Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. She lives in Nashville with her family. Follow her on Twitter: @HKorbey
By Holly Korbey
Young adults are struggling with their mental health. Is more childhood independence the answer?
Talk now: How community colleges are using teletherapy to transform student mental health services
Teaching civics’ soft skills: How do civics education and social-emotional learning overlap?
How Arts Practices Can Be the Foundation of Teaching and Learning
How Libraries Stretch Their Capabilities to Serve Kids During a Pandemic
When the Show Must Go On Online for Theater Students
How Online Book Read-Alouds Can Help Students' Literacy and Connection During Social Distancing
How More Teachers are Being Trained in the Science of Reading
How Classroom Political Discussions — Controversies, Too — Prepare Students for Needed Civic Participation
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"title": "Young adults are struggling with their mental health. Is more childhood independence the answer? ",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Assistant professor Brett Mallon begins his evening Zoom session at Kansas State University with a question: When students hear the word “conflict,” what associations do they make? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many first responses are decidedly negative. “I would say, avoid it at all costs,” one student offers. “Argument, awkward conversations,” says another. The list grows as students make emotional associations they have with conflict: stress, discomfort, war. Only one student suggests that he thinks of conflict as “an opportunity for growth.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is Conflict Resolution, a non-credit workshop in an \u003c/span>\u003ca href=\"https://www.k-state.edu/lafene/programs/wellcat-ambassadors/events.html\">\u003cspan style=\"font-weight: 400\">“Adulting 101”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> series at Kansas State. The cheeky name, created by the campus wellness center, belies its serious purpose: to fill in the gaps of missing life skills for students with classes that range from the practical, like how to make a budget, to the relational, like dealing with imposter syndrome. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students talk about conflict like it’s this terrible thing,” Mallon said in an interview. “Is it that they’re afraid of [conflict], or are they lacking in experience? Probably a little bit of both.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seminars and classes like “Adulting 101” are becoming more common on college campuses. Though ranging in style and substance — from one-offs on \u003c/span>\u003ca href=\"https://www.k12dive.com/news/adulting-courses-teach-students-life-skills-from-paying-taxes-to-managin/579783/\">\u003cspan style=\"font-weight: 400\">handling stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to full-semester \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/03/19/learning/what-do-you-think-are-the-secrets-to-happiness.html\">\u003cspan style=\"font-weight: 400\">psychology courses on how to be happy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — more universities are offering help to students \u003c/span>\u003ca href=\"https://www.jedfoundation.org/first-year-college-experience-data-report-for-media-release-pdf/\">\u003cspan style=\"font-weight: 400\">struggling with the stresses of everyday life\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and mental health challenges like \u003c/span>\u003ca href=\"https://www.apa.org/monitor/2022/10/mental-health-campus-care\">\u003cspan style=\"font-weight: 400\">anxiety and depression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a growing body of evidence is beginning to suggest that the problems of “adulting” and mental health in college students may be rooted, at least in part, in modern childhood. \u003c/span>\u003ca href=\"https://www.acer.org/files/Infographic_YCDI-ACER_Wellbeing_2003-2017.pdf\">\u003cspan style=\"font-weight: 400\">Research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that young people are lacking in emotional resilience and independence compared to previous generations. The problem has been growing in tandem with rising rates of anxiety and depression, perhaps exacerbated by the COVID-19 pandemic, and has left colleges scrambling to help and adapt.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Some parents have been parenting differently, they have this value of success at all costs,” said Dori Hutchinson, executive director of the Center for Psychiatric Rehabilitation at Boston University. “I like to describe it as some kids are growing up developmentally delayed, today’s 18-year-olds are like 12-year-olds from a decade ago. They have very little tolerance for conflict and discomfort, and COVID just exposed it.” \u003c/span>\u003c/p>\n\u003ch2>How modern childhood changed, and changed mental health\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0034355213480527\">\u003cspan style=\"font-weight: 400\">Research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that young people who arrive on campus with healthy amounts of resilience and independence do better both academically and emotionally, but today more students of all backgrounds are arriving on campus \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/blog/freedom-learn/201509/declining-student-resilience-serious-problem-colleges\">\u003cspan style=\"font-weight: 400\">with significantly less experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in dealing with life’s ups and downs. Many even see normal adult activities as risky or dangerous.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new study currently under review, Georgetown University psychologist \u003c/span>\u003ca href=\"https://gufaculty360.georgetown.edu/s/contact/00336000014RWyJAAW/yulia-chentsova-dutton\">\u003cspan style=\"font-weight: 400\">Yulia Chentsova Dutton\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at whether American college students’ threshold for what is considered risky was comparable to their global peers. Chentsova Dutton and her team interviewed students from Turkey, Russia, Canada and the United States, asking them to describe a risky or dangerous experience they had in the last month. Both Turkish and Russian students described witnessing events that involved actual risk: violent fights on public transportation; hazardous driving conditions caused by drunk drivers; women being aggressively followed on the street. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But American students were far more likely to cite as dangerous things that most adults do every day, like being alone outside or riding alone in an Uber.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The American students’ risk threshold was comparatively “quite low,” according to Chentsova Dutton. Students who reported they gained independence later in childhood — going to the grocery store or riding public transportation alone, for example — viewed their university campus as more dangerous; those same students also had fewer positive emotions when describing risky situations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chentsova Dutton hypothesizes that when students have fewer opportunities to practice autonomy, they have less faith in themselves that they can figure out a risky situation. “My suspicion is that low autonomy seems to translate into low efficacy,” she said. “Low efficacy and a combination of stress is associated with distress,” like anxiety and depression.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, other psychologists have made similar associations. Author and New York University ethical leadership professor Jonathan Haidt has used Nassim Taleb’s \u003c/span>\u003ca href=\"https://www.google.com/search?q=nassim+taleb+antifragile&oq=nassim+taleb+anti&aqs=chrome.0.0i512j69i57j0i512l5j0i22i30l3.3422j0j7&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:af34c28b,vid:k4MhC5tcEv0\">\u003cspan style=\"font-weight: 400\">theory of anti-fragility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to explain how kids’ social and emotional systems act much like our bones and immune systems: Within reason, testing and stressing them doesn’t break them but makes them stronger. But, Haidt and first amendment advocate Greg Lukianoff have argued \u003c/span>\u003ca href=\"https://www.thecoddling.com/\">\u003cspan style=\"font-weight: 400\">in their writing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a strong culture of “safetyism” which prizes the safety of children above all else, has prevented young people from putting stress on the bones, so to speak, so “\u003c/span>\u003ca href=\"https://www.theguardian.com/commentisfree/2019/jan/10/by-mollycoddling-our-children-were-fuelling-mental-illness-in-teenagers\">\u003cspan style=\"font-weight: 400\">such children are\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> likely to suffer more when exposed later to other unpleasant but ordinary life events.” \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://deepblue.lib.umich.edu/bitstream/handle/2027.42/135584/ss20194.pdf?sequence=1\">\u003cspan style=\"font-weight: 400\">Psychologists have directly connected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a lack of resilience and independence to the growth of mental health problems and psychiatric disorders in young adults and say that short cycles of stress or conflict are not only \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not harmful\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, they are essential to human development. But modern childhood, for a variety of reasons, provides few opportunities for kids to practice those skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s hard to point to a single cause, experts say a confluence of factors — including more time spent on smartphones and social media, less time for free play, a culture that prizes safety at the expense of building other characteristics, a fear of child kidnapping, and more adult-directed activities — together have created a culture that keeps kids far away from the kinds of experiences that build resilience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chentsova Dutton said America has an international reputation for prizing autonomy, but her study opened her eyes to a more complicated picture. American parents \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/chapters/edit/10.4324/9780429261633-9/growing-gaps-enacted-ideational-independence-yulia-chentsova-dutton-derya-g%C3%BCrcan-y%C4%B1ld%C4%B1r%C4%B1m\">\u003cspan style=\"font-weight: 400\">tend to be overprotective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when children are young, acting as if kids are going to live at home for a long time, like parents do in Italy. Yet they also expect children to live away from home fairly early for college, like families do in Germany. The result is that American kids end up with drastically fewer years navigating real life than they do in other countries that start much earlier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We parent like we are in Italy, then send kids away like we are in Germany,” Chentsova Dutton said with a laugh. “Those things don’t match.”\u003c/span>\u003c/p>\n\u003ch2>A movement hopes to change the culture\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seventeen-year-old Megan Miller, a senior at Hudson High School in Hudson, Ohio, recently drove her two siblings, ages 15 and 12, to Cedar Point Amusement Park for an evening of fun. Miller was nervous. She’d never driven an hour and a half away from home by herself before, especially in the dark — but she had to do it; it was homework for school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The assignment was to try something she’d never done before \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">without\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> her parents’, or anyone else’s, help. Other students figured out how to put air in their tires, cooked a meal for their family from start to finish and drove on the interstate. The point, Miller’s teacher Martin Bach said, was to give these young adults — many of whom would be living away from home in less than a year — experience with trying, failing and figuring something out on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was seeing that student stress and anxiety levels were already bad, then COVID supercharged it,” Bach said. But a pattern of parents “swooping in to solve problems that kids could easily solve on their own” made Bach decide to create the unit on resilience and independence. “In my head I’m thinking, these kids are going off to college, how are they going to cope?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bach got the idea for the “do something new on your own” assignment from \u003c/span>\u003ca href=\"https://letgrow.org/?gclid=Cj0KCQiA-JacBhC0ARIsAIxybyNZrXvL74UGnKQ8_v85bXjdblqfcUvyM6C-Lw4EXJ5Hl8vTVFLIKLoaAot4EALw_wcB\">\u003cspan style=\"font-weight: 400\">Let Grow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a national nonprofit promoting greater childhood independence. Let Grow offers free curriculum, aimed mostly at elementary and middle school students, that feels like it’s giving 21st century childhood a hard reset — like “play club,” in which children are allowed to play on school playgrounds without adult interference, and the “think for yourself essay contest.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let Grow is part of a growing movement of psychologists, therapists and educators advocating for evidence-based practices to help kids gain more independence and improve mental health. Let Grow’s co-founder, Lenore Skenazy, said that after traveling for years speaking to parent and school groups about the problem of shrinking childhood independence, she decided that families needed more than a lecture. “The audience would nod along, everybody gets it. But they wouldn’t let their own kids do it,” she said. Skenazy began to understand that the anxiety around child safety was not necessarily parents’ fault — the culture surrounding families almost fetishized child danger. Many parents felt they would be judged — \u003c/span>\u003ca href=\"https://www.cnn.com/2014/07/31/living/florida-mom-arrested-son-park\">\u003cspan style=\"font-weight: 400\">or arrested\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — if they let their child walk to the park by themselves, or walk to the store. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skenazy moved the organization toward behavior and policy change to address the cultural issues. Along with the independence curriculum for schools, Let Grow has helped four states enact \u003c/span>\u003ca href=\"https://letgrow.org/wp-content/uploads/2021/06/model-laws-one-thru-four-june-30-2021.pdf\">\u003cspan style=\"font-weight: 400\">“Reasonable Childhood Independence”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> laws aimed at protecting parents from neglect charges. Let Grow also speaks directly to parents and teachers about letting kids try things by themselves — and being surprised by what their kids are able to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like Megan Miller, whose trip to Cedar Point was thrilling yet also had bumps along the way. They got a little lost inside the park, and the siblings had a disagreement over which roller coasters to ride. On the way there, even with navigation on her phone, she took a wrong turn and ended up on an unfamiliar road. But that road wound alongside scenic Lake Erie, which she’d never been on. “It ended up being this beautiful drive that I will definitely do every single time,” Miller said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the trip, Miller’s parents have noticed a change, she said. “I find that I’m much more comfortable driving on highways and for long periods of time. My parents know now that I can do it, which helps a lot.” \u003c/span>\u003c/p>\n\u003ch2>A road forward\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">More researchers, psychologists and educators are looking to find more ways to incorporate independence skills into kids’ daily lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinical psychologist Camilo Ortiz, a professor at Long Island University-Post, began noticing a few years ago that some of his young patients, mostly children being treated for anxiety, would “fold very quickly” at the first sign of adversity. Ortiz uses what he calls the “four Ds” to explain what was happening: Today’s kids experienced less “discomfort, distress, disappointment and danger” than previous generations did, because their parents, who have the best intentions, deprive them of these opportunities. He began to wonder whether kids who didn’t get much of the four Ds were missing an important opportunity to be uncomfortable and then persist — and whether they might help clinically anxious children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beginning last year, Ortiz began a pilot treatment program for childhood clinical anxiety that is based on independence and “getting parents out of their hair.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is not a traditional anxiety treatment,” he said. “My approach is something like: So you’re afraid of the dark? Go to the deli and buy me some salami.” A lot of anxiety is based in fear of the unknown, so the treatment involves having an experience full of uncertainty, like riding the subway alone or going to the grocery alone. If the child can tolerate the discomfort in that situation, Ortiz hypothesized that those lessons might translate to whatever is causing the child anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early results are promising: the independence exercises have been successful in quelling anxiety for some children. “The new approach that I have developed is for middle school kids,” he said. “So by the time they’re college students, they’ve gotten a lot more practice with those four Ds.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other groups help build resilience in students in academic settings, like the \u003c/span>\u003ca href=\"https://www.alvordbaker.com/rbp/\">\u003cspan style=\"font-weight: 400\">Resilience Builder Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which aims to help students think more flexibly, be proactive in the face of challenges and learn optimistic thinking. The program’s creator, Mary Alvord, said the protective factors taught to middle schoolers are based on decades of research on childhood resilience. “It’s about being proactive and not feeling like you’re a victim, how you can control some things, but you can’t control everything,” she said. “How can you make the best of it, and if you can’t — how do you ask for help?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts say independence and autonomy are best formed and tested in childhood, but it’s never too late to begin. At the Center for Psychiatric Rehabilitation at Boston University, Hutchinson and her team help college students diagnosed with mental illness continue their education and reach their goals, and that often begins with building their resilience and independence skills. The center has developed a curriculum that is focused not just on students, but parents and faculty as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Families are a player at the table,” Hutchinson said. Parents benefit from coaching that shows them how to support their student without “doing for” them. Parents sometimes don’t understand that protecting their child from failure and difficulty can be an obstacle to growth. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we are controlling a young adult’s experiences, and they go without that full range of emotional experience,” said the center’s Director for Strategic Initiatives Courtney Joly-Lowdermilk, “we’re actually curbing people’s opportunities to live full lives, and have the full range of human experience.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Assistant professor Brett Mallon begins his evening Zoom session at Kansas State University with a question: When students hear the word “conflict,” what associations do they make? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many first responses are decidedly negative. “I would say, avoid it at all costs,” one student offers. “Argument, awkward conversations,” says another. The list grows as students make emotional associations they have with conflict: stress, discomfort, war. Only one student suggests that he thinks of conflict as “an opportunity for growth.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is Conflict Resolution, a non-credit workshop in an \u003c/span>\u003ca href=\"https://www.k-state.edu/lafene/programs/wellcat-ambassadors/events.html\">\u003cspan style=\"font-weight: 400\">“Adulting 101”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> series at Kansas State. The cheeky name, created by the campus wellness center, belies its serious purpose: to fill in the gaps of missing life skills for students with classes that range from the practical, like how to make a budget, to the relational, like dealing with imposter syndrome. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students talk about conflict like it’s this terrible thing,” Mallon said in an interview. “Is it that they’re afraid of [conflict], or are they lacking in experience? Probably a little bit of both.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seminars and classes like “Adulting 101” are becoming more common on college campuses. Though ranging in style and substance — from one-offs on \u003c/span>\u003ca href=\"https://www.k12dive.com/news/adulting-courses-teach-students-life-skills-from-paying-taxes-to-managin/579783/\">\u003cspan style=\"font-weight: 400\">handling stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to full-semester \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/03/19/learning/what-do-you-think-are-the-secrets-to-happiness.html\">\u003cspan style=\"font-weight: 400\">psychology courses on how to be happy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — more universities are offering help to students \u003c/span>\u003ca href=\"https://www.jedfoundation.org/first-year-college-experience-data-report-for-media-release-pdf/\">\u003cspan style=\"font-weight: 400\">struggling with the stresses of everyday life\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and mental health challenges like \u003c/span>\u003ca href=\"https://www.apa.org/monitor/2022/10/mental-health-campus-care\">\u003cspan style=\"font-weight: 400\">anxiety and depression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a growing body of evidence is beginning to suggest that the problems of “adulting” and mental health in college students may be rooted, at least in part, in modern childhood. \u003c/span>\u003ca href=\"https://www.acer.org/files/Infographic_YCDI-ACER_Wellbeing_2003-2017.pdf\">\u003cspan style=\"font-weight: 400\">Research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that young people are lacking in emotional resilience and independence compared to previous generations. The problem has been growing in tandem with rising rates of anxiety and depression, perhaps exacerbated by the COVID-19 pandemic, and has left colleges scrambling to help and adapt.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Some parents have been parenting differently, they have this value of success at all costs,” said Dori Hutchinson, executive director of the Center for Psychiatric Rehabilitation at Boston University. “I like to describe it as some kids are growing up developmentally delayed, today’s 18-year-olds are like 12-year-olds from a decade ago. They have very little tolerance for conflict and discomfort, and COVID just exposed it.” \u003c/span>\u003c/p>\n\u003ch2>How modern childhood changed, and changed mental health\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0034355213480527\">\u003cspan style=\"font-weight: 400\">Research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that young people who arrive on campus with healthy amounts of resilience and independence do better both academically and emotionally, but today more students of all backgrounds are arriving on campus \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/blog/freedom-learn/201509/declining-student-resilience-serious-problem-colleges\">\u003cspan style=\"font-weight: 400\">with significantly less experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in dealing with life’s ups and downs. Many even see normal adult activities as risky or dangerous.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new study currently under review, Georgetown University psychologist \u003c/span>\u003ca href=\"https://gufaculty360.georgetown.edu/s/contact/00336000014RWyJAAW/yulia-chentsova-dutton\">\u003cspan style=\"font-weight: 400\">Yulia Chentsova Dutton\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at whether American college students’ threshold for what is considered risky was comparable to their global peers. Chentsova Dutton and her team interviewed students from Turkey, Russia, Canada and the United States, asking them to describe a risky or dangerous experience they had in the last month. Both Turkish and Russian students described witnessing events that involved actual risk: violent fights on public transportation; hazardous driving conditions caused by drunk drivers; women being aggressively followed on the street. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But American students were far more likely to cite as dangerous things that most adults do every day, like being alone outside or riding alone in an Uber.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The American students’ risk threshold was comparatively “quite low,” according to Chentsova Dutton. Students who reported they gained independence later in childhood — going to the grocery store or riding public transportation alone, for example — viewed their university campus as more dangerous; those same students also had fewer positive emotions when describing risky situations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chentsova Dutton hypothesizes that when students have fewer opportunities to practice autonomy, they have less faith in themselves that they can figure out a risky situation. “My suspicion is that low autonomy seems to translate into low efficacy,” she said. “Low efficacy and a combination of stress is associated with distress,” like anxiety and depression.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, other psychologists have made similar associations. Author and New York University ethical leadership professor Jonathan Haidt has used Nassim Taleb’s \u003c/span>\u003ca href=\"https://www.google.com/search?q=nassim+taleb+antifragile&oq=nassim+taleb+anti&aqs=chrome.0.0i512j69i57j0i512l5j0i22i30l3.3422j0j7&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:af34c28b,vid:k4MhC5tcEv0\">\u003cspan style=\"font-weight: 400\">theory of anti-fragility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to explain how kids’ social and emotional systems act much like our bones and immune systems: Within reason, testing and stressing them doesn’t break them but makes them stronger. But, Haidt and first amendment advocate Greg Lukianoff have argued \u003c/span>\u003ca href=\"https://www.thecoddling.com/\">\u003cspan style=\"font-weight: 400\">in their writing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a strong culture of “safetyism” which prizes the safety of children above all else, has prevented young people from putting stress on the bones, so to speak, so “\u003c/span>\u003ca href=\"https://www.theguardian.com/commentisfree/2019/jan/10/by-mollycoddling-our-children-were-fuelling-mental-illness-in-teenagers\">\u003cspan style=\"font-weight: 400\">such children are\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> likely to suffer more when exposed later to other unpleasant but ordinary life events.” \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://deepblue.lib.umich.edu/bitstream/handle/2027.42/135584/ss20194.pdf?sequence=1\">\u003cspan style=\"font-weight: 400\">Psychologists have directly connected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a lack of resilience and independence to the growth of mental health problems and psychiatric disorders in young adults and say that short cycles of stress or conflict are not only \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not harmful\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, they are essential to human development. But modern childhood, for a variety of reasons, provides few opportunities for kids to practice those skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s hard to point to a single cause, experts say a confluence of factors — including more time spent on smartphones and social media, less time for free play, a culture that prizes safety at the expense of building other characteristics, a fear of child kidnapping, and more adult-directed activities — together have created a culture that keeps kids far away from the kinds of experiences that build resilience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chentsova Dutton said America has an international reputation for prizing autonomy, but her study opened her eyes to a more complicated picture. American parents \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/chapters/edit/10.4324/9780429261633-9/growing-gaps-enacted-ideational-independence-yulia-chentsova-dutton-derya-g%C3%BCrcan-y%C4%B1ld%C4%B1r%C4%B1m\">\u003cspan style=\"font-weight: 400\">tend to be overprotective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when children are young, acting as if kids are going to live at home for a long time, like parents do in Italy. Yet they also expect children to live away from home fairly early for college, like families do in Germany. The result is that American kids end up with drastically fewer years navigating real life than they do in other countries that start much earlier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We parent like we are in Italy, then send kids away like we are in Germany,” Chentsova Dutton said with a laugh. “Those things don’t match.”\u003c/span>\u003c/p>\n\u003ch2>A movement hopes to change the culture\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seventeen-year-old Megan Miller, a senior at Hudson High School in Hudson, Ohio, recently drove her two siblings, ages 15 and 12, to Cedar Point Amusement Park for an evening of fun. Miller was nervous. She’d never driven an hour and a half away from home by herself before, especially in the dark — but she had to do it; it was homework for school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The assignment was to try something she’d never done before \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">without\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> her parents’, or anyone else’s, help. Other students figured out how to put air in their tires, cooked a meal for their family from start to finish and drove on the interstate. The point, Miller’s teacher Martin Bach said, was to give these young adults — many of whom would be living away from home in less than a year — experience with trying, failing and figuring something out on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was seeing that student stress and anxiety levels were already bad, then COVID supercharged it,” Bach said. But a pattern of parents “swooping in to solve problems that kids could easily solve on their own” made Bach decide to create the unit on resilience and independence. “In my head I’m thinking, these kids are going off to college, how are they going to cope?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bach got the idea for the “do something new on your own” assignment from \u003c/span>\u003ca href=\"https://letgrow.org/?gclid=Cj0KCQiA-JacBhC0ARIsAIxybyNZrXvL74UGnKQ8_v85bXjdblqfcUvyM6C-Lw4EXJ5Hl8vTVFLIKLoaAot4EALw_wcB\">\u003cspan style=\"font-weight: 400\">Let Grow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a national nonprofit promoting greater childhood independence. Let Grow offers free curriculum, aimed mostly at elementary and middle school students, that feels like it’s giving 21st century childhood a hard reset — like “play club,” in which children are allowed to play on school playgrounds without adult interference, and the “think for yourself essay contest.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let Grow is part of a growing movement of psychologists, therapists and educators advocating for evidence-based practices to help kids gain more independence and improve mental health. Let Grow’s co-founder, Lenore Skenazy, said that after traveling for years speaking to parent and school groups about the problem of shrinking childhood independence, she decided that families needed more than a lecture. “The audience would nod along, everybody gets it. But they wouldn’t let their own kids do it,” she said. Skenazy began to understand that the anxiety around child safety was not necessarily parents’ fault — the culture surrounding families almost fetishized child danger. Many parents felt they would be judged — \u003c/span>\u003ca href=\"https://www.cnn.com/2014/07/31/living/florida-mom-arrested-son-park\">\u003cspan style=\"font-weight: 400\">or arrested\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — if they let their child walk to the park by themselves, or walk to the store. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skenazy moved the organization toward behavior and policy change to address the cultural issues. Along with the independence curriculum for schools, Let Grow has helped four states enact \u003c/span>\u003ca href=\"https://letgrow.org/wp-content/uploads/2021/06/model-laws-one-thru-four-june-30-2021.pdf\">\u003cspan style=\"font-weight: 400\">“Reasonable Childhood Independence”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> laws aimed at protecting parents from neglect charges. Let Grow also speaks directly to parents and teachers about letting kids try things by themselves — and being surprised by what their kids are able to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like Megan Miller, whose trip to Cedar Point was thrilling yet also had bumps along the way. They got a little lost inside the park, and the siblings had a disagreement over which roller coasters to ride. On the way there, even with navigation on her phone, she took a wrong turn and ended up on an unfamiliar road. But that road wound alongside scenic Lake Erie, which she’d never been on. “It ended up being this beautiful drive that I will definitely do every single time,” Miller said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the trip, Miller’s parents have noticed a change, she said. “I find that I’m much more comfortable driving on highways and for long periods of time. My parents know now that I can do it, which helps a lot.” \u003c/span>\u003c/p>\n\u003ch2>A road forward\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">More researchers, psychologists and educators are looking to find more ways to incorporate independence skills into kids’ daily lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinical psychologist Camilo Ortiz, a professor at Long Island University-Post, began noticing a few years ago that some of his young patients, mostly children being treated for anxiety, would “fold very quickly” at the first sign of adversity. Ortiz uses what he calls the “four Ds” to explain what was happening: Today’s kids experienced less “discomfort, distress, disappointment and danger” than previous generations did, because their parents, who have the best intentions, deprive them of these opportunities. He began to wonder whether kids who didn’t get much of the four Ds were missing an important opportunity to be uncomfortable and then persist — and whether they might help clinically anxious children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beginning last year, Ortiz began a pilot treatment program for childhood clinical anxiety that is based on independence and “getting parents out of their hair.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is not a traditional anxiety treatment,” he said. “My approach is something like: So you’re afraid of the dark? Go to the deli and buy me some salami.” A lot of anxiety is based in fear of the unknown, so the treatment involves having an experience full of uncertainty, like riding the subway alone or going to the grocery alone. If the child can tolerate the discomfort in that situation, Ortiz hypothesized that those lessons might translate to whatever is causing the child anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early results are promising: the independence exercises have been successful in quelling anxiety for some children. “The new approach that I have developed is for middle school kids,” he said. “So by the time they’re college students, they’ve gotten a lot more practice with those four Ds.