Saturday, June 30, 2018

Libraries Matter: Impact Research – Return On Investment (ROI) via ALA


Libraries Matter: Impact Research – Return On Investment (ROI)
Americans for Libraries Council

Libraries Matter is a listing of studies that are useful in making the case about the value of libraries to community members and other stakeholders. The annotated list includes studies that show the economic, educational and social value of libraries. The links include bibliographic information to assist in locating the full reports. Contact the ALA Office for Research & Statistics for more information.

Economic Impact of Libraries
Libraries have a large impact on the local economy and workforce development through the provision of a variety of classes and resources.

-bibliography; includes various states and some countries

also
Business Development
General Economic Impact
Job Creation
Workforce Development

2018
From Awareness to Funding: Voter Perceptions and Support of Public Libraries in 2018, OCLC
2017
Library & Literacy Funding Chart: FY 2017 -by President, House, and Senate, ALA (excel file)
2011
Public Library Funding & Technology Access Study, ALA
2008
From Awareness to Funding: A Study of Library Support in America, OCLC
2007
Worth Their Weight: Assessment . . . Library Valuation, Americans for Libraries Council

Return On Investment - ROI
Economic Impact of Public Libraries (various ROIs), WI Dept Public Instruction
Public Libraries – A Wise Investment - Library Research Service

Friday, June 29, 2018

National Literacy & Library Events :: July 2018


National Literacy & Library Events :: July 2018

Literacy & Library Events & Conferences


July 02       National Literacy Day Proclamation 5507 1986
July 07       Conference on Books, Publishing & Libraries Philadelphia PA
July 09       Literacy Symposium 2018 CyberSpace
July 10       Clerihew Day
July 10       Autism National Conference Washington DC
July 11       Bowdler's Day Challenge & Report Censorship
July 12       Literacies for All Summer Institute Baltimore MD
July 12       Scholastic Reading Summit Raleigh Durham NC
July 12       Summer Learning Day
July 16       Summer Literacy Institute Hamline School of Educ Saint Paul MN
July 16       Summer Literacy Institute Lesley Univ Cambridge MA
July 19       Scholastic Reading Summit Greenwich CT
July 19       Summer Literacy Institute Longwood University Farmville VA
July 20       International Literacy Assoc Conference Austin TX
July 21       Wheatley Book Awards Columbia Univ NY
July 21       Librarians Day Romance Writers of America Denver CO
July 21       "Readers for Life" Literacy Autographing R W of A Denver CO
July 23       Children's Literature Day ILA Conference Austin TX
July 25       National Storytelling Summit Kansas City MO


Thursday, June 28, 2018

Ending the Reading Wars: Reading Acquisition From Novice to Expert - Phonics :: Whole Language

Ending the Reading Wars: Reading Acquisition From Novice to Expert
Sage Journals: 6.11.2018 by Anne Castles, Kathleen Rastle, Kate Nation

Abstract

There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of “reading wars.” Even now, there remains a wide gap between the state of research knowledge about learning to read and the state of public understanding. The aim of this article is to fill this gap. We present a comprehensive tutorial review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. We explain why phonics instruction is so central to learning in a writing system such as English. But we also move beyond phonics, reviewing research on what else children need to learn to become expert readers and considering how this might be translated into effective classroom practice. We call for an end to the reading wars and recommend an agenda for instruction and research in reading acquisition that is balanced, developmentally informed, and based on a deep understanding of how language and writing systems work.

Learning to read transforms lives. Reading is the basis for the acquisition of knowledge, for cultural engagement, for democracy, and for success in the workplace. Illiteracy costs the global economy more than $1 trillion (U.S. dollars) annually in direct costs alone (WorldLiteracy Foundation, 2015). The indirect costs are far greater because the failure to attain satisfactory literacy blocks people from acquiring basic knowledge, such as understanding information about hygiene, diet, or safety. Consequently, low literacy is a major contributor to inequality and increases the likelihood of poor physical and mental health, workplace accidents, misuse of medication, participation in crime, and welfare dependency, all of which also have substantial additional social and economic costs (WorldLiteracy Foundation, 2015). Low literacy presents a critical and persistent challenge around the world: Even in developed countries, it is estimated that approximately 20% of 15-year-olds do not attain a level of reading performance that allows them to participate effectively in life (Organisationfor Economic Cooperation and Development, 2016).

