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WORLD LITERACY SUMMIT AT A GLANCE- A DAY TO DAY OVERVIEW
DAY-AT-A GLANCE: SUNDAY 1ST APRIL Time Activity Venue
15:00-20:00 Delegate registration Trinity College
16:00-22:00 Pre and post dinner drinks Trinity College Beer Cellar
18:30-20:30 Dinner Trinity College Dining Hall
21:00-22:30 Oxford Walking Tours Outside Trinity College gates
DAY-AT-A GLANCE: MONDAY 2ND APRIL Time Activity Venue
07:30-08:30 Breakfast Delegate’s accommodation
09:00-10:00 Opening Ceremony Sheldonian Theatre
10:00-10.30 Morning Tea Divinity School/ Sheldonian Green room
10:30-12:00 Plenary Session one
Sheldonian Theatre
12:00-13:00 Lunch Trinity College Dining Hall
13:00-14:30 Concurrent Breakout session one
Transforming Illiteracy Specialised programmes for unique cultures New technologies in learning
Danson Room, Trinity College Sutro Room, Trinity College Lecture Room 23, Balliol College
14:30-15:00 Afternoon Tea Meeting rooms
15:00-16:30 Concurrent Breakout session two
The long term costs of literacy difficulties & how to improve this Vulnerable children and their right to education & Literacy in KwaZulu-Natal Teaching literacy in English and Aboriginal first languages & Oral language and the transition to literacy
Danson Room, Trinity College Sutro Room, Trinity College Lecture Room 23, Balliol College
16:30-18:30 Oxford Declaration opinion room open Old Common Room, Balliol College
17:00-18:30 Pre-dinner drinks Trinity College Beer Cellar
18:30-21:00 Formal dinner Grand Hall, Balliol College
21:15-22:00 Heartstrings duo musical recital Chapel, Trinity College
DAY-AT-A GLANCE: TUESDAY 3RD APRIL Time Activity Venue
07:30-08:30 Breakfast Delegate’s accommodation
09:00-10:30 Concurrent Breakout Session three
Adult Literacy Issues & techniques in African education Early-childhood reading
Danson Room, Trinity College Sutro Room, Trinity College Lecture Room 23, Balliol College
10:30-11:00 Morning Tea
11:00-12:30 Concurrent Breakout session four
Effective literacy programs in sub-Saharan Africa & Global policy panel discussion Early literacy interventions & Home-based literacy tutoring Practical alternative literacy interventions
Danson Room, Trinity College Sutro Room, Trinity College Lecture Room 23, Balliol College
12:30-13:30 Lunch Trinity College Dining hall
13:30-15:00 Concurrent Breakout session five
Teaching literacy Illiteracy in urban areas of the developed world Literacy and inclusion & Theatre as a tool for literacy
Danson Room, Trinity College Junior Common Room, Trinity College Lecture Room 23, Balliol College
15:00-15:30 Afternoon tea Meeting rooms
15:30-17:00 Concurrent Breakout session six
Film screening-The Invisible Workers Roundtable discussion- African focus Roundtable discussion-Asia/Pacific focus Roundtable discussion-The Americas Roundtable discussion- UK and Europe focus
Lecture Room 23, Balliol College Sutro Room, Trinity College Britton Room, Trinity College Junior Common Room, Trinity College Danson Room, Trinity College
15:00-18:00 Oxford Declaration opinion room open Old Common Room, Balliol College
18:00-18:45 Pre-dinner drinks function Master’s Lodgings, Balliol College
18:45-21:00 Formal dinner Grand Hall, Balliol College
21:00-22:30 Oxford Walking Tours Outside Trinity College gates
DAY-AT-A GLANCE: WEDNESDAY 4TH APRIL Time Activity Venue
07:30-08:30 Before 10:00
Breakfast Checkout of rooms
Delegate’s accommodation
8:30-9:30 Oxford Declaration opinion room open Old Common Room, Balliol College
9:30-10:30 Concurrent Break out session seven
Reading to boost literacy Transforming literacy with digital technology & Education for All: Or just those easiest to reach? Methods to improve standards in Africa
Danson Room, Trinity College Sutro Room, Trinity College Lecture room 23, Balliol College
10.30-11:00 Morning Tea Meeting room
11:00-11:45 Concurrent Breakout session eight
Innovative literacy programmes Literacies in and for a changing world: what is the evidence? The experience of Room to Read The standards and challenges of the ‘all’ in education for all & The invisible exodus in Pakistan
Danson Room, Trinity College Sutro Room, Trinity College Junior Common Room, Trinity College Lecture Room 23, Balliol College
11:45-12:30 Lunch Trinity College Dining hall
12:45-14:30 Plenary session two Sheldonian Theatre
14:30-15:00 Closing Ceremony Sheldonian Theatre
SCHEDULE OF EVENTS- DETAILED AGENDA
SUNDAY 1ST APRIL
15:00 ONWARDS: DELEGATE REGISTRATION
Registration at Trinity College
Delegates will be allocated delegate packs and shown to accommodation in Trinity College, Wadham College or Balliol College
16:00 ONWARDS: PRE/POST DINNER DRINKS
Informal drinks are available at The Trinity College bar prior to dinner, from 4pm until late to allow for all delegates to meet and greet prior to the start of the summit. Please note that drinks are brought from the bar at your own expense.
18:30-20:30: DINNER
An informal cafeteria style dinner will take place in the Trinity College Dining Hall.
