Eliza Braden, associate professor of elementary education, University of South Carolina, delivered a keynote about “The Power of Revolutionary Love in the Classroom.”
Higher Ground Literacy Symposium inspires new approaches to teaching
The college recently brought together faculty, staff and students with central Ohio elementary school educators to share best practices that can instill a passion for reading in children.
The Higher Ground Literacy Symposium provided opportunities for educators to network, share ideas, build community and learn about new research on children’s literacy, said Professor Stephanie Power-Carter, the event’s organizer in the Department of Teaching and Learning.
“We have courses that you can take over the summer. We have master’s programs. We have non-degree classes,” she told teachers in attendance. “Sometimes you just need connection. We just want to let you know that we’re here to support you.”
Faculty from the college led interactive workshops throughout the day on topics such as identifying students’ academic strengths, the science of reading, using digital tools to deepen learner engagement and helping students to overcome barriers to learning.
Brian Edmiston, a professor of literature for children and young adults, conducted a session on “Humanizing Literacy Education with Dramatic Inquiry.” He explained how teachers can use children’s books to stimulate students’ imaginations.
Kelly Rivers, executive director of the Columbus City Schools’ Office of Teaching and Learning, said the session offered inspiration on how teachers can use books to introduce complex ideas to young learners.
“When you’re reading, what if we made it interactive?” she said. “What I was amazed about is that [Edmiston] was able to take a preschool, kindergarten book and make it high level.”
A panel discussion featured teachers and local children’s book authors expounding on how to incorporate literature into classroom instruction.
In one interactive session, Breanya Hogue, Purdue University assistant professor of literacy and language education, gave an overview of insights she gained as an elementary schoolteacher. She offered tips on how educators, families and communities can work collaboratively to address children’s individual needs.
Hogue has penned several children’s books, which she said are based on experiences from her time as a pre-service teacher. Rather than viewing students’ behavioral issues as deficits, she came to view them as opportunities to use her creativity to motivate students to achieve their potential.
“What if we completely shift how we view marginalized children and families by shifting from deficit framing and forcing ourselves to recognize their many assets?” she said.
Tiesha Butler, preschool coordinator at Groveport Madison Schools, said the symposium reinforced the importance of involving families as partners in ensuring their children get the most from their education.
Butler said she gained resources for “really tapping into all that they bring to the table for us and how much they impact our literacy instruction.”
This symposium was presented free of charge to participants through a grant from the Gladys Foster Anderson Early Literacy Fund.
