Global Conversations in Literacy Research (GCLR) is a series of interactive open access web seminars that feature cutting-edge literacy research conducted by international literacy researchers. GCLR is grounded in critical literacy, and sees as its mission to use networked technologies to connect global audiences in a virtual space that allows participants to exchange ideas on literacy theory, research, and practice. Each year, GCLR features scholars whose work addresses a range of literacy areas of interest to international audiences. GCLR is sponsored, in part, by the National Writing Project.
As a critical literacy project, we invite you to take our GCLR survey after viewing web seminars. Your responses will help us understand the significance of this project, and how we might better serve the global audiences through these web seminars. We invite you to take the survey after each participation in a web seminar. If this is a class requirement, we invite you to ask your students to take this survey as well. We greatly appreciate your participation in this way! We have now created a GCLR YouTube Channel with archived web seminars; please access them here.
Multiple Ways to Participate:
Web seminars: Participate actively with participants through the chat format of the seminar, pose questions to the speaker. Web seminars are live and open access. Please access this link to join any of the seminars: https://sas.elluminate.com/m.jnlp?sid=221&password=M.8631F22F3B67CB38E60FEA16E0B04A
Social Media: Like us on Facebook for updates on our web seminar series. Subscribe to the GCLR website to receive emails regarding web seminars and speakers. Follow us on Twitter: #GCLR_GSU. Watch archived seminars on GCLR YouTube Channel.
Professional Development Hours: If your district requires professional development hours, GCLR will provide teachers with a letter of attendance.
GCLR: 2014-2015 Web Seminar Series
Below is a partial list of GCLR’s 2014-2015 series of speakers. We will provide detailed descriptions of the presenters as this information becomes available. The 2014-2015 series will again engage global audiences in significant conversations about literacy in global contexts. Please schedule GCLR’s 2014-2015 series seminars into your calendar, add them to your syllabi, share them with organizations interested in literacy, tweet this information to your followers, post on your Facebook pages, and share with others interested in global literacy issues.
2014-2015 GCLR Series Speakers
Below is a list of confirmed speakers for 2014-205. Please continue to return to the GCLR site as we will be posting updated information.
SEPTEMBER 14, 2014: Dr. David Kirkland, New York University, New York, USA; “A Song of the Smoke: Critical Thoughts on the Literacies of Young Black Men”; 7:00 p.m. Eastern time zone/New York/USA.
David E. Kirkland is a bestselling author, activist, cultural critic, educator, researcher, and thinker. He is also an associate professor of English and urban education at New York University. His transdisciplinary scholarship examines the intersections among language, race, gender, and urban youth culture under the lens of literacy. His work has also explored, among other things, urban teacher preparation, digital media and technology, and the sociopolitical aesthetics of revolutionary justice as (re)produced in artifacts of popular Black culture. He has spent the past decade analyzing the culture, language, and texts of groups of urban American youth, and has expertise in critical literary, linguistic, and ethnographic research methods. He has received many awards for his groundbreaking work including an NAEd/Spencer Foundation Postdoctoral Fellowship Award, a Ford Foundation Postdoctoral Fellowship Award, a NCTE Cultivating New Voices Fellowship Award, the 2006 AERA Division G Dissertation Award, among many others. He has published widely. His most recent titles include: “‘Books Like Clothes’: Engaging Young Black Men with Reading” (Journal of Adolescent and Adult Literacy), “Listening to Echoes: Teaching Young Black Men Literacy, and the Distraction of ELA Standards” (Language Arts), “‘Black Skin, White Masks’: Normalizing Whiteness and the Trouble with the Achievement Gap” (TCRecord), “English(es) in Urban Contexts: Politics, Pluralism, and Possibilities” (English Education), and “We real cool: Examining Black males and literacy” (Reading Research Quarterly). A Search Past Silence: The Literacy of Black Males is a TC Press bestseller and the fifth book that Dr. Kirkland has authored, co-authored, edited, or co-edited. He is also co-editor of the newly released Students Right to Their Own Language, a critical sourcebook published by Bedford/St. Martins Press. Dr. Kirkland’s seminar is based on a decade of research aimed at understanding the complexities of Black male social life and the myriad forces influencing their literacy development. The goal of the presentation is to raise awareness to the effects of educational injustice in the lives of Black males in order to find ways to intervene and interrupt cycles of miseducation. What are the forces at play (e.g., gangs, peer pressure, poverty) competing for the attention of young Black men? How their literacies shaped? How might cycles of inequity influence how, why, and what Black males learn about literacy within schools and beyond? How might educators disrupt the cycles of inequity so that Black males might become empowered to transform their communities, their lives, their educational destinies?
