Program - 2020

ILA 2020 Conference & Exhibits

Columbus, OH | October 15-18, 2020

Register for the ILA annual conference at ilaconference.org.

If you can't attend the entire conference, check out the Itinerary Planner (iPlanner) at ilaconference.org/iplanner to see which day or days you are able to attend and then register. You will also gain access to the Exhibit Hall.

Program proposal below has been submitted to ILA; we are awaiting word of acceptance and location.

Proposal Title: Literacy and Social Responsibility SIG Presents:
Cultivating the Voices of Tomorrow through Advocacy, Literacy and Social Justice

Session Type: Special Interest Group Session (Reviewed)  (2hrs) Eligible for ILA clock hours

 II. Presenters:  Who is considered our primary presenter, should this be the Keynote speaker?
Keynote Speakers:
TBD

 Presenters:
Adams, Angela, Lamar University, Beaumont, TX, USA
Butler, Melinda, University of Southern Maine, Gorham, ME, USA
Dean, Patricia, Salisbury University, Salisbury, MD, USA
Karlin, Andrea, Lamar University, Beaumont, TX, USA
Meltzer, Julie, Mount Desert Island Regional School System, Mt Desert ME
Moffit, Char, California State University, Chico, CA, USA
Smith, Zanthia, Lamar University, Beaumont, TX, USA

III. Summarize your delivery methods and how these can achieve the learning objectives.  "Presenters will use a multimedia presentation, links to online resources and digital tools, as well as small-group discussions to achieve the following learning objectives..."

This is a group presentation organized by the Literacy and Social Responsibility Special Interest Group and will provide a forum for discussing literacy as the foundation for a democratic society. Featured Speaker(s) will talk about how educators are literacy experts, advocates of our most marginalized subgroups, and the cultivators of our future leaders.  Roundtable Leaders will continue the discussion in small groups to share how culturally sustaining pedagogy can be used to develop English Language Arts curriculum, develop students’ identities as competent readers and learners, and promote global literacy. Participants will learn how to use research based strategies to support English Language Learners, create classrooms libraries reflective of all learners, utilize multimodal texts to engage and motivate learners of diverse backgrounds,use technology to promote cultural conversations, as well as small-group discussions to achieve the following student learning outcomes using children’s literature 1) to create social awareness; 2) to develop a deeper understanding and empathy for the plight of those positioned as “other”; 3) to explore and understand the characteristics of civic virtue; 4) to implement culturally sustaining pedagogy within the daily practices of the classroom setting.

IV. What's the core of your presentation? Why is it relevant to today's literacy educators? What educational need will your presentation fulfill?

The purpose of this presentation is to provide administrators, teachers, and reading specialists applicable and authentic tools to create a culture of literacy that promotes empathy and social justice, enables diverse learners to think critically about both local and global issues, and prepares students to become dynamic citizens who actively engage in the democratic process. Each roundtable is designed with the intent to inspire practitioners to be more introspective of one’s own biases and how to be more inclusive within daily instructional practices, to identify and advocate the literacy needs of the most marginalized student subgroups, and provide students with scaffolded literacy support.  Participants will gain a wealth of resources (digital and print literacies, lesson plans, online resources, and digital tools) to support effective and intentional instructional practices and promote positive learning outcomes.

V.
Children have the right to supportive reading environments with knowledgeable literacy partners. “As knowledgeable literacy partners, classroom teachers wield a lasting effect on children’s reading growth. Educators should maintain children’s engagement with reading as more than just a skill and drill through a wide range of activities” (International Literacy Association, 2018, p. 15).  To truly support students in developing  a critical stance, educators must have a toolkit that is diverse and representative of the skillsets of each learner and “engages students at high levels and possesses the oral, print, and digital communication skills needed to be a literate member of society” (International Literacy Association, 2018, p. 18). Knowledgeable literacy partners are invaluable in helping a diverse range of learners  succeed and enable students to develop a critical stance towards global issues also known as “critical literacy”. Maureen McLaughlin and Glenn  DeVoogd state that critical literacy encourages readers to question, explore, or challenge the power rela-tionships that exist between authors and readers.   Teacher modeling, peer collaboration, and providing multiple representations to demonstrate understanding enables diverse learners to build confidence to become proficient readers, and creates a gateway for learners to become active participants in a democratic society.  Attendees will learn how to develop instructional frameworks that incorporate global thinking routines, how to use children’s literature to empower students to analyze and think critically about the world and their roles in it and be able to implement culturally sustaining pedagogy within the daily practices of an English Language Arts classroom.The roundtables in this session are designed to highlight instructional practices that are culturally sustaining and align to the Children’s Rights to Read as outlined by International LIteracy Association (ILA).

International Literacy Association. (2018). The case for children’s rights to read. Newark, DE: Author.
McLaughlin, M., & DeVoogd, G. (2019). Critical Expressionism: Expanding Reader Response in Critical Literacy. The Reading Teacher.

VI. Think of this section as the place to really sell your presentation to reviewers and attendees: A concise yet descriptive paragraph that highlights the key features, benefits, and takeways-and makes people want to attend.
Literacy promotes empathy and social justice, enables diverse learners to think critically about both local and global issues, and prepares students to become dynamic citizens who actively engage in the democratic process. Featured Speaker(s)will talk about how educators are literacy experts, advocates of our most marginalized subgroups, and the cultivators of our future leaders. Roundtable Leaders will continue the discussion in small groups to share how culturally sustaining pedagogy can be used develop students' identities and promote critical thinking skills to engage in a global society.

VII. Age Levels, Strands, Categories and Audience
Age:  General Age
Strands:

1. Administrators as Literacy Leaders
2. Literacy Coaching
3. Literacy Research

Category: Literacy Policy, Advocacy, and Research
Audience: All

VIII. Please list three objectives that will help attendees immediately be able to implement the learnings from your presentation.

Learning Objective 1: Attendees will learn how to use children’s literature to empower students to analyze and think critically about the world and their roles in it.
Learning Objective 2: Attendees will learn how to implement culturally sustaining pedagogy within the daily practices of an English Language Arts classroom and be able to provide students with scaffolded literacy support.
Learning Objective 3: Attendees will learn how to use research-based methods to develop inclusive, multicultural practices, and an inquiry stance to create a culture of engaged academic literacy within the school setting.
Keyword Priority #1:  Literacy Policy and Advocacy
Keyword Priority #2:  Professional Development
Keyword Priority #3: Global Literacy

IX. Curriculum Vitae