Not surprisingly, then, there has been intense public interest for decades in how children learn to read. This interest has often been realized in the form of vociferous argument over how children should be taught to read—a period of exchange that has become known as the “reading wars”. Over many years, the pendulum has swung between arguments favoring a phonics approach, in which the sounds that letters make are taught explicitly (Chall,1967;
Flesch,1955), and a whole-language approach, which emphasizes the child’s discovery of meaning through experiences in a literacy-rich environment (Goodman,1967;( F.Smith, 1971). Most famously, Goodman (1967) characterized reading not as an analytic process but as a  “psycholinguistic guessing game” in which readers use their graphic, semantic, and syntactic knowledge to guess the meaning of a printed word. More recently, a three-cueing approach (known as the Searchlight model in the United Kingdom) has become pervasive, in which beginning readers use semantic, syntactic, and “graphophonic” (letter-sound) cues simultaneously to formulate an intelligent hypothesis about a word’s identity (for discussion, see Adams,1998). Debate around these broad approaches has played out across the English-speaking world.  READ MORE >>

Wednesday, June 27, 2018

Literacy – Spanning the US :: Stoughton MA :: Kingsport TN :: Upshur Co WV


Literacy: Spanning the U.S.     

Stoughton program helps immigrants talk the talk
Stoughton Wicked Local: 5.14.2018 by Alexandria Saunders

When Renata da Silva from Brazil first moved to this country, she couldn’t begin to make even her most basic needs understood.

“I couldn’t understand anything,” she said. “I couldn’t ask for water or order food. I went to the hospital with my husband and I needed to go to the bathroom and I couldn’t say it.”

That has changed, thanks to the Elsie Williams, her tutor with Literacy Volunteers of Massachusetts.

The retired financial manager taught English to da Silva through the local chapter sponsored by the Stoughton Public Library.

A group of tutors and students celebrated their accomplishment at the library.

“If they can get to the library, they get served,” said local coordinator Smadar Gekow.

In addition to Stoughton, tutors and students come from Sharon, Brockton, Avon, Weymouth, Randolph, and Canton, Gekow said.

At the celebration, awards and recognition were given out were for citizenship, significant advancement in English, career development, outstanding effort, obtaining driver’s licenses, and purchasing a new home. Some students even received the equivalent of a high school certificate.  READ MORE >>

Literacy Council of Kingsport has been changing lives for more than 30 years
Times News Net: 5.14.2018 by Holly Viers

For more than three decades, the Literacy Council of Kingsport has been helping adults and qualified children achieve their goals and realize their full potential.

Whether it’s through adult basic literacy training or the English Speakers of Other Languages (ESOL) program, many people in the city and the surrounding region have been impacted by the council’s free services, which are made possible by volunteers, grants and donations.

By the numbers
Dawn Blake, director of programs for the Literacy Council of Kingsport, said literacy programs are in high demand across the country. In the U.S., 36 million adults over age 16 cannot read above a third grade reading level, according to data provided by the Literacy Council.

In Tennessee, 12 percent of adults over age 16 lack basic prose literacy skills, and in Sullivan County alone, 15,400 adults have less than adequate literacy skills.

Meeting the need
In 2017, volunteers for the Literacy Council of Kingsport provided 7,790 hours of service, which is equivalent to $188,050 of paid labor.  READ MORE >>

Literacy Volunteers of Upshur County are in desperate need of a new home
WDTV: 5.16.2018 by Corie Meredijth

"They have helped me a lot, cause I couldn't read much at all," says Ronnetta Lantz, a student at the Literacy Volunteers of Upshur County.

"We offer free confidential tutoring to adult learners in the area who need help with their reading, writing, math skills" explains the Interim Director for the Literacy Volunteers of Upshur County Cortney Meriwether.

The Literacy Volunteers of Upshur County are a non-profit organization that has been serving the public for thirty-four years.

"I've been coming here for a good while and I like the people, I love my teachers, " says Lantz.

Lantz is one of the Literacy Volunteers students, and before taking classes she read below a first-grade level, but now she's able to read third-grade material.

"With her increase in reading and writing, her self-esteem, her self-image has improved," says the incoming Interim Director for the Literacy Volunteers of Upshur County Kristy Stewart.

But Lantz is only one story, these volunteers have helped over 400 students within their time in Upshur County, but now, they need your help.  WATCH VIDEO

Tuesday, June 26, 2018

$7M XPRIZE :: 5 Final Teams :: $1M Communities Competition


XPRIZE and Barbara Bush Foundation to Award Finalist Teams in $7M Adult Literacy XPRIZE and Launch $1M Communities Competition to Distribute Winning Apps to One Million Adult Learners
Financial Post: 6.22.2018

Tomorrow, at the 2018 American Library Association (ALA) Annual Conference and Exhibition in New Orleans, XPRIZE—the global leader in designing and operating world-changing incentive competitions—and its sponsors, will award $100K to each of the five finalist teams in the $7M Barbara Bush Foundation Adult Literacy XPRIZE, presented by the Dollar General Literacy Foundation. Launched in 2015, the competition challenges teams to develop mobile applications for existing smart devices that result in the greatest increase in literacy skills among participating adult learners.