21:00-22:30: OXFORD WALKING TOURS
Optional guided walking tours of Oxford and the University grounds
Choices of tours include:
General walking tour (history and overview of Oxford and the university)
Ghost tour
MONDAY 2ND APRIL
7:30-8:30: Breakfast Breakfast provided for delegates in each of the colleges where delegates are accommodated
9:00-10:00 : Opening Ceremony
Sheldonian Theatre
Master of Ceremonies Keith Hutchence (UK)
Welcome to the Summit Welcome to Oxford Welcome from Pearson The Ambassador’s speech Opening address
Dr. Anthony Cree (Australia) – World Literacy Summit Chairman Lord Mayor, Cllr. Elise Benjamin (UK) - Oxford John Fallon (UK) – Pearson International Kelvin Mutugi (Kenya) Jonathan Douglas(UK) – National Literacy Trust
10:00-10:30: Morning tea & coffee Morning coffee for delegates in the Divinity School or
Sheldonian Green Room
10:30-12:00: Plenary session one
Sheldonian Theatre
40 mins
Dr. James Tooley (UK) – EG West Centre & Author
The Beautiful Tree: How low cost private education can help raise literacy levels amongst the poor
30 mins
Luis Crouch (USA) - Global Partnership for Education
Global Partnership for Education & Literacy
20 mins
Dr. Patrick Plonski (USA) – Books for Africa
Educational return on investment for literacy initiatives: A cost-benefit analysis
DR JAMES TOOLEY (UK) - EG WEST CENTRE The Beautiful Tree: How low cost private education can help raise literacy levels amongst the poor
In poor areas of developing countries, entrepreneurs are creating low cost private schools, affordable to the poor, as a response to the perceived inadequacies of government provision. Research has shown these low cost private schools are outperforming government schools, at a fraction of the cost. This paper examines the role of these low cost private schools in raising literacy levels amongst poor communities and suggests policy implications arising from these findings.
LUIS CROUCH (USA) – GLOBAL PARTNERSHIP FOR EDUCATION Global partnership for Education and Literacy
Improving literacy acquisition is the most important steps countries and the international community can take in moving towards quality goals (beyond access goals) in education. The Global Partnership for Education is the first multilateral body to set quantitative goals for literacy acquisition (reduce the number of early non-readers in at least 20 countries in five years). Various countries and donors are lining up in the same direction. The presentation outlines the approach suggested, and already started, by the Global Partnership, to achieve this goal, including fostering partnerships, community of practice, technical focus and simplicity.
DR. PATRICK PLONSKI (USA) – BOOKS FOR AFRICA Educational return on investment for literacy initiatives: A cost-benefit analysis
There are many means of advancing literacy in the developing world, but what is the most cost-effective means of achieving our goals? This presentation argues that providing low-cost educational materials, often-times donated, provides one of the best returns on investment.
12:00-13:00: LUNCH
Cafeteria style lunch for all delegates in the Trinity College Dining hall
13:00-14:30: Breakout session one
Danson Room Trinity College
Theatre presentation: Transforming literacy
40 mins
Sylvia Linan-Thompson (US) – University of Texas
Is transforming education as easy as ABC?
40 mins
David Archer (UK) – ActionAid International
International benchmarks in adult literacy
Sutro Room Trinity College
Theatre presentation: Specialised programmes for unique cultures
40 mins
Dr. Anthony Cree (Aus) - Aboriginal Literacy Foundation)
New pathways in literacy for aboriginal Australians
40 mins
Jean Jacques Schul (Belgium) – IDAY-International
Domestic workers functional literacy training in Central and East Africa
Lecture Room 23 Balliol College
Theatre presentation: New technologies in learning
40 mins
John Traxler (UK) – Learning Labs, University of Wolverhampton
Ten years of mobile literacy
20 mins
Dr. Guy Trainin, Dr. Kathleen Wilson (USA) – University of Nebraska-Lincoln &
Increasing literacy across contexts using online delivery
20 mins
Kate Lloyd Morgan (UK) – Mediae
Knowzone – A Kenyan TV Programme for Children
DANSON ROOM, TRINITY COLLEGE: TRANSFORMING LITERACY
SYLVIA LINAN-THOMPSON (US) – THE SARAH VAUGHN CENTER Is transforming education as easy as ABC?
This session will use an iterative approach to present research in literacy followed by examples of how it was implemented in reading programs in two developing countries. It will include a discussion of how practice can differ based on the context and provide a set of questions to make decisions.
DAVID ARCHER (UK) - ACTION AID INTERNATIONAL- International benchmarks in adult literacy
In 2005, ActionAid and the Global Campaign for Education proposed 12 simple benchmarks - derived from a detailed survey of 67 successful adult literacy programmes across 35 countries. These benchmarks have been widely used to inform policy dialogue and practice - and are now being revised in the light of experience. Come and hear the latest about what works and what does not - and contribute your ideas to the updating of the benchmarks.
SUTRO ROOM, TRINITY COLLEGE: SPECIALISED PROGRAMMES FOR UNIQUE CULTURES
DR. ANTHONY CREE (AUS) - ABORIGINAL LITERACY FOUNDATION New Pathways in Literacy for Aboriginal Australians
The Aboriginal Literacy Foundation seeks to transform the lives of Indigenous Australian children by focusing on literacy and numeracy education. The last forty five years has seen a variety of contrasting styles in the approach to Aboriginal literacy. This has ranged from completely ignoring aboriginality with
integration into white schools to more recently attempting to teach English (so vital for employment) whilst also maintaining knowledge of the 300 or so aboriginal languages. As there seems no one single solution, the Aboriginal Literacy Foundation is seeking to provide a variety of learning methods and venues to match the complex aboriginal cultures and lifestyles. This presentation will examine some of these methods.
JEAN JACQUES SCHUL (BELGIUM) – IDAY-INTERNATIONAL Domestic workers functional literacy training in Central and East Africa
African domestic workers are generally ignored by Education for All programmes. A Burundian organisation has developed an innovative functional literacy training programme which has been recognised as a model to develop literacy training in 6 East & Central African countries. The programme adjusts training to the youth’s existing work conditions.
LECTURE ROOM 23, BALLIOL COLLEGE: NEW TECHNOLOGIES IN LEARNING
JOHN TRAXLER (UK) - LEARNING LABS, UNIVERSITY OF WOLVERHAMPTON Ten years of mobile literacy
Mobile devices, principally mobile phones, can deliver, support and enrich learning, including literacy. Many projects and programmes have demonstrated this over the past ten years, in countries and communities around the world. In the coming ten years we will see the transformation of literacy as mobile devices transform what we need to know, why we need to know it and how we learn it.
DR. GUY TRAININ, DR. KATHLEEN WILSON (USA) – UNIVERSITY OF NEBRASKA-LINCOLN & UNIVERSITY OF CALIFORNIA-SANTA CRUZ Increasing literacy across contexts using online delivery
This presentation will describe a program of study aimed at creating an accessible web-based application that helps track and scaffold student comprehension-based silent reading fluency. The use of technology allows delivery to a large array of schools, communities and individuals. We suggest that such a system can be implemented widely to improve critical literacy skills needed in the 21st century.
