Locate news about TILE-SIG and other technology and literacy related sessions at The International Literacy Association's Annual Conference

Click HERE to submit your proposal to the TILE-SIG roundtable session at next year's ILA Conference July 15 - 17, 2017 in Orlando, FL.

International Reading Association Conference 2011: Orlando, Florida

TILE-SIG SESSION 2011 - Speaker materials will be uploaded after the session
Keynote Presentation: Dr. David O'Brien
Bridging Traditional and Digital Literacies: From Apprehension to Affordances

First Phase of Roundtable Discussions

K-2 Students Can! Implementing the Internet Workshop Model to Transform Content Area Literacy
Karen Pelekis, William Yang, and Carole Phillips, Greenacres Elementary School, Scarsdale Public Schools, New York

Using Blogs and Twitter To Provide Authentic Literacy Experiences
Michael Putman, Ball State University and Stefanie Onieal, Burris Laboratory School

Issues and Implications of Using eBooks in the Classroom
Kathryn I. Matthew and Emese Felvegi, University of Houston – Clear Lake

Second Phase of Roundtable Discussions

Podcast Portraits for Purposing Technology in Primary Grade Classrooms
Jacki P. Gordon, University of Akron and Kristine Lynn Still, Cleveland State University

My First 1000: Lessons Learned Creating a Children’s Literature Booktrailer Website
Mark Geary, Dakota State University

Uncovering Online Reading Processes: Two Adolescents Reading Independently and Collaboratively on the Internet
Jill Castek, University of California, Berkeley; Julie Coiro, University of Rhode Island, and Liz Guzniczak, Oakland University

IRA PRE-CONFERENCE TECHNOLOGY INSTITUTE 2011 - More details will be added to this section after the session
  • Keynote 1: Critical literacy is not an option -- Jeff Share, University of California, Los Angeles. This keynote presentation seeks to challenge traditional notions of print literacy by proposing a critical media literacy framework for teaching reading and writing. This framework expands our understanding of texts to be more inclusive of different media and new technology as well as deepens our critical engagement with information, representations and power. In Australia, Britain and Canada media education has been taught for decades, while in the US, it is so rare that for most students critical media literacy is not an option. However, in the 21st century, our media saturated, technologically dependent and globally connected world requires the skills of critical analysis and production with new information communication technology. To teach only print literacy to students from kindergarten to university is to prepare our future for a past that has long faded away. For the sake of participative democracy and social justice, critical media literacy is no longer an option -- it is now an imperative.
  • Keynote 2: Thrashing towards the Digital Classroom -- Sarah Chauncey, Director of Information Resources and Learning Technologies, Rockland BOCES, New York
    This virtual keynote session will provide a guided exploration of the content, resources, and philosophical underpinnings of Sarah’s magnificent Grandview Library website. Sarah will join us virtually and engage in This session is intended to inspire educators by sharing the results of collaborative work and purposeful goal setting while exploring quality online supports and addressing the challenges head on that are prompted by integrating technology into the literacy and library school curricula.
  • Digital eSorts and Digital Experience Stories for Word Study and Creative Literacy Response - Tricia Zucker, University of Texas Health Science CenterThis session offers research-based, practical ideas for expanding literacy instruction with commonly available software (e.g., Microsoft PowerPoint) and activities designed to encourage creative literacy responses amongst elementary learners. Participants will learn how to enhance word study instruction (Bear, Invernizzi, Templeton, & Johnston, 2008) through digital eSorts that students develop. We will also explore ways to increase students’ motivation for literacy using digital experience stories (e.g., Labbo, Eakle, & Montero, 2002). Learn how to use these tools at your classroom computer center and with volunteer tutors.
  • Critical Reading, Online Role-Playing, and Writing Persuasive Texts - Richard Beach, University of Minnesota This presentation will describe examples of online role-play activities using blogs and online forum sites to debate issues portrayed in literary texts and in their own lives. Through these online role-plays, students learn persuasive writing strategies—constructing an online role/persona, formulating positions with supporting evidence, employing intertextual links, responding to counter-arguments, and recommending changes to the status quo. This presentation will also provide research results indicating high levels of student engagement and agency associated with one online role-play regarding blocked websites in their school. Participants will then generate ideas for how they can use online role-plays for use in their own reading and writing instruction
  • Using International Children's Digital Library and E-Pals for Global Collaboration and Response - Tammy Ryan, Jacksonville UniversityThis session will explore two unique online resources that will help children understand the world around them and the global society in which they live. The International Children’s Digital Library in an online collection of books representing exemplary artistic, historic, and literary qualities from around the world. E-pals provides a safe and fun way to promote cross-cultural collaborations for building and exchanging knowledge. Participants will explore and generate ideas for using these resources with their students.
  • Julie Coiro, University of Rhode Island, Instructional Strategies for Critically Evaluating Online Information This session first provides a brief overview of findings from recent research about how readers respond to different aspects of critical evaluation as they read for information on the Internet. Then, three specific online reading challenges will be paired with a corresponding set of comprehension strategy lessons that support secondary school students as they learn how to evaluate the accuracy, reliability, and perspective of information texts they encounter while reading online. Explore the strategy lessons during the session and walk away with several online reading comprehension activities you can use immediately in your classroom.


