President, International Literacy Association
Diane Barone, a foundation professor of literacy studies and the director for professional specialized studies at the University of Nevada, was elected as an officer of the International Reading Association (IRA) in 2014 and will become President in 2015. Diane won the John Chorlton Manning Award for Public School Service in 2010 from IRA and the Albert Kingston Award in 2009 from LRA. She was inducted into The Reading Hall of Fame in 2014. She served on the IRA Board from 2005-2008. Diane has served on and chaired many IRA committees. She was chair of the local arrangements for the IRA convention in Reno, NV, the outstanding dissertation committee, committee on grants and awards, and the intermediate area of children’s and young adult book awards. She was liaison to the urban initiative committee, technology committee, and Asian affiliates. She was Editor of Reading Research Quarterly with John Readence and Editor of The Reading Teacher with Marla Mallette. She has been a professor at the University of Nevada since 1994. Diane teaches children’s literature, young children’s literacy development, instruction, and assessment, and qualitative research. Diane earned her undergraduate degree at Case Western Reserve University in Cleveland, Ohio. She completed her master’s degree in early childhood at Kent State University in Kent, Ohio. She earned her doctorate at the University of Nevada where she also taught a classroom of first, second, and third graders. Diane’s dissertation work centered on young children’s written response to literature and was grounded in instructional practice within a classroom. This study set the foundation for future research as all of her studies are conducted within classrooms. Her research focuses on young children’s literacy development and instruction in high poverty schools. She has conducted two longitudinal studies of literacy development: one, a four-year study of children prenatally exposed to crack/cocaine and two, a seven-year study of children, predominantly English Language Learners, in a high-poverty school. Her most recent research is in collaboration with a fifth-grade teacher where they study students’ literacy practices. She has had articles published in journals such as Reading Research Quarterly, Journal of Literacy Research, Elementary School Journal, The Reading Teacher, Gifted Childhood Quarterly, and Research in the Teaching of English. She has written several books: Resilient Children, Research-Based Practices in Early Literacy, Using Your Core Reading Program and Children’s Literature K-3 and 4-6, and Best Practices in Early Literacy. She collaborates with teachers in public schools to enhance student learning in literacy and she has mentored teachers seeking National Board Certification. Her philosophy statement for IRA supports her valuing of teachers and the instruction they offer to students. She wrote: Teachers are the center of IRA as they are charged with improving literacy throughout the world even in stressful and under appreciated times. They know issues remain in bringing opportunities for literacy learning to all students, especially those of diverse socioeconomic, cultural, and linguistic backgrounds, but they do not lose heart in pursuing this goal. Immersed in these understandings, I believe IRA must work closely with teachers to support them with the challenges of current expectations in literacy that include multimodal literacies, Common Core Standards, and increased demands for literacy performance for all students. I believe teachers around the world dream of a world in which everyone, child, and adult alike, can read and write to participate in a global society as citizen, worker, family, and fulfilled individual. Success in teaching the world to read is critical today, more than ever – working together we can accomplish this vision.