Service Learning Resources


Facilitating Reflection: A Manual for Leaders and Educators

We are pleased to announce that the manual: Facilitating Reflection: A Manual for Leaders and Educators, compiled by Julia Reed and Christopher Koliba has now been placed online via the John Dewey Project's website: www.uvm.edu/~dewey

This is a manual written several years ago while we were working at the Georgetown University Volunteer and Public Service Center.  We've found it to be very helpful in outlining the basics of facilitating group discussions and sharing a variety of reflection techniques useful in group settings.

Need Help with Service-Learning? Just Ask!


The National Service-Learning Exchange (formerly called the Learn and Serve America Exchange) is a national network of volunteer Peer Mentors with experience and expertise in service-learning. They are available at no cost to help you develop or enhance your service-learning efforts. (The Exchange receives funding from the Corporation for National Service's Department of Service-Learning.)

Exchange Peer Mentors have implemented service-learning in K-12 education, higher education, community-based organizations, and tribal settings. Peer Mentors offer assistance in a variety of ways.

For example, they can:
¨ Answer a question about service-learning by phone or e-mail.
¨ Mentor you over the course of an academic year.
¨ Present at a conference or faculty meeting.*
¨ Give feedback on your curriculum, syllabus, or proposal.
¨ Share ideas about what has worked in their classrooms and/or communities.

(*You are responsible for any expenses associated with site visits.)

The Exchange complements the work of the National Service-Learning Clearinghouse. While the Clearinghouse is a network of high quality service-learning materials, the Exchange is a network of high quality service-learning people dedicated to enhancing the field and to helping those new to the field. In the next two months, Exchange staff and Peer Mentors will be contacting Learn and Serve America grantees and subgrantees to acquaint them with this free service.

The National Service-Learning Exchange is here to serve anyone interested in knowing more about service-learning, whether you receive Corporation for National Service funding or not. If you would like to request a Peer Mentor to work with you, OR if you want more information on becoming a Peer Mentor yourself, please contact the Exchange TOLL FREE at 877-572-3924. Your call will be routed to the Regional Center responsible for coordinating Peer Mentors in your state. Don't wait for help! Call the Exchange today. There's a Peer Mentor waiting to assist you!  

Fellowship

The Institute for Political Leadership Seeks Fellows.
Individuals ages 18-29 are invited to apply to participate in the first ever Institute for Political Service from June 15 to August 12, 2001, in Boston, Massachusetts. Fellows will be given the unique opportunity to intern in a variety of political offices, learn about politics and political service from top professors in the field, participate in community service activities, meet and discuss politics with experts in several fields. Fellows will work with each other to find solutions for those problems that currently plague our political system. Participants will have the opportunity to intern with a variety of organizations, including offices of elected leaders, youth political organizations, non-profits, media outlets, political consultants and lobbying firms. To apply please call 617/495-1360 or visit: http://www.unitedleaders.org

AskERIC

ERIC is a national clearinghouse on education. It maintains a database of literature, collects lesson plans on various topics, answers questions from online patrons through its AskERIC program, and more. You can visit ERIC at: http://www.askeric.org

Mini-bibliography on Current Issues: Mandatory Service and Mentoring
Susannah Druck and Charles Cook


As information specialists, we are often approached to describe and define the essential issues behind national service -related debates. The following resources are not the only resources on these subjects, but rather a good starting point for those who may undertake the discussions.

Mandatory Service

We find ourselves repeatedly answering two essential questions in regards to mandatory service: Should Service-Learning be a mandatory obligation for students? and Why or Why not?

Resources

Key Organizations

Maryland Student Service Alliance has conducted research on mandatory service and has helped make Maryland the first state to mandate service-learning in the public school system.
URL: http://sailor.lib.md.us/mssa/index.html
Phone: (410) 767-0358

Youth Service America has produced a publication titled: What you must do for your Country: The Mandatory Service Debate. Copies may be obtained through YSA.
URL: http://www.ysa.org
Phone: (202) 296-2992.

