Children of the Code: Notes and Instructions about Interviews and Available Transcripts

Instructions and Notes

About the Videos
Site Map
Menu Bar Instructions
Our Goal
How We Conduct Interviews
How We Edit Interviews
Emphasis
Caveat

How You Can Help Us

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A Social Education Project and
Public Television Documentary Series

Instructions:

The following menu bar is located at the top and bottom of each page (throughout the site) as well at the end of each segment in each interview:

Back - Return to web address prior to current location (inside our outside of this site)
Top - Top of current page (if page is an interviews also means to the interview's index)
Home - Home page of the Children of the Code website
Videos - Index of available videos
Events - Details on our seminar offerings and conference presentations
Interviews - List of interviews conducted and transcripts available
Articles - Introductory Article
Comments - Feedback and comments from Leaders in Literacy, Event Attendees, Event Organizers and web visitors
Feedback - A form for sending comments and feedback to the Children of the Code project
Help - Returns to this page with instructions and notes
Learning - Explores the core of our mission: "Stewarding the Health of our Children's Learning"
Contact Us - A form for contacting us and requesting to be on our update email list
Copyright Info - A footer found on each page of site describing our Copyright policy

Notes:

Our Goal

Our ultimate goal is to provide a completely indexed database of all of our interviews with multiple navigation mechanisms and metaphors. As we publish more interviews we will also create summarizing articles and outlines that link to specific 'meaning modules' in each of the interviews. As the website develops, video segments will provide top level summaries of each of the modules of our work. Each key point in each video segment will be linked to more extensive information about that point in the text of our interviews or elsewhere on the web. In addition, the text interviews will include links to the original video and/or audio content from which it was transcribed. We want the resulting site to be an easy to use learning resource for everyone interested in understanding the code and the challenges involved in learning to read it.

How We Conduct Interviews

We don’t approach our conversations like journalistic interviews. Rather our intention is to bring about mutually learning oriented inquiries. We want to pull up alongside our interviewees and their work and see through their learning-lenses and share with them the lenses we are developing, including, the lenses of the other interviewees we have learned with. Our intention is to cross-pollinate learning in the domains we enter and share the overall learning journey with as many of you as are interested.

We want to share our interviewee’s story, particularly how they came to the perspective and acquired the knowledge they have in their domain of work. We want to share what is driving them – in their hearts as well as their minds – how they are learning as well as what they are learning.

In most cases we conduct a phone interview before the video interview. Though our ultimate intention is to share both, often our first exchange on the phone makes for better reading than the video interview which must focus on smaller ‘bites’ to support the television and DVD series.

How We Edit Interviews

These are candid conversations and we make no attempt to homogenize them into magazine articles. We want to share our interviewee’s humanness as well as their expertise and therefore we make only minimal edits to the transcripts. We also want to share the give-and-take of exploring together rather than just the comparatively dry data.

Emphasis

Our use of bold, underline and italics is to emphasize our Children of the Code sense of the important points. Such emphasis may or may not be intended on the part of the interviewee.

Caveat (see note about interviews immediately below)

There is no substitute for your first-person learning.

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Note about interviews: Participation in the preceding Children of the Code interview does not constitute or imply an endorsement of the Children of the Code project or documentary by the interviewee. Conversely, including an interview does not constitute or imply an endorsement of the views, organizations, books or products of the interviewee, other than as explicitly stated, by the Children of the Code Project and documentary.

"The Code and the Challenge of
Learning to Read It"
talks, seminars, workshops, and conference presentations

