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 * Action Items from March 15 meeting:**

3. **Angela and Carl will discuss with Ellen Vasu about teaching ECI 745 for Fall 2012. Our goal is to rotate the teaching of ECI 745 and ECI 803. Who would like to teach ECI 803 in Spring 2013? (CAROL POPE IS GOING TO TEACH ECI 745 FOR FALL 2012. CARL--LET US KNOW IF YOU WANT TO TEACH IT FALL 2013; KRISTIN HAS VOLUNTEERED TO TEACH ECI 803 FOR SPRING 2013)** 4. **Carl, Carol, and Ruie will discuss their concerns about English Education being a part of Literacy and make a decision whether to stay with the Literacy Focus or create a separate focus for English Education. (LET US KNOW IF YOU NEED TO MAKE CHANGES TO THE LITERACY WEBSITE IN TERMS OF HOW ENGLISH EDUCATION IS REPRESENTED)**
 * 1. Provide changes/comments to the Guidelines for Comprehensive Preliminary Written Exam on the google doc**
 * 2. You should have received an email from me with a link from the google doc. As soon as have a final approved document I will put it on the Literacy doctoral website. (DOCUMENT WILL BE POSTED THIS WEEK. LET ME KNOW IF YOU HAVE LAST MINUTE CHANGES)**

Agenda March 15, 2012, 12:30 - 2:00Poe Hall 410

4. Hiller will draft course actions for ECI 803 and ECI 745 and send out for feedback.
==5. Kristin, Angela, Steve, and Carl have expressed interest in teaching ECI 745 and 803 next year. The plan was for these faculty members to discuss options with their Department Heads (aka "the Ellens) and decide on a workable plan.== ==6. Everyone review the Literacy website at: @http://ced.ncsu.edu/cice/literacy-education and send Hiller suggestions. She will work with Kylie to make revisions. Also faculty can update their own profiles now by going to ced.ncsu.edu/user (@http://ced.ncsu.edu/user)==

7. Angela, Steve, and Kristin will work with department heads to apply for Full Graduate Status so they can chair doctoral committees solo.
Guidelines for Comprehensive Preliminary Written Exam PhD in Curriculum and Instruction, Literacy Focus DRAFT PROPOSAL March 2012

The purpose of the preliminary examinations for PhD candidacy in literacy is to assess the extent to which a candidate has developed areas of expertise about education broadly and about literacy specifically. It is also to assess whether the candidate is ready to transition from the coursework phase of study to more independent work in doctoral dissertation research.

Specifically, the candidate should have:
 * The ability to synthesize and interpret research literature on broad themes in education related to Curriculum and Instruction
 * The ability to synthesize and interpret research literature on at least two specific topics in literacy (e.g. beginning reading, new literacies)
 * The ability to examine a broad issue in literacy education to develop well-delineated arguments both in terms of supporting and conflicting points of view
 * The ability to conduct a critical analysis and review of the work of others, as one does when writing journal reviews, reviewing grants, or evaluating the work of future students
 * The ability to design a research study of importance in literacy that will contribute significant new knowledge to the field

__ When Should Students Take Comprehensive Exams? __ After completion of at least 80% of coursework, the student should meet with the primary advisory about scheduling and designing the comprehensive preliminary exam. In this meeting, the dyad will review the students’ coursework and professional goals and identify three areas of expertise: one broad area addressed in the Core Coursework and experiences (e.g. issues of equity in curriculum; national policy changes in instructional practices in the past century) and two specific focus areas in literacy (e.g., reading interventions for struggling readers, addressing diversity issues in the English classroom).

__ What are the Steps for Preparation? __ The primary advisory then meets with the students’ Graduate Advisory Committee. The GAC must include at least 3 members of the Literacy Education graduate faculty, one of which serves as Chair (or two serving as co-chairs). The Chair arranges for Question Developers in each focus area and Question Readers in each focus area. This would normally be done by the GAC; however, changes might be made to include writers or readers with specific areas of expertise. For example, if a student focuses on adult literacy, a non-GAC member who is from the Department of LPAHE who knows the field of adult education, might replace a member of the GAC for the writing or reading (or both) of a particular question.