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other groups help build resilience in students in academic settings, like the \u003c/span>\u003ca href=\"https://www.alvordbaker.com/rbp/\">\u003cspan style=\"font-weight: 400\">Resilience Builder Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which aims to help students think more flexibly, be proactive in the face of challenges and learn optimistic thinking. The program’s creator, Mary Alvord, said the protective factors taught to middle schoolers are based on decades of research on childhood resilience. “It’s about being proactive and not feeling like you’re a victim, how you can control some things, but you can’t control everything,” she said. “How can you make the best of it, and if you can’t — how do you ask for help?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts say independence and autonomy are best formed and tested in childhood, but it’s never too late to begin. At the Center for Psychiatric Rehabilitation at Boston University, Hutchinson and her team help college students diagnosed with mental illness continue their education and reach their goals, and that often begins with building their resilience and independence skills. The center has developed a curriculum that is focused not just on students, but parents and faculty as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Families are a player at the table,” Hutchinson said. Parents benefit from coaching that shows them how to support their student without “doing for” them. Parents sometimes don’t understand that protecting their child from failure and difficulty can be an obstacle to growth. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we are controlling a young adult’s experiences, and they go without that full range of emotional experience,” said the center’s Director for Strategic Initiatives Courtney Joly-Lowdermilk, “we’re actually curbing people’s opportunities to live full lives, and have the full range of human experience.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Talk now: How community colleges are using teletherapy to transform student mental health services",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">At 4 a.m. one day early in her freshman year, a student at Solano Community College in Fairfield, California, reached for her phone. In her mind, everything felt like it was piling up — financial worries, academic stress and a relationship that had spun out of control. That night, she was feeling so anxious, she needed to talk to somebody right away. (The student’s name is not being used to protect her privacy. Another student in this story will be identified by first name only.)\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With her bedroom door closed so her parents wouldn’t hear, \u003c/span>\u003cspan style=\"font-weight: 400\">the student \u003c/span>\u003cspan style=\"font-weight: 400\">opened an app she’d heard about on campus, one that gave students free access to a trained therapist for emergencies, anytime day or night. With her heart racing, she pressed a button in the app that said “TalkNow.” Within five minutes, she was connected to a therapist who asked if she was thinking of harming herself. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student responded “no” but still felt like she was having “personal mental warfare” inside her own mind. She’d been struggling with her mental health for years — at one point, her depression became so debilitating she considered dropping out of high school. She never asked her parents to see a therapist; she didn’t want to burden them financially and felt they wouldn’t approve of her seeking therapy. The app made seeking help private and fast.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In their 30-minute session, the therapist gave her some coping tools. More than anything, it helped to talk to someone. “It felt better to be heard instead of silence, when I truly needed someone to talk to the most,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Colleges are making \u003c/span>\u003ca href=\"https://www.apa.org/monitor/2022/10/mental-health-campus-care\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">sweeping changes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to how mental health support is delivered to students on campus, with teletherapy — in which patients receive mental health services via phone, text or video call — at the top of the list. Teletherapy \u003c/span>\u003ca href=\"https://www.chronicle.com/article/can-teletherapy-companies-ease-the-campus-mental-health-crisis?cid2=gen_login_refresh&cid=gen_sign_in\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">spread to prominence during the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially for colleges that moved online while \u003c/span>\u003ca href=\"https://fortune.com/well/2022/07/12/mental-health-crisis-college-schools-unprepared/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">youth mental health problems like anxiety and depression skyrocketed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tech companies like Uwill, Bettermynd and TimelyCare — provider of the blue-button “TalkNow” 24/7 crisis line — partner with colleges and universities to offer students mental health services beyond the 9-to-5 schedule of the counseling center, focusing instead on students’ convenience, and often for no cost to the student. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While research on teletherapy is still in its early stages, experts agree that the service has great potential especially for community college students, who are often low-income and under- or uninsured and lack access to mental health care. While many schools are still in their first or second years of offering teletherapy, community college administrators interviewed for this story agreed that the technology has been a game-changer for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For us, it’s a retention effort,” said Emily Stone, Dean of counseling and student success programs at Diablo Valley Community College in Pleasant Hill, California. Pointing to \u003c/span>\u003ca href=\"https://www.simplypsychology.org/maslow.html#:~:text=There%20are%20five%20levels%20in,esteem%2C%20and%20self%2Dactualization.\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Maslow’s hierarchy of needs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the research-backed idea that students who are mentally unwell can’t learn, she said, “Our well-being, our mental health, are all foundational for a student being able to show up to class, be productive and be successful.” \u003c/span>\u003c/p>\n\u003ch2>For community colleges, a different mental health crisis\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most colleges and universities were already seeing a climb in mental health issues among students before the pandemic made them considerably worse. According to the \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0165032722002774\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Healthy Minds survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of campuses across the country, by 2021 more than 60% of college students met criteria for at least one mental health problem, with the most common being anxiety, depression and suicidality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet mental health challenges look slightly different for the nation’s roughly \u003c/span>\u003ca href=\"https://ccrc.tc.columbia.edu/community-college-faqs.html#:~:text=Overall%2C%2044%25%20of%20undergraduates%20were,small%20numbers%20of%20bachelor's%20degrees.\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">4.2 million community college students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who constitute about a third or more of all undergraduates. According to a 2021 national analysis, community college students ages 18-22 had \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/33657842/\">\u003cspan style=\"font-weight: 400\">significantly higher prevalence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of anxiety and depression than their four-year undergraduate peers and at the same time were much less likely to seek treatment — especially those from historically marginalized backgrounds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For community college students, \u003c/span>\u003ca href=\"https://ccrc.tc.columbia.edu/community-college-faqs.html\">\u003cspan style=\"font-weight: 400\">more than a third of whom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are low-income and a \u003c/span>\u003ca href=\"https://firstgen.naspa.org/files/dmfile/FactSheet-01.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">quarter of whom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are first in their families to attend college, finances play a big part in mental health, not only as a cause of stress but also as a reason to avoid seeking treatment. “Financial stress was a strong predictor of mental health outcomes,” researchers in the 2021 analysis wrote, “and cost was the most salient treatment barrier in the community college sample.” \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kff.org/health-reform/issue-brief/how-does-use-of-mental-health-care-vary-by-demographics-and-health-insurance-coverage/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Related research has shown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that uninsured patients with depression and anxiety are less likely to receive mental health care compared to their insured counterparts, suggesting that cost plays a role.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anecdotally, community college administrators said that worry over finances is one piece of a bigger picture: Community college students are more often engaged in a balancing act that includes full-time work, child care and caring for other family members on top of their studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have students from all walks of life. Some of them are married. Some have kids. They are juggling a lot,” said Maureen Delaney at Germanna Community College in Stafford, Virginia. “For a lot of students, this is their chance to try and do better for themselves or their families, and they struggle.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, community colleges themselves are struggling to provide students with mental health services. One out of four community colleges \u003c/span>\u003ca href=\"https://www.insidehighered.com/sites/default/server_files/files/ACCA%20CCTF%202012-2013%20Survey%20FINAL.PDF\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">offer no mental health services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.mhec.org/sites/default/files/resources/20160215SS7_counseling_services.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">less than 10%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer psychiatric services to students. And \u003c/span>\u003ca href=\"https://nscresearchcenter.org/current-term-enrollment-estimates/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">enrollment continues to decline nationally\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, threatening to squeeze some schools’ already limited resources.\u003c/span>\u003c/p>\n\u003ch2>Teletherapy’s potential to change the game\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teletherapy, with its anytime-anywhere model that is often paid for by the colleges and offered to students at no cost, has the potential to revolutionize mental health support for community college students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teletherapy’s greatest strength, \u003c/span>\u003ca href=\"https://ajp.psychiatryonline.org/doi/pdf/10.1176/appi.ajp.2020.20050557\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">according to psychotherapists\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is its ability to expand access, and early research shows it has the potential to \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2022-17335-001\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">provide the same outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as in-person therapy, especially when performed by a well-trained, licensed therapist. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">College students \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7785477/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">find teletherapy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “convenient, accessible, easy to use and helpful,” mostly due to the expanded number and availability of therapists. Campus counseling centers often are open only during regular business hours and \u003c/span>\u003ca href=\"https://www.apa.org/monitor/2020/09/crunch-college-counseling\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">are short-staffed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Getting an appointment can take weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are there when the counseling office is closed, holidays, vacations and peak times when there’s not enough capacity,” said Michael London, CEO of Uwill, a web-based teletherapy platform serving more than 100 colleges and universities. “There’s video, phone, chat or messaging. The student drives the way they want to be helped.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teletherapy services also offer a crisis line like the “TalkNow” button, which gives students who are having a mental health crisis or even a panic attack someone to chat with within minutes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teletherapy startups are also eliminating the web of medical and insurance bureaucracy that can stand in the way for students who don’t have insurance or can’t pay hourly fees to therapists who don’t take insurance. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07448481.2022.2062245\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">One recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed that a majority of college students, especially Black, Hispanic and Asian students, would consider teletherapy if no cost were involved. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Colleges that hire teletherapy services can choose from a variety of plans for students, but according to the representatives of the teletherapy services interviewed for this story, many offer a certain number of therapy appointments to students for no cost, removing a barrier that can prevent low-income students from seeking mental health care.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond cost and convenience, teletherapy has the potential to break down other stubborn access barriers, especially for the most vulnerable groups of college students. Students of color and LGBTQ students, for example, are often looking for therapists with similar backgrounds, and teletherapy’s wide net of therapists can make that easier than the one or two found in the counseling center. In a \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/07/16/well/mind/find-black-latinx-asian-therapist.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">recent \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> story\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Virginia psychologist Alfiee M. Breland-Noble noted that having this kind of cultural competence “is not how much do you know about individual cultures, it is more how do you show up in any space in a way that allows other people to feel welcome, to feel heard and to feel understood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teletherapy services also hold great potential for students in rural areas, where mental health care service \u003c/span>\u003ca href=\"https://www.ruralhealthinfo.org/toolkits/mental-health/1/barriers\">\u003cspan style=\"font-weight: 400\">shortages are the greatest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and stigma against treatment \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2019-06780-005\">\u003cspan style=\"font-weight: 400\">is the highest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch2>Promise and pitfalls ahead\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teletherapy is still so new that questions remain about its effectiveness and accessibility. Researchers interviewed for this story agreed that easier access for people like community college students is promising — but more research needs to be done. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barriers to teletherapy remain for some groups as well, due to lack of internet access or a smartphone. The public doesn’t always realize how many college students are struggling with basic needs like food, housing and transportation, said Sara Abelson, senior director of training and education at \u003c/span>\u003ca href=\"https://hope.temple.edu/\">\u003cspan style=\"font-weight: 400\">The Hope Center for College, Community and Justice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at Temple University. In a \u003c/span>\u003ca href=\"https://hope.temple.edu/sites/hope/files/media/document/HopeSurveyReport2021.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">2020 national survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of college students, the Hope Center found that more than one third of community college students often did not have enough food to eat, and 14% experienced homelessness at some point during the year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Abelson said the Hope Center’s future research into basic needs will include collecting data on mental health, with attention to its relationship to lack of food and housing. “We believe and know colleges have to connect their dots,” she said. “When [students] go one place for SNAP, another for mental health support — [schools] have to think holistically about the supports that serve students.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, the fast rise of teletherapy startups is calling quality into question. Some online therapists have complained that teletherapy appointments are too short, and some startups appear to be more focused on growth than helping patients. A \u003c/span>\u003ca href=\"https://time.com/6225361/telehealth-startups-cerebral-done-ahead/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">recent \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Time \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">story\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> revealed that federal investigators are currently looking into teletherapy services Done and Cerebral for possible over-prescription practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet many community college students who have used teletherapy said it has helped them. After the student at Solano Community College sought help with teletherapy, she began telling other students about it. “I remember this one student, he was really struggling,” she said. “He was considering dropping out of school. I told him to use the ‘TalkNow’ button and find someone to talk to about it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teletherapy becomes more popular and maybe even the norm, colleges are looking to expand, with digital help, what they can offer students, hoping to head off mental health challenges before they become crises. Many teletherapy apps have added wellness components — online yoga classes, meditation and other preventative measures students can access on their smartphones anytime. And at least one app, TimelyCare, has added help for basic needs like food, housing and transportation, all at the touch of a button. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alessandra, a second-year computer science major at Germanna Community College, said she thought she was having a panic attack on the night she hit the “TalkNow” button. She was feeling overwhelmed with thoughts of failure, worried about her GPA, and she couldn’t breathe.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Alessandra got connected to a therapist, the professional walked her through some breathing techniques and meditation exercises to calm her down. “What I liked was, she was calm, and her calmness made me calm,”she said. “We just breathed together, and I loved that. I never paid attention to that before, but the breathing techniques helped me a lot.” \u003c/span>\u003c/p>\n\n",
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"headline": "Talk now: How community colleges are using teletherapy to transform student mental health services",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">At 4 a.m. one day early in her freshman year, a student at Solano Community College in Fairfield, California, reached for her phone. In her mind, everything felt like it was piling up — financial worries, academic stress and a relationship that had spun out of control. That night, she was feeling so anxious, she needed to talk to somebody right away. (The student’s name is not being used to protect her privacy. Another student in this story will be identified by first name only.)\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With her bedroom door closed so her parents wouldn’t hear, \u003c/span>\u003cspan style=\"font-weight: 400\">the student \u003c/span>\u003cspan style=\"font-weight: 400\">opened an app she’d heard about on campus, one that gave students free access to a trained therapist for emergencies, anytime day or night. With her heart racing, she pressed a button in the app that said “TalkNow.” Within five minutes, she was connected to a therapist who asked if she was thinking of harming herself. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student responded “no” but still felt like she was having “personal mental warfare” inside her own mind. She’d been struggling with her mental health for years — at one point, her depression became so debilitating she considered dropping out of high school. She never asked her parents to see a therapist; she didn’t want to burden them financially and felt they wouldn’t approve of her seeking therapy. The app made seeking help private and fast.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In their 30-minute session, the therapist gave her some coping tools. More than anything, it helped to talk to someone. “It felt better to be heard instead of silence, when I truly needed someone to talk to the most,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Colleges are making \u003c/span>\u003ca href=\"https://www.apa.org/monitor/2022/10/mental-health-campus-care\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">sweeping changes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to how mental health support is delivered to students on campus, with teletherapy — in which patients receive mental health services via phone, text or video call — at the top of the list. Teletherapy \u003c/span>\u003ca href=\"https://www.chronicle.com/article/can-teletherapy-companies-ease-the-campus-mental-health-crisis?cid2=gen_login_refresh&cid=gen_sign_in\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">spread to prominence during the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially for colleges that moved online while \u003c/span>\u003ca href=\"https://fortune.com/well/2022/07/12/mental-health-crisis-college-schools-unprepared/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">youth mental health problems like anxiety and depression skyrocketed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tech companies like Uwill, Bettermynd and TimelyCare — provider of the blue-button “TalkNow” 24/7 crisis line — partner with colleges and universities to offer students mental health services beyond the 9-to-5 schedule of the counseling center, focusing instead on students’ convenience, and often for no cost to the student. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While research on teletherapy is still in its early stages, experts agree that the service has great potential especially for community college students, who are often low-income and under- or uninsured and lack access to mental health care. While many schools are still in their first or second years of offering teletherapy, community college administrators interviewed for this story agreed that the technology has been a game-changer for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For us, it’s a retention effort,” said Emily Stone, Dean of counseling and student success programs at Diablo Valley Community College in Pleasant Hill, California. Pointing to \u003c/span>\u003ca href=\"https://www.simplypsychology.org/maslow.html#:~:text=There%20are%20five%20levels%20in,esteem%2C%20and%20self%2Dactualization.\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Maslow’s hierarchy of needs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the research-backed idea that students who are mentally unwell can’t learn, she said, “Our well-being, our mental health, are all foundational for a student being able to show up to class, be productive and be successful.” \u003c/span>\u003c/p>\n\u003ch2>For community colleges, a different mental health crisis\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most colleges and universities were already seeing a climb in mental health issues among students before the pandemic made them considerably worse. According to the \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0165032722002774\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Healthy Minds survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of campuses across the country, by 2021 more than 60% of college students met criteria for at least one mental health problem, with the most common being anxiety, depression and suicidality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet mental health challenges look slightly different for the nation’s roughly \u003c/span>\u003ca href=\"https://ccrc.tc.columbia.edu/community-college-faqs.html#:~:text=Overall%2C%2044%25%20of%20undergraduates%20were,small%20numbers%20of%20bachelor's%20degrees.\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">4.2 million community college students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who constitute about a third or more of all undergraduates. According to a 2021 national analysis, community college students ages 18-22 had \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/33657842/\">\u003cspan style=\"font-weight: 400\">significantly higher prevalence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of anxiety and depression than their four-year undergraduate peers and at the same time were much less likely to seek treatment — especially those from historically marginalized backgrounds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For community college students, \u003c/span>\u003ca href=\"https://ccrc.tc.columbia.edu/community-college-faqs.html\">\u003cspan style=\"font-weight: 400\">more than a third of whom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are low-income and a \u003c/span>\u003ca href=\"https://firstgen.naspa.org/files/dmfile/FactSheet-01.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">quarter of whom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are first in their families to attend college, finances play a big part in mental health, not only as a cause of stress but also as a reason to avoid seeking treatment. “Financial stress was a strong predictor of mental health outcomes,” researchers in the 2021 analysis wrote, “and cost was the most salient treatment barrier in the community college sample.” \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kff.org/health-reform/issue-brief/how-does-use-of-mental-health-care-vary-by-demographics-and-health-insurance-coverage/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Related research has shown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that uninsured patients with depression and anxiety are less likely to receive mental health care compared to their insured counterparts, suggesting that cost plays a role.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anecdotally, community college administrators said that worry over finances is one piece of a bigger picture: Community college students are more often engaged in a balancing act that includes full-time work, child care and caring for other family members on top of their studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have students from all walks of life. Some of them are married. Some have kids. They are juggling a lot,” said Maureen Delaney at Germanna Community College in Stafford, Virginia. “For a lot of students, this is their chance to try and do better for themselves or their families, and they struggle.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, community colleges themselves are struggling to provide students with mental health services. One out of four community colleges \u003c/span>\u003ca href=\"https://www.insidehighered.com/sites/default/server_files/files/ACCA%20CCTF%202012-2013%20Survey%20FINAL.PDF\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">offer no mental health services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.mhec.org/sites/default/files/resources/20160215SS7_counseling_services.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">less than 10%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer psychiatric services to students. And \u003c/span>\u003ca href=\"https://nscresearchcenter.org/current-term-enrollment-estimates/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">enrollment continues to decline nationally\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, threatening to squeeze some schools’ already limited resources.\u003c/span>\u003c/p>\n\u003ch2>Teletherapy’s potential to change the game\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teletherapy, with its anytime-anywhere model that is often paid for by the colleges and offered to students at no cost, has the potential to revolutionize mental health support for community college students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teletherapy’s greatest strength, \u003c/span>\u003ca href=\"https://ajp.psychiatryonline.org/doi/pdf/10.1176/appi.ajp.2020.20050557\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">according to psychotherapists\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is its ability to expand access, and early research shows it has the potential to \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2022-17335-001\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">provide the same outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as in-person therapy, especially when performed by a well-trained, licensed therapist. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">College students \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7785477/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">find teletherapy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “convenient, accessible, easy to use and helpful,” mostly due to the expanded number and availability of therapists. Campus counseling centers often are open only during regular business hours and \u003c/span>\u003ca href=\"https://www.apa.org/monitor/2020/09/crunch-college-counseling\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">are short-staffed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Getting an appointment can take weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are there when the counseling office is closed, holidays, vacations and peak times when there’s not enough capacity,” said Michael London, CEO of Uwill, a web-based teletherapy platform serving more than 100 colleges and universities. “There’s video, phone, chat or messaging. The student drives the way they want to be helped.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teletherapy services also offer a crisis line like the “TalkNow” button, which gives students who are having a mental health crisis or even a panic attack someone to chat with within minutes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teletherapy startups are also eliminating the web of medical and insurance bureaucracy that can stand in the way for students who don’t have insurance or can’t pay hourly fees to therapists who don’t take insurance. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07448481.2022.2062245\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">One recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed that a majority of college students, especially Black, Hispanic and Asian students, would consider teletherapy if no cost were involved. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Colleges that hire teletherapy services can choose from a variety of plans for students, but according to the representatives of the teletherapy services interviewed for this story, many offer a certain number of therapy appointments to students for no cost, removing a barrier that can prevent low-income students from seeking mental health care.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond cost and convenience, teletherapy has the potential to break down other stubborn access barriers, especially for the most vulnerable groups of college students. Students of color and LGBTQ students, for example, are often looking for therapists with similar backgrounds, and teletherapy’s wide net of therapists can make that easier than the one or two found in the counseling center. In a \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/07/16/well/mind/find-black-latinx-asian-therapist.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">recent \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> story\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Virginia psychologist Alfiee M. Breland-Noble noted that having this kind of cultural competence “is not how much do you know about individual cultures, it is more how do you show up in any space in a way that allows other people to feel welcome, to feel heard and to feel understood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teletherapy services also hold great potential for students in rural areas, where mental health care service \u003c/span>\u003ca href=\"https://www.ruralhealthinfo.org/toolkits/mental-health/1/barriers\">\u003cspan style=\"font-weight: 400\">shortages are the greatest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and stigma against treatment \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2019-06780-005\">\u003cspan style=\"font-weight: 400\">is the highest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch2>Promise and pitfalls ahead\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teletherapy is still so new that questions remain about its effectiveness and accessibility. Researchers interviewed for this story agreed that easier access for people like community college students is promising — but more research needs to be done. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barriers to teletherapy remain for some groups as well, due to lack of internet access or a smartphone. The public doesn’t always realize how many college students are struggling with basic needs like food, housing and transportation, said Sara Abelson, senior director of training and education at \u003c/span>\u003ca href=\"https://hope.temple.edu/\">\u003cspan style=\"font-weight: 400\">The Hope Center for College, Community and Justice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at Temple University. In a \u003c/span>\u003ca href=\"https://hope.temple.edu/sites/hope/files/media/document/HopeSurveyReport2021.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">2020 national survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of college students, the Hope Center found that more than one third of community college students often did not have enough food to eat, and 14% experienced homelessness at some point during the year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Abelson said the Hope Center’s future research into basic needs will include collecting data on mental health, with attention to its relationship to lack of food and housing. “We believe and know colleges have to connect their dots,” she said. “When [students] go one place for SNAP, another for mental health support — [schools] have to think holistically about the supports that serve students.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, the fast rise of teletherapy startups is calling quality into question. Some online therapists have complained that teletherapy appointments are too short, and some startups appear to be more focused on growth than helping patients. A \u003c/span>\u003ca href=\"https://time.com/6225361/telehealth-startups-cerebral-done-ahead/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">recent \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Time \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">story\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> revealed that federal investigators are currently looking into teletherapy services Done and Cerebral for possible over-prescription practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet many community college students who have used teletherapy said it has helped them. After the student at Solano Community College sought help with teletherapy, she began telling other students about it. “I remember this one student, he was really struggling,” she said. “He was considering dropping out of school. I told him to use the ‘TalkNow’ button and find someone to talk to about it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teletherapy becomes more popular and maybe even the norm, colleges are looking to expand, with digital help, what they can offer students, hoping to head off mental health challenges before they become crises. Many teletherapy apps have added wellness components — online yoga classes, meditation and other preventative measures students can access on their smartphones anytime. And at least one app, TimelyCare, has added help for basic needs like food, housing and transportation, all at the touch of a button. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alessandra, a second-year computer science major at Germanna Community College, said she thought she was having a panic attack on the night she hit the “TalkNow” button. She was feeling overwhelmed with thoughts of failure, worried about her GPA, and she couldn’t breathe.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Alessandra got connected to a therapist, the professional walked her through some breathing techniques and meditation exercises to calm her down. “What I liked was, she was calm, and her calmness made me calm,”she said. “We just breathed together, and I loved that. I never paid attention to that before, but the breathing techniques helped me a lot.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Teaching civics’ soft skills: How do civics education and social-emotional learning overlap? ",
