Preparing Reading/Literacy Specialists to Meet Changes and Challenges: International Literacy Association’s Standards 2017

Authors

Diane Kern, University of Rhode Island
Rita M. Bean, University of Pittsburgh
Allison Swan Dagen, University of West Virginia
Beverly DeVries, Southern Nazarene University
Autumn Dodge, Lynchburg College
Virginia Goatley, University of Albany
Jacy Ippolito, Salem State University
J. Helen Perkins, University of Memphis
Doris Walker-Dalhouse, Marquette UniversityFollow

Document Type

Article

Language

eng

Publication Date

4-23-2018

Publisher

Taylor & Francis

Source Publication

Literacy Research and Instruction

Source ISSN

0886-0246

Abstract

Lead writers and co-chairs of the International Literacy Association’s Standards 2017 provide a hands on guide to using updated standards for the preparation of reading/literacy specialists. Authors share key changes in content, supporting explanations with updated references, and implications for program faculty, state policymakers, and specialist candidates. Standards 2017 adds a new seventh standard for Practicum/Clinical Experiences and sets high expectations for programs to incorporate candidate experiences with technology, diversity, collaboration, and advocacy. Processes to work with colleagues to design or re-design, implement, and evaluate programs are discussed.

Comments

Literacy Research and Instruction, Vol. 57, No. 3 (2018): 209-231. DOI.

Recommended Citation

Kern, Diane; Bean, Rita M.; Dagen, Allison Swan; DeVries, Beverly; Dodge, Autumn; Goatley, Virginia; Ippolito, Jacy; Perkins, J. Helen; and Walker-Dalhouse, Doris, "Preparing Reading/Literacy Specialists to Meet Changes and Challenges: International Literacy Association’s Standards 2017" (2018). College of Education Faculty Research and Publications. 498.
https://epublications.marquette.edu/edu_fac/498