Observation 3: Webcast

         Whether in person or online, participating in conferences, seminars, Webcasts, or workshops relevant to cultural literacy is an excellent method to become familiar with what professionals in the field consider important to discuss.  Any prior print or e-research definitely will prepare a person to absorb presentation information effectively.

The advantages of attending a presentation are numerous.  The opportunity to listen to literacy leaders and professionals of varying levels of expertise provides “faces” to literature and issues within the topic.  To see others in the process of demonstrating involvement is encouraging.  There is also the impact of Webinar visuals and examples.  If a panel discusses the implementation of a particular program, the audience can follow with handouts or screen visuals.  Arguably, the most important advantage is the interaction between presenters and the audience.  Being asked to submit questions and comments promotes an atmosphere of close attention.  The resulting question and answer period can be invaluable for both sides in that they receive critical feedback for evaluation.

One such Webcast occurred on April 7, 2009, as a joint effort of the National Institute of Literacy and the American Library Association’s (ALA) Committee on Literacy.  Their mission was to discuss the importance of life-long literacy efforts of a library on behalf of its community and to provide panels of professionals who would discuss how their programs accomplished literacy goals to that end. 

Among the panel discussions, two focused on cultural literacy.  Mr. Dan Miller, Acting Director of the National Institute for literacy, was the moderator for the webcast.  He began with remarks by Mr. Jim Rettig, ALA President 2008-2009, about the absolute necessity of libraries’ serving as a center for literacy efforts in a community.  He likened libraries to an “info ecosystem” wherein all parts support each other throughout life.  Libraries support literacy and literacy promotes equity.  He talked about a school in Virginia which encouraged information literacy in a novel manner.  Students put a Greek god/goddess on trial for an offense.  The activity not only supplemented their education, but it also increased their cultural literacy about “a Greek deity, civil law, mythology, and information resources” (“Literacy,” 2009).

          Another panel of librarians in Kentucky discussed how they structure their literacy efforts.  They discussed how creative approaches, such as gaming, help the low-literacy student to see the library as a helpful place to learn and have fun.  One especially interesting comment concerned a Quality Enhancement Plan (QEP) adopted by a Kentucky college library director.  She and her library chose to do the “One Book, One Community” activity with October Sky.  They brought in the author for a lecture, they showed the film in co-operation with the local theatre, and they organized gaming programming to increase the literacy aspect of the QEP.  The students and community members both participated.  This kind of activity promoted cultural literacy in that students were taught about their state’s coal mining heritage.         
          The overall Webcast was interesting, informative, and inspiring.  The moderator asked the audience to continue to interact with him and the presenters by posting more questions after the Webinar on the website BuildLiteracy.org.  He offered a literacy readiness inventory and an advocacy tool kit.  Mr. Miller also encouraged attendees to post comments and discussion points on the BuildLiteracy.org blog.