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Adolescent Literacy Expert Dr. Janet Allen to Present at IRA

August 22, 2011 By Leave a Comment


Prince Frederick, MD (Vocus) May 1, 2009

- Dr. Janet Allen, author of Plugged-in to Reading and Plugged-in to Nonfiction , will be speaking about adolescent literacy at this year’s International Reading Association (IRA) conference in Minneapolis, MN, on May 6th at 2:00 in the Minnesota Convention Center, Room 200 ABC. The title of this SIGNAL session is “Network on Adolescent Literacy–Adolescent Literacy: Titles, Genres, and Strategies to Engage All Readers–Struggling, Reluctant and Avid.” Dr. Allen’s featured presentation is titled “Passionate and Committed Readers: Where Do We Get Them? How Do We Keep Them?”

Dr. Allen will draw on her extensive experience as a high school reading and English teacher and researcher to address the topic of engaging adolescents in literacy. During this workshop, Dr. Allen will be teaching the same strategies she used in the teaching materials she created for the core texts in Plugged-in to Nonfiction. Dr. Allen offers strategies for reading and writing nonfiction, learning from functional versus expository versus narrative text, as well as learning specialized vocabulary. She also demonstrates how to generate interest and engagement in nonfiction and how to transfer text-specific nonfiction reading strategies to other texts and contexts.

“I’ve discovered books that teach students how to write, draw, dance, skateboard, and build,” Dr. Allen says. “I’ve been able to find books that make them want to read, discuss, think, and write about others’ stories. And I’ve been able to help them discover what many of us have known since childhood–there are new words and new worlds waiting for each of us between the covers of these great books.”

To learn more about Plugged-in to Nonfiction and Dr. Janet Allen’s appearance at the IRA conference, please visit http://www.PluggedintoNonfiction.com.

Recorded Books Contact:

Beth Eaton: 800-638-1304 x1122

270 Skipjack Road, Prince Frederick, MD 20678

http://www.pluggedintoreading.com, http://www.pluggedintononfiction.com

ABOUT RECORDED BOOKS: Recorded Books, a Haights Cross Communications company, produces and distributes unabridged audiobooks and other audio products for schools and libraries, in CD, cassette and Playaway formats. Over 9,000 titles are available for children, young adults, and adults, narrated by professional, award-winning actors. Recorded Books also publishes and distributes curriculum products including Dr. Janet Allen’s Plugged-in to Reading (http://www.pluggedintoreading.com), Plugged-in to Nonfiction, and The Alan Sitomer BookJam (http://www.thebookjam.com). Packaging is designed for high circulation. One-year warranty, cataloging, processing, and free MARC records are available. For more information, visit http://www.recordedbooks.com.

ABOUT HAIGHTS CROSS COMMUNICATIONS: Founded in 1997 and based in White Plains, NY, Haights Cross Communications is a premier educational and library publisher dedicated to creating the finest books, audio products, periodicals, software and online services, serving the following markets: K-12 supplemental education, public library and school publishing, audiobooks, and medical continuing-education publishing. Haights Cross companies include Sundance/Newbridge Educational Publishing (Northborough, MA), Triumph Learning (New York, NY), Buckle Down Publishing (Iowa City, IA), Options Publishing (Merrimack, NH), Recorded Books (Prince Frederick, MD), and Oakstone Publishing (Birmingham, AL). For more information, visit http://www.haightscross.com.

Safe Harbor Statement: This press release contains forward-looking statements. In some cases, you can identify forward-looking statements by terms such as “may,” “will,” “should,” “could,” “would,” “expect,” “plan,” “anticipate,” “believe,” “potential,” and similar expressions intended to identify forward-looking statements. These statements reflect our current views with respect to future events and are based on assumptions and subject to risks and uncertainties. These risks, uncertainties, and other factors may cause our actual results, performances, or achievements to be materially different from those expressed or implied by our forward-looking statements. Factors that may cause our actual results to differ materially from our forward-looking statements include, among others, changes in external market factors, changes in our business or growth strategy, or an inability to execute our strategy due to changes in our industry or the economy generally, the emergence of new or growing competitors and various other competitive factors. In light of these risks and uncertainties, there can be no assurance that the events and circumstances described in forward-looking statements contained in this press release will in fact occur. You should read this press release completely and with the understanding that our actual results may be materially different from what we expect. We will not update these forward-looking statements, even though our situation may change in the future. We qualify all of our forward-looking statements by these cautionary statements.

