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This chapter explores the work of a library adult literacy programme working closely with other education providers in Risdon Prison in Australia. The Literacy Service operates as a form of outreach to the prison population who have low literacy levels and are not yet engaged in education or using the prison library. In this context, it is a form of radical inclusion, creating opportunities for those most disadvantaged to access learning. The library services help to create a literate environment for prisoners and provide opportunities for prisoners to increase their engagement in lifelong learning and everyday literacy practices, giving them a better chance of developing their literacy skills. Strategies explored for engaging this cohort include a range of creative projects, small group work and one to one tutoring. The Literacy Service has developed best practice approaches to deliver effective literacy support using strategies and approaches that align with research and these are adapted for work in the prison context. The Literacy Service approach is aligned with the wider prison goals of rehabilitation and reintegration and the chapter explores a theory of change to identify how prison education may be most effective in supporting rehabilitation (Szifris, Fox, & Bradbury, 2018). The library Literacy Service offers safe spaces, opportunities to create social bonds, reshape identity, engage in informal learning and set new goals – key elements found to be critical in rehabilitation. The Prison Library Impact Framework, developed by Finlay and Bates (2018), connects these elements with the theory of change model to propose a tool that may be useful to evaluate prison library services in the future.

Purpose – The chapter provides the reader with an overview of how teacher preparation programs can utilize a school-based reading/literacy clinic model within university coursework. Information on how to successfully scaffold teacher candidates into becoming more reflective educators through the use of a reading clinic model is provided. Details for partnering with community organizations to provide tutoring support for struggling readers is illustrated.

Methodology/approach – The research support for utilizing tutoring programs is shared. Implications for teacher preparation programs seeking to develop literacy experiences for preservice and practicing educators are depicted. This book chapter describes a framework for establishing and maintaining tutoring partnerships within communities.

Practical implications – The author provides examples of effective community partnerships with suggestions and techniques for developing new programs and/or partnerships. Practical tips for establishing and maintaining tutoring programs which are composed of innovative practices are included.

Social implications – The key element of effective tutoring programs is to improve student achievement in literacy. Educators must build meaningful and thought-provoking literacy practices into the tutoring setting. A model for using a tutoring approach supportive of struggling readers is described. The components for effectively designing and preserving a reading clinics program are shared.

The primary purpose of this chapter is to describe a synergistic “hybrid” model of Response to Intervention (RtI) that combines individualized effective Tier 1 classroom instruction with powerful early intervening services. First, we provide an overview and explain how RtI traditionally has been conceptualized. Next, we illustrate how to implement a hybrid model that focuses on beginning reading instruction and also incorporates additional school-level resources. Finally, we will discuss implementation issues related to identifying children who need additional intervention and propose directions for future research.

The purpose of this chapter is to define the role of libraries as civic institutions that assist citizens in significant transition points in the lives of children and adults. Libraries play an important role in society as essential democratic spaces that help create a sense of belonging in diverse communities. They provide opportunities for inclusive services to the marginalized, a wide range of literacy development services, from early childhood to older citizens, including literacy in more than one language for immigrant families. Libraries also provide community outreach programs, such as resources for access to healthcare, housing, and food. Many of these programs are connected to life transitions, such services for veterans and a pathway for immigrants to obtain US citizenship. Most of these programs are funded by grants and use community volunteers. This chapter highlights the work of one library, referred to as City Library, in a predominantly Latinx community in Southern California, including services and resources on literacy and essential neighborhood connections and partnerships.

The authors use their university and its writing program as a case study to interrogate established wraparound support systems for foster youth and the role that additional, volunteer faculty – led support services can play in retention and graduation rates. This chapter first provides research on college-going foster youth in the United States. Then, it considers the foster youth population and established support programs at the University of California, Riverside. Next, this chapter reviews the benefits of faculty – student mentoring and tutoring, specifically in composition studies, and how those benefits can contribute to a successful college-going experience. The chapter then shifts to offering a model for those interested in establishing a similar program. Using business, communication, composition, education, and psychosocial theory to ground the discussion, the authors provide a detailed account of the proposal, implementation, and ongoing programmatic administration processes, including the rationale undergirding decision-making. Ultimately, they show how equitable supplemental academic support led by composition faculty can bridge the gap between existing foster youth services and outstanding needs, an innovative approach that relies on the natural mentoring relationships which organically evolve from faculty–student interaction.

This chapter reflects the findings of a qualitative study of supplementary education in Western Australia, showing a commitment to understanding the broader social context of the individuals receiving educational assistance beyond their normal classroom activities.

