Description:
This article describes the evaluation outcomes of an innovative, communitybased educational initiative to enhance and promote the awareness of literacy and numeracy in young children in two regional communities in Moorabool Shire, Victoria. With the support of committed educational and community partners (through the Moorabool Best Start Partnership), the Moorabool Literacy Trails were first established in 2006 to promote and nurture children's awareness of literacy and numeracy, and to encourage active participation in the Trails by facilitating local community involvement. In 2010 an evaluation of the program used a mixed, qualitative and quantitative methodology (surveys and interviews with teachers, parents, community participants, program partner representatives) to examine the program's effectiveness in promoting literacy and numeracy awareness for children in their early years, and also whether the program is an effective catalyst for increasing community awareness and capacity. There was strong evidence that the project achieved its aims, as quantified by the continued interest in the program through the large numbers of children participating and the continued commitment to the project by its partners and the local community. This whole-of-community approach helps to promote important educational principles for children and their parents. This program has large appeal at many different levels and offers great potential for similar educational programs to be adapted and/or transferred to other communities and regions.
Description:
This article presents a critical assessment from the standpoint of early childhood literacy of Britain’s ambitious and costly on-line learning resource, the National Grid for Learning. It provides an overview of the aims, scope and administration of the Grid, together with typical examples of content available for users in the early childhood age range (0–8 years).The authors argue that the Grid is headed in an unfortunate and counterproductive direction so far as young learners are concerned.The argument claims that in its current form the Grid is likely to generate boredom among young people in terms of Grid-promoted on-line literacy practices, and to foster mislearningof important new forms of literacy, such as email and interactivity. Furthermore, Grid activities and approaches dumb down literacy acquisition, particularly acquisition of ‘new literacies’, and impede development of personal responsibility for on-line actions. The authors claim that a major change in mindset will be necessary to reform the Grid in ways that are compatible with the official policy goals and aspirations behind its development. Examples are provided of more productive alternatives, together with concepts, principles and data supporting the judgments and suggestions advanced.