Relevant bibliographies by topics / Literacy programs. Community education. Libraries and community

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Literacy programs. Community education. Libraries and community'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Literacy programs. Community education. Libraries and community"

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Stamatoplos, Anthony. "The Role of Academic Libraries in Mentored Undergraduate Research: A Model of Engagement in the Academic Community." College & Research Libraries 70, no. 3 (2009): 235–49. http://dx.doi.org/10.5860/0700235.

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Mentored undergraduate research is an emergent pedagogy in higher education. It differs fundamentally from course-related student research and is largely independent of the curriculum. Academic libraries should engage formally with the undergraduate research community. To do so, librarians will need to think and work beyond traditional models of library service, most notably in information literacy programs. The intent of this article is to raise awareness about opportunities for library involvement with undergraduate researchers and programs. Lessons from one university, including a formal pa
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Tvaruzka, Kathryn. "Warning: Children in the Library! Welcoming Children and Families into the Academic Library." Education Libraries 32, no. 2 (2017): 21. http://dx.doi.org/10.26443/el.v32i2.279.

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While library programming for children is a staple in most public libraries, it is quite rare in the academic setting. In 2006 the education librarian at the University of Wisconsin-Eau Claire began offering literacy programs in a library that traditionally discouraged children and community members from using its resources. Successful programs now include monthly story time sessions, events for families, and a summer reading program for at-risk youth who participate in the Reading Partners and Upward Bound programs. Positive outcomes include media attention garnered both on and off campus, hi
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Rolan, Greg, Tom Denison, and Christine Mackenzie. "Broadband, digital literacy and public libraries: the Mill Park story." Library Hi Tech News 32, no. 6 (2015): 15–18. http://dx.doi.org/10.1108/lhtn-03-2015-0020.

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Purpose – The paper aims to present the results of a research project designed to explore the impact of the establishment and operation of a broadband enabled digital training facility at the Mill Park public library, focusing on the role of public libraries in both engaging and educating local communities and exploring issues related to the provision of training through public libraries, benefits or problems in doing so and the relationship to new and existing services. Design/methodology/approach – The paper takes a case study approach, following the development of the training program and c
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Suharso, Putut, Andri Yanto, Asep Saeful Rohman, Riah Wiratningsih, and Rahmat Setiawan Saefullah. "Corporate social responsibility through the library for educational facilities." E3S Web of Conferences 74 (2018): 08011. http://dx.doi.org/10.1051/e3sconf/20187408011.

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This study aims to analyze the role of companies through social responsibility programs in the field of education in improving community literacy. Companies get social benefits when making libraries as their program targets, because libraries are public spaces frequented by many people. The research method used is explorative qualitative research with a case study approach in various libraries in the Surakarta region. This research was designed in accordance with the paradigm of cultural studies on current issues in village level libraries with various problems. Data validity was tested by tri
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Malabar, Sayama, Salam Salam, and Jafar Lantowa. "Pemberdayaan Perpustakaan Desa melalui Implementasi Gerakan Nasional Gemar Membaca di Kecamatan Suwawa Kabupaten Bone Bolango." Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) 8, no. 1 (2019): 43–62. http://dx.doi.org/10.37905/sibermas.v8i1.7789.

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The Village Project Program –Independent Campus aims to empower libraries by implementing the national reading movement. This program is implemented through education and training, mentoring, service, and guidance, which are expected to be sustainable through the awareness of related parties, especially the government and regional libraries. These parties are expected to pay attention to village library facilities and infrastructure that can realize the national reading movement program.Besides, to support the national reading movement, the program is also directed at forming literacy communit
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Shipman, Jean P., Erica Lake, and Alice I. Weber. "Improving health literacy: health sciences library case studies." Reference Services Review 44, no. 2 (2016): 206–14. http://dx.doi.org/10.1108/rsr-03-2016-0022.

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Purpose University of Utah has created various partnerships to improve health literacy and health outcomes among patient populations, employees and community members. Health sciences librarians have been key members of these partnerships. This paper aims to describe and share several of these partnerships, including training programs, research efforts and advocacy initiatives, to encourage others to engage in similar activities. Design/methodology/approach Case studies include outreach projects and partnerships to foster health literacy and promote healthy living such as: highly visible inform
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Barratt-Pugh, Caroline, and Yvonne Haig. "Creating Books in Communities: A Book Making Program with Families in a Remote Community in Western Australia." Early Childhood Education Journal 48, no. 1 (2019): 49–58. http://dx.doi.org/10.1007/s10643-019-00975-z.