The student then meets with Question Developers who help the student identify a reading list for that question area. This list should include the research literature that has made up the bulk of the student’s program. However, it is expected new works will be a necessary part of the review.

Once the student has met with each Question Developer, a date is set for the examination period, and the paperwork is completed (see attached). The examination start date will be no sooner than six weeks from the final meeting with Question Developers. This period ensures proper review time.

__ Taking the Exam __ On the date of the examination, the student is sent all three questions electronically at 9am. The student must submit the complete examination (all three parts) by 4pm no later than exactly six weeks from the start date. It is recommended that all students (including part time students), find at least one uninterrupted week during this period to completely focus on this work.

The student is permitted the use of all written resources; however, the work is to be done independently, including all research, writing, and editing.

__ Nature of the Questions __ While the student and GAC collaborate on the identification of specific research areas for review and examination, the questions are created by the Question Developers. These questions should be broad enough to assess deep content knowledge. Specific sub-sections of exam questions should be clear and not so narrow as to appear as “gotcha” questions. The expected page length of the written response should be included. For examples:

1. Across the U.S., students in schools serving children of poverty tend to score less well on reading assessments than students in middle class or wealthy schools. Based on the research literature, explain the following in no more than 25 double-spaced pages: a. Why students of poverty score less well on achievement tests than their middle class and wealthy counterparts b.The counter-arguments or popular rhetoric that might conflict with the research evidence reviewed in section a. c.The policy implications and practices recommended by researchers to narrow the achievement gaps between students of poverty and others

2. GIVE A SPECIFIC EXAMPLE HERE.

A generic scoring rubric for preliminary exams will be provided to the student on Day 1 of the exam.

__ Scoring of Exams __ The student sends the completed exam to the primary advisory no later than 4pm six weeks from the start date. The Question Readers are given three weeks during the semester to score the exams. The Readers rate the responses as: Pass With Honors, Pass, or Fail. All three raters must give at least a Pass in order for the student to pass each component of the exam. A student can fail one or two components of the exam but not the entire exam.

Each grader will initially send the graded papers with comments and assessments to the primary advisor. The advisor will prepare a memorandum summarizing the comments and scores. This will first be given to Question Readers for further comment and suggested changes. //The Readers members must come to consensus on the final scores given on Preliminary Written Exam Report.// Once finalized, the memorandum will be given to the student and Director of Graduate Program indicating the outcomes.

In the event of a failure of a component or entire exam, the student has one opportunity to re-take the exam. The student meets again with the advisor and plans a re-take session. New question or questions are developed and a new timeline is set. There must be a minimum of six weeks between examination periods.

What about an oral exam as follow up? Are we planning this?

II. PHILOSOPHY / PRINCIPLES
We believe that knowledge creation is the heart of the academic enterprise. To that end, we value the connection between new and existing knowledge and the impact it can have on educational theory, policy, and practice. The program offers a flexible framework of courses, teaching and research opportunities, designed to provide literacy professionals with the advanced knowledge, research skills, and experiences to address the literacy challenges of the 21st century. We promote understanding of language and literacy development of individuals with cultural, linguistic, and academic differences, ranging from pre-K through postsecondary learning contexts. Students have opportunities to develop as professional leaders through collaborative research with and mentoring by faculty, participation in state/national/international professional conferences, and authorship of scholarly publications. Our doctoral students respond to the demands of contemporary issues in literacy through research that has the potential for far-reaching impact on practice, teacher development, leadership, and learning. Faculty research is motivated by a range of theoretical perspectives including sociocultural, cognitive, multicultural, new literacies, ecological, and critical views--all of which are central to the field of literacy. Likewise, we employ a range of methodologies including qualitative and quantitative approaches that are aimed at producing research that addresses inequities and benefits all learners.