"title": "Teaching civics’ soft skills: How do civics education and social-emotional learning overlap? ",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco wants her students to deliberate. Each week in her 9th grade civics class in a suburb of Minneapolis, the educator guides students through differing ideas of American government. Whether it’s viewing a TikTok challenge through the ideas of Hobbs and Locke, or looking at natural rights theory and classical republicanism through the lens of Covid-19, she asks students to first understand, then argue for different—and often opposing—points of view. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These exercises in “perspective-taking,” she said, take her lessons a step farther than history and knowledge-building about government. Empathy, tolerance and communicating across differences are in short supply in many communities, and young people need practice as they enter a deeply divided society. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t necessarily have a lot of examples of two people with disparate opinions having a conversation where the goal isn’t to win,” Cisco said, “but to deliberate and understand.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators across the nation are getting focused on teaching the “soft skills” of civics education. As civics has made a comeback into classrooms after years of neglect, educators and experts say they are layering traditional civics content with skills more social and emotional in nature, like social awareness, identity development and relationship skills. Over the last few years, as political and social challenges roiled the nation—from a global pandemic to the murder of George Floyd to the January 6th insurrection—civics educators are saying both knowledge and empathy, action and communication skills are needed to be a twenty-first century citizen. Schools, they say, should be teaching both. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To that end, perhaps the biggest comeback civics has made is that it now includes a heavy dose of Social-Emotional Learning, or SEL, alongside the Articles of Confederation or how a bill becomes law. Social-Emotional Learning, an umbrella term for the development of non-academic skills like managing emotions and developing healthy relationships, is already ubiquitous in schools. But its explicit connection to civics learning, and the outcomes it’s supposed to produce, like more engaged citizens, is newer. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Decades of research has shown that high-quality SEL improves social and academic outcomes for students, and even sets the stage for \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1633924?journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">healthy brain development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But an updated \u003c/span>\u003ca href=\"https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/\">\u003cspan style=\"font-weight: 400\">framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out from CASEL, SEL’s largest research and advocacy organization in education, added a new long-term outcome: \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">engaged citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identity development that leads to self-awareness, they wrote, is associated not only with positive mental health and self-esteem, but \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">“productive citizenship later in life.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ci>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In turn, civics organizations have begun adding SEL to their core competencies. A few years ago, the Campaign for the Civic Mission of Schools added SEL as complementary to their “\u003c/span>\u003ca href=\"https://tischcollege.tufts.edu/research/republic-still-risk-and-civics-part-solution\">\u003cspan style=\"font-weight: 400\">Six Proven Practices”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that include civics and government courses, service learning and student-led school groups. Advocacy organizations like \u003c/span>\u003ca href=\"https://www.civxnow.org/\">\u003cspan style=\"font-weight: 400\">CivXNow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a non-partisan pro-civics group of 100 organizations, think it’s important as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Civics and SEL have a symbiotic relationship, and when we integrate them, we help nurture students as knowledgeable, caring and engaged citizens,” said Emma Humphries, CivxNow’s deputy director and chief education officer at iCivics. “At a time when Americans can’t agree on anything, this is incredibly important. There’s a sense that Americans, and, with it, our constitutional democracy, could really benefit from two things: more and deeper civic knowledge, and increased civility.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A crisis in civics education\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last fifty or sixty years, civics education has fallen out of favor in many schools. Educating for citizenship, once the core mission of public schools, was sidelined by competing objectives like educating for college and career, and focus on Science, Technology, Engineering and Math (STEM). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High-stakes testing and accountability measures, focusing on reading and math, forced important subjects like history and government to the sidelines. In the last round of 8th grade assessments on the National Assessment of Educational Progress (NAEP) from 2018, only \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/ushistory/results/achievement/\">\u003cspan style=\"font-weight: 400\">15% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in history, and about \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/civics/results/achievement/#:~:text=In%202018%2C%20about%2024%20percent,2014%2C%20the%20previous%20assessment%20year.\">\u003cspan style=\"font-weight: 400\">24% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in civics. Experts say sidelining history, civics and government contributed to America’s incredibly \u003c/span>\u003ca href=\"https://www.annenbergpublicpolicycenter.org/political-communication/civics-knowledge-survey/\">\u003cspan style=\"font-weight: 400\">low level of knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their civic rights, responsibilities and system of government, and might contribute to \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/11/03/in-past-elections-u-s-trailed-most-developed-countries-in-voter-turnout/\">\u003cspan style=\"font-weight: 400\">low voting rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But while history and civic knowledge is crucial, many of today’s civic challenges, as seen through recent crises, are more complex. The social isolation and alienation, sharing of online misinformation, and hateful polarization that helped contribute to recent events can’t neatly be solved by content classes alone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Solving these issues, experts say, requires a more holistic approach. “Both enterprises are anchored in relationships,” said Robert J. Jagers, vice president of research at CASEL. History provides context to what happened in the past, while SEL helps students assess how they should behave in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive school culture with standards and codes of behavior, he said, is SEL that also naturally helps students prepare for living in a democracy. “SEL is civic socialization, it’s relational, helping you to understand yourself in connection with other people,” Jagers said. “Your own thoughts and emotions and behaviors, how to be reserved when it’s appropriate, when you do that in a group. You learn how to do that by extension as the groups get larger, and the contexts get different.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Civics skills where SEL plays a part\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the connection between civics and SEL becomes stronger, educators and programs are finding ways to highlight how SEL improves the civic skills needed to meet twenty-first century challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Media literacy is an important civic skill. \u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">R\u003c/a>\u003c/span>\u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">\u003cspan style=\"font-weight: 400\">esearch shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that a majority of students can’t discern the truth of what they read or see online, and the “fake news” shared on social media has been a driver of polarization and civil unrest. Yet investigating the emotions behind how we share and what we believe on social media is a crucial part of media literacy that often doesn’t get addressed, said librarian and author Jennifer LaGarde. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning can help students identify the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> behind what they share, she said, and understand the important role managing emotions plays. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the new book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/Developing-Digital-Detectives-Essential-Discerning/dp/1564849058\">Developing Digital Detectives\u003c/a>: Essential Lessons for Discerning Fact from Fiction in the 'Fake News' Era\u003c/span>\u003cspan style=\"font-weight: 400\">,\" LaGarde and co-author Darren Hudgins say that before fact checking an online claim, students need to do an “emotion check” first. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that one of the ways to get us to click and hit ‘share’ is to trigger an emotion,” LaGarde said. “Once that emotion is triggered, the flight or fight part of our brain is triggered, and then it doesn’t matter what we know about fact checking. The emotion has taken over.” \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/jenniferlagarde/status/1227760800539930625\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The inquiry-driven \u003c/span>\u003ca href=\"https://www.socialstudies.org/standards/c3\">\u003cspan style=\"font-weight: 400\">College, Career and Civic Life (C3) Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for Social Studies State Standards, developed by the National Council for the Social Studies, weaves in relationship-building skills to get students communicating with each other as they are exploring history and civics concepts, and evaluating sources. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Art Lewandowski, professor of teaching and learning at Bowling Green State University in Bowling Green, Ohio, teaches preservice teachers the C3 Framework as a philosophical framework to understand state history standards. He said the inquiry-based standards weave in aspects of SEL, including building relationship and communication skills, throughout to prepare students not just for taking a test. “It’s to prepare students for civic engagement,” he said, “and preparing students to collaborate with diverse peers to solve problems.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then there’s the work of learning to talk about difficult topics with those who might disagree. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation\">\u003cspan style=\"font-weight: 400\">Research has shown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that classrooms where students discuss politically controversial topics, led by a well-prepared teacher, can increase the “civic knowledge, skills and dispositions that lead to adult civic engagement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In times of extreme division and polarization—one where tensions run so deep\u003c/span>\u003ca href=\"https://centerforpolitics.org/crystalball/articles/new-initiative-explores-deep-persistent-divides-between-biden-and-trump-voters/\">\u003cspan style=\"font-weight: 400\"> nearly half of Americans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> think dissolution is a good idea—teaching how to “deliberate for understanding” can be a challenge. Social-emotional skills can help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco’s civics students have frequent conversations about controversial topics in her civics class, but that wouldn’t be possible, she said, without the careful, deliberate scaffolding of social-emotional skills along the way. Students are required to take different positions on the same topic, in order to get practice having empathy and understanding for another’s position. And she teaches them to use specific sentence frames to communicate understanding. Sometimes it’s as simple as saying “I disagree with Jasmine’s idea,” instead of “I disagree with Jasmine.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The SEL standards become the civics standards,” Cisco said. “You’re not teaching two separate things, they weave together perfectly.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While educators continue to blend SEL and civics, researchers are still trying to figure out a way to measure SEL’s effectiveness in producing engaged citizens. Laura Hamilton, associate vice president of Research Centers at the Educational Testing Service, called figuring out how to assess civic dispositions a “work in progress.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know how to assess knowledge,” she said. “But when you start to look at dispositions, civic engagement in the community or voting, those are harder to measure, and harder to link to what is happening in K-12 schools.” She sees promise in computer-based assessments that engage students in an activity, like presenting students with a social problem and gauging how they would respond. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, Cisco is hoping that the perspective-taking exercises leave an impression, and go with her students into their futures as engaged citizens. “Whenever I’m asked to give my why for teaching,” she said, “my answer is: the future of our country. This is the make it or break it generation.”\u003c/span>\u003c/p>\n\n",
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"excerpt": "Educators and researchers hope that integrating some of the soft skills that are part of social and emotional learning practices can help civics education bridge some of the deep political rifts in this country. ",
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"description": "Educators and researchers hope that integrating some of the soft skills that are part of social and emotional learning practices can help civics education bridge some of the deep political rifts in this country. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco wants her students to deliberate. Each week in her 9th grade civics class in a suburb of Minneapolis, the educator guides students through differing ideas of American government. Whether it’s viewing a TikTok challenge through the ideas of Hobbs and Locke, or looking at natural rights theory and classical republicanism through the lens of Covid-19, she asks students to first understand, then argue for different—and often opposing—points of view. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These exercises in “perspective-taking,” she said, take her lessons a step farther than history and knowledge-building about government. Empathy, tolerance and communicating across differences are in short supply in many communities, and young people need practice as they enter a deeply divided society. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t necessarily have a lot of examples of two people with disparate opinions having a conversation where the goal isn’t to win,” Cisco said, “but to deliberate and understand.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators across the nation are getting focused on teaching the “soft skills” of civics education. As civics has made a comeback into classrooms after years of neglect, educators and experts say they are layering traditional civics content with skills more social and emotional in nature, like social awareness, identity development and relationship skills. Over the last few years, as political and social challenges roiled the nation—from a global pandemic to the murder of George Floyd to the January 6th insurrection—civics educators are saying both knowledge and empathy, action and communication skills are needed to be a twenty-first century citizen. Schools, they say, should be teaching both. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To that end, perhaps the biggest comeback civics has made is that it now includes a heavy dose of Social-Emotional Learning, or SEL, alongside the Articles of Confederation or how a bill becomes law. Social-Emotional Learning, an umbrella term for the development of non-academic skills like managing emotions and developing healthy relationships, is already ubiquitous in schools. But its explicit connection to civics learning, and the outcomes it’s supposed to produce, like more engaged citizens, is newer. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Decades of research has shown that high-quality SEL improves social and academic outcomes for students, and even sets the stage for \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1633924?journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">healthy brain development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But an updated \u003c/span>\u003ca href=\"https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/\">\u003cspan style=\"font-weight: 400\">framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out from CASEL, SEL’s largest research and advocacy organization in education, added a new long-term outcome: \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">engaged citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identity development that leads to self-awareness, they wrote, is associated not only with positive mental health and self-esteem, but \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">“productive citizenship later in life.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ci>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In turn, civics organizations have begun adding SEL to their core competencies. A few years ago, the Campaign for the Civic Mission of Schools added SEL as complementary to their “\u003c/span>\u003ca href=\"https://tischcollege.tufts.edu/research/republic-still-risk-and-civics-part-solution\">\u003cspan style=\"font-weight: 400\">Six Proven Practices”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that include civics and government courses, service learning and student-led school groups. Advocacy organizations like \u003c/span>\u003ca href=\"https://www.civxnow.org/\">\u003cspan style=\"font-weight: 400\">CivXNow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a non-partisan pro-civics group of 100 organizations, think it’s important as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Civics and SEL have a symbiotic relationship, and when we integrate them, we help nurture students as knowledgeable, caring and engaged citizens,” said Emma Humphries, CivxNow’s deputy director and chief education officer at iCivics. “At a time when Americans can’t agree on anything, this is incredibly important. There’s a sense that Americans, and, with it, our constitutional democracy, could really benefit from two things: more and deeper civic knowledge, and increased civility.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A crisis in civics education\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last fifty or sixty years, civics education has fallen out of favor in many schools. Educating for citizenship, once the core mission of public schools, was sidelined by competing objectives like educating for college and career, and focus on Science, Technology, Engineering and Math (STEM). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High-stakes testing and accountability measures, focusing on reading and math, forced important subjects like history and government to the sidelines. In the last round of 8th grade assessments on the National Assessment of Educational Progress (NAEP) from 2018, only \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/ushistory/results/achievement/\">\u003cspan style=\"font-weight: 400\">15% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in history, and about \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/civics/results/achievement/#:~:text=In%202018%2C%20about%2024%20percent,2014%2C%20the%20previous%20assessment%20year.\">\u003cspan style=\"font-weight: 400\">24% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in civics. Experts say sidelining history, civics and government contributed to America’s incredibly \u003c/span>\u003ca href=\"https://www.annenbergpublicpolicycenter.org/political-communication/civics-knowledge-survey/\">\u003cspan style=\"font-weight: 400\">low level of knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their civic rights, responsibilities and system of government, and might contribute to \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/11/03/in-past-elections-u-s-trailed-most-developed-countries-in-voter-turnout/\">\u003cspan style=\"font-weight: 400\">low voting rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But while history and civic knowledge is crucial, many of today’s civic challenges, as seen through recent crises, are more complex. The social isolation and alienation, sharing of online misinformation, and hateful polarization that helped contribute to recent events can’t neatly be solved by content classes alone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Solving these issues, experts say, requires a more holistic approach. “Both enterprises are anchored in relationships,” said Robert J. Jagers, vice president of research at CASEL. History provides context to what happened in the past, while SEL helps students assess how they should behave in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive school culture with standards and codes of behavior, he said, is SEL that also naturally helps students prepare for living in a democracy. “SEL is civic socialization, it’s relational, helping you to understand yourself in connection with other people,” Jagers said. “Your own thoughts and emotions and behaviors, how to be reserved when it’s appropriate, when you do that in a group. You learn how to do that by extension as the groups get larger, and the contexts get different.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Civics skills where SEL plays a part\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the connection between civics and SEL becomes stronger, educators and programs are finding ways to highlight how SEL improves the civic skills needed to meet twenty-first century challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Media literacy is an important civic skill. \u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">R\u003c/a>\u003c/span>\u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">\u003cspan style=\"font-weight: 400\">esearch shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that a majority of students can’t discern the truth of what they read or see online, and the “fake news” shared on social media has been a driver of polarization and civil unrest. Yet investigating the emotions behind how we share and what we believe on social media is a crucial part of media literacy that often doesn’t get addressed, said librarian and author Jennifer LaGarde. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning can help students identify the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> behind what they share, she said, and understand the important role managing emotions plays. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the new book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/Developing-Digital-Detectives-Essential-Discerning/dp/1564849058\">Developing Digital Detectives\u003c/a>: Essential Lessons for Discerning Fact from Fiction in the 'Fake News' Era\u003c/span>\u003cspan style=\"font-weight: 400\">,\" LaGarde and co-author Darren Hudgins say that before fact checking an online claim, students need to do an “emotion check” first. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that one of the ways to get us to click and hit ‘share’ is to trigger an emotion,” LaGarde said. “Once that emotion is triggered, the flight or fight part of our brain is triggered, and then it doesn’t matter what we know about fact checking. The emotion has taken over.” \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The inquiry-driven \u003c/span>\u003ca href=\"https://www.socialstudies.org/standards/c3\">\u003cspan style=\"font-weight: 400\">College, Career and Civic Life (C3) Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for Social Studies State Standards, developed by the National Council for the Social Studies, weaves in relationship-building skills to get students communicating with each other as they are exploring history and civics concepts, and evaluating sources. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Art Lewandowski, professor of teaching and learning at Bowling Green State University in Bowling Green, Ohio, teaches preservice teachers the C3 Framework as a philosophical framework to understand state history standards. He said the inquiry-based standards weave in aspects of SEL, including building relationship and communication skills, throughout to prepare students not just for taking a test. “It’s to prepare students for civic engagement,” he said, “and preparing students to collaborate with diverse peers to solve problems.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then there’s the work of learning to talk about difficult topics with those who might disagree. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation\">\u003cspan style=\"font-weight: 400\">Research has shown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that classrooms where students discuss politically controversial topics, led by a well-prepared teacher, can increase the “civic knowledge, skills and dispositions that lead to adult civic engagement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In times of extreme division and polarization—one where tensions run so deep\u003c/span>\u003ca href=\"https://centerforpolitics.org/crystalball/articles/new-initiative-explores-deep-persistent-divides-between-biden-and-trump-voters/\">\u003cspan style=\"font-weight: 400\"> nearly half of Americans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> think dissolution is a good idea—teaching how to “deliberate for understanding” can be a challenge. Social-emotional skills can help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco’s civics students have frequent conversations about controversial topics in her civics class, but that wouldn’t be possible, she said, without the careful, deliberate scaffolding of social-emotional skills along the way. Students are required to take different positions on the same topic, in order to get practice having empathy and understanding for another’s position. And she teaches them to use specific sentence frames to communicate understanding. Sometimes it’s as simple as saying “I disagree with Jasmine’s idea,” instead of “I disagree with Jasmine.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The SEL standards become the civics standards,” Cisco said. “You’re not teaching two separate things, they weave together perfectly.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While educators continue to blend SEL and civics, researchers are still trying to figure out a way to measure SEL’s effectiveness in producing engaged citizens. Laura Hamilton, associate vice president of Research Centers at the Educational Testing Service, called figuring out how to assess civic dispositions a “work in progress.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know how to assess knowledge,” she said. “But when you start to look at dispositions, civic engagement in the community or voting, those are harder to measure, and harder to link to what is happening in K-12 schools.” She sees promise in computer-based assessments that engage students in an activity, like presenting students with a social problem and gauging how they would respond. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, Cisco is hoping that the perspective-taking exercises leave an impression, and go with her students into their futures as engaged citizens. “Whenever I’m asked to give my why for teaching,” she said, “my answer is: the future of our country. This is the make it or break it generation.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Arts education is often an afterthought in schools, but Erica Rosenfeld Halverson, Professor and Chair of the Department of Curriculum & Instruction at the University of Wisconsin-Madison, thinks we’ve got it all wrong. In her new book, \u003c/span>\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cspan style=\"font-weight: 400\">“How the Arts Can Save Education: Transforming Teaching, Learning and Instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Halverson argues not only do the arts belong in schools, but the core tenets of arts learning belong in every classroom. Education should use the arts—and especially the process of how artists create their work—as a blueprint to re-make more effective learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Halverson’s arts experience comes from \u003c/span>\u003ca href=\"https://place.education.wisc.edu/youthprograms/uw-community-arts-collaboratory/whoopensocker/\">\u003cspan style=\"font-weight: 400\">Whoopensocker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arts-based organization she founded that teaches elementary school students the process of writing and performing original plays. Through that work, she came to a realization: using standardized test scores as the measure for learning limits what students have the opportunity to learn, and gives students the impression that test scores are the final destination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the arts offer a new way of looking at learning. Her thesis resembles project-based learning: if classrooms embraced the cyclic process artists use to create new work—beginning with an idea, finding a way to express that idea (something she refers to as a “representation”), and then presenting the finished product to an audience—more real learning can flourish.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following conversation has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">When I was a kid, my memory is that the arts were a part of a lot of things we did. We sang songs, put on plays and puppet shows, made drawings in a lot of classes. It was a part of the way that we learned. But now, in my work as a journalist, I go into a lot of classrooms, and I feel like for the most part that’s all gone. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">And it got me thinking about, why did you want to write this book? What were the challenges that you were seeing in education that you wanted to address? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> This goes back to the advent of the accountability system in the late ‘90s and early 2000s, where for very good reasons that have to do with issues of equity and inclusion, policy makers focused on metrics of success such as test scores on fixed, normed reading and math tests, and measurable outcomes like attendance metrics, as the primary way that we as a society could understand whether we were serving all of our kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think that approach was fundamentally misguided—because it eliminated all of those inspiring and arts-based practices that you described that were hallmarks of our childhood teaching and learning experiences. Because all of a sudden, if what counts as good learning looks like performance on a reading test, then all of our educational efforts get laser-focused in service of performing well on those metrics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My experience both as an artist and an arts educator, is that the outcomes of arts practice are themselves the measure of learning. Making art of any kind is an act of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, taking an idea and giving it a form for other people to respond to. That form is anything from a painting, a song, a Tik Tok video, you name it. Art-making is an act of representation. And the ability to create an effective representation is actually the single most important skill for all classroom learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is, when we fix the outcome of representation as performance on an exam, then we’ve eliminated all the choices for moving around the representational process. Because we’re not really asking the fundamental questions that make learning compelling, like, What’s the idea you have? How do these tools allow you to represent that idea? And how do audiences respond to your representation as a good version of that idea? And that’s true from writing expository essays to using math equations to represent how to communicate a mathematical practice, to a complicated science experiment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a long way of saying: I think we went off the rails when we let the outcome measures of standardized learning drive the design bus. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> The title of the book leads me to believe you think the arts can save education, and you have an interesting and unique perspective. Because I think people say versions of this all the time—but yours is different. It’s not necessarily more time spent in music class playing the violin.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> It is remaking our systems of teaching and learning by using arts practices as the foundation for what good teaching looks like, for what good learning can be, and how our learning environments can function. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-58670 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg\" alt=\"\" width=\"160\" height=\"235\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-800x1175.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1020x1498.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-768x1128.