Download - iLit © 2012 Implementation Essentialskcpsdigitallearning.weebly.com/.../2/0/2220124/_ilit_pw.pdfiLit provides guidelines for how to appropriately pace each lesson segment for a forty-five

iLit™ © 2012 Implementation Essentials

Professional DevelopmentPARTICIPANT WORKBOOK

iLit™ © 2012: Implementation Essentials© 2014 Pearson, Inc.

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For Professional Development resources and programs, visit www.pearsonpd.com.

Pearson Inside Services and Direct DeliveryiLit™ © 2012Implementation EssentialsParticipant Workbook

Published by Pearson Inside Services and Direct Delivery, a division of Pearson, Inc.1900 E. Lake Ave., Glenview, IL 60025

© 2014 Pearson, Inc.All rights reserved.Printed in the United States of America.

Unless otherwise indicated herein, all third party trademarks that may appear in this work are the property of their respective owners and any references to third party trademarks, logos or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between such third parties and Pearson Education, Inc. and/or its affiliates, authors, licensees or distributors.

ISBN 121010


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Table of Contents

Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Section 1: Delivering Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Section 2: The Student Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Section 3: Managing a Digital Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Section 4: A Model Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Section 5: Communicating with Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Reflection and Closing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29


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Agenda

Introduction

1. Delivering Instruction

2. The Student Experience

3. Managing a Digital Classroom

4. A Model Classroom

5. Communicating with Stakeholders

Reflection and Closing


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Outcomes

At the conclusion of this workshop, you will be able to

• describe the classroom components and resources in the program;

• summarize the philosophy, pedagogy, and basic organization of the program;

• implement each segment of the daily instructional block;

• differentiate instruction based on student need; and

• effectively manage an iLit™ classroom.


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Introduction

A Day in the Life of a Struggling ReaderSimon is a ninth-grade student at Morris High School. He has been in a literacy-support program since second grade when he started falling significantly behind his peers. Some years he makes better gains than others, but the summer always diminishes some of his gains from the previous school year. At the end of eighth grade, Simon was reading at a sixth-grade instructional level; however, his testing at the beginning of ninth grade showed him closer to a fifth-grade instructional level. Simon’s reading challenges have negatively affected both his academics and his attitude toward school.

Read the following account of Simon’s typical school day and then reflect on the discussion questions.

Period 1: Math

The day gets off to a horrible start—Simon did not do his math homework. Although he took it home and opened the book, he really didn’t understand how to complete the homework, so he gave up. Math was not always a struggle for Simon. In elementary school, he excelled at math, but the vocabulary and reading demands of middle school math made it too difficult to keep up. Simon fell so far behind that math became a struggle.

This incomplete assignment is Simon’s fourth incomplete homework assignment this quarter, so he is assigned to lunch detention to come in and work on his incomplete assignments. Lunch is Simon’s favorite part of the day, so he is angry that he’ll be spending it doing one of his least favorite things—math homework. He tunes out the teacher for the rest of the hour and puts his head down.

Period 2: English

Simon likes his English teacher, Ms. Heid, but he doesn’t like the reading that they do. They just started reading Macbeth, and it seems absolutely impossible to read. They act out most of the scenes, which helps Simon make sense of some of the key parts of the play. Ms. Heid knows that Simon is receiving reading support, and she tries to help him. She gives Simon a text that he can read at home. It is an adaptation of the play; however, even the adaptation is difficult for him to read. Trying to keep track of the characters is confusing and he’s never read a play before, so sometimes figuring out the text structure impedes his comprehension. Today in class they are discussing what they read last night. Simon did the reading and thought he understood, but when he gets into his discussion group, he doesn’t seem to be on the same page as the rest of the group. He doesn’t say much at all. When one student asks Simon what he thought about a key scene, another student interjects to say, “Do you seriously think he read it?” and starts to laugh. Simon doesn’t respond.


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Introduction

Period 3: Social Studies

The day is looking up! Simon’s Social Studies teacher has a substitute and they are watching a movie. They have been reading the Declaration of Independence, which Simon finds incredibly boring and impossible to read. He is thrilled about the break.

