Museums and Community-Based Organizations Partnering to Support Family Literacy

Autor/inn/en	Knutson, Karen; Crowley, Kevin
Titel	Museums and Community-Based Organizations Partnering to Support Family Literacy
Quelle	In: Afterschool Matters, (2022) 35, S.17-28 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Museums; Communities of Practice; Informal Education; Literacy Education; Partnerships in Education; Elementary School Students; Community Organizations; Animals; Science Experiments; Food; Cultural Education; Historic Sites; Family Involvement; Recreational Facilities; Educational Facilities; Books; Student Attitudes; Parent Attitudes; Program Effectiveness; Community Needs; Outreach Programs; Learner Engagement; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Community; Informelle Bildung; Nichtformale Bildung; Hochschulpartnerschaft; Animal; Tier; Tiere; Lebensmittel; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Historische Stätte; Freizeiteinrichtung; Bildungsstätte; Book; Buch; Monographie; Monografie; Schülerverhalten; Elternverhalten; Jobcoaching
Abstract	The William Penn Foundation launched Philadelphia's Informal Learning Initiative (ILI) to support the development of literacy-rich programming for families with children aged 3 to 9. The initiative was designed as a network of partnerships in which a cultural organization--usually a museum--paired with one or more, community-based organizations (CBOs) to design literacy-rich informal learning experiences for caregivers and children. The initiative involved 11 cultural partners and 15 CBOs. Programs exposed three- to nine-year-old children and their families to literacy practices in the context of original artwork, live animals, science experiments, natural settings, new foods, and cultural or historical sites. Programming was delivered at no cost to families, often in community settings such as recreation centers or school auditoriums. Convenient times and locations, as well as snack or meal options, supported family participation, as did book giveaways, take-home activity packs, and special museum visits. As the evaluation team for ILI, the authors structured their work to support the development of a networked community of practice, collecting data for improvement and exploring the best ways to measure impact across projects. They used a structured observation protocol and CBO staff- and educator-conducted interviews with children and caregivers in their programs to determine ILI programming's impactfulness. The study aimed to examine how museums can connect to collective impact efforts in literacy and how informal learning programs can be reoriented to better respond to community needs. Findings from the study and recommendations for museum-CBO partnerships are discussed. (ERIC).
Anmerkungen	National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01