A unique feature of our doctoral focus in literacy is the dynamic context in which we conduct our work. Our program includes a network of strong relationships with local public schools, such as our Elementary Education field partnerships and our dynamic collaboration with students and teachers at Centennial Campus Middle School. Our connections to the local public schools help to foster interdisciplinary field-based research projects, which provide opportunities for our doctoral candidates to work with faculty in mentored research initiatives. Our doctoral program also values the opportunity to facilitate professional development initiatives like the Voices of NC Project and the Capital Area Writing Project, an award-winning site of the National Writing Project. Doctoral students are involved in the New Literacies Collaborative (NLC), a multidisciplinary team of researchers and educators who promote inquiry, professional development, and global connections around new literacies. Faculty members in the NLC also published a white paper proposing that the continued development of new literacies and emerging technologies has created the conditions for a New Learning Ecology, especially with regard to 1:1 computing environments in schools. This white paper helped frame the [|College of Education] [|'s] (CED's) own 1:1 Laptop Initiative. The doctoral focus in literacy is committed to global learning perspectives and features opportunities to become involved in the CED's Emerging International Relationships. Faculty have also played key leadership roles in contributing to the recent revision of statewide teacher education assessment instruments and electronic portfolio development.

One of our program's most dynamic assets is the [|Friday Institute for Educational Innovation], a state of the art facility launched by the College of Education in 2005 that is physically connected to Centennial Campus Middle School School. The Friday Institute is located on NC State's Centennial Campus, an innovative environment where close to 60 corporate and government organizations and business incubators thrive in partnership with faculty and students. The Friday Institute's location and mission capitalize on NC State University's long history of engagement in university and business partnerships, and its leadership role in economic development. The Institute also works with school districts in rural North Carolina to extend access to technology for the development of innovative teaching and learning applications. Cross-sector collaboration among education, government, and private industry has been a cornerstone of the Friday Institute since its inception. Doctoral students in the Ph.D. Literacy focus will have opportunities to collaborate on projects connected to CED's Friday Institute.

III. Research Questions We Address
__ The Nature of Literacy __ · What does it mean to be literate in the 21st century? · What are the factors related to literacy? · What are policy implications for new views of literacy?

__Multiple Literacies__ · How can we draw on students out of school literacies to impact school learning? · What are students’ out of school literacies? · What is the relationship between print and non-print literacies? · What does early online comprehension look like? · How do teachers help children develop online comprehension? · What effect does new literacies have on composing and written products? · What are the new literacies? · How does game-based learning affect student learning outcomes? · What is the relationship between students’ literate identities and school achievement? How are teaching and learning affected by incorporating multimodal literacy practices?

__Instructional Practices__ · What instructional practices most impact students’ achievement in literacy? · What is the relationship among instructional practices, school contexts (e.g., SES, race, geography), and literacy achievement? · What types of early literacy intervention are effective for struggling learners? · What types of early literacy intervention are effective for struggling older learners? · How do teachers help children develop online comprehension? · How does game-based learning affect student learning outcomes? · What are common literacy instructional practices across different sociocultural contexts (i.e., different grade levels, geographic regions, demographics) in North Carolina? · How do teachers adapt literacy instruction for ELLs? · What instructional strategies most positively impact ELLs’ literacy learning?

__Sociocultural Factors__ · What does it mean to be literate in the 21st century? · What is the relationship among instructional practices, school contexts (e.g., SES, race, geography), and literacy achievement? · What are the factors related to literacy? · What is the relationship between students literate identities and school achievement? · What is the relationship between language status (ELL vs. monolingual English) and literacy growth? · How do ELLs interpret literacy instruction?

__ Literacy Leadership, Teacher Preparation, and Policy __ · What is the impact of viewing students as literacy leaders in classrooms? What are the challenges for literacy teachers and teaching in contemporary, diverse classrooms? How do we prepare literacy teacher educators, given the demands of multiliteracies and multimodal classrooms? · How do local, state, and national policies affect literacy teaching and learning? · What are policy implications for new views of literacy?

__Literacy Learning and Development__ · How do students acquire literacy? · What are the factors related to literacy? · What are typical learning trajectories for beginning readers? Beginning writers? · What types of early literacy intervention are effective for struggling learners? · What types of early literacy intervention are effective for struggling older learners? · What effect does new literacies have on composing and written products? · How does game-based learning affect student learning outcomes? · How do teachers adapt literacy instruction for ELLs? · How do ELLs interpret literacy instruction? · What instructional strategies most positively impact ELLs’ literacy learning? · What is the relationship between language status (ELL vs. monolingual English) and literacy growth?