Period 4: Reading Support

In the past, Simon really despised his reading classes. He was embarrassed to be in a support class, and he hated the computer program that they used. He had figured out the trick to get through his lesson by clicking through several screens. This put him at constant odds with the teacher, who would eventually give up and let him be done with the lesson. This year, however, has been completely different. He got his own tablet to use and he is able to choose whatever he wants to read from the library within the program. He likes that other students don’t know what he is reading and that whenever he comes across a word that he doesn’t know he can easily look it up just by clicking the word. For the first time since elementary school, he is reading a book he actually likes. Simon thinks the rest of the class is pretty cool, too. The teacher has a tablet, and they get to do all of their assignments and homework right on the tablet, as well. Today the teacher read aloud an article about cell phone laws while Simon and his classmates followed along on their tablets. The article was difficult and contained very challenging vocabulary, but the teacher stopped to share her thinking as she read and it made it easier to understand. The article was interesting and class flew by.

Period 5: Science

Simon usually doesn’t mind science class. The class is preparing to do some dissections in the coming weeks, and Simon is looking forward to it. Today, the teacher put the students into six groups and gave each group a different article to read. Then each group had to summarize its article. Simon absolutely hates activities like this. As his group members were finishing the article, he was only about one-third of the way through it. The other students always make comments about how Simon isn’t contributing. He is too ashamed to let them know that he is still reading or that he can’t understand the reading. Simon asked to go to the bathroom shortly after they were given the articles, and he took his time coming back. By the time he returned, his group was working on the summary. Nobody asked Simon for his input. He was happy to have escaped the activity.

Period 6: Gym

Simon’s enjoyment in a class is almost a direct reflection of the amount of reading that is required. Gym almost never has any reading, so Simon is happy to be there.


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Introduction

Discussion Questions:

• When did Simon’s engagement seem to peak?

• When did Simon’s engagement seem to falter?

• Based on your own teaching and what you read about Simon’s day, what factors contribute to struggling readers having enjoyable reading experiences?


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Section 1: Delivering Instruction

Big Questions • How will I deliver iLit™ instruction?

• What are the student and teacher roles during each lesson segment?

• How is the teacher app organized?

• How does the pacing of the lesson impact student learning?

Teacher App NavigationAs the teacher app is introduced, use the space provided to take notes.


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Section 2: The Student Experience

Big Questions • How is the student app organized?

• What are they key tasks that students will perform during each lesson?

Student App NavigationAs the student app is introduced, use the space provided to take notes.


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Section 3: Managing a Digital Classroom

Big Question • How is managing a classroom with digital instruction different than managing a traditional

classroom?


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Best Practices for Teaching in a Digital Classroom

inspireLiteracy

BEST PRACTICES FOR TEACHING IN A DIGITAL CLASSROOM

Establishing Routines and ProceduresAs you begin instruction with iLit™, it is vital that you take the time to teach students how to appropriately use their device and complete basic tasks that they will perform in daily lessons. You should model each type of assignment and allow students to practice before you expect them to complete the assignments independently. Additionally, you will need to allow students time to get acclimated to the pacing and organization of an iLit™ lesson. Be sure to clearly explain student and teacher roles for each lesson segment.

Establishing Rules and ConsequencesIt is important that you clearly communicate the rules and consequences associated with the use of technology. You should refer to your district protocols to ensure they are consistent with the rules you set for your classroom. Be cautious of taking away student devices as a consequence. Every student it entitled to learn the content with equal or similar resources. If you must resort to taking a device from a student, have a plan in place for how the student will learn and participate in the lesson.

Classroom ConfigurationiLit™ instruction involves whole-group and small-group instruction, as well as independent student work time. Plan to configure your classroom to accommodate the different modes of instruction and work time. Additionally, arrange students so that you can easily see what is displayed on their devices during instruction and work time.

