Learning from Each Other: A Partnership Between an Affordable Housing Organization and a Digital Literacy Research Organization 
Posted by Laura McLoughlin on October 26, 2022 in categoryFacts & ResearchcategoryStories from the Field

In the current issue of the Adult Literacy Education research journal, a Report from the Field describes a digital literacy (DL) program that was built through a partnership between an affordable housing community and the Literacy, Language, and Technology Research (LLTR) group. 

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The Personal Reason one Tutor Got Involved with Citizenship Program 

The process of becoming a U.S. citizen is not easy. For the thousands that do it every year, naturalization is proof of their determination and dedication. It often takes months of learning the history and laws of the U.S., practicing oral interview questions, and waiting for notification to take the exam. Once they receive notification, applicants often have to drive hours to their state’s field office to take the exam.  

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Digital Financial Literacy 
Posted by Laura McLoughlin on October 19, 2022 in categoryFacts & Research

Financial technology has become a part of daily life and understanding how to use it can improve a person’s overall well-being. But adults who lack digital literacy are unable to properly use financial technology tools like online banking and mobile payments. This prevents them from fully taking control of their finances. 

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Why I Give Donor Spotlight: ProLiteracy Employee Terrie Lipke
Posted by Laura McLoughlin on October 13, 2022 in categoryNew Readers PresscategoryAdvocacy

In this new blog series, we interview some of our wonderful supporters about why they give to the adult literacy and education cause. We’re kicking off the series talking to Terrie Lipke, editorial director for ProLiteracy’s publishing division New Readers Press. 

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“It’s a Different World”: Language Ideologies, Literacies, and College Readiness 
Posted by Laura McLoughlin on October 12, 2022 in categoryFacts & Research

The number of linguistically diverse students in our school systems is continually increasing, yet the teaching force remains predominately monolingual. Authors of the research article “‘It’s a Different World’: Language Ideologies, Literacies, and College Readiness” point out that this discrepancy shapes teachers’ perceptions of what they believe a linguistically diverse student needs to become college ready. 

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