Salem State University: Faculty Publications 2020

Ippolito, J., & Lieberman, J. (2020). Literacy coaches as literacy leaders. In A. Swan Dagen, &   R. M. Bean (Eds.), Best practices of literacy leaders: Keys to school improvement (2^nd Ed.) (pp. 69-88). New York: Guilford Press.

Abstract

Bringing together leading experts, this book presents the principles of effective literacy leadership and describes proven methods for improving instruction, assessment, and schoolwide professional development. The book shows how all school staff--including reading specialists and coaches, administrators, teachers, and special educators--can play an active role in nurturing a culture of collaboration and promoting student achievement. Best practices are identified for creating strong elementary and secondary literacy programs, differentiating instruction, supporting English language learners, utilizing technology, building home-school partnerships, and much more. User-friendly features include case examples, guiding questions, and engagement activities in each chapter.

Ippolito, J., Dobbs, C. L., & Charner-Laird, M. (2020). Middle and high school literacy programs: Attending to both instructional and organizational challenges. In A. Swan  Dagen, & R. M. Bean (Eds.), Best practices of literacy leaders: Keys to school improvement (2nd Ed.) (pp. 187-208). New York: Guilford Press.

Abstract

This authoritative text and practitioner resource has now been extensively revised and expanded with 70% new material covering new topics and standards in literacy leadership. Prominent experts present research-based methods for improving instruction, assessment, and professional learning experiences in PreK–12. The distinct roles of teachers, reading/literacy specialists, literacy coaches, special educators, and principals are explored, with an emphasis on fostering a culture of collaboration. Chapters highlight the standards that apply to each component of a schoolwide literacy program, give examples of what they look like in schools, and share implications for classroom practice and professional learning. Pedagogical features include guiding questions, case examples, vignettes, engagement activities, and annotated resources for further learning.

Dobbs, C. L., Ippolito, J., & Charner-Laird, M. (2020). Disciplinary literacy: Exemplary  processes and promising practices. In E. Ortlieb, S. Grote-Garcia, J. Cassidy, & E. H. Cheek (Eds.), What’s hot in literacy: Exemplar models of effective practice (Literacy Research, Practice and Evaluation, Vol. 11) (pp. 17-31). Emerald Publishing Limited. 

Abstract

Practical Implications: The authors argue that disciplinary literacy is a relatively new conception of literacy skills in various content areas, and therefore jumping immediately to exemplary practices is unwise. Instead the authors recommend collaboration and inquiry as tools to generate and refine practices thoughtfully over time.