Transforming Lives Through Literacy

The International Reading Association, like many organizations, is experiencing challenges due to retirement of baby boomers, the downturn in many economies, and competing interests for the time of literacy educators.  Although the name is changing to The International Literacy Association, reading remains at the core of the mission and purpose.  The broader term “literacy” has the advantage of being less reductive and reflects the reality that literacy professionals deal with a cluster of skills that also include speaking, listening, writing, and presenting.

The Mission

The mission of the International Reading Association is to promote reading by continuously advancing the quality of literacy instruction and research worldwide.

The Goals

Professional Development

  • Enhance the professional development of reading educators worldwide
  • Organize and support IRA Councils and Affiliates as networks of reading educators
  • Promote a broad view of literacy
  • Help educators to improve the quality of literacy instruction through publications and conferences
  • Prepare educators to assume different roles as reading professionals
  • Provide leadership in the continuously changing nature of reading in a digital age

Advocacy

Advocate for research, policy, and practices that support the best interests of all learners and reading professionals

  • Foster life-long literacy habits
  • Promote high quality teacher and student learning to improve reading instruction
  • Keep policy makers informed about IRA’s positions
  • Develop policy and position statements
  • Provide members with background information and resources
  • Collaborate with national and international policy makers

Partnership

  • Establish and strengthen national and international alliances with a wide range of organizations
  • Work with governmental, nongovernmental, and community agencies; businesses, industries, and donors
  • Develop and support IRA councils and affiliates around the world
  • Collaborate with a range of partners on long-term efforts to improve literacy

The British Columbia Literacy Council of IRA (BCLCIRA, more commonly known as Readingbc) has just passed a slate of dedicated International Reading Association members to carry on the work in British Columbia from the ranks of public schools, private schools and retired teachers.  We’re particularly pleased to welcome Mike Bowden, to bring the voice of teachers in Central BC to our provincial council.  The latest coup of this IRA council has been to secure the commitment of Kristen Ziemke, co-author of Connecting Comprehension & Technology:  Adapt and Extend Toolkit Practices to present at our fall conference on Oct. 24th, 2014 – provincial professional development day in British Columbia.  Her presentation & book, co-authored by Stephanie Harvey, Anne Goudvis and Katie Muhtaris, was very well received at the IRA AGM this past May.

In my capacity as provincial coordinator, I will be attending an intensive multi-day program in Tampa from July 10-13, which is designed to provide Council Leaders with training in the areas of governance, finance, advocacy and strategic planning.

 

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“Blogging” For Thinking

I have the great pleasure of working with Virginia Bowden at Tecumseh this year.  Through her work with students participating in The District Gifted/Enrichment Seminars and my role as Computer prep teacher with the District MACC students, we have arrived at convergent inquiry interests.  Thanks to the mentoring of Judy Halbert and Linda Kaser – through both Vancouver sessions and their book, Spirals of Inquiry, we are making our way along the path toward framing our inquiry question.  When we first sat down to scan what was going on for our kids and the experiences we were providing, we came up with some similar experiences and perceptions.

Both of us were exploring how technology could be used to not just replicate tasks done offline but help students to apply their background knowledge, make connections and actually deepen student thinking and reflection.  Yes, and spark their interests, passions, and develop writing skills!  Providing the assignment or conveying information through interest focused blogs (ie. http://tecumsehcomputerwhiz.wordpress.com/)  became very teacher focused and invited conversational (chat-like) responses and comments not doing much more than scratching the surface.  Our hunch was that blogging could be a way to allow students to go deeper by pushing their thinking – either in reflective responses or the ability to engage their audience in their writing.  The quest is to discover the route.

I’m wondering about how student choice over the theme of their blog will impact the investment in creating thoughtful blog posts?  Virginia is thinking a lot about how much class time is required for students to be able to reflect on their day in a way that pushes them to use their higher order thinking skills?  Both of us wonder how thoughtful comments from peers can extend thinking?

In order to teach students about blogging in a somewhat protected environment, Virginia started using Kidblog.  We both now have our groups set up in classes so students can write their own blog posts and invited comments from classmates without it having to be moderated by the teacher or necessitate use of pseudonyms.  We’re also exploring the privileges that are extended to parents and guests.  Virginia is focusing on daily reflections of learning throughout the day.  I am focusing on developing student voice and ability to engage their target audience into blogs that reflect their own interests.  We’re both still considering where we are going with our learning and what our students need from us to use technology to extend their thinking in thoughtful ways..