird Tales and Photo Story were month of April, a new program was accomplish real purposes, 3) create chosen as a way to enhance the cur- successfully piloted into the K-2 a climate of collaboration and social rent poetry curriculum by giving classrooms at Rumsey Hall School. interaction around technological re- students the opportunity to publish The success of this project was due sources, and 4) provide a variety of their poetry as a digital anthology. to the research gathered prior to the tools (computers, tape recorders, Each anthology included their re- start of the program. Guidelines cameras) to accommodate a wide corded poems and uploaded pictures for this research were drawn from a range of learning styles. or illustrations. Students had the op- study entitled the Hundred Days of tion to add music. School project by Chrystalla Mouza The purpose of the project was to im- Throughout the implementation of (2005) and from the work of Van print on students the importance of those computer programs, children’s Scoter Boss, et al. (2002). These voice when writing and sharing poet- views on writing changed. Some guidelines include the need to: 1) ry by including their voice into their students initially expressed indiffer- integrate technology with classroom poetry anthologies as well as broad- ence towards writing, and close to activities and curriculum in a way ening the audience that their pub- half of them said they did not write that is consistent with child devel- lished works would reach through regularly. A key finding based on ob-

CRAJ • Volume 1 • Issue 1 ACTION TEACHER RESEARCH IN CONNECTICUT SCHOOLS • Joanne Cunard 49 TEACHER RESEARCH servations in the classroom revealed ent way and learning how to read and to record their poems along with that students loved sharing what they write different types of poems. Most their illustration. The final digital wrote, and the more they shared, the of the students were limited with their poems were outstanding. Students more excited they were to write and written expression as well as with their expressed feelings of excitement to publish their work. They also de- reading skills. However, based on and pride as their digitally pub- scribed reading and writing poetry as their teacher’s reading and writing lished poems were presented to the fun and exciting. Additionally, all of assessments throughout the month, Lower School in morning meeting. them said they wrote more through- there was noted improvement in both out this spring because they were areas as a result of the work they did First graders’ perceptions of writing excited to add their poems to their throughout the month of April. The and computers changed as a result digital anthologies. The initial data post-implementation writing surveys of publishing their poems using the also revealed that many of them were showed some change in their percep- computer. There was also a lot of posi- excited to work on the computer, but tion of writing and their ability to tive parent feedback about their chil- at the same time, a large number of write, and it also showed that they dren’s writing and continued interest them associated it with feelings of had a genuine interest in reading and in building stories and uploading caution, confusion, and stress. At the sharing poetry with others. They are their poems using the computer. They end of the project, students expressed looking forward to the Young Pub- also shared that they haven’t seen their feelings of excitement, happiness, lisher’s Celebration next week. child that excited about writing in and pride when they shared their general. Along with the positive feed- feelings about computers. When In first grade, students were re- back, there were numerous feelings of asked if publishing their work on the quired to publish one of their poems gratitude. The combination of voice, computer made writing and publish- using Little Bird Tales. The poems illustration, and music brought the ing their poetry more fun, students that were published were gener- poetry to life in a way that was not answered with an enthusiastic “yes”. ated from a craft lesson in Writer’s yet imagined by parents. Next year, Workshop, Seeing Things in New we will build on this new technology The pilot of this project was success- Ways. Students were introduced by allowing students to write numer- ful. The kindergarteners thrived this to this important craft by hearing ous poems prior to publishing them spring as they worked with the third poems by Zoe Ryder White, Pencil on the computer, so they can choose grade students twice a week during Sharpener and Ceiling. Using Little the poem or poems they publish. We Writer’s Workshop. Both the digital Tales, students were able to illus- will also use different software to pub- Quiet Book they collaborated on as trate a cover page for their poem as lish the poems, since Little Bird Tales well as their poems for two voices dig- well as an illustration to go along proved to be unreliable. ital poetry anthology exceeded kin- with their recorded poem. From the dergarten teacher, Amanda McGrew’s moment students entered the com- There was even more positive feed- expectations. Both classes came to puter room, their enthusiasm was back in the second grade. Students life as they worked together on both obvious. Students were enthralled were incredibly motivated by the projects. Through the mentoring of with creating their illustrations us- project; sharing feelings of extreme the third grade, kindergarten students ing the computer mouse. However, excitement and pride in the poetry improved their reading and writing they hit a small roadblock when anthologies they created using Pho- skills. They benefited from being read it was time to record their poems to Story. Throughout the month of to as well asking their kindle buddy onto their tales, because the record- April, their teacher Mrs. Hill taught coach them as they read some of the ing device on Little Bird Tales was a series of mini-lessons that prompt- poems they read or wrote together. not working. Tech support was ed the poetry they wrote in their When their digital poetry books contacted, and they responded that writer’s notebooks. Students had the shared at the Lower School morning they were working on it. The addi- freedom to choose the poems they meeting, the pride they had in the tion of voice was crucial to meeting published in their digital antholo- work was evident. the objective of adding technology gies. This class was required to pub- into this emergent literacy program, lish at least five poems. Their stories The nature of the program was to ex- so their illustrations were uploaded were created with little teacher assis- pose those emergent learners to poet- from Little Bird Tales into Photo tance beyond the initial lesson given ry by looking at the world in a differ- Story, and then students were able on how to use Photo Story, allow-

CRAJ • Volume 1 • Issue 1 ACTION TEACHER RESEARCH IN CONNECTICUT SCHOOLS • Joanne Cunard 50 TEACHER RESEARCH ing the students full artistic control. tion director was established in order Finally, the goal is to instill vital 21st They choose their own poems, up- to provide training and workshops Century digital skills necessary for loaded photos, and recorded their for the K-9 teachers. Additional sum- students’ success in the future. voices independently. They needed mer work will include a review of the g the most assistance with properly current curriculum in order to begin saving their work to the network stage one of the five steps of technol- REFERENCES as well as uploading music from a ogy integration based on three models Mouza, C. (2005). Using technology to CD onto their photo story. Also, of technology integration taken from enhance early childhood learning: The a few experienced a setback when Cheri Toledo’s paper entitled “A Five- 100 Days of school project. Educational they overrode their photo story Stage Model of Computer Technol- Research & Evaluation, 11(6), 513-528. with the old photo story, erasing the ogy Integration into Teacher Educa- doi:10.1080/13803610500254808 new work. However, they took it in tion Curriculum” (2005). Toledo, C. (2005). Contemporary Issues stride and kept working. in Technology and Teacher Education After completing the first stage in Volume 5, Issue 2, Association for the This group seemed to benefit the most the process, Stage 2 will be imple- Advancement of Computing in Edu- from the addition this new technology. mented this fall. The first workshop cation (AACE) Every one of them expressed feelings will be held during faculty orienta- Van Scoter, J., Boss, S., & Northwest of happiness, pride, and excitement tion. Throughout the fall, teachers Regional Educational Lab., P. R. when asked about publishing their po- will receive one-on-one assistance (2002). Learners, language, and tech- etry using Photo Story. Additionally, learning the process and adopting rel- nology: Making connections that sup- when asked, they all said they enjoyed evant new technologies into their ex- port literacy. Creating communities of writing poetry more than ever before. isting curriculums. The teachers will learning & excellence. Mrs. Hill, their teacher, also shared benefit from a co-teaching model to How to Integrate Digital Media Into the success of the program. More than support themselves and their students Writer’s Workshop by Karen Saxe: any other year, not only did her stu- as they are learning to integrate and http://www.youtube.com/watch?v=r dents write more poetry, but also the apply those new technologies. There 2iGrDTuOdA&feature=share&list= quality of their work exceeded her ex- are three important goals that need to PL11FDC8C261349360 pectations. As a result, she is going to be met as this program is launched. Second grade student Steel McAdam’s continue to implement this new tech- The first step is motivating teachers by poetry anthology link: http://youtu. nology in the years to come. breathing new life into their curricu- be/ekd6uEIlfJI lum and teaching practices. By differ- Kindergarten and 3rd grade poem for The changes that occurred through- entiating instruction, it will effectively two voices digital book link: http:// out the spring, paved the way for larg- motivate students; therefore, resulting youtu.be/fLbRQ_U0XSo er changes in the future for Rumsey in teachers ability to help students Hall School. The integration of tech- obtain essential lifelong skills such as Kindergarten and third grade digital nology will continue throughout the critical thinking and problem solving. quiet book link: http://youtu.be/ entire school community as a result Additionally, these new practices will xgfmMKmJ_0k of the success of this pilot program. create opportunities for more student First grade digital poem with illustration The new role of technology integra- driven learning and collaboration. link: http://youtu.be/7GTqNFfdrXg & http://youtu.be/HejkWr3IyXw

KAREN SAXE graduated from Simmons College in 1993 with BA in Elementary Education and Art. She taught middle school and freshman English for nine years and served as English Department Chair for three years. After a six-year hiatus from education, Karen enrolled in the University of Saint Joseph to complete a Master of Arts in Education with a concentration in reading and lan- guage. In 2009, she started a new chapter in her life, teaching third grade. Her master’s degree was completed in the spring of 2012, and she began her fourth year of teaching third grade this past fall. As a result of her action research, she is beginning her new role as technology curriculum integration facilitator, which was launched during faculty orientation when she presented a seminar on integrating video to enhance and differentiate instruction.

CRAJ • Volume 1 • Issue 1 ACTION TEACHER RESEARCH IN CONNECTICUT SCHOOLS • Joanne Cunard 51 TEACHER RESEARCH Excerpt 3: In this action research project, Katie Walsh Ellison surveyed teachers and students before creating a manual to enables teacher researchers to implement a Writing Workshop professional development workshop for teachers in their district. All teachers agreed that planning what to teach and when to teach it was the most difficult aspect of workshop instruction. Ka- tie explains that the accompanying manual is meant to serve as an introduction to Writing Workshop. Although it provides a broad overview of Writing Workshop, it also focuses on developing units of study that can serve as a backbone to Writing Work- shop instruction. The following segment outlines how the reader might implement a workshop for teachers in their district.

Developing Units of Study in Writing Workshop: An Action Research Project Katie Walsh Ellison Elementary School Teacher, Colebrook, CT Overview Writing Workshop is an extensive data. Researchers should look for pat- Reading and Writing Workshop: methodology and in order to scale terns, or similarities among survey Are these just new buzzwords in down the information, researchers responses. These overlaps will become education, passing tends that we can must survey other teachers after gain- the focus of the next stage of data col- overlook as just another fad, or is ing permission from principals (Hub- lection. Coding of survey questions workshop methodology an effective bard & Power, 1999). It is important to may include: P = procedural, C = structure for teaching reading and gather information from teachers with content, S = structural, T = time, or A writing? Research shows that through varied Writing Workshop experiences. = administrative. Researchers must be Reading and Writing Workshop, For example, surveying teachers who willing to revisit or change subjects of Lucy Calkins (1994) from Teachers’ already use Writing Workshop, teach- coding as data is collected (Hubbard College at Columbia University has ers who are just beginning to use Writ- and Power, 1999). reinvigorated entire generations of ing Workshop, and teachers who have teachers and students. Not only has no experience with Writing Workshop, After determining a needed area of Writing Workshop proven to be an will provide researchers with an exten- focus, researchers should then spend effective method of writing instruc- sive amount of data, which will include time observing or discussing Writing tion, but also Calkins feels strongly both similarities and differences. Workshop with teachers in order to that writing workshop can help to gather more data specific to the focus. establish a learning community of The survey itself should be brief, Possible areas of focus include, but are mutual respect and caring in class- with a section for demographic in- not limited to: minilessons, structure, rooms. The power of workshop is formation, followed by both open- conferencing, publishing, units of evident when one visits a classroom ended and fill in the blank questions study. Observations should include at that employs Calkins’ methodology. that are specific and relevant to the least two full writing periods (45 min- instruction of Writing Workshop utes-1 hour) in order for researchers To create this manual for others, I led (Hubbard & Power, 1999; McMain to collect enough anecdotal data to a group of teacher researchers who col- & Jerabek, 2004; Smyth, J.D., et al., guide focus of further research. Ob- lected data and implemented this proj- 2009; Wu & Newfield, 2007). servations should be recorded on an ect at a public school in Connecticut. Observation Record (see Appendix Although the school chosen for the The survey may be conducted elec- D). Discussions with teachers may be workshop had already applied Writing tronically (via e-mail) and should informal, as long as researchers record Workshop instructional strategies, the be no more than one page long findings (Hubbard & Power, 1999). data collected in this project showed (Weston, & Bain, 2010). Similar that teachers were having a difficult student surveys should also be de- Site selection becomes particularly time developing units of study. This veloped and completed by a small important at this stage as research- project can be applied to any school; group of students (with parental ers need to ensure a certain level of although the focus may change based permission) who have participated comfort with the observations sites on the experience and needs of partici- in Writing Workshop (Hubbard & to ensure that teachers and students pating teachers. In order to implement Power, 1999; Minifie, et al., 2011). in the classrooms being observed are a similar project, teacher-researchers not being marginalized or changing must first collect data to inform the Once data has been collected, re- their practices because of the pres- focus of the manual. searchers will begin to analyze the ence of a researcher (Edelsky, 1999).

CRAJ • Volume 1 • Issue 1 ACTION TEACHER RESEARCH IN CONNECTICUT SCHOOLS • Joanne Cunard 52 TEACHER RESEARCH The site chosen for observations and and where principal permission was changes in mental health clinics: A guide for implementation of the project previously obtained. This ensures that for implementation development in (professional development work- teachers are receiving support in the health care systems. Psychological Services, shop) should be one in the same. areas they actually need. 8(1), 36-47. Kiener, M. (2008). Engaging conversation- After analyzing all of the data collected The actual professional development ally: A method for engaging students in (teacher and student surveys, classroom workshop will occur in two parts: their learning and examining instruction. InSight: A Journal of Scholarly Teaching observations, and informal teacher dis- first, presenting this manual to oth- , 323-30. cussions), researchers will choose the er teachers (10 minutes), and then most frequently occurring issue to be- spending time helping teachers devel- Mcmain, L. M., & Jerabek, J. (2004). As- come the focus of a Writing Workshop op a unit of study that they hope to sessing minds want to know: developing questions for assessment of library services manual and professional development teach in the future (30 minutes), so supporting off-campus learning programs. workshop for participating teachers. that teachers can immediately imple- Journal of Library Administration, 41(1/2), My research and data collection led to ment their learning. (Kauth, et. al., 303-314. a focus on the development of Writing 2011; Wood, et. al., 2007). Minifie, F. D., Robey, R. R., Horner, J., In- Workshop units of study and merging gham, J. C., Lansing, C., McCartney, J. Reading Workshop and content area Researchers should also plan to return H., & Moss, S. E. (2011). Responsible connections into those units. to this site for another professional conduct of research in communication development workshop after teachers sciences and disorders: faculty and student The next stage of action research is have had time to implement their own perceptions. Journal of Speech, Language, unit of study that they created. This implementation, which for this project and Hearing Research, 54(1), 363-393. secondary workshop will provide time includes a professional development for researchers to receive feedback on Smyth, J. D., Dillman, D. A., Christian, workshop for teachers and a corre- the implementation and to collect L., & McBride, M. (2009). Open-ended sponding Writing Workshop manual. data that can guide further action re- questions in web surveys. Public Opinion search projects. (Kauth, et. al., 2011) Quarterly, 73(2), 325-337. While compiling the manual, research- Weston, M.E. & Bain., A (2010). The End g ers should write in a conversational of Techno-Critique: The Naked Truth tone in order to most effectively reach REFERENCES about 1:1 Laptop Initiatives and Edu- other teachers (Kiener, 2008). The Calkins, L. (1994). The art of teaching writing. cational Change. Journal of Technology, Learning and Assessment, 9(6). manual should provide a brief over- Portsmouth, New Hampshire: Heinemann. view to Writing Workshop and then Edelsky, C. (1999). Making justice our proj- Wood, L. N., Joyce, S., Petocz, P., & Rodd, provide much more extensive informa- ect. Urbana, Illinois: National Council of M. (2007). Learning in lectures: multiple International Journal of tion about the focus, which in my case Teachers of English. representations. Mathematical Education in Science & Tech- is the development of units of study. Hubbard, R.S., and Power, B.M., (1999). nology, 38(7), 907-915. Living the questions: a guide for teacher- The professional development work- researchers. Portland, Maine: Stenhouse Wu, Y., & Newfield, S. A. (2007). Comparing Publishers. data collected by computerized and written shop should take place at the same site surveys for adolescence health research. as writing observations occurred dur- Kauth, M. R., Sullivan, G., Cully, J., & Journal of School Health, 77(1), 23-28. ing the analyzing data sage of research Blevins, D. (2011). Facilitating practice

KATIE WALSH ELLISON, has been a sixth grade teacher at Colebrook Consolidated School for seven years. She is passionate about Reading and Writing Workshop and has attended the Teachers’ College Saturday Reunions at Columbia University. She continues to apply aspects of this action research project as writing workshop units of study are aligned to the Common Core State Standards in her district. A member of several committees including The District Language Arts Articulation Committee and the Technology Committee, Ellison is also a trained TEAM Mentor Teacher. A resident of Avon, CT and winner of the Graduate Teacher Certification Program Achievement Award for Elementary Education at Saint Joseph College in May 2012, she earned a M.A. in Education with a Reading and Language concentration from Saint Joseph College, and a B.A. from The College of the Holy Cross (Worcester, MA).