The chapter is based on 10 semi-structured interviews conducted with university students who had utilised supplementary education services of a tutor made available through their schools and a variety of secondary sources.

The study also reveals that student access to university is not necessarily enhanced by private tutoring. It uncovers an under-researched component of the overall educational process in pointing to some of the emotional dimensions of the supplementary education industry. While tutoring did not appear to harm the chances of students making it to university, the beneficial effects of tutoring are not as clear-cut as some suggest they are. Overall the research suggests that, emotional support effects notwithstanding, perhaps we should not worry overly much about the inequalities brought by private tutoring as, yet again, the market shows itself to less efficient than some hope it to be and that others might fear it is.

Market-based supplementary education remains massively under-researched in Australia. While qualitative research is unable to address the effects of educational interventions definitively, the study adds important layers of complexity to questions about educational effectiveness and inequality. It helps validate concerns about social and economic inequalities; it also mollifies these concerns, partially because some of the programmes described here aim at addressing some basic inequalities, particularly those related to rural and remote education.

This chapter explores a pre-service primary teacher’s personal experiences of service-learning, volunteerism and inclusion. The chapter initially considers literature on service-learning. A key point stemming from the literature is that service-learning can be a highly valuable activity for primary age children. Literature on volunteering is then reviewed. This literature highlights the positive impact of volunteering within society. The chapter then moves to the author’s personal experiences of volunteering and service-learning prior to entering university. At this point the author underlines her personal appreciation of the reflection component of service-learning. The chapter then features the author’s service-learning experiences while undertaking her four-year Bachelor of Education. These experiences include working with a child in the Western Australian Department of Child Protection and Family Support, a mission trip to the Philippines, and helping a Year 10 Aboriginal student. The author subsequently reflects on her service-learning and volunteering experiences. While commenting on the value of both, she notes the stronger impact that the service-learning experiences have had on her personally and professionally. The chapter then considers the author’s understanding of ways in which service-learning had positively impacted on her appreciation of inclusivity. Finally, the chapter outlines a range of future directions for the author as a consequence of her service-learning and volunteering experience. These include consolidating her teaching skills in the classroom, teaching in rural and remote communities of Western Australia, teaching in hard-to-staff schools, volunteering as a teacher overseas and designing effective service-learning programmes for primary-age students.

We have been applying inquiry-based learning (IBL) methodologies to language teaching in the department of French studies at the University of Manchester (UK) since 2006. We were aware that IBL was successfully employed within scientific subjects such as medicine and dentistry, but little research had been carried out within higher education in the adoption of such methodologies in advanced level language learning. Our projects in grammar, phonetics, interpreting and in producing resources for students on their period of residence abroad have not been without their challenges and we have experienced some reticence from students and educators alike. This chapter will set out a rationale for the adoption of IBL methodologies in language provision, detail the projects undertaken and analyse their results in terms of both measurable ‘product’ and perceived ‘process’-based outcomes. Finally, we will examine the dovetailing of competencies enhanced by IBL with those promoted more generally through language learning, a combination which we believe rends our students highly employable in the global jobs market.

The horizons ring me like faggots Tilted and disparate, and always unstable. Touched by a match, they might warm me, And their fine lines singe The air to orange (Plath, 1977).I first read Sylvia Plath’s ‘Wuthering Heights’ almost twenty years ago, when I taught it as part of a poetry anthology. I am a keen walker, and I have often repeated these lines to myself when out walking, to encourage myself over particularly difficult terrain. At times, I have wondered why Sylvia Plath, an American, had written a poem entitled ‘Wuthering Heights’. It was only this year, when I read Sylvia Plath’s Letters Home (Plath, 1999) and Elaine Feinstein’s biography (Feinstein, 2001) of Plath’s husband Ted Hughes, that I realized that Ted Hughes’ family lived near Wuthering Heights. In short, to enrich my understanding of the poem, I needed biographical detail.

Israel is a desirable destination of international migration. Most migrants suffer from job insecurity, the small number of supportive family, and environmental anchors.

This chapter aims at outlining the activities and concepts of the young volunteers of the non-formal education practice operating in a big city for the benefit of the migrant children and the implications of this practice on the future of the children in the receiving society.

The research findings indicate that the young volunteers operate in three different focuses of interaction: (1) creation of a personal–emotional communications system; (2) ethical-humanistic education; and (3) promoting success in school studies.

The practice described in this research dealing with the assistance of young volunteers may serve as a model for the advancement and integration of other migrant populations in both, Israel and the world.