Welcome to the Digital Literacies Committee Homepage

Statement of Purpose

The Wisconsin State Reading Association believes that literacy and technology inform and influence each other. Digital literacy is defined as, "The ability to identify, understand, interpret, create , compute, and communicate using visual, audible, and digital materials across disciplines and in any context." (International Literacy Association, 2018).

Understandings of digital literacy draw from and extend existing literacy research and theory. These acknowledge the right of all learners to have access to social practices, skills, strategies, and dispositions necessary to participate in a global society. 

  • Advocate and advance an understanding of digital literacies.
  • Advocate and advance an understanding that digital literacy requires a comprehensive approach.
  • Provide research and resources to support literacy learning within the current educational landscape.
  • Promote expertise in digital literacy instruction.
  • Partner with organizations committed to promoting access to digital literacy tools and practices for all learners. 

Reading & Technology Position Statement

NATIONAL

Listserves in Literacy

IRA's The Reading Teacher Listserve
Visit http://web.syr.edu/~djleu/RTEACHER/directions.html for directions

Online Journals, visit the following web site:
Online Journals of the International Reading Association (IRA)

Organizations, visit the following web site:
International Society of Technology in Education (ISTE)

STATE

Standard & Technology Grants, visit the following web site:
Wisconsin Department of Public Instruction (DPI)

 

Center on English Learning & Achievement (CELA)

University at Albany, SUNY, ED-B9
1400 Washington Ave.
Albany, NY 12222
(518) 442-5026
web: http://cela.albany.edu
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CELA investigates ways to improve teaching, learning and assessment in the English/Language Arts. Its director/researchers include Arthur Applebee, Judith Langer and Martin Nystrand. The center produces a newsletter entitled, English Update, as well as online research reports on curriculum, standards, teaching and assessment. The website offers opportunities for interactive discussions. Mini grants are available to teachers to initiate Internet connections. The spring l998 issue of the newsletter details results from a recent study investigating "Characteristics of Effective Early Literacy Teachers." Center partners include the universities of Wisconsin-Madison, Oklahoma, and Washington.

Center for the Improvement of Early Reading Achievement (CIERA)

Michigan State University
http://www.ciera.org

CIERA provides information on theory, research and practice for improving teaching and learning in beginning reading. The site features an online monthly newsletter with opportunities for interactive feedback. It includes links to principal investigators at the center such as P. David Pearson, Elfrieda Hiebert and Taffy Raphael. P. David Pearson's IRA Regional Presentation at National Louis University in January l998 is available on this site as well as the handout, Improving the Reading Achievement of America's Children: 10 Research-Based Principles, distributed at the l998 International Reading Association Convention's Reading Research '98 session.

 

Center for Research on Education, Diversity and Excellence (CREDE)

University of California
College Eight
Room 201
1156 High Street
Santa Cruz, CA 95064
(408) 459-3500
http://www.cal.org/crede
CREDE's purpose is to develop instructional practices to assist linguistically and culturally diverse learners to achieve academic excellence. The center is based on a sociocultural theoretical framework with over twenty partners from campuses, centers and institutions from across the United States. The site includes the center's 8 principles, services, projects and studies, publications including a newsletter entitled Talking Leaves and the Pre K-12 ESL standards.

 

Center for Research, Evaluation, Standards and Student Testing (CRESST)

CRESST/UCLA
301 GSE & IS
Box 951522
Los Angeles, CA 90095-1522
http://www.cse.ucla.edu/

CRESST conducts and disseminates research on K-12 assessment and educational quality. The website provides research reports, a newsletter, guidebooks and videos. A listserv offers opportunities to discuss research and action on teaching and learning with colleagues nationwide. The center is concerned with accountability, policies and the social impact of assessment. The center's new Parents Page has just been unveiled on the website. Partners working with the center included the Rand Corporation as well as campuses across the country.