CRAJ • Volume 1 • Issue 1 ACTION TEACHER RESEARCH IN CONNECTICUT SCHOOLS • Joanne Cunard 53 TEACHER RESEARCH Excerpt 4: Laura Montgomery involved the parents and home caregivers of her fifth graders in the school’s writing curriculum by creating a letter of communication between students and parents. This letter, called the Friday Letter, was the impetus for changes in Laura’s writing curriculum and more importantly her attitude about her students. The following details her growth and enlightenment about her role in fostering at school-home connection. She ends by noting that she will be presenting this small but grand process at her school data team meeting with the hope that it will become a school-wide project.

Creating a Connection: Parents, Students and Teacher Laura Montgomery Elementary School Teacher, Rocky Hill, CT

Overview an “Informal Writing and Reading dently. While I gave the students The purpose of this research was Assessment.” The purpose of these ideas to write about, they were not to explore and describe what hap- assessments was to extract students’ required to use them. Authenticity pened when 24 students in a fifth views on how they see themselves and free choice was crucial for this grade classroom were given addi- as writers and what attributes made study. Authenticity and free choice tional and more regular opportuni- them or others good writers. The is an essential ingredient for children ties to write authentically. Further- results found that while most stu- to become better writers. more, the researcher also wanted dents, 80%, thought they were good to reach out and improve commu- writers less than half of them, 36%, After 4 weeks of writing the Fri- nication between the parents, stu- enjoyed it. day Letters I observed that while dents and the classroom. notebook entries did not increase After I gave the survey, I introduced or change significantly, I observed Recent research has shown that when my research plan to the 24 students that most students enjoyed writ- students are given multiple opportu- who would pilot the rest of my re- ing the letters, looked forward to nities to read and write about what search plan. This group consisted of it, and planned for it earlier in the is meaningful to them, they become a diverse classroom full of 24 special week by having conversations with better readers and writers, thus they and general education students. At their peers and teacher through- become more academically success- this time I discussed how they would out the week. I also observed that ful. They cannot be successful read- be joining me in doing a research even though many parents did not ers if they are not successful writ- project, and what kinds of writing respond in writing and still others ers and vice versa. Wide bodies of data we would be collecting. They forgot to bring their letters back research document this reciprocity were excited to begin. into the classroom, this did not af- (Anderson & Briggs, 2011). fect their motivation in continuing Next, I test-piloted the additional to write the letter. Most students re- Knowing that this reciprocity ex- writing time. In addition to the 10 ported that their parents thoroughly ists, I wanted to increase the amount minutes of daily free writing that I enjoyed receiving it. of authentic writing time in the already provided, I added another classroom for students. Since daily 35 minutes of writing each Friday. Lastly, a post-survey about the Fri- independent reading time already This time was to be devoted to writ- day Letter was given. This revealed exists throughout the fifth grade, I ing a weekly “Friday Letter” home that more than 99% of the students thought it imperative to incorporate to their parents. The letter’s contents not only enjoyed writing the letter, a daily independent writing time to could include but were not limited but also saw it as a valuable tool to ensure a balanced literacy program. to what they learned, read and en- extend their learning. Less than 1% joyed during the week. of students disliked writing them Before I began the writing portion and saw no value in them. of my research, I surveyed all 89 stu- I first modeled a letter that I wrote dents within the fifth grade at Myrtle home to my parents and then we Five sources of data were gathered Stevens Elementary School in Rocky wrote a shared letter and sent that throughout the project in order to Hill, CT. Each student was given home before they wrote indepen- answer the following research ques-

CRAJ • Volume 1 • Issue 1 ACTION TEACHER RESEARCH IN CONNECTICUT SCHOOLS • Joanne Cunard 54 TEACHER RESEARCH tions: What will happen when I add To implement the Friday Letter times incorporated my successful Friday Letters to our repertoire of writing program I wrote up a lesson teaching practices into their own. weekly writing activities? What will plan that included modeling and There has also been opportunity for happen during my daily 10-minute guided release before students would me to share particular teaching prac- free writing opportunities when I write the letter independently. Les- tices within our monthly vertical implement Friday Letters? Data re- son includes letter template for stu- data team meetings. sults and analysis was extensive and dents with special needs and editing detailed including informal writing checklist with goals for next letter. The difference between then and assessment survey results and analy- During the course of this study, I was now is that through my readings of sis, writers notebooks, informal able to answer both of my research Hubbard & Power (1999), Edelsky open ended writing assessments, questions, sub questions and learned (1999) and periodicals, I now have parent responses, anecdotal notes, additional information about stu- a better appreciation for the change reading response logs and a post dent perceptions on writing which that I can affect not only on my survey. Implementation material in- will inform my future teaching. own classroom but the community cluded student research engagement at large. I have learned that to make plan, Friday letter lesson plan and My two research questions, “What change I do not have to alter the kind student data collection chart, and will happen when I add Friday Let- of teacher I am, but rather enhance post survey. ters to our repertoire of weekly writ- it through collaboration with others, ing activities? What will happen dur- is it other teacher, parents or other To get the students involved and ing my daily 10-minute free writing organizations interested in building excited about my research project opportunities when I implement a relationship with our school. I invited them to be researchers Friday Letters?” were answered. alongside me. I told them that they While I learned that the daily 10 While I wasn’t able to get all grade would be collecting their own data minutes of free writing time was five classes to participate in my en- on their writing. I told them how not impacted significantly by the tire research project they did all important their feedback, observa- Friday letter, I also learned that the participate in the Informal Writing tions and insights would be to the Friday Letter was viewed as a posi- Assessment Survey. Their responses project. Their response was positive tive learning experience for most of will inform our entire fifth grade and they were excited to be a part the students. Instead of using their teaching as we approach writing now of it. We talked about the differ- notebooks for prewriting letter ideas and in the fall. I was disappointed ent kinds of data we could collect as I had anticipated, they practiced initially that I couldn’t get my team- to help us learn more about each pre-writing and planned their letter mates to participate, but kept going other as writers. through authentic conversations and and looked to other teachers in the talk with peers and the teacher. Fri- building that offered support and While many of them, including me, day Letters provided a regular and encouragement to forging ahead on recorded a variety of our writing on a authentic writing time that student my own. data sheet we did not formally chart looked forward to and planned for it as I initially wanted. Since the pri- over the week. Eventually my grade level partners mary purpose of collecting their own become more interested in the mer- data was to have them feel their im- The process of becoming a teacher its of the project as they observed portance as researchers, I chose not researcher has been an interesting me and heard my students talking to mandate that they graph the in- and fruitful endeavor. It wasn’t until about the Friday letters. They are formation when I observed that they I read Hubbard that I realized I have now much more interested in incor- were not interested. “Aw c’mon do always been a teacher researcher. As porating the Friday Letters into their we have to, Mrs. Montgomery?” In- a teacher I am always in the process writing curriculum this fall. stead, I let them continue to collect of collecting data-student work, their information as they had been analyzing it and then using the in- Sharing the research with my stu- and later collected their sheets. Un- formation to inform my teaching. dents was also immensely helpful fortunately many of the data sheets Throughout the year I have shared and critical to giving the students had been lost when I tried to collect some of my findings with my grade more ownership in their learning. from students. five-team mates and they have at Their observations and suggestions

CRAJ • Volume 1 • Issue 1 ACTION TEACHER RESEARCH IN CONNECTICUT SCHOOLS • Joanne Cunard 55 TEACHER RESEARCH on the kinds of data we should col- tunately the Friday Letters were in- live and work outside my town or lect shaped the way we did things troduced at a time when there was state. By working on my own action in the classroom. For example, af- a multitude of routine breakers such research project this semester I have ter we had been collecting writing as CMT, vacation, Easter holidays, come to understand the benefits and data from them over the course of half days etc. Once we get back into importance of working alongside in- a couple of weeks they did not want our regular routines I’m sure more dividuals who share the value of ac- to graph it as I had intended. I re- students will bring back their letters tion research inside our classrooms. spected this as I saw that their inter- with a parent’s response. Hubbard provided us with many ests lay more in the writing than in ways to connect with these teachers the collection of data. At the time I The impact on the school at large which I plan on exploring soon. changed my plan because felt it was may yet be affected, as I will be pre- g more important to enjoy the writing senting the results of my Friday Let- rather than forcing them to graph ter research at the next vertical data REFERENCES it just because I had it in my plan. team. We will be planning goals and They learned that they had power initiatives for the coming year and I Anderson, L. & Briggs, C. (2011). Reci- procity between reading and writing: and choice in their learning. believe the Friday Letter would be Strategic processing as common ground. a great way to cultivate the reading Reading Teacher, 64(7), 546-549. The impact of change and outreach and writing connection throughout to include the parents in our class- the grades. Edelsky, C. (1999). Making justice our room I think is successful based on project. Illinois: National Council of the verbal feedback the students As for my future as a teacher re- Teachers of English. brought to class. I also believe that searcher I look forward to working as we continue the letter writing with other like-minded teachers in Hubbard, R. & Power, B. (1999). Liv- ing the questions: A guide for teacher- throughout the rest of the year more my building as well as seeking out researchers. Maine: Stenhouse. parents will be responding. Unfor- other teacher researchers who may

LAURA MONTGOMERY is currently a fifth grade teacher at Myrtle H. Stevens Elemen- tary School in Rocky Hill Connecticut. In 2007, she earned her Teacher Certification from Saint Joseph College and is now looking forward to completing her Master’s degree in educa- tion from Saint Joseph University in December 2013. Laura received her bachelor’s degree in Family Studies from the University of Connecticut in 1985.

Prior to her career in education, Laura had a successful career in sales and sales management. She enjoys running, playing tennis, and camping with her family. Laura resides in Newington, Connecticut with her husband Michael and two children Kevin 11, and Julia, 8 years old.

These four experts have taken you into the teaching lives of four teachers who use teacher action research to systematically improve teaching and learning. Through these excerpts, we get a sense of the kinds of questions teachers ask and how they go about answering them within the complexity of their own classroom settings.

Future issues of this section of the Connecticut Reading Association Journal will focus on additional project components in greater detail.

CRAJ • Volume 1 • Issue 1 ACTION TEACHER RESEARCH IN CONNECTICUT SCHOOLS • Joanne Cunard 56 NEW LITERACIES 57 - - - - - stones into their classrooms: online content construction, online read ing comprehension, and online col laborative inquiry (see Table 1). If teachers focus their instruction on these three elements then they can be ensured that they are using tech quickly. quickly. Instead teachers need build in to three pedagogical corner that students cannot be college and careerreadywithout online research andmedia skills (ORMS). believe,I inline with our standards that these ORMS have to be included across all content areas. These skills must be a cornerstone in all classrooms. How do teachers rapid deal change? with If new this digital and tools emerge textshow can we know what ORMS to focus on? I do not believewe will ever be able to create a taxonomy of online research and mediaskills. literaciesNew shift too - - - - The Connecticut Reading Association Journal • Volume 1 • Issue 1 1 • Journal Association Reading The Connecticut • Volume TABLE 1: TABLE New Literacies Curriculum Defining the Cornerstones of a who learners global or local of group A Inquiry- Collaborative Online at a common outcome via multiple pathways of knowledge arrive construct students which by process A Construction- Content Online and redesign knowledge by actively encoding and decoding meaning shifting multimodal tools. the use of ever through Online Reading Comprehension - The skills, strategies, practices, and dispositions students need to locate, evaluate, and synthesize informa based internet inquirytion during problem tasks. low us to express a sense of agency while negotiating meaning within different social contexts. Skills Media and Research Online As educators we also have a respon sibility to prepare students to make meaning in this digital landscape. CommonThe clearlyCore indicates and in school spaces for literacy. As our cultural tools have become in creasingly digital, new literacies fo transitionprintthefrom how on cus causedpixelhasskillsshiftstothe in and social practices of language use. This shift has lead to new ways for making meaning, prioritized types new of knowledge, newsocial practices and incollaborative created spaces for learning. In essence new literaciesexamines much morethan simply using digital tools. It is examinationan of how digital tools al ------

John G. McVerry, Department Editor John G. McVerry, New Haven, CT University, Connecticut State Southern CORNERSTONE OF A NEW LITERACIES A NEW LITERACIES OF CORNERSTONE CURRICULUM

he three articles includedthis inaugural in New Literacies T ISSN 2169-2777 section of ConnecticutAssociation Journal provide a Reading clear pathway to ensuring our and language arts classrooms English reflect the literary lives of The our work moves students. the field forward by addressing the ever-shifting na Digital literacies, 21st century lit New Literacies When I look back to my 6th grade classroomcouldI notimagineTwit ture of learning as wepage to shift pixel from (Hartman, Morsnik, & Zheng, 2010). eracies, computer is literacy…there no shortage of termscapture the tryingepic changes to we as hu manity have undergone a short inperiod of time. such In fact Internetthe has spread with and a speed scope unparalleled in history human (Coiro, Lankshear, Leu, & Knobel, 2008). In the pastnew reading when and writing technolo gies emerged they supplanted other previous technologies. Thinkprinting press versus the the scribe; the word processor versus the typewrit er. The old went out with the new. today newdigital Yet texts andtools emerge each day that supplementrather than supplant older texts. ter, FourSquare, or Glogster. These spaces for meaning making simply did not exist. This rate of constant change is why I prefer the term new literacies. The termrapid change in encompassesboth out of school NEW LITERACIES nology to enhance the pedagogical The articles contained in the in- evolution of cognitive conceptions of goal of teaching online research and augural new literacies section of reading comprehension. In B. Baker (Ed.), The new literacies. (pp.131-165). media skills. Connecticut Reading Association New York: Guilford. Journal all agree that the literary This is why I am excited to intro- practices found in today’s class- Leu, D. J., Kinzer, C. K., Coiro, J., duce the three articles in our inau- rooms have fundamentally shifted. & Cammack, D. (2004). Toward a gural issue. Each article highlights a They each also provide important theory of new literacies emerging different cornerstone. Judy Arzt in- insights for instruction. Teachers from the Internet and other troduces us to the power of collab- can utilize this work for direction information and communication technologies. In R.B. Ruddell & N. orative inquiry through the use of in blogging, having students cre- Unrau (Eds.), Theoretical Models and blogging. She describes wonderful ate digital media, or creating digi- Processes of Reading, Fifth Edition classroom examples of how blog- tal text sets for their classroom. Any (1568-1611). International Reading ging can transform the classroom of the three pathways suggested by Association: Newark, DE. Retrieved and introduce online research and these authors will help students October 15, 2008 from http://www. readingonline.org/newliteracies/lit_ media skills to young students. build online research and media index.asp?HREF=/newliteracies/leu Specifically Judy describes blogging skills through new literacies. as a tool for critical inquiry, cre- Leu, D. J., Reinking, D., Hutchinson, ative expression, writing instruc- g A., McVerry, J. G., Robbins, K., tion, and global collaboration. I am Rogers, A.,Malloy, J., O’Byrne, W. I., most excited by Judy’s description REFERENCES & Zawilinski, L. (2008). The TICA of Quad blogging. Project: Teaching the New Literacies Britton, J. (1970). Language and learn- of Online Reading Comprehension to ing. New York: Penguin. Adolescents. An alternative symposium Ian O’Byrne’s article draws a focus presented at the National Reading to online content construction. He Conference, Orlando, FL. Britton, J. N. (1972). Writing to Learn defines this ever-evolving construct and Learning to Write. National and then puts forth an instructional Council of Teachers of English. Shanahan, C. (2009). Disciplinary model classroom teachers can use. comprehension. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research O’Byrne’s model draws on Inter- Coiro, J., Knobel, M., Lankshear, on reading comprehension (pp. 240- net Reciprocal Teaching (Leu et C., & Leu, D. J. (2008). Central 260). New York: Routledge. al, 2004; 2008); “writing-to-learn” issues in new literacies and new (Britton, 1970; 1972); and Comput- literacies research. Lawrence Erlbaum Associates, Taylor & Francis Group. Stahl, G., Koschmann, T., & Suthers, er Supported Collaborative Learn- Retrieved from http://eprints.jcu. D. (2006). Computer-supported ing (CSCL) (Stahl, Koschmann, & edu.au/7369/ collaborative learning: An historical Suthers, 2006). He proposes a three- perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning phase model that shifts from paper Hartman, D., Morsnik, P. M., & Zheng, sciences (pp. 409-426). Cambridge, planning to pixel publishing. J. (2010). From print to pixels: The UK: Cambridge University Press.

Michael Manderino reminds us that new literacies in the English classroom may not look like new JOHN G. MCVERRY is an assistant professor at Southern Connecticut literacies in the history classroom. State University. Greg was a Neag Fellow at the University of Connecticut’s Manderino focuses his discussion New Literacies Research Lab where he studies educational psychology. of online reading comprehension through a lens of disciplinary litera- Greg researches the intersection of literacy and technology and has published cies (Shanahan, 2009). Michael fo- over a dozen articles in leading teacher and research journals. He also cuses on the multimodal nature of presents at National Conferences including the National Council of Teachers digital texts. He suggests that multi- of English, International Reading Association, Literacy Research Association, and MIT’s Learning and the Brain Conference. media can be used to scaffold digital texts, teachers should build digital Greg is a former middle school language arts and math teacher. text sets, and we need to teach the critical consumption of digital texts.