OCTOBER, 2014: Dr. Ken Hyland, University of Hong Kong, “English for Academic Purposes” (working title).
Dr. Ken Hyland is a well-known researcher in the field of academic discourse, writing and language education, and has published over 20 books. After graduating with a degree in Sociology from the University of Warwick, Dr. Hyland went overseas to teach English. First as a volunteer in the Sudan, and then in Saudi Arabia, Malaysia, Papua New Guinea, New Zealand and Hong Kong. Along the way he got an MA from the University of Birmingham and a PhD from the University of Queensland. After 26 years travelling the world, he was offered a professorship at the University of London, returning to Hong Kong in 2009 to head the Centre for Applied English Studies at the University of Hong Kong. He was the founding co-editor of the Journal of English for Academic Purposes and is now co-editor of Applied Linguistics.
NOVEMBER 9, 2014: Dr. David Berliner, Arizona State University, Tempe, AZ USA: “Education, politics and literacy” (working title); 7:00 p.m. Eastern Time Zone/USA.
Dr. David C. Berliner is Regents’ Professor of Education Emeritus at Arizona State University in Tempe, AZ, USA, and has also taught at the Universities of Arizona and Massachusetts, at Teachers College and Stanford University, and at universities in Canada, Australia, The Netherlands, Denmark, Spain, and Switzerland. He is a member of the National Academy of Education, the International Academy of Education, and a past president of both the American Educational Research Association (AERA) and the Division of Educational Psychology of the American Psychological Association (APA). Dr. Berliner is the winner of numerous awards, most notably the Brock award and the AERA award for distinguished contributions to education, the E. L. Thorndike award from the APA for lifetime achievements, and the NEA “Friend of Education” award for his work on behalf of the education profession. An interview with Professor Berliner on Your Education Matters can be found here. Dr. Berliner has authored more than 200 published articles, chapters and books. Among his best known works is the book co-authored with B. J. Biddle, The manufactured crisis, and the book co-authored with Sharon Nichols, Collateral damage: How high-stakes testing corrupts American education. He co-edited the first Handbook of educational psychology and the books Talks to teachers, and Perspectives on instructional time. His most recent book, 50 Myths and Lies that Threaten America’s Public Schools, was co-authored with Gene V Glass and students, and published in March, 2014.
JANUARY, 2015: Dr. Barbara Comber, Queensland University of Technology, Queensland, Australia; “Place-based Literacy Pedagogy” (working title).
Dr. Barbara Comber is a Research Professor in the Faculty of Education. She is particularly interested in literacy education and social justice in contexts of high poverty. Her current research explores ethical educational leadership and the affordances of place-conscious pedagogies for developing critical and creative literacies. She has co-edited a number of books including the International Handbook of Research in Children’s Literacy, Learning and Culture (Hall, Cremin, Comber & Moll, 2013) and Literacies in Place: Teaching environmental communications (Comber, Nixon & Reid, 2007).
FEBRUARY 8, 2015: Dr. Jackie Marsh, University of Sheffield, UK; “Children’s literacy in a digital age” (working title).
Dr. Jackie Marsh is interested in the relationship between childhood cultures, play and literacy in the digital age. She has conducted research projects that have explored children´s access to new technologies and their emergent digital literacy skills, knowledge and understanding. She has also examined the way in which parents/carers and other family members support this engagement with media and technologies. Dr. Marsh also has conducted a number of research projects that have explored how creative and innovative teachers have responded to the challenges of the new media age. She has evaluated a number of national projects that have aimed to develop teachers’ expertise in the teaching and learning of digital and media literacy. In her more recent research, Dr. Marsh has explored changes in children’s play due to developments in media, technology and commercial cultures. Ryan Boylan, host.
MARCH, 2015: Dr. Jim Cummins; “Identity Texts” (working title). Time/Date (TBA).
Dr. Jim Cummins is a professor at the Ontario Institute for Studies in Education of the University of Toronto who studies language development and literacy of learners of English as an additional language. His scholarship focuses on Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency/Academic Language Proficiency (CALP), terms that he coined that reference processes that help teachers understand learners’ language abilities. Dr. Cummins holds a Canada Research Chair (Tier 1) and has received numerous awards including the International Reading association’s Albert J. Harris award. He is author of numerous books and articles including Literacy, Technology, and Diversity: Teaching for Success in Changing Times (Allyn & Bacon), Language, Power and Pedagogy: Bilingual Children in the Crossfire (Multilingual Matters), Identity Texts: The Collaborative Creation of Power in Multilingual Schools (Trentham Books).