During the Time to Read and Work Time lesson segments, you will meet with students individually to conference with them. It is important for you to create a dedicated space for conferences that creates a sense of privacy for the student.

Organizing MaterialsIdentify a safe and efficient way to store student devices. Plan a location that minimizes the time students spend to obtain their device and load the iLit™ Student App. Also consider a storage solution that allows the devices to charge so that they are ready for students to use when class begins and don’t run out of power during the duration of the class. In addition to the student devices, strongly consider having students store a set of headphones in the classroom. The audio support within iLit™ can become a substantial distraction if students use audio support without headphones.

Creating a Backup PlanWhen teaching with technology, there is potential for the technology to not function as expected. Develop a plan for how to proceed with instruction if you encounter a day with technical difficulties.


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inspireLiteracy

Pacing the Lesson AppropriatelyiLit™ provides guidelines for how to appropriately pace each lesson segment for a forty-five minute or ninty-minute class period. Sticking to the recommended guidelines will ensure that the entire lesson is taught and students have enough time to work independently. Consider using a timer to help you monitor the time you spend on each lesson segment.

Visual Support for EngagementWithin iLit™, you have the capability to broadcast content to students so that it appears on their device—or to project content onto a projector for students to view. These functions should be used frequently throughout the lesson to keep students’ engagement and provide visual support to what they are learning. Additionally, you have the capability to create your own slides to project if you feel your students need additional visual support in any part of the lesson.

When you teach students procedures for key learning tasks or procedural tasks—such as how to complete an interactive reader assignment or how to select a book for independent reading—consider creating an anchor chart as a visual reminder for students. Display the visual support in the classroom so students can refer to it as needed. This practice will minimize the need for your assistance and allow students to move forward independently.

Promote Appropriate InquiryThe use of technology increases student engagement; however, it can also pose the risk of students engaging in off-task behavior on their device. Allow students opportunities to explore outside of the iLit™ Student App when it fulfills an instructional purpose. For example, if you are reading a text and students have a question related to the content that cannot be answered in context, encourage students to use a search engine to quickly research the answer to the question. Using the functionality of the devices for a legitimate purpose will decrease the temptation to explore in an off-task manner.


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Establishing Routines and ProceduresBrainstorm a list of routines and procedures you would like to establish with your students.


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Section 4: A Model Classroom

Big Questions • What does effective iLit™ instruction look like?

• What are the components of an effective reading conference?

• What are the components of an effective think aloud?

• What strategies or discussion formats can help foster rich classroom conversations about text?


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Conferencing with Students

inspireLiteracy

WHAT DO YOU TALK ABOUT IN A READING CONFERENCE?

• Talk about the plot of the book. Play the role of an interested reader inquiring about a good book, rather than a teacher checking comprehension.

• Discuss the writer’s craft.

• Ask the student if there’s something he or she didn’t understand and then explore it together.

• Refer to the recent lessons that are relevant to the challenges of the text.

• Review the student’s list of books read or reading interests.

• Together, set some goals.

• If fluency is something the reader is working on, listen to the student read aloud.

• Introduce a student to one of your own favorite authors or genres.

• Look through entries in the student’s journal if they are okay with it. Use their reflections as a catalyst for discussion.

• Let the student begin by sharing what they want to about their reading experience.

• Help the student expand on their thinking by asking, “What do you mean by…” or “Tell me more about…”


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Reading Conference PracticeAfter you practice a reading conference, use the following questions to refl ect on the conference:

• What was the focus of the conference?

• Who did more talking—the teacher or the student?

• What did the teacher learn about the student as a reader?

The Art of Thinking Aloud

inspireLiteracy

READ ALOUD, THINK ALOUD

What it is… What it is not…

A time for the teacher to model how a good reader approaches a tough text

A time for students to read aloud

An opportunity to demonstrate when and how to use reading strategies

An opportunity to ask students to apply reading strategies or to check frequently for students’ understanding

A fluent read aloud with 4–5 purposeful pauses to share thinking

A close reading, involving frequent stops to analyze the text and reread for deeper meaning

Exposure to challenging, grade-level texts Exposure to texts only at each student’s reading level

A part of the lesson when students actively listen by following along on their device as they are read to

A part of the lesson for students to work on assignments or take a break


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inspireLiteracy

MODEL PRACTICES FOR READING AND THINKING ALOUD

Self-Reflection

PREPARATION • You read the text prior to the lesson and plan strategic places to stop and think aloud.

