EDRD 640: Literature Review

Assessment 2 – Literature Review Paper – Current Research in Literacy

(Content Knowledge in Literacy Education)

2.1  Brief Description of the Assessment and Its Use in the Program (EDRD 640)

The purpose of this assessment is to demonstrate knowledge of literacy research in a particular area.  The Literature Review Paper allows students to hone in on current research about particular literacy topics of interest and relevance and share that information with their peers.  Students will access library resources related to literacy; cite the contributions of individuals to the field of literacy; and demonstrate understanding of key findings in literacy research.  Students will read scholarly articles; analyze and synthesize their findings; and write a literature review paper using APA style.  Finally, in an oral presentation to peers, the results will be shared for discussion and interaction among colleagues. To become involved and communicate with other professionals in the field, students enrolled in EDRD 640 will be encouraged to submit their papers for review by Reading Matters, the journal of the South Carolina Chapter of ILA.  They will also be encouraged to join local, state, and national literacy organizations and participate in professional conferences.

Assignment Context:

According to the International Literacy Association (2010), reading specialists/literacy coaches act as a resource in reading and writing for support personnel, administrators, teachers and the community. In order to lead school literacy programs and to foster understanding and pedagogy that improves students’ literacy achievement, it is essential that literacy coaches demonstrate knowledge of literacy research in a range of areas. By conducting a literature review, candidates will enhance their understanding of current trends, issues and research in the field of literacy. Candidates participate in level 1 of the coaching continuum when they share and discuss current trends, issues and research in literacy found through their literature review. 

Level 1 (informal; helps to develop relationships)	Level 2 (more formal, somewhat more intense; begins to look at areas of need and focus)	Level 3 (formal, more intense; may create some anxiety on part of teacher or coach)
• Conversations with colleagues (identifying issues or needs, setting goals, problem solving) • Developing and providing materials for/with colleagues • Developing curriculum with colleagues • Participating in professional development activities with colleagues (conferences, workshops) • Leading or participating in Study Groups • Assisting with assessing students • Instructing students to learn about their strengths and needs	• Co-planning lessons • Holding team meetings (grade level, reading teachers) • Analyzing student work • Interpreting assessment data (helping teachers use results for instructional decision making) • Individual discussions with colleagues about teaching and learning • Making professional development presentations for teachers	• Modeling and discussing lessons • Co-teaching lessons • Visiting classrooms and providing feedback to teachers • Analyzing videotape lessons of teachers • Doing lesson study with teachers

ILA Standards for Reading Professional (International Literacy Association, 2010):

Standard 1: Foundational Knowledge.

1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.

1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes and components.

1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.

Standard 2: Curriculum and Instruction.

2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.

2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.

2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.

Standard 3: Assessment and Evaluation.

3.1: Understand types of assessments and their purposes, strengths, and limitations.

3.2: Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.

3.3: Use assessment information to plan and evaluate instruction.

3.4: Communicate assessment results and implications to a variety of audiences.

Standard 4: Diversity. 

4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.

4.2: Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.

4.3: Develop and implement strategies to advocate for equity.

Standard 5: Literate Environment.

5.1: Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.

5.2: Design a social environment that is low-risk, includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.

5.3: Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback).

5.4: Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.

Standard 6: Professional Learning and Leadership.

6.1: Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.

6.2: Display positive dispositions related to their own reading and writing and the teaching of the reading and writing and pursue the development of individual professional knowledge.

6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.

6.4: Understand and influence local, state, or national policy decisions.

The following table describes how this assessment aligns with the ILA Standards for Reading Professionals.

