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Further information on literacy and social inclusion
Having poor literacy skills, coupled with low parental expectations
and poor self-esteem, can have a profound effect on educational
life chances, employability and social cohesion. Children
suffer from the social exclusion of their parents: the difference
in achievement can be seen in children as young as 22 months,
and the gap gets wider the older they get. However, we also
know that involvement in learning has an influence on the
level of individual resilience to setbacks and stress, on
feelings of wellbeing and the extent to which people feel
in control of their lives.
Poor literacy is the tip of the iceberg. We need to understand
the less-visible factors underneath and how the patterns of
influence on individual lives can be harnessed to raise literacy
achievement for all.
For a more detailed look at the issues, see Every
which way we can: A Literacy and Social Inclusion Position
Paper
The Basic Skills Agency funded the National Literacy Trust
to develop a national resource around literacy and social
inclusion based on the research evidence and good and promising
practice. The aim was to provide a knowledge base that shows
how, and why, a literacy approach can make a difference to
the life chances and skills of those most at risk of social
exclusion. The project's findings were disseminated and discussed
through this web-based 'good practice' resource, conferences
and seminars, and a number of publications.
As a Basic Skills Agency National Support Project, this partnership
enabled the National Literacy Trust to develop its knowledge
base on community, family and extra-curricular initiatives
across the UK. We did this through examining the research
evidence that looks at raising the achievement of children,
young people and adults whose literacy skills, or attitudes,
inhibit inclusion or put their children 'at risk'.
We mapped activity using practitioner and other networks,
and sought feedback from those involved on the ground and
in policy development.
The project ran for three years to November 2005,
and the Basic Skills Agency provided additional funding for
the website until March 2006.
(All downloads are Word documents)
- A consultation exercise to inform and shape the
project took place in June - July 2003 in nine regions in
England, with the support of Government Offices and involving
a large number of policy and practice areas. Download a
summary of findings from the
consultation process.
Evaluation showed that there was considerable interest in
the regional priorities highlighted by the speakers
from the Government Offices. Download
a summary of the key points by region.
A similar consultation event was held in Wales in
February 2004. Download a summary of
its findings.
- This website was launched in July 2003, covering policy,
research and practice across the five key strands of early
years, parents, children, young people and adults.
A downloadable activity form meant practitioners
could pass on information about what works, including new
ideas and partnerships.
- The quarterly email newsletter,
launched in July 2003, attracted over 5,100 subscribers
by the end of the project.
- In December 2003 the National Literacy Trust responded
to the Green Paper Every Child Matters, incorporating
the emerging findings of the Literacy and Social Inclusion
Project. More information
on the Green Paper and a link to the NLT response
- In September 2004 we responded
to the Commission on Families and the Well Being of Children
inquiry into the relationship between the state and
the family in the upbringing of children. Download
the response or read the original consultation document
at www.nfpi.org
- A discussion paper, Literacy and Social Inclusion:
the Policy Challenge, was produced in April 2004.
Find out more and download
the paper
- A position paper, 'Every which
way we can', incorporating responses to the discussion
paper and based on two years of the Literacy and Social
Inclusion Project, was produced in February 2005. It contains
a vision of a 'perfect literacy system', and recommendations
for policy. Find out more
and download the paper
- Literacy and Social Inclusion:
The Handbook is for people involved in planning and
developing local services, including education. It shows
how different organisations, including local authorities,
can work together to develop community literacy strategies
and contribute to shared priorities. This is the final outcome
following three years of the Project. Find
out more and order the handbook
1. To develop a knowledge base from partners on effective
literacy practices in the context of social inclusion around
the five key strands of early language and reading; working
with parents; out-of-school hours literacy support; motivating
disaffected young people; and improving the skills of adults
at risk.
2. From this knowledge base, to identify promising signs
and hard evidence about increased participation and enhanced
literacy standards among the target groups in each key strand.
3. To trawl the research evidence and carry out a needs analysis
to identify areas that require further investigation or research
and areas where no evidence exists.
4. To provide a national resource centre.
5. To develop networks at national and regional level of those
working in social inclusion and literacy and disseminate best
practice.
6. As our knowledge base grows, to provide independent advice
and consultancy to a range of institutions.
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