• You use data and your observations of students to decide what strategies to model and what vocabulary to focus on.

VOCAL DELIVERY: • Your delivery is smooth, natural, and rhythmic.

• You inflect appropriately and vary your tone to keep students’ interest.

• You speak loudly and clearly enough for students to understand.

PHYSICAL DELIVERY • You move around the room or read from a central location in the room.

• You display confidence.

• While you think aloud, you look up to make eye contact with students.

PACING • You stop to think aloud 3–5 times.

• Your transitions between reading and thinking aloud are quick.

• Your pace makes it easy for students to stay engaged and follow along in the text.

MODEL READING STRATEGIES • You model at least one reading strategy and

explicitly tell students what strategy you are using and why. For example, “I need to stop and reread this last sentence to clarify what is happening because I am confused.”


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Fostering Rich Classroom Conversation Consider the following discussion formats to keep students engaged during the Classroom Conversation lesson segment.

inspireLiteracy

CLASSROOM CONVERSATION DISCUSSION FORMATS

To foster rich conversations during the Classroom Conversation lesson segment, incorporate a variety of configurations, including partner discussions, small-group discussions, and whole-group discussions. Consider using the following formats to provide variation and keep students engaged.

Partner Discussion Formats

MIX-PAIR-SHARE Direct students to “mix” (move around the room) until you call “pair”. At this time, students will find someone they are close to and pair up. Project the question and ask students to discuss the question. After about three minutes, call “mix” again. Students will continue to find new partners and respond to the question again or to a new discussion question that you give them.

LINE-FOLDING To help students have discussions with a variety of peers, mix up the groupings using an activity called “line folding.” To begin, ask students to line up according to an arbitrary order, such as height or birth date. After students are in a line, take one end and “fold” the line by bringing the student at the end of the line to match up with the student at the beginning of the line. Once the line is folded, each student should have a partner for the discussion or activity.

SPEED CONVERSATIONS Divide the students into two groups and instruct each group to form a line. Arrange the lines so they are parallel to one another, and label the lines A and B. Line A will stay in place throughout the activity. Line B will move to the left on your signal.

To begin, make sure each student is facing a student from the opposite line. Pose the discussion question and project it. After one minute, instruct Line B to move to the left so that they have a new discussion partner. Pose either the same discussion or a new question and repeat the process. This format allows students to hear a variety of viewpoints in a short amount of time.


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inspireLiteracy

Small-Group Discussion Formats

THOUGHTS LEFT BEHIND

To deepen understanding of a topic, arrange students into small groups for a discussion activity. Instruct each small group to sit at a table, and provide each group with a piece of chart paper and a marker. Pose the discussion question to the group and allow a few minutes of conversation. Next, instruct the small group to summarize their thoughts by writing their ideas on the chart paper. Leaving the paper at the table, small groups should rotate to a new table. Before posing a second discussion question, invite the group to reflect on the summary of discussion written by the previous group. Continue to instruct students to leave behind their thoughts for the next group to read. This activity allows every student the chance to contribute to discussion and hear a wide range of opinions in an efficient way.

ROLE-PLAYING Arrange students into small groups and assign each student a specific character or role based on the Read Aloud, Think Aloud text. Ask the students to think about and respond to the discussion question as if they are the character or role they were assigned. This will help students to reflect on the discussion question from a variety of perspectives.