2.2  Description of how this assessment specifically aligns with the ILA Standards.

Alignment of Assessment #2 to ILA Standards
ILA Standards	Literature Review Paper
1.1       Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components , including word recognition, language comprehension, strategic knowledge, and reading-writing connections	Literature Review
1.2       Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.	Conceptual Framework, SC ELA Standards, and Standards for Reading Professionals Implications for Education
1.3       Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.	Introduction Summary and Conclusion
4.1       Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.	Introduction Literature Review Conceptual Framework Summary and Conclusion
4.3      Develop and implement strategies to advocate for equity.	Presentation
6.1       Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.	Presentation
6.4      Understand and influence local, state, or national policy decisions.	Implications for Education

2.3 A Brief Analysis of the Data Findings (See data summary table in 2.5 c)

The rubric for assessing the Current Trends Literature Review allows a candidate to receive a total of 33 points. There are thirteen sections outlined in the rubric and a candidate may earn between 0-3 points for each section. During the summer 2014 administration of the assessment, 14 candidates completed the project. All candidates met the standards, receiving at least a rating of 2, meaning that they either exceeded or met expectations as specified for the literature review paper.

2.4 Evidence for Meeting Standards

For their literature review papers, candidates formulated research questions based on literacy topics addressed in the current professional literature and identified the relevance of the research questions to the field of literacy.  Aware of their audience, candidates wrote papers that had a clear sense of purpose and tone, and drew information from relevant primary and secondary sources.  Aware of their role as literacy coaches – informing other educators and community members – candidates identified ways to inform others and support teachers in their efforts to improve student learning. They specifically identified the ties to the ILA Standards for Reading Professionals, SC ELA Standards, and Furman’s Conceptual Framework.  Implications for instruction were given amid clear connections between research and practice. References were current and listed in APA format.  Formal presentations to peers demonstrated communication and leadership skills; advocacy for evidence-based reading and writing practices; the need to value diversity; and understanding of local, state, and federal regulations.  Furthermore, the presentations were free of errors and organized for clear understanding. 

2.5 Attachment of assessment

2.5 a Instructions for Candidates

You will locate, analyze, and synthesize findings from 6-10 articles on a specified literacy topic.  The paper you write in APA format will include:

·              An introductory section that describes the focus and scope of the paper. (ILA 1.3, 4.1)

·              A literature review section in which the articles are disseminated and discussed.  Do not include bibliographic information at the beginning of each article.  Merely cite the article, using APA form, and put the bibliographic information in the reference list. (ILA 1.1, 4.1)

·              A summary and conclusions section in which you show what this group of articles is saying as a whole about the topic (how it addressed the question raised in the introduction). Assuming the role of facilitator of professional learning (literacy coach), identify ways in which this information could be used to inform parents and other educators. (ILA 1.3, 4.1)

·              Implications for education that explains how historically shared knowledge of the profession changes over time and demonstrates understanding of local, state, and national policies that affect reading and writing instruction (ILA 1.2, 6.4).

·              You will present an overview of your paper to the class for discussion/interaction. (ILA 4.3, 6.1, 6.4)