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1046x1536.jpg 1046w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1394x2048.jpg 1394w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-scaled.jpg 1743w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>Here’s an example: in the chapter where I talk about remaking curriculum, I describe how the process of art-making is fundamentally the cycle of coming up with an idea, creating representations and then sharing those with an audience. The strong argument I’m making is that cycle, that process is the model for how all learning experiences are designed, regardless of the discipline that you’re in. The foundation of the learning process ought to be coming up with the idea that is the subject of your inquiry, and developing tools for representation that are germane to that discipline. Every discipline has its own tools for representation. I don’t think music ought to be used necessarily for representing math, though there is a place for that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I’m saying is, what are the tools for representation in mathematics? And how do those tools afford you to represent the idea or concept, and then what happens when you share those representations with an audience? What kind of feedback do you get? Does that give you an opportunity to help you think about the connection between the idea that you had and the representation that you’ve chosen? Does it teach something about that idea that they didn’t already know? Either way, how should we understand what you get out of that process beyond simply knowing the facts of a particular discipline or domain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of us grow up with artistic superpowers, artistic ways of knowing and doing. You don’t have to be a tuba player! These artistic superpowers could serve us productively in our inquiries into other disciplines. And that’s another way of saying, it’s not that we all need to learn the tuba, right? It’s the way of engaging in arts practice, which pretty much we all do whether you’re a cook, or you make clothes for your family, or the myriad ways we express ourselves. In education we do everyone a disservice by not acknowledging that we should be drawing on those ways of knowing and doing as an integral part of how we learn to do stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Okay, I have to stop you and ask questions here. What I often see happening in classrooms is that kids don’t even know the facts. Here’s an example: my fourth grader could not learn his multiplication tables. I took him to a tutoring center, and they said, “This is so easy, there’s a scientific way that kids need to learn this stuff, and the reason he doesn’t know his times tables is because he doesn’t know the basic facts of 0-10. Once he knows those, and we will teach it to him, he will be able to multiply with ease.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">What I worry about is that students have to have the basic facts first in order to enjoy this kind of learning—what you’re talking about here is a lot like project-based learning—and what we’re missing, especially most often for the most vulnerable children, is that they don’t have the basics to work with. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-58669 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg\" alt=\"\" width=\"160\" height=\"214\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-800x1069.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1020x1363.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-768x1026.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1149x1536.jpeg 1149w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590.jpeg 1427w\" sizes=\"(max-width: 160px) 100vw, 160px\">Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think two things. There is a place for drill and practice as a tool for acquiring information. And the arts certainly do our versions of drill and practice—if you want to become a trained singer, you spend 20 minutes a day warming up your voice, to set the conditions for being able to sing. So I’m not arguing that there is not a time and place to use those tools. I think what we miss when we say you need to start with the basics, is that cognitively if students are not ready to use those tools to make something they care about, none of it is going to stick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an arts-based example: Video editing is an extremely technical and trying process, with many sets of technical tools, informational processes, etc. If you have no need for audio level adjustment, memorizing where and how audio level adjustment works is a bit of an act of futility. But, once you need to adjust the audio levels of an interview you’ve done—that info and knowledge, whatever you want to call it, is much more likely to become part of what you know and do if you use it than if you are in a video editing class and it was the week to learn about audio level adjustment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The same goes for multiplication tables. We need to drill and practice in order to make that part of your memory, of course, in the same way that a video editor needs to adjust audio levels 40 times, so when it comes to being able to do that seamlessly they can do that with no problem. However, if the impetus of that drill isn’t grounded in some practice of conceiving, representing and sharing, it’s going to be much harder to motivate, much harder to sustain, and it’s going to be harder to convince young people that it matters for them. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b> \u003cspan style=\"font-weight: 400\">It makes me think of Jal Mehta’s and Sarah Fine’s book \u003c/span>\u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674988392\">\u003cspan style=\"font-weight: 400\">“In Search of Deeper Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Some kids seem to gravitate towards this kind of project-based learning. In the book, they talk about how it’s often the after-school activities that kids get so deep into—sports, the arts, marching band—because of exactly what you’re saying. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah, of course, you’re going to find that in your ‘after-school’ time, because those practices are part of what it means to make things. And where are we mostly making things? We are mostly making things now outside of school time. There are often critiques of those after-school learning spaces, “But you’re only talking about the kids who opt in.” And my response has been, “That’s because we don’t give all kids the opportunity to do these things. We treat them as if they’re special. What if there was an all-in system, because this is how we do teaching and learning at scale?”\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> What I find most compelling about the arts when it comes to education is that it’s a different way to be smart. It gives kids who may not be particularly good at math or reading a reason to go to school. Can we talk about that? Because I feel like some of what your book is saying is that we need to recognize the different ways in which people are smart. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yes, and I think an even stronger claim is to stop equating school performance with smartness. The problem is not with the kids, the problem is with the way we’ve set up what these learning experiences are for. What you said—well that person isn’t good at math. I would say, are they not good at math? Or, is the way that school math was designed not reflective of what it means to be smart in math? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And like, you may not like math class, but what I would hope for, is that we give more kids more chances to be smart, and enjoy more school-based disciplines, when we use these arts-based strategies to engage. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Let’s talk about your theatre company, Whoopensocker. What did you learn about traditional education from going into schools and doing these shows, where basically kids invent a show from scratch? How did that inform what you’re doing? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the number one thing that I learned is that good teaching and learning is built on a foundation of risk-taking. That is, learners’ willingness to take a risk, and teachers’ willingness to take a risk. Risk-taking means everything from a willingness to try out an answer and be wrong, to a willingness to take leadership, cognitive leadership or project leadership. There are a lot of ways that it looks. But my mantra is: we can’t teach or learn anything unless we are willing to take a risk. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And a thing that I’ve learned from formal learning systems of all kinds, from tutoring to college classes to K-12 school: we don’t scaffold risk-taking as a normal part of the way we design learning environments. Like, “getting to know you” games have a really bad reputation, and I think the reason is we’ve lost sight of what they’re for. What they’re for is to set the conditions for people to be able to take risks together, to learn and do new stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many classroom teachers who do that as a natural part of their practice. When we go in with Whoopensocker, you can tell right away the classrooms that are set up to do that kind of risk-taking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We always start with warm-up games for everyone. In classroom spaces that are not scaffolded for risk-taking, sometimes that is as far as we get in the first few weeks, just getting learners and teachers to do a call and response game altogether, which is its own form of risk. In classrooms that are set up for risk-taking, they are ready from the jump to contribute new ideas and let those ideas be a dialogue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I have learned from being an arts educator for 25 years in elementary school classrooms, is that scaffolding risk-taking is the single most important feature of an effective learning environment. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is the perfect lead-in to my next question: How are teachers going to incorporate these ideas? What I see when I go into classrooms is teachers who are teaching a mile a minute. They have a stack of standards, of things they have to say and do on specific days. It feels like there is no room for them to incorporate this.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> We can’t afford for there not to be room. The kids who are consistently left out of the system, and this has not changed one iota since No Child Left Behind, are still being left out. Accountability systems have not created universally more successful schooling or equitable schooling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I would argue that we need to ditch the content-forward, content-pressured model of schooling, in service of scaffolding risk-taking as the mechanism into much deeper and more meaningful understanding of concepts and information and how they’re represented in a discipline. I know as an individual classroom teacher, that’s not a super-helpful comment, because that’s a system-level response.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This only happens if we all collectively acknowledge that sticking things in the margins is not the way to systemic change. When you clean out your closet, how often are you shoving tee shirts into a drawer before you finally say, this drawer can’t hold any more tee shirts? And you dump the whole drawer out? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The model of, “how do we shove more pieces into an already packed agenda?” is never going to get us anywhere. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">If there is one thing that you would like teachers to think about when they’re done reading this book, what would it be? What could they do today? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> The one thing is to see their job as scaffolding risk-taking to prepare students for learning. In the book, I give some pretty direct ideas for how to scaffold risk-taking in the classroom. That’s my takeaway for all teachers, that scaffolding risk-taking is the foundation for all teaching and learning, and that nobody can learn unless they’re willing to take a risk.\u003c/span>\u003c/p>\n\n",
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"headline": "How Arts Practices Can Be the Foundation of Teaching and Learning",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Arts education is often an afterthought in schools, but Erica Rosenfeld Halverson, Professor and Chair of the Department of Curriculum & Instruction at the University of Wisconsin-Madison, thinks we’ve got it all wrong. In her new book, \u003c/span>\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cspan style=\"font-weight: 400\">“How the Arts Can Save Education: Transforming Teaching, Learning and Instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Halverson argues not only do the arts belong in schools, but the core tenets of arts learning belong in every classroom. Education should use the arts—and especially the process of how artists create their work—as a blueprint to re-make more effective learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Halverson’s arts experience comes from \u003c/span>\u003ca href=\"https://place.education.wisc.edu/youthprograms/uw-community-arts-collaboratory/whoopensocker/\">\u003cspan style=\"font-weight: 400\">Whoopensocker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arts-based organization she founded that teaches elementary school students the process of writing and performing original plays. Through that work, she came to a realization: using standardized test scores as the measure for learning limits what students have the opportunity to learn, and gives students the impression that test scores are the final destination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the arts offer a new way of looking at learning. Her thesis resembles project-based learning: if classrooms embraced the cyclic process artists use to create new work—beginning with an idea, finding a way to express that idea (something she refers to as a “representation”), and then presenting the finished product to an audience—more real learning can flourish.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following conversation has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">When I was a kid, my memory is that the arts were a part of a lot of things we did. We sang songs, put on plays and puppet shows, made drawings in a lot of classes. It was a part of the way that we learned. But now, in my work as a journalist, I go into a lot of classrooms, and I feel like for the most part that’s all gone. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">And it got me thinking about, why did you want to write this book? What were the challenges that you were seeing in education that you wanted to address? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> This goes back to the advent of the accountability system in the late ‘90s and early 2000s, where for very good reasons that have to do with issues of equity and inclusion, policy makers focused on metrics of success such as test scores on fixed, normed reading and math tests, and measurable outcomes like attendance metrics, as the primary way that we as a society could understand whether we were serving all of our kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think that approach was fundamentally misguided—because it eliminated all of those inspiring and arts-based practices that you described that were hallmarks of our childhood teaching and learning experiences. Because all of a sudden, if what counts as good learning looks like performance on a reading test, then all of our educational efforts get laser-focused in service of performing well on those metrics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My experience both as an artist and an arts educator, is that the outcomes of arts practice are themselves the measure of learning. Making art of any kind is an act of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, taking an idea and giving it a form for other people to respond to. That form is anything from a painting, a song, a Tik Tok video, you name it. Art-making is an act of representation. And the ability to create an effective representation is actually the single most important skill for all classroom learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is, when we fix the outcome of representation as performance on an exam, then we’ve eliminated all the choices for moving around the representational process. Because we’re not really asking the fundamental questions that make learning compelling, like, What’s the idea you have? How do these tools allow you to represent that idea? And how do audiences respond to your representation as a good version of that idea? And that’s true from writing expository essays to using math equations to represent how to communicate a mathematical practice, to a complicated science experiment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a long way of saying: I think we went off the rails when we let the outcome measures of standardized learning drive the design bus. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> The title of the book leads me to believe you think the arts can save education, and you have an interesting and unique perspective. Because I think people say versions of this all the time—but yours is different. It’s not necessarily more time spent in music class playing the violin.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> It is remaking our systems of teaching and learning by using arts practices as the foundation for what good teaching looks like, for what good learning can be, and how our learning environments can function. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-58670 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg\" alt=\"\" width=\"160\" height=\"235\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-800x1175.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1020x1498.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-768x1128.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1046x1536.jpg 1046w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1394x2048.jpg 1394w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-scaled.jpg 1743w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>Here’s an example: in the chapter where I talk about remaking curriculum, I describe how the process of art-making is fundamentally the cycle of coming up with an idea, creating representations and then sharing those with an audience. The strong argument I’m making is that cycle, that process is the model for how all learning experiences are designed, regardless of the discipline that you’re in. The foundation of the learning process ought to be coming up with the idea that is the subject of your inquiry, and developing tools for representation that are germane to that discipline. Every discipline has its own tools for representation. I don’t think music ought to be used necessarily for representing math, though there is a place for that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I’m saying is, what are the tools for representation in mathematics? And how do those tools afford you to represent the idea or concept, and then what happens when you share those representations with an audience? What kind of feedback do you get? Does that give you an opportunity to help you think about the connection between the idea that you had and the representation that you’ve chosen? Does it teach something about that idea that they didn’t already know? Either way, how should we understand what you get out of that process beyond simply knowing the facts of a particular discipline or domain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of us grow up with artistic superpowers, artistic ways of knowing and doing. You don’t have to be a tuba player! These artistic superpowers could serve us productively in our inquiries into other disciplines. And that’s another way of saying, it’s not that we all need to learn the tuba, right? It’s the way of engaging in arts practice, which pretty much we all do whether you’re a cook, or you make clothes for your family, or the myriad ways we express ourselves. In education we do everyone a disservice by not acknowledging that we should be drawing on those ways of knowing and doing as an integral part of how we learn to do stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Okay, I have to stop you and ask questions here. What I often see happening in classrooms is that kids don’t even know the facts. Here’s an example: my fourth grader could not learn his multiplication tables. I took him to a tutoring center, and they said, “This is so easy, there’s a scientific way that kids need to learn this stuff, and the reason he doesn’t know his times tables is because he doesn’t know the basic facts of 0-10. Once he knows those, and we will teach it to him, he will be able to multiply with ease.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">What I worry about is that students have to have the basic facts first in order to enjoy this kind of learning—what you’re talking about here is a lot like project-based learning—and what we’re missing, especially most often for the most vulnerable children, is that they don’t have the basics to work with. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-58669 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg\" alt=\"\" width=\"160\" height=\"214\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-800x1069.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1020x1363.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-768x1026.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1149x1536.jpeg 1149w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590.jpeg 1427w\" sizes=\"(max-width: 160px) 100vw, 160px\">Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think two things. There is a place for drill and practice as a tool for acquiring information. And the arts certainly do our versions of drill and practice—if you want to become a trained singer, you spend 20 minutes a day warming up your voice, to set the conditions for being able to sing. So I’m not arguing that there is not a time and place to use those tools. I think what we miss when we say you need to start with the basics, is that cognitively if students are not ready to use those tools to make something they care about, none of it is going to stick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an arts-based example: Video editing is an extremely technical and trying process, with many sets of technical tools, informational processes, etc. If you have no need for audio level adjustment, memorizing where and how audio level adjustment works is a bit of an act of futility. But, once you need to adjust the audio levels of an interview you’ve done—that info and knowledge, whatever you want to call it, is much more likely to become part of what you know and do if you use it than if you are in a video editing class and it was the week to learn about audio level adjustment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The same goes for multiplication tables. We need to drill and practice in order to make that part of your memory, of course, in the same way that a video editor needs to adjust audio levels 40 times, so when it comes to being able to do that seamlessly they can do that with no problem. However, if the impetus of that drill isn’t grounded in some practice of conceiving, representing and sharing, it’s going to be much harder to motivate, much harder to sustain, and it’s going to be harder to convince young people that it matters for them. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b> \u003cspan style=\"font-weight: 400\">It makes me think of Jal Mehta’s and Sarah Fine’s book \u003c/span>\u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674988392\">\u003cspan style=\"font-weight: 400\">“In Search of Deeper Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Some kids seem to gravitate towards this kind of project-based learning. In the book, they talk about how it’s often the after-school activities that kids get so deep into—sports, the arts, marching band—because of exactly what you’re saying. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah, of course, you’re going to find that in your ‘after-school’ time, because those practices are part of what it means to make things. And where are we mostly making things? We are mostly making things now outside of school time. There are often critiques of those after-school learning spaces, “But you’re only talking about the kids who opt in.” And my response has been, “That’s because we don’t give all kids the opportunity to do these things. We treat them as if they’re special. What if there was an all-in system, because this is how we do teaching and learning at scale?”\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> What I find most compelling about the arts when it comes to education is that it’s a different way to be smart. It gives kids who may not be particularly good at math or reading a reason to go to school. Can we talk about that? Because I feel like some of what your book is saying is that we need to recognize the different ways in which people are smart. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yes, and I think an even stronger claim is to stop equating school performance with smartness. The problem is not with the kids, the problem is with the way we’ve set up what these learning experiences are for. What you said—well that person isn’t good at math. I would say, are they not good at math? Or, is the way that school math was designed not reflective of what it means to be smart in math? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And like, you may not like math class, but what I would hope for, is that we give more kids more chances to be smart, and enjoy more school-based disciplines, when we use these arts-based strategies to engage. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Let’s talk about your theatre company, Whoopensocker. What did you learn about traditional education from going into schools and doing these shows, where basically kids invent a show from scratch? How did that inform what you’re doing? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the number one thing that I learned is that good teaching and learning is built on a foundation of risk-taking. That is, learners’ willingness to take a risk, and teachers’ willingness to take a risk. Risk-taking means everything from a willingness to try out an answer and be wrong, to a willingness to take leadership, cognitive leadership or project leadership. There are a lot of ways that it looks. But my mantra is: we can’t teach or learn anything unless we are willing to take a risk. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And a thing that I’ve learned from formal learning systems of all kinds, from tutoring to college classes to K-12 school: we don’t scaffold risk-taking as a normal part of the way we design learning environments. Like, “getting to know you” games have a really bad reputation, and I think the reason is we’ve lost sight of what they’re for. What they’re for is to set the conditions for people to be able to take risks together, to learn and do new stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many classroom teachers who do that as a natural part of their practice. When we go in with Whoopensocker, you can tell right away the classrooms that are set up to do that kind of risk-taking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We always start with warm-up games for everyone. In classroom spaces that are not scaffolded for risk-taking, sometimes that is as far as we get in the first few weeks, just getting learners and teachers to do a call and response game altogether, which is its own form of risk. In classrooms that are set up for risk-taking, they are ready from the jump to contribute new ideas and let those ideas be a dialogue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I have learned from being an arts educator for 25 years in elementary school classrooms, is that scaffolding risk-taking is the single most important feature of an effective learning environment. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is the perfect lead-in to my next question: How are teachers going to incorporate these ideas? What I see when I go into classrooms is teachers who are teaching a mile a minute. They have a stack of standards, of things they have to say and do on specific days. It feels like there is no room for them to incorporate this.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> We can’t afford for there not to be room. The kids who are consistently left out of the system, and this has not changed one iota since No Child Left Behind, are still being left out. Accountability systems have not created universally more successful schooling or equitable schooling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I would argue that we need to ditch the content-forward, content-pressured model of schooling, in service of scaffolding risk-taking as the mechanism into much deeper and more meaningful understanding of concepts and information and how they’re represented in a discipline. I know as an individual classroom teacher, that’s not a super-helpful comment, because that’s a system-level response.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This only happens if we all collectively acknowledge that sticking things in the margins is not the way to systemic change. When you clean out your closet, how often are you shoving tee shirts into a drawer before you finally say, this drawer can’t hold any more tee shirts? And you dump the whole drawer out? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The model of, “how do we shove more pieces into an already packed agenda?” is never going to get us anywhere. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">If there is one thing that you would like teachers to think about when they’re done reading this book, what would it be? What could they do today? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> The one thing is to see their job as scaffolding risk-taking to prepare students for learning. In the book, I give some pretty direct ideas for how to scaffold risk-taking in the classroom. That’s my takeaway for all teachers, that scaffolding risk-taking is the foundation for all teaching and learning, and that nobody can learn unless they’re willing to take a risk.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Libraries Stretch Their Capabilities to Serve Kids During a Pandemic",
"title": "How Libraries Stretch Their Capabilities to Serve Kids During a Pandemic",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">On a recent summer day, librarian Lyn Hunter posted a video to YouTube on how to make a \u003ca href=\"https://www.youtube.com/watch?v=h1t9Grtn_Ao\">weather thermometer\u003c/a> using a straw, rubbing alcohol and a bottle. Hunter and her colleague Rachel Krumenacker at the Chattanooga Public Library in Chattanooga, Tennessee, had filmed the DIY craft on a Zoom call from their respective living rooms. They posted it to the library’s \u003ca href=\"https://www.youtube.com/c/ChattLibrary/videos\">YouTube channel\u003c/a> as part of their new summer programming, the majority of which is taking place online due to COVID-19. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea was that Rachel would lead me in a craft that I didn’t know how to do, so the kids get the dynamic back-and-forth of someone learning how to do something,” said Hunter, who is the youth services librarian. “We modeled social distancing, and filmed an overhead view so you can see what her hands are doing. And we put it on YouTube to make it as easy as possible to access.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The craft videos are part of the Chattanooga Public Libraries’ summer program for kids, called \u003c/span>\u003ca href=\"https://mprl.chattlibrary.org/\">\u003cspan style=\"font-weight: 400\">Make. Play. Read. Learn.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, all of which is happening online. Usually, the library’s summer program is like what Christmas is for retail stores—what they spend the whole year planning for. But this year the STEM projects, maker space designs and story hours that usually take place within the library’s walls have moved online, and the library itself has found itself innovating quickly to meet the needs of their community. “Make. Play. Read. Learn.” includes reading challenges, craft projects, and games where students can earn digital badges online. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=L6OIdCkAYZE\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Across the nation, libraries are stepping up in a time of crisis. This summer, as communities continue to deal with COVID-19, both public libraries and school libraries are innovating new ways to provide services for communities that reach beyond physical books and buildings. One of libraries’ main goals has been to help children, many of whom have already missed out on a lot, stay engaged, reading and learning at a time when they can’t physically be in the building. School libraries have become tech hubs for educators teaching from home, while public libraries have worked to expand access to the internet, with many keeping their building’s WiFi on even when buildings were closed, so patrons can get internet access from the parking lot. Community events like story hours, maker spaces, and summer camps have moved online for easy access, and librarians are featuring themselves online, reading books and doing crafts, to stay connected. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=7ZWh3GJHHlQ\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In return, the public is leaning more on libraries to support their kids during the pandemic. Before coronavirus forced school and business closures, Americans already viewed \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2016/09/09/americans-attitudes-toward-public-libraries/\">\u003cspan style=\"font-weight: 400\">libraries as essential\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communities. But since shutdowns began back in March, use of library services has increased sharply. Digital book loans have skyrocketed, with children’s e-book checkouts more than doubling since the COVID-19 closures began, according to a \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/16/877651001/libraries-are-dealing-with-new-demand-for-books-and-services-during-the-pandemic\">\u003cspan style=\"font-weight: 400\">report from NPR\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A majority of libraries have made borrowing digital media easier by relaxing and extending online renewal policies, offering a wider range of ebooks and streaming media, and increased virtual programming, according to a \u003c/span>\u003ca href=\"https://americanlibrariesmagazine.org/blogs/the-scoop/public-libraries-responding-pandemic/\">\u003cspan style=\"font-weight: 400\">Public Library Association survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though it doesn’t look like it has in years before, what’s important is that the library is still there for kids, said Lee Hope, director of children’s services in Chattanooga. “How[ever] we can support families, whatever the model looks like, is what we want to do,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Providing essential services in a time of distance and upheaval \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the library’s key missions is to provide services to entire communities, regardless of background or socioeconomic status. And during tumultuous times, the need for information, access to literacy, and digital access have become even greater. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For schools that closed and moved to online learning due to the coronavirus, digital access became a necessity overnight. School libraries had always been central to digital access for the entire school, and when learning moved online they became tech hubs for both teachers and students. The librarians at Leander Independent School District in suburban Austin, Texas, say their “front line” relationships helping teachers connect to printers and setting up laptops in classrooms just shifted when learning moved online. Librarians were instrumental in helping guide teachers in those first weeks, said Leander district library coordinator Becky Calzada, sitting in on staff meetings, helping set up Google classrooms and Zoom calls, and answering copyright questions and curating digital resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “Everyone in the school turns to you,” when dealing with computers and setting up online learning, said Four Points Middle School librarian April Stone. “Librarians stepped in to help teachers navigate those new tools and shift what they were doing physically versus virtually. We were always on the front lines for campus tech anyway, and it’s the librarians helping not only navigate Zoom, but also best practices on how to use the tools.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the San Francisco Public Library, family engagement specialist Christina Mitra has invested heavily in developing deep lines of digital communication with families through a targeted newsletter and their social media channels. The newsletter keeps families informed of upcoming digital events and services, and keeps kids reading and learning with “play date at home” ideas, links to other online happenings for kids, and of course, curated book lists in several languages. Named Library Journal’s 2018 “Library of the Year” for their emphasis on “human touch,” Mitra \u003c/span>\u003ca href=\"https://home.edweb.net/webinar/commonsense20200520/\">\u003cspan style=\"font-weight: 400\">said in a webinar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that the library is striving for the same feeling of “connected community” even when families can’t be together in library buildings. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=PfD6VMT3YkI\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For St. Louis, Missouri, kids, the diverse and wide-ranging menu of summer camp offerings provided by the St. Louis Public Library have moved completely online. After struggling with what to do about the digital divide, and a parent survey showing that families were interested in digital camps, program coordinator Jenny Song said the library decided to move forward with digital programming to help parents out with long summer days at home. Families can pick up a Chromebook and hot spot from the library. Joining with local community arts groups and organizations, the library was able to provide 54 of the original 70 in-person camps they had planned for. For some of the more popular camps, like ukelele and clay creations, kids receive a free ukulele or box of clay in the mail, which adds to the excitement. Their well-attended 2-hour Hogwarts camp, featuring Dumbledore guest appearances and magic, gives Harry Potter fanatics a chance to “geek out” over their favorite books. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Summer slide is something we are really conscious of,” Song said. “We want to make sure that everybody in our community has access, so all of our camps are free. Kids get to have fun and it’s something exciting they can do at home. But at the same time, they’re not stopping their learning and forgetting everything from the school year.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>When historic events collide \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians have also worked to support students as national crises compounded—not just the effects of coronavirus, but the murder of George Floyd and the ensuing protests for racial justice that happened while many were still stuck at home. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56379\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-56379\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran.png\" alt=\"\" width=\"250\" height=\"329\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran.png 760w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran-160x211.png 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Vihn Tran \u003ccite>(Courtesy of Vihn Tran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">School librarian Vinh Tran at Edward Hynes Charter School, a prek-8 school in New Orleans, Louisiana, had been meeting with students throughout school closures in the spring, doing online read-alouds and assisting teachers with online lessons. But George Floyd’s murder happened right before their summer school program began, and Tran felt like she needed to address it on the very first day with her students. At the eleventh hour, she scrapped her carefully crafted lesson plans and decided instead to read \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/40796177-the-undefeated\">\u003ci>\u003cspan style=\"font-weight: 400\">The Undefeated\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kwame Alexander to some of the older students, even though they’d read it earlier that year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted them to know they didn’t have to ignore all the stuff that was happening in the world,” Tran said on a Zoom call. “There was space here to discuss, process, and explore these issues. It's important for kids to know they are seen, they matter, and that whatever they're feeling is valid.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School librarians are also making connections on social media during this time of social and cultural upheaval, sharing tips and support with fellow librarians. When schools closed, Julie Stivers, a middle school librarian in Raleigh, North Carolina, sent out a tweet asking if other librarians wanted to brainstorm solutions to the challenges they were up against, like digital access. Using the hashtag \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23libcollab&src=typed_query\">\u003cspan style=\"font-weight: 400\">#LibCollab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Stivers and another librarian, Kathryn Cole, created a professional learning community that began by discussing online learning but soon moved to Black Lives Matter, and how libraries can promote inclusivity and anti-racism. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/BespokeLib/status/1275434517927358465\u003c/p>\n\u003ch2>\u003cb>Preparing for the future, whatever that might look like\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians interviewed for this story agreed that, whether they work inside schools or in public libraries, they’re unsure of what the future holds with regards to the autumn and back-to-school. Most librarians are spending the summer preparing for a variety of scenarios, in which libraries are open, partially open, or staying digital. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries as a whole are also reflecting on how they can better serve the public in uncertain times. At the American Library Association’s virtual conference in June, executive director \u003ca href=\"http://www.ala.org/news/press-releases/2020/06/ala-executive-director-tracie-d-hall-says-dismantling-racism-library-and\">Tracie D. Hall\u003c/a>, the first African-American to hold that office in the association’s history, called for a three-pronged approach for libraries to address their communities’ current challenges: the need for universal broadband, the diversification of libraries, and a broader, stronger base of library funding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Let our legacy be justice,” Hall told librarians on the conference’s Zoom call. “When I say let our legacy be justice, I am inviting us to explore the construct of the library as both the vehicle and driver of justice, as both a means to justice and an arbiter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians predict that after rolling closures and the move to greater digital access, things will never be the same. Lessons learned during pandemic closures will stay with them long after COVID-19 is no longer a threat, with a focus on increased access to digital materials staying on as part of the libraries’ core mission to serve communities equally.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We stepped up and did things differently, immediately,” said Mary Keeling, president of the American Association of School Librarians, on the quick transfer to digital service. “Libraries aren’t closed, we are still open and providing services. What’s closed are the buildings.” \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a recent summer day, librarian Lyn Hunter posted a video to YouTube on how to make a \u003ca href=\"https://www.youtube.com/watch?v=h1t9Grtn_Ao\">weather thermometer\u003c/a> using a straw, rubbing alcohol and a bottle. Hunter and her colleague Rachel Krumenacker at the Chattanooga Public Library in Chattanooga, Tennessee, had filmed the DIY craft on a Zoom call from their respective living rooms. They posted it to the library’s \u003ca href=\"https://www.youtube.com/c/ChattLibrary/videos\">YouTube channel\u003c/a> as part of their new summer programming, the majority of which is taking place online due to COVID-19. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea was that Rachel would lead me in a craft that I didn’t know how to do, so the kids get the dynamic back-and-forth of someone learning how to do something,” said Hunter, who is the youth services librarian. “We modeled social distancing, and filmed an overhead view so you can see what her hands are doing. And we put it on YouTube to make it as easy as possible to access.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The craft videos are part of the Chattanooga Public Libraries’ summer program for kids, called \u003c/span>\u003ca href=\"https://mprl.chattlibrary.org/\">\u003cspan style=\"font-weight: 400\">Make. Play. Read. Learn.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, all of which is happening online. Usually, the library’s summer program is like what Christmas is for retail stores—what they spend the whole year planning for. But this year the STEM projects, maker space designs and story hours that usually take place within the library’s walls have moved online, and the library itself has found itself innovating quickly to meet the needs of their community. “Make. Play. Read. Learn.” includes reading challenges, craft projects, and games where students can earn digital badges online. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/L6OIdCkAYZE'\n title='//www.youtube.com/embed/L6OIdCkAYZE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Across the nation, libraries are stepping up in a time of crisis. This summer, as communities continue to deal with COVID-19, both public libraries and school libraries are innovating new ways to provide services for communities that reach beyond physical books and buildings. One of libraries’ main goals has been to help children, many of whom have already missed out on a lot, stay engaged, reading and learning at a time when they can’t physically be in the building. School libraries have become tech hubs for educators teaching from home, while public libraries have worked to expand access to the internet, with many keeping their building’s WiFi on even when buildings were closed, so patrons can get internet access from the parking lot. Community events like story hours, maker spaces, and summer camps have moved online for easy access, and librarians are featuring themselves online, reading books and doing crafts, to stay connected. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/7ZWh3GJHHlQ'\n title='//www.youtube.com/embed/7ZWh3GJHHlQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In return, the public is leaning more on libraries to support their kids during the pandemic. Before coronavirus forced school and business closures, Americans already viewed \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2016/09/09/americans-attitudes-toward-public-libraries/\">\u003cspan style=\"font-weight: 400\">libraries as essential\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communities. But since shutdowns began back in March, use of library services has increased sharply. Digital book loans have skyrocketed, with children’s e-book checkouts more than doubling since the COVID-19 closures began, according to a \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/16/877651001/libraries-are-dealing-with-new-demand-for-books-and-services-during-the-pandemic\">\u003cspan style=\"font-weight: 400\">report from NPR\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A majority of libraries have made borrowing digital media easier by relaxing and extending online renewal policies, offering a wider range of ebooks and streaming media, and increased virtual programming, according to a \u003c/span>\u003ca href=\"https://americanlibrariesmagazine.org/blogs/the-scoop/public-libraries-responding-pandemic/\">\u003cspan style=\"font-weight: 400\">Public Library Association survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though it doesn’t look like it has in years before, what’s important is that the library is still there for kids, said Lee Hope, director of children’s services in Chattanooga. “How[ever] we can support families, whatever the model looks like, is what we want to do,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Providing essential services in a time of distance and upheaval \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the library’s key missions is to provide services to entire communities, regardless of background or socioeconomic status. And during tumultuous times, the need for information, access to literacy, and digital access have become even greater. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For schools that closed and moved to online learning due to the coronavirus, digital access became a necessity overnight. School libraries had always been central to digital access for the entire school, and when learning moved online they became tech hubs for both teachers and students. The librarians at Leander Independent School District in suburban Austin, Texas, say their “front line” relationships helping teachers connect to printers and setting up laptops in classrooms just shifted when learning moved online. Librarians were instrumental in helping guide teachers in those first weeks, said Leander district library coordinator Becky Calzada, sitting in on staff meetings, helping set up Google classrooms and Zoom calls, and answering copyright questions and curating digital resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “Everyone in the school turns to you,” when dealing with computers and setting up online learning, said Four Points Middle School librarian April Stone. “Librarians stepped in to help teachers navigate those new tools and shift what they were doing physically versus virtually. We were always on the front lines for campus tech anyway, and it’s the librarians helping not only navigate Zoom, but also best practices on how to use the tools.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the San Francisco Public Library, family engagement specialist Christina Mitra has invested heavily in developing deep lines of digital communication with families through a targeted newsletter and their social media channels. The newsletter keeps families informed of upcoming digital events and services, and keeps kids reading and learning with “play date at home” ideas, links to other online happenings for kids, and of course, curated book lists in several languages. Named Library Journal’s 2018 “Library of the Year” for their emphasis on “human touch,” Mitra \u003c/span>\u003ca href=\"https://home.edweb.net/webinar/commonsense20200520/\">\u003cspan style=\"font-weight: 400\">said in a webinar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that the library is striving for the same feeling of “connected community” even when families can’t be together in library buildings. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/PfD6VMT3YkI'\n title='//www.youtube.com/embed/PfD6VMT3YkI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For St. Louis, Missouri, kids, the diverse and wide-ranging menu of summer camp offerings provided by the St. Louis Public Library have moved completely online. After struggling with what to do about the digital divide, and a parent survey showing that families were interested in digital camps, program coordinator Jenny Song said the library decided to move forward with digital programming to help parents out with long summer days at home. Families can pick up a Chromebook and hot spot from the library. Joining with local community arts groups and organizations, the library was able to provide 54 of the original 70 in-person camps they had planned for. For some of the more popular camps, like ukelele and clay creations, kids receive a free ukulele or box of clay in the mail, which adds to the excitement. Their well-attended 2-hour Hogwarts camp, featuring Dumbledore guest appearances and magic, gives Harry Potter fanatics a chance to “geek out” over their favorite books. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Summer slide is something we are really conscious of,” Song said. “We want to make sure that everybody in our community has access, so all of our camps are free. Kids get to have fun and it’s something exciting they can do at home. But at the same time, they’re not stopping their learning and forgetting everything from the school year.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>When historic events collide \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians have also worked to support students as national crises compounded—not just the effects of coronavirus, but the murder of George Floyd and the ensuing protests for racial justice that happened while many were still stuck at home. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56379\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-56379\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran.png\" alt=\"\" width=\"250\" height=\"329\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran.png 760w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran-160x211.png 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Vihn Tran \u003ccite>(Courtesy of Vihn Tran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">School librarian Vinh Tran at Edward Hynes Charter School, a prek-8 school in New Orleans, Louisiana, had been meeting with students throughout school closures in the spring, doing online read-alouds and assisting teachers with online lessons. But George Floyd’s murder happened right before their summer school program began, and Tran felt like she needed to address it on the very first day with her students. At the eleventh hour, she scrapped her carefully crafted lesson plans and decided instead to read \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/40796177-the-undefeated\">\u003ci>\u003cspan style=\"font-weight: 400\">The Undefeated\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kwame Alexander to some of the older students, even though they’d read it earlier that year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted them to know they didn’t have to ignore all the stuff that was happening in the world,” Tran said on a Zoom call. “There was space here to discuss, process, and explore these issues. It's important for kids to know they are seen, they matter, and that whatever they're feeling is valid.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School librarians are also making connections on social media during this time of social and cultural upheaval, sharing tips and support with fellow librarians. When schools closed, Julie Stivers, a middle school librarian in Raleigh, North Carolina, sent out a tweet asking if other librarians wanted to brainstorm solutions to the challenges they were up against, like digital access. Using the hashtag \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23libcollab&src=typed_query\">\u003cspan style=\"font-weight: 400\">#LibCollab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Stivers and another librarian, Kathryn Cole, created a professional learning community that began by discussing online learning but soon moved to Black Lives Matter, and how libraries can promote inclusivity and anti-racism. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Preparing for the future, whatever that might look like\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians interviewed for this story agreed that, whether they work inside schools or in public libraries, they’re unsure of what the future holds with regards to the autumn and back-to-school. Most librarians are spending the summer preparing for a variety of scenarios, in which libraries are open, partially open, or staying digital. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries as a whole are also reflecting on how they can better serve the public in uncertain times. At the American Library Association’s virtual conference in June, executive director \u003ca href=\"http://www.ala.org/news/press-releases/2020/06/ala-executive-director-tracie-d-hall-says-dismantling-racism-library-and\">Tracie D. Hall\u003c/a>, the first African-American to hold that office in the association’s history, called for a three-pronged approach for libraries to address their communities’ current challenges: the need for universal broadband, the diversification of libraries, and a broader, stronger base of library funding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Let our legacy be justice,” Hall told librarians on the conference’s Zoom call. “When I say let our legacy be justice, I am inviting us to explore the construct of the library as both the vehicle and driver of justice, as both a means to justice and an arbiter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians predict that after rolling closures and the move to greater digital access, things will never be the same. Lessons learned during pandemic closures will stay with them long after COVID-19 is no longer a threat, with a focus on increased access to digital materials staying on as part of the libraries’ core mission to serve communities equally.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We stepped up and did things differently, immediately,” said Mary Keeling, president of the American Association of School Librarians, on the quick transfer to digital service. “Libraries aren’t closed, we are still open and providing services. What’s closed are the buildings.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">After roles as a gravedigger in a grunge rock musical adaptation of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Hamlet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the Wicked Witch’s second-in-command in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Wiz\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, this spring, due to the spread of COVID-19, high school junior Jack Tatara found himself trying out a brand-new role: quarantined theater kid. When school closed and the theater program moved online, Tatara performed in their Zoom-based radio play of “The Twilight Zone.” He enjoyed performing from his bedroom so much, he’s considering joining the school’s summer program, which is now going online as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In years past, Winston Prep in New York City, which serves students with learning disabilities and challenges like dyslexia, ADHD and Nonverbal Learning Disorder, offered the Summer Theater, Arts and Music Program, or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, for students to hone their performing skills, socialize and have fun outside the classroom environment. But this year, due to coronavirus restrictions, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is trying to recreate itself online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer online offerings include work on acting and music skills, and a performance of some kind. Rachel McAlinn, Winston Prep’s theater teacher, said that even though this year Stamp can’t happen in person, students still need the support the arts program provides: keeping up social skills and fostering an important sense of community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of these kids would not be grouped together academically in school, based on their learning profiles,” McAlinn said. “But we’re all together in the theater program. We consider ourselves a family.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like summer stock and Shakespeare in the Park, summer theater programs for students have a long tradition. For young performers, summer programs are often the place where they can hone their skills in a focused environment, build community with like-minded kids and have fun—not to mention have the opportunity to put on a high-quality performance. While most professional theaters have discontinued public performances\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">until 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and most school districts remain closed due to the spread of the coronavirus, many educational theater programs are turning to online programs to keep students engaged over the summer. Legacy arts institutions and local groups alike are remaking the summer theater program for students from their homes—performing “radio plays,” providing online singing and dancing classes, and learning new skills like acting for the camera—all to keep theater alive for their students. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, educational theater programs are straining to keep their organizations alive. Many of these programs are self-sustaining, raising money through box office sales and program advertising from big summer performances that won’t be happening. Without those sales, and without enrollment fees from students, programs are hoping they can hang on long enough to reopen safely next summer. Though arts programs are almost always in jeopardy, the pressures of closures from COVID-19, mixed with economic distress, make this summer especially consequential. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Summer theater moves online\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the University of North Carolina School of the Arts \u003c/span>\u003ca href=\"https://www.uncsa.edu/summer/index.aspx\">\u003cspan style=\"font-weight: 400\">Summer Intensive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed due to COVID-19, the faculty and staff quickly processed their initial shock and sprang into action. In summers past, UNCSA provided serious theater students with the kind of immersive training that prepares future regional professionals and Broadway stars. Ranging in age from fourteen to nineteen, students accepted into the prestigious program participated in four weeks of intense training, with days of acting, singing and dancing often running from 9 a.m. until 9 p.m., and ending with a big performance. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AcademyActingCo/status/1275243369032269834\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, drama program director Kelly Maxner and the faculty decided to innovate quickly, offering a scaled-back online program with fewer students, more teachers, and slashing the attendance cost in half. With a curriculum based on what they learned teaching performance online during the spring semester to UNCSA undergrads, the online classes in singing, dancing and acting for high schoolers will be less focused on a final performance and more on boosting specific skills, like acting for the camera. They’ve also added a master class in art for social change—how artists behave as citizens, taking a specific look at current events and how artists adapt and express themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We recognize strongly that we can’t do what we did before,” Maxner said. “But what we’ve done is distilled the curriculum, the essentials of the training. We decided what was essential and important—not just for the arts training but for the whole experience of the intensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ccm.uc.edu/summer/high-school-arts-immersion.html\">\u003cspan style=\"font-weight: 400\">High School Summer Immersion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program at the University of Cincinnati College-Conservatory of Music, in Cincinnati, Ohio, is running through all of June and a part of July, and includes a high school musical theater workshop, a ballet camp for elementary kids, and private music lessons. Enrollment in the summer program has remained high, even after the summer’s classes moved online. The High School Immersion Musical Theatre Workshop, for example, filled up in just a few days—a testament to how much kids want to keep performing even though the environment won’t be the same, said Anne Cushing-Reid, Director of Preparatory and Community Engagement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Conservatory’s focus has been on making students feel as if they were present on campus “These aren’t your typical online classes,” Cushing-Reid wrote in an email. “They’re designed to get students out of their seats and onto their at-home ‘dance floors’ or ‘music studios’—whether that is their living room, driveway or bedroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the musical theater workshop will also get a chance to work with more guest faculty through Zoom than had they met in person. Successful alumnus from Broadway, Off-Broadway and regional theater are able to join online meetings more easily, “expanding students’ networks and imparting expert knowledge from the performing arts industry,” Cushing-Reid said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different challenges, new benefits\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even smaller, regional programs are finding creative ways to engage young performers. The nonprofit \u003c/span>\u003ca href=\"http://www.mudlarktheater.org/\">\u003cspan style=\"font-weight: 400\">Mudlark Theatre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Evanston, Illinois, is hoping to be able to open for summer camps, according to state guidelines, by late June or early July. In the meantime, Mudlark has been providing experiences for students online, including parodies of the news and a character-based role-playing game like \u003ca href=\"https://www.kqed.org/mindshift/tag/dungeons-dragons\">Dungeons & Dragons\u003c/a>, to keep students performing even if it’s not exactly theater.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56169\" class=\"wp-caption alignnone\" style=\"max-width: 828px\">\u003cimg class=\"size-full wp-image-56169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg\" alt=\"\" width=\"828\" height=\"963\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg 828w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-800x930.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-160x186.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-768x893.jpg 768w\" sizes=\"(max-width: 828px) 100vw, 828px\">\u003cfigcaption class=\"wp-caption-text\">Evansville Vanderburgh School Corporation All-City Summer Musical production of Les Misérables. \u003ccite>(Courtesy of EVSC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The All-City Summer Musical in Evansville, Indiana, a showcase of the best high school talent in the city, has been a big summer box-office draw in an area that boasts a strong performing tradition for more than thirty years, including when I attended this program as a high schooler many years ago. When performances of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, set for mid-July, were cancelled, all but two of the students decided to stay on for an online experience—even when director Robert Hunt and producer Tiffany Schriber Ball weren’t exactly sure what that would look like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based loosely on what they’d seen Broadway performers put together online, Schriber Ball and Hunt quickly decided that the performers would work on musical theatre scenes and song selections, and the orchestra would work on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd Suite\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, all on Zoom. They enlisted the help of a local university technical director to teach the backstage crew—the students who usually build the sets, and run lights and sound—how to design a set. Using both set-design software and old-fashioned popsicle sticks and glue to create models, students are gaining a new skill they wouldn’t have a chance to learn during a “normal” summer production. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early rehearsals have shown the social aspect of doing theater together—one of its biggest draws—is still lively, even online. Students are hanging around in “meetings,” even during the scheduled breaks, to joke around and talk. “One of the cast traditions is playing frisbee during breaks,” Hunt said. “And I was so thrilled to see they were playing ‘virtual’ frisbee with each other, saying ‘here, it’s coming for you!’” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Uncertain what the future brings, the show goes on \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even one of the country’s largest high school theater gatherings and competitions, the\u003c/span>\u003ca href=\"https://itf.pathable.co/performances\"> \u003cspan style=\"font-weight: 400\">International Thespian Festival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, held for the past 25 summers at the University of Nebraska in Lincoln, is going virtual this year. The Educational Theatre Association, with chapters in 45 states and serving more than 130,000 theatre educators and students, is hosting the virtual event. It will include both pre-recorded performances of school productions that happened before schools closed, as well as an online showcase and some live-streaming events. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=fy_Eq59EYlo&feature=youtu.be\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The professional group is providing guidance for schools and programs as summer programs move online and re-invent a theatrical experience for students, even as the future for performances is uncertain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jim Palmarini, the Educational Theatre Association’s educational policy director, said their “\u003ca href=\"https://higherlogicdownload.s3.amazonaws.com/SCHOOLTHEATRE/7f9e7fa8-ea41-4033-b6a3-1ce9da6a7b6f/UploadedFiles/HPVMgpNDTw2FWro1JLiL_EdTA_ReOpen_Guide_2020_FINAL.pdf\">Recommendations for Reopening Theatre Programs\u003c/a>” guide was issued in June, acknowledging that ultimately each state’s and district’s requirements will be different. “The guide is seeking to address the middle ground of how each theatre program can safely reopen in the fall,” he said. “While performance remains central to school theatre programs, we know that producing live shows will be a challenge for many schools this upcoming school year. Because of that, we’re putting a lot of emphasis on the creative ways that schools can move their performances to an online format. Things are changing so fast that it is hard to say which school will be to do live performances, and which will not.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of public performances is bigger than dashed dreams of stardom. After spring shows were cancelled, and summer programs moved online, many programs lost a season’s worth of box office revenue to help mount the next show. A recent\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">CDC study showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that aerosol droplets transmitted by singing could pose a serious risk not just to singers standing close together, but to the audience as well, may mean performances are postponed for much longer. And providing summer online experiences also reveal \u003c/span>\u003ca href=\"https://hechingerreport.org/should-schools-teach-anyone-who-can-get-online-or-no-one-at-all/\">\u003cspan style=\"font-weight: 400\">big gaps in student equity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, since not everybody has a computer at home, or a decent internet connection. Schools and programs want to know: when will it be safe to perform in person again? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School theaters are also worried about looming\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">state budget cuts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, due to lost tax revenue affected by the pandemic, for which the arts are usually first on the chopping block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for some programs, lost revenue and public performances have to be set aside: for students, the show must go on. For the past ninety-two summers, some of the country’s most accomplished high school actors, singers, dancers and musicians arrive at the \u003c/span>\u003ca href=\"https://www.interlochen.org/\">\u003cspan style=\"font-weight: 400\">Interlochen Center for the Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the woods of northern Michigan for a remote, focused six-week summer arts program to hone their skills. This summer’s online program, which will feature acting and musical theater classes and some kind of recorded end-of-season performance, won’t look the same. But the distance, said theater arts summer program director Bill Church, will make hearts grow fonder—not just for theater kids, but the educators who teach them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we get to invite people back, it’s going to be ridiculous,” Church said. “The celebration and the joy—I don’t think anyone will ever take theater or rehearsal for granted ever again.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this article misspelled Jack Tatara's name. We regret this error. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">After roles as a gravedigger in a grunge rock musical adaptation of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Hamlet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the Wicked Witch’s second-in-command in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Wiz\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, this spring, due to the spread of COVID-19, high school junior Jack Tatara found himself trying out a brand-new role: quarantined theater kid. When school closed and the theater program moved online, Tatara performed in their Zoom-based radio play of “The Twilight Zone.” He enjoyed performing from his bedroom so much, he’s considering joining the school’s summer program, which is now going online as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In years past, Winston Prep in New York City, which serves students with learning disabilities and challenges like dyslexia, ADHD and Nonverbal Learning Disorder, offered the Summer Theater, Arts and Music Program, or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, for students to hone their performing skills, socialize and have fun outside the classroom environment. But this year, due to coronavirus restrictions, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is trying to recreate itself online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer online offerings include work on acting and music skills, and a performance of some kind. Rachel McAlinn, Winston Prep’s theater teacher, said that even though this year Stamp can’t happen in person, students still need the support the arts program provides: keeping up social skills and fostering an important sense of community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of these kids would not be grouped together academically in school, based on their learning profiles,” McAlinn said. “But we’re all together in the theater program. We consider ourselves a family.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like summer stock and Shakespeare in the Park, summer theater programs for students have a long tradition. For young performers, summer programs are often the place where they can hone their skills in a focused environment, build community with like-minded kids and have fun—not to mention have the opportunity to put on a high-quality performance. While most professional theaters have discontinued public performances\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">until 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and most school districts remain closed due to the spread of the coronavirus, many educational theater programs are turning to online programs to keep students engaged over the summer. Legacy arts institutions and local groups alike are remaking the summer theater program for students from their homes—performing “radio plays,” providing online singing and dancing classes, and learning new skills like acting for the camera—all to keep theater alive for their students. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, educational theater programs are straining to keep their organizations alive. Many of these programs are self-sustaining, raising money through box office sales and program advertising from big summer performances that won’t be happening. Without those sales, and without enrollment fees from students, programs are hoping they can hang on long enough to reopen safely next summer. Though arts programs are almost always in jeopardy, the pressures of closures from COVID-19, mixed with economic distress, make this summer especially consequential. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Summer theater moves online\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the University of North Carolina School of the Arts \u003c/span>\u003ca href=\"https://www.uncsa.edu/summer/index.aspx\">\u003cspan style=\"font-weight: 400\">Summer Intensive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed due to COVID-19, the faculty and staff quickly processed their initial shock and sprang into action. In summers past, UNCSA provided serious theater students with the kind of immersive training that prepares future regional professionals and Broadway stars. Ranging in age from fourteen to nineteen, students accepted into the prestigious program participated in four weeks of intense training, with days of acting, singing and dancing often running from 9 a.m. until 9 p.m., and ending with a big performance. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, drama program director Kelly Maxner and the faculty decided to innovate quickly, offering a scaled-back online program with fewer students, more teachers, and slashing the attendance cost in half. With a curriculum based on what they learned teaching performance online during the spring semester to UNCSA undergrads, the online classes in singing, dancing and acting for high schoolers will be less focused on a final performance and more on boosting specific skills, like acting for the camera. They’ve also added a master class in art for social change—how artists behave as citizens, taking a specific look at current events and how artists adapt and express themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We recognize strongly that we can’t do what we did before,” Maxner said. “But what we’ve done is distilled the curriculum, the essentials of the training. We decided what was essential and important—not just for the arts training but for the whole experience of the intensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ccm.uc.edu/summer/high-school-arts-immersion.html\">\u003cspan style=\"font-weight: 400\">High School Summer Immersion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program at the University of Cincinnati College-Conservatory of Music, in Cincinnati, Ohio, is running through all of June and a part of July, and includes a high school musical theater workshop, a ballet camp for elementary kids, and private music lessons. Enrollment in the summer program has remained high, even after the summer’s classes moved online. The High School Immersion Musical Theatre Workshop, for example, filled up in just a few days—a testament to how much kids want to keep performing even though the environment won’t be the same, said Anne Cushing-Reid, Director of Preparatory and Community Engagement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Conservatory’s focus has been on making students feel as if they were present on campus “These aren’t your typical online classes,” Cushing-Reid wrote in an email. “They’re designed to get students out of their seats and onto their at-home ‘dance floors’ or ‘music studios’—whether that is their living room, driveway or bedroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the musical theater workshop will also get a chance to work with more guest faculty through Zoom than had they met in person. Successful alumnus from Broadway, Off-Broadway and regional theater are able to join online meetings more easily, “expanding students’ networks and imparting expert knowledge from the performing arts industry,” Cushing-Reid said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different challenges, new benefits\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even smaller, regional programs are finding creative ways to engage young performers. The nonprofit \u003c/span>\u003ca href=\"http://www.mudlarktheater.org/\">\u003cspan style=\"font-weight: 400\">Mudlark Theatre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Evanston, Illinois, is hoping to be able to open for summer camps, according to state guidelines, by late June or early July. In the meantime, Mudlark has been providing experiences for students online, including parodies of the news and a character-based role-playing game like \u003ca href=\"https://www.kqed.org/mindshift/tag/dungeons-dragons\">Dungeons & Dragons\u003c/a>, to keep students performing even if it’s not exactly theater.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56169\" class=\"wp-caption alignnone\" style=\"max-width: 828px\">\u003cimg class=\"size-full wp-image-56169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg\" alt=\"\" width=\"828\" height=\"963\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg 828w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-800x930.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-160x186.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-768x893.jpg 768w\" sizes=\"(max-width: 828px) 100vw, 828px\">\u003cfigcaption class=\"wp-caption-text\">Evansville Vanderburgh School Corporation All-City Summer Musical production of Les Misérables. \u003ccite>(Courtesy of EVSC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The All-City Summer Musical in Evansville, Indiana, a showcase of the best high school talent in the city, has been a big summer box-office draw in an area that boasts a strong performing tradition for more than thirty years, including when I attended this program as a high schooler many years ago. When performances of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, set for mid-July, were cancelled, all but two of the students decided to stay on for an online experience—even when director Robert Hunt and producer Tiffany Schriber Ball weren’t exactly sure what that would look like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based loosely on what they’d seen Broadway performers put together online, Schriber Ball and Hunt quickly decided that the performers would work on musical theatre scenes and song selections, and the orchestra would work on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd Suite\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, all on Zoom. They enlisted the help of a local university technical director to teach the backstage crew—the students who usually build the sets, and run lights and sound—how to design a set. Using both set-design software and old-fashioned popsicle sticks and glue to create models, students are gaining a new skill they wouldn’t have a chance to learn during a “normal” summer production. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early rehearsals have shown the social aspect of doing theater together—one of its biggest draws—is still lively, even online. Students are hanging around in “meetings,” even during the scheduled breaks, to joke around and talk. “One of the cast traditions is playing frisbee during breaks,” Hunt said. “And I was so thrilled to see they were playing ‘virtual’ frisbee with each other, saying ‘here, it’s coming for you!’” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Uncertain what the future brings, the show goes on \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even one of the country’s largest high school theater gatherings and competitions, the\u003c/span>\u003ca href=\"https://itf.pathable.co/performances\"> \u003cspan style=\"font-weight: 400\">International Thespian Festival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, held for the past 25 summers at the University of Nebraska in Lincoln, is going virtual this year. The Educational Theatre Association, with chapters in 45 states and serving more than 130,000 theatre educators and students, is hosting the virtual event. It will include both pre-recorded performances of school productions that happened before schools closed, as well as an online showcase and some live-streaming events. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/fy_Eq59EYlo'\n title='//www.youtube.com/embed/fy_Eq59EYlo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The professional group is providing guidance for schools and programs as summer programs move online and re-invent a theatrical experience for students, even as the future for performances is uncertain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jim Palmarini, the Educational Theatre Association’s educational policy director, said their “\u003ca href=\"https://higherlogicdownload.s3.amazonaws.com/SCHOOLTHEATRE/7f9e7fa8-ea41-4033-b6a3-1ce9da6a7b6f/UploadedFiles/HPVMgpNDTw2FWro1JLiL_EdTA_ReOpen_Guide_2020_FINAL.pdf\">Recommendations for Reopening Theatre Programs\u003c/a>” guide was issued in June, acknowledging that ultimately each state’s and district’s requirements will be different. “The guide is seeking to address the middle ground of how each theatre program can safely reopen in the fall,” he said. “While performance remains central to school theatre programs, we know that producing live shows will be a challenge for many schools this upcoming school year. Because of that, we’re putting a lot of emphasis on the creative ways that schools can move their performances to an online format. Things are changing so fast that it is hard to say which school will be to do live performances, and which will not.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of public performances is bigger than dashed dreams of stardom. After spring shows were cancelled, and summer programs moved online, many programs lost a season’s worth of box office revenue to help mount the next show. A recent\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">CDC study showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that aerosol droplets transmitted by singing could pose a serious risk not just to singers standing close together, but to the audience as well, may mean performances are postponed for much longer. And providing summer online experiences also reveal \u003c/span>\u003ca href=\"https://hechingerreport.org/should-schools-teach-anyone-who-can-get-online-or-no-one-at-all/\">\u003cspan style=\"font-weight: 400\">big gaps in student equity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, since not everybody has a computer at home, or a decent internet connection. Schools and programs want to know: when will it be safe to perform in person again? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School theaters are also worried about looming\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">state budget cuts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, due to lost tax revenue affected by the pandemic, for which the arts are usually first on the chopping block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for some programs, lost revenue and public performances have to be set aside: for students, the show must go on. For the past ninety-two summers, some of the country’s most accomplished high school actors, singers, dancers and musicians arrive at the \u003c/span>\u003ca href=\"https://www.interlochen.org/\">\u003cspan style=\"font-weight: 400\">Interlochen Center for the Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the woods of northern Michigan for a remote, focused six-week summer arts program to hone their skills. This summer’s online program, which will feature acting and musical theater classes and some kind of recorded end-of-season performance, won’t look the same. But the distance, said theater arts summer program director Bill Church, will make hearts grow fonder—not just for theater kids, but the educators who teach them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we get to invite people back, it’s going to be ridiculous,” Church said. “The celebration and the joy—I don’t think anyone will ever take theater or rehearsal for granted ever again.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this article misspelled Jack Tatara's name. We regret this error. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Online Book Read-Alouds Can Help Students' Literacy and Connection During Social Distancing ",
"title": "How Online Book Read-Alouds Can Help Students' Literacy and Connection During Social Distancing ",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The night before a safer-at-home order was issued in her Wisconsin town, all Pernille Ripp could think about was getting to her books. When her middle school opened for a few minutes the next day, the seventh grade English teacher and creator of the \u003c/span>\u003ca href=\"https://theglobalreadaloud.com/\">\u003cspan style=\"font-weight: 400\">Global Read-Aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> grabbed all the books she could from her classroom library, before the school closed for the foreseeable future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class Ripp read aloud to her students often, not just for academic purposes but as a way to bond and connect with students. But in this new world, where Ripp and her students are in their separate homes in an effort to slow the spread of COVID-19, she would need to connect with students digitally instead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I went to my classroom and grabbed a ton of books I could read aloud to my students online,” Ripp said. “I thought that this might be it for the rest of the school year.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools have shut down to curb the spread of the coronavirus, and safe-at-home and shelter-in-place orders are currently keeping more than \u003c/span>\u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">\u003cspan style=\"font-weight: 400\">55.1 millions of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of school, at least until the end of April. Since many districts didn’t have a \u003c/span>\u003ca href=\"https://www.washingtonpost.com/technology/2020/03/16/schools-internet-inequality-coronavirus/\">\u003cspan style=\"font-weight: 400\">digital learning plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in place for an event like a global pandemic, they are scraping together varied approaches of online learning that are evolving as the situation changes. In the wake of massive school closings, much of the \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards?fbclid=IwAR2pAR7r5hjcJKix_Xgqeohx5M3OVh8r5O21im0JmBWburOY0X5TJNfYtI4\">\u003cspan style=\"font-weight: 400\">online learning curve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and teachers has become a kind of do-it-yourself experiment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers across the nation are turning to digital read-alouds not only to keep student skills sharp, but to forge connections while they’re apart. Instead of gathering around the rug or a “lit circle” for a story like they used to do in class, some teachers are gathering students on the “virtual rug” of a Zoom conference call or Instagram Live to continue reading books to them. Online read-alouds allow teachers to provide students with a daily dose of literacy—and maybe even some laughs. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once it became clear that schooling was moving online, publishers like Houghton Mifflin Harcourt, Simon & Schuster, Disney, \u003ca href=\"https://d1xcdyhu7q1ws8.cloudfront.net/wp-content/uploads/sites/4/2020/03/19215831/Online-Readings-FAQ-HarperCollinsChildrensBooks.pdf\">HarperCollins\u003c/a> and many others moved quickly to \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">relax their rules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on reading books via livestream or YouTube to accommodate teachers and students during this difficult time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most publishers are now granting access to educators, as long as they follow a few rules that vary among publishers. (Find the complete list of publishers’ permissions and online reading rules \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Key guidelines include mentioning at the top of the video that the book is being read with permission from the publisher, and keeping read-aloud recordings to school sharing platforms that are private. If a private sharing app isn’t available publishers recommend making the YouTube video “unlisted” and available only for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp admitted she had never done any read-alouds before using YouTube or FaceTime or Zoom, but was ready to try it anyway—even if it took her a few times to figure it out. “When we read aloud we connect,” Ripp said. “It doesn’t have to be perfect right now. We’re striving for connection, not perfection.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Benefits of Reading Aloud \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud to kids—\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003cspan style=\"font-weight: 400\">even older ones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who could easily do the reading themselves—offers multiple benefits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to research, read-alouds provide academic boosts to developing readers. They help develop young children’s phonological awareness and \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">“emergent literacy ability,”\u003c/span>\u003c/a> \u003ca href=\"http://theconversation.com/read-aloud-to-your-children-to-boost-their-vocabulary-111427\">\u003cspan style=\"font-weight: 400\">boost vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and develop \u003c/span>\u003ca href=\"https://mk0edsource0y23p672y.kinstacdn.com/wp-content/uploads/2015/06/massaroJLR1.pdf\">\u003cspan style=\"font-weight: 400\">word mastery and grammatical understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">2008 review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the Archives of Disease in Childhood assessed that \"Reading aloud to young children, particularly in an engaging manner, promotes emerging literacy and language development and supports the relationship between child and parent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud also improves comprehension by building background knowledge—especially if the reader stops to check for understanding. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/lit.12141\">\u003cspan style=\"font-weight: 400\">recent small study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of England showed that teenagers who had challenging books read aloud to them had greater reading comprehension than when they read them on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in the 1970s, journalist Jim Trelease found that reading aloud to his own children not only cultivated vocabulary and background knowledge, but also forged a love of reading as a shared family activity. His popular book now in its seventh edition, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003ci>\u003cspan style=\"font-weight: 400\">The Read-Aloud Handbook\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, shares research and best practices for both parents and educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the book, Trelease goes into detail of all the cognitive and academic benefits that reading aloud to children provides. But it’s perhaps his words on the emotional benefits of what reading aloud does for families and relationships that feels so pertinent in this time of quarantine, isolation and social distancing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We read to children for all the same reasons we talk with children,” Trelease wrote. “To reassure, to entertain, to bond, to inform or explain, to arouse curiosity, and to inspire.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making an online read-aloud worth watching\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators say that compared to many of the other academic tasks moving online, reading books aloud can be relatively easy. It’s been one area that teachers can do themselves just by accessing a few tools on their laptop or smartphone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Facebook’s page of \u003c/span>\u003ca href=\"https://www.facebook.com/facebookmedia/blog/facebook-live-for-authors\">\u003cspan style=\"font-weight: 400\">easy-to-use tips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for authors also provides great advice for educators wanting to do “live book clubs” using Facebook Live. Instagram also offers a tip sheet for\u003c/span>\u003ca href=\"https://help.instagram.com/292478487812558\">\u003cspan style=\"font-weight: 400\"> creating an Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some educators may want to do more. When fifth grade teacher Joe Paradise of Westfield, New Jersey, made a fun, funny read-aloud version of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Chapter Two is Missing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> for his quarantined students on YouTube, he began getting requests from other educators to show him how he did it. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=9eSVSgf70Uk&feature=youtu.be\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Paradise then \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=NFgZDOEf0A4&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">created a YouTube video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of how he created the read-aloud and shared with his educator friends. The “ball started rolling,” he said, and the video—which was far from polished—was shared more than 3,000 times in the first twenty-four hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the video, Paradise walks educators step by step through how to make an engaging video: how to read so their voice can be heard, and how to ensure the pages can be seen. His main message to teachers is to avoid getting overwhelmed by all the tech available, and keep it simple.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re building the plane while it’s in the air,” Paradise said of teachers trying to adjust to online learning. “The advice I’ve taken is from \u003c/span>\u003ca href=\"https://www.coolcatteacher.com/about-vicki-davis/\">\u003cspan style=\"font-weight: 400\">Vicki Davis the Cool Cat Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and that’s to integrate [technology] like a turtle: level up each day and learn one new thing, and get great at that.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Resources for read-alouds for all ages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp’s plan for now is “Friday night read-alouds with Ms. Ripp.” She’s going to read her teenagers more \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">picture\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> books in the same style as some of their favorites from class this past year, like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frybread\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We Don’t Eat Our Classmates\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Picture books, she said, lighten the mood and spur discussion.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=tT9fv_ELbnE\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But other educators, as well as celebrities and even \u003c/span>\u003ca href=\"https://www.wired.com/story/coronavirus-covid-19-childrens-authors-readings/\">\u003cspan style=\"font-weight: 400\">the authors themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have offered some read-aloud gems for kids of all ages to enjoy. Here are just a few:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">On Monday, March 30, Kwame Alexander began a daily read-aloud (and read-along) of his novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Crossover\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at 10:30 am EST, Monday through Friday, \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">on Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">R.J. Palacio, author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Wonder\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, has a read-aloud of the first chapter available on \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Josh Gad, the voice of “Olaf” from the Disney Frozen movies, is reading books aloud on \u003c/span>\u003ca href=\"https://twitter.com/joshgad/status/1243674814717427712\">\u003cspan style=\"font-weight: 400\">his Twitter feed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Country star and Imagination Library founder Dolly Parton is hosting a “Goodnight with Dolly” story time on the \u003c/span>\u003ca href=\"https://www.facebook.com/watch/dollysimaginationlibrary/\">\u003cspan style=\"font-weight: 400\">Imagination Library Facebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> page, Thursday nights. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">ReadAloud.org is offering a \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">21-day read-aloud challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and kids. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">We Are Teachers put together the \u003c/span>\u003ca href=\"https://www.weareteachers.com/virtual-author-activities/?utm_content=1584565321&utm_medium=social&utm_source=facebook&fbclid=IwAR1Bc-GWyG5HlXI7m5SktANnfj8jPfl1BVsuEuqDETCs-p17zjgM-E7pcMk\">\u003cspan style=\"font-weight: 400\">great, big list of more than 50 authors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> doing online read-alouds of their books and other activities. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Publishing company Penguin Kids is providing a “live story time read-aloud” every week day at 11 am EST \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XR0EWDDFl/\">\u003cspan style=\"font-weight: 400\">on their Instagram page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">YouTube channel \u003c/span>\u003ca href=\"https://www.youtube.com/user/StorylineOnline/videos\">\u003cspan style=\"font-weight: 400\">Storyline Online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has tons of celebrities doing read-alouds, from Betty White to Rami Malek to Oprah. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Nonprofit Unite for Literacy \u003c/span>\u003ca href=\"https://www.uniteforliteracy.com/\">\u003cspan style=\"font-weight: 400\">offers read-alouds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in both fiction and nonfiction in multiple languages. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">KidLitTV offers both \u003c/span>\u003ca href=\"https://kidlit.tv/?s=read+out+loud\">\u003cspan style=\"font-weight: 400\">video and podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> read-alouds. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">NASA astronauts are doing \u003c/span>\u003ca href=\"https://storytimefromspace.com/\">\u003cspan style=\"font-weight: 400\">Storytime from Space\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp has also compiled her own list of \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">read-alouds on her blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On her Friday night read-aloud online, she’s hoping to start with some picture books, then as the weeks progress maybe add some student book reviews and discussion. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to give each other grace right now. How can we not overwhelm everybody so it becomes even worse?” Ripp said. “We push kids so quickly out of childhood. Picture books are not scary and the world feels scary and overwhelming right now.” \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The night before a safer-at-home order was issued in her Wisconsin town, all Pernille Ripp could think about was getting to her books. When her middle school opened for a few minutes the next day, the seventh grade English teacher and creator of the \u003c/span>\u003ca href=\"https://theglobalreadaloud.com/\">\u003cspan style=\"font-weight: 400\">Global Read-Aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> grabbed all the books she could from her classroom library, before the school closed for the foreseeable future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class Ripp read aloud to her students often, not just for academic purposes but as a way to bond and connect with students. But in this new world, where Ripp and her students are in their separate homes in an effort to slow the spread of COVID-19, she would need to connect with students digitally instead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I went to my classroom and grabbed a ton of books I could read aloud to my students online,” Ripp said. “I thought that this might be it for the rest of the school year.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools have shut down to curb the spread of the coronavirus, and safe-at-home and shelter-in-place orders are currently keeping more than \u003c/span>\u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">\u003cspan style=\"font-weight: 400\">55.1 millions of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of school, at least until the end of April. Since many districts didn’t have a \u003c/span>\u003ca href=\"https://www.washingtonpost.com/technology/2020/03/16/schools-internet-inequality-coronavirus/\">\u003cspan style=\"font-weight: 400\">digital learning plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in place for an event like a global pandemic, they are scraping together varied approaches of online learning that are evolving as the situation changes. In the wake of massive school closings, much of the \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards?fbclid=IwAR2pAR7r5hjcJKix_Xgqeohx5M3OVh8r5O21im0JmBWburOY0X5TJNfYtI4\">\u003cspan style=\"font-weight: 400\">online learning curve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and teachers has become a kind of do-it-yourself experiment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers across the nation are turning to digital read-alouds not only to keep student skills sharp, but to forge connections while they’re apart. Instead of gathering around the rug or a “lit circle” for a story like they used to do in class, some teachers are gathering students on the “virtual rug” of a Zoom conference call or Instagram Live to continue reading books to them. Online read-alouds allow teachers to provide students with a daily dose of literacy—and maybe even some laughs. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once it became clear that schooling was moving online, publishers like Houghton Mifflin Harcourt, Simon & Schuster, Disney, \u003ca href=\"https://d1xcdyhu7q1ws8.cloudfront.net/wp-content/uploads/sites/4/2020/03/19215831/Online-Readings-FAQ-HarperCollinsChildrensBooks.pdf\">HarperCollins\u003c/a> and many others moved quickly to \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">relax their rules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on reading books via livestream or YouTube to accommodate teachers and students during this difficult time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most publishers are now granting access to educators, as long as they follow a few rules that vary among publishers. (Find the complete list of publishers’ permissions and online reading rules \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Key guidelines include mentioning at the top of the video that the book is being read with permission from the publisher, and keeping read-aloud recordings to school sharing platforms that are private. If a private sharing app isn’t available publishers recommend making the YouTube video “unlisted” and available only for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp admitted she had never done any read-alouds before using YouTube or FaceTime or Zoom, but was ready to try it anyway—even if it took her a few times to figure it out. “When we read aloud we connect,” Ripp said. “It doesn’t have to be perfect right now. We’re striving for connection, not perfection.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Benefits of Reading Aloud \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud to kids—\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003cspan style=\"font-weight: 400\">even older ones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who could easily do the reading themselves—offers multiple benefits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to research, read-alouds provide academic boosts to developing readers. They help develop young children’s phonological awareness and \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">“emergent literacy ability,”\u003c/span>\u003c/a> \u003ca href=\"http://theconversation.com/read-aloud-to-your-children-to-boost-their-vocabulary-111427\">\u003cspan style=\"font-weight: 400\">boost vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and develop \u003c/span>\u003ca href=\"https://mk0edsource0y23p672y.kinstacdn.com/wp-content/uploads/2015/06/massaroJLR1.pdf\">\u003cspan style=\"font-weight: 400\">word mastery and grammatical understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">2008 review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the Archives of Disease in Childhood assessed that \"Reading aloud to young children, particularly in an engaging manner, promotes emerging literacy and language development and supports the relationship between child and parent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud also improves comprehension by building background knowledge—especially if the reader stops to check for understanding. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/lit.12141\">\u003cspan style=\"font-weight: 400\">recent small study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of England showed that teenagers who had challenging books read aloud to them had greater reading comprehension than when they read them on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in the 1970s, journalist Jim Trelease found that reading aloud to his own children not only cultivated vocabulary and background knowledge, but also forged a love of reading as a shared family activity. His popular book now in its seventh edition, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003ci>\u003cspan style=\"font-weight: 400\">The Read-Aloud Handbook\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, shares research and best practices for both parents and educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the book, Trelease goes into detail of all the cognitive and academic benefits that reading aloud to children provides. But it’s perhaps his words on the emotional benefits of what reading aloud does for families and relationships that feels so pertinent in this time of quarantine, isolation and social distancing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We read to children for all the same reasons we talk with children,” Trelease wrote. “To reassure, to entertain, to bond, to inform or explain, to arouse curiosity, and to inspire.