KATE LLOYD MORGAN (UK) – MEDIAE- KNOWZONE A Kenyan TV Programme for Children
Mediae produces educative media for English-speaking African audiences. One such production is called KnowZone; a children's TV show, targeted at 9-11 year olds. They would like to share with you research that has been conducted in collaboration with London's Institute of Education and Synovate in Kenya, to assess the impact that such programming has on children's numeracy and literacy skills.
14:30-15:00: AFTERNOON TEA
Afternoon tea served for delegates in or near the meeting room venues
15:00-16:30: Breakout session two
Danson Room Trinity College
Theatre presentation: The long term costs of reading difficulties & how to improve this
40 mins
Jean Gross (UK) – Every Child a Chance Trust
The long term costs of literacy difficulties
40 mins
Sandra Hollingsworth (US) – Creative Associates International
The Challenge of USAID’s Goal of improving reading for 100,000,000 learners by 2015
Sutro Room Trinity College
Theatre presentation: Vulnerable children and their right to education & Literacy in KwaZulu-Natal
40 mins
Farida Lambay & Kishor Bhamre (India) – Pratham
Vulnerable children and their right to education
40 mins
Sandra Land (South Africa) – University of KwaZulu-Natal
Literacy in the dragon mountains of KwaZulu-Natal
Lecture Room 23 Balliol College
Theatre presentation: Teaching literacy in English and Aboriginal first languages & Oral language and the transition to literacy
40 mins
Mary-Ruth Mendel (Aus) – Australian Literacy & Numeracy Foundation
Practical solutions for teaching reading and writing in English and Aboriginal First Languages
40 mins
Pamela Snow (Aus) - (Monash University)
Oral language competence and the transition to literacy: Lessons learned from young offenders
DANSON ROOM, TRINITY COLLEGE: THE LONG TERM COSTS OF READING DIFFICULTIES & HOW TO IMPROVE THIS
JEAN GROSS (UK) – EVERY CHILD A CHANCE TRUST The long term costs of literacy difficulties
This session will examine the long term costs of early reading failure, presenting research showing that each pound sterling spent on tackling literacy difficulties before children are seven will generate a return on investment of between £11 and £17 over their lifetime, through savings on special education and the costs of unemployment and poor health.
SANDRA HOLLINGSWORTH (US) – CREATIVE ASSOCIATES INTERNATIONAL The Challenge of USAID’s Goal of improving reading for 100,000,000 learners by 2015
This session presents one approach for USAID's challenge of improving reading for 100,000,000 children by 2015. The approach, "Quickstart-Plus," teaches children to learn-to-read in just a few months. The program continues with reading-to-learn and transitioning from mother tongue to National Language. Examples across countries and participatory discussion end the session.
SUTRO ROOM, TRINITY COLLEGE: VULNERABLE CHILDREN AND THEIR RIGHT TO EDUCATION & LITERACY IN KWAZULU-NATAL
FARIDA LAMBAY & KISHOR BHAMRE (INDIA) – PRATHAM Vulnerable children and their right to education
This paper looks at the right to education of vulnerable children in India, especially those children in child labour. Children throughout India are engaged in a great number of activities classifiable as work. Child labour at a very young age, especially for long hours in poor conditions, interferes with education and is harmful to health. On the other hand, formal education is not the only means of accumulating human capital. Most forms of child labour have learning by doing elements. Furthermore, child labour generates current income. There are thus some trade offs for the family. There may be circumstances in which a
child and his family are better off working than not working.
SANDRA LAND (SOUTH AFRICA) – UNIVERSITY OF KWAZULU-NATAL Literacy in the dragon mountains of KwaZulu-Natal
This paper considers results of literacy campaigns, and NGO work done in the Drakensberg, South Africa, which combines women’s basic education with coaching in home literacy practices that support children's literacy development. Its effects are commonly cited amongst the goals of literacy interventions internationally but prove to be elusive.
LECTURE ROOM 23, BALLIOL COLLEGE: TEACHING LITERACY IN ENGLISH AND ABORIGINAL FIRST LANGUAGES & ORAL LANGUAGE AND THE TRANSITION TO LITERACY
MARY RUTH-MENDEL (AUS) - AUSTRALIAN LITERACY & NUMERACY FOUNDATION Practical solutions for teaching reading and writing in English and Aboriginal First Languages
This presentation will give an overview of the work of The Australian Literacy and Numeracy Foundation. The three selected programs are: 1/ The Early Language and Literacy Program (EL&L), 2/ Coding Aboriginal Languages for Indigenous Literacy (CALIL), 3/ The Learning to Read and Write in First Language Course. Specific program strategies will be shared. All programs address the importance and effectiveness of families, in collaboration with the wider community, working together to provide early years literacy activities which effectively prepares and/or supports children for successful literacy learning in the early schooling years.
PAMELA SNOW (AUS) – MONASH UNIVERSITY Oral language competence and the transition to literacy: Lessons learned from young offenders.
This presentation deals with links between oral language competence and the transition to literacy in the early school years. Recent studies concerning the oral language skills and academic outcomes of young offenders will be presented. Innovations in classroom practice that are being trialled in Victoria, Australia, will also be discussed.
16:30-18:30 OXFORD DECLARATION OPINION ROOM
Delegates are invited to visit the Oxford Declaration Opinion room at the Old Common Room, Balliol College, to share their thoughts on the Oxford Declaration.
17:00-18:30: PRE-DINNER DRINKS
Informal drinks are available at The Trinity College Beer Cellar prior to dinner from 5pm-6:30pm. Please note that drinks are brought from the bar at your own expense.
18:30-21:15: FORMAL DINNER
A Formal, multi-course dinner for all delegates in the Grand Dining Hall of Balliol College
21:15-22:00: MUSIC RECITAL
A special musical recital by the Heartstrings duo will take place in the Trinity College Chapel following dinner. All delegates are welcome to attend the performance. For more information please see page 13 of the Summit programme.