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Abstract This article describes the needs analysis, implementation and outcomes of a pilot program aimed at creating books with families in ways that represent their language and culture. Creating Books in Communities is part of Better Beginnings, a state-wide program, developed by the State Library of Western Australia, for children and their families, that aims to develop literacy skills through fostering a love of books and language. Literature about the importance of recognising and valuing home languages and culture in supporting early literacy learning and the impact of family literacy p
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Yılmaz, Arif. "Public Policies and Public Library-Emergent Literacy Relationship in the USA." Bilgi Dünyası 10, no. 1 (2009): 80–93. http://dx.doi.org/10.15612/bd.2009.294.

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In the USA, last decade witnessed a huge interest in children’s early literacy development. All public agencies, as a part of public support to education, started to align their visions and missions to contribute to this sort of interest along with the support of the federal government. The Federal Government supported this growing interest with several acts and hence, all public agencies including ALA and other library associations revised their mission statements. Public libraries, with their special feature of the equal and free access to the public they serve, were considered to be one of
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Tillotson, Calantha. "Book Review: Learner-Centered Pedagogy: Principles and Practice." Reference & User Services Quarterly 57, no. 3 (2018): 219. http://dx.doi.org/10.5860/rusq.57.3.6614.

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In Learner-Centered Pedagogy, Klipfel and Cook fuse philosophy and learner theory to provide the instruction librarian community with the pedagogical foundation it requires. This foundation is especially vital given that many employers today require applicants for even entry-level reference and instruction positions to be well versed in both theoretical and practical educational methodologies, and the “library school curriculum has been slow to catch up” (p. xii). As Klipfel and Cook point out, despite the “professional transition toward librarians as educators,” most ALA-accredited library pr
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Siyaswati, Siyaswati, Wahyu Bandjarjani, Rikat Eka Prastyawan, and Lambang Erwanto. "PEMBIASAAN MASYARKAT DESA MENGGUNAKAN PERPUSTAKAAN DI DESA KEPUNTEN KECAMATAN TULANGAN SIDOARJO-JAWA TIMUR." Jurnal Abadimas Adi Buana 2, no. 2 (2019): 41–52. http://dx.doi.org/10.36456/abadimas.v2.i2.a1759.

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Almost all developed and progressed countries, reading activities are a necessity, as well as clothing, food and shelter needs. Reading is an important activity for having good generations that have a broad insight in everything and certainly are sensitive to the conditions of the surrounding environment. One way to grow and increase the reading interest for rural communities so that it becomes a culture is to establish a library, more precisely the Village Library. In this activity, the team of English Department formulated the problem of how the perspectives of the Kepunten Village community
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Dissertations / Theses on the topic "Literacy programs. Community education. Libraries and community"

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Bossaller, Jenny S. "A phenomenological study of a of new adult reader's participation in a community reading program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5547.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009). Vita. Includes bibliographical references.
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Daurio, Phoebe Vincenza. "A Library and Its Community: Exploring Perceptions of Collaboration." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/53.

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This study explores perceptions of interorganizational collaboration through an investigation of the opinions and actions of a public library and three community-based organizations. Interorganizational collaboration is often viewed as an effective strategy for accomplishing objectives that would not otherwise be possible with a single organization. Particularly for complex societal issues such as adult literacy, researchers and practitioners believe collaboration between organizations is necessary in order to achieve desired outcomes. Public libraries are engaging in collaborations also to ex
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Bing, Kathleen Mary. "The Role Children's Librarians Play in Fostering Literacy in the Community." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237778483.

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Wilfong, Lori G. "Combining the power of poetry, repeated readings, and community volunteers for literacy intervention the poetry academy /." [Kent, Ohio] : Kent State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1153422922.

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Thesis (Ph.D.)--Kent State University, 2006.<br>Title from PDF t.p. (viewed Sept. 12, 2006). Advisor: Nancy D. Padak, Wendy C. Kasten. Keywords: fluency; poetry; volunteers; word recognition; words correct per minute; comprehension. Includes bibliographical references (p.153-165).
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Chapman-Rambo, Caitlin. "Programs for Language Minority Students at TBR Community Colleges: A Study of Factors Affecting Design." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3627.

