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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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Roundtable discussion: Discussion for African-focused organisations

90 mins Britton Lecture

Theatre Trinity College

Roundtable discussion: Discussion for Asia/Pacific-focused organisations

90 mins


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.


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


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


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


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?


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


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


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?


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


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

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