TUESDAY 3RD APRIL
7:30-8:30: BREAKFAST
Breakfast provided for delegates in each of the colleges where delegates are accommodated
9:00-10:30: Breakout session three
Danson Room Trinity College
Theatre presentation: Adult Literacy
40 mins
David Archer (UK) – ActionAid International
Transforming adult literacy with the Reflect approach
40 mins
David Harvey (USA) – Pro Literacy
Literacy for social change: A model for adult literacy & community development
Sutro Room Trinity College
Theatre presentation: Issues & techniques in African education
20 mins
Aicha Bah Diallo (Guinea) – Forum for African Women Educationalists (FAWE)
FAWE’s gender-responsive interventions
40 mins
Dr. Emmanuel Mgqwashu (South Africa) – University of KwaZulu-Natal
Reflexive pedagogy for reading across the curriculum: The University of KwaZulu-Natal Faculty of Education experience
20 mins
Jean Jacques Schul (Belgium) – IDAY-International
Stopping malaria in African schools: The right road
Lecture Room 23 Balliol College
Theatre presentation: Early-childhood learning
60 mins
Pam Allyn (USA) – LitWorld
Taming the Wild Texts: Helping children who struggle to overcome fear and become courageous readers
20 mins
Radka Wildova (Czech Republic) – Charles University Prague
Reading for all - Development of Reading Literacy in the Inclusive Primary School
DANSON ROOM, TRINITY COLLEGE: ADULT LITERACY
DAVID ARCHER (UK) – ACTIONAID INTERNATIONAL Transforming adult literacy with the Reflect approach
The Reflect approach to adult literacy, developed by ActionAid in 1993 has now spread to over 500 organisations across more than 80 countries. Organisations using the Reflect approach have won 5 United Nations International Literacy Prizes since 2003. This session will outline the evolution of the Reflect approach and the latest innovations from practitioners in literacy and numeracy work.
DAVID HARVEY (USA) – PRO LITERACY Literacy for social change. A model for adult literacy & community development
Literacy for Social Change integrates learning and community improvement by teaching basic literacy skills along with critical thinking and cultural expression for individual and community actions residents work on projects to improve their communities—everything from digging clean water wells, overseeing reforestation projects, and disease prevention to promoting human rights, starting health clinics, and forming business ventures.
SUTRO ROOM, TRINITY COLLEGE: ISSUES & TECHNIQUES IN AFRICAN EDUCATION
AICHA BAH DIALLO (GUINEA) – FORUM FOR AFRICAN WOMEN EDUCATIONALISTS (FAWE) FAWE’s gender-responsive interventions
Gender Responsive Pedagogy (GRP) - The GRP model trains teachers to become more gender aware and to adopt teaching practices that promote equal treatment and participation of boys and girls in the classroom and within the wider school - community.
DR. EMMANUEL MGQWASHU (SOUTH AFRICA) – UNIVERSITY OF KWAZULU-NATAL Reflexive pedagogy for reading across the curriculum: The University of KwaZulu-Natal Faculty of Education experience
This presentation illustrates that if interaction between students and lecturers in Higher Education is underpinned by principles of reflexive pedagogy, that is, an explicit teaching practice driven by a view that pedagogic communication needs to signal the discourse's constructedness, epistemological access for students across racial and class lines is possible.
JEAN-JACQUES SCHUL (BELGIUM) – IDAY INTERNATIONAL Stopping malaria in African schools: The right road
Combating diseases such as malaria is paramount to achieving quality basic education for all in Africa. Abating pupils and teachers’ absenteeism, limiting the cognitive impairment and debilitation caused by the virus, reallocating money from health expenses into education ones are crucial stakes. Are today’s widespread methods (bed nets, pharmaceutical treatments, vaccines, spraying) the “right” road to follow? Can they deliver at a satisfying rate and cost, be affordable for and accessible to all? This presentation will focus on the Artemisia annua tea as another cost-effective approach based on a successful experience in Kenya schools.
LECTURE ROOM 23, BALLIOL COLLEGE: EARLY-CHILDHOOD LEARNING
PAM ALLYN (USA) – LITWORLD Taming the Wild Texts: Helping children who struggle to overcome fear and become courageous readers
Pam Allyn will inspire us with her innovative approach to the teaching of reading and writing through the power of narrative storytelling. The child's own story is the best resource we have for teaching literacy, and this session will illuminate this idea and leave us with strategies for the classroom and for our own leadership.
RADKA WILDOVA (CZECH REPUBLIC) - CHARLES UNIVERSITY PRAGUE Reading for All- Development of Reading Literacy in the Inclusive Primary School
The Czech Republic took part in many different international research models on reading literacy. The last results have been recognised as very poor ones. The presentation will describe the large project for development reading literacy at primary school, which affects more than 3000 pupils and 250 teachers in one year.
10:30-11:00: MORNING TEA
Morning tea served for delegates in or near the meeting room venues
11:00-12:30: Breakout session four
Danson Room Trinity College
Panel discussion presentation: Effective literacy programs in sub-Saharan Africa & Global policy panel discussion discussion
40 mins
Dr. Agatha Van Ginkel (Kenya) – SIL International
Effective literacy programs and independent reading in sub-Saharan Africa
40 mins
Chair: David Harvey (USA) - ProLiteracy
Global policy for adult education
Sutro Room Trinity College
Theatre presentation: Early literacy interventions & Home-based literacy tutoring
40 mins
Dr. Libby Limbrick (New Zealand) – University of Auckland
Are gains from early literacy interventions sustained over time? If so under what conditions?
