LIFELONG LEARNING: THAT IS OUR QUEST!

I learnt long ago in my professional and also in my personal life, that learning is indeed a process, not an event. As educators, we will continue to acquire knowledge and learn new skills as we have done in this ICT course for Reading. My hope is to continually improve myself and use this expertise to influence others to be of like mind in my journey as a Reading Specialist.

I would like you, my fellow educators, to 'walk this road' with me, and so here are some guidelines to assist you in becoming a lifelong learner.

• Create the mindset that learning is important.


• Recognize that you can learn all your life.


• Acknowledge that learning can sometimes be difficult, especially when it challenges your beliefs.


• Have a plan to follow and learn from your mistakes.


• Seek out opportunities to learn.


• Give yourself the freedom to learn in a way most comfortable to you, as men and women learn differently.


• Realize that every day presents a new learning opportunity.


• Remember that learning is a natural life process.

Let us continue our journey of learning by giving our best in every situation, and demonstrating that we are indeed professionals.

THE ICT CLASSROOM

Authentic learning is at the heart of the ICT classroom, where learners are allowed to make connections through their own learning with other classrooms, schools, libraries and the world beyond, as they explore topics, create their own meanings and arrive at new understandings (Flynt & Brozo, 2010). Twenty-first century teachers must realise that their role is now that of facilitator and co-learner.

Students' technological skills in many instances have surpassed that of their teachers, as they constantly interact with the new technologies in their daily lives. Therefore, the challenge for primary and secondary school teachers is to design instruction that will develop critical literacy skills while recapturing their students' interest (Berson, 2009; Davis & McGrail, 2009). The benefits include: improvement in verbal skills, self-expression, student motivation, self-image, self-reliance, independence and confidence (Ausburn & Ausburn, 1978).

The social aspect of the classroom cannot be ignored, and opportunities for collaboration must be utilised. ICT can facilitate webquest projects, brainstorming and other forms of investigation within and outside of the classroom, while serving as a powerful, classroom management and learning tool. Knowledge gained through inquiry-based projects will capitalize on student interests and can therefore produce learning that is authentic, meaningful and long-lasting.

The classrooms of today can no longer follow the traditional methods of teaching. We have reached an impasse in our education system that can only be resolved if we heed the voices of our disengaged students. Like the authors, I encourage you to visit www.futureofed.org for what they describe as an eye-opening vision of where learning could be moving by 2020.


Reference:

Flynt, E. S., & Brozo, W. (2010). Visual literacy and the content classroom: A question of now, not when. The Reading Teacher, 63(6), 526-528. International Reading Association.

THE MALE DILEMMA

A recurring chant from teachers about male students is that they spend less time in reading, and demonstrate less motivation to engage in classroom reading. Research from international test results comparing boys' and girls' reading scores, indicates that in 31 countries, female students perform better than their male counterparts in reading, resulting in boys being labeled 'the new disadvantaged' (Foster, Kimmel & Skelton, 2001). So, have teachers in our primary and secondary schools tried to understand the sociocultural of their male students? This question is important, especially as most of the country's teachers are female, and more readily relate to the girls in their classes.



Researchers hve discovered that boys' interests and reading preferences are related to what was once termed the foebidden genres in school and classroom libraries, namely comics and magazines. However, many teachers have now introduced such genres into their reading practices, with the expectation of acquiring students' interest. A recent study among fifth-grade boys by Farris et al., 2009, revealed that male students selected books based on the character and activity displayed on the cover. Additionally, dangerous, life-threatening activities were the most popular plots, along with books that had unusual, interesting fonts and textual features.



The visual features such as captions, photographs and illustrations in e.encyclopedia also captivated the boys' attention. Sequel books proved to be a favourite as the boys followed the adventures of well-admired characters. Most of them chose fact books and informational books that had short passages supported by photographs or cartoon drawings. Laptop computers also enabled the boys to make connections in new ways with members of the wider school community.



Therefore, in considering what books to recommend for boys, teachers have to be mindful that their students' opinions are taken into consideration, and ensure that new technologies are also integrated into the reading curricula.



Reference:

Farris, P. J., Werderich, D. E., Nelson, P. A., & Fuhler, C. J. (2009). Male call: Fifth-grade boys reading preferences. The Reading Teacher, 63(3), 180-188. International Reading Association.

CHOOSING THE RIGHT INFORMAL READING INVENTORY

Informal Reading Inventories (IRTs) are assessment tools that typically assess individual students' word recognition, oral reading strengths, weaknesses, fluency and comprehension through graded word lists and passages. They have become the most commonly used assessments of elementary grade students' reading (Johnson, '97) utilized by generations of classroom teachers and reading specialists.