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This purpose of this study was to determine to what extent programs for language-minority students at TBR community colleges adhere to the recommendations contained in the Conference on College Composition and Communications 2009 Statement on Second Language Writing and Writers and to investigate the factors beyond these professional recommendations that influence administrative decision-making about these programs and their designs. This study contained a survey sent to individuals at all 13 community colleges in the Tennessee Board of Regents system and follow-up interviews with 5 survey res
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Clarke, Tobin De Leon. "A study of output measures for evaluating the performance of California community college learning resources programs." Scholarly Commons, 1991. https://scholarlycommons.pacific.edu/uop_etds/2934.

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Problem. Traditional measures for library and learning resources programs based on standards which identify input alone are no longer considered effective for evaluating a program or justifying its needs. No output measures for comprehensive learning resources programs in California existed. Purpose. The purpose was to develop output measures for comprehensive learning resources programs. Additionally, learning resources and library administrators were surveyed regarding the following: whether they would use the output measures, how they would use them, and whether there was a need for the ado
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Guijarro, de Ortiz Myriam. "Literacy Activities that Parents of Preschool Children Attending Day Care Promote at Home and Community Settings." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/760.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf<br>Bachelors<br>Education<br>Exceptional Education
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Van, Wyk Jeremy Mark. "The post-literacy perceptions of newly literate adult learners at a rural community learning centre." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20274.

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Thesis (MPhil)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Literature suggests that post-literacy (PL) is a seriously under-researched field in most African countries including South Africa. From the literature, it also became evident that, if PL is not viewed as a government priority, a gap will continue to exist between what PL programmes offer, and what the newly literate adults may need. Various authors emphasise the importance of PL to prevent relapsing into illiteracy, the applicability of PL in enhancing everyday private and occupational life, as well as the potential con
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Rees-Mitchell, Sioux Annette. "A qualitative study supporting the development of a community family literacy center in isolated communities." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3230.

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The purpose of this study is to provide a community with the resources necessary to help children become proficient readers. This qualitative study explored the literature on attributes of successful Community Family Literacy Centers and before and after school tutoring programs. Community Family Literacy Centers are localized places where families can build literacy skills in a supportive and safe environment.
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Kutilek, Janis G. (Janis Gayle). "Community College Collaboration with Business and Industry in Providing Workplace Literacy Programs: a Modified Case Study of Five Corporate Programs in a Metropolitan Area." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278617/.

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The purpose of this study was to provide both businesses and institutions of higher education with a descriptive analysis of the programs of five companies that have utilized community colleges in their basic skills programs. The five companies represented included Texas Instruments Defense Systems Corporation and SGS-Thomson Microelectronics (electronics companies), Abbott Laboratories (a pharmaceutical company), J & E Die Casting (a small die casting firm), and Company X, a semiconductor company that requested anonymity. The community colleges included were Richland College, Brookhaven Colle
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Books on the topic "Literacy programs. Community education. Libraries and community"

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Susan, Bloos, ed. Community library programs that work: Building youth and family literacy. Libraries Unlimited, 2014.

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Teaming with opportunity: Media programs, community constituencies, and technology. Libraries Unlimited, 2001.

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El día de los niños/El día de los libros: Building a culture of literacy in your community through Día. American Library Association, 2011.

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Verho, Seppo. Mediakasvatus kirjastossa. BTJ Kustannus, 2009.

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Quezada, Shelley. Community collaborations for family literacy handbook. Neal-Schuman Publishers, 1993.

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Building vibrant learning communities: Framework and actions to strengthen community adult learning councils and community literacy programs. Alberta Advanced Education and Technology, 2008.

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Opening doors: Thoughts and experiences of community literacy workers in Alberta. D. Martin, 1992.

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Curtis, Bert. Working well together: Community colleges in literacy partnerships that work. National Literacy Secretariat, 1992.

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Arinto, Patricia B. Reconstructing educational knowledge: Incorporating community knowledge in functional literacy programs. Dept. of Education, Culture and Sports, Bureau of Non-Formal Education, Republic of the Philippines and Education Research Program, Center for Integrative and Development Studies, University of the Philippines, 1996.

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M, Watson Gladys, ed. The land that we dream of: A participatory study of community-based literacy. OISE Press/the Ontario Institute for Studies in Education, 1991.

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Book chapters on the topic "Literacy programs. Community education. Libraries and community"

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"Libraries and Video Games." In Advances in Library and Information Science. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8175-0.ch007.

