Jerome C. Harste & Vivian Vasquez: Sept. 4, 2011

2011-2012 GCLR Schedule of Web Seminars opens its fall series with two international and leading scholars in the field of critical literacy.

September 4, 2011    7:00 p.m. EST/USA

What Do We Mean by Literacy Now:  Critical Curricular Implications

Dr. Jerome C. Harste                     Dr. Vivian Vasquez
Indiana University , USA           American University, USA

Dr. Jerome C. Harste, along with Carolyn Burke and Virginia Woodward, made his name in Language Education through studies of early literacy. Their ten-year study of 3 to 6 year-olds learning to read and write broke pioneering ground and won them the David H. Russell Research Award for outstanding contributions to the teaching of English from the National Council of Teachers of English.

Jerry is a children’s book author (e.g., It Didn’t Frighten Me!, My Icky Picky Sister) as well as an author of numerous professional books and other publications including Creating Critical Classrooms; Teaching Children’s Literature: Its Critical; Beyond Reading and Writing; Curriculum, Inquiry & Multiple Ways of Knowing; Language Stories & Literacy Lessons; Creating Classrooms for Authors and Inquirers; and Whole Language: Inquiring Voices Want to Know. In addition he has developed and hosted several videotape series, which are available through Heinemann Publishing.

Jerry has always been actively involved in professional organizations. As President of the National Council of Teachers of English (1999-2000) he advocated for a diversity and difference model of education. Over the years he has chaired the Diversity Task Force within the National Council of Teachers of English, been Co-Chair of NCTE’s Joint Task Force with the International Reading Association on Critical Literacy, chaired NCTE’s Commission on Reading, IRA’s Sociolinguistic-Psycholinguistic Interest Group, and been on the Board of Directors of the International Reading Association. He also is Past President to several literacy organizations including the Whole Language Umbrella, the National Reading Conference (now the Literacy Researchers Association), and the National Conference on Research in Language and Literacy. Jerry’s email: harste@indiana.edu.


Dr. Vivian Vasquez is a Professor of Literacy education. Her research and teaching focus primarily on critical literacies, early childhood and elementary education, and education for social justice and equity. Her publications include four books, including Getting Beyond I Like the Book-Creating Spaces for Critical Literacy in K-6 Settings, Negotiating Critical Literacies with Young Children, and Literacy as Social Practice. Upcoming publications include three more books, Living a Critically Literate Life, Technology in Early Childhood Education, and Popular Culture and Everyday Text in Early Childhood Settings. Other publications include book chapters and articles published in Language Arts, Phi Delta Kappa, Journal of Adolescent and Adult Literacy, Reading Teacher, UKRA Reading, Primary Voices, and Reading Today. Vivian’s email addresses: http://www.clippodcast.net or http://www.vivianvasquez.com.

Suggested Readings for the Web Seminar:
Creating_Curriculum,    
Multimodality_–_In_Perspective

Profiles_and_Perspectives
Risky_Texts
What_Educ._Inquiry_is_and_Isn_t
Why_Do_We_Need_an_Inst._Theory_of_Crit._Lit
Harste-2003-WhatWeMeanByLitNow


One Response to Jerome C. Harste & Vivian Vasquez: Sept. 4, 2011

  1. I cannot believe I am the first to like this! I just discovered Language Stories & Literacy Lessons, probably because I am not a fan of teaching though I have worked with preschoolers and parents for over 30 years. I have, just from my own observations and reading, begun the same kind of inquiry as have some (maybe many, I hope!) teachers of English. Is this view of literacy taking hold anywhere today? Are there schools which adopted this and support teachers exploring these ideas and implementing this kind of thinking and approach in their classrooms? Have you thought about how valuable this approach could be if parents begin grappling with how much children have already learned before they start school?

    Like

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