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Abstract
The purpose of this study was to conduct a quantitative content analysis of the conference session programs from the Association of Literacy Educators and Researchers (ALER) annual meetings across five decades spanning from 1960 through 2010. The data cycled through an analysis during four separate phases. In total, 4,605 conference sessions were analyzed and then coded into 45 distinct session topics. Four topical frequency levels were constructed across all five decades under review. Additionally, a longitudinal trend analysis was adapted and conducted to review the presence of components within the balanced literacy frame, the five essential components of reading, and the targeted audience for sessions. The most significant finding was the identification of two conference session topics, Literacy and Research Methods, which were both consistently represented across all five decades. A discussion of the emerging topics as well as implications is framed against an historical context.
Acknowledgments
The authors extend their sincere appreciation to the following individuals: Andrea Weddle, Special Collections Archivist at Texas A&M University, for helping to secure the 50 year data set; Lianna Earley, Graduate Student at Cleveland State University, for organizing the data in preparation for our analysis; and Brad Wilcox & Tim Morrison, from Brigham Young University, who encouraged us to engage in this research endeavor.