40 mins
Dr. Esther Newlin-Haus (US) – Early Reading First
Home-based literacy tutoring for urban preschoolers at risk of school failure
Lecture Room 23, Balliol College
Theatre presentation: Practical alternative literacy interventions
20 mins
Dr. Michael Bitz (USA) – Center for Educational Pathways, Luke Jackson & Antoine Tonilio (Australia) - Distance Learning Centre Victoria
Comics Go Global: A New Vision for Literacy, Creativity, and Collaboration
20 mins
A. Clotilde Houchon (USA) – University of Utah
Disguised as Dick Tracy: Comics, Safe House, and Transmigrant Youth (Taken from dissertation research)
20 mins
Dr. Douglas Lonie (UK) – Youth Music & Dr Luke Dickens (UK) – Goldsmiths
Tuned in or turned off? How music and lyrics engage young people 'at risk'
20 mins Peter Kraftl (UK) – University of Leicester
New Urbanisms, New Citizens
DANSON ROOM, TRINITY COLLEGE: GLOBAL POLICY DISCUSSION & HOW TO IMPART BASIC READING EFFICIENTLY IN LOW INCOME COUNTRIES
DR. AGATHA VAN GINKEL (KENYA) – SIL INTERNATIONAL Effective literacy programs and independent reading in sub-Saharan Africa
Literacy has long been seen in Africa as a key to social, economic and political opportunities. However what is offered in many literacy programs is inadequate to fulfil these promises. Literacy curriculum which does not produce independent readers does not address the actual challenges faced by the learners. This is especially true among minority language communities, for whom literacy comes via a language and methodology that have been developed for use elsewhere. This presentation examines the social and pedagogical characteristics of truly successful literacy approaches, and suggests some principles for ensuring that literacy initiatives deliver both immediate and longer-term development outcomes.
PANEL DISCUSSION – CHAIRED BY DAVID HARVEY (US) - PROLITERACY Global Policy for Adult Education
David Harvey, accompanied by several experts involved with the issue, will lead a panel discussion focusing on global public policy for adult education. The discussion will cover:
CONFINTEA 2010, The Belem Framework: A Status Report (which was sponsored by UNESCO) The Global Economy & Adult Education and Literacy: Implications of the Economic Downturn
Donor Nations & Adult Education and Literacy: Is it a Priority?
SUTRO ROOM, TRINITY COLLEGE: EARLY LITERACY INTERVENTIONS & HOME-BASED LITERACY TUTORING
DR. LIBBY LIMBRICK (NEW ZEALAND) – UNIVERSITY OF AUCKLAND Are gains from early literacy interventions sustained over time? If so under what conditions?
Practices associated with sustained progress for students with low literacy achievement following early literacy intervention in New Zealand, Reading Recovery, will be described and discussed with participants. Research, reporting variable student outcomes four years following the intervention, suggests ongoing monitoring and targeted support is required for sustained student achievement. (Co-research by Dr Rebecca Jesson)
DR. ESTHER NEWLIN-HAUS (US) – EARLY READING FIRST Home-based literacy tutoring for urban preschoolers at risk of school failure
This session will describe an effective, home-based literacy tutoring program for American preschoolers and their parents living in poverty. Children were the primary focus but the program could be adapted to more fully address literacy needs of parents. The program was more effective and less expensive than a school-based intervention.
LECTURE ROOM 23, BALLIOL COLLEGE: PRACTICAL ALTERNATIVE LITERACY INTERVENTIONS
DR. MICHAEL BITZ (USA) – CENTER FOR EDUCATIONAL PATHWAYS, LUKE JACKSON & ANTOINE TONILIO (AUSTRALIA) - DISTANCE LEARNING CENTRE VICTORIA Comics Go Global: A New Vision for Literacy, Creativity, and Collaboration
This presentation will report on a successful pilot of Comics Go Global (CGG), which was run for the first time in 2011. CGG has grown out of the Comic Book Project, which was designed by Dr. Michael Bitz. Bitz used comics, with its broad range of sophisticated devices for communication, to engage dislocated youth in a creative process that could bridge formal and informal literacies. Comics Go Global seeks to create a digital space for transnational children and youth to create their own comic books, develop collaboration, leadership skills, and multiliteracies.
A. CLOTILDE HOUCHON (USA) – UNIVERSITY OF UTAH Disguised as Dick Tracy: Comics, Safe House, and Transmigrant Youth (Taken from dissertation research)
This visual inquiry explores instances of immigrant and refugee youth educating themselves beyond the boundaries of school, through their engagement with and the production of comic books. It is at the margin of the comic book panel, where ‘dislocated’ youth take action and make decisions in a network of relations, which reach well beyond coloured pencil lines, dialogue bubbles and significantly, nation states.
DR. DOUGLAS LONIE (UK) – YOUTH MUSIC, DR LUKE DICKENS (UK) – UNIVERSITY OF LONDON Tuned in or turned off? How music and lyrics engage young people 'at risk'
This presentation explores the use of music and lyric writing as a way for young people to make sense of their interior and exterior worlds. It also asks whether using music allows young people to engage with learning in a 'language' that makes sense to them.
PETER KRAFTL (UK) – UNIVERSITY OF LEICESTER New Urbanisms, New Citizens
Worldwide problems on this level of magnitude, the “world literacy crisis" in this case, requires transdisciplinary collaboration to create a climate for collective imagination, ideation, and action. It is clear that we need to push the notion of literacies, broadly and the ways youth act politically in spaces of their own making.
12:30-13:30: LUNCH
Informal, cafeteria style lunch for all delegates in Trinity College Dining Hall
13:30-15:00: Breakout session five
Danson Room Trinity College
Theatre presentation: Teaching literacy
40 mins
Diane Prouty (US) – Creative Associates International & Dr Corinne McComb (Egypt) KEYS for Effective Learning
Early Grade Learning in Egypt
40 mins
Pam Allyn (US) – LitWorld
Be the Story: A new era for the power of narrative in children’s lives
Junior Common Room Trinity College
Theatre presentation: Illiteracy in urban areas of the developed world
40 mins
Dr. Patricia Edwards (US) – International Reading Association
Expanding opportunities to address urban illiteracy in the US
20 mins
Vera Vojtova & Jiri Nemec (Czech Republic) – Masaryk University
Challenging literacy at-risk children at School for All
20 mins
Dr. James Jackson (US) – Howard University
Impact of stress on literacy development in students living in urban environments
Lecture Room 23 Balliol College
Theatre presentation: Literacy and inclusion & Theatre as a tool for literacy
40 mins
Dr Julie Ruel (Canada) – Universite du Quebec ed Outaouais
Literacy and inclusion: A shared responsibility!
