Devon G. Brenner

Making contact in times of crisis: Literacy practices in a post-Katrina world

Abstract:
This chapter examines literacy practices used by residents of New Orleans after Hurricane Katrina. New literacies, including blogging and email, played an important role in helping displaced citizens reconnect and learn about their city. Text messages continued to function even after phone service stopped working. The use of these technologies points out inequitable differences in access to and use of literacy practices. The chapter presents implications for classroom teaching, including teaching children to be flexible and adaptive technology users.

Citation:
Bedford, A. W. & Brenner, D. (2009). Making contact in times of crisis: Literacy practices in a post-Katrina world. In L. MacGillivray (Ed.), Literacy in times of crisis: Practices and perspectives. New York: Routledge.

Thinking through assessment

Abstract:
This "conversation" between Devon Brenner, Linda Reif, and P. David Pearson, explores the roles and purposes of assessment in the adolescent literacy classroom. The chapter encourages teachers to think beyond high-stakes, multiple-choice, and paper-and-and pencil assessments, and to use a variety of assessment tools including rubrics, portfolios, technological tools, and more, to assess multiple aspects of students' literacy beyond just literal comprehension including their ability to critique texts, to use and apply texts in authentic ways.

Citation:
Brenner, D., Pearson, P. D., & Rief, L. (2007) Thinking through assessment. In K. Beerns, R. E. Probst, & L. Rief, Adolescent literacy: Turning promise into practice. Portsmouth, NH: Hienemann, pp 257-272.

How much and what are third graders reading?: Reading in core programs

Abstract:
The amount of time that children spend reading (not just studying about reading, but actually with their eyes on the page, reading) supports reading achievement by building comprehension, vocabulary, and fluency. Because of this, the volume of reading provided by reading core programs (reading textbooks used to teach literacy in elementary school) may be a significant factor in reading achievement. This study examines the volume of reading done by third graduers in classrooms in Mississippi.

Citation:
Brenner, D., Hiebert, E. H., & Tompkins, R. (2009). How much and what are third graders reading?: Reading in core programs. In Hiebert, E. H. (Ed.) Reading More, Reading Better. New York: Guilford.