IV. Required Core Courses
ECI 745, Theory and Research in Literacy (Co-taught; offered in Fall 2010) ECI 803, Advanced Studies in Literacy Research (Co-taught; offered in Spring 2011) ECI 820, Special Problems in C & I: Topics in Literacy ECI 892, Research Projects in C & I ELM 8??, Literacy Learning and Cultural Differences (this could be offered as one of the rotating topics in ECI 820)

//Below here is previous work...// - - - - - - - - - - - - - - - - - - - - - - - - - -

=Our next two meetings are Tuesday, September 21, 3:00 - 4:30 pm in Poe 512; and Tuesday, September 28, 3:00 - 4:30 pm in Poe 500. We will work toward a consensus on the following four areas:=

** I. Conceptual title ** Literacy and Innovation Literacy Education Language, Literacy, and Culture Literacy, Creativity, and Culture Literacy, Media, and Culture Phonics, Cultural Literacy, and Drill and Kill (this one was a joke, actually) LANGUAGE, LITERACY, AND CULTURE LITERACY, MEDIA, AND CULTURE Literacy Studies Stuides in Literacy & Learning Literacy, New Media & Culture

 ** II. Philosophy/principles **

We believe that knowledge creation is at the heart of the academic enterprise. To that end, we value the connection between new knowledge and the impact it can have on education, including policy and instructional practices. The program offers a flexible framework of courses, teaching, and research opportunities designed to provide literacy professionals with the advanced knowledge, research skills, and experiences to address the literacy challenges of the 21st century. We promote understanding of language and literacy development for individuals of different cultures and capabilities, ranging from pre-K through postsecondary learning contexts. Our doctoral students answer the call of contemporary demands in literacy through research that can have far-reaching impact on learning, practice, teacher development, and leadership. Students have opportunities to develop as professional leaders through collaborative research with faculty, participation in state/national/international professional conferences, and authorship of scholarly publications. Our research is motivated by a range of theoretical perspectives including sociocultural, cognitive, multicultural, new literacies, ecological, and critical views—all of which are central to the literacy field. Likewise we employ a range of methodologies including qualitative and quantitative approaches that are aimed at producing research that addresses inequities and benefits all learners.

The College of Education has recently launched the Friday Institute for Educational Innovation (fridayinstitute.org), a state of the facility located on NC State University’s Centennial Campus, where close to 60 corporate and government organizations and business incubators work in partnership with faculty and students in a highly innovative environment. The Friday Institute’s location and mission capitalize on NC State University’s long history of engagement in university and business partnerships, and its leadership role in economic development. The Institute is physically connected to the Centennial Campus Middle School, which is a public magnet middle school. The Institute also works with school districts in rural North Carolina to extend access to technology for the development of innovative teaching and learning applications. Cross sector collaboration among education, government and private industry has been a cornerstone of the Friday Institute since its inception. Doctoral students in the Ph.D. Literacy focus will have opportunities to collaborate on projects connected to the College’s Friday Institute.

** III. Research Questions We Address **

What does it mean to be literate in the 21st century? What instructional practices most impact student's achievement in literacy? How can we draw on students out of school literacies to impact their in school learning? What are student's out of school literacies? What is the relationship among instructional practices, school contexts (e.g., SES, race, geography), and literacy achievement? How do students acquire literacy? What are the factors related to literacy? What is the relationship between print and non-print literacies? What types of early literacy intervention are effective for struggling learners? What types of early literacy intervention are effective for struggling older learners? What is the relationship between students literate identities and school achievement? What does early online comprehension look like? How do teachers help children develop online comprehension? What effect does new literacies have on composing and written products? What are the new literacies? How does game-based learning affect student learning outcomes? What is the impact of viewing students as literacy leaders in classrooms? What are the challenges for literacy teachers and teaching in contemporary, diverse classrooms? How do we prepare literacy teacher educators, given the demands of multiliteracies and multimodal classrooms?