The National Center for Educational Statistics (NCES) has conducted surveys on community service and service-learning which include information on mandated service-learning programs.
URL: http://www.nces.ed.gov
Phone: (202) 219-1618.
1. Student Participation In Community Service Activity
2. Community Service Activities Following High School
3. Community Service Performed by High School Seniors


Publications

The following is a list of articles on the issues surrounding mandatory service. Information on acquiring articles may be obtained by calling the National Service-Learning Clearinghouse at 1-800-808-SERVe (7378) (V/TTY). Don't forget to conduct an on-line search of our Literature database at http://umn.edu/~serve


· Implementing Community service in K-12 schools: A report on policies and practices in the Eastern Region, by Robert Maloy and Beth Wohleb. June 1997.

· Education Week, May 14, 1997, Students need help meeting service mandates, study says," by Jeff Archer.

· The Day, Dec 11, 1997, "Community service may be a must for graduation" by Noelle Crombie.

· The Chronicle of Philanthropy, Sept 26, 1998 "A Lesson in Mandatory service" by Dundjerski and Gray.

· Designing Effective State Policies for Youth Service, by Nancy Murphy 1995.

· National Evaluation of Learn and Serve America School and Community-Based Programs, by Alan Melchior and Corporation For National Service. July 1998.

· Proposal for Mandatory Citizen Education and Community Service, by Benjamin R. Barber 1994

· Service Learning: a New Approach in Higher Education, by Barbara W. Carpenter and Jacqulin S. Jacobs. 1994.

· Service-Learning: Linking Classrooms and Communities. Service-Learning Should be Encouraged, Not Mandated by the California Dept. Of Education. 1999.

For those who are interested in mandated service-learning at Higher Education level, we would like to provide names and phone numbers for some of the experts in the field on mandatory service in private, public, and community colleges and universities.

Campus Compact National Center for Community Colleges http://www.mc.maricopa.edu/academic/compact/
Contact: Joseph Swaba, Assistant Director and Project Director
Phone: (602) 461- 6280

Service Learning at University of Colorado, Boulder http://csf.colorado.edu/sl
Contact: Robin Crews
Phone: (410) 367-8723

American Association for Community Colleges http://www.aacc.nche.edu/
Contact: Gail Robinson
Phone: (202) 728-0200 ext. 254

Campus Outreach Opportunity League (COOL)
http://www.cool2serve.org
Phone: (202) 265-1200

Mentoring

Key Organizations:

Public/Private Venture PPV promote healthy youth development, there is perhaps no better answer than more adults---caring, supporting, guiding, involving themselves in the lives of youth. They conducted the impact study of Big Brothers/Big Sisters of America and also established the National Mentoring Coalition, as well as the National Mentoring Partnership. http://www.ppv.org

National Dropout Prevention Center The Center has over 90 written resources on Mentoring. http://www.dropoutprevention.org
(864) 656-2599

Junior Achievement
Junior Achievement's program teaches school students the basic concepts of business and economics and shows children how education is relevant to the workplace. They offer these opportunities through mentoring and job shadowing experiences.
http://www.ja.org

Youth In Action Network The Youth In Action Network is an interactive online service for youth, educators, and organizations who want to learn about, and participate in, social action. Using this public service, people from all over the world come together to learn, communicate, and take positive action on issues related to such topics as the environment, human rights, mentoring, service-learning, and more.
http://www.mightymedia.com/planetweb/mentorship/

Publications

The following is a list of article on the issues surrounding mentoring. Information on acquiring articles may be obtained by calling the National Service-Learning Clearinghouse (NSLC) at 1-800-808-SERVe (7378). Don't forget to conduct an on-line search of our Literature database. http://umn.edu/~serve

Topic Bibliography: Mentoring and Service Learning. Published by: National Service-Learning Clearinghouse and available through NSLC. Using Youth Apprenticeship to Improve the Transition to Work. Published by: Council of Chief State School Officers. Availability: Executive Summary and Full report available through NSLC.