However, the choice of an IRI is dependent on the reading situation in a class and the objectives of the teacher. A recently conducted study by Flippo et al., 2009, identified five (5) criteria that they considered to be the most salient characteristics by which an IRI should be judged. They were: content; the passages used; measuring comprehension; IRI administration; and interpretation of the results, along with subsequent instruction based on those results.

So, as educators, we need to ask the right questions about these areas, in order to chose the most suitable IRI that will cater to the needs of our students. It is important that teachers use this instrument to assess their students' reading skills, strategies and abilities, for it is only then that they can provide the most appropriate instruction for each child.

In our country, the academic school year will begin in a few weeks, and will provide teachers with the most opportune time to assess the reading abilities of their newly assigned students. The choice can be made whether to use the local IRI or a commercial one that could be adapted to meet your needs. However, it is only when the right questions are asked, will the right choices be made.

Reference:

Flippo, R. F., Holland, D. D., McCarthy, M. T., & Swinning, E. A. (2009). Asking the right questions: How to select an Informal Reading Inventory. The Reading Teacher, 63(1), 79-83. International Reading Association.

BLOGGING IN PRIMARY SCHOOL

The Internet is this generation's defining technology for literacy (Leu et al., 2007; Dobier, 2007), with new technologies emerging daily and requiring new skills and strategies. Blogging is now very commonplace among adolescents worldwide and this has led to the use of blogs in many literacy programmes, as well as its integration into the curriculum of schools. So, what then is a blog? The literature defines a blog as being short for weblog, an easily editable webpage with posts or entries organized in reverse chronological order (Zawilinski, 2009). Four common types are found in elementary schools (internationally, no doubt): - classroom news blog, showcase blog, mirror blog and Literature Response Blog.



The classroom news blog as a means of sharing news and information with parents would be ideal in a classroom where parents and teachers are supportive of each other, and have the necessary equipment and knowledge to maintain such a system of communication. The showcase blog is a great idea for confidence-building and motivating students. It involves the display of students' artwork, podcasts and writing to an authentic audience of their peers, parents and other teachers. Similarly, the literature-research blog encourages brainstorming that is not limited to the walls of a classroom, and provides students with an 'out of school' tool through which they can give their responses to a class activity. This becomes a collaborative post, and may serve to increase each student's awareness of effective writing strategies (Friedman, 2005; New London Group, 1996), and encourages the shy ones to be more confident. Mirror blogs promote higher-order thinking as students are encouraged to be reflective about lessons or content learned.

Each of these procedures will help to create a collaborative learning community in classrooms. If teachers can capitalize on these ideas in their own creative ways, then much can be accomplished in literacy development.

Reference:

Zawilinski, L. (2009). Hot blogging: A framework for blogging to promote higher-order thinking. The Reading Teacher, 62(8), 650-661. International Reading Association.

"READING" THE WEB CRITICALLY

Literacy on the Web is not just about making sense of the words, sounds and images that we 'read'. We now have to critique the material in a manner that will indicate any hidden bias; evaluate the quality of sources and of writing; and scrutinize links by doing effective searches. Why do we need to be so cautious and thorough? The reason being that this is the digital age where everyone shares everything on the Web. A lot of the content is unedited and not peer-reviewed, and so poses a threat to students in search of valid research material.

Information or media literacy allows us to treat this new digital world as an addition to the analog paper world (Richardson, 2008). Traditionally, reading instruction in the primary and secondary grades does not support these different reading strategies that students must now adopt. So, we must first develop that skill of discernment in order to demonstrate that all sites are not created equal.

Librarians are the ideal professionals to conduct usability testing on Web sites. The goal will be to assess the effectiveness, efficiency and satisfaction of typical users, as they execute typical tasks. "Usability testing" generally refers to 'the observation and analysis of user behaviour while users use a product or product prototype to achieve a goal (Canadian Library Association, 2004). This type of testing is now being viewed as an integral part of website development, however, one significant challenge in applying usability testing to library sites is the lack of benchmark standards in this area. So, it is imperative that teachers provide students with the criteria and practice for evaluating web pages, since these sites are becoming more complex each day.

LEADING BY EXAMPLE: MODELING LIFELONG LEARNING

I recently read a journal article on 'Standards for Reading Professionals', that was both a challenge and an observation. It confirmed my belief that as long as you are in the profession of education , then you never stop learning and endeavouring to improve yourself. Soon, we will be graduating as Reading Specialists, and with our newfound knowledge, will be expected to be experts in the literacy field. Is this where our academic development ends? Will we have learnt all there is to know about the new literacies and how best to communicate with our students?