International Reading Association Conference 2010: Chicago, Illinois

Keynote Presentation: Defining Purposes for Reading and Writing to Determine Uses of Web 2.0 Tools
Dr. Richard Beach, University of Minnesota (2009 Reading Research Award Winner)
Download handouts and the slideshow from Dr. Beach's presentation
  • First Phase of Round Table Discussions
  1. Use of Technology to Build Vocabulary and Background Knowledge for Early Reading Comprehension - Pamela Solvie, University of Minnesota, Morris
  2. The Power of VoiceThreads In The Classroom - Aimee Boucher and Liz Marino, Malletts Bay School, Vermont
  3. Technology-Based Literacy Assessment for Response to Intervention (RTI) - Ernest Balajthy, State University of New York at Geneseo
  4. “You just don’t know about me”: Using digital literacies to reclaim agency - JuliAnna Avila, Georgia Southern University
  5. Fostering Internet Reading by Collaborative Work, Activation of Prior Knowledge, and Argumentative Task Instruction - Carita Kiili, University of Jyväskylä, Finland

  • Second Phase of Round Table Discussions
  1. Generative Technology for Teachers and Teacher Educators - Dana Grisham and Linda Smetana, California State University, East Bay
  2. Using Emerging Technologies to Redefine Literacy Instruction - Susan Tancock & Karen Ford
  3. Embracing Global Literature & Technology in the Classroom- Paula Saine, Miami University & Pagia Keys, American International School of Lagos Nigeria
  4. “Do you see what I mean?” – Using the visual essay to explore literature (and life)- Anne Burke, Memorial University; Janette Hughes, University of Ontario Institute of Technology; Sarah Tolley, and Victor Fuke
  5. Exploring literacy research of the past to inform our future: Using chi-square to statistically analyze the frequencies of sessions on technology integration at annual meetings of NRC - Kristine Still and Jaclyn Gordon

International Reading Association Conference 2009: Minneapolis, Minnesota

TILE-SIG Session 2009
  • Taming Pandora: How to make the most of technology in your literacy program (Dr. Betsy Baker, 2009 TILE-SIG Reading in Research Award Winner) - During this session, we will help teachers make sense of the myriad of available technology options by sharing a decision-making framework (Baker, 2003) which includes the following components: 1) aspects of literacy, 2) instructional approaches for literacy, 3) theoretical underpinnings of literacy development, 4) stances toward the integration of literacy and technology, and 5) types of educational software. Each component will be briefly described, teachers will be asked to make decisions within each component, and finally a range of technologies will be shared in which teachers are asked to use their decisions to consider the viability of each technology for their classrooms. Teachers will be invited to join an online forum to discuss their decisions and use of technology in their classrooms.Download Dr. Baker's 2003 article related to this talk (Integrating Literacy and Technology: Making a Match Between Software and Classroom
  • Important Aspects of Online Reading Comprehension and Their Implications for Classroom Literacy Instruction and Assessment (Dr. Julie Coiro, University of Rhode Island) - This session outlines eight preliminary insights about online reading comprehension gleaned from theory and research and then discusses relation implications for planning instruction and assessing online reading comprehension in your own classroom. You will also be linked to online resources that preview our think-aloud protocol and assessments we have explored to measure online reading comprehension ability. Download Dr. Coiro's powerpoint slide show of the presentation.

International Reading Association Conference 2008: Atlanta, Georgia

  • Read, See, Hear, Connect, Create: A Universal Design Multimedia Approach to Building Vocabulary
    Bridget Dalton, Vanderbilt University (2007 TILE-SIG Reading Research Award Winner)
  • Sounding Out: Using Podcasts in the Classroom
    Michael Putman, Ball State University

Pre-Conference Institute: Technology Tools to Engage ALL Learners in Literacy

  • Opening Keynote: Approaches to Teacher Education in Media Literacy - Renee Hobbs, Temple University - More and more educators are exploring how to integrate media literacy into K-12 literacy programs. By focusing on what motivates teachers’ interests in media literacy, this session provided appropriate models for professional development and practical applications in media literacy. For more information, you can reach Renee Hobbs at reneeh@temple.edu or visit the Media Education Lab at Temple University at http://mediaeducationlab.com You can download a copy of her presentation here:

  • Presentation: Reflecting on the Ways Electronic Concept Mapping Software Can Support Students’ Writing -- Rachel Karchmer-Klein & Kristina Najera, University of Delaware - In this presentation, the presenters discussed the advantages and disadvantages of electronic concept mapping software within the context of a research study that investigated the effects of electronic concept mapping on fifth-grade students’ writing of compare-contrast essays. For more information, you can reach Rachel Karchmer-Klein at karchmer@UDel.Edu

  • Lab: Reading on the Internet: Strategies for Success -- Elizabeth Dobler, Emporia State University & Diane Kimsey, Topeka USD - In this hands-on session, participants were led through Internet inquiry activities that combine reading comprehension with online search strategies using the QUEST model. Activities included developing thoughtful questions, understanding where and how to find information on the Web, evaluating the usefulness and truthfulness of the information, synthesizing ideas from different websites, and transforming the information into a format that can be shared with others. For more information, you can reach Elizabeth Dobler at edobler@emporia.edu or Diane Kimsey at dkimsey@topeka.k12.ks.us