CRAJ • Volume 1 • Issue 1 CORNERSTONES OF A NEW LITERACIES CURRICULUM • John G. McVerry 58 NEW LITERACIES 59 , ------In that students need to use oratively and cross-culturally and oratively Design and share information meet to communities global for of purposes a variety Manage, analyze, and synthe- size multiple streams of simul- taneous information Create, critique, analyze, and multi-media texts evaluate Attend to ethical - responsibili ties required by these complex environments

• • • • ates competencies, including an adopted by many states, enumer ternational Reading Association an nounced “a variety of technological and in formation resources…to gather and synthesize information and to cre ate and communicate knowledge.” This recommendation asks teachers to diversify the way in which they use tools to enhance students’ com munication and creation skills. TheNational EducationTechnolo gy Standards for Students (NETS) In reshaping language dards, arts stan in Council of Teachers 2010,of English/ the National ------The Connecticut Reading Association Journal • Volume 1 • Issue 1 1 • Journal Association Reading The Connecticut • Volume Develop Develop proficiency with the tools of technology to others with relationship Build collab problems and solve pose

However, it is not the technology that accounts for However, success. It is how the technology is implemented and integrated into the curriculum that accounts for student achievement. Educators need to tease out the best uses of consumers Students should not be mere the technology. They should be composing and creating of technology. communications with the tools to develop effective advanced literacy skills. • • ing and creating effective commu nications with the tools to develop advanced literacy skills. Teachers of In National The Council of 2008, English (NCTE) issued a position statement that declared: technology “Because has increased the inten sity and complexity of literate envi ronments, the twentieth-first cen tury demands that a literate person possess a wide range of abilities and competencies, many literacies.” Spe cifically, NCTE Position Statement urges teachers to help students: them suggest the growing power of digital tools to have a positive effect and learning. on student motivation However, it is not the technology that accounts for success. It is how the technology is implemented and integrated into the curriculum that accounts for student achievement. Educators need to tease out the best uses of the should technology. not be Students mere consumers They should be compos technology. of . - - - - - Judy M. Arzt, Ph.D, University of Saint Joseph, West Hartford, CT Hartford, West of Saint Joseph, Arzt, Ph.D, University Judy M. ONLINE COLLABORATIVE INQUIRY: COLLABORATIVE ONLINE and Ventures Blogging Classroom Literacies Multiple (Puente, 2012) Center Research Pew A Empowering Empowering students

The New York TimesYorkThe Book NewReview n n the ever-expanding in online to access and world technology of The article Clearly, Clearly, people have shifted reading to online. their What this means will they how and children school for develop their literacy skills requires educators’ scrutiny. The technology alone will not but make a difference, the demand from young children to exists. it use with digital reading indicates that when ton, the South Carolina School District Charles added 206 e-books to school librar ies, K-12 students downloaded the books 101,000 times, and students in one district Title 1 school elementary did so 56,000 times. the After Auburn, Maine School District implemented a full-scale iPad ini- tiative, a control group study of the district’s kindergarteners that the eight sections that revealed practiced literacy instruction with the tablets compared to classes taught in conventional the manner scored higher pho measuring tests standardized on nemic awareness and other literacy skills. These reports and others like

formation, literacy has moved beyond beyond moved has literacy formation, page. print the (2012) study found that the number from jumped tablets owning adults of in a to 19 2-week percent 10 percent period ending 2011. The study also e-read use who those that confirmed ers read more books than those who e- selling Best books. print with stick books are now listed in such stables as I ISSN 2169-2777 NEW LITERACIES emphasis on creative expression and collaboration. Among the rec- Table 1 ommended competencies are the Benefits of Blogging abilities to: • The opportunity for students to find a personal voice, explore their • Create original works as a mean interests, and express themselves in a medium attractive to like- of personal or group expression minded readers, • Use digital media…to com- • Student enthusiasm for writing because one’s ideas are directly com- municate and work collabora- municated to others. tively, including at a distance, • An archived portfolio to document progress and interactions to support individual learning with others. and contribute to the learning • Student acquisition of journalistic skills, including accurate report- of others ing, documenting sources, and confirming credentials of sources. • Interact, collaborate, and pub- • No longer writing for a grade and a school assignment, but doing so lish with peers, experts, or oth- based on personal motivation. ers in employing a variety of • Stepping into the role of teacher, communicating information digital environments and media through a variety of instructional strategies given the ease of inte- • Develop a cultural under- grating multimedia into posts. standing of global awareness • Practicing civic discourse by learning how to write proper blogs and by engaging with learners of comments for a public audience. other cultures (International • Opening doors for global exchanges among classes and with people Society for Technology Educa- in all parts of the world. tion, 2011) • Learning firsthand about varied cultures through global exchanges. • Collaborating with other readers and writers within the classroom Although a wide variety of tools ex- and beyond to compose joint texts. ist to meet NCTE, IRA, and ISTE • Practice with communication tools inherent to the today’s digital world. guidelines, blogging in particular • Building a community of writers and readers, by posting and com- serves all of these purposes. Blogging menting, and continuing the dialogic cycle. enables students to express themselves • Raising the stakes for writing, given an expanded audience, provok- creatively, to engage with multimedia ing increased attention to clarity of expression, organization, devel- tools, to communicate and collabo- opment of ideas, vocabulary, grammar and spelling. rate with others, and to publish and • Creation of numerous opportunities for students to discuss what lit- share information with a diverse au- eracy is in the contemporary age and what literacies will be impor- dience. In classrooms where students tant in their futures. have blogged with others in distant places, students have acquired deep understanding of the interconnected Blogging as a Communicative, is another feature that contributes to global world. Moreover, blogs docu- Interactive Learning Activity reader interactivity. Readers merely ment in one convenient electronic site The word blog is a derivative of the need to click on labels to access en- the development of students’ literacy term web log. Traditionally, blogs tries of interest to them. All of these skills over time. By writing comments have been considered chronological varied features allow students as read- on others’ blogs, students employ ac- posts. However, they are also interac- ers and writes to practice literacy in an tive reading, analyzing, synthesizing, tive websites with multiple pages that environment that will be increasingly and critiquing of texts. In researching prompt interactivity between authors present in their lives. what to write about when blogging, and readers. The ability to embed mul- students employ varied critical think- timedia increases the communication Blogging does not supplant the cur- ing skills. In essence, blogging creates aspect. Bloggers can insert images, riculum. Instead, students can work an environment for sharing and peer audio, and movies, aiding readers in to achieve curricular standards in new review and establishes an online com- understanding what text alone cannot and creative ways. Students can use munity of engaged and active readers express. The ability to label posts into blogs to respond to assignments, re- and writers. multiple categories using hyperlinks flect on learning, showcase best work

CRAJ • Volume 1 • Issue 1 ONLINE COLLABORATIVE INQUIRY • Judy M. Arzt 60 NEW LITERACIES portfolio style, and most important ering Students with Technology ob- Most online platforms for blogging reach an audience beyond the teacher serves: “If students are given an au- also enable teachers to set preferences as sole respondent. Whereas bulletin thentic audience, they work harder for moderation of postings and com- boards and student-created books in as a group than they work for their menting. These and other features the past served such purposes, blog- teacher alone.” Referencing music contribute to establishing a rich and ging extends the possibility in that and drama teachers, he underscores, safe environment for effective com- students influence a much broader “It is an audience that is the primary munication through blogging. audience and readers can further the conversation. Reader response au- thenticates the writer’s voice, and Literacy experts such as Donald Murray, Ken Macroire, reader comments contribute to an and Nancie Atwell advocate that when students write ongoing dialogue between the author about course content, learning is reinforced. Blogs allow and the respondent. Authors can re- students to highlight their learning and express themselves ply to their commentators, and the creatively and insightfully. Students become active learners looping can continue both immedi- by reflecting on their own learning. Blogging enables ately and any time into the future. students to predict as well as reflect back on learning. One first grade teacher,Karen Liren- man (2012), reflects that among her most significant accomplishments motivator of student practice” (p.6). Blogging For Critical Inquiry this year was starting her students In the best scenario, “Ultimately, and Creative Expression on blogging in a class blog and indi- classrooms will become global com- Pernille Ripp, of Verona, Wisconsin vidual blogs. She observes the young munication centers and students will works with students to emphasize learners achieved “a voice” as “genu- be connected to an increasing set critical inquiry and creative expres- ine writers” and “were excited” when of authentic relationships” (p. 7) in sion. Weekly “blogging challenges” they saw people whom they did November’s mind, blogging accom- engage students in problem solving not even know “read and left com- plishes this vision. and thinking through an issue. Chal- ments.” They now wrote not because lenges used this year with her fifth it was required, but “because they Stories of Blogging: Overview graders included: 1) “The Principle wanted to,” and many wrote “from Literacy experts such as Donald of Principals,” describing a princi- home on their own time.” The main Murray, Ken Macroire, and Nancie pal’s responsibilities; 2) “A Letter to class blog, which showcased stu- Atwell advocate that when students the Teacher,” a futuristic time cap- dent learning, garnered 199 writ- write about course content, learning sule; 3) “Creating a New School ten replies and logged 21,500 visits. is reinforced. Blogs allow students to Course,” naming and describing Lirenman is not alone in reporting highlight their learning and express it; 4) “Changing a School Rule”; these kinds of results. Many teachers themselves creatively and insightful- 5) “Why Education is Important”; report similar outcomes once blog- ly. Students become active learners 6) “Making a 100 Dollars Grow in ging is introduced and sustained in by reflecting on their own learning. Three Years.” the classroom. Blogging enables students to predict as well as reflect back on learning. As In response to this last prompt, one In essence, blogging creates oppor- forms of creative expression, students student wrote that she would start tunities for students to share knowl- share a variety of compositions they a website to advertise and market a edge with an audience, to commu- create ranging from simple poems to shelter to provide homeless people nicate beyond the boundaries of the complex movies. with food, clothing, and a safe haven. classroom, and to compose with A peer took a creative approach and contemporary technological tools. Teachers using blogging also note commented on the post that he would The ability to reach a global audience that by writing for the Web students donate his money to her because she distinguishes blogging from other carve out their digital identity. Teach- knows how to make money grow by communication tools convention- ers who have had success in their the “Nth degree” by helping others. ally incorporated in the classroom. classrooms spend time teaching stu- When asked how blogging benefit- Alan November (2010) in Empow- dents how to write posts and replies. ed them, students posted that it: 1)

CRAJ • Volume 1 • Issue 1 ONLINE COLLABORATIVE INQUIRY • Judy M. Arzt 61 NEW LITERACIES helped them think through ideas for students from around the world Writing to Learn and Literacy classroom writing assignments, 2) in- selecting a common book to read. Education creased their vocabulary and grammar Students report their responses on a A third grade teacher from West skills, 3) contributed to their sense of blog or in a comparable fashion. By Hartford, Connecticut, Johanna writing for audience, and 4) expanded sharing responses, students in each Cleary (2011) shares many of the their learning by reading peers’ blogs. of the classrooms learn how people ideas she integrates into her use of These self-reflections point out advan- from different countries interpret KidBlog, a student-friendly blogging tages of blogging as a means for stu- a common work of literature. This platform. She offers these selected dents to analyze their own growth as project epitomizes the use of tech- suggestions (see Table 2) to teachers writers and thinkers. nology for students to communicate based on her experiences. and collaborate globally and to learn The Global Read Aroud Project from one another about different Like Mrs. Ripp, Cleary notes it helps that Ripp coordinates focuses on cultural perspectives. to build suspense and to keep stu-

Table 2: Pedagogical Ideas for Blog Integration

Independent Research Projects Students who regularly finished work early started their own independent projects on KidBlog, ranging from Haitian culture to Autism Awareness Homework Blogs For those with access at home, you could assign weekly blog topics as optional assignments. Post a math challenge of the week, vocabulary and spelling lists and websites, and post nightly assignment schedules. Animal Blogging For 3rd grade animal adaptations unit of study, we blogged on a differ- ent blog site about our animals we were researching. Students could blog on KidBlog all about their animals’ habitats, diet, predators, adaptations for survival, and so on. Book Clubs In lieu of traditional Reader’s Response Journals or book talks, create small book clubs of 3-4 students and assign them a great piece of children’s lit- erature to blog about. Give daily reading assignments and post specific topics, questions, and discussions for your students to respond to with their book clubs on the blog. All About Me Blogs In many classrooms, students are chosen to be the student of the week, and they share colorful posters at morning meeting that they’ve created to tell a little bit about themselves. Instead of a poster, students could all create a blog all about their families, pets, history, talents, and hobbies to share on an interactive whiteboard with their peers. Conservation Blogs During this unit of study, challenge students to manage a KidBlog that explains why conservation is important for the future of our planet. Assign weekly topics, such as recycling, water conservation, energy conservation, composting, etc. Students can upload photos from class experiments in their blogs. Blog Book Reports Instead of having your kids hand in one more hand written book report that they don’t want to write (and you don’t want to grade), assign a blog report instead! Students read a book of their choice on their own time, and use class or computer lab time to log into their blogs to create a book talk or book report to share with classmates. Summer Blogs Keep in touch with your students over the summer or other breaks by posting and commenting on each other’s blogs.

CRAJ • Volume 1 • Issue 1 ONLINE COLLABORATIVE INQUIRY • Judy M. Arzt 62 NEW LITERACIES dents guessing about upcoming blog topics. She remarks, “KidBlog offers endless possibilities for the class- room. Change up the purpose for using KidBlog to keep kids engaged and interested.”

Writing Across the Curriculum and Multimedia Two sixth grade teachers, Mr. Seyfert from Pewaukee, Wisconsin, and Mr. Avery, of Plympton, Massachusetts, incorporate blogging across the dis- ciplines and maintain a class blog and single student accounts. In both classes, students use multi-media often to communicate information. The advantage of blogging is that the multimedia product can be embed- ded right within an entry, adding vi- sual, audio, and interactive appeal as well as enhancing communication of the intended message. http://mravery.edublogs.org/videos/news/news-team-4/ Each student in Seyfert’s class maintains a KidBlog, accessible through a directory on main page: citizenship. A full gamut of com- animals (Avery, n.d.). This proj- Mr. Seyfert’s Class (2012). Seyfert’s munication activities is evidenced ect empowered students to serve as students reflect on: 1) “What do in the students’ postings. teachers who availed themselves of you think adults can learn from an array of instructional techniques kids,” 2) “Reading to Learn,” a de- Students in Mr. Avery’s class rou- to vary their teaching techniques. scription of one’s reading habits 3) tinely incorporate multimedia into “Just the Right Book,” recommen- posts. Culminating a science and The examples from both these sixth dation for class reading, and 4) at social studies unit, they created an grade classes exemplify students the beginning of the year, “What Animoto video. To produce this achieving the goals of creating with do you think my class would be?” video, they researched a country and a variety of technology tools to com- These topics provoke deep thought its animal adaptation and filmed an municate with others. Moreover, and inquiry into one’s own behav- interview with an animal expert. although a variety of websites were ior and thinning processes. Addi- Next, they consulted the Creative used for authoring, the medium of a tionally, students share expressive Commons website to learn about le- blog enables archiving the products poetry, recordings of dramatic read- gal use of images. Once these tasks for sharing and commenting in one ings, and information about their were completed, they uploaded to convenient place. scientific inventions such as those Animoto 20 photos and composed on kinetic energy and ecosystem 10 textboxes reflective of their re- Reaching Beyond the management. In reflecting on tech- search findings. Several of the fin- Boundaries of the Classroom nology itself, students write reviews ished videos are featured in an entry, Through Global Projects of their favorite Web 2.0 tools and “Animal Animotos” (Avery, 2012). Aviva Dunsiger, who teaches at the embed samples of products they For another project, students pro- Ancaster Meadow School, Ontario, have created with these these tools. duced news-casts of themselves as Canada, has been integrating blog- In regard to technology, they dis- television reporters in which they ging with her combined first and seminate information about digital recapped research about endangered second grade class for a number of

CRAJ • Volume 1 • Issue 1 ONLINE COLLABORATIVE INQUIRY • Judy M. Arzt 63 NEW LITERACIES years. Of note, her class is an inclu- Confident of her students’ skills, the originator of the concept, explains sive one with students with special Dunsiger regularly sends out tweets on the teacher page of the QuadBlog- needs including those with autism. on Twitter to invite others to com- ging site how the concept works: ment on her students’ posts. In this Attuned to pushing students’ skills, way, the world beyond the classroom You sign up [and], shortly after, Dunsiger regularly engages her enters the students’ lives. Visitors’ you [are] allocated a Quad of four young learners in global blogging comments are moderated before schools/classes including your own. and Skype exchanges. She, like oth- posting, but once comments go live, Each Quad has a coordinator who ers, maintains a class blog and in- students have opportunities in class is responsible for making sure each of dividual student blogs. In addition, to discuss who is reading their posts, the quad members know what is go- her own professional blog serves as what the comments mean to them, ing on and when. Each week one blog a way for her to self-reflect on what and where these readers reside. The is the focus blog with the other three is happening in the classroom and technology thereby creates oppor- blogs visiting and commenting dur- to keep others informed of students’ tunities for students to discover the ing that week. In week two, another experiences with using technology world far beyond the classroom and school/class blog is the focus with the to communicate and collaborate. the town where they live. This all, other three visiting and commenting. however, depends on teacher inge- This is repeated until each of the class- Among online collaborative proj- nuity and a willingness to use tools es/schools has had their week in the ects Dunsiger’s students joined to help students make connections. spotlight. The cycle is then repeated. this year were the “Butterfly Gar- den Project Initiative,” “Math Joining Classes from Around the Two short videos on the site give a Congress,” and “Skype Literature World through Quad Blogging walk-through, one produced by stu- Circle.” For the butterfly project Although cross-blogging can be set dent participants, which is accessible students Skyped with a field expert up with teachers finding other classes by clicking on the image below: and recorded the experience in the online and through other means, the class blog and in their individual Quad Blog concept is a systematic Mitchell notes that last year, 70,000 blog. Via a Twitter account set up means for groups of classes to par- students and 200 classes from over by teacher, the students, as microb- ticipate in a 6-week common project. 35 countries participated. This level loggers, tweeted about the butterfly David Mitchell (2012) of the U.K., of engagement attests to the power of project. Dusinger collected these tweets with Storify, a site that scans tweets through a word search and allows for organizing them to cre- ate a story. A final version of but- terfly Storify is available on the blog Miss D: So Much More Than Just Another HWDSBSite in an entry: “Live Learner” (Dunsiger, 2012). A student’s entry on his own blog, “Butterfly Expert,” is an illustration of how students independently cre- ated posts about the project. In a series of butterfly posts on the class blog, students included an Ani- moto slide show capturing the steps of building a butterfly garden and posed questions to “Ask the Butter- fly Expert.” The expert responded to these questions right in the blog, leaving a trail of the students’ on- http://www.youtube.com/watch?v=g1Svb1lkwFw line education.

