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Education Worldwide


Responsibilities in Early Literacy Education

Day 2, 2nd Timeslot


The partcipation for this day is only possible with a personal invitation.


Workshop 1: Roles of Families and Educational Institutions in Early Literacy Education

Panel Discussion

Schools are for learning, homes for living. Even if this is a rather old-fashioned statement it is simply true that educational institutions have been invented to educate. And even if we agree on the importance of early reading experiences we must not forget that most of the actual literacy skills are taught at institutions and not at home. Nevertheless, children’s number one attachment figures are Dad, Mum, brother and sister and their homes are the places, where they experience their first social interactions, spend most of their time in the earliest years and even where infants are first confronted with written or printed script, words and language in general. An accurate separation of different educational responsibilities is thus impossible.


Workshop 2: Libraries as a Place of Early Literacy Education

Lecture Forum

  • Stefanie Kastner (Moderator), Goethe Institut Sao Paulo
  • Susanne Brandt, Büchereizentrale Schleswig-Holstein, Germany
  • Dai Yingyuan, MA, Shenzhen Children Library, P. R. China
  • Dr. Helga Hofmann, Autonomous Region Bolzano - South Tirol, Department German culture, Italy
  • René Ponce Carrillo, Consejo Puebla de Lectura, Mexico / Alma Carrasco Altamirano, Consejo Puebla de Lectura, Benemèrita Universidad Autónoma de Puebla, Mexico
  • Maja Vestbirk, Børnehavebiblioteker, Denmark
  • Monika Ziller, German Library Association, Germany

For centuries libraries have been places of wisdom, meeting points for those who seek knowledge and institutions to open the doors to the world of art, culture and science. In recent years libraries have also started to use their ability to open doors for the youngest. All around the world libraries play a major role in Early Literacy Education. In many countries, they represent the only possible place for children to get in touch with books or magazines.


Workshop 3: Roles and Responsibilities of Volunteers in Early Literacy Education

Lecture Forum

  • Mag. Johannes Theiner (Moderator), European Parents Association, Austria
  • Lcda. María Beatriz Medina, Asociación Civil Banco del Libro, Venezuela
  • Abigail Moss, National Literacy Trust, Great Britain
    Laurent Piolatto, Lire et faire lire, France
  • MD Giorgio Tamburlini, PhD,  Centro per la Salute del Bambino, Italy

An empirical look at projects on early literacy education all over the world gives a clear picture. Primarily, projects are launched by non-profit organizations, which mainly depend on volunteers to carry out their activities. To motivate old and new volunteers often is a major, but yet immeasurably valuable task for NPOs. Volunteerism remains one of the most important fields of early childhood education, as long as large and holistic measures have not been introduced in public education systems.


Workshop 4: Education and Training of Professional Early Literacy Educators

Panel Discussion

  • Ulyana Baran (Hnidets), PhD, Ukrainian Research Center of Childrens and Youth Literature
  • Barbara Jakob Mensch, lic. phil. I,  (Moderator), SIKJM, Switzerland
  • Eithne P. Kennedy, PhD, St Patrick's Collge, Ireland
  • Pamela Oberhuemer, State Institute for Early Childhood Research, Germany
  • Dr. Inge Schreyer, State Institute for Early Childhood Research, Germany

Without good training of contents and techniques for professional early literacy educators all the talk about bridging gaps in nursing homes and school might simply end in talk. First of all, educators need to realize their possible impact on the children’s literacy skills. Second, they need to be taught a set of methods and contents regarding literacy education. Third and one level about the actual educators, stands the question of how a society wishes to control and value the work of early childhood educators.

 
 

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