Think again!! We will now be the source of reliable information for administrators, teachers, parents and other stakeholders, who will expect us to be highly competent and willing to share our expertise. Therefore, professional development has to become an important priority for us, as we continue to participate in it, as well as provide it to others (Godt, 2009). We have to be vigilant about reading professional journal articles in our field, so that our knowledge base will be updated.

Children's books are ever-changing and Reading Specialists need to be aware of what is being offered to students, so that recommendations will be accurate and relevant to individual needs. Sometimes we may have to make sacrifices and attend international conferences, where we can interact with other educators and share information on the newest techniques and information. We can also check the Internet for professional development sites that provide guides for teachers and parents. In this way, we can expand our knowledge and also collaborate with other Reading Specialists for the benefit of the nation's youth.

Reference:
Godt, P. T. (2009). Leadership in reading. Illinois Reading Council journal, 37(3), 59-62.

WEB 2.0 TECHNOLOGY - ARE WE READY?

In our roles as Reading Specialists, we must be able to use a variety of technological and informational resources, such as databases and computer networks, in order to facilitate the delivery of digital age literacy. Information and Communications Technology can provide students with authentic experiences for active learning; however, its integration into pedagogical practices has to be derived from their needs.

Our students' world revolves around Web 2.0 technology, so, should we not as educators ensure that we are versed in technology use? It is imperative that as teachers in the twenty-first century, we recognise that our students experience a different type of literacy in their daily lives outside of the school environment. However, it is the student's learning profile which dictates how best a child will learn, and so teachers need to be knowledgable about the intelligence-preferences, culture-influenced preferences and gender-based preferences, all of which will be influenced by the teacher's style of delivery in the classroom (Tomlinson, 2001).

As the student's most important resource in the classroom, the teacher has to develop the capacity to deliver twenty-first century literacies using technologies that support learning outcomes. The focus should not be the skills and knowledge of using Information and Communications Technology (ICT), but the way in which this pedagogical tool can be used to develop particular literacy skills in a blended learning environment.

According to the International Reading Association (2002), educators have a responsibility to effectively integrate technologies and new literacies into the current language curriculum to prepare students for the literacy futures they deserve. However, Turbill & Murray, 2006, observe that while many literacy teachers are skilled in using technology in their own personal and professional lives, they seem reluctant to integrate technology into their instructional practice. So, where do we go from here?

LITERATURE FOR 21st CENTURY STUDENTS

Students need many opportunities to read and engage in literacy activities, however, struggling readers require additional support if they are to be successful. Children's literature provides a relevant way to introduce students to the pleasures and rewards of reading (Wood, Flood & Lapp, 1994, p. 67). Such literature is written specifically for and by children and provides personal value (enjoyment, imagination, understanding, empathy, moral reasoning) and academic value (reading, expression in speech and writing, content area subjects) for them.

Besides the traditional classroom libraries, teachers can use online libraries, computers and dvd players to engage their students. Technology in the form of electronic books can be used to engage students in children's literature. They typically replicate traditional storybooks but add multimedia effects to support student understanding of the content (Shamir & Korat, 2006). Through retellings, students are encouraged to create their own versions of the text, a technique that enhances their ability to answer questions and improve text comprehension (Caldwell & Leslie, 2005).

The National Association for the Education of Young Children (NAEYC) has stated that technology should be employed as an active part of the learning process. So, children's literature can be transformed into an electronic format in the classroom, thus allowing students to track their own print and visual representations of the story. It can also be used to teach them about their personal fears and conditions through identifying with characters in the text; and the stories can be directly related to the curriculum. Consequently, administrators have a role to play by promoting the widespread use of children's literature to support reading in all curriculum areas; and teachers at all levels of the educational continuum should move from traditional forms of instruction to multimedia and active learning.

WORKING WITH STRUGGLING READERS

There will always be students in your class who will have difficulty developing and organizing ideas and word choice, writing complex sentences and effective transitions, spelling, capitalizing and punctuating. Such students struggle with the writing process and using writing strategies effectively, and so need to learn more about writing and have more opportunities to practise writing. The best way to help these students is to prevent their difficulties in the first place by providing high-quality classroom instruction and adding an intervention, if it is needed (Cooper, Chard & Kiger, 2006). In order to provide that type of high-quality instruction, you will have to utilize the following five (5) components, if you want to build the confidence of your struggling writers and ensure that they are successful.

