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\"Intergenerational learning programs bring together skipped generations (for instance, elders and young children) to promote expansive communication and identity options for participants, as well as the forging of relationships between generations. More specifically, these programs help foster multimodal literacy for both generations, encouraging new ways of seeing oneself and the world. Learning at the Ends of Life illustrates the unique benefits of these trail-blazing programs through more than seven years of research on developing and implementing intergenerational curricula in Canada and the United States.

A \"must read\" for practitioners, policy makers and researchers interested in the detail and the theory underpinning this important family literacy initiative′ - Neil McClelland OBE, Director, National Literacy Trust `The REAL Project is one of the best conceptualized, most intensively documented and successful British family literacy initiatives and the book provides a comprehensive overview of all aspects of this powerful project. It is essential reading for anyone working alongside families to promote children′s early development′ - Professor Nigel Hall, Institute of Education, Manchester Metropolitan University   Anyone involved in the field of early-childhood literacy should be familiar with the work of the REAL (Raising Early Achievement in Literacy) Project. Here, leading members of the project team Cathy Nutbrown, Peter Hannon and Anne Morgan, discuss the research. An essential guide to the subject, this book will be of great practical use to all in the field of early childhood literacy: students, practitioners and course leaders on literacy and early childhood courses. The authors discuss the policy contexts of early-childhood and literacy today and use their experience of the REAL project to discuss and illustrate practical research and evaluation strategies for family literacy workers. They examine the issues from all perspectives: teachers, parents and young children. The book concludes with examples of how the theoretical framework of the REAL Project (ORIM) has been used by other practitioners and an examination of the implications of such work for the future of early-childhood and literacy policy development.

The rapid expansion of digital connectivity has provided youth with wide-ranging access to digital platforms for communication, entertainment, and education. In light of this profound shift, there have been growing concerns about online safety, data privacy, and cybersecurity. A critical factor influencing the ability of youth to responsibly navigate digital platforms is digital literacy. While digital literacy programs have been implemented in various regions worldwide, significant disparities remain not only in overall digital literacy levels, but also the assessment of digital literacy initiatives. To address these challenges, an environmental scan and literature review were conducted to identify existing digital literacy programs in Canada developed specifically for youth, as well as digital literacy assessment tools, respectively. The search encompassed peer-reviewed articles, organizational curricula, and assessment measures indexed in various databases and organization websites. The environmental scan identified 15 programs targeting key components of digital literacy such as data safety, cyberbullying, and digital media. The literature review identified 12 digital literacy assessment tools. Based on the findings, data were synthesized from shortlisted programs and assessment tools to inform the development of both a new digital literacy program and assessment tool to complement the youth-focused program. The new program focuses on four key components: (1) digital fluency, (2) digital privacy and safety, (3) ethics and empathy, and (4) consumer awareness. A 15-item assessment tool was also developed consisting of 4–5 questions specific to each program component. Given the growing importance of digital competencies, a youth-focused program and assessment tool are crucial for understanding and addressing digital literacy among this vulnerable cohort. This program's adaptability allows for customization across sociodemographic target groups, including culturally diverse and geographically remote communities—an aspect that has the potential to enhance digital literacy across settings. Implementing digital literacy programs can better prepare youth for an increasingly digital world, while minimizing potential risks associated with technology use.

Shining new light on early American prison literature-from its origins in last words, dying warnings, and gallows literature to its later works of autobiography, exposé, and imaginative literature-Reading Prisonersweaves together insights about the rise of the early American penitentiary, the history of early American literacy instruction, and the transformation of crime writing in the \"long\" eighteenth century. Looking first at colonial America-an era often said to devalue jailhouse literacy-Jodi Schorb reveals that in fact this era launched the literate prisoner into public prominence. Criminal confessions published between 1700 and 1740, she shows, were crucial \"literacy events\" that sparked widespread public fascination with the reading habits of the condemned, consistent with the evangelical revivalism that culminated in the first Great Awakening. By century's end, narratives by condemned criminals helped an audience of new writers navigate the perils and promises of expanded literacy. Schorb takes us off the scaffold and inside the private world of the first penitentiaries-such as Philadelphia's Walnut Street Prison and New York's Newgate, Auburn, and Sing Sing. She unveils the long and contentious struggle over the value of prisoner education that ultimately led to sporadic efforts to supply prisoners with books and education. Indeed, a new philosophy emerged, one that argued that prisoners were best served by silence and hard labor, not by reading and writing-a stance that a new generation of convict authors vociferously protested. The staggering rise of mass incarceration in America since the 1970s has brought the issue of prisoner rehabilitation once again to the fore.Reading Prisonersoffers vital background to the ongoing, crucial debates over the benefits of prisoner education.

