Please make plans to join us for a Google Hangout panel discussion via our YouTube channel as we bring together four experts to discuss literacy in the 21st Century. We’ll explore new research showing a major shift from reading to writing in recent years and what that may mean for teaching and learning including the Common Core State Standards.
To participate tune in to our YouTube channel (http://www.youtube.com/user/ctlonline/live) Tuesday December 10th at 3pm EST where you can watch, listen in and participate via the comment box. No registration is necessary although you will need to sign in to your YouTube account to add questions and comments. More details and RSVP to the event by visiting the Google+ Event page.
Our panel includes:
Deborah Brandt Ph.D. is professor emerita of English at the University of Wisconsin-Madison. Her research focuses on the social contexts of mass literacy and literacy learning in the late 20th century and early 21st century. Her analysis focuses especially on relationships between literacy experiences and economic change. She is best known for her concept of sponsors of literacy, social and economic forces that develop and exploit other people’s literacy for their own gain. Her research draws on the accounts of everyday workers, students, parents, and citizens to track how sponsors of literacy affect the ways people access, pursue, and value literacy. She is author of the award winning book Literacy in American Lives (Cambridge University Press, 2001). A collection of her essays and talks, Literacy and Learning: Reflections on Writing, Reading, and Society, was published by Jossey-Bass in 2009. She is also author of dozens of articles. Brandt has held fellowships from the American Council of Learned Societies, National Endowment for the Humanities, and, most recently, the Guggenheim Foundation. She is at work on a new book, Writing Now: New Directions in Mass Literacy, which traces the rise of mass writing over the last 60 years as it has accompanied economic shifts and technological change. For nearly 30 years she taught undergraduate writing and graduate courses in literacy studies, contemporary writing theory, and research methodology at the University of Wisconsin-Madison.
David Liben is the Senior Content Specialist of the Literacy and English Language Arts team at Student Achievement Partners, a nonprofit organization dedicated to helping states and districts implement the Common Core State Standards. David has taught elementary, middle school and high school students in public and private schools, as well as community college and teacher preparation courses, in New York City and Vermont. David still spends as much time as possible in schools with teachers and children. Together with Meredith Liben, David founded two innovative model schools in New York City – New York Prep, a junior high school in East Harlem, and in 1991, the Family Academy – where he served as Principal and lead curriculum designer. David holds a bachelor’s degree in Psychology from the University of Wisconsin and a master’s degree in school administration from Teachers College, Columbia University.
Elaine Roberts, Ph.D., is an associate professor of Language and Literacy Education at the University of West Georgia. She was a leader in the development of the Reading Endorsement for the state of Georgia. She has written two books, Keys to literacy instruction for the NET generation, grades 4-12 and Keys to literacy instruction in the elementary grades as well as numerous articles in peer reviewed journals, presented at conferences statewide, regionally, nationally and internationally, and provided professional development for literacy assessment and instruction. She was a team member of the state of Georgia, Members of the National Governors Association Institute for Statewide Literacy Initiatives, Carnegie Corporation, at Harvard University. Her scholarly interests include critical literacy, word study with comprehension, and student progress monitoring across the content areas for lifelong learning. She helped initiate the University of West Georgia Reading Clinic, was a university reading clinic supervisor, taught elementary and high school and provided professional learning to middle school teachers to integrate literacy in all content areas. She enjoys working as a literacy consultant with P-12 schools.
At CTL, Ashley is a lead trainer, program designer, developer, author and mentor coach. She uses her experience as a high school classroom teacher, writing cluster leader and literacy coach to work on various projects, including the federally funded Striving Readers adolescent literacy project. She is a Language Arts specialist and focuses her expertise on other ELA teachers and foundational literacy, including as part of CTL’s work on the federal Promise Neighborhoods planning grant.
Ashley is currently pursuing an Ed.D. in School Improvement with an area of concentration in reading at the University of West Georgia where her research focuses on summer reading loss. To read more about her work in that area visit our Owsley Summer Reading Project page. You can follow her on Twitter at @ashley_perkins.