Navigating the Literacy Waters: Research, Praxis, and Advocacy. The Twenty-Ninth Yearbook: A Peer Reviewed Publication of the College Reading Association. [Papers from the College Reading Association Conference, 2006]
Author: Foote, Martha M., Ed.
Date: 2008-00-00
Type: Collected Works - Proceedings
Subjects: Literacy Education,Writing (Composition),Instructional Design,Preservice Teacher Education,Professional Development,Elementary Education,Media Literacy,Service Learning,News Reporting,Instructional Materials,Individualized Instruction,English (Second Language),Second Language Learning,Feedback (Response),Culturally Relevant Education,Multicultural Education,Writing Processes,Reading Instruction,Middle Schools,Small Group Instruction,Technology Uses in Education

This book presents a selection of the research and papers presented at the 50th Annual Meeting of the College Reading Association in Pittsburgh, Pennsylvania in October, 2006. This Yearbook begins with Karen Bromley's presidential address, which explored the future of writing by discussing four predictions: the notion that pens and pencils will be collectors' items, the idea that writing will be electronic and people will read only digital text, the certainty that writing will be more challenging to learn and teach, and the idea that speech will replace writing. The papers comprising this Yearbook that follow Bromley's presidential address are: (1) Pedagogies of the Oppressors: Critical Literacies as Counter Narratives (Patrick Shannon); (2) A Few Words About Sentences (Allen Berger); (3) A Case Study of the Impact of Media Literacy Instruction on At-Risk Young Adolescent Females' Interpretations of Heterosexuality in Magazine Advertisements (Roberta Linder); (4) Preservice Teachers' Interactions While Tutoring Primary Grade Children (Beverly J. Timmons and Denise N. Morgan); (5) Reconnecting the Disconnect: Creating a Service Learning Experimental Program that Links Theory and Practice to Mentored Apprenticeships (Jennifer L. Bozeka, Susan Z. Turner, Jaclyn Prizant Gordon, and Judith M. Hendershot); (6) Using Graphic Organizers to Facilitate Elementary Students' Comprehension of Informational Text (Shirley Ermis); (7) The We Are Reporters Project: Developing an Appreciation and Purpose for Collecting, Recording and Recalling Data Using a Variety of Reporting Techniques (Karen M. Steuerwalt and Evelyn A. O'Connor); (8) Helping English Language Learners: Preparing Teachers to Promote Critical Thinking and Language Acquisition (Mayra C. Daniel); (9) Differentiated Instruction: Three Teacher's Perspectives (Jennifer P. Bailey and Thea Hayes Williams-Black); (10) Can You Hear Me Now? Providing Feedback Using Audio Commenting Technology (Allison Swan Dagen, Cheryl Mader, Steven Rinehart, and Philip Ice); (11) Confronting Teacher Education Issues Head-On: Increasing Our Knowledge and Choosing Our Options for Strengthening Teacher Education Programs (Angela M. Ferree, Francine Falk-Ross, Linda Gambrell, Richard Long, Mary Beth Sampson, Kathleen Mohr and Rona F. Flippo); (12) Using Multicultural Literature to Teach Culturally Responsive Instructional Approaches (Donna Glenn Wake and Virginia B. Modla); (13) Using Drawings by Secondary Preservice Teachers to Study Their Writing Process and Apprehension (Peggy Daisey); (14) Understanding and Applying Reading Instructional Strategies: Implications for Professional Development in the Middle Schools (William Dee Nichols, Robert J. Rickelman, Carl A. Young, and William H. Rupley); and (15) Helping Literacy Centers Come Alive for Teachers: Transitions into Use of Interactive Small Group Reading Stations (Francine Falk-Ross). (Individual papers contain tables, figures, references, and appendices.) [For the twenty-eighth yearbook, "Multiple Literacies in the 21st Century: The Twenty-Eighth Yearbook," see ED512603.]