** IV. Required Core Courses **

ECI 745, Theory and Research in Literacy ECI 803, Advanced Studies in Literacy Research ECI 820, Special Problems in C & I: Topics in Literacy ECI 892, Research Projects in C & I ELM 8??, Literacy Learning and Cultural Differences (this could be offered as one of the rotating topics in ECI 820)

Programmatic Features: · Students participate in part time or full time cohorts; all new students take ECI 745 during their first Fall semester and ECI 803 during the next Spring semester · Students have opportunities for multiple research experiences (e.g., in courses, as part of a grant-based research team, co-authorship with faculty and other graduate students) · Students have opportunities to participate in supervised internships and teaching experiences · Thesis equivalent is required for students who did not complete a thesis in their master’s degree; should be completed within the first year of the program · Students have opportunities to complete publishable manuscripts as part of the dissertation process

=**1. Broad conceptual title**= Literacy and Innovation Literacy Education Language, Literacy, and Culture Literacy, Creativity, and Culture Literacy, Media, and Culture Phonics, Cultural Literacy, and Drill and Kill (this one was a joke, actually)

TWO FAVS: 1. LANGUAGE, LITERACY, AND CULTURE 2. LITERACY, MEDIA, AND CULTURE

Added by Ruie and Hiller: Literacy Studies Stuides in Literacy & Learning Literacy, New Media & Culture


 * Program Review:** As I described last time, I reviewed the Univ. of Houston (main campus) program entitled "Reading, Language Arts, and Literature Education." The factors I mentioned last time were....1) This program is part of C&I and has a helpful web presence with some useful FAQs--e.g., "Is this Program for me?"/"What will I learn?"/What can I do with my degree?" 2) They offer "strands" or "special expertise"--much like we discussed last time...and we could do the same type of thing. (Theirs include Reading; ELA Composition; ELA Communication; Instructional Materials; Literature for Children and YAs). 3) What I particularly like about this program is the emphasis on "individualized." While there are "required" foci areas for the whole College of Ed--i.e., # of research method/stat courses and a couple of areas--the program is tailored for individual students.

I think we get into sticky wickets with **too many** "required" courses for obvious reasons.

I like a focus on literacy, learning, culture...am great if we want to include any forward-looking language related to our changing times (multiliteracies, etc.)

=2. Philosophy/principles= I wonder if we might look at the evolving C&I description as it's being reviewed now and see if we can spring from that? Here are some concepts I like: individualized programs; prepare for professional leadership (e.g., system/state, higher ed, etc.); forward-facing leadership; multiliteracies focus; research, theory, practice

Re: Literacy (just some phrases/values, in my view).... Our doctoral students answer the call of contemporary demands in literacy by conducting or participating in teams that research that can have far-reaching impact on learning, practice, teacher development, leadership.... Doc. students have opportunities to develop as professional leaders through doing research with faculty, participating in state/national/international professional conversations, serving as collaborators on practice, etc.

Develop understanding and generate literacy research that impacts educational policy and practice.

High impact areas (policy relevant) Opportunities for collaborative research (dissertation) agendas We recognize and value the impact of collaboration Impact (Research, Pedagogy & Policy) We need literacy leaders at all levels to respond to ever-evolving cultures and political climates

We recognize knowledge creation is at the heart of the academic enterprise. We value the connection between __new__ knowledge and the impact on our changing world, people, education, students and teachers, policy. Really great fabulous first sentence here! This literacy doctoral program offers a flexible framework of courses, teaching, and research opportunities designed to provide literacy professionals with the advanced knowledge, research skills, and experiences to address the literacy challenges of the 21st century. Our faculty promotes understanding of language and literacy development for individuals of different cultures and capabilities, ranging from pre-K through postsecondary learning contexts. Our doctoral students answer the call of contemporary demands in literacy through research that can have far-reaching impact on learning, practice, teacher development, and leadership. Students have opportunities to develop as professional leaders through collaborative research with faculty, participation in state/national/international professional conferences, and authorship of scholarly publications.