• MINI-LESSONS: These can be delivered through PowerPoint visuals or short video clips, to teach students about the writing process, writing strategies and skills, qualities of good writing and writing genres.
• INTERACTIVE WRITING: You review strategies and skills through a class blog and monitor students' knowledge, while students work collaboratively to write words and sentences on concept maps, in order to reinforce what they are learning.
• DAILY OPPORTUNITIES TO WRITE: Provide opportunities for your struggling students to write through word processing and e-mail messaging, and share information about books they are reading.
• CONFERENCES: Communicate with individual students through their blogs to discuss their writing , the writing process they use and how they view themselves as writers. You want them to think metacognitively and reflect on the progress they have made.
• DAILY OPPORTUNITIES TO READ: Allow students time to read books at their own reading level using e-story books; and through vodcasting let them hear you read aloud high-quality stories and informational books that they can't read independently.

DEVELOPING LARGE SIGHT WORD VOCABULARIES

As children become familiar with print, they develop a sight word vocabulary and the strategies for identifying words they do not yet know. The child's sight word vocabulary include high frequency words that account for about 70% of running text and include common nouns, verbs and adjectives. Dolch (1936) was the first to describe this set of commonly occurring words that children tend to learn first (Dolch Sight Word List), based on stories and selections he/she has been reading.

Proficient readers develop large sight-word vocabularies and their word identification skills enable them to recognize words instantaneously. However, some children experience difficulty in remembering the high-frequencing words, so, as reading teachers we need to note how quickly this ability is being acquired. Technology allows the struggling readers to immerse themselves in the literature through the use of e-books that can motivate them to read consistently. However, when selecting reading materials for students the following criteria should be followed for both easy and instructional reading texts.

• Select books that bring students enjoyment and meaning, and have high-quality illustrations.
• Choose books that are interesting and multicultural for the particular readers.
• Be certain that books present accurate information.
• Use books from a range of genres (e.g. poetry, stories, drama and non-fiction exposition).
• Use a variety of books at each reading level.
• Choose books with complementary texts and illustrations.
• Select books of a length appropriate for the desired reading level.
• Use instructional reading-level books that are challenging, but not discouraging.
• Include easy reading-level books to allow readers to build comprehension and vocabulary, rather than focus on deciphering words.

STRUGGLING READERS: What is your position?

Secondary school teachers perpetually complain that many students cannot read and write adequately to respond to the core curriculum subjects. The primary school teachers also complain that they are unable to teach some of their students to read because of learning disabilities, lack of family involvement, a crowded curriculum, to name a few of the reasons. However, this blame game does not eradicate a very present problem involving students who have withdrawn from instruction and display inappropriate behaviour in the classroom.

Earlier this year the Ministry of Education through the University of the West Indies, embarked on a six-day Reading Workshop for Standard One teachers from approximately fifty-five schools. The purpose was to assist these teachers to deal with the problem of struggling readers at an early age. The digital structures of the twenty-first century formed part of this professional development; and teachers were encouraged to make use of cell phones, computer games and e-story books in their instructional practices. They were also exposed to a variety of ways in which they could digitally connect reading and writing for their students, such as using student keypals to send e-mail messages to each other and publishing students' work on the Internet on a school home page.

The technology allows teachers to create new learning experiences for their students, through audio and electronic books that can help develop in them that passion for reading. These books promote phonemic awareness as a way to introduce letters and sounds, while bolstering fluency, the ability to follow print. By building reading comprehension, this technology becomes an especially useful tool for struggling readers. Therefore, what every teacher needs to do now is resolve to become a teacher leader in technology and create opportunities of hope and possibility in every teaching situation.

References:
http://www.reading-strategies-hrlp.com/teaching-reading.html
http://www.ehow.com/how_5823997_use-audio=books-classroom.html

Using Blogs to differentiate instruction

Since learning about blogs I have discovered that this software makes it easy for teachers to establish class blogs and engage their students in literacy activities. Technology, as we all have realised, seems to have been spawned with our youths in mind, judging by the ease with which they interact with it. While all students may not be fortunate enough to possess a computer at home or even have Internet access, they can still download blog files either at NALIS or in their school computer labs.

My limited experience with blogs in this ICT course has shown me the potential that this software has to offer our capable and struggling readers and writers. Teachers can collaborate and build thematic units of lessons, then instruction can be differentiated to provide the relevant content, while effectively communicating the underlying concepts. Discussions at the class level can be continued during blog time, when the teacher can expand on instructions in a more user-friendly online format. At this point, strategies can be reinforced and important class points reviewed in an enriching manner, thus facilitating written two-way communication containing text, audio and video files (vodcasts).