CRAJ • Volume 1 • Issue 1 ONLINE COLLABORATIVE INQUIRY • Judy M. Arzt 64 NEW LITERACIES blogging to create a vast worldwide next history project. This was a network of a community of student school day like no other.” authors. Two descriptions of recent quad blog projects follow. Aside from creating this tale col- The Tale Trail Project lectively, the students in all classes In the spring 2012, six classes, grades checked one another’s sites regularly 2 through 6, from four countries, and posted comments, particularly Moving the rock collaborated to write a story in in- about the unfolding elements of the stallments. The students in all the story. Thereby, their collaborations classes had the opportunity to vote were multi-layered, deepening the ex- from a variety of options for their sto- perience of the online project crossing ryline, and the winning selection was continents and time zones. Reflecting the “The Tale Trail.” Students merely on the collective project once it was had the opening: “An underground completed, 6th grade teacher S. Avery tunnel is found below the school. It (personal communication, June 18, takes you to….” A brief recap of the 2012) expressed these thoughts: classes’ collective story exemplifies Our Tale Trail project turned out how the process unfolded. Max and Tiffany see Ben Franklin’s Fabulous Ferris Wheel from afar to be the perfect way to demonstrate • Students in Mr. Salsich’s 3rd both collaboration as well as working grade class from Stonington, with literacy ideas. For the students Connecticut started the tale, to have the opportunity to see how inventing two characters, Max other classes write, to use multiple and Tiffany, who dig beneath a story elements, and be highly engaged rock in the school playground in the writing process, the project and slip into the tunnel. They turned out to be even more success- end their portion of the narra- ful than I had thought it would be tive with the two children hear- when I started the idea. What I really ing mysterious sounds. enjoyed about it was that it covered class guest speaker, but the in- a variety of grade levels. Each grade, • Third graders from Mrs. Yollis’s vention failed and Franklin held each class was able to learn from the class Los Angeles, California tell his inventor captive. others. Younger students were able to the children discover the sounds see the use of detail that older stu- • Mrs. Watson’s 2nd-3rd graders derive from a carnival replete dents used. Plus, in writing it as a from Sointula, Canada con- with a Ferris wheel, food conces- class, we were able to make sure that sion stands, and a ring leader, a tinue the tale with Max falling all students had a say in the story. reincarnated Ben Franklin. through another trap door and landing in a cage. Avery’s comments reveal the collabo- • In the next episode, 2nd grad- ration that occurred within classrooms ers from New Zealand in Mrs. • The story is concluded by and the aspect of younger students McKenzie’s class tell us that Tif- fourth graders from Australia learning from older ones, another fany falls through a trap door. in Mrs. Morris’s and Miss Jor- dan’s classes who disclose that benefit of blogging across classrooms. • 6th graders in Mr. Avery’s Mas- Tiffany reads Franklin his biog- Again, students step into the role of sachusetts class divulge that Max raphy enabling him to revert to teacher, this time acting as virtual men- rescues Tiffany and the two dis- himself and rescue the children, tors. With younger students emulat- cover a Dr. Drakken chained to dropping them at their class- ing older ones, the power of blogging a chair. When they remove the room door where they rumi- to influence and motivate students in duck tape from his mouth, they nate: “Our teacher is never go- the act of writing is twofold: the older learn he invented a time ma- ing to believe where we’ve been. students can take pride in their leader- chine to revive Ben Franklin as We’re going to get an A on our ship skills, and the younger ones can

CRAJ • Volume 1 • Issue 1 ONLINE COLLABORATIVE INQUIRY • Judy M. Arzt 65 NEW LITERACIES aspire to achieve in ways comparable 3) food, 4) local environment, 5) tra- based learning, collaborative learn- to their writing coaches. ditional stories and festivities, and 6) ing, critical inquiry, multiple litera- traditional songs. For the final week, cies, and multimodal composing all Once the full tale was composed students videotaped themselves sing- combine in the ongoing projects. across all classes, the story was still ing a traditional song and embedded Students are empowered by know- fragmented, with readers needing to their video in the blog. The project ing their compositions reach a wide access all the classes’ sites in sequence enabled students to teach one an- audience and that through this shar- to follow the unfolding plot. How- other about customs of their coun- ing, others are learning. The “global ever, at the very end of the project, try. This project exemplifies students audience” Alan November speaks of students in all classes audio recorded building bridges across cultures. In- is truly realized. Students at a young their segments. They then put to- stead of reading about cultures from age begin to discover firsthand facts gether their audios with the original textbooks, now students authored about countries around the globe texts and illustrations to create a ful- the content. Once the project was from age-mates instead of textbooks. ly multimedia book stitching all the completed, students created a col- Their blogs attract numerous visitors, segments together to form a com- lective recording with Slide Rocket. conferring upon students a sense of prehensive whole. This completed Each class read a portion of Mem pride. Students in Mr. Salsich’s third book was created using the SlideR- Fox’s “Whoever You Are,” a story grade class, who participated in both ocket presentation site. The finished about tolerance and global under- the quad blogging projects described product was embedded in each of standing. The image below is a hy- above, attracted 52,000 visitors from the class’s sites for any visitor to see perlink to access the audio book. 143 countries to their blog, Third the completed story as a whole. The Grade Explorations in Learning. In entry “The Tale Trail: From Start to a blog entry “Visitors Around the Finish” (Morris, 2012b) on the Aus- World” (Salsich, 2012), in celebra- tralian’s class blog was one of the first tion of Flag Day, the students in- copies to go live, and has attracted cluded hand-drawn flags from all comments from people around these countries and sorted their illus- the world including teachers and trations by continent and indicated students in a 2nd grade class who the number of visitors per country. viewed SlideRocket. A look at the This image exemplifies the effect. other classes’ sites reveals a similar response of congratulatory remarks. Of further interest, Mr. Salsich’s class The power of the Internet and the Not surprisingly, the collective blog blog features a RSS (Real Simple use of multimedia tools for students Our Stories, Our World won an Syndication) feed, allowing visitors to author in this way are reminders award for “best sharing blog” based to subscribe for automatic updates of the facets of new ways in which on exemplifying “to the education via email or a subscription service people communicate today. No lon- communication what students and such as Google Reader. Many new ger is the printed page the only op- teachers can achieve when they to RSS feeds are just beginning to tion when alternative media tools ex- work together.” The announce- discover how this mechanism allows ist to create interactive texts. ment of the honor appears on the for reading blogs in digest form. El- site’s entry: “We Won an Edublog ementary school children exposed to Our Stories, Our World Award” (Morris, 2011). this interconnectivity gain a valuable A second quad blogging project, experience for preparing themselves Our Stories, Our World, Primary Some Concluding Comments to communicate in a digital age. Students Connecting and Sharing, about Quad Blogging focused on social studies, culture, For the students who participate in For those wondering if quad blogging and geography skills. In this 6-week quad blogging, the learning is mul- improves students’ communication project, students from Belize, Gha- tifaceted. They learn firsthand from skills, Maggie Hos-McGrane (2012) na, USA, Canada, and New Zealand peers around the world how others offers a research-based assessment in posted to a communal blog. Each live, form international friendships, the blog entry “Lessons Learned.” week a new topic was introduced: 1) and engage in learning that they will She examined students’ posts and a typical school, 2) recess activities, never forget. Elements of problem- comments pre quad blogging and a

CRAJ • Volume 1 • Issue 1 ONLINE COLLABORATIVE INQUIRY • Judy M. Arzt 66 NEW LITERACIES Primary and Elementary Educa- tion (Edublogs, 2012) page features links to 76 class blogs, indicating age range and school location, and is an excellent motivator to help others understand the extent to which blog- ging has entered classrooms as part of students’ routine education.

Teachers also report starting with a few offline activities. One such ac- tivity is described in this blog post “Making Paper Blogs to Prepare for the Online Experience,” written by Elizabeth Peterson (2012) who teaches fourth grade in Amesbury, Massachusetts. In this activity, stu- dents first learn the terminology of blogging by examining a paper mock up of a post the teacher has created. A labeled diagram emphasizes the basic terms: Blog Title, Post Title, Author Name, Date of Publication Sidebar, and so forth. Students next write on paper a blog following the format and learn about design ele- ments. Once they are ready, they proceed to computers to set up a first post. To practicing comments, they couple weeks into the project. Once are accessible via the hyperlinks, pro- affix sticky notes with their remarks the quad was underway, student vide a starting point. A good number on paper blogs. The process contin- communication was characterized by of the sites referenced were created ues and includes extensive student a greater sense of rapport, increased with KidBlog and Edublogs, which discussion about what constitutes reading of peers’ work, elongated have built-in classroom management a good blog post and comment. In conversations based on improved features. Online tutorials for learning accessing Peterson’s post about the questioning techniques, and more how to operate these platforms are paper blog project, viewers will lo- in-depth and better organized writ- available, but many teachers report cate links to adjacent topics, such as ing. Students appreciated receiving that KidBlog is especially easy for teaching responsible digital citizen- feedback, and it was found that they them and their students to manipu- ship in an online environment and were “more accepting of criticism late without much technical prepa- why students like blogging. from peers than they would have ration. Edublogs sponsors annual been from a teacher,” even when awards including ones for best class Getting Students Blogging and peers were in other classes. and student blogs. A look at the Best Some Blogging Policies Student Blogs for 2011 (Edublogs, Teachers new to blogging might be- Advice for Setting Up and Man- 2012) yields examples from a variety gin with a class blog before introduc- aging Class Blogs of grade levels and classroom settings. ing individual student accounts. Via Preparation Moreover, the Welcome to Blogging a projection screen, students as a class Many teachers when they first devel- for Teachers and Students (Edublogs, can collectively author first posts and op an interest in blogging will visit 2012) web page on the Edublogs site comments and discuss their merits. blogs created by other classes. The ex- is a gateway to finding class blogs During early weeks, students can also amples offered in this article, which by grade level and subject area. The return to authoring on paper before

CRAJ • Volume 1 • Issue 1 ONLINE COLLABORATIVE INQUIRY • Judy M. Arzt 67 NEW LITERACIES transposing to the computer screen. Morris (2012), offers tips for helping hobbies or using a blog to track the After a few weeks or months working students understand specific tech- steps in completion of project. Oth- off a shared class account, students’ niques of writing blog posts. Linda ers are more complex and require readiness for individual blogs can Yollis’s (2012) How To Teach Com- online research or connecting with be determined. In upper grade lev- menting Skills addresses the second others online. Although not all the els, students are likely to be prepared part of blogging, how to write ap- suggestions focus on the act of blog- quickly, and teachers will find that propriate comments. A student guest ging itself, they do focus on helping some students are already blogging blogging on the Technology with students understand the purposes on their own. These students can of- Intention site offers these tips she and nature of blogging, such as set- fer tips to the class. learned from Mrs. Yollis: ting up a bulletin board with blog- ging terms. Despite the title, 10 Teen Early on, teachers need to address 1. Give attribution if you use Blogging Ideas to Jump Start Cre- concepts of journalistic responsibil- someone’s work. Be sure you ative Thinking (n.d.), the suggestions ity, digital citizenship, and digital have their permission! offered on this web page apply to the footprint. A blog post from a fifth 2. Read through the recent com- elementary and middle grades, and a grader in Mrs. Ripp’s class is a good ments so you don’t repeat what video to inspire teachers is included kid-friendly starting point. The stu- someone else just said. as well as a link to the site’s web page dent advises: “(1) Always remember 3. Proofread your comments be- Blogs for Kids Under 13 (n.d.). your safety; (2) Never use your last fore publishing so people will name or give away other personal understand what you mean. To learn of a student’s perspective, information; (3) Be nice to people 4. Read the post before writing the videos found on the web page (i.e., netiquette).” A variety of online the comment, so your com- What Kids Say about Blogging sites offer help about teaching online ment is not out-of-the-blue or (Kuhn, 2012) give 3rd graders’ opin- responsibilities. This short 90-second off-topic. ions about their experiences. For ad- video, Phineas and Ferb—Rules of 5. Never publish a comment that ditional inspiration and insights into the Cyberspace Road Public Service is not checked by a parent. what students think about blogging, Announcement (n.d.), designed for (Hann de, 2011) check Elizabeth Peterson’s (2012) the primary grades, is one among post: “Students Find Success in On- many ways to introduce digital citi- Parental permission and adherence line Blogging.” Lastly, for those look- zenship. Clicking on the image pro- to school and district policy are also ing for a comprehensive guide with vides access to the video. essential. All teachers working with numerous links to additional re- students K-12 need to comply with sources, explore The Ultimate Guide district regulations regarding post- to the Use of Blogs in the Classroom ing of student pictures online. Some (Kharbach, 2012). districts recommend specific sites such as KidBlog or EduBlog. There The resources online as well as in are clear advantages to students stay- books are plentiful. Two good books ing with the same platform as they to consult are Will Richardson’s move up a grade. Blogging, Wikis, and Podcasts and Other Powerful Tools in the Class- Additional Resources to Learn room (2010) and William Kist’s So- More about the Use of Blog- cial Networked Classroom: Teach- ging in the Classroom ing in the New Media Age (2010). Several resources for ideas and proj- For those interested in combining After a class learns about policies by re- ects to do in the classroom with blog- blogging with global projects, Ju- searching a variety of sources, they can ging are offered in this easy-to-follow lie Lindsay and Vicki Davis’s (201) as a class write up their own policies to guide sponsored by SimpleK-12 Flattening Classrooms, Engaging post in the classroom and online. (2012): 15 Ways to Use Blogs in Minds: Moving to Global Class- the Classroom. Some of ideas are rooms One Steps at a Time offers a The resource Quality Student Blogs straightforward and geared to stu- plethora of advice. Part One--Posts, created by Kathleen dents beginning such as a focus on