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Parents’ Print Literacy Engagement: Type and Purpose

August 22, 2011 By Leave a Comment

Article by solo chen

It has been argued that the most effective way for adults to learn literacy skills is from their own daily literacy experiences (Rogers, 2004). To provide authentic learning experiences for adults, it is important for educators to consider the print literacy engagement of various groups. Stites (2001) found that television news was one of the more common forms of print material among a group of adults considered low literate in rural China. Books, magazines, or newspaper reading–beyond television news–was reportedly engaged in by less than half of the adults in the study. Zubair (2001) found that in rural Pakistan some of the print literacy practices of women entail reading prayers, newspapers, magazines, novels, medicine labels, cards, and calendars.

Writing activities included letters, diaries, record keeping, messages, poetry, and short stories for the 15–29 age group. Men were more in charge of paying bills and reading instructions and political news. Participants in another study, who were all low-income mothers, liked word games, romance novels, and autobiographical writing that may support the need to express feelings, the need for recreation, and to escape from daily life stresses and activities (Finlay, 1999). Mace (1998) claimed that literacy might serve as a temporal excursion from the mundane. In further research on the print engagement of low–socioeconomic status (SES) families, Purcell-Gates (1996) found that engagement included fliers, coupons, advertisements, television notices, grocery lists, name writing, and more. Indeed, for many of the reported studies, children would observe parents engaging in many of these literacy events.

“The traditional picture between literacy and development is that there is a direct relationship between the two”. Development and economic indicators, children’s effective participation in school, health, and participation in community and political life all seem to relate to adults’ educational level and literacy development (Papen, 2001). Studies of families using literacy as part of their daily routines (e.g., Heath, 1983; Taylor & Dorsey-Gaines, 1988) showed that children’s early understanding of literacy was acquired within the social and cultural context of their family and community. Whether parents and siblings engaged in frequent reading and writing for personal purposes was connected to children’s vocabulary development (van Steensel, 2006). Purcell-Gates’s (1996) research also showed that children’s early literacy achievement related to parents’ engagement in specific types of print literacy activities, particularly those with more complex levels of discourse for leisure and entertainment.

Research suggests that the home literacy practices often emphasized with young children in family literacy programs are equally important for adolescents (National Center for Educational Statistics, 1999). Parents’ discussion of schoolwork and their provision of reading materials continue to support older children’s reading achievement (Richardson & Sacks, 2003). Given the relationship between parents’ literacy levels and adolescent high school dropout rates (Hammond, Smink, & Drew, 2007) as well as the link with children’s emergent literacy practices (Purcell-Gates, 1996), it is important to examine the literacy activities engaged in by parents that may support students’ literacy learning.

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Information Literacy

August 22, 2011 By Leave a Comment

In this study, the development of focal participants’ technological literacy also was closely related to another 21st-century proficiency known as information literacy. Information literacy refers to the ability to seek out and critically evaluate information across a range of media. This includes recognizing when information is needed and then using technology, such as communication networks and electronic resources, to locate, evaluate, synthesize, and put this information to use (NCREL, 2003). One of Nanako’s sources of computer-related knowledge was the computer classes she was taking in school. However, the emphasis in school-based Breitling Replica computer classes is often on basic or mechanical aspects of computer use or computer-based reproductions of print-based activities.

Thus, the skills from her computer classes did not all readily transfer to her extracurricular computer-based activities. In fact, the primary way that Grace, Nanako, and Cherry-chan developed their technological literacy was by accessing online sources of information and tapping into networks of people who were skilled at using these technologies.

 

This finding is akin to the findings of Chandler-Olcott and Mahar’s (2003b) study investigating adolescent girls’ technology-mediated literacy practices. In this article, the authors focused on two focal participants, Rhiannon and Eileen, who created and designed multimodal texts within the anime fan community. The authors also emphasize the point that these young women did not receive mentorship for their technology use in schools. Instead, they relied on related Breitling Replica Watches print resources or went online to seek out examples of and explicit instructions for how to design tech-savvy texts.

 

Grace, Nanako, and Cherrychan also engaged in such self-directed forms of learning. For example, Nanako would sometimes publicly post questions or rants about technological challenges that she was having on her WebPages as a means of eliciting feedback and help from the audience. Also, all three youths visited online help sites and forums to find information about how to create and maintain their various web-pages, forums, and Live journal accounts. In so doing, they continued to develop their information literacy skills, as they sought out information, decided which materials were relevant to the tasks they were trying to accomplish, and then applied this information to complete their online projects and activities.

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