40 mins
Marianna Houston (US) – International Theatre and Literacy Project
Theatre as a tool for literacy
DANSAN ROOM, TRINITY COLLEGE: TEACHING LITERACY
DIANE PROUTY (US) & DR CORINNE MCCOMB (EGYPT) - CREATIVE ASSOCIATES INTERNATIONAL Early Grade Learning in Egypt
In 2009 Egypt administered the Early Grade Reading Assessment to 3000 students in grades 2-4 in 60 schools in three governorates in Upper Egypt. The results highlighted the limited foundation reading skills in the majority of students being assessed. Based on the results the Ministry of Education made the decision to dramatically transform how early grade Arabic was being taught. This objective of this presentation is to provide a brief overview of the development process for the Early Grade Reading Package.
PAM ALLYN (US) – LITWORLD Be the Story: A new era for the power of narrative in children’s lives
Pam Allyn will inspire us with her innovative approach to the teaching of reading and writing through the power of narrative storytelling. The child's own story is the best resource we have for teaching literacy, and this session will illuminate this idea and leave us with strategies for the classroom and for our own leadership.
JUNIOR COMMON ROOM, TRINITY COLLEGE: ILLITERACY IN URBAN AREAS OF THE DEVELOPED WORLD
DR. PATRICIA EDWARDS (US) – INTERNATIONAL READING ASSOCIATION Expanding opportunities to address urban illiteracy in the US
The rapid decline of the United States’ literacy rates has become a major issue, primarily in poor, urban areas. In this presentation, I highlight difficulties currently experienced by the United States that are directly related to illiteracy, along with challenges within the context of urban schools, and successful strategies for working with urban students.
VERA VOJTOVA & JIRI NEMEC (CZECH REPUBLIC) – MASARYK UNIVERSITY Challenging literacy at-risk children at School for All
Unequal education, exclusion from school and illiteracy are connected phenomena. All of them decrease the chances for quality life in adulthood. Our paper is focused on at-risk children education in Czech. It is based on research, which aimed to construct the framework for at-risk children learning needs in order to provide them access to literacy.
DR. JAMES JACKSON (US) – HOWARD UNIVERSITY Impact of stress on literacy development in students living in urban environments
Stress has a major impact on students' readiness for developing literacy skills. This presentation will share recent research on how stress impacts children living in urban environments and their ability to engage effectively in subjects that require reading related tasks. Through a lecture format, participants will learn about recommendations that educators, administrators, and policy makers may consider to help children living in urban areas manage stress and focus more effectively on tasks requiring a strong literacy foundation.
LECTURE ROOM 23, BALLIOL COLLEGE: LITERACY AND INCLUSION & THEATRE AS A TOOL FOR LITERACY
DR JULIE RUEL (CANADA) – UNIVERSITE DU QUEBEC ED OUTAOUAIS Literacy and inclusion: A shared responsibility
While it is important to increase individual literacy, the inclusive perspective calls for communities and public services to take into account the literacy levels of the populations they serve. This presentation will address the cross-disciplinary challenges related to multiple contexts such as information, health, financial and digital learning and visual literacy.
MARIANNA HOUSTON (US) – INTERNATIONAL THEATRE AND LITERACY PROJECT Theatre as a tool for literacy
“Theatre as a Tool for Literacy” will introduce the theatre workshop as a model for helping students to communicate more easily in English and give them ownership of the language. The session will include a short film about the work of the International Theatre & Literacy Project (ITLP) in developing countries and a set of lively on-your-feet theatre exercises, followed by a discussion about the value of theatre with multiple populations across the literacy spectrum.
15:00-15:30 AFTERNOON TEA
Afternoon tea served for delegates in or near the meeting room venues
15:30-17:00: Breakout session six
Lecture Room 23, Balliol College
Film screening
50 mins “The Invisible Workers” Presented by IDAY International
Sutro Room Trinity College
Roundtable discussion: Discussion for African-focused organisations
90 mins Britton Lecture
Theatre Trinity College
Roundtable discussion: Discussion for Asia/Pacific-focused organisations
90 mins
Junior Common Room Trinity College
Roundtable discussion: Discussion for the Americas-focused organisations
90 mins
Danson Room, Trinity College
Roundtable discussion: Discussion for UK and Europe focused organisations
90 mins
DANSON ROOM, TRINITY COLLEGE: FILM SCREENING
THE INVISIBLE WORKERS –PRESENTED BY I-DAY INTERNATIONAL
Alphonsine, Tracy, Dinas, Icha, Ruth, Natacha, Damascène: 7 young domestic workers in Burundi, Rwanda and DRC tell their story, their condition and their aspiration to dignity and recognition of their rights. This documentary illustrates how, thanks to local education and training initiatives, they regain self-confidence… and confidence about their own future.
SUTRO ROOM, TRINITY COLLEGE: ROUNDTABLE DISCUSSION FOR AFRICAN-FOCUSED ORGANISATIONS
This session will provide organisations and individuals working toward improving literacy levels in African nations the opportunity to come together and share their work in a semi-formal roundtable discussion. Participants are encouraged to take part in thoughtful debate, share their ideas, and discuss potential collaboration opportunities that are specific to the African continent.
BRITTON LECTURE THEATRE, TRINITY COLLEGE: ROUNDTABLE DISCUSSION FOR ASIA/PACIFIC-FOCUSED ORGANISATIONS
This session will provide organisations and individuals working toward improving literacy levels in Asia and Pacific nations the opportunity to come together and share their work in a semi-formal roundtable discussion. Participants are encouraged to take part in thoughtful debate, share their ideas, and discuss potential collaboration opportunities that are specific to the Asia/ Pacific area.
JUNIOR COMMON ROOM TRINITY COLLEGE: ROUNDTABLE DISCUSSION FOR THE AMERICAS ORGANISATIONS
This session will provide organisations and individuals working toward improving literacy levels in both North and South American nations the opportunity to come together and share their work in a semi-formal roundtable discussion. Participants are encouraged to take part in thoughtful debate, share their ideas, and discuss potential collaboration opportunities that are specific to the American continents.
LECTURE ROOM 23, BALLIOL COLLEGE: ROUNDTABLE DISCUSSION FOR UK AND EUROPE-FOCUSED ORGANISATIONS
This session will provide organisations and individuals working toward improving literacy levels in the United Kingdom and Europe the opportunity to come together and share their work in a semi-formal roundtable discussion. Participants are encouraged to take part in thoughtful debate, share their ideas, and discuss potential collaboration opportunities that are specific to the United Kingdom and Europe.
