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International Literacy Association;
Research is the differentiator between the reliable and the uncertain, the element that provides an unimpeachable credential of practical validation. When advocating for literacy education reforms, stakeholders should settle for nothing less, avoiding the temptations of political expediency that too often limit the prospects for sustained student achievement.What's needed to move the needle on literacy learning within a research-validated perspective. To this end, ILA offers four frameworks for developing and evaluating literacy education reforms, each focused on a specific component of the education sector: literacy teaching and teachers, schools and schooling, student support, families and community.Each framework sets out a list of research-validated approaches to literacy advancement that is designed to function as a blueprint or rubric to inform, refine, and assess proposals for reform. The more such proposals are aligned with these approaches, the stronger their potential will be to produce meaningful and sustained improvements in literacy education. Moreover, each framework includes a detailed list of supporting sources to facilitate exploration into the underlying research base.There is much that can be done to raise students' literacy achievement, and many individuals and organizations must accomplish the work. We must pool resources both within and outside of schools, including those of teachers, school administrators and supervisors, universities, parents, the business community, policymakers, and foundations. Collectively, these stakeholders can have a positive impact on the literacy learning of children and adolescents and, in turn, create a pathway for success for the next generation.These frameworks are meant to provoke conversation and inspire action to use multiple pathways to support the literacy achievement of all children. There is much to be done and there are many to draw from in order to ensure equitable, accessible, and excellent educational opportunities that will result in high literacy achievement for all. This is every child's right and everyone's responsibility. The time to take action is now.
Center for Applied Research and Educational Improvement;
The goals of The McKnight Foundation's Education and Learning (E&L) Program are "to increase the percentage of students reading at grade level by the end of third grade and to increase access to high quality learning beyond the classroom so that all Minnesota's youth thrive." For this work, McKnight formed strategic partnerships with seven grantee schools in the Twin Cities: * Andersen United Community School, Minneapolis Public Schools * Jefferson Community School , Minneapolis Public Schools * Saint Paul Music Academy, Saint Paul Public Schools * Wellstone Elementary School, Saint Paul Public Schools * Earle Brown Elementary School, Brooklyn Center Community Schools * Academia Cesar Chavez, independent charter school * Community of Peace Academy, independent charter school Each school is focused on dramatically improving results for readers across the PreK-3 continuum. The schools first received a one-year planning grant before submitting a three-year proposal to implement their plans to improve PreK -- 3 literacy outcomes. All seven schools are now in the implementation phase. The McKnight Foundation hired SRI International (SRI) and the Center for Applied Research and Education Improvement (CAREI) at the University of Minnesota to evaluate the E&L Program in the grantee schools. The evaluation included only the grantee schools from Minneapolis Public Schools, Saint Paul Public Schools, and Brooklyn Center Community Schools. The charter school grantees are not included in the evaluation. The key purposes of the evaluation are (1) to inform internal stakeholders of the successes and challenges of the work as it is under way so that adjustments can be made and (2) to share lessons learned from implementation with others working to improve the PreK -- 3 continuum and literacy outcomes for students. The evaluation team is collecting and analyzing data on teacher practice and on children's early literacy skills and third-grade reading achievement to assess improvements associated with the initiative.
Outlines a community education movement to implement Knight's 2009 recommendation to enhance digital and media literacy. Suggests local, regional, state, and national initiatives such as teacher education and parent outreach and discusses challenges.
National Coalition Against Censorship;
Media literacy education has come a long way since the 1970s, when the first "critical thinking" courses were introduced in a few American schools. Most educators today understand that with the revolutionary changes in communication that have occurred in the last half-century, media literacy has become as essential a skill as the ability to read the printed word. Equally important, media literacy education can relieve the pressures for censorship that have, over the last decade, distorted the political process, threatened First Amendment values, and distracted policymakers from truly effective approaches to widely shared concerns about the mass media's influence on youth.
Asian American Justice Center;
Provides background information about ESOL issues, identifies promising program practices, and highlights policy priorities for increasing adult English learners' access to high quality ESOL courses.
African Women's Development Fund;
Available statistics indicates that, women form about 35.1% of the agricultural work force in Ghana, and account for 70% of production of subsistence crops. Also, about 90% of the labour force in the marketing of farm produce are women, yet they have limited access to and control over land and other resources necessary for economic development. Thus, the unequal access of women to productive resources such as land has largely led to a worsening poverty situation among many women resulting in increasing illiteracy rate, less access to health and education services with its associated unpaid care work. This Article examines the issue of women land rights in Ghana, focusing on legal literacy as integral to women ability to access land. The first part of this Article operationalizes basic fundamental concepts germane to the discussions. The second part mirrors down on a general overview of land tenure, contextualizing legal frameworks on land rights in Ghana. It then turns to explore the conundrum of socio-cultural issues affecting women land rights in the country. The Article then moves further to lay out the WiLDAF innovative approach in promoting women legal literacy on land rights and finally narrows in on lessons and best practices for future legal literacy and women's land rights in Ghana. Key concepts are operationalized to situate the discussion.