This type of technology provides additional support for those students whose language skills are not fully developed. Vodcasting gives teachers a tool that can combine PowerPoint visuals and narration when reviewing key points of class lessons; these can then be saved as vodcasts and uploaded for easy accessability by students, parents and other teachers. Luckily, free blog services such as WardPress.com and Blogger.com makes blogging user-friendly and accommodating to everyone. However, teachers need to be knowledgeable and technologically-savvy in order to make class blogging a success. Hence the reason for this particular course and the need for continuous practice in this technological field.

The Changing Role of the Reading Specialist

Current literature in education has identified a new role for us as reading specialists, especially in schools that have large numbers of struggling readers. We have to embrace the role of coach and mentor to our teachers in their daily work (Quatroche, Bean & Hamilton, 2001), in order to minimize the need for intervention at any educational level. So, the emphasis is on highly qualified teachers, scientifically-based instructional strategies and programs with effective and efficient informal assessment techniques.

Beginning in kindergarten and continuing through the primary grades, teachers will need to frequently check the progress of each child, identify when a child needs extra help, specify what kind, and ensure that the child receives that help. This Masters in Reading Programme is preparing us for such a role, but do we possess the qualities for such a task, and if not, will we have them by October, 2011 when we graduate from this university? One of the most important findings in research on teaching is that highly trained and qualified teachers make a significant difference in student achievement (Ferguson & Ladd, 1996).

Hence, we are the ones who must provide teachers with the opportunities to learn about new strategies and techniques, to observe demonstrations of these strategies, to practise and receive feedback in their own classrooms from persons who have a greater level of reading knowledge and expertise than the teachers themselves. This Reading Programme is the vehicle that is going to allow our teachers to develop professionally and provide high-quality instruction to our students. All it requires is our energy, time and commitment.

Facing the challenges of technology

The world of technology beckons, and whether we want to respond or not the demands of the twenty-first century requires that we take a look at what is being offered. So, where do I stand? A bit daunted but intrigued by the prospect of blogging and using wikis, because my imagination has already shown me the possibilities of all this technology, especially as a Reading Specialist on a mission to improve student reading levels.

I have already visualized how such technology have transcended the boundaries of age, gender and most importantly for us, through subject areas, learning styles and educational levels. I especially appreciate the collaborative nature of blogs, wikis and concept mapping which can develop team spirit without the in-house bickering. To me, this is one of the most important characteristics for building a positive classroom climate in today's schools. In addition, as a motivational tool, the possibilities are endless for stimulating prior knowledge and making connections in a way that promotes discussions and active learning, that would not have otherwise taken place. Correcting and revising, utilizing feedback and sharing ideas have all been made enjoyable for both the capable and struggling readers and writers.

Even though this is great news for education, it can prove to be challenging for the novices and even those like me who think that they know enough to get by in using the computer. But I do appreciate the reason for this course and how it can be beneficial in the classroom and also for administrators as they perform their daily functions in and out of school. However, the key to its success will be teacher preparation and teacher attitude, because one will impact on the other one leading to success or failure.

Why I want to be a Reading Specialist

From: Gwendolyn Ahyoung

Profile of a Reading Specialist

As a reading specialist my expectation is to become a resource to other educators especially the classroom teacher in her daily literacy instructional practices. By working collaboratively with school personnel I hope that the needs of all students will be met as quality research-based programmes are developed and implemented. The lack of literacy skills among the nation's children is a situation that needs to be addressed urgently. The male student population in large numbers are part of this equation, which have extended from the primary schools to the secondary schools and even to tertiary level. Their lack of literacy engagement has resulted in very negative behaviour that has impacted the education system and our country. At present too many of our students are at risk of failing at both the primary and secondary school systems.

Our students need committed teachers who are suitably equipped to deal with the challenges that reading problems present in the classroom. These teachers must be supported adequately by their principals and in extension by reading specialists so that their classroom teaching will be evidence based and suited to the needs of all types of learners. I want to be able to assist teachers in assessing the literacy development of their students and also in planning appropriate instruction.

Lifelong learning is our goal as educators for the nation's children, and my desire is to be the instrument or tool that will make that objective a reality. I have witnessed too many children leaving the primary school system ill-equipped to handle literacy activities at the secondary school level, and know that many of them have faltered along the way. I believe that the process of eliminating the crisis begins at the primary school level, and so I want the opportunity to be a part of this important event.

Wonders of Technology

I am slowly but surely becoming a true member of this digital era, and am looking forward to learning more.