Our research is motivated by a range of theoretical perspectives including sociocultural, cognitive, multicultural, multiliteracies, ecological, critical and postmodern views. Likewise we employ a range of methodologies including qualitative and quantitative approaches. A unique feature of our program is the context in which it is held (where we teach, research, and develop innovative practice in response to authentic, field-based questions) //Angela's Edits:// **This literacy doctoral program offers a flexible framework of courses, teaching, and research opportunities designed to provide literacy professionals with the advanced knowledge, research skills, and experiences to address the literacy challenges of the 21st century.** We recognize knowledge creation is at the heart of the academic enterprise. We value the connection between __new__ knowledge and the impact (somehow new knowledge and the impact doesn't feel parallel, even though I know it doesn't need to be) on our changing world, people, education, students and teachers, policy. Our faculty promotes understanding of language and literacy development for individuals of different cultures and capabilities, ranging from pre-K through postsecondary learning contexts.

Our research is motivated by a range of theoretical perspectives including sociocultural, cognitive, multicultural, multiliteracies, ecological, critical and postmodern views. Likewise we employ a range of methodologies including qualitative and quantitative approaches. A unique feature of our program is the context in which it is held (where we teach, research, and develop innovative practice in response to authentic, field-based questions) convention/invention innovation and collaboration. grounded in literacy practice, education & development of teacher leaders

opportunities to participate in the New Literacies Collaborative Leadership in literacy development innovative research and practice teacher preparation learning and leadership teams policy makers

NOTE: We could add links to project videos, etc. to exemplify areas of research and practice.

opportunities to participate in the New Literacies Collaborative Leadership in literacy development innovative research and practice teacher preparation

Structure/Framework: 1. List research questions that we address; What does it mean to be literate in the 21st century? What instructional practices most impact student's achievement in literacy? How can we draw on students out of school literacies to impact their in school learning? What are student's out of school literacies? What is the relationship among instructional practices, school contexts (e.g., SES, race, geography), and literacy achievement? How do students acquire literacy? What are the factors related to literacy? What is the relationship between print and non-print literacies? What types of early literacy intervention are effective for struggling learners? What types of early literacy intervention are effective for struggling older learners? What is the relationship between students literate identities and school achievement? What does early online comprehension look like? How do teachers help children develop online comprehension? What effect does new literacies have on composing and written products? What are the new literacies? How does game-based learning affect student learning outcomes? What is the impact of viewing students as literacy leaders in classrooms? What are the challenges for literacy teachers and teaching in contemporary, diverse classrooms? How do we prepare literacy teacher educators, given the demands of multiliteracies and multimodal classrooms?

2. List doctoral students and their dissertation topics.

Principles:

=3. Required Core Courses= I'm good on this one, given the CED focus...i.e., stats and qual balance, etc.

ECI 745, Theory and Research in Literacy ECI 803, Advanced Studies in Literacy Research ECI 892, Research Projects in C & I ELM ???, Literacy Learning and Cultural Differences ECI 820, Special Problems in C & I: Topics in Literacy

(Might we consider developing a course--or experience--on 'creating the literacy teacher educator'?)

=4. Strands if we decide to go that way=

Hmmmm...I think these lines may need to be "blurred" so as not to give the impression that we have a # of various courses per se in all possible areas--rather, the focus may come through advisor connections, etc. That being said...I think I like "areas" better than grade level differentiations, but will go with the flow on this!!!!

At this point "strands" are probably not a realistic possibility, given current resources and students

//**Notes from the August 26. 2010 meeting.**//

Brainstorming:


 * Three-course doctoral sequence: Semester 1 - Content, Semester 2--Research Methods in Literacy, Semester 3--Study implementation; Team taught (see below for more details; this is just a suggestion of something we might consider)
 * What type of people do we want to attract--what types of goals do they have? Will they be in higher ed or work with the school system? (Should there be a PhD and an EdD?)
 * How do we define literacy? Is it a combination of English Education, reading, etc? How do we address the tension with the field of English Education? I like the expansive definition of literacy; for the program, we might consider strands....
 * Multiple research experiences, e.g., in courses, co-authoring papers with professors. Should we have a requirement for research experiences and they can get it through coursework (such as the 3-course sequence below) or through experiences working with profs?
 * Be intentional about the level/quality of research skills; the new doc sequence of research should help
 * 1 hour research internship with a professor (great option)
 * Supervised Internships and/or instruction
 * Cohort of students
 * Align faculty expertise with the kind of program we design. Come up with guiding principles for the program.

