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Abstract:
Using data collected through a survey on professional development in adult education (AE), Elevation Educational Consulting Group (EECG) and Research Allies for Lifelong Learning provide the field of AE with an analysis focused on two aspects of the survey. The data were collected from separate surveys, for administrators and instructors, with a focus on professional development (PD), organization type, and demographics. The major purpose was to learn about current professional development available to AE professionals, to determine and find ways to meet AE professionals’ needs for professional development, and to ascertain what AE professional development will need to cover and consist of in the future. Survey participants were assured a chance to contribute their experience and perceptions to the AE field’s understanding of instructional practices and needs for professional development. While many relevant aspects of the data exist, this analysis will focus on AE professionals’ access to professional development and AE professionals’ rating of the benefits of PD. Further articles and updates to support the field in better understanding the current landscape of PD and how we need to adjust for the future of the field will follow as additional analyses are completed.
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Abstract:
The innovative material integration of mindfulness and social and emotional learning (SEL) introduces a novel approach to teaching within the context of the family literacy classroom. Recognizing the interconnectedness of cognitive, emotional, and interpersonal skills in the learning process, this article proposes a holistic framework that promotes not only literacy development but also emotional intelligence and well-being for both children and their families.
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Abstract:
Adult education has changed tremendously over the past 20 years, with a deemphasis on core literacy skills. These changes have had a negative effect on family literacy and have changed the educational aims of adult programs, which are compelled to focus on workforce training and development. This reflection from an educator in the field who has witnessed the hardships faced by families struggling with basic literacy skills concludes with a call to action. Readers are encouraged to reach out to representatives and stakeholders to raise awareness about the importance of family literacy and basic literacy education.
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Abstract:
While discussions of sustaining family literacy programs often focus on funding, this discussion focuses on program sustainability through institutionalizing intergenerational family literacy programs into the larger context of the school community.
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Abstract:
Maryland’s family literacy programs are built on a foundation of partnerships. Both Prince George’s Community College and Community College of Baltimore County have built strong family literacy programming through their partnerships with the Family Support Center of Prince George’s County and Baltimore County Public Schools. In Prince George’s County, community integration has taken place through a focus on workforce development as a key component in the family literacy adult education classes. In Baltimore County, the focus for family literacy students has been school integration. Student stories illustrate the importance of strategic community partnerships to create unified communities and a stronger, more skilled workforce in Maryland.
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Abstract:
This article discusses how educators can bridge the digital divide for adult English language learners (ELLs) through mini-projects that are tied to family learning. These family motivated projects aim to boost learners’ English language proficiency and digital skills necessary for job readiness, and, most significantly, create stronger connections with their families. This article provides an overview of the learner demographics and programs at one nonprofit organization, the English Empowerment Center, and explains the key factors considered in designing the mini-projects. The authors discuss how the digital skills were chosen, common barriers to digital access, the importance of student motivation and digital resilience, and the role of weaving together multiple literacies. Examples of mini-projects focused on community and school connections are shared, along with outcomes related to digital skill development, family engagement, and learner confidence in supporting their children’s education.
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Abstract:
This article describes an interdistrict collaborative project between a K–6 elementary school district and a 7–12 high school district’s adult school to provide ESL classes to family members of elementary school students on two elementary campuses during the school day. Program development required consideration of multiple factors, including security concerns, adult campus access, and technology access for faculty and adult students. The districts also developed a new recruitment and enrollment process to ensure adult students met the criteria for inclusion in the classes. Results from the first year of the project demonstrate that the ESL classes on the elementary campuses had higher attendance rates, higher measurable skills gains, and an overwhelmingly positive response from the districts, school sites, adult students, and the elementary school children of the adult students. This program is presented as a model for other districts and agencies to duplicate.
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Abstract:
One of the largest family literacy providers in the Midwest shares a new initiative to bring the family literacy model to health care facilities as a means for providing families with deeper health literacy and language. The article details the early stages of program development, from codesign and deep-listening principles to the findings from the full program implementation. From these findings, we explore ways family literacy can bring important community conversations to the clinical space and inform future medical health literacy development.