In education today, it is critical to keep abreast of what is relevant, current, trending, developing, and evaluated. As new ideologies and concepts emerge and prevalent ones are tested and revived, relevance is increasingly important to decipher what is shaping our literacy pedagogies, initiative development, professional development offerings, and teacher education preparation. One way to stay connected to this evolving culture is to consult with top leading experts in the field. The Collaborative Center for Literacy Development and The Kentucky Reading Association are collaborating to initiate conversations with literacy researchers and professionals to solicit their views. Here the following experts share their ideas for our collective benefit.
Peter Johnston studies the consequences of teaching and assessment practices for the literate lives of children and teachers. His current research explores links among classroom talk, reading engagement, and children’s social, emotional and literate development. He has published ten books and over 80 articles. His publications have appeared in journals such as Reading Research Quarterly, Journal of Literacy Research, Elementary School Journal, Reading Teacher, Language Arts, Harvard Educational Review, Teachers College Record, Journal of Educational Psychology, Contemporary Educational Psychology, Educational Psychologist, and Theory into Practice.
Victoria J. Risko
Victoria J. Risko, Professor Emerita, Vanderbilt University has been on the faculty for over 35 years, a member of the language, literacy, and culture area of the Department of Teaching and Learning. Vicki was the 2011-2012 President of the International Reading Association (IRA) and a member of IRA’s Board of Directors from 2002– 2005. Vicki, a former classroom teacher and reading specialist, received her B.S. in English and Elementary Education from the University of Pittsburgh, and her M.A. and Ed.D. in Reading Education and Learning Disabilities from West Virginia University. She conducts professional development sessions for teachers, literacy specialists, and literacy coaches and has worked with teachers throughout the United States, Canada, Europe, Africa, Asia, Australia, and New Zealand.
P. David Pearson
P. David Pearson is an emeritus faculty member in the Graduate School of Education at the University of California, Berkeley, where he served as Dean from 2001-2010. His current research focuses on literacy history and policy. He also holds an appointment as a Professor of the Graduate School and is the Evelyn Lois Corey Emeritus Chair in Instructional Science.
Shane Templeton is Emeritus Foundation Professor of Literacy Studies at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, his research focuses on developmental word knowledge in students. Dr. Templeton is widely published in a number of research and practitioner journals.
Linda B. Gambrell is Distinguished Professor of Education in the Eugene T. Moore School of Education at Clemson University where she teaches graduate and undergraduate literacy courses. From 1999 – 2006 she was the Director of the School of Education at Clemson University. Prior to coming to Clemson University in 1999, she was Associate Dean for Research in the College of Education at the University of Maryland – College Park. She began her career as an elementary classroom teacher and reading specialist in Prince George’s County, Maryland.
Douglas Fisher is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is a member of the California Reading Hall of Fame and is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe award for excellence in teacher education.