In 2011, The McKnight Foundation partnered with a set of districts and schools in the Twin Cities area, all serving high-needs students, on a PreK–3 literacy initiative. The Pathway Schools Initiative aims to dramatically increase the number of students who reach the critical milestone of third-grade reading proficiency, an indicator predictive of later academic outcomes and high school graduation. This report focuses on findings from Phase I of the Pathway Schools Initiative (2011–2015).The McKnight Foundation selected the Urban Education Institute (UEI) at the University of Chicago to serve as the initiative's intermediary. UEI was tasked with providing the intellectual, conceptual, and managerial leadership for the initiative as well as professional development and technical assistance focused on literacy and leadership to the Pathway districts and schools. UEI anchored this support on two, validated diagnostic tools developed at the University of Chicago: the Strategic Teaching and Evaluation of Progress (STEP) developmental literacy assessment and the 5Essentials Survey.Participating Pathway schools and districts carried out the day-to-day work of the initiative. They used grant funds to expand or refine their PreK programs; hire additional staff such as program managers, literacy coaches, classroom aides, and family engagement liaisons; and purchase high-quality instructional materials, such as classroom libraries or tablets.An advisory group, the Education and Learning National Advisory Committee (ELNAC), was established in 2010 to help inform decisions about the initiative. SRI International has served as the initiative's evaluator since 2010.
Chicago Arts Partnerships in Education (CAPE);
The Developing Early Literacies Through the Arts (DELTA) project, made possible by an Arts in Education Model Development and Dissemination Grant from the U. S. Department of Education, consisted of a three-year collaboration between the Chicago Public Schools and CAPE, focusing on the contribution of arts integration to text literacy development in grades 1, 2 and 3. The DELTA study demonstrates how arts learning promotes multiple literacy learning processes that depend more on creative response, imagination, experimentation and aesthetic experience than do methods of learning that emphasize formulaic responses to rule-based literacy instruction.
Consortium for Policy Research in Education;
Research increasingly links low literacy levels in the early grades with a range of poor outcomes; for instance, students who read below grade level at the end of third grade are about four times less likely than their higher-achieving peers to graduate from high school (Annie E. Casey Foundation, 2010, 2011; Balfanz, Bridgeland, Bruce & Fox, 2012). In a four-year study, researchers from the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware examined the effectiveness of Reading Recovery--a widely used 1st grade literacy program--at helping struggling early readers catch up. The study's findings offer promise for intensive early literacy intervention.
Migration Policy Institute;
Immigrant parents face significant barriers as they try to engage with their children's early educational experiences, including greatly restricted access for many due to limited English proficiency and functional literacy. Parental engagement is critical for young children's early cognitive and socioemotional development, and for their participation in programs that are designed to support early learning. Reducing the barriers to parent engagement in early childhood education and care (ECEC) programs would encourage school success, and help many young children of immigrants close the gaps in kindergarten readiness with their native peers.Recent years have seen a rapid increase in the size and share of the U.S. young-child population with at least one immigrant parent, posing challenges to policymakers and front-line programs in the early childhood arena. These demographic changes are converging with efforts in many states to expand early childhood services and improve their quality. With one in four young children in the United States living in an immigrant family, efforts to build trust and establish meaningful two-way communication with these families is an urgent priority if system expansion efforts are to realize their purpose.Many programs face difficulties engaging with immigrant and refugee parents who often require support building U.S. cultural and systems knowledge and in overcoming English language and literacy barriers. These difficulties have been exacerbated in recent years as adult basic education and English instruction programs, which early childhood programs such as Head Start had previously relied on to support parents in need of these skills, have been significantly reduced.Against this backdrop, this report identifies the unique needs of newcomer parents across the range of expectations for parent skill, engagement, and leadership sought by ECEC programs, and strategies undertaken to address these needs. The study is based on field research in six states, expert interviews, a literature review, and a sociodemographic analysis.
United Nations Educational, Scientific and Cultural Organization (UNESCO);
This publication is made of two parts. The first part presents the history of oceanliteracy, and describes its framework made of 7 essential principles, and connectsthem to international ocean science programs that contributes to enhancing oceanknowledge and observations. Moreover, marine scientists and educators wereinterviewed to share their professional experiences on ocean literacy as well astheir views on its future. The last chapter of part 1 describes the existing challengesto marine education, as well as the path for the development of successful oceanliteracy activities in the context of the 2030 Agenda. One of the most importantfactors identified is related to the creation of multi-sector partnerships amongthe education, government, and private sector that have jointly built ocean literacyprograms for all formal educational levels from the primary school to the universitylevel as well as for non-formal learners. Worldwide examples of such programs arepresented.The second part, after introducing the methodological approach based on themulti-perspective framework for ESD developed by UNESCO, presents 14 activitiesthat could provide tested examples and support for the implementation of marineeducation initiatives. The aim is not to provide a one size-fits-all ready to usecollection, but rather to offer support and examples of what could be then adaptedfor different geographical and cultural contexts. The resources are designed to berelevant for all learners of all ages worldwide and to find their application in manylearning settings, while in their concrete implementation they will, naturally, haveto be adapted to the national or local context.
The MacArthur Foundation Digital Media and Learning Initiative;
Part of the Volume on Digital Young, Innovation, and the Unexpected This chapter argues that, although young people's online expertise is rightly celebrated, critical scrutiny is also required, for educators, researchers, and policymakers are struggling to conceptualize just what young people know or need to know when using the Internet. The chapter draws out historical continuities between Internet literacy and print literacy in order that the ambitious expectations society has for print literacy (notably, writing as well as reading, critiquing as well as receiving) are extended to Internet literacy in the information age, thus supporting cultural expression, civic participation, and democratic deliberation, as well as a skilled labor force. The chapter challenges popular claims for young people's online literacy not to criticize young people, who are undoubtedly enthusiastic, creative, and skilled, but in order to reveal society's failings in supporting their Internet literacy through design, education, and regulation.