Connections: Linking Working and Learning- Job Shadow Guide for Students and Job Shadow Guide for Staff. Published by: Northwest Regional Educational Laboratory, URL: http://www.nwrel.org, Phone: (503) 275- 9500 and Jobs for the Future, info@jff.org, Phone: (617) 742- 5995

"Mentoring Programs: Promise and Paradox." by Hamilton, Stephen.. Phi Delta Kappan, March, 1992.

Adult/Youth Leaderships Pilot Project by Jeffrey L. Greim.

Combining Mentoring and Service Learning - A New Approach. by Jennifer Ocif and Beverly Marshall-Goodell. ERIC_NO: ED399187

"Young Leaders Mentoring Troubled Children" by Shayne Schneider. Journal of Emotional and Behavioral Problems; v3 n4 p31-33 Win 1995. ERIC_NO: EJ502593.

Mentoring Guidebook: a Practical Manual for Designing and Managing a Mentoring Program by Lib Crockett and Jay Smink. 1991

Mentoring in the Juvenile Justice System: Findings from Two Pilot Programs by Crystal A. Mecartney and Melanie B. Styles. 1994


RESOURCES FOR TUTORING IN MATHEMATICS


AmericaReads: RESOURCES FOR AMERICA COUNTS

Date: 21 May 1999
From: Marcia Klenbort mklenbort@southerncouncil.org

In answer to those who seek materials and resources for America Counts and other math programs with young children: LEARNS (Linking Education and America Reads through National Service) is celebrating its second year of providing training and technical assistance to education-focused national service programs.

What follows is brief and by no means comprehensive, but it may get you started on thinking and planning for your "math summer camp" or other math tutoring activities, including how you will prepare yourself, your staff and volunteers for their roles in assisting children in making friends with math. If you can get on the net, you have a lot of resources waiting for you. If you aren't net-friendly, you have resources, too! Read on. . . .

  1. Math skills and abilities can be developed by anyone! If you are uncertain about this, a visit to a couple of websites will give you courage. Especially see: http://www.mathmatters.net. While visiting Math Matters, check out the "7 Ms: myths, memory, models, metaphor, meta learning, multimedia, miracles." http://www.nctm.org is the website of the National Council of Teachers of Mathematics, a leading professional organization for and by teachers of math in the U.S. An important tenet of the NCTM is that "Every child can learn math." (Check out the beliefs of the National Council of Teachers of Math on their website.)

  2. Learning math is a matter of fitting activities to learning styles of learners. We found this out in reading, right? It's true in math, too. An especially nice introduction to learning styles re: math is also in http://www.mathmatters.net In the section on Learning Styles, and on "dimensions of learning", you'll find that 69% of learners predominantly use visual input. They like charts, images, and diagrams. And 67% learn best by doing an activity. That should fuel your desire to create interesting hands-on activities for your math learners.
  3. Your local school district has most likely adopted a math plan for its students, and can share that with your program. (They may also have math standards for each grade level, but whether or not they have developed math standards yet, they will have general expectations of students of all grade levels.) The district and school have math specialists who can interpret for you the best ways your program can support your math coaching and tutoring. They may have materials for you to use, as well. Take a look at the books used at the grade level where your students are. Though school is out soon, you'll want to check with the school district for fall to see if there is a "homework hotline" for math homework, and get the number for students who may be expected to do homework in your after-school program.
  4. There is a wealth of materials for you to draw from, due to the long-time math and science emphasis in this country, and to renewed emphasis in recent years. Here are a few places to start your own learning:
    • http://www.nctm.org The National Council of Teachers of Mathematics, mentioned earlier, was the first organization to develop standards for its subject. Thousands of teachers participated in drafting the math standards for each grade level. They are available online now. If you are working with kindergartners, you'll want to discover the kinds of activities NCTM recommends for students, and the actual standards (what NCTM believes students should know and be able to do) you can set as goals for your kindergartners.
    • http://www.nwrel.org This is the website of the Northwest Regional Educational Laboratory, called NWREL for short. There are many math resources there, as well as links to the other "education labs" in other parts of the country.
    • http://www.learner.org This is the Annenberg website, and it is designed for use by teachers and programs like national service programs. There is a list of "freebies" you can download that includes math activities for students.
    • Other sites that have free materials for you to download are:
  5. Doing math, and thinking math is a lot of fun! Just as we have learned that literacy is more than rote learning of sounds, and that literacy builds on language development, so math is more than working problems. It is a way of thinking. "Math play" and math story problems are fascinating for young children, and still hold older students captive. You will find that if children become friendly with math tools (ruler, measuring sticks), they will starting thinking up math tasks of their own!
  6. While you are teaching math, use it to educate your students about their region and the world they live in. Hands-on activities like these help students to "think math":
    • For example, you can ask students to find out how many people live in the U.S. How many live in their state? What percentage of the U.S. population does the state make up?
    • Measure the size of the room you use for tutoring. Draw a map, to scale (1 inch = 1 foot), of your room.
    • Use the "math fantasy" Cynthia Lanius develops on her site at Rice University http://math.rice.edu/~lanius which starts, "Which would you rather have? A job for a month that pays one cent on the first day, two cents on the second day, and double your salary every day for a month - or exactly one million dollars?"