PASS THE PLATE Begin by arranging students into small groups. Give each group one plastic plate and one wet-erase marker. The group will be given three minutes to record anything that comes to mind regarding the discussion question. One student will start by writing a thought or idea on the plate. Next, he or she will pass the plate to the next student in the group. The plate will circulate around the group until the three minutes are complete. To extend this activity into a whole-group discussion, at the end of the activity, have one representative from each group bring their plate to the front of the room. Lead a discussion about responses by asking the representatives to share what is on their plate.


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inspireLiteracy

Whole-Group Discussion Formats

GALLERY WALK Ask students to reflect on the discussion question individually using their Student Notebooks. After they have crafted a response, they should leave their device open. Direct students to take a gallery walk around the room to read the responses of their peers and find one that they strongly agree with and stand by that response. Facilitate whole-group discussion by asking students to read the response they agree with and explain why they agree. You could also ask students to find a response they disagree with and facilitate discussion from that angle.

FISHBOWL To set up a fishbowl discussion, arrange a small group of students to form the inner circle. The remaining students will form the outer circle of observers. Provide students with a discussion question. The outer circle will observe the students in the inner circle. Following the discussion, you can select new students for the inner circle and begin a second discussion, or you can engage in whole-group discussion in which the outer circle students can share their observations, while the inner circle students can share their experiences.


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Interactive ReaderAs you complete the Interactive Reader Assignment, take notes about what you need to teach students in order for them to be successful with this type of assignment.

Lesson DeliveryRate your level of comfort teaching each iLit™ lesson segment. Rate the lesson segment you are most comfortable teaching a 1 and the least comfortable teaching a 6.

Time to Read _____

Vocabulary _____

Read Aloud, Think Aloud _____

Classroom Conversation _____

Whole Group _____

Work Time _____


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Section 5: Communicating with Stakeholders

Big Question • How can stakeholders support struggling readers?

Shared Responsibility of LiteracyReflect on the following quote:

“The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.

Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding.”

(NGA Center and CCSSO 2010, 4)


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Helping Other Teachers Support Struggling Readers

Compare these statementsReflect on whether you feel the following statements express the same sentiment or a different sentiment. Why do you think so?

Every teacher is a reading teacher.

As a math teacher, I am an expert at reading math and best equipped to teach my students to read mathematical texts.

Supporting Struggling Readers Outside of Intervention Read the following ideas for ways to support struggling readers outside of intervention. Arrange them in order of which you think are most impactful. Label the most impactful idea 1 and the least impactful idea 5. There is no correct order.

Provide opportunities for students to access texts in a variety of ways. ______

Teach the skill of rereading. ______

Read aloud. ______

Promote independent reading. ______

Build on background knowledge. ______


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Educating StakeholdersChoose one of the following options to educate a stakeholder on one of the key strategies for supporting struggling readers that were just introduced. Use the space provided to complete your draft.

• Draft a letter to parents.

• Draft an outline for a short presentation at a staff meeting or school board meeting.

• Draft a guide for fellow teachers.


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Refl ection and Closing

The First Three WeeksUse the following guide to help you determine supplemental lessons to teach, procedures to introduce, and routines to establish for successful implementation. Also, look to the sample lesson plan overview for an example of how implementation could look. You will complete your own lesson plan overview to help you prepare for implementation.

First Three Weeks Guiding Document

inspireLiteracy

ESTABLISHING ROUTINES AND RULES

Share information about appropriate care and usage of devices.

Show students where to find materials, and establish a process for gathering materials quickly and efficiently.

Establish classroom rules, especially with respect to technology. Be clear about consequences.

PROGRAM ORIENTATION

Teach students basic navigation of the student app.

Teach students general device functions, such as selecting text, accessing the app, copying, and pasting.

Introduce each lesson segment and provide an overview of what to expect in each part of the lesson.

Teach students appropriate ways to use the Student Notebook and allow them to practice writing in the notebook.

Model the process for choosing an appropriate book for independent reading.

MODELING PROGRAM EXPECTATIONS

Model a conference so that students know what to expect, understand the purpose, and are prepared to participate.

Model and provide guided practice for how to complete each type of assignment.