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Libraries are more than just keepers of books and historical records; they are places to obtain information, to learn, and to experience a community. There is a history of games being in libraries, especially public libraries, and video games contribute more to libraries than just being there for patrons. Video games are an opportunity for education and literacy within the library environment, and it is important for libraries and librarians to understand this relationship so that video games can be used in the most effective way possible to help users in the best way possible. To make sure this happens, there must be a solid foundation for video games and how they are used in the mission of the program. This chapter explores video games and libraries.
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Pu, Fang Chiong (Patrick), Su Yian Kho, Ke Khoon Low, and Amy Chou. "Researcher Unbound and National University of Singapore (NUS) Libraries' Evolving Role in Supporting University Research." In Advances in Library and Information Science. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4546-1.ch010.

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As a discipline-neutral entity, knowledge exchange, and nexus of the university, the National University of Singapore (NUS) Libraries is the ideal conduit for bringing together faculties and departments to facilitate cross-disciplinary education and research. This case study gives a detailed walkthrough on the creation and design of the Research Skills Framework (RSF), which forms the backbone for all information literacy programmes (ILPs), specifically the flagship Researcher Unbound (RU) programme and RU Symposium, and shares challenges faced and future improvement plans. The exploration, design, and continual improvement of the programme ensured that NUS Libraries provides relevant and timely research support and enhances the digital information literacy skills of the NUS community. This programme continues to be a work in progress drawn from participants' feedback, attendance, experience, and insights from seven semestral runs and cumulative total of 172 workshop sessions.
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Song, Kwangok. "Heritage Language and Literacy Education in East Asian Community-Based Heritage Language Programs." In Literacy Across the Community. Routledge, 2020. http://dx.doi.org/10.4324/9781003031550-4.

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Airy, Samuel P. G., and Gavin T. L. Brown. "Community Education in New Zealand." In Global Adaptations of Community College Infrastructure. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch010.

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The U.S. community college model does not currently operate in New Zealand. In addition to university and vocational programs at polytechnics, further education within the community is provided through open-entry, low-cost, “night-school” courses run from various high schools and community centers. Courses once covered “general interest” subjects to basic academic and vocational skills with significant government subsidies. However, government funding changes now prioritize programs containing core numeracy and literacy components, leading to the cancellation of some nonconforming classes. This raises questions regarding the role of community education for delivering certain programs. For example, many non-subsidized business and entrepreneurship courses are provided through night-school education. To illustrate this type of community education program, entrepreneurship courses taught in four different night schools are described. This chapter will help readers understand the nature of community education in New Zealand and the challenges it currently faces.
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Babalola, Adejoke C. "Social Capital and Community Development." In Measuring and Analyzing Informal Learning in the Digital Age. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8265-8.ch011.

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This chapter explores the types of informal learning that take place as women participate in adult literacy programs, community development projects, and as they use social capital in three states in south-western Nigeria. The data used for this study were extracted from a recent research work titled “Effect of Literacy Education and Social Capital on Rural Women's Involvement in Community Development in Southwestern Nigeria.” Three states were selected from the southwestern Nigeria, two Local Government Areas (LGAs) were selected from each of the three states, and two rural communities were also selected from each of the selected local government areas by random sampling technique. From each of the rural communities, 60 rural women were randomly selected, making a total number of 720 respondents. A structured questionnaire, an in-depth interview guide, and focus group discussion were used to collect data. The women attributed the informal learning documented to the relationship they formed during the period they attended literacy classes and participated in community development projects.
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Butler, Allison, Martha Fuentes-Bautista, and Erica Scharrer. "Building Media Literacy in Higher Education." In Handbook of Research on Media Literacy in Higher Education Environments. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4059-5.ch009.

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Through detailed discussion and review of the work done in media literacy in the Department of Communication at the University of Massachusetts, including curricular alignment, engaged scholarship, and a media literacy certificate, this chapter shares how faculty, students, and community partners work together to bring media literacy theory and practice to action. The Department of Communication places a high value on media literacy across its programs and curricula and this chapter describes the department's carefully structured approach to media literacy.
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Ibrahim, Zulkefli bin, Ainin Sulaiman, and Tengku M. Faziharudean. "Bringing the Internet to the Rural Area." In Digital Literacy. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1852-7.ch023.