  • Lab: Using podcasts to enhance spelling and vocabulary development -- Mike Putman, Ball State University - The presentation began with an overview of podcasting and some of the general educational uses of the podcast. This information was followed by a discussion of how to facilitate vocabulary and spelling development for students with podcasts. As part of the presentation, attendees provided activities they currently conducted in their classrooms, which were recorded on a PowerPoint. Then the presenter introduced ways these instructional methods could be incorporated into podcasts. Attendees were given a brief overview of the tools necessary to create podcasts, and specific information regarding the process of how to create a podcast using Audacity. The presentation concluded with examples of classes around the country producing their own podcasts. For more information, you reach Mike Putman at SMPUTMAN@bsu.edu You can download a copy of his handouts here:

  • Presentation: Learning by Design: A Cross Cultural Study of Multimodal Learning Practices -- Anne Burke and Jennifer Rowsell, Rutgers University - The presentation was based on an on-going study with middle school students in eastern Canada and New Jersey, United States, in which two researchers charted online reading and writing practices while different students worked online. To collect data, the researchers sat beside students in a computer lab in their schools and asked them a series of research questions as they worked their way through websites of their choice. Students involved in the study demonstrated a notable understanding of the principles of multimodal design and how to use available designs and/or redesign based on their understanding and enjoyment of online texts. The presentation featured new data and an in-depth look at the cross-cultural dimensions of the study and their implications for practice. For more information, you can reach Anne Burke at amichelleburke@aol.com or Jennifer Rowsell at jrowsell@rci.rutgers.edu

  • Lab: Using Digital Publication to Promote Community Literacy -- Mark Condon, University of Louisville and Colin Harrison, University of Nottingham - This session shared the work of several communities that successfully used digital publication with “Reale Books” to foster reading and writing as a personal literacy by expanding the resources available to a given literacy learner. During the session, participants had lots of hands-on time to explore the tools associated with RealWriter and the RealeLibrary System. For more information, you can reach Mark Condon at condon@realebooks.com or Colin Harrison at Colin.Harrison@nottingham.ac.uk. You can also access Mark’s personal books at http://mark.realelibrary.com/ or download a free copy of Reale Writer and access the free archive of resources at http://www.realebooks.com/

  • Late Afternoon Keynote: Living, Learning and Teaching in the Global Village -- Gary Moorman, Appalachian State University - This presentation provided an overview of the Millennials, the generation born after 1982. The session explored their world view and the unique ways they learn with new digital technologies. The presenter also shared a set of evolving instructional resources that better fit particular learner characteristics. For more information, you can reach Gary Moorman at moormangb@appstate.edu. You can download a copy of Gary's slide show from here:
and you can download a wonderful translation of a children's story into English from three of Gary's students in Quatar here:

  • Presentation: Using Course Management Systems To Facilitate Student Learning Outcomes -- Thomas DeVere Wolsey, San Diego State University - This session described how a course management system such as Moodle can provide a suite of tools to improve communication, manage routine tasks, and build bridges between traditional and new literacies in k-12 education. For more information, you can reach Thomas DeVere Wolsey at twolsey@fullerton.edu or explore some of the resources he shared such as Blackboard's CourseSites at http://coursesites.blackboard.com, NiceNet's Internet Classroom Assistant at http://www.nicenet.org/, eCollege at http://ecollege.com/K-12_Education.learn, or the Moodle Classroom Management System at http://moodle.org/. You can download a copy of Thomas' slide show from here:

Sessions presented during IRA's 2008 General Conference that were featured in the TILE-SIG 2008 Summer Newsletter
  • Deepening Literature Response Through Engagement in Online Activities by Denise Johnson, William and Mary College - You can download a copy of her presentation at http://www.reading.org/downloads/53rd_conv_handouts/Deepening%20Literature%20Response.ppt
  • A Fresh Look at Educational Research: The Formative Experiment (A summary of David Reinking's IRA Featured Presentation written by Dana Grisham, California State University-East Bay. You can view the table that accompanies the newsletter article by clicking here.

International Reading Association Conference 2007: Toronto, Canada

The TILE-SIG sessions at the International Reading Association Conference in Toronto went extremely well. Approximately 75 people attended the sessions and many new people signed up for membership in the SIG. Our main presenters included:
  • Creating Digital Stories with Primary School Students
    Donna-Lynn Galloway, Halton Catholic District School Board and Deborah Kozdras, University of South Florida
  • Teaching Strategies for Internet Inquiry among Adolescents
    Elizabeth Dobler, Emporia State University and Maya Eagleton, University of Arizona
  • Writing the City: Advancing Writing Instruction Using 21st Century Technologies
    Dana Wilbur, Montclair State University

Other Technology and Literacy Sessions
Mark Ahlness, a third grade teacher from Seattle did a session (using online communication!) and his presentation and other information can be found online. Here are the main bits and pieces: