Effective childhood learning regimes require books with the urgency that flowers need water on a brutally hot day. But while certain flowers have adapted to persistent low-water conditions (think cactus), examples of effective education in low- or no-book environments are rare. These “book deserts” are the target of a new initiative being undertaken by a coalition of education-focused institutions.
Some problems are so persistent and complex that only a whole new approach can break open the potential for a solution.
Building on a recent study conducted by Susan Neuman and Naomi Moland, the Book-Rich Environment Initiative is being rolled out countrywide. Working with local libraries, and with significant support from major book publishers, the effort is directed toward increasing the per-child number of books available in “book desert” communities across the nation.
Key Takeaways:
1
Not everyone can obtain books to improve literacy.
2
Book-Rich Environment Initiative is finding partners to supply schools and students with new reading materials.
3
There should be a community commitment to spreading literacy where it lacks.
Read the full article here:
http://www.readingrockets.org/news/getting-book-rich
http://www.readingrockets.org/news/getting-book-rich
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