CRAJ • Volume 1 • Issue 1 ONLINE COLLABORATIVE INQUIRY • Judy M. Arzt 68 NEW LITERACIES Final Thoughts on Getting Started network of a community of learners http://edublogawards.com/2011-3/ Blogging affords a practical and en- who can share and enrich one anoth- best-student-blog-2011/ gaging way to meet the standards er’s lives. The term NCTE invokes of Hann de, J. (2011). Why teach outlined by professional organiza- multiple literacies is epitomized in digital citizenship. [Web blog post]. tions like NCTE, IRA, and ISTE. the very act of blogging. Retrieved from http://www.techwithintent. Blogging engages students in online com/2011/05/why-teach-digital- conversations, design of multimodal g citizenship/ compositions, opportunities to meet Hos-Grane, M. (2012, June 3). Quad and collaborate with students from REFERENCES blogging: Lessons learned. [Web blog around the world, ways to reflect on 10 teen blogging topics to jump start post]. Retrieved from http://www. classroom learning, and acquisition creative ideas. (n.d.) Retrieved from maggiehosmcgrane.com/2012/06/ of digital citizenship etiquette. There http://www.kidslearntoblog.com/10- quad-blogging-lessons-learned.html teen-blogging-topics-to-jump-start- is no denying we live in a global International Society for Technology creative-ideas/ world. Whether students use blog- Education (2011). National technology ging to reach this world by reading Avery, S. (2012, March 29). Animal education standards for students. and commenting on other students’ Animotos. [Web log post]. Retrieved from Retrieved from http://www.iste.org/ blogs or by creating and maintaining http://mravery.edublogs.org/2012/03/29/ Libraries/PDFs/NETS-S_Standards. animalanimotos/ their own blogs and inviting others sflb.ashx into their world, they benefit from Avery, S. (n.d.). News team 4. [Web log Kharbach. M. (2012). The ultimate guide teacher guidance and support in ven- post]. News team 4. Retrieved from to blogging in the classroom. Retrieved turing into these literacy endeavors. http://mravery.edublogs.org/videos/ from http://www.educatorstechnology. news/news-team-4/ As teachers, we are the curriculum com/2012/06/ultimate-guide-to-use-of- blogs-in.html experts, and given the tools, we need Blogs for kids under 13. (n.d.) Retrieved to make them work in our class- from http://www.kidslearntoblog.com/ Kist, W. (2010). The socially networked rooms to advance students’ reading, category/blogs-for-kids-under-13/ classroom: Teaching in the new media writing, and overall communication Butterfly expert. (2012, April 25). [Web age. Thousand Oaks, CA.: Corwin. skills. We need to prepare students log post]. Retrieved from http:// Kuhn, B. (2012, June 16). What kids to be flexible writers, to understand manthony0708.commons.hwdsb. say about blogging. [Web log post]. how to write for different audiences on.ca/2012/04/25/butterfly-expert/ Retrieved from http://www.shift2future. and purposes, how to communicate Cleary, J. (2011). Suggested classroom uses com/2012/06/what-kids-say-about- effectively with multimodal tools, for KidBlog. Retrieved from http://ww2. blogging.html and what it means to share ideas on- sjc.edu/students/jecleary/KidBlog_Uses. Lindsay, J. &, Davis V. (2013). Flattening line no matter how small or large the htm classrooms, engaging minds: Move to online outreach. Blogging is an ideal Dunsiger, A. (2012, April 17). Live global collaboration one step at a time. way to achieve many educational learning. [Web log post]. Retrieved from Boston, MA: Pearson. and literacy goals. It relies on easily http://avivadunsiger.commons.hwdsb. Lirenman, K. (2012, July 12). What a year. accessible free tools that are relatively on.ca/2012/04/17/live-learning/ [Web log post]. Retrieved from http:// quick to learn, and student blog- Edublog. (2012). Best student blogs 2011. learningandsharingwithmsl.blogspot.com/ ging meshes with “covering the cur- Retrieved from http://edublogawards. Mitchell, D. (2012, June 16). What riculum.” Most powerful, it enables com/2011-3/best-student-blog-2011/ is QuadBlogging. [Web log post]. learners to achieve curricular out- Edublog. (2011). Blogging for teachers Retrieved from http://quadblogging.net/ comes while also building a strong and students made, easy. Retrieved from Morris, K. (2012, June 10). Quality student blogs part 1, posts. Retrieved from http://primarytech.global2.vic. JUDY ARTZ is an associate professor at the University of Saint Joseph, edu.au/2012/06/10/quality-student- Connecticut where she teaches graduate education courses in the School blogs-part-one-posts/ of Education and first-year composition in the School of Humanities and Morris, K. (2012, June 18). The tall tale Social Sciences. The courses she teaches in the School of Education include from start to finish. [Web log post]. Computers in the Classroom, Integrating Technology and Literacy, and Retrieved from http://4kmand4kj. Educational Research. global2.vic.edu.au/2012/06/18/the- tale-trail-from-start-to-end/

CRAJ • Volume 1 • Issue 1 ONLINE COLLABORATIVE INQUIRY • Judy M. Arzt 69 NEW LITERACIES Morris, K. (2011, December 15). meaningful student blogging. [Web 7) Learning and Sharing with Mrs. We won an Edublog award. [Web log post]. Retrieved from http://www. Lirenman, What’s The Best The Best log post]. Retrieved from http:// pernilleripp.com/2011/05/14-steps-to- Things I Done This Year” http:// ourworldourstories.edublogs.org/ meaningful-student-blogging.html learningandsharingwithmsl.blogspot. com/2012/06/whats-best-things-ive- Mr. Sefert’s class blog. (2012). Salsich, J. (2012, June 3). Visitors and done-this-year.html Retrieved from http://kidblog.org/ flags from around the world. [Web blog MrSeyfertsClass/ post]. Retrieved from http://jmsalsich. 8) Glogster http://www.glogster.com/ edublogs.org/2012/06/03/visitors-and- National Council of Teachers of English. 9) Will Richardson http://www.amazon. flags-from-around-the-world/ (2008). The NCTE definition of com/Blogs-Wikis-Podcasts-Powerful- 21st century literacies. Retrieved Simple K-12. (2012, June 14). 15 ways to Classrooms/dp/1412977479/ref=sr_1_ from http://www.ncte.org/positions/ use blogs in the classroom. Retrieved from 3?s=books&ie=UTF8&qid=134124624 statements/21stcentdefinition http://blog.simplek12.com/education/15- 8&sr=1-3&keywords=Will+Richardson ways-to-use-blogs-in-class/ National Council of Teachers of English. 10) Pernille Ripp’s blog Blogging through (2010). NCTE/IRA standards for Yollis, L. (2012). How to teach commenting the Fourth Dimension http://mrspripp. English language arts. Retrieved from skills. [Wiki]. Retrieved from http:// blogspot.com/ http://www.ncte.org/standards/ncte-ira educational-blogging.wikispaces.com/ 11) Pernille Ripp’s blog post, 14 Steps How+To+Teach+Commenting+Skills November, A. (2010). Empowering students to Student Blogging http://mrspripp. with technology (2nd ed). Thousand blogspot.com/2011/05/14-steps-to- Oaks, CA.: Corwin. meaningful-student-blogging.html Resource links in order cited in the article Peterson, E. (2012, June 1). Making paper (note availability to web resources available 12) Global Read Aloud Project http:// blogs to prepare for online experience. July 2012): globalreadaloud.blogspot.com/ [Web log post]. Retrieved from http:// 1) A Pew Research Center Report, The 13) Johanna Cleary’s Suggested Uses for theinspiredclassroom.com/2012/06/ Rise of E-Readers http://pewresearch. KidBlog http://ww2.sjc.edu/students/ making-paper-blogs-to-prepare-for-the- org/pubs/2236/ebook-reading-print- jecleary/KidBlog_Uses.htm online-experience/ books-tablets-ereaders 14) KidBlog http://kidblog.org/ Peterson, E. (2012, June 19). Students 2) District Administrator Article, Empowering find success in online blogging. [Web 15) “Character Interview,” Seyferth’s Sixth Students with Digital Reading: log post]. Retrieved from http:// http://seyfertssixthgraders.blogspot. http://www.ncte.org/positions/ theinspiredclassroom.com/2012/06/ com/2012/05/character-interview.html statements/21stcentdefinition students-find-success-blogging-online/ 16) “Quake-Proof Housing,” Seyferth’s 3) The National Council of Teachers Pew Research Report. (2012). Pew Sixth http://seyfertssixthgraders. of English Position Statement: Internet and American Life Project.The blogspot.com/2012/03/quake-proof- Definitions of 21st Century Literacies rise of e-reading. Retrieved from http:// housing.html http://www.ncte.org/positions/ pewresearch.org/pubs/2236/ebook- statements/21stcentdefinition 17) Mr. Seyferth’s KidBlog Class Site reading-print-books-tablets-ereaders http://kidblog.org/MrSeyfertsClass/ 4) International Reading Association / Phineas and Ferb—Rules of the cyberspace National Council of Teachers of English 18) Animoto http://animoto.com/ road public service announcement. Standards for English Language Arts (n.d.) [Video file]. Retrieved from 19) Creative Commons http:// http://www.ncte.org/standards/ncte-ira http://www.youtube.com/watch?v=P_- creativecommons.org/ XDGkfDSM 5) International Society for Technology 20) “Animal Animotos,” Mr. Avery’s in Educations, National Educational Puente, K. (2012, April). Empowering Classroom Blog,” http://mravery. Technology Standards for Students students with digital reading. District edublogs.org/2012/03/29/ http://www.iste.org/Libraries/PDFs/ Administration Solutions for Schools and animalanimotos/ NETS-S_Standards.sflb.ashx District Management. Retrieved from http:// 21) “News Team 4,” Mr. Avery’s Classroom www.districtadministration.com/article/ 6) November, Alan. Empowering Students Blog http://mravery.edublogs.org/videos/ empowering-students-digital-reading with Technology (2d ed.). Corwin: news/news-team-4/ Thousand Oaks, CA, 2010. http:// Richardson, W. (2010). Blogs, wikis, and www.amazon.com/Empowering- 22) VoiceThreadhttp://voicethread.com/ podcasts, and other powerful tools for Students-With-Technology-ebook/dp/ classooms (3rd ed.). Thousand Oaks, 23) Our Quad Blogging Buddies: Welcome B0048BQQH8/ref=sr_1_1_title_1_ki CA.: Corwin. to Mr. Avery’s Class Blog! http:// n?s=books&ie=UTF8&qid=13412490 mravery.edublogs.org/2011/03/13/ Ripp, P. (2011, May 8). 14 steps to 98&sr=1-1&keywords=alan+november quadblogavery/ CRAJ • Volume 1 • Issue 1 ONLINE COLLABORATIVE INQUIRY • Judy M. Arzt 70 NEW LITERACIES 24) “Butterfly Garden Project Initiative,” 38) SlideRocket http://www.sliderocket. 52) 15 Ways to Use Blogs in the Ms. Dunsiger’s Class http:// com/ Classroom http://blog.simplek12.com/ avivadunsiger.commons.hwdsb. education/15-ways-to-use-blogs-in-class/ 39) “The Tale Trail: From Start to Finish” on.ca/2012/02/16/reflections-on-our- http://4kmand4kj.global2.vic.edu. 53) 10 Teen Blogging Ideas to Jump math-congress-skype-call/ au/2012/05/29/the-tale-trail-part-six- Start Creative Thinking http:// 25) “Math Congress,” Ms. Dunsiger’s conclusion/ www.kidslearntoblog.com/10-teen- Class http://avivadunsiger.commons. blogging-topics-to-jump-start-creative- 40) Our Stories, Our World, Primary hwdsb.on.ca/2012/02/16/reflections- ideas/ Students Connecting Sharing http:// on-our-math-congress-skype-call/ ourworldourstories.edublogs.org/ 54) Blogs for Kids Under 13 http://www. 26) “Skype Literature Circle,” Ms. category/school-day kidslearntoblog.com/category/blogs- Dunsiger’s Class http://avivadunsiger. for-kids-under-13/ 41) “We Won an Edublogs Award” http:// commons.hwdsb.on.ca/2012/02/16/ ourworldourstories.edublogs.org/ 55) What Kids Say about Blogging http:// reflections-on-our-math-congress- www.shift2future.com/2012/06/what- skype-call/ 42) Third Grade Explorations in Learning kids-say-about-blogging.html http://jmsalsich.edublogs.org/ 27) Storify http://storify.com/ 56) Students Find Success in Online 43) “Visitors Around the World” http:// 28) “Live Learner,” Ms. Dunsiger’s Class Blogging http://theinspiredclassroom. jmsalsich.edublogs.org/2012/06/03/ http://avivadunsiger.commons.hwdsb. com/2012/06/students-find- visitors-and-flags-from-around-the- on.ca/2012/04/17/live-learning/ success-blogging-online/?utm_ world/ source=feedburner&utm_ 29) “Butterfly Expert,” student from Ms. 44) “Quad Blogging Lessons Learned,” medium=twitter&utm_campaign=Fee Dunsiger’s Class http://manthony0708. Maggie Hos-McGrane http://www. d%3A+TheInspiredClassroom+%28Th commons.hwdsb.on.ca/2012/04/25/ maggiehosmcgrane.com/2012/06/ e+Inspired+Classroom%29 butterfly-expert/ quad-blogging-lessons-learned.html 57) The Ultimate Guide to the Use of 30) Miss D: So Much More Than Just 45) “Best Student Blogs for 2011” http:// Blogs in the Classroom http://www. Another HWDSB Site http://missd. edublogawards.com/2011-3/best- educatorstechnology.com/2012/06/ commons.hwdsb.on.ca/ student-blog-2011/ ultimate-guide-to-use-of-blogs-in.html 31) QuadBlogging http://quadblogging. 46) Welcome to Blogging for Teachers 58) Will Richardson’s Blogging, Wikis, net/ and Students (Edublogs Directory) and Podcasts and Other Powerful 32) Videos on QuadBlogging http://www. http://edublogs.org/blog-directory/ Tools in the Classroom http:// youtube.com/watch?v=g1Svb1lkwFw directoryelementary/ www.amazon.com/Blogs-Wikis- 33) Mr. Salsich’s 3rd grade class from 47) “Making Paper Blogs to Prepare for Podcasts-Powerful-Classrooms/ Stonington, Connecticut, Tale Trail the Online Experience,” Elizabeth dp/1412977479/ref=sr_1_3?s=books Project http://jmsalsich.edublogs. Peterson http://theinspiredclassroom. &ie=UTF8&qid=1341246248&sr=1- org/2012/05/09/the-tale-trail-part-1/ com/2012/06/making-paper-blogs-to- 3&keywords=Will+Richardson prepare-for-the-online-experience/ 34) Third graders from Mrs. Yollis’s 59) William Kist’s Social Networked Los Angeles, California, Tale Trail 48) Phineas and Ferb—Rules of the Classroom: Teaching in the New Media Project http://yollisclassblog.blogspot. Cyberspace Road Public Service Age http://www.amazon.com/The- co.nz/2012/05/tale-trail-part-2.html Announcement http://tv.disney. Socially-Networked-Classroom-ebook/ go.com/disneychannel/commonsense/ dp/B0048BQJR0/ref=tmm_kin_title_ 35) 6th graders in Mr. Avery’s 0?ie=UTF8&m=AG56TWVU5XWC Massachusetts class, Tale Trail 49) “Quality Student Blog Part One-Post,” 2&qid=1341253866&sr=1-1 Project http://mravery.edublogs. Kathleen Morris http://primarytech. org/2012/05/22/taletrail4/ global2.vic.edu.au/2012/06/10/ 60) Julie Lindsay and Vicki Davis’s quality-student-blogs-part-one-posts/ Flattening Classrooms, Engaging 36) Mrs. Watson’s 2nd-3rd graders from Minds: Moving to Global Classrooms Sointula, Canada, Tale Trail Project 50) “How To Teach Commenting Skills,” One Steps at a Time http://www. http://mrswatson.ca/2012/05/25/the- Linda Yollis http://primarytech. amazon.com/Flattening-Classrooms- tale-trail-part-5/ global2.vic.edu.au/2012/06/10/ Engaging-Minds-ebook/dp/ quality-student-blogs-part-one-posts/ 37) Fourth graders from Australia in B0072VTFTM/ref=tmm_kin_title_0 Mrs. Morris’s and Miss Jordan’s classes 51) Technology with Intention http:// ?ie=UTF8&m=AG56TWVU5XWC2 http://4kmand4kj.global2.vic.edu. www.techwithintent.com/2011/05/ &qid=1341246542&sr=1-1 au/2012/05/29/the-tale-trail-part-six- why-teach-digital-citizenship/ conclusion/