Despite significant progress, literacy programme implementation in Cambodia continues to face challenges concerning inactive learning participation, irregular attendance and dropout. Learners’ motivation to engage in learning literacy, and the barriers that prevent them from doing so, are not adequately researched. This mixed-methods study aims to investigate learners’ perceptions of what motivates them to participate in literacy learning and the barriers they face. The author conducted a survey with 256 adult literacy learners and interviewed 12 literacy teachers and 15 learners. The results show that learners’ major motivations are to obtain literacy skills, help their children learn, become the family’s role model, and develop themselves to gain a better standing in their community. Although male and female learners were motivated by similar factors, there was variation between those learning in factories and those learning in the community, and between urban and provincial learners. This indicates that, although learners had similar reasons for learning, certain reasons stood out as the most important. Barriers to learning included lack of time, family burdens, and negative views about learning. This study implies that understanding adults’ contexts and learning motivation, organising flexible learning schedules and responsive learning content, and expanding literacy programmes to the workplace may contribute to reducing learning barriers, increasing participation, and bridging the gap between learning supply and demand. Participation des adultes aux programmes d’alphabétisation non formels au Cambodge : une étude des facteurs de motivation et des obstacles effectuée au moyen de méthodes mixtes – Malgré des progrès notables, la mise en œuvre des programmes d’alphabétisation au Cambodge se heurte encore à des difficultés telles que la participation passive, la fréquentation irrégulière et les abandons. La motivation des apprenants à s’alphabétiser et les obstacles qui les en empêchent ne sont pas encore étudiés comme il conviendrait. La présente étude effectuée à l’aide de méthodes mixtes vise à explorer ce que les apprenants perçoivent comme une incitation à s’alphabétiser et les obstacles qu’ils rencontrent. 256 apprenants en cours d’alphabétisation ont fait l’objet d’une enquête, tandis que 12 enseignants et 15 apprenants ont été interviewés. Les résultats révèlent que les principales motivations des apprenants sont les suivantes : acquérir des compétences liées à l’alphabétisation, aider leurs enfants à apprendre, devenir des modèles pour leurs familles, évoluer personnellement afin d’améliorer leur statut au sein de leur communauté. Bien que les hommes et les femmes partagent des motivations similaires, des différences se font jour non seulement entre les apprenants à l’usine et au sein des communautés, mais aussi entre les apprenants dans les villes et dans les provinces. Cela montre que, malgré la similarité des raisons qui poussent à apprendre, certaines se démarquent par leur plus grande importance. Les principaux obstacles à l’apprentissage incluent le manque de temps, les charges familiales et les points de vue négatifs concernant l’apprentissage. L’étude indique que la compréhension de contextes destinés à des adultes, la motivation à apprendre, l’organisation souple des emplois du temps, la création de contenus pertinents et l’extension des programmes d’alphabétisation au lieu de travail peuvent aider à réduire les obstacles à l’apprentissage, à accroître la participation et à combler l’écart entre l’offre et la demande en matière d’apprentissage.

Gender equality and environmental sustainability are gaining political momentum as global challenges that require urgent action at the national and international levels. Both figure prominently, albeit with limited interlinkages, in the United Nations Agenda 2030, and gender equality considerations are slowly making their way into international environmental and climate commitments. An integrated approach to gender equality and environmental sustainability – i.e. recognising the gender-environment nexus – could help to alleviate limitations to gender equality and women’s economic empowerment and enhance their roles in environmental sustainability and green growth. Likewise, enhancing gender equality, and women’s economic empowerment and decision-making, can lead to better environmental and climate outcomes and policies.This report observes the gender-environment nexus in the Greek policy framework. It assesses environmental and climate policies through a gender lens, and gender equality policies through an environmental lens. It focuses mainly on policies and measures that could support women’s economic empowerment in environment-related sectors; women’s environmental leadership and decision making; and mainstreaming gender equality and environmental sustainability in policy tools. It proposes a series of recommendations that, if taken on board, could support integrating the gender-environment nexus into Greece’s national policies.