Teach students protocols for classroom conversations. Be explicit about what you expect from students when they are discussing text. Consider providing discussion stems to scaffold rich classroom conversation.

GETTING STARTED WITH INSTRUCTION

Students take GRADE assessment to get a diagnostic baseline.

Teach regular lessons, but build in time for modeling and supporting students as they become acclimated to the program.

OTHER


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ring

Tim

e to

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d an

d W

ork

Tim

e. G

o ov

er th

e sc

ores

fo

r the

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DE

asse

ssm

ent

and

beg

in g

ettin

g to

kno

w

stud

ents

as

read

ers.

• M

odel

an

app

rop

riate

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spon

se P

rom

pt,

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ch

stud

ents

will

som

etim

es w

rite

durin

g th

e Ti

me

to R

ead

less

on

segm

ent.

• Te

ach

the

Tim

e to

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d,

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bul

ary,

and

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d A

loud

, Th

ink

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ud le

sson

seg

men

ts

from

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t 1, L

esso

n 2.

• Te

ach

the

Cla

ssro

om

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vers

atio

n, W

hole

Gro

up,

and

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k Ti

me

less

on

segm

ents

from

Uni

t 1, L

esso

n 2.

•

Intr

oduc

e a

Writ

ing

Ass

ignm

ent a

nd p

ract

ice

com

ple

ting

the

assi

gnm

ent a

s a

clas

s.

• Te

ach

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Tim

e to

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d,

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bul

ary,

and

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d A

loud

, Th

ink

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ud le

sson

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men

ts

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Uni

t 1, L

esso

n 3,

but

om

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e G

RAD

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sess

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trod

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udy

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ssig

nmen

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ctic

e co

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men

t as

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ass.

• Te

ach

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ssro

om

Con

vers

atio

n, W

hole

Gro

up,

and

Wor

k Ti

me

less

on

segm

ents

from

Uni

t 1, L

esso

n 3.

•

Refle

ct o

n im

ple

men

tatio

n as

a

clas

s an

d id

entif

y an

y ar

eas

of in

stru

ctio

n th

at s

tude

nts

are

stru

gglin

g w

ith. S

pen

d tim

e fo

cuse

d on

thes

e ar

eas.

Wee

k Th

ree

• Te

ach

Uni

t 1, L

esso

n 4.

•

Intr

oduc

e a

daily

ass

ignm

ent

and

pra

ctic

e co

mp

letin

g th

e as

sign

men

t as

a cl

ass

durin

g W

ork

Tim

e.

• Te

ach

Uni

t 1, L

esso

n 5.

• Te

ach

Uni

t 1, L

esso

n 6.

• D

urin

g Ti

me

to R

ead,

hav

e a

conv

ersa

tion

abou

t whe

n it

is

app

rop

riate

to a

ban

don

a b

ook

and

choo

se a

noth

er b

ook

for

inde

pen

dent

read

ing.

*• T

each

Uni

t 1, L

esso

n 7.

• Re

flect

on

imp

lem

enta

tion

as

a cl

ass

and

iden

tify

any

area

s of

inst

ruct

ion

that

stu

dent

s ar

e st

rugg

ling

with

. Sp

end

time

focu

sed

on th

ese

area

s.

• Te

ach

Uni

t 1, L

esso

n 8.


28


insp

ireL

itera

cy

DAY

1DA

Y 2

DAY

3DA

Y 4

DAY

5

Wee

k On

e

Wee

k Tw

o

Wee

k Th

ree


29

References

National Governors Association Center for Best Practices, Council of Chief State School Officers (NGA Center and CCSSO). 2010. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects. Accessed June 17, 2014. http://www.corestandards.org/the-standards.

Pearson Education, Inc. 2014a. iLit. Computer Software. Version 20. Mutual Mobile, Inc. Accessed June 12, 2014. https://launchpad.mm.mutualmobile.com/m/mutualmobile/install/catalog_app/.

———. 2014b. “iLit” Accessed June 24, 2014. http://www.redefiningliteracy.com.

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