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Reading Matters
Make it Matter
Reading Matters | Volume 16 • Winter 2016 | |V |
Dear Readers,
It is with pleasure that we bring you this 15th edition of
Reading Matters that includes articles from our South Carolina
scholars and educators and several from institutions outside of
our state. Alongside articles fromWinthrop, Coastal Carolina,
the College of Charleston, Converse College, Furman and
Clemson University, this issue includes voices from authors in
Virginia (James Madison University), Georgia (Armstrong State
and Georgia Southern Universities), North Carolina (Western
Carolina University) and Pennsylvania (Duquesne University).
The authors include teacher educators, literacy researchers,
classroom teachers, and graduate students. It is exciting
to see our journal extend its reach to include more voices,
hoping that soon, you too will be inspired to add yours.
The theme of this issue is “Out of the Silo”, highlighting the
need expressed by many of our authors to move the language
arts out of the silo of the literacy block and to integrate listening/
speaking, reading/writing, and viewing/representing as tools
for learning across the content areas. Suggestions are provided
for integrating the language arts with math (Myers), music
(Fullerton & Turowetz), and social studies (Pettit, Bertrand,
Fleming & Jones), as well as in content vocabulary (Hubbard,
Huber, & Salley). Cridland-Hughes &Wilder (You Matter) begin a
conversation that includes definitions and viewpoints regarding
content area and disciplinary literacy, particularly as they relate
to the recent Read to Succeed initiative in South Carolina and
how we prepare teacher educators (Ming) to implement the
prescribed changes. Dustin Ledford offers his commentary
from the viewpoint of a student in the form of poetry.
In other Research Matters, teacher beliefs and student
attitudes regarding writing workshop are investigated (White,
Hall, & Barrett-Tatum; Gatti & Tracy), while in Teaching Matters,
Pringle and Helf make suggestions for goal setting in writing
conferences andWachholz andWarner provide inspiration
for guiding struggling high school readers. Our Technology
Matters section includes two articles, one addressing
disciplinary literacy (Chermer) and another to discuss the use
of infographics (Yearta & Mitchell). We are also pleased that
Jonda McNair has provided us with another fine installment of
book reviews in the Literature Matters section of the journal.
Letter from the Editors
Sarah Hunt-Barron & Jacquelynn Malloy
As a preview to the theme for the next issue, volume 16, we are
showcasing an article by Shumaker and Quiñones that challenges
us not only to use social justice-themed literature with our students
but to do so in a way that moves us past a ‘pedestrian approach’.
We hope that you will be inspired to consider the issues of social
justice and equity that are occurring in your schools, colleges,
and universities and to confront, investigate, and practice ways
that literacy educators can be agents of change in our state and
beyond. Be sure to share your challenges, triumphs, and findings
with us in the next issue. We will be available at the SCIRA state
conference in February to shepherd you through the submission
and reviewing process (check the program for our session!).
We are proud to serve you, the teachers and teacher educators
who stand between our students and an excellent education
for all. Please join in the conversation that starts with the
publication of these articles by commenting using the links
provided with each article. We look forward to seeing you at
the conference and to hearing your voices in Reading Matters.
Be inspired and inspiring,
Jackie and Sarah
Sarah Hunt-Barron Jacquelynn Malloy