CRAJ • Volume 1 • Issue 1 ONLINE COLLABORATIVE INQUIRY • Judy M. Arzt 71 NEW LITERACIES 72 ------This expanded view of “text” also be viewed asvehicle “a can through which individuals with one communicate another using the and codes conventions of society” (Rob inson & Robinson, 2003). Increas ingly, students in the United States use the Internet to obtain informa tion about both academic and per sonal topics (Lubans, 1998, 1999; Jones & Madden, 2002; eford, Thompson, &James, Shackl 1999). It is important to recognize that in many ways the Internet has become the dominant text for their reading and writing activities. As our students continue to use the Internet as a source of information for inquiry based behavior, it is im skillstheteachthemportant we that necessarynottoonlyablebe read to this type of text, but also begin to construct it as well. The goal ismovestudents to from being primarily consumers of online information, to movers of online and information, ultimately empowering themto be constructors of online infor mation. As consumers information, of students and online teachers work collectively to read spond to information and learned while re reading online. As movers of online information, students and ers take teach content encountered while reading online and copy/paste, or briefly synthesize this information into another online tion tool. communicaAs constructors of online content,students andteachers work to redesign or reinvent online texts - - - The Connecticut Reading Association Journal • Volume 1 • Issue 1 1 • Journal Association Reading The Connecticut • Volume of “text” to include visual, digi ally hands-on, and based on social constructivist theory and practice. She already included websites and blogs in classroom instruction and materials that students had to read. For the past couple of years she had her students’ reading online infor mational sources regularly duringthe school year to help them extend the classroom discussion the barriers of outside the classroom walls. What Mrs. Vazquez wanted to do now was to have them constructing online content using information. multimodal Empowering students as digitallandscapethenatives of The nature of evolving literacy as is the rapidly Internet ander oth communication (ICTs) emerge technologies Lankshear (Coiro, & Knobel, Leu, changes demand 2008). an expanded view These tal and other multimodal London2002; formatsNew Meyer, (Rose& Group, 2000; Alvermann, 2002). ------W. Ian O’Byrne, Ph.D, University of New Haven, New Haven, CT of New Haven, New Ph.D, University Ian O’Byrne, W. ONLINE CONTENT CONSTRUCTION: CONSTRUCTION: CONTENT ONLINE as InformedStudents Writers Readers and Informationof Multimodal

s she prepared for the start of theupcoming schoolMrs. year, As consumers of online information, students and teachers teachers and students information, online of consumers As learned information to respond and read to collectively work information, online of movers As online. reading while while encountered content take teachers and students this synthesize briefly or copy/paste, and online reading As tool. communication online another into information work teachers and students content, online of constructors encoding actively by texts online reinvent or redesign to texts. multimodal in meaning decoding and A ISSN 2169-2777 wasflexiblea and persistent disposi tion, and she liked to learn how to use these new texts and tools with her students. Her classes were usu Audra Vasquez, an 8th grade So Mrs. wasVasquez far from the most experienced user of technology her in building. What she did have cial Studies teacher reflected on the ways that she could improve upon what she had taught the year. previous She taught Social Studies the local in middle school for the past twenty years, and routinely thesefinal days before school started spent thinking about ways to expand and improve upon each unit in the cur riculum. This reflective process in cluded a focus on the effective and authentic use of technology in her classroom. Mrs. Vasquez thoughtabout the future of and her understood students, how imperative it was that she addresses these nologies in tech her classroom. NEW LITERACIES by actively encoding and decoding tive role in the learning process tion process were expanded from meaning in multimodal texts. The and may have to reconsider their previous research in multimodal ultimate product of this informa- role as student and the concept of design and envisioned as a combina- tion can take on many forms: web- “school” (Mayer, 2003; Moreno & tion of skills used during construc- sites, online videos, blogs. In this Mayer, 2000). In this reconsidera- tion of online content. In this pro- process, the main focus should be tion of “school”, the student may cess, students operate as “designers” on the theory and student learning be guided through the learning ac- and try to “apply critiqued knowl- objectives that guide the lesson. tivity by the teacher, and in some edge of the subject or topic synthe- cases take a leadership role in the sized from multimodal sources” dur- Responsibilities in the online development and application of ing online reading comprehension or blended classroom. new knowledge (Cook-Sather, (Kimber & Wyatt-Smith, 2006, p. In addition to the need to examine 2002). This reconsideration of the 26). Fundamentally, OCC has stu- this work with an expanded view of role of the student, or the concept dents construct “representations of text, it is important to reconsider of “school” may also require that new knowledge” and communicate the pedagogical dynamics that af- fect our classrooms daily. These include: (a) an expansion of how In work such as this, students need to take an active role teachers prepare their lesson plans, in the learning process and may have to reconsider their (b) an understanding of how teach- role as student and the concept of “school” (Mayer, ers assemble outside sources of data 2003; Moreno & Mayer, 2000). In this reconsideration and examples, and (c) the interac- of “school”, the student may be guided through the tion between students and teachers learning activity by the teacher, and in some cases take a (Miller, 2007). This requires flex- leadership role in the development and application of new ibility and persistence on the part knowledge (Cook-Sather, 2002). of the classroom teacher as they develop methods of instruction and deal with classroom management is- sues. Given the dynamics involved teachers provide opportunities for this knowledge to others with the as ICTs are introduced into a tra- students to choose to work indi- intention of engaging their audience ditional classroom structure, teach- vidually or collaboratively, depend- (Kimber & Wyatt-Smith, 2006, p. ers need to be flexible and tolerant ing of the learning objectives and 26). Pedagogically, this multimodal as their students become actively goals. In this process students and design activity combines the “process engaged in the learning process teachers can build the skills neces- and product” involved as students (Mishra & Koehler, 2006). An ap- sary to be a critical consumer and combine knowledge gained in the preciation is needed for the com- constructor of online information process of online collaborative inqui- plexities, hazards, rewards, and re- in their own personal and academ- ry (New London Group, 2000). strictions that are characteristic in ic lives (Coiro, 2003; Sutherland- the use of ICTs in instruction (Huf- Smith, 2002; Greenhow, Robelia, Numerous skills and strategies are faker, 2004). Additionally, there is & Hughes, 2009). needed in both the procedural and a need for teachers to account for strategic use of these ICT texts and development of new concepts, pro- What is online content tools. Given the deictic nature of cesses, and approaches embedded construction? literacy (Leu, 2000), viewing cre- in the pedagogical applications of Online content construction (OCC) ation of content using ICT tools technology (Leu, 2000). was developed to define the abilities as belonging to only one skill set is necessary to communicate the infor- problematic. Consider the multi- There is a certain amount of re- mation assembled while searching, tude of tools and uses available to sponsibility, discipline, and flex- sifting, and synthesizing knowledge “writers” of online information: (a) ibility that also has to be displayed gained during online reading com- blogging, (b) wikis, (c) e-mail, (d) by students as they work in an ICT prehension (Leu et al., 2004; 2008). social networks, and (e) word pro- infused classroom. In work such as The knowledge, skills, and disposi- cessing. A broad spectrum of com- this, students need to take an ac- tions involved in this communica- bined skills and tools is emerging

CRAJ • Volume 1 • Issue 1 ONLINE CONTENT CONSTRUCTION • W. Ian O’Byrne 73 NEW LITERACIES in order to capture these aptitudes (Leu et al, 2004; 2008); “writing- students review examples of online and attitudes necessary as students to-learn” (Britton, 1970; 1972); and information (websites, blogs, video, construct online content. As a result Computer Supported Collabora- photos) on the topic of inquiry or OCC allows for teachers and stu- tive Learning (CSCL) (Stahl, Kos- student research. This process en- dents to “identify, in textual terms, chmann, & Suthers, 2006). These courages students to review the in- how the Internet mediates the repre- three models provide guidance on formation presented, determine the sentation of knowledge, the framing elements of cognitive apprentice- purpose, audience, and design aes- of entertainment, and the conduct ship, writing research and the use thetics of this information. Finally, of communication” (Livingstone, of ICTs as a tool to allow students students reflect on what they have 2004, 2008). to express learning and experience learned from this online informa- to themselves and others (Klein, tion and the totality of information It is important to note that OCC can 1999). The resultant instructional in relation to other sources on the occur contemporaneously and itera- model used in the OCC process pro- same topic. How much have they tively as students work individually vides students with an opportunity learned from this website? Why did or collaboratively in the online read- to express learning through the use the author publish this informa- ing comprehension or online collab- and creation of socially expressive tion? What did the author include, orative inquiry process. As a result, digital media (Tewissen, Lingnau, or leave out in the process? What students are asked to act as critical Hoppe, Mannhaupt, & Nischk, textual and multimodal design readers and writers of online infor- 2001). In the OCC instructional choices did the author use to cre- mation while applying knowledge model, students use computer-in- ate this content? Finally, in Phase 1, learned while working with online tegrated classrooms to focus on in- students plan out the content they and traditional information sources. dividual learning and develop skills would like to construct using paper to enhance social and collaborative and graphic organizers to create de- Empowering students to con- learning. Ultimately, the goal of the tailed “mock-ups” of their work. It struct online content. OCC instructional model and pro- is best to have them plan this out The work involved in OCC inte- cess is to “restructure learning envi- first with students on paper to as- grates aspects of both apprenticeship ronments” (Flower & Hayes, 1994; sist them in identifying multimodal and traditional school to establish Erkens, Kanselaar, Prangsma, & Jas- and textual elements they’ll need to an environment that allows students pers, 2003) in an attempt to move construct, and the design aesthetics to reflect creatively on their knowl- student learning from knowledge that affect their work. These details edge and skills as they progress from transformation into knowledge con- and markers of online information novice to higher levels of reading stitution (Galbraith, 1999). should be collected and displayed and writing of online information in the class. This document can be (Collins, Brown, & Holum, 1991). The OCC instructional model relies used to guide students as they con- A certain amount of introspection on three phases in order to scaffold struct online content, it also can be is necessary as students review the and support students as they work used by the classroom teacher to de- knowledge, skills, and dispositions individually or collaboratively. velop rubrics for assessment of work they possess and will need in order produced by students. to construct online information. Phase 1 of the instructional model. They must also be encouraged to The first phase of the instructional Phase 2 of the instructional model. review their own work product and model involves elements of the on- The second phase of the OCC process in relation to model or ex- line reading comprehension process model encourages students to use emplar texts and websites. and online collaborative inquiry computers and ICT tools to con- process. For example, students struct the online content they How do we construct online might choose to collaboratively have planned out on paper. Since content? conduct an inquiry on causes of the the resultant content that students The instructional model developed American Revolutionary War. This construct could take many forms and proven effective in empowering research would be conducted using (websites, videos, photos, podcasts, students to construct online content online informational sources, which blogs, wikis) the tools used in this draws upon the work in three mod- would supplement classroom and li- process will vary. For example, stu- els: Internet Reciprocal Teaching brary research materials. In Phase 1 dents planning to construct online

CRAJ • Volume 1 • Issue 1 ONLINE CONTENT CONSTRUCTION • W. Ian O’Byrne 74 NEW LITERACIES content may choose to construct entire class with instruction that is video games. Students are to review a website or blog posts about in- of importance to all members of the this exemplar material and identify formation they learned about the class. These mini-lessons may detail elements of their own work process American Revolution, or the indi- elements of ICT tool use, or excel- or product that they would like to viduals involved. Students may also lent work by a student, or lessons change after their review. This exam- be required to collaboratively edit learned while constructing content. ination may identify that the author and construct the section of the An example of a mini-lesson might of the exemplar materials provided classroom wiki on American His- include methods used to embed im- an “About Us” page, or included a tory. Students may also choose to ages or videos in a website or wiki. title in their You Tube video. Stu- produce an audio podcast in which A mini-lesson might also focus on dents are then provided an appro- they reflect on their work process edits and revisions in text added priate amount of time to complete and product as they collaboratively to a wiki, website, or blog post to these revisions to their work before researched and presented on their improve clarity of message. A final completing the work. inquiry topic. There are many pos- example of a mini-lesson may focus sibilities for the way in which stu- on group dynamics and workflow in Following the completion of work dents may choose to present what an attempt to help students more process and submission of the prod- they have learned. It is suggested effectively collaborate with other uct to the teacher, students should that the teacher focus on student members of their group. individually or collaboratively pres- learning objectives and initially ent their work to each other. This have students plan out their work The majority of instruction and presentation can take the form of a ahead of time on paper. scaffolding should be conducted showcase in which students rotate while the teacher rotates through through the classroom and share The important part is to have the the groups as they work on their on- their work with several other stu- students plan out their work ahead line content. dents and answer questions about of time on paper. This allows them their work and the resultant prod- to return to the paper organizers if Phase 3 of the instructional model. uct. Assessment of student work they have trouble during the process The third phase of the OCC in- should consist of a review of the of constructing content. Please also structional model begins as students work using the collaboratively con- keep in mind that some students are wrapping up their work build- structed rubric that students have may have experience with the varied ing content on the computers. In assembled for this project if this has ICT tools, while others might not this phase the teacher provides stu- been previously built. Classroom have any background. It is impor- dents with real examples of online teachers should also meet with stu- tant to provide opportunities for information that students can use dent groups to discuss the work pro- students to work with the ICT tools to compare their work product to. cess and product in the review and and construct content throughout Students are encouraged to review assessment of student work. This the year without assessment, or this exemplar material and review step is necessary as assessment and grades associated with it. The ma- the work in relation to their own evaluation of the process and prod- jor weight for grading this work, at process and product completed to uct involved in OCC is challeng- least during the initial times work- this point. The materials selected by ing and may not be reflective of the ing in the OCC process, should be the teacher are to be the same type work involved in the process. Con- placed on the content, and knowl- (website, video, image, text) as the ferences between students and the edge transformation process, as op- work being constructed by the stu- teacher provide an opportunity to posed to quality or quantity of con- dents. The work should also focus discuss the learning experience, and tent produced. During phase two, on the same theme that the student ways to possibly improve upon the the classroom teacher is to work as work product was focusing on. For process and ultimate product com- a facilitator in the classroom and al- example a teacher would identify a pleted in future endeavors. low students to work the majority website for a summer camp for stu- of the time on the construction of dents and discuss this work with a Mrs. Vasquez constructing on- online content. Teachers may start a group of students constructing a line content with her students classroom period with a “mini-les- hoax website about a summer camp In preparing for the upcoming son” (Atwell, 1998) to provide the where students would go to play school year Mrs. Vasquez wanted

CRAJ • Volume 1 • Issue 1 ONLINE CONTENT CONSTRUCTION • W. Ian O’Byrne 75 NEW LITERACIES to have her 8th grade students act nize their thoughts while they read After much deliberation, Mrs. Vasquez as readers and writer of online in- online and built a common knowl- decided to use the OCC instructional formation in their social studies edge base. During the American model to have students complete work class. After reviewing the instruc- Revolution unit Mrs. Vasquez had that included elements of these two tional model for OCC, she decided students using Evernote to share ideas presented. The first step involved the best unit to focus on and have and save their thoughts and notes having students’ blog as a group dur- students constructing online con- with each other as they worked with ing the entire unit. The purpose of tent would be her section on the their groups. Using an ICT tool like these blogs was to allow each group American Revolutionary War. She Wikispaces would allow students to to reflect on the process and product taught this unit before the students share their work with others along of the work they were doing individu- left for the holiday break, so she the writing process, and showcase ally and collaboratively. The blogs would have more than enough time their work with parents and friends, were completed weekly and allowed to build the classroom manage- not just students and teachers that her to keep a record of growth and ment strategies necessary in a one- might view their work in the hall- the ideas of the group as they worked to-one laptop environment. Most ways of the school. together. The use of student blogs as importantly, the unit on the Ameri- a reflective tool worked so well that can Revolution was one that Mrs. A second possible way to have Mrs. Vasquez continued to use them Vasquez loved to teach. She already students construct online content for the remainder of the school year. included online information sourc- would be to have students produce A second element of the OCC pro- es with the primary documents and a video in which they would share cess that students constructed in the history textbooks. not only the information they had American Revolution unit was the col- learned during the online reading laborative construction of a wiki with In previous years the students and research process, but also les- other groups in all of Mrs. Vasquez’s worked in groups on a research sons they had learned while work- classes. This work was also shared with project in which they needed to col- ing collaboratively to construct the English Language Arts teacher on laboratively research using sources online content. In years past, Mrs. the team as well. The English teacher from the Internet, primary sources, Vasquez noticed that her students reviewed the writing and mechanics of fiction, and non-fiction. This re- preferred to work individually on the work product students posted on search project was reported back to projects, or in some cases chose to the wiki, while Mrs. Vasquez reviewed the class in a paper and presented work with only their friends on the content. Mrs. Vasquez also consid- using a poster that was posted in the big assignments. She usually en- ered using the school art teacher as a halls of the school. Mrs. Vasquez couraged her students to select the resource in reviewing the multimodal felt that the students enjoyed the method that worked best for them, design aesthetics students used in their unit and learned a great deal from whether it was working individu- work for future projects. The final ele- working with each other and using ally or collaboratively. However ment of the OCC process in the unit varied types of sources. She did feel she increasingly wanted to find was the production of video content that there was a bit of a letdown ways to scaffold her students as that students would add to their page with the final element of the unit in they worked with each other to al- of the wiki. Initially Mrs. Vasquez which students were working with low them to work well with their considered having students construct ICT tools during the process, and peers. Many of the students rou- reflective videos of the process and also then completed their work with a tinely had difficulty compromis- use these to present their work. The in- paper and a poster. She wanted to ing while working with others, and clusion of the blogs as a reflective tool have the students complete some- this usually derailed the work of allowed her to focus on other areas of thing that built upon and extended the group. Mrs. Vasquez believed their work. Students were allowed to the work they had completed so far. that this was a necessary skill that choose what form of multimodal vid- her students needed to have as they eo content they wanted to include on One possible way in which students entered high school, and the use their page of the wiki. They could em- could work to construct online con- of student constructed videos in bed a video from YouTube if they ob- tent would be to collaboratively edit which they reflected on their work tained permission from the author of and revise a wiki for the class. The would be a highly beneficial learn- the content. They could use a tool like wiki would allow students to orga- ing experience. Voicethread, or Xtranormal to create a