15:00-18:00 OXFORD DECLARATION OPINION ROOM
Delegates are invited to visit the Oxford Declaration Opinion room in the Old Common Room, Balliol College, to share their thoughts on the Oxford Declaration.
18:00 ONWARDS: PRE DINNER DRINKS, FORMAL DINNER
A formal drinks reception will take place in the Master’s Lodgings of Balliol College. Hosted by Pearson International and the Center for Universal Education at Brookings, the reception will be used to address the Global Compact on Learning.
A formal dinner will follow for all delegates in the Dining Hall of Balliol College.
21:00-22:30: OXFORD WALKING TOURS
A choice of two optional walking tours will be available for Summit delegates to choose from; General Oxford history or a Ghost tour. These tours will take place at 9pm and will leave from the front gates of Trinity College. Each tour will take approximately 75 minutes.
For more information please see page 12 of the Summit programme.
WEDNESDAY 4TH APRIL
7:30-8:30: BREAKFAST
Breakfast provided for delegates in each of the colleges where delegates are accommodated
BEFORE 10:00: CHECKOUT OF ROOMS
Delegates to checkout of accommodation by no later than 10:00 Secure storage space for luggage will be available at individual colleges
8:30-9:30 OXFORD DECLARATION OPINION ROOM
Delegates are invited to visit the Oxford Declaration Opinion room in the Old Common Room, Balliol College, to share their thoughts on the Oxford Declaration.
9:30-10:30: Breakout session seven
Danson Room Trinity College
Theatre presentation: Reading to boost literacy
40 mins
Helen Pinnock (UK) – Save the Children
Literacy Boost: Reading inside the classroom and out demonstrates equitable education for all
20 mins
Steve Willshaw (UK) – CfBT Education Trust
Rooted in Reading
Sutro Room Trinity College
Theatre presentation: Transforming literacy with digital technology & Education for All: Or just those easier to reach?
20 mins
Warren Smith (Australia) – Splitting Image
Using digital technology to improve literacy outcomes
20 mins
Zev Lowe (Spain) – Worldreader
Transforming reading in the developing world
20 mins
Peter Gregory (Australia) – Results International
Education for All: Or just those easier to reach?
Lecture Room 23 Balliol College
Theatre presentation: Methods to improve standards in Africa
40 mins Jesper Wohlert (Denmark) – Humana People to People
Training of qualified teachers: Improving educational achievements
20 mins
Rebecca Sweetman (UK) – The Desmond Tutu 2015 TutuDesk Campaign Centre
TutuDesk – The answer to Africa’s schooling crisis
DANSON ROOM, TRINITY COLLEGE: READING TO BOOST LITERACY
HELEN PINNOCK (UK) – SAVE THE CHILDREN Literacy Boost: Reading inside the classroom and out demonstrates equitable education for all
Literacy Boost uses assessments, teacher training and community action to significantly improve children’s reading skills. Results show this combination enables girls, the poorest, and those with few home learning resources to close the existing skills gaps. This paper presents Literacy Boost impact results from Malawi, Nepal, Mozambique, Pakistan, Mali and Ethiopia.
STEVE WILLSHAW (UK) – CFBT EDUCATION TRUST Rooted in Reading
Rooted in Reading is a cross-phase initiative that increases enjoyment - both teachers and learners attest to its effectiveness. Whether you are trying to encourage parents to share stories and rhymes with their children or develop the reading skills of pre-university students, there is an appropriate reading passport.
SUTRO ROOM, TRINITY COLLEGE: TRANSFORMING LITERACY WITH DIGITAL TECHNOLOGY & EDUCATION FOR ALLL OR JUST THOSE EASIEST TO REACH?
WARREN SMITH (AUSTRALIA) – SPLITTING IMAGE COLOUR STUDIOS / INYERPOCKET SOFTWARE Using Digital Technology to improve Literacy outcomes
In this session we will look at role technology is playing in today’s educational space. Traditional printed content is now being re-purposed into digital interactive products. In the past few years digital books have emerged as significant educational tool to enhance literacy outcomes. It's a fast changing space and we're being bombarded with new devices. Can we deliver appropriate digital content to the neediest people on our planet? Can we help preserve indigenous language and culture? We can now reach & equip many more remote illiteracy people with low cost yet high effective digital literacy learning tools. Where to from here? What will the educational/literacy digital space look like over the next few years?
ZEV LOWE (SPAIN) - WORLDREADER Transforming Reading in the Developing World
Worldreader is the first social enterprise bringing books to kids in developing countries using e-readers. In this session, we will discuss why Worldreader is using digital books rather than paper books, and why e-readers rather than laptops or tablets. In addition, we will introduce the organisation's projects in Ghana, Kenya, and Uganda, and present results from a USAID-funded independent evaluation of iREAD, one of our projects in Ghana. This will be an audiovisual presentation.
PETER GREGORY (AUSTRALIA) – RESULTS INTERNATIONAL Education for All: Or just those easier to reach
This presentation will examine the efficacy of education programming in the Asia-Pacific region in overcoming barriers faced by girls and students with disabilities. Based on the report released earlier this year by RESULTS International (Australia) Education for All: Or just those easier to reach?, the session will focus on the work of the World Bank, Asian Development Bank and the Australian Agency for International Development in Indonesia, Papua New Guinea and the Philippines. The performances of these organisations are mixed and there is much work to be done to address the challenges faced by these groups before the MDGs or ‘Education for All’ can be achieved.
LECTURE ROOM 23, BALLIOL COLLEGE: METHODS TO IMPROVE STANDARDS IN AFRICA
JESPER WOHLERT (DENMARK) – HUMANA PEOPLE TO PEOPLE Humana People to People literacy programmes
Since 1993 Humana People to People organisations have pre-service trained more than 15,000 primary school teachers, especially for rural areas, in an innovative program in cooperation with governments in Mozambique, Malawi, Angola and India. Learn about program, results and perspectives of this experience.
REBECCA SWEETMAN – THE DESMOND TUTU 2015 TUTUDESK CAMPAIGN CENTRE TutuDesk – the answer to Africa’s schooling crisis
Imagine a child attending a school with no classroom desks. What would they write on? Imagine a teacher trying to read the work they’ve written whilst leaning on their friend’s back. Is it legible? Find out what TutuDesk is doing for the 95 million African children who face this daily reality.