  7. If you don't have easy access to the Internet. . . . Invest in (beg, borrow, get donated) some math tools like these, and make up your own problems. (After you've run through yours, ask the students to design problems and pose questions for each other.)
    • A ruler
    • A calendar
    • An airline timetable
    • Some blocks and marbles (for young children)
    • String, cut in 1-foot and 3-foot lengths
    • Some measuring tape
    • An apple and a knife (to teach fractions by, and to snack on)
    • A World Almanac (it has lots of numbers in it, and is waiting for you and your middle school students to use to make up comparison problems)
    • The weather page from yesterday's paper, and from today's paper (again, comparisons just ask to be made!)

Hope these are helpful suggestions. We look forward to reading the suggestions of others. . . .

LEARNS is a partnership of the Northwest Regional Educational Laboratory (NWREL), Bank Street College of Education (BSC), and the Southern Regional Council (SRC). The LEARNS partners provide training and technical assistance to America Reads and other Corporation for National Service projects focused on literacy and education. You are invited to visit our website at http://www.nwrel.org/learns for information on how to contact the partner serving your state.

Marcia Klenbort Director of Education Programs Member of the LEARNS team The Southern Regional Council 133 Carnegie Way, Suite 900 Atlanta GA 30303-1024 PHONE 404 522 8764 x36 FAX 404 522-8791 mklenbort@southerncouncil.org

RESOURCES FOR OUT-OF-SCHOOL PROGRAMS


As part of a continuing series of tip sheets, the National Institute on Out-of-School Time offers the following tip sheet on service-learning ideas for children in out-of-school programs. Many programs find service-learning to be a highly appropriate and appreciated part of their summer and after school programs, but report difficulty finding ideas for projects and practices that work really well in an out-of-school setting.

We hope you find some of the ideas on this simple tip sheet to be helpful. Please let us know if you'd like further help or information on this subject or any other subjects related to out-of-school time programs for kids!

Young people can find great satisfaction and wonderful learning opportunities in planning and participating in community service. Out-of-school time programs can be the perfect setting for service-learning. The four key components of effective service-learning are: PREPARATION, ACTION, REFLECTION, and RECOGNITION. Regular service projects are transformed into service-learning by emphasizing the academic and social skills involved in planning and performing projects and by engaging children and youth in reflection on their work. Following are tips and project ideas to help you incorporate service-learning:

Choose Appropriate Projects: Younger children respond well to projects that have quick and tangible results and involve a lot of action (like picking up trash, doing a performance for elderly people, sorting food at a food pantry). Older children often enjoy longer-term projects that allow them to get to know those they are serving. Involve older children in brainstorming and researching project ideas. Give them specific roles in planning and executing the project.

Keep It Simple: Meaningful service-learning opportunities do not need to involve extensive planning, complicated transportation, or many materials. Projects can be simple, tangible and focused and can take place in walking distance from your site or right at your site.

