Conference Program


The official Conference Program is now available to download as a PDF file.

A formal addendum is now available that includes event locations. Click here to download the addendum. Print copies will be available onsite at Registration and Information.

The Online Searchable Program is also available. Use this version to search through nearly 100 panels, workshops, roundtables, and conversations presented by K–16 English teachers and educators from eight nations . . . all taking place at Fordham this July.

Conference Themes

  • International Perspectives on Literacy
  • Technology and 21st Century Literacies
  • English Teacher Education in the 21st Century
  • Social Justice in a Diverse World
  • National Policies and Mandates

Keynote Presentations

Monday, July 6, 7-8:30 p.m.

Ernest MorrellThe IFTE/CEE Summer Conference kicks off with Ernest Morrell.

New Directions in Teaching English: Reimagining Teaching, Teacher Education, and Research

Tuesday, July 7, 9:15-10:30 a.m.

Ngaire HobenNgaire Hoben
Minding the Gap: Addressing the Unacceptable

New Zealand children are considered to perform well in international testing events such as the Program for International Student Assessment (PISA), being one of only five countries that have performed above the Organisation for Economic Cooperation and Development (OECD) average in all tests since PISA was initiated in 2000. A closer reading of the data reveals wide disparities in literacy attainment between ethnic groups and socio-economic groups within the school population.  The gap between high and low performing students is in fact one of the widest in the OECD.

In this presentation Ngaire will share with conference participants a number of initiatives occurring across the early-childhood, primary and secondary sectors each of which aims in some way to remedy this “gap” and to achieve greater equity of outcome for New Zealand children.  The focus here will be on traditional literacy, digital and media literacy, as well as pedagogical initiatives, all aimed at remedying what New Zealand educators believe to be an unacceptable situation.

Tuesday, July 7, 1:30-2:30 p.m.

Mary KalantzisMary Kalantzis
New Media, New Literacies

The presentation explores the dimensions of contemporary literacies.  Speaking as we do today of literacies in the plural, I want to highlight two dimensions of difference. One is the range of media used in today’s communications environment—written, oral, visual, gestural, tactile and spatial. To give just several examples: image is closely related to text in visualizations of data and scientific process; new hybrid-oral written forms are rapidly evolving, such as tweets and texts; and the internet lightly scaffolds reading paths in ways that are different from the traditional textual architectures of books and libraries. These are instances of the kinds of multimodal meanings that we might study today in our repertoire of literacies. The second dimension that pluralizes literacies is the diversity of context-sensitive applications. When the global is localized and the local globalized, and when identities and contexts vary so greatly, the goal of literacies is to navigate the communicative differences rather than acquire an official literacy in the singular. My presentation will weave between discussion of the terrain of human communicative change in general terms, and the practical experience of building the multimodal web writing and assessment environment, Scholar.

Wednesday, July 8, 9:15-10:15 a.m.

Hilary JanksHilary Janks
The Social Justice Project of Critical Literacy Revisited

In working with literacy in relation to questions of power, diversity, access and design/redesign, critical literacy educators believe that they contribute to education for social justice. In this paper, I intend to problematise the notion of social justice and the moral project that underpins critical literacy education. In plural societies do we all have a shared understanding of what social justice is or how education, currently a dividing practice, might contribute to a better social order? Can we imagine what 'better' looks like and for whom? Having dealt with this problematic, I will argue that the ability to read texts (broadly defined) in relation to the interests they serve is fundamentally important for democratic citizenship.  The case of South Africa will be used to examine these ideas given that critically literate subjects are precisely the kind of 'very clever and bright people' capable of critique that President Zuma maintains are not 'ordinary voters' (4 May 2014).