LLA Book Study—Learning to be Literate: More than a Single Story - National Council of Teachers of English

Tuesday, May 21, 7:00–8:00 p.m. ET


Join a book study, and create a community! Educators considering the complexity of teaching literacy to young learners are invited to join authors Patricia Paugh and Deborah MacPhee as they host a three-part discussion around their book, Learning to be Literate: More than a Single Story. The first will be held May 21 with followups in August and in November at the NCTE Annual Convention.  


This event is open to all NCTE members and registration is required. W. W. Norton & Company is offering 25% off Learning to be Literate for attendees. Purchase your copy of the book in advance of the event and register to attend today!


Please contact profdev@ncte.org with any questions.


Patricia Paugh is a professor in the College of Education and Human Development at the University of Massachusetts Boston, where she teaches literacy methods courses and is the graduate program director for elementary education. Pat’s scholarship is centered on issues of critical and disciplinary literacy in early childhood and elementary education, primarily through collaborative research with teachers in urban classrooms. Her work has been published in academic and professional journals, including Language Arts, Journal of Literacy Research, Reading Research Quarterly, Literacy Researcher: Theory, Method, Practice, and Teaching Education. She has also published three co-edited volumes focused on literacy learning. Pat brings an extensive background as a first-grade teacher and elementary reading specialist to her current practice as a teacher educator in a public university and as an advocate for teachers’ professionalism.

Deborah MacPhee is a professor in the School of Teaching and Learning at Illinois State University in Normal, Illinois, where she teaches literacy methods courses for undergraduates and directs the Mary and Jean Borg Center for Reading and Literacy. Deborah’s research critically examines discourses of literacy coaching and professional development school interactions and metaphors used in media portrayals of the science of reading. Her work has been published in several academic and professional journals, including Reading Research Quarterly, The Reading Teacher, The International Journal of Mentoring and Coaching in Education, School-University Partnerships, and The New Educator. Deborah is a former first and secondgrade teacher who currently assesses and tutors students experiencing difficulty learning to read.