Dr. Grover (Russ) Whitehurst Director, Institute of Education Sciences, Assistant Secretary of Education, U.S. Department of Education
Dr. Jack Shonkoff Chair, The National Scientific Council on the Developing Child; Co-Editor: From Neurons to Neighborhoods
Dr. Edward Kame'enui Commissioner for Special Education Research, U.S. Department of Education; Director, IDEA, University of Oregon
Dr. G. Reid Lyon Past Director, National Institute of Child Health and Human Development (NICHD) at the National Institutes of Health (NIH)
Dr. Keith Stanovich Canadian Chair of Cognitive Science, University of Toronto
Dr. Mel Levine Co-Chair and Co-Founder, All Kinds of Minds; Author: A Mind at a Time, The Myth of Laziness & Ready or Not Here Life Comes
Dr. Alex Granzin School District Psychologist, Past President, Oregon School Psychologists Association
Dr. James J. Heckman Nobel Laureate, Economic Sciences 2000; Lead Author: The Productivity Argument for Investing in Young Children
Dr. Timothy Shanahan President (2006) International Reading Association, Chair National Early Literacy Panel, Member National Reading Panel
Nancy Hennessy President, 2003-2005, International Dyslexia Association
Dr. Marilyn Jager Adams Senior Scientist, Soliloquy Learning, Author: Beginning to Read: Thinking and Learning About Print
Dr. Michael Merzenich Chair of Otolaryngology, Integrative Neurosciences, UCSF; Member National Academy of Sciences
Dr. Maryanne Wolf Director, Center for Reading & Language Research; Professor of Child Development, Tufts University
Dr. Todd Risley Emeritus Professor of Psychology, University of Alaska, Co-author: Meaningful Differences
Dr. Sally Shaywitz Neuroscientist, Department of Pediatrics, Yale University, Author: Overcoming Dyslexia
Dr. Louisa Moats Director, Professional Development and Research Initiatives, Sopris West Educational Services
Dr. Zvia Breznitz Professor, Neuropsychology of Reading & Dyslexia, University of Haifa, Israel
Rick Lavoie Learning Disabilities Specialist, Creator: How Difficult Can This Be?: The F.A.T. City Workshop & Last One Picked, First One Picked On
Dr.Charles Perfetti Professor, Psychology & Linguistics; Senior Scientist and Associate Director, Learning R&D Center, U. of Pittsburgh, PA
Arthur J. Rolnick Senior V.P. & Dir. of Research, Federal Reserve Bank of Minneapolis; Co- Author: The Economics of Early Childhood Development
Dr. Richard Venezky Professor, Educational Studies, Computer and Information Sciences, and Linguistics, University of Delaware
Dr. Keith Rayner Distinguished Professor, University of Massachusetts, Author: Eye Movements in Reading and Information Processing
Dr. Paula Tallal Professor of Neuroscience, Co-Director of the Center for Molecular and Behavioral Neuroscience, Rutgers University
Dr.John Searle Mills Professor of the Philosophy of Mind and Language, University of California-Berkeley, Author: Mind, A Brief Introduction
Dr.Mark T. Greenberg Director, Prevention Research Center, Penn State Dept. of Human Development & Family Studies; CASEL Leadership Team
Dr. Terrence Deacon Professor of Biological Anthropology and Linguistics at University of California- Berkeley
Chris Doherty Ex-Program Director, National Reading First Program, U.S. Department of Education
Dr. Erik Hanushek Senior Fellow, Hoover Institution, Stanford University
Dr. Marketa Caravolas Director, Bangor Dyslexia Unit, Bangor University, Author: International Report on Literacy Research
Dr. Christof Koch Professor of Computation and Neural Systems, Caltech - Author: The Quest for Consciousness: A Neurobiological Approach
Dr. Guy Deutscher Professor of Languages and Cultures of Ancient Mesopotamia, Holland; Author: Unfolding Language
Robert Wedgeworth President, ProLiteracy, World's Largest Literacy Organization
Dr. Peter Leone Director, National Center on Education, Disability and Juvenile Justice
Dr. Thomas Cable Professor of English, University of Texas at Austin, Co-author: A History of the English Language
Dr. David Abram Cultural Ecologist and Philosopher; Author: The Spell of the Sensuous
Pat Lindamood and Nanci Bell Principal Scientists, Founders, Lindamood-Bell Learning Processes
Dr. Anne Cunningham Director, Joint Doctoral Program in Special Education, Graduate School of Education at University of California-Berkeley
Dr. Donald L. Nathanson Clinical Professor of Psychiatry and Human Behavior at Jefferson Medical College, Director of the Silvan S. Tomkins Institute
Dr.Johanna Drucker Chair of Media Studies, University of Virginia, Author: The Alphabetic Labyrinth
John H. Fisher Medievalist, Leading authority on the development of the written English language, Author: The Emergence of Standard English
Dr. Malcolm Richardson Chair, Dept. of English, Louisiana State University; Research: The Textual Awakening of the English Middle Classes
James Wendorf Executive Director, National Center for Learning Disabilities
Leonard Shlain Physician; Best-Selling Author: The Alphabet vs. The Goddess
Robert Sweet Co-Founder, National Right to Read Foundation

FULL LIST OF OVER 100 COMPLETED INTERVIEWS

HELP US: If you appreciate this interview and the work of the Children of the Code project please take a few minutes to share your thoughts with us. Your comments and feedback not only help us learn to better serve you, they help us get the support we need to continue the project. Click here to read what others are saying about the Children of the Code Project.

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The Children of the Code is a Social Education Project and a Public Television Series intended to catalyze and resource a social-educational transformation in how we think about and, ultimately, teach reading. The Children of the Code is an entertaining educational journey into the challenges our children's brains face when learning to read. The series weaves together archeology, history, linguistics, developmental neuroscience, cognitive science, psychology, information theory, reading theory, learning theory, and the personal and social dimensions of illiteracy.

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THANK YOU!

"Stewarding the health of our children's learning"

Copyright statement: Copyright (c) 2008, Implicity, Children of the Code and Learning Stewards, Inc. All Rights Reserved. Permission to use, copy, and distribute these materials for not-for-profit educational purposes, without fee and without a signed licensing agreement, is hereby granted, provided that "Children of the Code - www.childrenofthecode.org" (with a functioning hyperlink when online) be cited as the source and appear in all excerpts, copies, and distributions. Thank you. (back to top)