This quantitative study examined the current level of literacy skills of three cohorts of learners after they completed a non-formal basic literacy programme in 2017, 2018 and 2019. The purpose of the study, conducted in late 2019, was to identify major factors that influenced the maintenance of their levels of reading and calculating skills. The author used a test instrument and a learner’s background questionnaire for data collection from 94 graduates (81 female, 13 male). His findings conclude that while the reading skills level of many members of the three cohorts was average, numeracy performance was poor. There was no significant difference in skills levels among these three cohorts or in terms of different demographic backgrounds such as age, gender, and occupation. Importantly, however, factors affecting literacy levels included the frequency with which the individuals used and practised their literacy skills (p < .01), and their attitudes towards learning and skills use (p < .05). Critically, the surrounding environments and contexts many of them lived in did not enable them to use and practise their literacy skills. However, most respondents were satisfied to be offered follow-up interventions to sustain and improve their literacy skills and expressed a preference for contents that would help to strengthen literacy skills (in reading, writing and calculating) as well as work-related skills. This study suggests that the quality of Cambodia’s non-formal basic literacy programme needs improving, and that a strong follow-up programme needs to be implemented to make continuing education more effective, by sustaining neo-literates’ literacy skills, including numeracy. To meet neo-literates’ needs and interests, the contents of follow-up programmes should focus on basic literacy and work-related skills offered through contact sessions with teachers and through self-learning. Les facteurs clés influant sur le maintien du niveau de littératie et de numératie des apprenants adultes: étude de suivi sur trois cohortes de participants au programme d’alphabétisation du Cambodge – Cette étude quantitative examine le niveau actuel de littératie et de numératie de trois groupes d’apprenants qui ont suivi un programme d’alphabétisation de base non formel en 2017, en 2018 et en 2019. Réalisée fin 2019, l’étude avait pour objectif de déterminer les facteurs importants qui influaient sur le maintien de leur niveau de lecture et de calcul. L’auteur a recouru à un outil d’évaluation et à un questionnaire sur l’environnement des apprenants pour recueillir des données auprès de 94 diplômés du programme (81 femmes, 13 hommes). Ses résultats lui ont permis de conclure que tandis qu’un grand nombre de membres des trois groupes possédaient des compétences moyennes en lecture, ils avaient de faibles résultats en calcul. Aucune différence notable n’a été constatée concernant les niveaux de compétences entre ces trois cohortes ou selon des critères démographiques divers comme l’âge, le genre ou le métier. Toutefois, il est important de noter que la fréquence d’utilisation et de mise en pratique des acquis en lecture, en écriture et en calcul (p < .01) ainsi que l’attitude des individus à l’égard de l’apprentissage et de l’utilisation des compétences (p < .05) comptaient parmi les facteurs influant sur les niveaux de littératie et de numératie. Autre facteur crucial, l’environnement et la situation de nombre d’entre eux ne leur permettaient ni d’utiliser leurs acquis ni de s’y exercer. Cependant, la plupart des personnes interrogées se sont déclarées satisfaites d’avoir bénéficié de mesures de suivi pour entretenir et améliorer leurs compétences en lecture, en écriture et en calcul, et ont exprimé une préférence pour les contenus susceptibles de les aider à renforcer ces compétences ainsi que les compétences liées au travail. Cette étude indique que la qualité du programme non formel d’alphabétisation de base du Cambodge doit s’améliorer et qu’un solide programme de suivi doit être mis en œuvre pour rendre la formation permanente plus efficace en entretenant le niveau de littératie et de numératie des néoalphabétisés. Pour répondre à leurs besoins et centres d’intérêt, les contenus de ces programmes complémentaires devraient être axés sur l’alphabétisation de base et les compétences liées au travail, dont l’enseignement devrait être proposé dans le cadre de séances de contact avec des enseignants et par le biais de l’auto-apprentissage.

This book presents a definitive guide to understanding, applying, and teaching Occupational Performance Coaching (OPC). Grounded in principles of occupational therapy, person-centredness, and interprofessional frameworks of health and disability, this book will be of interest across health and rehabilitation professions. Supporting people affected by disability to do well and live the life they want is the ultimate outcome of all rehabilitation professionals, no matter where on the lifespan our clients sit. Coaching is increasingly recognised as highly effective in achieving this aim. This accessible manual provides case examples related to diverse health conditions alongside practitioner reflections. Uniquely, this manual presents coaching methods designed specifically for the rehabilitation environment. This book is a manual for practitioners, researchers, students, and lecturers interested in gaining a robust understanding of OPC methods, theoretical basis, and implementation. An e-Resource linked to this book provides access to video demonstrations, a podcast from Dr Graham, and downloadable materials including a self-assessment of OPC skills (OPC Fidelity Measure), templates for clinical work, and teaching presentation material.

Cowinner of the Society for Linguistic Anthropology’s Edward Sapir Book Prize Since the early 1990s hundreds of thousands of Tamil villagers in southern India have participated in literacy lessons and other events designed to transform them into active citizens with access to state power. These efforts are part of a movement known as the Arivoli Iyakkam (the Enlightenment Movement), one of the most successful mass literacy movements in recent history. This rich ethnographic account of highlights the paradoxes inherent in such movements that seek to emancipate people through literacy. “A work of linguistic anthropology that makes crucial contributions to the study of literacy and language ideologies. It is also a broadly ranging work of social theory that will be of interest to students and scholars of the postcolonial state and neoliberal governmentality in South Asia and beyond, and of activism and social movements more generally.”—Anthropological Quarterly

Early linguistic competencies are necessary prerequisites for later reading and writing abilities and thus for a successful school career. Various child and family characteristics have been identified as important predictors of children’s linguistic abilities, such as intelligence or the “home literacy environment” (HLE). Therefore, one way to improve children’s competencies is by enhancing the HLE they live in. Family literacy programs have proven to be successful with this task. However, most interventions used to improve HLE were fairly intensive and costly. In this study a nonintensive intervention procedure was developed to improve both, HLE and linguistic competencies. The sample consisted of 125 German children in their last year of kindergarten (mean child age at the beginning of the study: 5 years, 5 months) and their families who showed an above average socio-economic status. All parents were offered to participate in the intervention, consisting of providing them with relevant information on HLE at one evening meeting and providing an additional individual reading session that introduced them to the concept of dialogic reading. HLE and children’s linguistic competencies were assessed before and after the intervention. Participating and non-participating families did not differ in any of the study variables at the beginning of the study. However, families who participated in the interventions not only improved their HLE, but children in those families also showed greater linguistic competency development when compared with the non-participating group. The results indicate that less intensive interventions can have an impact on home learning environments and children’s linguistic development.