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Marj Kirkland

Page history last edited by Katie Day 15 years, 3 months ago

 

Keynote:  Bridging the Gap

 

Media reports from around the world report concern that literacy levels and reading standards are dropping (SAT results – UK; Reading at Risk Report – USA). But not all experts agree. Other research (Scholastic Kids & Family Reading Report; Australian Bureau of Statistics) reports high levels of reading and reading enjoyment.

 

For centuries, books and reading have held an almost iconic status. For the baby boomer generation, reading means literature (both fiction and non-fiction), a vehicle for social change, with celebrities referring to ‘The book that changed my life’. Fiction is seen to bridge the gap between real and imagined worlds, between rich and poor, between cultures and ideologies. Research highlights the high correlation between reading (particularly free voluntary reading) and academic achievement, confirming its importance in creating a literate society. Recent scientific studies also provide evidence, for the first time, that reading fiction has psychological benefits. Research by Raymond Mar (and others) demonstrates that by reading fiction, we experience a kind of social simulation in the software of our minds, improving our social skills and making us more empathic.

 

However, with the rate of ‘literary’ reading declining, is reading at risk, or is there a generational gap of understanding about what ‘reading’ is? Some experts, such as Children’s Laureate Michael Rosen, argue that for many of us, our definition of ‘reading’ is too narrow. Children and teenagers are reading more online, creating different literate futures to those of their parents. “At least they’re reading!” we may say, but are we merely witnessing another form of enculturation? With changing reading patterns in today’s youth, will the correlation between reading and literacy (as we know it) still exist?

 

Is how we read as important as what we read or how much we read? Recent research about neuroplasticity by Dr Norman Doidge (and others) sheds light on the way that differing practices and experiences can rewire our brains within a generation. Should we be concerned that new reading patterns are leading to physiological changes in adolescents, rewiring their brains in new patterns of communication? What will the future look like when books and technology merge? How can we, as educators and promoters of reading, bridge the reading gap between past and future literacies?

 

Files:

MK - The Gap of Understanding_Paper.doc

MK - The Gap of Understanding_Speech text.doc

 

The Gap of Understanding
View SlideShare presentation or Upload your own. (tags: literacy education)
(Copy of the slideshare as a Powerpoint file: MK - Gap of Understanding.ppt)

 

Creating a Whole School Literacy Plan

 

 A Whole School Literacy Plan establishes a planned, systematic approach to the teaching and learning of literacy in order to improve student learning outcomes. A school’s WSLP is a comprehensive statement covering the following areas:

•    Overview

•    Data Analysis

•    Shared Vision

•    Strategic Community Partnerships

•    Classroom Organisation and Pedagogy

•    Intervention and Special Needs

•    Leadership and Professional Learning

•    Coordination

•    Assessment and Monitoring

•    Standards and Targets

 

This workshop promotes a multi-faceted approach to literacy:

•    Developing a workable whole school literacy plan and accompanying Action Plan;

•    Creating a reading culture through specialised programs;

•    Scaffolding and modelling written assignments across the KLAs.

 

The workshop participant will be asked key questions about their own school and will be provided with the tools to begin working on a Whole School Literacy Plan following principles outlined in the Whole School Literacy Planning Guidelines, Literate Futures Project (2002), Literacy and Numeracy 2002 – 2005: A framework for Catholic Schools in Brisbane Catholic Schools in the Archdiocese of Brisbane (2002) and research conducted by Hill & Crevola (1998).

 

Files:

MK - Aquinas Whole School Literacy Plan.doc

MK -Action plan 2006-2008.doc

MK - Hill & Crevola article.pdf

MK - Whole school LitPlanning Matrix Sheets - BCE.doc

 

(Copy of the slideshare as a Powerpoint file: MK - Whole School Literacy Plan - Singapore 2008.ppt)

Audience:  All


 

Literature Circles:

Engaging the Middle School student

 

Literature Circles is a reading program based on the assumptions that children enjoy choosing their own reading, thinking critically about what they read; that they learn by sharing that reading and discussing their views about the text with others.

 

Literature Circles epitomises student-centred learning, with student choice of text and response, and self and peer assessment fundamental to the learning process. Small groups of students gather together to discuss a chosen book in depth.

 

The discussion is centred on students' responses to what they have read and the project-based activities they have chosen to complete. You may hear talk about events and characters in the book, the author's craft, facts or personal experiences related to the story, or a lively debate about issues in the book.

 

Literature Circles is an effective tool for engaging and extending gifted students, providing differentiated learning and negotiated curriculum and assessment within a classroom setting, thus challenging students to own and direct their own learning.

  • What are Literature Circles?
  • How do they work in a classroom?
  • How can different ability levels, learning styles and interests be catered for?
  • What extension activities can be built in for gifted students?
  • How can ICT be incorporated into a Literature program?
  • How are peer, self and teacher assessment used in the program?

 

Files:

MK - CBC Article - Adapted with sources for PD.doc

MK - Year 9 Literature Circle Roles.doc

 

(Copy of the slideshare as a Powerpoint file:MK - Literature Circles PP 2008.ppt)


 Audience:  Middle School


Workshop materials: Please bring a pen

 


 Special Guest/Presenter:

 

Marjorie Kirkland

 

Marj Kirkland (BA., Dip. T., Grad.Dip. Lib., M. App. Sci. Information Studies) is the Incoming National President of the Children’s Book Council of Australia, 2009 – 2010. Presently Teacher-Librarian at Aquinas College on the Gold Coast, she has been a teacher and Teacher-Librarian since 1977 in Brisbane, Cairns and the Gold Coast, with a short time as a scientific librarian for the State Library of Queensland.

 

Marj has enjoyed many roles in schools: teacher, Head of Senior School, academic and pastoral coordinator, ATSI tutor and yearbook editor. She is passionate about extending students’ worlds through reading and literacy improvement. In 2006, as a member of the Aquinas College literacy project team, she was the proud winner of the Brian Bahnisch Award, a biennial Queensland-wide award that recognises and encourages collaborations and partnerships involving teacher-librarians, teachers, and other members of the school community.

 

As an active member of the Australian School Library Association, Marj has held the positions of Branch President, State Councillor and National Executive member. She regularly presents professional development in literature and literacy at state and national conferences and to other schools.

 

Marj believes that our lives can be enriched through the imaginative and creative dimensions of art, film, food, music and literature. She has been a judge for the Nestlé Write Around Australia competition, a restaurant reviewer, Cinema Group President, book and film reviewer and editor. She hopes to employ her skills to promote Australian children’s and young adult fiction in her new role with the CBCA.

 


Audiovisual needs: 

 

 

Datashow Projector and computer (with Powerpoint) needed for each session and keynote. Computer speakers needed for Literature Circles presentation.


 

 

 

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