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The Adolescent Literacy Academy will explore the ways that reading, writing, listening, and speaking can be improved in various educational setting and across disciplines, particularly for students in grades 3-12. By engaging in collaborative activities and examining diverse literacy opportunities, participants will have the opportunity to enact educational reform beyond the siloed nature of the disciplines. One of the hallmarks of this academy is in bridging out-of-school literacies with in-school academic activities. Speakers in this academy will engage participants in whole school reform efforts, sports / arts literacies, current novels and films for adolescents, pop culture, and in digital literacies, including ePortfolio, social media, and advocacy outlets. Click here for list of featured speakers.
The 2018 Content Teaching Academy sessions begin at 8:30 Monday, June 25 and conclude at noon on Friday, June 29. On Monday-Thursday, the daily schedule is set up much like a high school 4x4 block schedule, with two 1.5 hour sessions in the morning and two 1.5 hour sessions in the afternoon. Breaks with snacks and beverages are provided between sessions in both the mornings and afternoons. Participants who are enrolled in an Academy for graduate credit must attend two additional sessions scheduled from 6:30 to 8:00 pm on Monday and Wednesday evenings.
The primary check-in period is from 5 to 7 pm on Sunday, June 24. Late arrivals and commuters may check in early Monday morning between 7 and 8 a.m.
Dr. Katie Shepherd Dredger, Ph.D., is an Assistant Professor of education in the College of Education at James Madison University in Harrisonburg, Virginia and the chair of the Committee Against Racism and Bias in the Teaching of English for the National Council of Teachers of English. A former public school middle and secondary teacher for thirteen years in Maryland, she works to examine intersections of theory and practice in today’s classrooms. Her scholarship has appeared in Journal of Media Literacy in Education, English Journal, Language Arts, The ALAN Review, International Journal of ePortfolio, Reading in Virginia, Educational Practice and Reform, Writing & Pedagogy, English Leadership Quarterly, Journal of Literacy and Technology, and Contemporary Issues in Teacher Education. Her research interests include socially just teacher education, adolescent literacy, content literacy, and the effective and equitable integration of emerging digital literacies within K-12 education.