Have Children and Youth Help Plan Projects: Offer young people lots of ideas and options about appropriate service projects and let them choose what they would like to do. Discuss community needs and encourage youth to think about the resources and abilities they have that could meet needs they see. Actively involve youth in making phone calls, thinking about what materials are needed, obtaining materials, dividing up work, etc.

Develop Partnerships: Set up a partnership with a local volunteer center, community center, food bank, nursing home, homeless shelter or hospital. Invite a representative to come and talk with children about the work of their organization and about the needs the organization tries to meet. Young people can "adopt" a group and develop meaningful relationships as they serve the same people again and again. Start with the yellow pages listings for social service organizations in your neighborhood.

Be Persistent and Specific: Many service agencies and volunteer centers are not used to the idea of children and youth as volunteers. They may not readily have ideas about what young people can do to help. Be prepared to offer concrete suggestions of what your group can do. Be persistent. Chances are, once service agencies see the good young people can do, resistance will melt away.

Engage Young People In Reflection: Reflection is a key element during the process of planning a project and after completing a project. Reflection can involve a special time set aside for group discussion and/or an ongoing process of capitalizing on the "learning moments" that arise. Ideas for reflection questions to be used in discussions:

* What needs did we see? How did we see them?
* How do you think our project made a difference?
* How does it make you feel to help other people?
* What would you want to do differently if we did this again?
* What can we do to follow up on our project?


Recognize Efforts: Regularly congratulate young people for their work. Make sure that organizations and individuals benefiting from your group’s work express their thanks directly to the children and youth involved. Help young people see that the good feelings they get from helping others is part of their reward. On a daily basis, recognize young people who help each other, show courtesy and do things without being asked. This is community service as well!

SIMPLE PROJECT IDEAS:
Following are some tried and true ideas that are easy to organize and execute in almost any community with children and youth of different ages. All suggested projects can teach children planning skills while helping them develop awareness and understanding. Along with each project suggestion are examples of specific learning that could be tied to the project.

* Rake up leaves or plant flowers for people who are elderly or disabled. Help with yard work at your site. Learn about plants, gardening and landscaping. Learn about needs in your community.

* Perform a play, read to people, or sing a song at a nursing home or hospital and take time to get to know people there. Write letters or draw pictures to send if transportation is an issue. Practice singing, performing, conversation and/or writing skills. Learn about nursing homes or hospitals.

* Develop "reading buddies." Within your program or in partnership with another program, assign older children to younger children and have them read to each other regularly. Solidify the reading skills of both younger and older children. Older children learn responsibility, patience and teaching skills. Offer older children simple training about being a good tutor.

* Hold a toy/food/clothing drive for a homeless shelter or soup kitchen. Learn about hunger and homelessness while developing planning, organizing, counting and sorting skills.

* Put together "personal hygiene kits" (toothpaste, soap, etc.) for a homeless shelter. Ask the children to bring in sample soaps, shampoos, etc. Learn about homelessness. Use math to figure out numbers of kits to be made given the number of items available.

* Pick up trash in a local park or neighborhood. If there seems to be a shortage of trash receptacles, find out who is in charge and write letters. Learn about the impact of litter. Learn to do research and practice writing skills. Learn to notice needs and do something about what you notice.

* Make cookies, write notes of draw pictures to give to local police officers, custodians, teachers or cafeteria workers. Learn to appreciate those who are often under-appreciated.

* Help the building custodian do some cleaning that will really make the building look nicer and that he/she wouldn't have been able to get to without extra help. Learn about all it takes to keep a building clean. Use math skills to figure out amounts of supplies needed to complete a project.

* Sort food at a nearby food pantry or help prepare and serve food at a soup kitchen. Learn about hunger issues in your community. Use counting and sorting skills and/or measuring and cooking skills.

RESOURCES
This list is a sampling of resources available on the subject of service-learning. Listing materials here does not constitute official endorsement by The National Institute on Out-of-School Time.

PUBLICATIONS:
Service as a Strategy In Out-of-School Time: A How-To Manual produced by the Corporation for National Service and the National Institute on Out-of-School Time. Available on-line at etr-associates.org.