In addition, XPRIZE, the Barbara Bush Foundation for Family Literacy and the Dollar General Literacy Foundation will officially launch the $1M Communities Competition. This 15-month long national competition will challenge organizations, communities and individuals to recruit adults with low literacy skills to download and use the apps developed by the winning team(s), with an aggregate goal of engaging and transforming the lives of one million adult learners in the United States.

“More than 36 million adults in the U.S. lack basic English literacy, yet only five percent have access to educational services,” said Shlomy Kattan, executive director of the Adult Literacy XPRIZE. “With the advancement of our finalist teams and the beginning of this new phase of community involvement, we are one step closer to dramatically increasing access to adult basic education and English language learning for millions of learners, helping individuals and families gain the skills they need to unlock new opportunities and improve their lives.”

The Adult Literacy XPRIZE aims to dramatically change the way the United States meets the needs of the 36 million adults across the nation with low literacy skills by tackling the largest obstacles to achieving basic literacy – access, retention and scale.

The following five finalist teams were selected from an original pool of 109 teams representing 15 countries:

AmritaCREATE, Amrita University (Amritapuri, Kerala, India) – Inspired by Amrita University’s Chancellor AMMA and led by Dr. Prema Nedungadi, this team of educators and developers have created a personalized learning app along with engaging, culturally appropriate e-content linked to life skills.


AutoCognita (Hong Kong, China) – Led by Frank Ho, the team applies the constructivist learning approach to engage learners through action. Adult learners effectively acquire basic literacy, numeracy and life skills through a comprehensive curriculum and sound pedagogy.


Cell-Ed (Oakland, CA) – Led by Dr. Jessica Rothenberg-Aalami, this team brings more than 20 years of EdTech experience with low income, low-literate adults in the U.S. and worldwide by offering on-demand essential skills, micro-lessons and personalized coaching on any mobile device, without internet.



LearningUpgrade (San Diego, CA) – Led by Vinod Lobo, the team helps students learn English and math the fun way through songs, video, games and rewards.



PeopleForWords (Dallas, TX) – Led by Southern Methodist University’s Simmons School of Education and Human Development, in collaboration with SMU’s Guildhall and Literacy Instruction for Texas, the People ForWords team has developed a mobile game based on an archeological adventure storyline to help adult learners improve their English reading skills.

A $3M grand prize will be awarded to the team with the best performance across all adult learners over a 15-month, 12,000-person field test, currently ongoing in Los Angeles, Dallas and Philadelphia and concluding in October 2018.  READ MORE >>

Monday, June 25, 2018

How To Use Wordless & Minimal-Text Picture Books via Lee & Low Books

How To Use Wordless & Minimal-Text Picture Books
#PictureBooks
Lee & Low Books: 6.14.2018 by Jalissa

In this age of rigor, text complexity, and higher standards for younger and younger readers—why do wordless picture books continue to be so popular?

Wordless, or minimal-text, picture books:
➤enable children to explore the art of storytelling and world-building

➤are a wonderful medium for expression and creative thought

➤are a natural introduction to inferencing, a metacognitive skill that is often taught in the later grades

➤help readers practice reading facial cues and studying visual context clues for vocabulary and plot development

➤engage visual learners or visually-motivated readers

➤alleviate struggling readers who may feel overwhelmed by dense text and long print sections

➤offer a launch pad to a lifelong love of other visually-rich formats, including comics and graphic novels

Why choose a wordless, or minimal-text, picture book for your next storytime?

Children need to “read” the illustrations and interpret characters’ actions and thoughts with their background knowledge and clues from the illustrations to determine what’s happening in the story.

Wordless picture books boost children’s oral language, vocabulary, and embody features of print awareness without the text. Wordless picture books and consequent activities also appeal to older students, who have the opportunity to experiment with creative writing in response to the stimulating illustrations.  READ MORE >>

Sunday, June 24, 2018

Literacy – Spanning the US :: Fairbanks AK :: San Benito Co CA :: Greenfield MA :: Lincoln Co NM


Literacy: Spanning the U.S.     

Air Guard recruiter’s ESL experience inspires students at Literacy Council
dvidshub: 5.10.2018 by Airman 1st Class Shannon Chace 168th Wing

The classroom is small, but organized. A clean white table is centered with several chairs around it. A white board takes up most of the back wall and several hanging maps cover the rest of the walls. There are two computer stations, and leaning books fill a small shelf in the back corner.