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making an online read-aloud worth watching\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators say that compared to many of the other academic tasks moving online, reading books aloud can be relatively easy. It’s been one area that teachers can do themselves just by accessing a few tools on their laptop or smartphone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Facebook’s page of \u003c/span>\u003ca href=\"https://www.facebook.com/facebookmedia/blog/facebook-live-for-authors\">\u003cspan style=\"font-weight: 400\">easy-to-use tips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for authors also provides great advice for educators wanting to do “live book clubs” using Facebook Live. Instagram also offers a tip sheet for\u003c/span>\u003ca href=\"https://help.instagram.com/292478487812558\">\u003cspan style=\"font-weight: 400\"> creating an Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some educators may want to do more. When fifth grade teacher Joe Paradise of Westfield, New Jersey, made a fun, funny read-aloud version of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Chapter Two is Missing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> for his quarantined students on YouTube, he began getting requests from other educators to show him how he did it. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/9eSVSgf70Uk'\n title='//www.youtube.com/embed/9eSVSgf70Uk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Paradise then \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=NFgZDOEf0A4&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">created a YouTube video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of how he created the read-aloud and shared with his educator friends. The “ball started rolling,” he said, and the video—which was far from polished—was shared more than 3,000 times in the first twenty-four hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the video, Paradise walks educators step by step through how to make an engaging video: how to read so their voice can be heard, and how to ensure the pages can be seen. His main message to teachers is to avoid getting overwhelmed by all the tech available, and keep it simple.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re building the plane while it’s in the air,” Paradise said of teachers trying to adjust to online learning. “The advice I’ve taken is from \u003c/span>\u003ca href=\"https://www.coolcatteacher.com/about-vicki-davis/\">\u003cspan style=\"font-weight: 400\">Vicki Davis the Cool Cat Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and that’s to integrate [technology] like a turtle: level up each day and learn one new thing, and get great at that.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Resources for read-alouds for all ages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp’s plan for now is “Friday night read-alouds with Ms. Ripp.” She’s going to read her teenagers more \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">picture\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> books in the same style as some of their favorites from class this past year, like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frybread\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We Don’t Eat Our Classmates\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Picture books, she said, lighten the mood and spur discussion.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/tT9fv_ELbnE'\n title='//www.youtube.com/embed/tT9fv_ELbnE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">But other educators, as well as celebrities and even \u003c/span>\u003ca href=\"https://www.wired.com/story/coronavirus-covid-19-childrens-authors-readings/\">\u003cspan style=\"font-weight: 400\">the authors themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have offered some read-aloud gems for kids of all ages to enjoy. Here are just a few:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">On Monday, March 30, Kwame Alexander began a daily read-aloud (and read-along) of his novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Crossover\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at 10:30 am EST, Monday through Friday, \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">on Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">R.J. Palacio, author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Wonder\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, has a read-aloud of the first chapter available on \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Josh Gad, the voice of “Olaf” from the Disney Frozen movies, is reading books aloud on \u003c/span>\u003ca href=\"https://twitter.com/joshgad/status/1243674814717427712\">\u003cspan style=\"font-weight: 400\">his Twitter feed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Country star and Imagination Library founder Dolly Parton is hosting a “Goodnight with Dolly” story time on the \u003c/span>\u003ca href=\"https://www.facebook.com/watch/dollysimaginationlibrary/\">\u003cspan style=\"font-weight: 400\">Imagination Library Facebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> page, Thursday nights. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">ReadAloud.org is offering a \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">21-day read-aloud challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and kids. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">We Are Teachers put together the \u003c/span>\u003ca href=\"https://www.weareteachers.com/virtual-author-activities/?utm_content=1584565321&utm_medium=social&utm_source=facebook&fbclid=IwAR1Bc-GWyG5HlXI7m5SktANnfj8jPfl1BVsuEuqDETCs-p17zjgM-E7pcMk\">\u003cspan style=\"font-weight: 400\">great, big list of more than 50 authors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> doing online read-alouds of their books and other activities. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Publishing company Penguin Kids is providing a “live story time read-aloud” every week day at 11 am EST \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XR0EWDDFl/\">\u003cspan style=\"font-weight: 400\">on their Instagram page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">YouTube channel \u003c/span>\u003ca href=\"https://www.youtube.com/user/StorylineOnline/videos\">\u003cspan style=\"font-weight: 400\">Storyline Online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has tons of celebrities doing read-alouds, from Betty White to Rami Malek to Oprah. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Nonprofit Unite for Literacy \u003c/span>\u003ca href=\"https://www.uniteforliteracy.com/\">\u003cspan style=\"font-weight: 400\">offers read-alouds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in both fiction and nonfiction in multiple languages. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">KidLitTV offers both \u003c/span>\u003ca href=\"https://kidlit.tv/?s=read+out+loud\">\u003cspan style=\"font-weight: 400\">video and podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> read-alouds. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">NASA astronauts are doing \u003c/span>\u003ca href=\"https://storytimefromspace.com/\">\u003cspan style=\"font-weight: 400\">Storytime from Space\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp has also compiled her own list of \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">read-alouds on her blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On her Friday night read-aloud online, she’s hoping to start with some picture books, then as the weeks progress maybe add some student book reviews and discussion. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to give each other grace right now. How can we not overwhelm everybody so it becomes even worse?” Ripp said. “We push kids so quickly out of childhood. Picture books are not scary and the world feels scary and overwhelming right now.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Hannah Hughes is playing a game with a group of second graders at Johnson Elementary School in Kingsport, Tennessee, who are still working on their reading skills. Hughes shows the group the word “bright,” but then takes a card and covers up the letter “b.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What does the word say now?” she asks. “Right!” Students shout. For students still sounding out words letter by letter, learning this skill, called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">chunking,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> helps kids practice combining letters and sounds together to make reading words more efficient. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hughes, a first-year teacher, said she learned how to teach this important decoding skill to help struggling readers in her pre-service training. In her undergraduate studies at Eastern Tennessee State University, early elementary reading courses focused on science-based reading methods like chunking. And a new report suggests that her students’ future reading success might rely, in part, to that training. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the \u003c/span>\u003ca href=\"https://www.nctq.org/publications/2020-Teacher-Prep-Review:-Program-Performance-in-Early-Reading-Instruction\">\u003cspan style=\"font-weight: 400\">“Teacher Prep Review: Program Performance in Early Reading Instruction,” \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">released by the National Council on Teacher Quality (NCTQ), teacher preparation programs are catching up to the scientific evidence on how the brain learns to read. The teacher preparation research group reports that in 2019, more than half of teacher training programs now teach the “Science of Reading,” compared to 35% just a few years ago, in 2013. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to earn an “A” grade from NCTQ, programs had to show that they thoroughly and explicitly covered what’s commonly called the “five pillars” of learning to read—phonemic awareness, phonics, fluency, vocabulary, and comprehension. Textbooks had to be aligned with the science of reading; discussion and lecture had to include “explicit and repeated” instruction in the five components. And teachers needed to be able to display their mastery of the concepts, not just through assignments and tests, but also through practice teaching them in classrooms. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NCTQ considered fifteen programs as exceptional, ones that ranged from Arkansas Tech University, the University of Florida, to two programs in Utah and Mississippi, respectively. They found that undergraduate university education programs were more likely to offer scientific-based courses, with 57% earning an “A” or “B” rating. Graduate programs lagged behind with 33% earning a top mark.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While NCTQ is encouraged by the uptick in evidence-backed reading programs, president Kate Walsh said she hopes that news of the report puts pressure on even more to join them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Getting programs to the halfway mark means that half of all programs \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">aren’t\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> doing this,” she said. “We hope that by the next time we release new findings, we will make much more significant progress.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How the brain learns to read\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report outlines the importance of providing teachers who teach reading with the understanding of how the brain learns to read. Learning to read is a function of spoken language, in which the brain connects the speech sounds of spoken language to the visual written “code” of letters and words. When a child learns to read, according to \u003c/span>\u003ca href=\"https://blog.learnfasthq.com/how-the-brain-learns-to-read-professor-stanislaus-dehaene\">\u003cspan style=\"font-weight: 400\">cognitive scientist Stanislas Dehaene\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Reading and the Brain\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, the brain essentially creates an “interface between your vision system in your brain and your spoken language system.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating this “interface” involves making the connections between the speech sounds (that she already knows from spoken language) and the sounds that letters and letter combinations make. Though some children make those connections without much help, most kids need explicit instruction in \u003c/span>\u003ca href=\"https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read\">\u003ci>\u003cspan style=\"font-weight: 400\">phonics\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learn the relationship between spoken language sounds and written letters and words. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for decades, most classrooms haven’t focused on phonemic awareness (the ability to hear, recognize and apply the individual units of sound in speech) and phonics (connecting sounds to letters) as the first crucial step in learning to read. Instead, teachers were teaching reading based on philosophies they learned in their training programs, most commonly called “whole language” and “balanced literacy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And it turns out most teachers are teaching reading this way. Of the 674 K-2 and special education elementary teachers surveyed by the \u003c/span>\u003ca href=\"https://www.edweek.org/media/ed%20week%20reading%20instruction%20survey%20report-final%201.24.20.pdf\">\u003cspan style=\"font-weight: 400\">EdWeek Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 72 percent said their schools use balanced literacy. While phonics is a part of balanced literacy programs, the report found that balanced literacy “has been criticized for paying insufficient attention to explicit, systematic instruction” of phonics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These philosophies, unsupported by scientific evidence on how the brain learns to read, emphasized that kids didn’t really need much phonics if they had plenty of good books to read. They argued that there are several strategies that kids can rely on if they come to a word they don’t know--like looking at the pictures or re-reading the sentence and guess what word made sense. If children had lots of exposure to printed words, they asserted, the rest would take care of itself. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for many children those methods don't work, because the brain needs explicit instruction to learn the sound/letter connections to read words correctly. National reading scores reflect this disconnect. The most recent \u003c/span>\u003ca href=\"https://www.nytimes.com/2019/10/30/us/reading-scores-national-exam.html\">\u003cspan style=\"font-weight: 400\">national reading scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from 2019 show that overall reading proficiency dropped, and essentially two-thirds of American kids cannot read at a proficient level.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Surrounding kids with good books is a great idea,” reports journalist Emily Hanford in her documentary “\u003c/span>\u003ca href=\"https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read\">\u003cspan style=\"font-weight: 400\">Hard Words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” “but it's not the same as teaching children to read.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Training teachers before they head into classrooms\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though how the brain learns to read has been well-established in the scientific community for years and is backed by thousands of studies, many teacher preparation programs don’t include the mountain of research on reading instruction in their programs. Sometimes they have actively \u003c/span>\u003ca href=\"http://blogs.edweek.org/teachers/teaching_now/2019/12/richard_allington_denies_dyslexia_exists_says_shoot_whoever_wrote_law.html?override=web\">\u003cspan style=\"font-weight: 400\">resisted it.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But recent attention from frustrated parent groups and the media has put the spotlight on asking why so many young American readers struggle, and has put pressure on teacher prep programs to re-evaluate how they prepare teachers heading into classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both NCTQ and universities recognize the role that teacher training plays in ensuring teachers are equipped with knowledge of the science. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eastern Tennessee State University, in Johnson City, Tennessee, where Hughes graduated in 2019, earned NCTQ’s highest grade—an A+. But that’s due to completely revamping their reading courses in 2015. Karen Keith, who became the elementary education department’s chair that same year, said she and her team quickly realized that their reading courses needed a reboot.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They replaced existing courses they felt weren’t serving students with evidence-based reading courses. For example, Keith said a course that taught undergrads how to write about general issues in education was replaced with a “foundations of literacy” course. The foundations course provided students with a deep dive into the brain science and the five pillars of reading. Then they created a second course that built on the foundations course, on how to use assessment data and differentiated instruction to target students who were struggling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers-in-training then have a chance to practice what they’ve learned at the on-campus lab school, as well as out in the field through student teaching. Hughes was placed in a fourth grade class for her student teaching, helping struggling readers. “We can learn definitions all day, but putting it into practice is the hard part,” Hughes said. “There are so many needs, which is challenging. But then it’s so rewarding when students are using the strategies you’ve taught them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education school leaders recognize how aligning teacher practice with methods backed by scientific research might start to crack the fortress of American illiteracy that many view as a crisis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a very clear cycle,” said Merideth Van Namen, the Chair of Teacher Education, Leadership, and Research at Delta State University in Cleveland, Mississippi, which also earned an A+ rating in the NCTQ report. “If we are better preparing teacher candidates when they enter the field, it’s assumed that then they would better prepare those students to be fluent readers.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Could teacher training change how many American kids are able to read well?\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For many years, Mississippi ranked at the bottom of national rankings for state education, but the most recent \u003c/span>\u003ca href=\"https://www.mdek12.org/OSA/NAEP\">\u003cspan style=\"font-weight: 400\">National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> test scores showed that Mississippi was the only state to make big reading gains. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some \u003c/span>\u003ca href=\"https://www.nytimes.com/2019/12/05/opinion/mississippi-schools-naep.html\">\u003cspan style=\"font-weight: 400\">have speculated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that Mississippi’s big gains in reading are connected to a reboot of their teacher training programs. The NCTQ report rewards two Mississippi schools, Delta State University and the University of Mississippi, with an “A+” rating, and two more get an “A.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Van Namen said the university has had a long legacy of teaching the science of reading, even when it wasn’t popular to do so. But they recently strengthened the program that was already working, and have helped lead a statewide effort to get every Mississippi teacher trained. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For the past several years, Mississippi institutions have collaborated through many efforts to enhance teacher preparation in the area of early literacy,” as well, Van Namen said. “No one is working in isolation, and that’s a likely factor [for the statewide gains]. We are all going in the same direction.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While NCTQ’s rising numbers show promise, some teacher educators are skeptical about measuring something as broad and unruly as how teacher training translates into student achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have been trying to untie that knot for years, said Nathan Stevenson, assistant professor of special education at Kent State University. Though research points to which instructional practices and strategies raise achievement, there are still many questions on how to scale them effectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So then when you step back another level and say, how are we going to rank institutions that are producing these teachers that are trying to affect change for students?” Stevenson said, “You add a layer of complexity. We already didn’t have a clean way to investigate these problems, not to mention doing it on a national scale. It's hard to capture what’s really going on.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers themselves seem to recognize that, even with good training, reaching individual students who struggle to read isn’t easy. Hannah Hughes feels confident in her understanding of reading, but her students come to school with their own challenges. She has noticed, she said, that her struggling readers often don’t read outside of school or are dealing with issues related to poverty—something over which she has little control. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet Hughes’s training provided her with enough background knowledge to address some of those reading challenges, and she said her students have seen growth so far this year. Some of her “bubble kids”—students reading well who still need help with specific deficits— started the year at 40 words per minute and are now reading about 70 words per minute. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Karen Keith feels hopeful that the work that the university has put into giving teachers science-backed reading instruction methods will transform students’ lives. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I convey this to faculty all the time,” Keith said. “What you are doing is changing the lives of the people of this region and beyond.” \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Hannah Hughes is playing a game with a group of second graders at Johnson Elementary School in Kingsport, Tennessee, who are still working on their reading skills. Hughes shows the group the word “bright,” but then takes a card and covers up the letter “b.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What does the word say now?” she asks. “Right!” Students shout. For students still sounding out words letter by letter, learning this skill, called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">chunking,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> helps kids practice combining letters and sounds together to make reading words more efficient. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hughes, a first-year teacher, said she learned how to teach this important decoding skill to help struggling readers in her pre-service training. In her undergraduate studies at Eastern Tennessee State University, early elementary reading courses focused on science-based reading methods like chunking. And a new report suggests that her students’ future reading success might rely, in part, to that training. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the \u003c/span>\u003ca href=\"https://www.nctq.org/publications/2020-Teacher-Prep-Review:-Program-Performance-in-Early-Reading-Instruction\">\u003cspan style=\"font-weight: 400\">“Teacher Prep Review: Program Performance in Early Reading Instruction,” \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">released by the National Council on Teacher Quality (NCTQ), teacher preparation programs are catching up to the scientific evidence on how the brain learns to read. The teacher preparation research group reports that in 2019, more than half of teacher training programs now teach the “Science of Reading,” compared to 35% just a few years ago, in 2013. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to earn an “A” grade from NCTQ, programs had to show that they thoroughly and explicitly covered what’s commonly called the “five pillars” of learning to read—phonemic awareness, phonics, fluency, vocabulary, and comprehension. Textbooks had to be aligned with the science of reading; discussion and lecture had to include “explicit and repeated” instruction in the five components. And teachers needed to be able to display their mastery of the concepts, not just through assignments and tests, but also through practice teaching them in classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NCTQ considered fifteen programs as exceptional, ones that ranged from Arkansas Tech University, the University of Florida, to two programs in Utah and Mississippi, respectively. They found that undergraduate university education programs were more likely to offer scientific-based courses, with 57% earning an “A” or “B” rating. Graduate programs lagged behind with 33% earning a top mark.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While NCTQ is encouraged by the uptick in evidence-backed reading programs, president Kate Walsh said she hopes that news of the report puts pressure on even more to join them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Getting programs to the halfway mark means that half of all programs \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">aren’t\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> doing this,” she said. “We hope that by the next time we release new findings, we will make much more significant progress.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How the brain learns to read\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report outlines the importance of providing teachers who teach reading with the understanding of how the brain learns to read. Learning to read is a function of spoken language, in which the brain connects the speech sounds of spoken language to the visual written “code” of letters and words. When a child learns to read, according to \u003c/span>\u003ca href=\"https://blog.learnfasthq.com/how-the-brain-learns-to-read-professor-stanislaus-dehaene\">\u003cspan style=\"font-weight: 400\">cognitive scientist Stanislas Dehaene\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Reading and the Brain\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, the brain essentially creates an “interface between your vision system in your brain and your spoken language system.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating this “interface” involves making the connections between the speech sounds (that she already knows from spoken language) and the sounds that letters and letter combinations make. Though some children make those connections without much help, most kids need explicit instruction in \u003c/span>\u003ca href=\"https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read\">\u003ci>\u003cspan style=\"font-weight: 400\">phonics\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learn the relationship between spoken language sounds and written letters and words. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for decades, most classrooms haven’t focused on phonemic awareness (the ability to hear, recognize and apply the individual units of sound in speech) and phonics (connecting sounds to letters) as the first crucial step in learning to read. Instead, teachers were teaching reading based on philosophies they learned in their training programs, most commonly called “whole language” and “balanced literacy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And it turns out most teachers are teaching reading this way. Of the 674 K-2 and special education elementary teachers surveyed by the \u003c/span>\u003ca href=\"https://www.edweek.org/media/ed%20week%20reading%20instruction%20survey%20report-final%201.24.20.pdf\">\u003cspan style=\"font-weight: 400\">EdWeek Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 72 percent said their schools use balanced literacy. While phonics is a part of balanced literacy programs, the report found that balanced literacy “has been criticized for paying insufficient attention to explicit, systematic instruction” of phonics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These philosophies, unsupported by scientific evidence on how the brain learns to read, emphasized that kids didn’t really need much phonics if they had plenty of good books to read. They argued that there are several strategies that kids can rely on if they come to a word they don’t know--like looking at the pictures or re-reading the sentence and guess what word made sense. If children had lots of exposure to printed words, they asserted, the rest would take care of itself. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for many children those methods don't work, because the brain needs explicit instruction to learn the sound/letter connections to read words correctly. National reading scores reflect this disconnect. The most recent \u003c/span>\u003ca href=\"https://www.nytimes.com/2019/10/30/us/reading-scores-national-exam.html\">\u003cspan style=\"font-weight: 400\">national reading scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from 2019 show that overall reading proficiency dropped, and essentially two-thirds of American kids cannot read at a proficient level.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Surrounding kids with good books is a great idea,” reports journalist Emily Hanford in her documentary “\u003c/span>\u003ca href=\"https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read\">\u003cspan style=\"font-weight: 400\">Hard Words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” “but it's not the same as teaching children to read.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Training teachers before they head into classrooms\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though how the brain learns to read has been well-established in the scientific community for years and is backed by thousands of studies, many teacher preparation programs don’t include the mountain of research on reading instruction in their programs. Sometimes they have actively \u003c/span>\u003ca href=\"http://blogs.edweek.org/teachers/teaching_now/2019/12/richard_allington_denies_dyslexia_exists_says_shoot_whoever_wrote_law.html?override=web\">\u003cspan style=\"font-weight: 400\">resisted it.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But recent attention from frustrated parent groups and the media has put the spotlight on asking why so many young American readers struggle, and has put pressure on teacher prep programs to re-evaluate how they prepare teachers heading into classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both NCTQ and universities recognize the role that teacher training plays in ensuring teachers are equipped with knowledge of the science. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eastern Tennessee State University, in Johnson City, Tennessee, where Hughes graduated in 2019, earned NCTQ’s highest grade—an A+. But that’s due to completely revamping their reading courses in 2015. Karen Keith, who became the elementary education department’s chair that same year, said she and her team quickly realized that their reading courses needed a reboot.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They replaced existing courses they felt weren’t serving students with evidence-based reading courses. For example, Keith said a course that taught undergrads how to write about general issues in education was replaced with a “foundations of literacy” course. The foundations course provided students with a deep dive into the brain science and the five pillars of reading. Then they created a second course that built on the foundations course, on how to use assessment data and differentiated instruction to target students who were struggling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers-in-training then have a chance to practice what they’ve learned at the on-campus lab school, as well as out in the field through student teaching. Hughes was placed in a fourth grade class for her student teaching, helping struggling readers. “We can learn definitions all day, but putting it into practice is the hard part,” Hughes said. “There are so many needs, which is challenging. But then it’s so rewarding when students are using the strategies you’ve taught them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education school leaders recognize how aligning teacher practice with methods backed by scientific research might start to crack the fortress of American illiteracy that many view as a crisis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a very clear cycle,” said Merideth Van Namen, the Chair of Teacher Education, Leadership, and Research at Delta State University in Cleveland, Mississippi, which also earned an A+ rating in the NCTQ report. “If we are better preparing teacher candidates when they enter the field, it’s assumed that then they would better prepare those students to be fluent readers.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Could teacher training change how many American kids are able to read well?\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For many years, Mississippi ranked at the bottom of national rankings for state education, but the most recent \u003c/span>\u003ca href=\"https://www.mdek12.org/OSA/NAEP\">\u003cspan style=\"font-weight: 400\">National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> test scores showed that Mississippi was the only state to make big reading gains. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some \u003c/span>\u003ca href=\"https://www.nytimes.com/2019/12/05/opinion/mississippi-schools-naep.html\">\u003cspan style=\"font-weight: 400\">have speculated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that Mississippi’s big gains in reading are connected to a reboot of their teacher training programs. The NCTQ report rewards two Mississippi schools, Delta State University and the University of Mississippi, with an “A+” rating, and two more get an “A.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Van Namen said the university has had a long legacy of teaching the science of reading, even when it wasn’t popular to do so. But they recently strengthened the program that was already working, and have helped lead a statewide effort to get every Mississippi teacher trained. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For the past several years, Mississippi institutions have collaborated through many efforts to enhance teacher preparation in the area of early literacy,” as well, Van Namen said. “No one is working in isolation, and that’s a likely factor [for the statewide gains]. We are all going in the same direction.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While NCTQ’s rising numbers show promise, some teacher educators are skeptical about measuring something as broad and unruly as how teacher training translates into student achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have been trying to untie that knot for years, said Nathan Stevenson, assistant professor of special education at Kent State University. Though research points to which instructional practices and strategies raise achievement, there are still many questions on how to scale them effectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So then when you step back another level and say, how are we going to rank institutions that are producing these teachers that are trying to affect change for students?” Stevenson said, “You add a layer of complexity. We already didn’t have a clean way to investigate these problems, not to mention doing it on a national scale. It's hard to capture what’s really going on.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers themselves seem to recognize that, even with good training, reaching individual students who struggle to read isn’t easy. Hannah Hughes feels confident in her understanding of reading, but her students come to school with their own challenges. She has noticed, she said, that her struggling readers often don’t read outside of school or are dealing with issues related to poverty—something over which she has little control. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet Hughes’s training provided her with enough background knowledge to address some of those reading challenges, and she said her students have seen growth so far this year. Some of her “bubble kids”—students reading well who still need help with specific deficits— started the year at 40 words per minute and are now reading about 70 words per minute. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Karen Keith feels hopeful that the work that the university has put into giving teachers science-backed reading instruction methods will transform students’ lives. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I convey this to faculty all the time,” Keith said. “What you are doing is changing the lives of the people of this region and beyond.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Classroom Political Discussions — Controversies, Too — Prepare Students for Needed Civic Participation",