2.5 b Scoring Guide/Rubrics

Scoring Guide/Rubrics
Standards	Criteria	Does Not Meet Expectations 1	Meets Expectations 2	Exceeds Expectations 3
ILA: 1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.	Introduction	Guiding research questions and topic/focus of literature review not stated or unclear.	Guiding research questions and topic/focus of literature review stated clearly and demonstrates candidates professional judgment for improving all students’ reading development and achievement.	Guiding research questions and topic/focus of literature review stated clearly and demonstrates candidates’ professional judgment for improving all students’ reading development and achievement. Research questions and topic/focus of literature review contextualized in specific classroom and/or learning objectives.
ILA: 4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.	Introduction	Guiding research questions and topic/focus of literature review do not mention diversity in connection with learning to read and write.	Guiding research questions and topic/focus of literature review mentions diversity in connection with literacy development	Guiding research questions and topic/focus of literature review discuss the ways in which diversity influences the reading and writing development of candidate’s students by identifying how diverse population warrants literacy practices addressed.
ILA: 1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.	Literature Review	Articles are not fully summarized, analyzed and discussed	Six-10 articles about the topic are summarized, analyzed, and discussed in relation to major theories, empirical research, and foundational knowledge.	Article information is disseminated and discussed analytically and synthetically in light of major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.
ILA: 4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.	Literature Review	The paper offers minimal or no information on diversity in society/schools.	The literature review includes information that shows emerging awareness of diversity in connection with learning to read and write.	Patterns identified in the literature review demonstrate understanding, recognition, and valuing of the forms of diversity that exist in society and their importance in learning to read and write.
ILA: 1.2 Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components. CF: 1a., 1b., 1c, SC ELA Standards: K.1-K.6, 1.1-1.6, 2.1-2.6, 3.1-3.6, 4.1-4.6, 5.1-5.6, 6.1-6.6	Conceptual Framework, SC ELA Standards, and Standards for Reading Professionals	Does not include connections to the Conceptual Framework, SC Standards or Standards for Reading Professionals in portfolio or presentation	Mentioned and cited Conceptual Framework, SC ELA Standards, and Standards for Reading Professionals (specifically demonstrates knowledge of reading research and major components of reading and how they are integrated)	Strong ties among literature review, Conceptual Framework, SC ELA Standards, and Standards for Reading Professionals (specifically demonstrates understanding of the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components).
ILA : 4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. CF : 3a	Conceptual Framework	Paper does not include ties to the Conceptual Framework and diversity.	Paper mentioned and cited Conceptual Framework standard 3a and IRA 4.1.	Paper explains the connection between IRA 4.1 and CF 3a specifically highlighting why teachers need to be aware of, and sensitive to, community and cultural diversity that exist in society and their importance in learning to read and write.
ILA: 1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.	Summary and Conclusions	Article information is not analyzed conclusively. Rationale for selection is not included.	The information in the articles reviewed are summarized as a whole and analyzed conclusively.  Theories and research are cited throughout.	Patterns identified among articles are woven together meaningfully demonstrating understanding of the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.
ILA: 4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.	Summary and Conclusions	Article information is not analyzed in light of diversity issues.	Summaries and analyses among articles show an emerging awareness of forms of diversity and their importance in learning to read and write.	Summaries and sophisticated analyses among articles recognize, understand, and value forms of diversity and their importance in learning to read and write.
ILA: 1.2 Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.	Implications for Education	Minimal discussion of how theory and research influences classroom practice.	Ways the theory and research in the articles can influence classroom practices are discussed.	Theory and research are synthesized seamlessly with candidate’s classroom practice and students, demonstrating an understanding of the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
ILA: 6.4 Candidates understand and influence local, state, or national policy decisions.	Implications for Education	Minimal discussion of ways local, state, and national policies affect reading and writing instruction.	Some discussion of ways local, state, and national policies affect reading and writing instruction.	Implications clearly demonstrate an understanding of local, state, and national policies that affect reading and writing instruction.
	Reference List/Citations	Reference list is not complete or properly formatted.	A complete reference list in APA format is included.	N/A
ILA: 4.3 Develop and implement strategies to advocate for equity.	Presentation	Little to no discussion about how issues of inequity and opportunities for social justice activism and resiliency can be incorporated into the literacy curriculum.	Candidate generally demonstrate how issues of inequity and opportunities for social justice activism and resiliency can be incorporated into the literacy curriculum.	Candidate clearly demonstrate how issues of inequity and opportunities for social justice activism and resiliency can be incorporated into the literacy curriculum.
ILA: 6.1 Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.	Presentation	The oral presentation based on the content of the literature review is not clear and/or contains conventional errors.	Based on the contents of the literature review, candidates plan and deliver an organized oral presentation to the class. The presentation is visual, free of conventional error, and organized for clear understanding.	Based on the contents of the literature review, candidates plan and deliver an organized and detailed oral presentation to the class. The presentation is visual, free of conventional error, and organized for clear understanding, and demonstrates foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
ILA: 6.4 Candidates understand and influence local, state, or national policy decisions.	Presentation	The candidate’s oral presentation offers minimal advocacy for organizational and instructional changes to promote effective literacy instruction.	The candidate’s oral presentation suggests the need for organizational and instructional changes to promote effective literacy instruction.	The candidate’s oral presentation clearly advocates for needed organizational and instructional changes to promote effective literacy instruction.