Kids’ Guide to Service Projects: Over 500 Service Ideas for Young People Who Want to Make a Difference by Barbara Lewis. Service project ideas for children and youth that range from simple one-time projects to large-scale commitments. Available through Free Spirit Publishing by calling 1-800-734-7323.

Kids’ Guide to Social Action: How to Solve the Social Problems You Choose by Barbara Lewis. How-to manual offering kids the tools they need to effect change and inspirational stories of youth who have made a difference. Available through Free Spirit Publishing by calling 1-800-734-7323.

Children as Volunteers by Susan J. Ellis, Anne Weisbord and Katherine H. Noyes. Ideas for designing appropriate and effective volunteer opportunities for children under age 14.

Making a Difference (student magazine) featuring activities, writing by young people, ideas on service. Available through Quest International by calling 800-446-2700.

The Real Heroes (Video) featuring personal testimonies from young people involved in a variety of service projects. Available through Quest International by calling 800-446-2700.

Today’s Heroes (Videos and guides) featuring typical teenagers who share stories of service experiences. Available from the Points of Light Foundation by calling 1-800-272-8306.

ORGANIZATIONS/WEB SITES:

Service-Learning Exchange: 877-LSA-EXCHANGE; website:
http://www.lsaexchange.org

National Helper’s Network: 800-646-4623; e-mail: helpnet@igc.apc.org

The Points of Light Foundation: 202-729-8000; website:
http://www.pointsoflight.org

Learn and Serve America: 202-606-5000; website:
http://www.nationalservice.org/learn/index.html

National Service-Learning Clearinghouse: 800-808-7378; website:
http://www.nicsl.coled.umn.edu


ServNet: www.servenet.org

Saren Eyre Loosli
Manager, CNS Training and Technical Assistance
National Institute on Out-of-School Time
781-283-3428
sloosli@wellesley.edu


"TIP SHEET" ON READING AND LITERACY, OUT-OF-SCHOOL PROGRAMS


Date: 8 July 1999
From: Caroline Nudelman cnudelma@WELLESLEY.EDU

"TIP SHEET" ON READING AND LITERACY, OUT-OF-SCHOOL PROGRAMS

As part of a continuing series of tip sheets, the National Institute on Out-of-School Time offers the following tip sheet on promoting reading and literacy for children in out-of-school programs.

We hope you find some of the ideas on this simple tip sheet to be helpful. Please let us know if you'd like further help or information on this subject or any other subjects related to out-of-school time programs for kids!

Tips for Promoting Reading and Literacy During Out-of-School Time

You don’t have to be a literacy expert to help children develop reading, writing and communication skills -- all part of literacy. Following are some simple ideas for promoting reading and literacy that can be implemented in any out-of-school time program. Be sure to engage children’s imagination! If creation and imagination are involved, children will likely be excited and interested.
  1. Create a Print-Rich Environment: Fill the space with colorful books and children’s magazines. Include plenty of big-print, read-it-yourself books. Pop-up books can help younger children get interested in books. Children are also fascinated by "How things Work" books and books on favorite topics such as cars, airplanes, planets, and animals. Magazines with colorful pictures such as National Geographic are also a big hit. Create a cozy, inviting reading corner with bookshelves, bean bag chairs, a rug, and pillows.
  2. Set Aside a Reading Time Each Day: Designate a half-hour time period when children can read on their own or to each other. Allow them to select the book of their choice or read a book from home or school. Let the children see staff reading their own books during this time.
  3. Read Aloud: Have children help you select books to read aloud to the group. Be sure to include multicultural books. Books with chapters work well for older children so that you finish one chapter each time you read. Younger children may need simple story books. Select readers who can read with animation and enthusiasm. Children especially like it when a reader changes voices for different characters. Older children often make excellent readers!
  4. Create Plays or Skits from Favorite Books: Have children work in small groups to create a play from a book they have read. Plays can be very simple, put together in an hour or so. Plays can also be elaborate, week- or month-long projects, complete with costumes made by the children.
  5. Assign "Reading Buddies": Have older and younger children read to each other on a regular basis. Give older children simple training about appropriate "reading coach" techniques.
  6. Keep Journals: Give each child a small notebook and set aside a few minutes each day for them to write. Encourage children to write about thoughts and feelings as well as events of the day. Help children get started by giving them a question to answer such as: What is the best thing that happened to you today? If you could go back and do last week all over again, what would you do differently? What is the worst thing that happened to you today? Assign a staff person to regularly respond to journals through individual conversations with children or comments in their journal.
  7. Start a Newsletter/Newspaper: Have children write a regular newsletter about past and future neighborhood and/or program activities. They can include opinion columns, interviews, etc.
  8. Write Stories: Have children make up and write out stories. Encourage them to draw illustrations for their stories and create story books. Use computer word processing programs if available.
  9. Read Instructions: Ask children to read instructions for games, computer software, crafts, etc. This can help children heighten their reading comprehension.
  10. Engage Children in Conversation: Encourage staff to talk actively with children, to ask them questions about school, hobbies, and family life. Snack and free play time can be an especially appropriate time for these conversations. As staff ask questions and listen attentively to answers, children can learn to organize their thoughts, present clear answers, and enjoy conversation.
RESOURCES

