Learning Families: Intergenerational Approach to Literacy Teaching and Learning

Sonst. Personen	Hanemann, Ulrike (Hrsg.)
Institution	UNESCO Institute for Lifelong Learning (UIL) (Germany)
Titel	Learning Families: Intergenerational Approach to Literacy Teaching and Learning
Quelle	(2015), (127 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-820-1199-7
Schlagwörter	Intergenerational Programs; Teaching Methods; Lifelong Learning; Family Literacy; Family Programs; Case Studies; National Programs; Home Study; Integrated Activities; Reading Programs; Training; Delivery Systems; Empowerment; Correctional Education; Cooperative Education; Profiles; Program Descriptions; Andragogy; Foreign Countries; Australia; Bahrain; Canada; Colombia; Germany; Guatemala; Malta; Mexico; Namibia; Nepal; Netherlands; New Zealand; Nigeria; Palestine; Romania; South Africa; Turkey; Uganda; United Kingdom; United Kingdom (Northern Ireland); United States; Vanuatu + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Life-long learning; Lebenslanges Lernen; Family program; Familienprogramm; Case study; Fallstudie; Case Study; nicht übertragen; Integrierender Unterricht; Ausbildung; Auslieferung; Fürsorgeerziehung; Kooperativer Unterricht; Charakterisierung; Profilanalyse; Andragogics; Andragogik; Ausland; Australien; Kanada; Kolumbien; Deutschland; Mexiko; Niederlande; Neuseeland; Palästina; Rumänien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Türkei; Großbritannien; USA
Abstract	Within a learning family, every member is a lifelong learner. A family literacy and learning approach is more likely to break the intergenerational cycle of low education and inadequate literacy skills, particularly among disadvantaged families and communities. The selection of case studies presented in this compilation show that for an intergenerational approach to literacy to be successful and foster a culture of learning, it is necessary to provide sustained teacher training, develop a culture of collaboration among institutions, teachers and parents, and secure sustained funding through longer-term policy support. The examples from twenty-two different countries also provide evidence of the universal importance of involving families in literacy programmes in order to establish closer links between schools, families and communities, reflecting an expanded vision of literacy as a lifelong learning process. [The editors acknowledge the contributions of the following people for their support in developing case studies: Alena Oberlerchner, Andrea Díaz Hernández, Anne Darmer, Ayda Hagh Talab, Bo Zhao, Julian Kosh, Justin Jimenez, Kwaku Gyening Owusu, Laura Fox, Lingwei Shao, Mahmoud Elsayed, Mariana Simoes, Medaldo Runhare, Michelle Viljoen, Mihika Shah-Wundenberg, Mika Hama, Moussa Gadio, Nisrine Mussaileb, Rouven Adomat, Ruth Zannis, Sarah Marshall, Seara Moon, Shaima Muhammad, Stephanie Harvey, Thomas Day, Ulrike Schmidt, and Unai Arteaga Taberna.] (As Provided).
Anmerkungen	UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany. Tel: +49-40-4480410; Fax: +49-40-4107723; e-mail: ull-pub@unesco.org; Web site: http://uil.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01