International Reading Association 2011 Convention | Orlando, FL | May 8-11

1. International Reading Association2011 Convention | Orlando, FL | May 8-11 Expand your knowledge. Broaden your community. Spark your inspiration. The Power of Literacy

2. Why Should I Attend the IRA Convention? • Professional authors and speakers • Celebrity authors and speakers • Classroom teacher presentations • Children’s authors • The latest products from publishers • Newest children’s books • Newest young adult books • Networking across the U.S. and the world Expand your knowledge. Broaden your community. Spark your inspiration. The Power of Literacy

3. Premiering in 2011:  Teaching Edge What is Teaching Edge? A relevant and in-depth series of courses designed for both emerging and veteran education professionals to explore critical literacy education topics. The Faculty: An expert faculty of the nation’s leading educators in literacy will present in-depth and interactive two- hour courses over three days specifically designed for attendees seeking an advanced learning experience. Dick Allington Valerie Ellery Joan Moser and Gail Bushey Lori OczkusRegieRoutman Beverly Tyner The Content: The content for each session will focus on key education themes as identified by convention attendees through post-convention and marketing research and current and future trends in literacy education research. Attend one session or the entire series: Teaching Edge delivers relevant content critical for today's literacy educators. Expand your knowledge. Broaden your community. Spark your inspiration. The Power of Literacy

4. Convention Registration Registration opens December 2010.  Pre-registration closes in April 2011.  For budgeting purposes, here are the basic rates for the 2011 convention in Orlando:   • Advance rates:  Member, full convention   $280     Nonmember, full convention  $390  • Onsite rates:    Member, full convention   $390     Nonmember, full convention  $470 For more information, go to reading.org Expand your knowledge. Broaden your community. Spark your inspiration. The Power of Literacy

5. Brenda J. Overturf, Ed.D. Niagara Frontier Reading Council October 30, 2010 "May the Literacy Force Be With You!" : Digital Stories and Struggling Readers

6. What is a Digital Story? “A multimedia text consisting of still images complemented by a narrated soundtrack to tell a story or present a documentary” (Sylvester & Greenidge, 2010)

7. What is a Digital Story? • “A digital story typically begins with a script. The storyteller then assembles rich media to support the ideas and emotions in that script, including music or other audio effects, personal or public domain images, animations or video, and other electronic elements. The storyteller pieces together and edits the digital story, creating a short movie, usually about two to four minutes long, in one of various file formats.” (Educause Learning Initiative, 2007)

8. Teacher Literacy Histories • Courtney • Hallie • Huanmei

9. Who are struggling and reluctant readers?

10. Out of every 100 Kentucky ninth graders….

11. ….65 graduate from high school….

12. ….39 enter college….

13. ….26 are still enrolled in the sophomore year….

14. …and 15 graduate from college.

15. Struggling readers often have difficulty… • Activating relevant prior knowledge (schema) before, during, and after reading text (Anderson and Pearson, 1984) • Creating visual and other sensory images from text during and after reading (Pressley, 1976) • Drawing inferences from text to form conclusions, make critical judgments, and create unique interpretations (Hansen, 1981) • Asking questions of themselves, the authors, and the texts they read (Raphael, 1984) • Determining the most important ideas and themes in a text (Palincsar and Brown, 1984) • Synthesizing what they read (Brown, Day, and Jones, 1983)

16. Struggling readers are often… reluctant readers.

17. Motivation to Read • Studies consistently show that student motivation to read declines after the initial period of learning to read and continues to decline in later grades (Eccles et al., 1993; Mazzoni et al., 1996; Oldfather and McLaughlin, 1993). • Studies also show that girls show more positive reading attitudes than boys in all settings. Recreational reading is higher for girls, but academic reading motivation is about equal (McKenna & Kear, 1990). Malloy, Marinak, & Gambrell, 2010

18. Think about a time…

20. Struggling and reluctant students often have a lowered sense of self-efficacy. (Bandura 1977, 1982)

21. “Students who experience early and repeated difficulties with reading may develop a self-concept as a ‘bad reader,’ which then colors their expectancy for engaging in other tasks. They may participate, but without a positive expectancy for success they may not persist in a task or give much effort (Linnenbrink & Pintrich, 2003; Wigfield, Guthrie, Tonks, & Perencevich, 2004).” (in Malloy, Marinak, & Gambrell, 2010)

23. Isn't it time to try something "new"?

24. New Literacies Perspective • “Being literate no longer only involves being able to read and write. The literate of the twenty-first century must be able to download, upload, rip, burn, chat, save, blog, Skype, IM, and share” (Mullen & Wedwick, 2008). • “According to the ‘new literacies’ perspective, there is no one medium that has a greater right to be taught than any other medium” (Kist, 2004).