CRAJ • Volume 1 • Issue 1 ONLINE CONTENT CONSTRUCTION • W. Ian O’Byrne 76 NEW LITERACIES slideshow or animated video to add to Bereiter, C., & Scardamalia, M. N. Entwistle, & J. van Merriënboer their wiki page. Finally, students could (1987). The psychology of written com- (Eds). Powerful Learning Environments: use the class Flip video cameras, or position. Hillsdale, NJ: Lawrence Erl- Unravelling basic components and dimen- baum Associates. sions (pp. 157- 176). Amsterdam: Per- screencasts on their computers to cre- gamon, Elsevier Science. ate their own original video content. Britton, J. (1970). Language and learning. Mrs. Vasquez provided this flexibility New York: Penguin. Flower, L. & Hayes, J. R. (1984). Images, to her students in the type of online plans, and prose: The representation of content they constructed because she Britton, J. N. (1972). Writing to Learn meaning in writing. Written Communi- was also just getting comfortable with and Learning to Write. National Coun- cation, 1, 120-160. the options available when producing cil of Teachers of English. Fox, S., Anderson, J. Q., & Rainie, L. online information. Coiro, J. (2003). Reading comprehension (2005). The Future of the Internet. on the Internet: Expanding our under- Washington, DC: Pew Internet and Mrs. Vasquez was determined to standing of reading comprehension to American Life Project. Retrieved Sep- empower her students as readers encompass new literacies [Electronic tember 29, 2010, from http://www. and writers of online information version]. Reading Teacher, 56 (5), 458- pewinternet.org/pdfs/PIP_Future_of_ Internet.pdf this year in her 8th grade social 464. studies class. She thoughtfully built Galbraith, D. (1999). Writing as a knowl- upon the previous work in online Coiro, J., Knobel, M., Lankshear, C. & Leu, D. (Eds.) (2008). Handbook of edge-constituting process. In M. Tor- reading comprehension and online research on new literacies. Mahwah, NJ: rance and D. Galbraith (eds.), Knowing collaborative inquiry to produce an Lawrence Erlbaum Associates. What to Write: Conceptual Processes in authentic and effective learning ex- Text Production, Amsterdam: Amster- perience for her students that built Collins, A. Brown, J.S. & Holum, A. dam University Press. (pp. 139-160). upon the student learning objec- (1991). Cognitive apprenticeship: Greenhow, C., Robelia, B., & tives and curriculum. As a result her Making thinking visible. American Ed- ucator, 15(3), 6-11, 38-46. Hughes, J. (2009). Web 2.0 and students were able to expand upon classroom research: What path not only the work and expectations Cook-Sather, A. (2002). Authorizing Stu- should we take now? Education- of a student in the traditional class- dents’ Perspectives: Toward Trust, Dia- al Researcher, 38(4), 246–259. room, but also build skills necessary logue, and Change in Education. doi: 10.3102/0013189X09336671 as they prepare for the future. Mrs. Educational Researcher, 31(4). 3-14. doi:10.3102/0013189X031004003 Huffaker, D. (2004). The educated blog- Vasquez was also able to extend her ger: Using weblogs to promote literacy comfort level in regard to the au- Erkens, G., Kanselaar, G., Prangsma, M., in the classroom. First Monday, 9(6). thentic and effective use of technol- & Jaspers, J. (2003). Computer Support Retrieved January 4, 2011 from ogy in her classroom. for Collaborative and Argumentative http://www.firstmonday.dk/issues/is- sue9_6/huffaker/index.html g Writing. In E. De Corte, L. Verschaffel,

REFERENCES: W. IAN O’BYRNE is an Assistant Professor of Educational Technologies Alvermann, D. E. (2002). Adolescents and at the University of New Haven. He is also formerly a Research Fellow at Literacies in a Digital World. New York: the New Literacies Research Lab at the University of Connecticut. Peter Lang.

Anderson, J. Q., & Rainie, L. (2008). The Ian has been involved in initiatives in school districts ranging from online Future of the Internet III. Washing- and hybrid coursework, integrating technology in the classroom, ePortfolio ton, DC: Pew Internet and Ameri- systems, and supporting marginalized students in literacy practices. He is can Life Project. Retrieved December currently a member of AERA, NCTE, and currently serves on the Policy and 15, 2010 from http://www.pewinter- Legislative Committee for LRA, and the Technology, Communication, and net.org/pdfs/PIP_FutureInternet3.pdf Literacy committee for IRA.

Atwell, N. (1998). In the Middle: New His research interests examine the literacy practices employed by adolescents Understandings about Writing, Read- in online spaces. Additionally he is interested in assessment and psychometric ing, and Learning. 2nd ed. Portsmouth, NH: Heinemann. properties of these measurements as we move online.

CRAJ • Volume 1 • Issue 1 ONLINE CONTENT CONSTRUCTION • W. Ian O’Byrne 77 NEW LITERACIES Jones, S. & Madden, M. (2002). The Livingstone, S. (2004). Media literacy Robinson, E. & Robinson, S. (2003). What Internet goes to college: How students and the challenge of new information does it mean-discourse, text, culture: An are living in he future with today’s tech- and communication technologies. The introduction. Sydney, Australia: Mc- nology. Washington DC: Pew Internet Communication Review, 1(7), 3-14. Graw-Hill. & American Life Project. Retrieved January 20, 2007 from http://www. Livingstone, S. (2008) Taking risky Rose, D. H., & Meyer, A. (2002). Teach- pewinternet.org/pdfs/PIP_College_ opportunities in youthful content Report.pdf. ing every student in the digital age: Uni- creation.Teenagers’ use of social versal design for learning. Alexandria, networking sites for intimacy, pri- VA: ASCD. Retrieved December 25, Kimber, K. & Wyatt-Smith, C. (2006). vacy and self-expression. New Me- 2009, from http://www.cast.org/teach- Using and creating knowledge with dia & Society, 10(3), 393-411. doi: ingeverystudent/ideas/tes/ new technologies: a case for stu- 10.1177/1461444808089415 dents-as-designers. Learning, Media and Technology, 31(1), 19-34. doi: Lubans, J. (1998, April). How first-year Scardamalia, M., & Bereiter, C. (1985). 10.1080/17439880500515440 university students use and regard In- Fostering the development of self- ternet resources. Available from Duke regulation in children’s knowledge Klein, P.D. (1999). “Reopening Inquiry University Libraries Web site: http:// processing. In S. F. Chipman, J. W. into Cognitive Processes in Writing- www.lib.duke.edu/staff/orgnztn/lu- Segal, & R. Glaser (Eds.), Thinking To-Learn”, Educational Psychology Re- bans/docs/1styear/firstyear.htm (ac- and learning skills: Research and open view, 11(3), 203-270. cessed May 2000). questions (pp. 563-577). Hillsdale, NJ: Lawrence Erlbaum Associates. Lenhart, A., Simon, M., & Graziano, Lubans, J. (1999, May). Students and the M. (2001). The Internet and education: Internet. Available from Duke Univer- Shackleford, J., Thompson, D., & Findings of the Pew Internet & American sity Libraries Web site: http://www.lib. James, M. (1999). Teaching strat- Life Project. Washington, DC: Pew In- duke.edu/staff/orgnztn/lubans/docs/ egy and assignment design: assessing ternet & American Life Project. study3.htm (accessed May 2000). the quality and validity of informa- tion via the Web. Social Science Com- Leu, D. J. (2000). Literacy and technol- Mayer, R. (2003). The promise of mul- puter Review, 17(2), 196–208. doi: ogy: Deictic consequences for literacy timedia learning: using the same in- 10.1177/089443939901700206 education in an information age. In structional design methods across dif- M.L. Kamil, P. Mosenthal, R. Barr, & ferent media. Learning and Instruction, P.D. Pearson (Eds.), Handbook of read- Stahl, G., Koschmann, T., & Suthers, D. 13, 125-139. doi: 10.1016/S0959- (2006). Computer-supported collab- ing research: Volume III (pp.743-770). 4752(02)00016-6 Mahwah, NJ: Erlbaum. orative learning: An historical perspec- tive. In R. K. Sawyer (Ed.), Cambridge Miller, S. (2007). English Teacher handbook of the learning sciences (pp. Leu, D. J., Kinzer, C. K., Coiro, J., & Learning for New Times: Digital 409-426). Cambridge, UK: Cambridge Cammack, D. (2004). Toward a theory Video Composing as Multimodal University Press. of new literacies emerging from the Literacy Practice. English Education, Internet and other information and 40(1), 61-83. communication technologies. In R.B. Sutherland-Smith, W. (2002). Weaving Ruddell & N. Unrau (Eds.), Theoreti- the literacy Web: Changes in reading cal Models and Processes of Reading, Fifth Mishra, P., & Koehler, M. J. (2006). Tech- from page to screen. The Reading Teach- Edition (1568-1611). International nological pedagogical content knowl- er, 55(7), 662–669. Reading Association: Newark, DE. Re- edge: A framework for teacher knowl- trieved October 15, 2008 from http:// edge. Teachers College Record, 108(6), www.readingonline.org/newliteracies/ 1017-1054. doi: 10.1111/j.1467- Tewissen, F., Lingnau, A., Hoppe, U., lit_index.asp?HREF=/newliteracies/leu 9620.2006.00684.x Mannhaupt, G., & Nischk, D. (2001). Collaborative Writing in a Computer- Leu, D. J., Reinking, D., Hutchinson, Moreno, R., & Mayer, R. E. (2000). En- integrated Classroom for Early Learn- A., McVerry, J. G., Robbins, K., Rog- gaging students in active learning: the ing. In P. Dillenbourg, A. Eurelings, ers, A., Malloy, J., O’Byrne, W. I., case for personalized multimedia mes- & Kai Hakkarainen (Eds.) Proceedings & Zawilinski, L. (2008). The TICA sages. Journal of Educational Psychology, of the European Conference on Com- 92(4), 724–733. Project: Teaching the New Literacies puter-Supported Collaborative Learning of Online Reading Comprehension to (Euro-CSCL 2001). pp. 593-600. The Adolescents. An alternative symposium New London Group. (1996). A pedago- Netherlands: Maastricht. presented at the National Reading gy of multiliteracies: Designing social Conference, Orlando, FL. futures. Harvard Educational Review, 66(1), 60–92.

CRAJ • Volume 1 • Issue 1 ONLINE CONTENT CONSTRUCTION • W. Ian O’Byrne 78 NEW LITERACIES 79 - - - bel, Lankshear, & Leu, 2008). Mayer Mayer 2008). & Leu, Lankshear, bel, (2005) defines multimedia as, “pre senting words (such as printed text or spoken text) and pictures (such as illustrations, photos, animation, or video).” Access to texts has exploded multimedia with the expan sion of the Internet, text messaging, instant messaging, blogging, IPods/ IPads, social and networking, so on. As a result of the of expansion these teen use technologies, of multimedia past the over exponentially grown has 5 years (Kaiser Family Foundation, a in immersed are Adolescents 2010). context of multimedia consumption leveraged be can that production and instruction. classroom for Multimedia sources like audio and video clips, flash animation, and on an found pictures and images of array possible of number the expand can line can students meanings When create. teaching with multiple multimedia sources, meaning creation becomes much like the kind of sense making students use in their everyday lives as they negotiate meanings through print, visual, and auditory media on the smartphones, Internet, television, ------The Connecticut Reading Association Journal • Volume 1 • Issue 1 1 • Journal Association Reading The Connecticut • Volume By expanding the notion of what counts as “text”, the the “text”, as counts what of notion the expanding By complex. and nuanced more become can history of study sources historical of quality and number the Increasing historical for perspectives multiple and voices new offers connections intertextual create students When inquiry. meaning, historical construct to texts multiple across is that practice disciplinary complex in engaging are they 1999). (Paxton, voiceless and distant of instead personalized of of texts that are so pervasive in the history classroom? How do students make sense of multimedia texts and integrate their meanings with their own historical knowledge and from traditional the extracted knowledge as as well and sec primary textbooks ondary sources? I argue that the use of a range of texts that are prevalent includ history like discipline a within be must images and video, audio, ing utilized in order to further promote adolescents. for literacy disciplinary Reading Online in History focused has research literacy Recently, on the literacy practices required to are that texts the from meaning make texts is, life—that everyday to integral use the through omnipresent are that of information and communication such as comput (ICTs) technologies ers, smart phones, and IPods/IPads, so on (e.g. 2002; Alvermann, Coiro, 2011; Knobel and 2007; Lankshear, Zawa Kiili, O’Byrne, Leu, McVerry, linski, Everett-Cacopardo, & Forzi, 2011). These media tools are used when reading text in non-tradition al formats like multimedia sources found on the Internet (Coiro, Kno ------Michael Manderino, Ph.D, Northern Illinois University, DeKalb, IL University, Northern Illinois Ph.D, Michael Manderino, READING DIGITALLY LIKE A HISTORIAN: HISTORIAN: LIKE A DIGITALLY READING to Facilitate Texts Multimedia Using LearningDisciplinary

mong mong the for recommendations the ameliorating lack of literacy

Historians Historians value the use of primary inquiry their in sources secondary and and yet when one how envisions the discipline of history is enacted in text of a images classroom, school high achievement achievement for adolescents (ACT, 2006; Grigg, Donahue, & 2007) is Dion, to school in the reconceptualize instruction ap literacy to proach that on to the literacies focus subjects are specific to the instead disciplines of applying generic literacy strategies 2008; (Conley, areas content all across Lee & disci 2009; A Spratley, Moje, 2008). 2009; Shanahan, & Shanahan instruction to approach literacy plinary is knowledge that ways the on focuses produced, communicated, dissemi in a and dis nated, critiqued specific Disciplinary 2009). (Shanahan, cipline of the then is cog comprised literacy used to make processes literacy nitive including tools, the cultural meaning, think mediate that texts and language ing, and the epistemic beliefs about production knowledge and knowledge that constitute the discipline (Moje, 2008). & Shanahan, Shanahan 2007; reading, on focuses learning Therefore, think and listening, speaking, writing, mathema chemist, historian, a like ing will paper This critic. literary or tician, history. of discipline the on focus and old dustymaps filmstrips books, shivers send up that be conjured may down the spine. History teachers are often chided for their liberal use of videos to augment their instruction. types the about know we do what But A ISSN 2169-2777 NEW LITERACIES students view the video of President It is important that multimedia sources not serve as a Johnson’s Midnight Address (http:// replacement for complex traditional primary sources. www.youtube.com/watch?v=Dx8- Students need opportunities to expand their reading ffiYyzA) to the nation prior to send- repertoire across a variety of disciplinary texts. ing the resolution to Congress. First, the video of his speech is a historical source to be analyzed on its own mer- IPods/IPads, and so on. By expanding What follows are three suggestions for it. The reader, with support, should the notion of what counts as “text”, utilizing multiple multimedia sources analyze the video for its credibility as the study of history can become more for disciplinary learning based on well as its content. Second, the source nuanced and complex. Increasing the a study of high school students en- also can provide necessary background number and quality of historical sourc- gaged in a historical inquiry task us- for how language was used in the writ- es offers new voices and multiple per- ing multiple multimedia texts. In the ten resolution that was sent to Con- spectives for historical inquiry. When study, high school students of varying gress, overwhelmingly approved, and students create intertextual connec- reading ability read eight multimedia signed by Johnson within days of the tions across multiple texts to construct sources about the Gulf of Tonkin In- Midnight Address. historical meaning, they are engaging cident in order to respond to a histori- in complex disciplinary practice that cal inquiry question (Manderino, in A second teaching strategy would be is personalized instead of distant and press). Results suggested that students, to watch the video of the speech and voiceless (Paxton, 1999). regardless of reading ability, exhibited then read the transcript of the speech complex reading behaviors and were subsequently (http://millercenter.org/ Within the community of historians, able to construct interpretations about scripps/archive/speeches/detail/3998). digitized collections have generated a President Johnson’s culpability in Gulf Watching the speech first, provides stu- new age of inquiry that has made histori- of Tonkin Incident. Although stu- dents with a contextual frame, includ- cal sources available to a wider audience. dents engaged in disciplinary thinking ing tone, body language, and setting. The Internet has also provided a range they were less critical of how and why Reading the speech provides opportu- of textual resources from photographs, particular sources were produced. The nities for close reading of a historical original manuscripts, audio, video, three pedagogical suggestions seek to source. While each individual activity is and hybrids of text and image that use capitalize on student strengths and valuable, the combination of watching flash animation (J.K. Lee, 2002). These weaknesses when reading discipline- and reading unveils the role and pur- sources are especially germane to the based multimedia texts. pose of a speech as a historical source. discipline of historical inquiry and af- Other possibilities include interviews, ford historians a more varied set of texts Utilize multimedia texts as a scaf- phone calls, or television broadcasts. to use for historical inquiry. fold for complex written texts Combining the multimedia version of Primary historical sources are often the source and the traditional printed Students’ negotiation of these sources very complex texts to be comprehend- source affords opportunities for inter- is essential to build strong disciplinary ed by students. Multimedia texts can rogation of the role of the source type knowledge. In the study of history, one make complex historical texts more (speech, interview, phone call) as well goal for students is to be able to un- accessible. The ability to see, hear, as the content itself. Thus, moving to- derstand how historical knowledge is and read the source may elicit more wards a disciplinary literacy approach constructed (Seixas, 1993). Since his- background knowledge and schema to instruction using a variety of texts. torians use multiple sources of infor- (Anderson & Pearson, 1984) about mation to make sense of history and a particular topic that facilitates the It is important that multimedia write their interpretations of history reading of complex traditional texts. sources not serve as a replacement for based on those texts, students should When preparing students for reading a complex traditional primary sources. have the opportunity to understand complex primary source, consider uti- Students need opportunities to ex- how those narratives are constructed. lizing multimedia sources that are re- pand their reading repertoire across a ICT’s are a medium in which stu- lated. For example, before reading the variety of disciplinary texts. Addition- dents can negotiate meaning making text of the Gulf of Tonkin Resolution ally, students should come to see mul- through the reading of multiple multi- (https://www.mtholyoke.edu/acad/ timedia primary sources as sources as media texts that are disciplinary based. intrel/pentagon3/ps12.htm), have standing independently as a source