The following resources are offered as a sampling of the many resources available on this subject. This listing does not constitute an endorsement by the National Institute on Out-of-School Time. Other Resources:

http://www.etr.org/NSRC/pubs/rh/readinghelpers.html - Reading Helpers: A Handbook for Training Tutors is now online in PDF format on the NSRC website. This handbook on tutor training provides is a practical guide and contains many sample exercises. This is the companion volume to On the Road to Reading. It is a joint project of the Corporation for National Service, The U.S. Department of Education, and the Department of Health and Human Services and was written by Ray Collins. Ph.D.

Caroline Nudelman
Project Associate
National Institute on Out-of-School Time
Center for Research on Women
Wellesley College
Toll free: (877) 260-4788 Phone: (781)283-3455
Fax: (781) 283-3657
http://www.wellesley.edu/WCW/CRW/SAC/


Tutoring Resources


The LEARNS partners at the Bank Street College of Education have produced a series of videos designed to help national service staff train tutors and literacy volunteers. Now you can preview these videos at the following address: http://www.nwrel.org/learns/resources/training/

The LEARNS partners at the Southern Regional Council recently produced a new issue of The Tutor that looks at issues of diversity. You'll find profiles of programs, tips from the field, and valuable resources. Check it out at: http://www.nwrel.org/learns/tutor/spr1999/spr1999.html.

Our feature article focuses on tutors as allies. Having allies enhances literacy development for children and improves school and life success for all young people. Learn more about allies by reading the article at this address: http://www.nwrel.org/learns/feature.html

The LEARNS Partners provide training and technical assistance to America Reads and other Corporation for National Service projects focused on literacy and education. LEARNS is a partnership of Northwest Regional Educational Laboratory, Southern Regional Council and Bank Street College of Education

Leslie Haynes
LEARNS Associate; Community and Education Volunteer Services Center
Northwest Regional Educational Laboratory
101 S.W. Main, Suite 500
Portland, Oregon 97204
(503) 275-0678

Ship for World Youth

SWY is an international cultural exchange program organized by the Government of Japan. The aim is to foster cultural sensitivity, understanding and friendship through the youth of the world. The coming together of over 250 young people between 18~30 years old from around the world and spending 2 months together abroad the Nippon Maru cruise ship is the vehicle in which this aim is obtained.

The Government of Japan has invited the USA to send a twelve-member delegation, comprised of eleven young Americans and one National Leader, to the 16th SWY Program. The dates of the program are January 13th through March 3rd, 2004.

The countries that have been invited to participate with Japan in the 16th SWY are: Bahrain, Egypt, New Zealand, Norway, Peru, Russia, The Seychelles. The Solomon Islands, UAE, Tanzania, and The USA.

The application deadline is August 10th. For more information, please visit www.swyamerica.net

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