25. Digital Natives, Digital Immigrants Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach (Prenskey, 2001).

26. International Society for Technology in Education (ISTE) • Creativity and Innovation—Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. • Communication and Collaboration—Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual student learning of others. • Research and Information—Students apply digital tools to gather, evaluate, and use information.

27. International Society for Technology in Education (ISTE) 4. Critical Thinking, Problem Solving, and Decision-Making—Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 5. Digital Citizenship—Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. 6. Technology Operations and Concepts—Students demonstrate a sound understanding of technology concepts, systems, and operations.

28. Common Core Standards • Speaking & Listening: Presentation of Knowledge and Ideas (Standard 5) • Grade 2—Create audio recordings of stories and poems; add drawings or other visual displays to stories or recounts experiences when appropriate to clarify ideas, thoughts, and feelings. • Grade 3—Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details

29. Common Core Standards • Speaking & Listening: Presentation of Knowledge and Ideas (Standard 5) • Grade 4—Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes • Grade 5—Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes

30. Common Core Standards • Speaking & Listening: Presentation of Knowledge and Ideas (Standard 5) • Grade 6—Include multimedia components (e.g., graphics, images, music, sounds) and visual displays in presentations to clarify information • Grade 7—Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points

31. Common Core Standards • Speaking & Listening: Presentation of Knowledge and Ideas (Standard 5) • Grade 8-- Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. • Grades 9-12—Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

32. Proficient Reading Skills and Strategies Research shows that active, thoughtful, proficient readers construct meaning by using the following strategies: • Activating relevant prior knowledge (schema) before, during, and after reading text (Anderson and Pearson, 1984) • Creating visual and other sensory images from text during and after reading (Pressley, 1976) • Drawing inferences from text to form conclusions, make critical judgments, and create unique interpretations (Hansen, 1981) • Asking questions of themselves, the authors, and the texts they read (Raphael, 1984) • Determining the most important ideas and themes in a text (Palincsar and Brown, 1984) • Synthesizing what they read (Brown, Day, and Jones, 1983)

33. So… what if we used digital storytelling as a pathway to literacy processes for struggling readers?

34. Comprehending Text Creating Digital Stories Activate schema Create visual and sensory images from text Draw inferences from text, form conclusions, make critical judgments, and create unique interpretations Ask questions of themselves, the author, and the text Determine most important ideas and themes Synthesize what they read Activate and build schema Create and select visual and sensory images to produce text Infer, form conclusions, make critical judgments, and create unique interpretations Ask questions of themselves, authors, and texts Determine most important ideas and themes Synthesize text, ideas, visuals, and music

35. Elementary Stories Luke Ethan Justin

36. Middle & High School Stories Miguel Amanda

37. “Introduce new technologies, requiring new literacies, to your weakest readers, providing appropriate support. This will enable them to become the “experts” in your class. Your weakest readers will now be literate, while others will need to acquire these new literacies from them. We should NEVER permit students to use the Internet only when their other work is done.” Leu, 2007

38. May the literacy force be with you always!

39. Resources Adams, C. (2009). Digital storytelling. Instructor, 119(3), 35-37. Retrieved from Academic Search Premier database. Czamechi, K. (October 2009). How digital storytelling builds 21st century literacy skills. Library Technology Reports, 45(7), 15-19. Retrieved from Academic Search Premier database. Educause Learning Initiative. (January, 2007). 7 things you should know about digital storytelling. Retrieved from www.educause.edu/eli. Kajder, S. B. (2004). Enter here: Personal narrative and digital storytelling. English Journal, 93(3), 64. Retrieved from Academic Search Premier database. Kist, W. (2004). The new literacies movement. Independent School, 63(4), 28-36. Retrieved from Academic Search Premier database. Leu, D. (March, 2007). New literacies for new times: Preparing our students for the 21st Century. Keynote delivered to the Massachusetts State Reading Association. Retrieved from http://www.newliteracies.uconn.edu/events.html.

40. Resources Malloy, J.A., Marinak, B.A., & Gambrell, L.B. (2010). Essential readings on motivation. Newark, DE: International Reading Association. Mullen, R., & Wedwick, L. (2008). Avoiding the digital abyss: Getting started in the classroom with YouTube, digital stories, and blogs. Clearing House, 82(2), 66-69. Retrieved from Academic Search Premier database. Prensky, M. (October, 2001). Digital natives, digital immigrants. On the Horizon, 9(5). Sylvester, R., & Greenidge, W. (2009). Digital storytelling: Extending the potential for struggling writers. Reading Teacher, 63(4), 384-395. Retrieved from Academic Search Premier database. Weigel, M., & Gardner, H. (2009). The best of both literacies. Educational Leadership, 66(6), 38-41. Retrieved from Academic Search Premier database.

41. Thank you! Brenda Joiner Overturf, Ed.D. Board of Directors 2009-2012 International Reading Association boverturf@reading.org brenda.overturf@louisville.edu