"title": "How Classroom Political Discussions — Controversies, Too — Prepare Students for Needed Civic Participation",
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"content": "\u003cdiv>\n\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.amazon.com/Building-Better-Citizens-Civics-Education/dp/1475843445\">Building Better Citizens: A New Civics Education for All\u003c/a> by Holly Korbey. \u003c/em>\u003c/p>\n\u003ch2 class=\"p1\">\u003cspan class=\"s1\">A Twenty-first Century Guide to Politics in the Classroom \u003c/span>\u003c/h2>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In a four-year study of classroom political discussions between 2005 and 2009, Diana Hess, dean of University of Wisconsin–Madison’s School of Education, and Paula McAvoy, assistant professor of Social Studies Education at the North Carolina State University, set out to examine what students learned from classroom political discussions, and whether those experiences influenced their future civic engagement and behavior. In addition, they wanted to study the teachers providing the “high quality” discussions to find out what they were doing right. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In their book about the research, \u003cem>\u003ca href=\"http://thepoliticalclassroom.com/\">The Political Classroom\u003c/a>\u003c/em>, Hess and McAvoy argue that schools, in order to fulfill their democratic mission, should be political (though not partisan). Political classrooms “seek to teach young people to see each other as political equals and to inculcate them into the practice of reason-giving and considering how their views and behaviors affect others.” In political classrooms, students learn how to discuss topics that have multiple, competing views, and practice listening and questioning. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Creating the kind of political classrooms and democratic education that students need has always been difficult, but is now even more so in our current highly polarized climate. McAvoy and Hess note that often teachers choose to avoid having political discussions in classes that are teaching the lessons of politics (like history, government, and civics) because facilitating talks about controversial topics is full of pedagogical challenges—navigating students’ family cultural and religious values, the polarized political climate outside of school, and the fear of parent backlash all make creating a positive environment for political discussions much more difficult. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Teachers are also wary—rightfully—of how their attitudes and personal opinions can influence the developing ideas of impressionable young people, and must also be aware that students have more first amendment rights to free speech than they do as state employees. “Teachers are in a position of authority and can dramatically affect the life prospects of students [who] understandably will self-censor to avoid offending the person who controls their grade,” wrote political science professor Joshua Dunn at University of Colorado Colorado Springs in the upcoming essay collection \u003cem>Talking Out of Turn: Teacher Speech for Hire\u003c/em>. All around, classroom political discussions can be fraught with minefields. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">But that shouldn’t discourage teachers from holding political discussions in class. When done well, Hess and McAvoy argue, allowing students to talk to each other about controversial topics has the potential to increase civic knowledge, skills, and dispositions that lead to adult civic engagement. The key to creating a positive environment for discussion, they found, was guidance by a well-prepared and knowledgeable teacher. \u003c/span>\u003c/p>\n\u003ch2 class=\"p1\">\u003cspan class=\"s1\">\u003cb>Best Practice Educators\u003c/b> \u003c/span>\u003c/h2>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">To find out what was happening inside classrooms where students learned the most from discussing controversial topics, McAvoy and Hess studied the work of 35 social studies, history, and government educators, some that used curriculum that focused on deliberation of controversial political issues and some that taught lecture style. Then they compared the two types of teachers to see how they engaged students and what students learned. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">All of the teachers they studied had quite a bit of teaching experience, and the majority had degrees in history or political science. Out of this group, the researchers found 10 to 12 teachers they labeled “Best Practice teachers,” who conducted political discussions where students learned a lot and later showed indications of increased civic knowledge and engagement. These Best Practice educators held discussions of controversial topics at least once a week in class, were all politically aware and engaged themselves, and often shared that knowledge and enthusiasm with their students. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">McAvoy said in an interview that Best Practice teachers also had a lot of support and professional development to learn how to conduct classroom political discussions. Teachers sometimes assume, McAvoy said, that classroom discussions don’t require much preparation upfront, but the opposite is true. Good discussions have lots of upfront preparation, including the teacher creating discussable questions, students reading something in advance, incorporating discussions into a unit of study, and educators making sure that students are talking to each other, not the teacher. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Surprise discussions sprung on students can go off the rails quickly. “If the Monday morning after the Charlottesville riots a teacher just walks into her classroom and asks the students, ‘Well, what did you guys think of that?’ That’s going to be a disaster,” McAvoy said. An open discussion right after a tragic event, with questions like “how do you feel about this situation?” or “do you have questions?” allows students to process—but it’s not the time to debate free speech, or what to do about monuments. “If you let kids just shoot from the hip, it will be divisive and will allow students to just state their biases and their prejudices without any guidance,” McAvoy notes. Using discussion strategies like role-playing, supporting statements with text and research, and student understanding of knowing how and when they are supposed to participate will make a discussion more productive and effective. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Best Practice teachers also know how to push student thinking, especially if, like many American schools today that are “sorted” into more like-minded groups, the class mostly agrees with one another on certain topics. In their book, McAvoy and Hess describe how social studies teacher Joel Kushner at Academy High School plays “devil’s advocate” to his left-leaning students on topics like abortion, trying to nudge them to understand the pro-life point of view and see there are reasonable competing ideas on both sides of the issue. Kushner said, \u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">With abortion, I try to make the arguments as best I can. I divide it up: today is the pro-choice view, today is the pro-life view, and I get the strongest arguments I can. I think Don Marquis has a good secular pro-life argument, and some of my very good students picked up on that. . . . So [some students] in the end were giving a pro-life argument and it was very interesting and got a little heated. So that’s what I do: I make the best arguments that I can, and I actually enjoy it. It’s a challenge for me. \u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">McAvoy and Hess found that students who participated in well-planned, controversial political discussions benefitted in multiple ways. One big benefit was that discussions allowed students to realize, often for the first time, that their peers disagreed with them, a key part of being a citizen in a democracy. The researchers worry that the twenty-first-century polarized climate creates many more like-minded schools in which teachers and students see the world more or less the same way—a big problem for democracy. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">For like-minded schools, encouraging discussions about opposing points of view becomes even more important. Students who practiced discussion also became more interested in politics in a social way, and shared political thoughts with family, friends, and coworkers. And perhaps most importantly, students who participated in Best Practice discussions were more likely to display the kind of interest in political activities—from reading the news to listening to people with different views to being more interested in politics in general—that predict future civic and political engagement. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">McAvoy and Hess argue strongly for more classes serving a wider range of students to engage in the kind of deliberations that prepare young people for participating in democracy. “Democratic education requires teachers to create a political classroom in which young people develop the skills, knowledge, and dispositions that allow them to collectively make decisions about how we ought to live together,” they wrote.\u003c/span>\u003c/p>\n\u003ch2 class=\"p1\">\u003cspan class=\"s1\">Debate Team for the Twenty-first Century \u003c/span>\u003c/h2>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In his first years as debate coach, high school English teacher Scott Wunn approached debate team in the same way he did when he coached wrestling: both wrestling and debate were competitions that required intense focus and fierce collective energy in order to win. They appeared to be individual competitions, but couldn’t be further from the truth—both fed off the energy and experience of the whole group. Both required resistance training and development of core skills to succeed. And in order to win a debate or a wrestling match, the opponent must not be ignored or circumvented, but overcome. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">But in the 10 years he coached debate at a high school in Des Moines, Iowa, Wunn found the more he immersed himself in the team, the more he learned. Unlike wrestling matches, each academic debate was unique and brought new challenges—how to make a point, a counterpoint, how to support an argument—and Wunn found himself a more well-rounded thinker. His teaching practice improved, and so did his research skills. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ca href=\"https://www.amazon.com/Building-Better-Citizens-Civics-Education/dp/1475843445\">\u003cimg class=\"alignleft size-full wp-image-54971\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/BBC.jpeg\" alt=\"\" width=\"178\" height=\"283\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/BBC.jpeg 178w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/BBC-160x254.jpeg 160w\" sizes=\"(max-width: 178px) 100vw, 178px\">\u003c/a>Helping students prepare to argue both sides of an assigned topic nuanced his worldview, providing Wunn with what he calls “a stronger understanding of the gray area of life.” Debate and wrestling weren’t as alike as he first thought, and he figured that the skills he was gaining must also be happening with his students. Over the years, a more complex view took shape regarding the skills that debate provided for kids, bigger than simply winning or losing a well-planned argument. Wunn noticed that debaters picked up crucial skills that colleges and businesses alike said they were looking for in young people, like the ability to collaborate with team members and think critically about a topic—often this happened not in the library but on their feet, responding to an opponent during a debate. The twenty-first-century skills making headlines were developed naturally during the process of researching, preparing, and participating in a debate. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In addition, the new millennium brought digital technology to debate topics and gave debaters greater access to information than ever before. Access to the internet made student arguments more nuanced and more complex, the depth of analysis more robust. Information gave students power; debates at the turn of the new century, Wunn said, became much more real, and students found the immediacy of bringing current events scraped off the web into their debates intoxicating.\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">All of these collective factors put together have ignited a large debate revival, one that’s remodeled itself for the new century. Wunn became executive director of the National Speech and Debate Association in 2003, and began working to transform the association, adding 60,000 students nationwide to the association’s membership as well as adding a popular new category of debate that focuses on issues surrounding current events. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Under Wunn’s direction, an after-school club with a reputation for incubating future Alex P. Keatons—argumentative young men in nubucks and ties, interested in the intricacies of international policy—has opened its once-closed circle to increasing numbers of young women and people of color. The association hosts an annual national tournament with more than 3,000 students participating, and now sponsors a global debate team of 12 high schoolers that travel the world. They’ve qualified for the World Schools Debating Championship, what Wunn called the “Olympics” of debate. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Though Wunn has been working toward debate domination for more than 15 years, he said the biggest surge of interest has come in the last four or five as polarization has increased and political rhetoric in the public eye has gotten more heated. In debate, Wunn noted, debaters must be prepared to argue both sides of an issue in order to win, which he said gives them a piece currently missing from political conversations they might encounter on social media. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">More educators have reached out to the group because they’re concerned about civic engagement skills and civil discourse, as well as teaching students the importance of face-to-face communication. It didn’t hurt that Parkland activist David Hogg kept referring to himself as a “debate nerd,” either. Every middle and high school in Broward County, Florida, where Parkland is located, has a debate program, and debate instruction begins in fourth grade. With a new category called Public Forum, Wunn has worked to make debate more classroom-friendly. Teachers can have two teams of two students debate a current event topic such as immigration or health care for 40 minutes and still have time left over for reflection and discussion. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Some have suggested that debate not be relegated to social studies class or an after-school club, but be integrated into every subject. Economist Robert Litan has argued for a “counterintuitive” solution to nationwide polarization and cable TV shouting matches: “debatify” more subjects, and allow students to treat other subjects—science, literature—with the same rigorous research and argumentation practices given to world politics and policies. Litan argues that debate isn’t only fun, but also provides a kind of resilience training for hearing other points of view. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Expanding debate’s reach isn’t easy, as it still remains largely an activity for whiter, wealthier kids. But recent research has shown the promise of debate in urban minority communities; in one 2011 study of the Chicago Urban Debate League, debaters were more likely “to graduate from high school, performed better on the ACT, and showed greater gains in cumulative GPA relative to similar comparison students,” even after researchers controlled for self-selection into the activity. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">But Wunn wants to make debate even more inclusive. In Wunn’s perfect world, all young people, no matter their background, would be equipped with the skills debate provides—civil discourse and the ability to see and understand key arguments about both sides of pressing issues. Debaters don’t flinch when information is thrown at them, he said. They know how to use information, how to substantiate their arguments, how to understand the legitimate positions of all sides. To be citizens of the twenty-first century, to have the focus to overcome opponents, to win. Like the verbal version of wrestling—except with more informed citizens and a more equitable democracy as the prize at the end of a match.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003cimg class=\"alignleft size-full wp-image-54970\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Holly-Headshot-Select-150dpi-e1575357056430.jpg\" alt=\"\" width=\"250\" height=\"292\">\u003cem>Holly Korbey is an education and parenting journalist and the author of \u003ca href=\"https://www.hollykorbey.com/buildingbettercitizens\">Building Better Citizens\u003c/a>. Her work has appeared in The Washington Post, The New York Times, The Atlantic, The Boston Globe, and others. She is a regular contributor on education for Edutopia and MindShift. Follow her on Twitter \u003ca href=\"https://twitter.com/HKorbey\">@hkorbey. \u003c/a>\u003c/em>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.amazon.com/Building-Better-Citizens-Civics-Education/dp/1475843445\">Building Better Citizens: A New Civics Education for All\u003c/a> by Holly Korbey. \u003c/em>\u003c/p>\n\u003ch2 class=\"p1\">\u003cspan class=\"s1\">A Twenty-first Century Guide to Politics in the Classroom \u003c/span>\u003c/h2>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In a four-year study of classroom political discussions between 2005 and 2009, Diana Hess, dean of University of Wisconsin–Madison’s School of Education, and Paula McAvoy, assistant professor of Social Studies Education at the North Carolina State University, set out to examine what students learned from classroom political discussions, and whether those experiences influenced their future civic engagement and behavior. In addition, they wanted to study the teachers providing the “high quality” discussions to find out what they were doing right. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In their book about the research, \u003cem>\u003ca href=\"http://thepoliticalclassroom.com/\">The Political Classroom\u003c/a>\u003c/em>, Hess and McAvoy argue that schools, in order to fulfill their democratic mission, should be political (though not partisan). Political classrooms “seek to teach young people to see each other as political equals and to inculcate them into the practice of reason-giving and considering how their views and behaviors affect others.” In political classrooms, students learn how to discuss topics that have multiple, competing views, and practice listening and questioning. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Creating the kind of political classrooms and democratic education that students need has always been difficult, but is now even more so in our current highly polarized climate. McAvoy and Hess note that often teachers choose to avoid having political discussions in classes that are teaching the lessons of politics (like history, government, and civics) because facilitating talks about controversial topics is full of pedagogical challenges—navigating students’ family cultural and religious values, the polarized political climate outside of school, and the fear of parent backlash all make creating a positive environment for political discussions much more difficult. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Teachers are also wary—rightfully—of how their attitudes and personal opinions can influence the developing ideas of impressionable young people, and must also be aware that students have more first amendment rights to free speech than they do as state employees. “Teachers are in a position of authority and can dramatically affect the life prospects of students [who] understandably will self-censor to avoid offending the person who controls their grade,” wrote political science professor Joshua Dunn at University of Colorado Colorado Springs in the upcoming essay collection \u003cem>Talking Out of Turn: Teacher Speech for Hire\u003c/em>. All around, classroom political discussions can be fraught with minefields. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">But that shouldn’t discourage teachers from holding political discussions in class. When done well, Hess and McAvoy argue, allowing students to talk to each other about controversial topics has the potential to increase civic knowledge, skills, and dispositions that lead to adult civic engagement. The key to creating a positive environment for discussion, they found, was guidance by a well-prepared and knowledgeable teacher. \u003c/span>\u003c/p>\n\u003ch2 class=\"p1\">\u003cspan class=\"s1\">\u003cb>Best Practice Educators\u003c/b> \u003c/span>\u003c/h2>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">To find out what was happening inside classrooms where students learned the most from discussing controversial topics, McAvoy and Hess studied the work of 35 social studies, history, and government educators, some that used curriculum that focused on deliberation of controversial political issues and some that taught lecture style. Then they compared the two types of teachers to see how they engaged students and what students learned. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">All of the teachers they studied had quite a bit of teaching experience, and the majority had degrees in history or political science. Out of this group, the researchers found 10 to 12 teachers they labeled “Best Practice teachers,” who conducted political discussions where students learned a lot and later showed indications of increased civic knowledge and engagement. These Best Practice educators held discussions of controversial topics at least once a week in class, were all politically aware and engaged themselves, and often shared that knowledge and enthusiasm with their students. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">McAvoy said in an interview that Best Practice teachers also had a lot of support and professional development to learn how to conduct classroom political discussions. Teachers sometimes assume, McAvoy said, that classroom discussions don’t require much preparation upfront, but the opposite is true. Good discussions have lots of upfront preparation, including the teacher creating discussable questions, students reading something in advance, incorporating discussions into a unit of study, and educators making sure that students are talking to each other, not the teacher. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Surprise discussions sprung on students can go off the rails quickly. “If the Monday morning after the Charlottesville riots a teacher just walks into her classroom and asks the students, ‘Well, what did you guys think of that?’ That’s going to be a disaster,” McAvoy said. An open discussion right after a tragic event, with questions like “how do you feel about this situation?” or “do you have questions?” allows students to process—but it’s not the time to debate free speech, or what to do about monuments. “If you let kids just shoot from the hip, it will be divisive and will allow students to just state their biases and their prejudices without any guidance,” McAvoy notes. Using discussion strategies like role-playing, supporting statements with text and research, and student understanding of knowing how and when they are supposed to participate will make a discussion more productive and effective. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Best Practice teachers also know how to push student thinking, especially if, like many American schools today that are “sorted” into more like-minded groups, the class mostly agrees with one another on certain topics. In their book, McAvoy and Hess describe how social studies teacher Joel Kushner at Academy High School plays “devil’s advocate” to his left-leaning students on topics like abortion, trying to nudge them to understand the pro-life point of view and see there are reasonable competing ideas on both sides of the issue. Kushner said, \u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">With abortion, I try to make the arguments as best I can. I divide it up: today is the pro-choice view, today is the pro-life view, and I get the strongest arguments I can. I think Don Marquis has a good secular pro-life argument, and some of my very good students picked up on that. . . . So [some students] in the end were giving a pro-life argument and it was very interesting and got a little heated. So that’s what I do: I make the best arguments that I can, and I actually enjoy it. It’s a challenge for me. \u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">McAvoy and Hess found that students who participated in well-planned, controversial political discussions benefitted in multiple ways. One big benefit was that discussions allowed students to realize, often for the first time, that their peers disagreed with them, a key part of being a citizen in a democracy. The researchers worry that the twenty-first-century polarized climate creates many more like-minded schools in which teachers and students see the world more or less the same way—a big problem for democracy. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">For like-minded schools, encouraging discussions about opposing points of view becomes even more important. Students who practiced discussion also became more interested in politics in a social way, and shared political thoughts with family, friends, and coworkers. And perhaps most importantly, students who participated in Best Practice discussions were more likely to display the kind of interest in political activities—from reading the news to listening to people with different views to being more interested in politics in general—that predict future civic and political engagement. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">McAvoy and Hess argue strongly for more classes serving a wider range of students to engage in the kind of deliberations that prepare young people for participating in democracy. “Democratic education requires teachers to create a political classroom in which young people develop the skills, knowledge, and dispositions that allow them to collectively make decisions about how we ought to live together,” they wrote.\u003c/span>\u003c/p>\n\u003ch2 class=\"p1\">\u003cspan class=\"s1\">Debate Team for the Twenty-first Century \u003c/span>\u003c/h2>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In his first years as debate coach, high school English teacher Scott Wunn approached debate team in the same way he did when he coached wrestling: both wrestling and debate were competitions that required intense focus and fierce collective energy in order to win. They appeared to be individual competitions, but couldn’t be further from the truth—both fed off the energy and experience of the whole group. Both required resistance training and development of core skills to succeed. And in order to win a debate or a wrestling match, the opponent must not be ignored or circumvented, but overcome. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">But in the 10 years he coached debate at a high school in Des Moines, Iowa, Wunn found the more he immersed himself in the team, the more he learned. Unlike wrestling matches, each academic debate was unique and brought new challenges—how to make a point, a counterpoint, how to support an argument—and Wunn found himself a more well-rounded thinker. His teaching practice improved, and so did his research skills. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ca href=\"https://www.amazon.com/Building-Better-Citizens-Civics-Education/dp/1475843445\">\u003cimg class=\"alignleft size-full wp-image-54971\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/BBC.jpeg\" alt=\"\" width=\"178\" height=\"283\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/BBC.jpeg 178w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/BBC-160x254.jpeg 160w\" sizes=\"(max-width: 178px) 100vw, 178px\">\u003c/a>Helping students prepare to argue both sides of an assigned topic nuanced his worldview, providing Wunn with what he calls “a stronger understanding of the gray area of life.” Debate and wrestling weren’t as alike as he first thought, and he figured that the skills he was gaining must also be happening with his students. Over the years, a more complex view took shape regarding the skills that debate provided for kids, bigger than simply winning or losing a well-planned argument. Wunn noticed that debaters picked up crucial skills that colleges and businesses alike said they were looking for in young people, like the ability to collaborate with team members and think critically about a topic—often this happened not in the library but on their feet, responding to an opponent during a debate. The twenty-first-century skills making headlines were developed naturally during the process of researching, preparing, and participating in a debate. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In addition, the new millennium brought digital technology to debate topics and gave debaters greater access to information than ever before. Access to the internet made student arguments more nuanced and more complex, the depth of analysis more robust. Information gave students power; debates at the turn of the new century, Wunn said, became much more real, and students found the immediacy of bringing current events scraped off the web into their debates intoxicating.\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">All of these collective factors put together have ignited a large debate revival, one that’s remodeled itself for the new century. Wunn became executive director of the National Speech and Debate Association in 2003, and began working to transform the association, adding 60,000 students nationwide to the association’s membership as well as adding a popular new category of debate that focuses on issues surrounding current events. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Under Wunn’s direction, an after-school club with a reputation for incubating future Alex P. Keatons—argumentative young men in nubucks and ties, interested in the intricacies of international policy—has opened its once-closed circle to increasing numbers of young women and people of color. The association hosts an annual national tournament with more than 3,000 students participating, and now sponsors a global debate team of 12 high schoolers that travel the world. They’ve qualified for the World Schools Debating Championship, what Wunn called the “Olympics” of debate. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Though Wunn has been working toward debate domination for more than 15 years, he said the biggest surge of interest has come in the last four or five as polarization has increased and political rhetoric in the public eye has gotten more heated. In debate, Wunn noted, debaters must be prepared to argue both sides of an issue in order to win, which he said gives them a piece currently missing from political conversations they might encounter on social media. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">More educators have reached out to the group because they’re concerned about civic engagement skills and civil discourse, as well as teaching students the importance of face-to-face communication. It didn’t hurt that Parkland activist David Hogg kept referring to himself as a “debate nerd,” either. Every middle and high school in Broward County, Florida, where Parkland is located, has a debate program, and debate instruction begins in fourth grade. With a new category called Public Forum, Wunn has worked to make debate more classroom-friendly. Teachers can have two teams of two students debate a current event topic such as immigration or health care for 40 minutes and still have time left over for reflection and discussion. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Some have suggested that debate not be relegated to social studies class or an after-school club, but be integrated into every subject. Economist Robert Litan has argued for a “counterintuitive” solution to nationwide polarization and cable TV shouting matches: “debatify” more subjects, and allow students to treat other subjects—science, literature—with the same rigorous research and argumentation practices given to world politics and policies. Litan argues that debate isn’t only fun, but also provides a kind of resilience training for hearing other points of view. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Expanding debate’s reach isn’t easy, as it still remains largely an activity for whiter, wealthier kids. But recent research has shown the promise of debate in urban minority communities; in one 2011 study of the Chicago Urban Debate League, debaters were more likely “to graduate from high school, performed better on the ACT, and showed greater gains in cumulative GPA relative to similar comparison students,” even after researchers controlled for self-selection into the activity. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">But Wunn wants to make debate even more inclusive. In Wunn’s perfect world, all young people, no matter their background, would be equipped with the skills debate provides—civil discourse and the ability to see and understand key arguments about both sides of pressing issues. Debaters don’t flinch when information is thrown at them, he said. They know how to use information, how to substantiate their arguments, how to understand the legitimate positions of all sides. To be citizens of the twenty-first century, to have the focus to overcome opponents, to win. Like the verbal version of wrestling—except with more informed citizens and a more equitable democracy as the prize at the end of a match.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003cimg class=\"alignleft size-full wp-image-54970\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Holly-Headshot-Select-150dpi-e1575357056430.jpg\" alt=\"\" width=\"250\" height=\"292\">\u003cem>Holly Korbey is an education and parenting journalist and the author of \u003ca href=\"https://www.hollykorbey.com/buildingbettercitizens\">Building Better Citizens\u003c/a>. Her work has appeared in The Washington Post, The New York Times, The Atlantic, The Boston Globe, and others. She is a regular contributor on education for Edutopia and MindShift. Follow her on Twitter \u003ca href=\"https://twitter.com/HKorbey\">@hkorbey. \u003c/a>\u003c/em>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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"order": 19
},
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"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
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}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"order": 3
},
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}
},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
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},
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},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
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"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
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