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Malaysia aims to be an information society by the year 2020 can only be achieved if the mass population, that include those who live in the rural area, has the access to use the ICT. This is due to the uneven distribution of the basic telecommunication infostructure between the urban and rural areas in Malaysia that left the rural area to be at the disadvantage to access the ICT. Meanwhile, there are many programs that have been implemented by the government to encourage the rural population to use the Internet, such as ‘Kedaikom’, a community based telecenter serving the rural population. A questionnaire survey was conducted to investigate how ‘Kedaikom’ as a community based telecenter could assist in diffusing the usage of the ICT to the rural population. The result from the survey has indicated that the community telecenter could be used to bridge the digital divide between the underserved rural community and the well-accessed urban community. More of the rural population, especially from the younger generation and those with higher education background (irrespective of age) are using the community telecenter to be connected to the Internet.
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Taylor, D. Bruce. "Multiliteracies." In Developing Technology-Rich Teacher Education Programs. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0014-0.ch018.

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In this chapter, the author explains how a theory of Multiliteracies helped to shape the development of a graduate course which, in turn, initiated changes in an undergraduate content-area literacy course in a teacher education program. Both courses are described, and ways in which digital technologies changed the way the instructor and students collaborated, worked and learned are discussed. Service learning aspects of these courses are explored with examples of how pre- and inservice teachers engaged with K-12 students and teachers in the community. Implications for teacher education faculty and students are presented as well as the need to implement Multiliterate pedagogies across the K-12 spectrum.
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Nieto Moreno de Diezmas, Esther. "Literacy Development in L1 in Bilingual Education." In Advances in Educational Technologies and Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2588-3.ch016.

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This chapter explores literacy development in the mother tongue (L1) in bilingual education programs. To explore the impact of Content and Language Integrated Learning (CLIL) on literacy development in L1, a large-scale study was conducted in a monolingual autonomous community (Castilla-La Mancha) located in central Spain. Scores obtained by CLIL and non-CLIL (n=4,231) learners aged 9-10 in a writing task and in a reading comprehension test were compared. Results showed CLIL was not detrimental for literacy development in L1, since no significant differences were detected between both groups in their overall proficiency in written production and reading comprehension. However, a differential achievement was observed depending on the type of instruction CLIL/non-CLIL in some areas. Significant differences were observed in favour of CLIL students in receptive vocabulary, expressive richness and spelling, whereas the non-CLIL group was ahead in critical reading, planning strategies, and use of text typologies.
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Hobbs, Renee, and Jonelle Rowe. "Creative Remixing and Digital Learning." In Digital Literacy. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-798-0.ch013.

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This chapter explores how media literacy education may continue to be responsive and relevant to the continually changing nature of popular culture through the development of innovative online multimedia educational programs. Because preadolescent and adolescent girls are actively involved in the consumption of popular music, competitive performance television programs like American Idol as well as online social networks, it is important to examine the constructed nature of these new types of messages and experiences. My Pop Studio (www.mypopstudio.com), a creative play experience for girls ages 9 to 14, was developed by the authors to address the need for media literacy skills among this group. We present a model for assessing the impact of the program on learning that incorporates the dimensions of pleasure, a sense of mastery, participation in an online community, media literacy skills, and other outcomes. Online games that use creative remixing techniques may promote metacognition, reflection, and critical analysis skills. Girls need opportunities to strengthen critical thinking skills about mass media and popular culture and the use of online learning environments may support the development of adolescents’ media literacy skills.
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Conference papers on the topic "Literacy programs. Community education. Libraries and community"

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de Brito, Walderes Lima, Newton Camelo de Castro, and Carlos Roberto Bortolon. "Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.

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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the
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Popescu, Gabriela Adriana. "Education triad in the context of the Covid-19 pandemic. Challenges and strategies." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p295-299.

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The school-family-community partnership (SFC) is given by the collaborative relationships between school staff and families, community members, organizations (companies, church, libraries, social services) to implement programs and activities to help students succeed in graduation. successful studies. The clearer operationalization of the concepts of parental involvement and participation allows the differentiation of the following aspects: - two types of parental involvement, namely spontaneous (starts from the bottom up) versus planned (from the top down); the latter refers to interventions
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Elliniadou, Elena, and Chryssa Sofianopoulou. "STUDENTS’ ATTITUDES TOWARDS SCIENCE: WHERE DO WE GO FROM HERE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end108.

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Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The
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Reports on the topic "Literacy programs. Community education. Libraries and community"

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Abstract:
Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu
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Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.

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Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from eviden
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