CRAJ • Volume 1 • Issue 1 READING DIGITALLY LIKE A HISTORIAN • Michael Manderino 80 NEW LITERACIES to be corroborated with traditional sources. The benefit of using mul- Often texts are treated singularly and distributed to students timedia primary sources is that they one at a time. However, experts within various disciplines do provide needed context for students not make sense of single texts; rather, their interpretations of and may serve to enhance their read- a text involve complex intertextual integrations. One method ing of traditional written texts. for mirroring this type of disciplinary practice is to create a website, that embeds multimedia sources (https://sites.google. Assemble digital text sets com/site/tonkinproject/). A second approach would be to When selecting texts for the investiga- provide a hotlist of online texts for students to read. tion of historical events, consider creat- ing repositories of digital texts. Often texts are treated singularly and distrib- close scrutiny of primary sources. These itly taught to students. Multimedia uted to students one at a time. How- practices reflect the thinking that con- primary sources provide excellent op- ever, experts within various disciplines stitutes the discipline but also provides portunities to teach questioning the do not make sense of single texts; rich context for student reading and are reliability and trustworthiness of the rather, their interpretations of a text inclusive of a range of historical sources texts that are available on the Internet. involve complex intertextual integra- that historians would consider in their One method for eliciting a critique of tions. One method for mirroring this interpretations thus, mirroring disci- the production of texts is to simply ask type of disciplinary practice is to cre- plinary practice. how trustworthy or reliable the text is ate a website, that embeds multimedia and why the student thinks that to be sources (https://sites.google.com/site/ Teach Critical Consumption of the case. Additional prompts may in- tonkinproject/). A second approach Digital Texts clude, “Who posted this source to the would be to provide a hotlist of online The ability to critically analyze texts Internet? What was their motivation texts for students to read. In the study is referred to as sourcing (Wineburg, for doing so? Who is their intended of high school student inquiry of the 1991). Sourcing is a fundamental audience?” These types of questions Gulf of Tonkin Incident (Manderino, skill to be able to read like a histo- move from questions about whether or in press), the students continually cited rian. The use of multimedia sources not content seems plausible to why a the presence of multiple texts that were provides opportunities to engage stu- source might be useful and what biases in video, audio, and image formats to dents in sourcing a document. The it may possess. gain multiple perspectives on the his- fact that source information is often torical event. The ability of students more implicit in multimedia sources, The act of teaching critical consump- to navigate the text independently was affords opportunities for judging the tion of online texts serves a two-fold seen by the students as advantageous. veracity of a text when constructing purpose. First, it prepares students to Additionally, students who were less a historical interpretation. navigate a variety of texts that are found proficient readers began to read like online. While traditionally, teachers more proficient readers by integrating The source information of multimedia controlled the texts that students con- ideas after reading 4 or 5 texts. If those texts is often more obscured than with sumed in their academic inquiry, the less proficient readers had been given traditional printed texts. For example, Internet possess a vast amount of text single texts, they would not have ex- while I observed students watching a that students can access for academic hibited the complex reading behaviors clip from the documentary The Fog of purposes. It is imperative to teach these they did after reading multiple texts. War, they may not have known when Internet reading skills. Second, critical or who produced that documentary. I evaluation of sources is essential to his- Consider creating “digital DBQ’s” (doc- found that the students were critical of torical inquiry. If we are to expand the ument-based questions) that harness the historical content but not critical possibilities of historical inquiry to in- the vast amount of digitized historical about who made the texts or why they clude the multitude of multimedia texts sources available on the Internet. Here were made. In a study of middle school that are available, then students need to are a few examples (https://sites.google. students, McVerry (2011) found that have the skills to be ability evaluate the com/site/americandreamsdigitaldbq/). students struggled to determine trust- sources that best support their historical These types of tasks facilitate the read- worthiness and reliability of historical interpretations. Developing new litera- ing of multiple texts but in formats that sources read online. It is evident that cies skills are integral to developing dis- are accessible to students and that invite these are skills that need to be explic- ciplinary literacy skills for students.

CRAJ • Volume 1 • Issue 1 READING DIGITALLY LIKE A HISTORIAN • Michael Manderino 81 NEW LITERACIES Conclusion Coiro, J., Knobel, M., Lankshear, C., & McVerry, J.G. (2011). (unpublished Multimedia texts can be leveraged Leu, D.J. (2008). Central issues in new doctoral dissertation). University of not just for motivational purposes literacies and new literacies research. In Connecticut, Storrs, CT. J. Coiro, M. Knobel, C. Lankshear, & Moje, E. B. (2007). Developing socially but also to help remediate larger DJ. Leu (Eds.), Handbook of research gaps in background knowledge that just subject-matter instruction: A on new literacies (pp. 1-21). New York: review of the literature on disciplinary allows for more complex disciplin- Erlbaum. literacy teaching . Review of Research in ary reading. While multimedia texts Conley, M.W. (2008). Cognitive strategy Education 2007 31, 1-44. may aid student comprehension of instruction for adolescents: What we Moje, E. (2008). Foregrounding the primary sources, it does not ensure know about the promise, what we don’t disciplines in secondary literacy comprehension. Multimedia sources, know about the potential. Harvard teaching and learning: A call for Educational Review, 78(1), 84-108. like traditional written sources, need change. Journal of Adolescent & Adult layered scaffolding and instruction. Grigg, W., Donahue, P., & Dion, G. Literacy, 52(2), 96-107. (2007). The nation’s report card: 12th- Moje, E. B. (2009). A call for new research Simply providing multimedia texts grade reading and mathematics 2005 or sending students to the Internet to on new and multi-literacies. Research in (NCES 2007-468). U.S. Department the Teaching of English, 43(4), 348-362. find multimedia primary and second- of Education, National Center for (Invited) ary historical sources will not lead to Education Statistics. Washington, D. C.: U.S. Government Printing Office. Paxton, R. J. (1999). A deafening silence: disciplinary literacy. The intentional History textbooks and the students integration of multimedia and tradi- Knobel, R., &Lankshear, C. (Eds.). who read them. Review of Educational tional primary sources can create op- (2007). A new literacies sampler. New Research, 69(3), 315–339. York:Peter Lang. portunities for reading authentic and Rideout, V.J., Foehr, U.G., & Roberts, complex historical sources, reasoning Lee, C.D., Spratley, A. (2010). Reading in D.F. (2010). Generation M2: Media in the disciplines: The challenges of adolescent across multiple sources, and engag- the lives of 8- to 18-year olds. Menlo Park, literacy. New York, NY: Carnegie CA: Henry J. Kaiser Family Foundation. ing in the not just the consumption Corporation of New York. Seixas, P. (1993). The community of of content but the critique of how the Lee, J. K. (2002). Digital history in the content has been rendered. These are inquiry as a basis for knowledge and History/Social studies classroom. The learning: the case of history. American all essential practices of reading and History Teacher, 35(4), 503-517. Educational Research Journal, 30(2), thinking like a historian as well as be- Leu, D. J., McVerry, J. G., O’Byrne, 305-324. ing a proficient reader of the multi- W.I., Kiili, C., Zawilinski, L., Everett- Shanahan, C. (2009). Disciplinary tude of texts available online. Cacopardo, H., & Forzani, E. (2011). comprehension. In S. E. Israel & G. G. The new literacies of online reading g Duffy (Eds.), Handbook of research on comprehension: Expanding the literacy reading comprehension (pp. 240-260). and learning curriculum. Journal of New York: Routledge. REFERENCES: Adolescent & Adult Literacy, 55, 5–14. Shanahan, T., & Shanahan, C. (2008). Alvermann, D. E., Ed. (2002). Adolescents Manderino, M. (in press). Disciplinary Teaching disciplinary literacy to and literacies in a digital world. New Literacy in New Literacies: Expanding adolescents: Rethinking content-area York, Peter Lang. the Intersections of Literate Practice for literacy. Harvard Education Review. American College Testing (2006). Reading Adolescents. (ed.). Oak Creek, WI: 78(1), 40-61. between the lines: What the ACT reveals Literacy Research Association 61st Wineburg, S. S. (1991). Historical about college readiness for reading. http:// Annual Yearbook. problem solving: A study of the act.org/path/policy/reports/reading. Mayer, R.E. (2005). Cognitive theory of cognitive processes used in evaluation html multimedia learning. In R.E. Mayer (Ed.), of documentary and pictorial evidence. Anderson, R.C., & Pearson, P.D. (1984). The Cambridge handbook of multimedia Journal of Educational Psychology 83(1), A schema-theoretic view of basic learning (pp. 31-48). Cambridge, MA: 73-87. processes in reading comprehension. In Cambridge University Press. P. D. Pearson, R. Barr, M. L. Kamil, P. Mosenthal (Eds.), Handbook of reading research. White Plains, NY: Longman. Coiro, J. (2011). Predicting reading MICHAEL MANDERINO is an assistant professor of literacy education comprehension on the Internet: at Northern Illinois University. His research investigates the intersection of Contributions of offline reading disciplinary literacy and new literacies at the secondary level including how skills, online reading skills, and prior knowledge. Journal of Literacy Research, students process multiple texts in discipline specific contexts with multimedia 43(4) 352-392. texts. He is a former high school social studies teacher of 14 years.

CRAJ • Volume 1 • Issue 1 READING DIGITALLY LIKE A HISTORIAN • Michael Manderino 82 FEATUREREVIEWS ARTICLE 83 - - - - ! This This ! g mouth, N.H.: Heinemann. of lessons from a variety of genres that il that genres of variety a from lessons of students— engage educators how school—in lustrate high through elementary book from This texts. complex of refer reading repeated close for material ample contains bookshelves the on spot a meriting ence, professionals. education all of Life to Standards Bringing Practice: Edition 4th Best Classrooms, America’s in Steven Zemelman, Harvey Daniels and Arthur “Smokey” Hyde. 2012, Ports tice tice a chart of called “Indicators Best Practice.” There are and Language seven including: Responsibility, and Voice Reviewed by Aggie Burns, Curriculum Specialist Curriculum Burns, Aggie by Reviewed If one just take you professional could one which vacation, on you with book easy: is response My choose? you would to Life Standards Bringing Practice: Best Edition 4th Classrooms, America’s in book is that packed with information or level what matter no educator, every classroom. his/her in use will subject, no you book this open you as soon As ------Text Text is suffused with examples examples with suffused is The Connecticut Reading Association Journal • Volume 1 • Issue 1 1 • Journal Association Reading The Connecticut • Volume (Fisher, Fry, Lapp, Fry, (Fisher, 2012) answers propelled propelled into the limelight? If you haven’t yet heard the buzz, rest soon will! you sured, as Read in Rigor Raising Complexity: Text ing The more. all of questions—and these of authors this new and book identify factors to explicate when consider de a particu of complexity the termining con once was complexity Text text. lar ceived in terms of text but difficulty, and Fry, Lapp adroitly Fisher, explain Though inadequate. is view a such why some by defined be can text particular a posit authors the measure, quantitative that determining the complexity of a back and skills the conditional; is text of ground knowledge the must reader that a text So equation. the into factor is deemed complex for another. for one suitable considered student be may The CommonCore State Standards devote an entire anchor standard (of 10) to text complexity, as reveals research that higher educational and employment endeavors require the ability to comprehend complex texts. there is concern that many Currently, high school students are ill equipped to tackle college-level material or the neces will careers future their reading sitate. know We we can do As better. - appro provide to ability our teachers, deter time right the at scaffolds priate mines how successfully our students read increasingly complex texts. Complexity is an invaluable resource for teachers who seek achievement. that will boost reading information Complexity Text - - REVIEWS OF PROFESSIONAL BOOKS OF PROFESSIONAL REVIEWS Editor Ph.D, Department Jane J. Logie, CT Southport, Mill Hill School, Welcome to Connecticut Reading Online’s Review of Professional Books! once published be will column This look We issue. fall our in yearly of reviews you bringing to forward on focus will that books professional your support will that issues timely In educator. professional a as work professional the issue inaugural this the on focus all reviewed books Standards; State Core Common the of aspects varying on specifically, Standards. Arts Language English Enjoy! Jane ISSN 2169-2777 Text Text complexity. What is it? Is text aban an or concept new a complexity Reviewed by Jane J. Logie, Reading/Language Reading/Language J. Logie, Jane by Reviewed Consultant Arts doned notion experiencing a renais sance? Why has text complexity been Douglas Douglas Fisher, Nancy Frey, and Diane Lapp. 2012. Newark, DE: International Association. Reading Text Complexity: Raising Complexity: Rigor in Text Reading FEATUREREVIEWS ARTICLE 84 ------g Pathways to the Common Common the to Pathways will surely dispel many of these mis these of many dispel surely will Caution Caution educators to avoid the teaching of language skills isolation and in to instead embed them in the language arts work students are already engaged in basis. regular a on proficient readers by reserving one one reserving by readers proficient of the standard anchor 10 exclu it to sively informational of reading the Situate texts the throughout grades and needed work the analytical texts specify rich these comprehend fully to Return writing to a position of in the prominence K-12 curricu expec high the delineate and lum tations with associated the three in of types it writing establishes, argu on emphasis new the cluding writing ment Structure the six standards for speaking and listening into togeth two talking students groupings, er oral pre making and students with defined speaking sentations, communica nonverbal to include inter include to listening and tion multimedia with acting

• • • • Many misinterpretations exist as people as people exist misinterpretations Many and expectations high the define to work Core Common the of outcomes desired Standards. State Core informa offering also while conceptions to tion resources about guide valuable you along the you pathway to choose Core. Common the implement , ------Pathways Pathways REVIEWS OF PROFESSIONAL BOOKS • Jane J. Logie started her career as an elementary school teacher. While teaching, teaching, While teacher. school elementary an as career her started Pathways to the Core Common Pathways . They deftly show us, using specific specific using us, show deftly They . she obtained her Reading and Language Arts Consultant certification and and certification LOGIE J. JANE Consultant Arts University Language the and from Reading Ph.D. her her obtained receive she to on went of She area the in position. this to concentration a with transitioned for Instruction and intervention powerful Curriculum a in teacher, Connecticut of Recovery volunteer Reading a as roles trained a also numerous is in She served has reading. Jane years, 25 the 9-year past was the Over rewarding graders. most first Perhaps which Association. Reading Association Reading Connecticut the for International the of state. the around Coordinator State councils the as reading tenure local six the of work the support to her allowed Require Require reading that instruction analy textual on premium a places as a key complexity text Promote highly of development the in factor sis instead of an overemphasis on of an sis instead overemphasis response personal

• • derstanding of the in shifts derstanding instruction accel to Core Common the by required achievement. student erate car whether study, book professional Your with or together independently out ried out in you finding assist can colleagues, Standards: State Core Common the how professional development in and of itself! itself! of and in development professional of teams level grade assemble yet, Better in a engage and school at your teachers book to study un deepen professional student examples involving a variety of a variety involving examples student texts, how the well-chosen new Com ment will change It’s mon Standards Core State students. our assess and teach we how convinc They more. no usual as business CCSS the in which ways describe ingly our students’ in improving can succeed The literacy achievement where failed. have other NCLB, re including forms, is teacher. the as always, to key success, this in the book, authors Throughout of the new that implementation dicate both for learning new requires standards step A first teachers. and administrators is new knowledge this attaining toward to read enormity of enormity the Common Core State Standards for English and book, new Language their in K-12, Achieve Arts, Accelerating Core: Common the to

- - - - - g guage Arts Consultant guage Arts CRAJ • Volume 1 • Issue 1 CRAJ • Volume Lucy Calkins, Lucy Mary and Calkins, Ehrenworth, the captured have Lehman Christopher Reviewed Reviewed by Jane J. Logie, Reading/Lan Lucy Lucy Calkins, Mary Ehrenworth, Christopher Lehman. 2012. Portsmouth, and NH: Heinemann. Accelerating Achievement Accelerating Pathways Pathways to the Common Core: Communication, Student Work and As and Work Student Communication, reach will you that one truly is book This leader curriculum teacher, a as often for administrator. or sessment and Teacher Attitude and Out and Attitude Teacher and sessment team this that tell can you Already look. provide to going is authors prominent of every you help will that ideas with new you the implementing in way the of step to cre Standards State Core Common purposeful and activities engaging ating you But, in also addition, assessments. Best of Structures Seven the about learn at Teaching Practice no extra charge! Strategic Thinking, Ac Collaborative among are Units Integrative and tivities, classrooms in Vignettes structures. these school middle through elementary from the that demonstrate windows provide As the title. in the suggested “practices” the curriculum you across take authors discipline, each to chapter a devoting by they provide charts in that suggest what decrease and increase to need teachers effective. more be to practice their