Grants

Global Literacy Communities: Gateways to Innovation Awards

Worlds of Words, together with the Longview Foundation, is pleased to announce the communities who will receive funding from the Gateways to Innovation Awards. There were a number of outstanding communities who we were unable to fund this year. Our congratulations, though, to the the literacy communities below.

2012-2013 Global Literacy Communities

A TO Z LITERACY MOVEMENT – CRYSTAL LAKE, IL – Ann Yanchura

The A to Z Literacy group is composed of middle school teachers who work collaboratively on teacher development with two primary teachers in Lusaka, Zambia. Their goal is to build their own understandings of global connections and diversity by participating in a global study group with a focus on issues of social justice. They will foster their students’ understandings by creating book clubs of middle school students who will read and discuss global literature and then share with first grade students. The American teachers will share their experiences with the book clubs with the teachers in Zambia and support them in offering the same opportunities to their students.

ACLIP – ALBUQUERQUE, NM – Genny O’Herron

The Adolescent and Children’s Literature Inquiry Project group is composed of educators focused on learning about the selection, evaluation and use of global literature. The ‘hub’ of the group is Mountain Mahogany, a K-8 charter school, but includes members working in adult ESL, community theater, documentary film-making and the University of New Mexico. The group will explore literature focused on South Korea and Korean Americans. Genny’s classroom will serve as a “learning lab” for the other teachers to be able to observe the interactions around literature and then explore these ideas in their classrooms.

ALBANY READING GROUP. – ALBANY, NY – Kelly Wissman

This group of classroom teachers, reading specialists and teacher educators will explore the role of global literature in supporting students in becoming critical thinkers and thoughtful members of the global community. The study group will focus on their own development of thinking globally and critically, but also on designing and trying out innovative and multimodal classroom activities using global literature with their elementary and middle school students and pre-service teachers.

ART LEARNING COMMUNITY – MARYLAND – Prisca Martens & Ray Martens

This community of primary teachers is focused on the intersection of art and words, hence the acronym which stands for Artists Reading and Thinking. The purpose of the study is to explore how global picturebooks (both the written and pictorial texts) support the intercultural understandings of Pre-K, K and first grade children, specifically their understandings of themselves and others as cultural beings, their understandings of their roles and responsibilities for taking action to make the world a better place, and the role art plays in their developing understandings. This group is in its third year and so another focus is examining change over time in teachers’ and students’ global understandings.

AVESON CHARTER SCHOOL – ALTADENA, CA – Jennifer Carey

This is a school-based group of 3rd-5th grade literacy, science and social studies teachers in a charter school that has a high special-needs population. Through a reader-workshop format using thinking maps, students and teachers will engage in critical discussion of global texts, culminating in the creation of a persona doll used to retell a character’s story.

CHINLE JR HIGH SCHOOL LITERACY COMMUNITY – CHINLE, AZ – Mary Ann Conrad

Chinle is located in the heart of the Navajo Nation, and this group of nine Junior High educators wants to incorporate global literature into the reading and social studies curricula in order to help their students develop into sensitive and caring world citizens. Their study group will work in partnership with two children’s authors who live in Chinle and write from a global perspective. They will each develop a unit that integrates global literacy and will meet together to develop these units. As reading teachers, they also host a monthly family reading night to promote reading and want to include global literature specific to each literacy table theme, culminating in an end-of-year global reading-fair.

CUNNINGHAM COLTS – HENDERSON, NV – Jennifer Crosthwaite

Focused on global issues like community, justice, war, the environment and migration, this school-based group of 4th and 5th grade teachers will use discussion around these themes to help students build a sense of community, compassion for others and tolerance and respect for differences. The teachers will begin the year studying Randy and Katherine Bomer’s book For a Better World: Reading and Writing for Social Action and will engage students in discussions of picture books as well as using reading response journals and literary letters.

DOUGLASS HIGH – COLUMBIA, MO – Lenny Sánchez

Based in an alternative high school that also houses adult ELL and GED programs, this group of teachers frame their instruction within a social justice stance. Teachers work as teams and intertwine content across the curriculum. Global awareness will be explored through looking at large global issues such as genocide or natural disasters, and through explorations of Brazilian culture which will include blogging with Brazilian students.

EASTERN OREGON – LA GRANDE, OR – Carol Lauritzen

This group is composed of teachers from two schools in rural Eastern Oregon, both in high poverty areas and one a dual language K-8 public charter school. The teachers want to use global literature in order to help their students develop a concept of cultural identity, both their own and that of others from around the world. Through discussion around the books, teachers want to foster student understandings of how others think, feel and live.

GARDEN HILLS ELEMENTARY SCHOOL – CHAMPAIGN, IL – Mary Borgeson

Garden Hills is a three strand school (general, bilingual, and gifted & talented) that just implemented a globally-focused International Baccalaureate Americas program. Teachers wish to collaborate across the strands to incorporate culturally relevant, authentic and engaging global literature into students’ learning experiences. One particular focus is the use of global nonfiction/informational literature. Teachers will also meet as a study group to discuss and reflect on professional reading, including Growing Up Global (Tavangar).

LSHS ENGLISH LIONS – LITHIA SPRINGS, GA – Robert Clemente

This group of high school English teacher is focused on global literature as an avenue for student differentiation and engagement. The group wants to integrate global literature into the regular curricula of all the literature classes, increasing student’s sensitivity and engagement with other cultures. Capitalizing on student’s interest in multiliteracies, the teachers will use multiple forms of technology, particularly podcasts, in order to document and share activities around the literature.

TEACHER TALK- LONG ISLAND, NY – Michele Marx

The Teacher Talk Community meets monthly as an inquiry and support group of teachers representing early childhood, elementary, middle school, and high school. Building on their focus of understanding the nature of global literature and how to interact with it in a classroom, the group will begin with the Common Core exemplar list and explore how to select global books that go beyond the exemplars, keeping the love of literature alive while addressing the Common Core criteria of text complexity.

WC READER-LEADERS – WASHINGTON COUNTY, AL – Jess Ross

This public library/public school group in rural Alabama will be looking at world cultures through literature and storytelling. Washington County Public Library will travel each month to the Kindergarten classes in Leroy and provide supplemental enrichment to the student’s engagements around heritage cultures.

 

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