When Carlos Rosario, a tutor with the Literacy Council of Alaska, walks into the room he has a smile on his face so big his eyes are almost squint shut. He says hello to the student and smoothly transitions to speaking in Spanish.

The student is Yaniris Dubose. She is originally from the Dominican Republic and came to the literacy council looking for help to attain her GED diploma. After a staff member compared her goals and needs with the volunteers available she was paired with Rosario.

Tech Sgt. Rosario, a recruiter with the 168th Wing, Alaska Air National Guard, began volunteering as a tutor with the literacy council in 2014. His goal was to help other people and also to improve himself.

“When I first came here one of the reasons why I wanted to be a tutor is to make myself better,” said Rosario, “I had to make lesson plans and I had to research what I was teaching.”

The literacy council is a non-profit educational institution that provides classes and tutoring for adults. They offer a variety of educational assistance including English as a second language, GED, and citizenship.  READ MORE >>

Friends of the Library teaches adults how to read
BenitoLink: 5.12.2018 by John Chadwell

It’s not necessarily true that everyone who walks into the San Benito County Free Library actually knows how to read.

Friends of the Library, a nonprofit organization whose volunteers often lobby for the library at government meetings and hold fundraising events, provides reading tutors for adults who are either illiterate or need to improve their reading comprehension skills for a specific goal.

County Librarian Nora Conte said the Adult Literacy Program is a feature at many libraries throughout the state. Originally, she said, the program was offered at the San Juan Bautista Library. Soon after coming to the county library in 2006, she applied for state funding. While the amount varies, she said it ranges from $16,000 to $22,000 each year.

“That pays for a staff person to run it and we purchase books and materials so individuals can practice their reading and writing skills,” Conte said.

The head librarian said there are around 18 volunteers to help with the program. A volunteer must first read a three-hour guide online to be prepared to instruct those who sign up for the program. She said some of the volunteers are retired teachers. Most are at a point in their lives, she said, that they want to give back to the community.

Retired teacher Rebecca Salinas, 13-year member and treasurer of the nonprofit group, is currently working with her fifth student to up their literacy skills. Her love of libraries goes back to when she was a girl growing up poor in East Los Angeles.

“The one thing that opened to us becoming more educated and more Americanized was the library,” Salinas said, crediting libraries for how well she and her siblings have done. “One of my brothers was the president of Sacramento State. Another brother was the CEO for a nonprofit corporation that weatherizes low-income homes.”

Salinas recounted how her father was always reading and his love of books influenced her and her siblings. As soon as Salinas and her brothers discovered the library, they spent many hours there. She eventually became the representative of her East Los Angeles neighborhood library to the California State Library.  READ MORE >>

Literacy Project wins Arts & Humanities Award
Recorder: 5.14.2018

The Literacy Project is one of four recipients of the prestigious New England Public Radio Arts and Humanities Award for 2018.

The Literacy Project is based in Greenfield with approximately 300 students studying in its classrooms in Greenfield, Orange, Amherst, Northampton and Ware. Adult students study reading, writing, math, social studies and science to prepare for the High School Equivalency Exam, formerly known as the GED, now called the HiSET.

“Along the way, as they study and work in our classrooms, they fall in love with reading and writing,” said Judith Roberts, executive director of The Literacy Project. “The Literacy Project has long believed in connecting literacy with literature. We all share the capacity to be uplifted by the power of poetry, prose and the arts, yet our students are nontraditional participants in the world of arts and humanities. We are deeply honored to have NEPR recognize The Literacy Project students and teachers for the work we do.”

The Literacy Project has been teaching reading and writing and preparing adult students in the Pioneer Valley for the high school equivalency exam for 34 years.  READ MORE >>

Convincing adults to seek help for reading, writing and mathmatic skills can be tough
Ruidoso News: 5.14.2018 by Dianne L Stallings

Lining up volunteers to help with the adult literacy program is less difficult than persuading some grown men and women to acknowledge they need help, Robin Gilton, Lincoln County Adult Literacy coordinator told village councilors.

Many adults who struggle with reading, writing and mathematics are reluctant to ask for help, she said last week. She began her presentation by thanking the village for allowing the program to be housed in the Ruidoso Public Library, where she has received help and resources.

“It’s a great place for our nonprofit program,” she said, introducing members of the program board including Councilor Joe Eby, then encouraging anyone interested in serving on the board to contact her.

A need for literacy services exists in Lincoln County and on the neighboring Mescalero Apache Reservation, she said. The program offers basic literacy service to adults in reading, writing and mathematics below grade six, aimed at improving the skills of rural, ethnic, underserved or disadvantaged adults.  READ MORE >>