The current Ph.D. program: ADD?
 * ECI 531, Advanced Writing in Education
 * ECI 745, Theory and Research in Literacy
 * ECI 803, Advanced Seminar in Literacy Research
 * ECI 892, Research projects in C & I
 * ECI 855 Internship in Reading
 * ECI 885, Doctoral Supervised Teaching
 * ECI 522 Trends in Issues in English Education
 * ELM 533, Targeted Reading Assessment and Instruction
 * ELM ???, Literacy Learning and Cultural Differences

For the next meeting: 1. Faculty post their areas of expertise here on the wiki. We will use this information as part of our internal environmental scan as we construct the principles of the program. 2. Faculty scan other programs and target key features of interest. 3. The dean's office will help scan as well. Thanks Gerald. 4. Dates for next meetings: September 3 from 2:00 - 4:00 pm in Poe 206; October 11, from 2:00 - 4:00 (room TBA); bring your calendars to the next meeting so we can find two more dates. 5. Steve and Angela submit a letter to the Ellen's asking for associate faculty status in CICE.

Challenges/Advantages: 1. Faculty member (from another department) brings a student in and then the faculty leaves. 2. Committee membership. 3. Breadth and Depth in literacy content and research

I thought the links to the programs we are to review were going to be on here?

The programs we have targeted can be found on the left hand navigation bar.

NEW QUESTION CATEGORIES FROM STEVE AND ELLEN: __ The Nature of Literacy __ · What does it mean to be literate in the 21st century? · What are the factors related to literacy? · What are policy implications for new views of literacy? __Multiple Literacies__ · How can we draw on students out of school literacies to impact school learning? · What are students’ out of school literacies? · What is the relationship between print and non-print literacies? · What does early online comprehension look like? · How do teachers help children develop online comprehension? · What effect does new literacies have on composing and written products? · What are the new literacies? · How does game-based learning affect student learning outcomes? · What is the relationship between students’ literate identities and school achievement? __Instructional Practices__ · What instructional practices most impact students’ achievement in literacy? · What is the relationship among instructional practices, school contexts (e.g., SES, race, geography), and literacy achievement? · What types of early literacy intervention are effective for struggling learners? · What types of early literacy intervention are effective for struggling older learners? · How do teachers help children develop online comprehension? · How does game-based learning affect student learning outcomes? · What are common literacy instructional practices across different sociocultural contexts (i.e., different grade levels, geographic regions, demographics) in North Carolina? · How do teachers adapt literacy instruction for ELLs? · What instructional strategies most positively impact ELLs’ literacy learning? __Sociocultural Factors__ · What does it mean to be literate in the 21st century? · What is the relationship among instructional practices, school contexts (e.g., SES, race, geography), and literacy achievement? · What are the factors related to literacy? · What is the relationship between students literate identities and school achievement? · What is the relationship between language status (ELL vs. monolingual English) and literacy growth? · How do ELLs interpret literacy instruction? __ Literacy Leadership, Teacher Preparation, and Policy __ · What is the impact of viewing students as literacy leaders in classrooms? What are the challenges for literacy teachers and teaching in contemporary, diverse classrooms? How do we prepare literacy teacher educators, given the demands of multiliteracies and multimodal classrooms? · How do local, state, and national policies affect literacy teaching and learning? · What are policy implications for new views of literacy? __Literacy Learning and Development__ · How do students acquire literacy? · What are the factors related to literacy? · What are typical learning trajectories for beginning readers? Beginning writers? · What types of early literacy intervention are effective for struggling learners? · What types of early literacy intervention are effective for struggling older learners? · What effect does new literacies have on composing and written products? · How does game-based learning affect student learning outcomes? · How do teachers adapt literacy instruction for ELLs? · How do ELLs interpret literacy instruction? · What instructional strategies most positively impact ELLs’ literacy learning? · What is the relationship between language status (ELL vs. monolingual English) and literacy growth?

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