MORNING TEA 10.30-11.00
11:00-11:45: Breakout session eight
Danson Room Trinity College
Theatre presentation: Innovative literacy programmes
40 mins
Jenny Raymond (US), Juan Camilo Ortegon Sanchez (Columbia), Nafiz Khan (Bangladesh) & Etty Hoesein (Indonesia)
Global Literacy Professional Development Network & We Give Books
Sutro Room Trinity College
Theatre presentation: Literacies in and for a Changing World: What is the evidence?
40 mins
Margaret Clark (UK) – Newman University College
Literacies in and for a changing world: What is the evidence?
Junior Common Room Trinity College
Theatre presentation: The experience of Room to Read
40 mins
Cory Heyman (USA) – Room to Read
Room to Read’s experience in supporting children to become lifelong, independent readers
Lecture Room 23 Balliol College
Theatre presentation: The standards and challenges of the ‘all’ in education for all & The invisible exodus in Pakistan
20 mins
Helen Abadzi (USA) – Global Partnership for Education
The standards and challenges of the ‘all’ in education for all
20 mins
Dr Masrur Khan (Pakistan) – National University of Sciences and Technology
The invisible exodus: Media reflection on human trafficking in Pakistan
DANSON ROOM, TRINITY COLLEGE: INNOVATIVE LITERACY PROGRAMMES
JENNY RAYMOND (US), JUAN CAMILO ORTEGON SANCHEZ (COLUMBIA), NAFIZ KHAN (BANGLADESH) & ETTY HOESEIN (INDONESIA) – PEARSON FOUNDATION Global Literacy Professional Development Network & We Give Books
The Pearson Foundation will present two of its innovative, collaborative literacy programs—We Give Books Colombia (WGB) and the Global Literacy Professional Development Network Bangladesh and Indonesia (GLPDN)—both of which strive to build communities of literacy, through the use of technology.
SUTRA ROOM, TRINITY COLLEGE: LITERACIES IN AND FOR A CHANGING WORLD: WHAT IS THE EVIDENCE?
MARGARET CLARK (UK) – NEWMAN UNIVERSITY COLLEGE Literacies in and for a Changing World: What is the evidence?
This presentation will consider: 1.The relevance for policy of three of Professor Clark’s areas of research into literacy development - in preschools; of young children who read with understanding on entry to primary school; pupils with difficulties in early secondary school 2. Cautions about evidence from international studies of literacy attainment 3. Evidence from successful adult literacy programmes. These topics can only be considered briefly in a short presentation. However, a handout will be available with sources for further information.
JUNIOR COMMON ROOM, TRINITY COLLEGE: THE WORK OF ROOM TO READ
CORY HEYMAN (USA) - ROOM TO READ Room to Read’s Experience in supporting children to become lifelong, independent readers
This presentation describes the evolution of Room to Read’s literacy programming in Africa and Asia. This includes literacy instruction, storybook publishing, and child-friendly school blocks and libraries to promote reading skills and the habit of reading; as well as rigorous research, monitoring, and evaluation to deepen program quality.
LECTURE ROOM 23, BALLIOL COLLEGE: HOW TO IMPART BASIC READING EFFICIENTLY & THE INVISIBLE EXODUS IN PAKISTAN
HELEN ABADZI (USA) – GLOBAL PARTNERSHIP FOR EDUCATION The standards and challenges of the ‘all’ in education for all
DR MASRUR KHAN (PAKISTAN) – NATIONAL UNIVERSITY OF SCIENCES AND TECHNOLOGY The invisible exodus: Media reflection on human trafficking in Pakistan
Media researchers have an upheaval task in identifying a sensitive issue of human trafficking which requires serious analysis of the issue. The results of the study will provide a better understanding of human trafficking violation in Pakistan and provide a guideline to resolve the issue through policy making and legislation.
11:45-12:30 LUNCH
Informal, cafeteria style lunch for all delegates in Trinity College Dining Hall
12:45-14:30: Plenary session two
Sheldonian Theatre
30 mins
Barbara G Reynolds (Guyana) – UNICEF
Complimentary and competing literacies: Current challenges for the international development community
30 mins
Sir Michael Barber (UK) - Pearson
Realising the possibility of global literacy
45 mins
Venkata Subbarao Ilapavuluri – UNESCO Luis Crouch (USA) – Global Partnership for Education Justin van Fleet (USA) –Brookings Institution
Tackling illiteracy: The direction forward
BARBARA G. REYNOLDS (GUYANA) – UNICEF Complimentary and Competing Literacies: Current Challenges for the International Development Community
Pursuing a global agenda with any degree of success is predicated on having reasonably clear goals about which we can all agree, approaches and strategies that more likely than not are able to contribute to their achievement, and reliable means of measurement – at the minimum. Over the course of this literacy summit, participants and presenters discussed multiple literacies with a single aim – to “form an action plan which would build long term, sustainable solutions to reduce the global crisis of illiteracy”. This presentation examines the complementarities and competing dimensions of some of the literacies discussed during the summit, the challenges this poses to defining a post-2015 agenda, and puts forward some principles for advancing the global conversation.
SIR MICHAEL BARBER (UK) – PEARSON Realising the possibility of global literacy
VENKATA SUBBARAO ILAPAVULURI - UNESCO LUIS CROUCH (US) - GLOBAL PARTENRSHIP FOR EDUCATION JUSTIN VAN FLEET (US) - BROOKING INSTITUTE CHAIRED BY: SIR MICHAEL BARBER (UK) - PEARSON Tackling illiteracy: The direction forward
This panel discussion, involving three of the most important players in global literacy, will discuss the most pressing issues associated with global literacy. The Global Compact on Learning, the Millennium Development Goals on Education, and the agenda on literacy post 2015 will all be touched upon.
14:30-15:00: Closing Ceremony
Sheldonian Theatre
Master of Ceremonies
Keith Hutchence (UK)
Proclamation and signing of the Oxford Declaration
Dr. Anthony Cree (Australia) – Chairman, World Literacy Summit
Closing remarks and the way forward
Andrew Kay (Australia) – World Literacy Foundation
15:00 END OF THE WORLD LITERACY SUMMIT 2012