RWA 2012 Posters


  • Back to School: Baby Boomers in the Classroom
  • Women Reading for Education, Affinity & Development (WREAD): A Semi-Structured Reading Discussion Group for Black Female Adult Literacy Students with Histories of Trauma
  • Bridging the Generations: Teaching Reading and Writing to Generation Z
  • Husky Reads – Promoting literacy and healthy habits in preschool-aged children from underserved populations using a Service-Learning approach
  • America Reads: A Strive to Enhance Children’s Language Learning and Reading
  • Faces of HOPE
  • Project L.I.F.T. Common Assessment Platform

Back to School: Baby Boomers in the Classroom

Jonathan Rich, University of Georgia

Higher education is currently experiencing a demographic shift as Americans begin to retire and transition back into the classroom to pursue additional degrees or study topics of interest. Many seniors attend community colleges or technical schools in order to satisfy their propensity towards lifelong learning. However, a growing number of seniors prefer to attend classes in traditional academic settings. This presentation explores the experiences of students from the Baby Boomer generation as they transition back to the classroom at a traditional Southeastern university. This presentation attempts to shed light on both the motivations that inspire Boomers to return to class at traditional universities and the process by which they are integrated back into a classroom setting after many decades of absence. The findings relate to issues of diversity on campus, lifelong learning, and learning in retirement.

Keywords: Adult Literacy, Diversity, Policy, Older learners, Lifelong Learning

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Women Reading for Education, Affinity & Development (WREAD): A Semi-Structured Reading Discussion Group for Black Female Adult Literacy Students with Histories of Trauma

Jaye Jones, University of Chicago

This poster will describe Women Reading for Education, Affinity & Development (WREAD), a reading discussion group geared toward Black female adult literacy students with self-defined histories of trauma. WREAD was an outgrowth of research identifying links between trauma, women’s struggles with literacy, and the need to be conscious of emotional health concerns in adult education classrooms. Critical literacy, Black feminist and relational cultural theoretical principles were aligned with specific texts focused on Black women’s experiences with trauma and community-based activities that broadened learning as well as evaluation measures that detailed learners’ educational and personal development. The fact that a majority of participants improved their reading scores, developed more affirming visions of themselves and cultivated supportive relationships with one another illustrates that creating an intervention where they could learn, process their feelings and connect with others can result in positive outcomes.

Keywords: Adult Literacy, Diversity, Emotionally Responsive Educational Practices

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Bridging the Generations: Teaching Reading and Writing to Generation Z

Brittany Clark, Longwood University

In a world controlled by Facebook, Twitter, and texting, how can we expect our students to want to do something as “old fashioned” as read a book? How can we connect what they already know how to do best to what they need to know how to do? This poster gives educators practical strategies to not only assess student learning using modern technology and culture, but to bridge the generational gap in a way that fosters a lifelong love of reading.

Keywords: Assessment/Evaluation, Technology & Literacy

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Husky Reads – Promoting literacy and healthy habits in preschool-aged children from underserved populations using a Service-Learning approach

Caitlin Moore, University of Connecticut, Center for Public Health and Health Policy

The Husky Reads program, named after the University of Connecticut’s canine mascot, provides a service learning opportunity to UCONN students and helps develop community partnerships. Since 1994, University of Connecticut students have delivered interactive nutrition education integrated with literacy activities in pediatric and Women Infant and Children (WIC) clinics, and in preschools throughout Connecticut. Funded by the USDA SNAP-Ed (funding:FNS # 4CT430420), Husky Reads promotes literacy in preschool-aged children from underserved populations and incorporates basic nutrition and health related topics into each lesson. All lesson materials, such as children’s books, games/craft activities, feature nutrition themes to promote healthy eating and each lesson is accompanied with a healthy snack to sample. For preschoolers, reading books each week with the UConn students, Husky Readers, helps promote reading as a fun activity. As the story characters come alive and children sample new foods, the Husky Readers encourage the children to make healthy choices.

Keywords: Child Literacy, Community Partnership, Service-Learning

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America Reads: A Strive to Enhance Children’s Language Learning and Reading

Emily Perkins, Hobart and William Smith Colleges, America Reads

In my poster I captivate the importance of the program, America Reads. America Reads strives to help at-risk children become more confident and avid readers. I explain how literacy is important because avid readers have larger vocabularies and world knowledge. Without these skills, adults have a higher chance of living in poverty and a lower chance of obtaining employment. I want everyone to see and understand the importance of the program America Reads, and encourage anyone to get involved in it.

Keywords: Child Literacy, Community Partnership, Service-Learning

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Faces of HOPE

Julia Hah, University of North Carolina at Chapel Hill, Carolina Language Partnership (CLaP)

Faces of HOPE illustrates the mission and goals of Carolina Language Partnership (CLaP) at UNC. It also presents our Project selected for CLaP this year– both advocating education opportunities of HOPE to our tutees on UNC campus and to the students in San Antonio Sodzil, Yucatan, Mexico.

Keywords: Adult Literacy, Child Literacy, Community Partnership

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Project L.I.F.T. Common Assessment Platform

Kelly Freiheit, Supporting Leader Emily Jukich, Under the mentorship of Denise Watts, Project LIFT

This poster examines a project within the Charlotte-Mecklenberg School system that aimed to:

  • Create a common assessment platform for third and eight grade literacy in Project L.I.F.T.
  • Establish zone PLCs for teachers reflect on assessment data
  • Foster collaboration and consistency among teachers across schools in the L.I.F.T zone
  • Achieve a higher level of success for students in the L.I.F.T. zone
  • Close the literacy gap

Keywords: Literacy Gap, Assessment/Evaluation

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