This workshop offers teachers practical ways to help their students form rich and informed interactions with literature. Eight teachers from around the country talk about the ways in which they encourage students to become active and effective readers, building strong mental muscles as they place themselves in the world of a text, form impressions of the work, and pose questions that help push their understandings further.
The on-screen teachers illustrate their ideas by bringing the viewer into their classrooms as they and their students work together to "make meaning." The video programs are augmented by commentary from noted educational researcher Dr. Judith Langer. Dr. Langer identified these habits of effective readers, calling them "envisionments," or ever-expanding landscapes of understanding that are formed as students read, write, and talk about texts.
A website and print guide supplement the videos. Review the course work requirements and the supporting website for more information.
Annenberg Learner (formerly Annenberg Media) funds and distributes multimedia professional development courses and resources to advance excellent teaching in American schools. These educational video programs with coordinated web and text materials help teachers enhance their expertise in their fields and refine their teaching methods. The School of Education at Colorado State University offers graduate credit for teachers enrolled in these professional development courses. Educational video programs with coordinated interactive web and text resources form the basis for these courses and can be accessed at the Annenberg Learner website.
Ph.D. Instructional Leadership and Academic Curriculum, University of Oklahoma; M.S. Instructional Leadership and Academic Curriculum, University of Oklahoma; B.S. Secondary Language Arts Education, University of Oklahoma.
Professor O'Donnell-Allen teaches courses in literacy, composition, pedagogy and adolescents' literature. Her research explores the ways in which discursive practices serve as tools for collaborative knowledge construction in learning communities. She has published articles and chapters on adolescents' literary meaning construction in multimedia interpretive texts; the influence of nested contexts on students' engagement with literature; the relationships among gender, language, and power in school; and the role of relational frameworks in collaborative learning. Her current research projects include a three-year longitudinal study on the development of a teacher research group into a discourse community and a study of the ways pre-service English teachers voluntarily access and construct narratives in the process of learning to teach.