To install click the Add extension button. That's it.

The source code for the WIKI 2 extension is being checked by specialists of the Mozilla Foundation, Google, and Apple. You could also do it yourself at any point in time.

Kelly Slayton
Congratulations on this excellent venture… what a great idea!
Alexander Grigorievskiy
I use WIKI 2 every day and almost forgot how the original Wikipedia looks like.
Live Statistics
English Articles
Improved in 24 Hours
Added in 24 Hours
What we do. Every page goes through several hundred of perfecting techniques; in live mode. Quite the same Wikipedia. Just better.

2006 New Jersey's 5th congressional district election

From Wikipedia, the free encyclopedia

New Jersey's 5th congressional districtScott Garrett (R) won in 2004 with 58% of the vote against Anne Wolfe (D) in what is normally a Republican district. Democrat Paul Aronsohn challenged Garrett. This district gave George W. Bush a 184,530 - 137,019 plurality over John Kerry in 2004 and the district was one of two New Jersey districts carried by Bob Dole in 1996 when he lost badly in the rest of the state. CQPolitics rating: Republican Favored. Results: Garrett defeated Aronsohn, 55% to 44%.

YouTube Encyclopedic

  • 1/2
    1 662
  • ✪ 2016 Library of Congress Literacy Awards
  • ✪ Rep. Bud Cramer about the Shelby Center


>> From the Library of Congress in Washington DC. >> Pamela Jackson: So, good morning again, I'm Pam Jackson, I'm Director for the Center for the Book and Chair of the Library of Congress Literacy Awards Program, and I'd like to welcome you here this morning. Thank you so much for being here, being part of the conversation we're going to have. We're very excited about who we have in the room and the ideas and programs-- the ideas that are going to be shared and the programs we're going to be learning about. In case you all don't know, we have representation from as far away as Afghanistan, and Ethiopia, Cambodia, Canada, Maine and right here in New Jersey, just as an example. So we've got a wide array of people and organizations that we'll be learning about today, we're very, very glad to be in this conversation. So let me take a few minutes just to provide a bit of an overview and then we'll talk about how the day's going to go and we'll get started. First, I would like to just acknowledge for the Center for the Book, administers the Library of Congress Literacy Awards Program which began in 2013. And, excuse me-- was a result of idea generation by the Founding Director of the Center for the Book John Y. Cole, could you raise your hand so we can acknowledge you? [ Applause ] With generous support from David M. Rubenstein of the Carlyle Group, as our program developed over the years, we have now in our fourth year awarded prices to Literacy Organizations. And there are two ways, there are Award-Winning organizations. We have David M. Rubenstein Prize, the American prize and the international prize. And those awards and the winners will be a part of the afternoon program. This morning's program is the best practice honorees, and we're very thrilled to have 14 organizations represented today, who will be sharing about their practices, their organizations, the work they are doing to make a difference in the world of literacy, providing literacy, expanding literacy, expanding the ability and capacity for others to be literate or deliver literacy to the world. And we're very thankful for this. But, in order to accomplish this work, we rely heavily on the work of our advisory board, and I'd like to acknowledge them, we have a table of representative if you could stand to be acknowledged. We have some of our board of advisors here with us this morning. Thank you. Yes, and if-- feel free to move, thank you. So, this group of individuals provides their expertise in serving on selection committees that review the applications for the awards program, devoting their time and attention in committee work to look at what the practices are, what the work is that's being done, how sustainable is it, how innovative is it, how wide and deep is the penetration of the services and making their selections and doing the work to have each year's award winners be chosen from there. So, we thank you and we honor you for the work and the time and the commitment, thank you. So, I also want to just acknowledge because we can't-- I don't do it alone. There are a number of Center for the Books staff inclu-- and Center for the Book includes not just administration of the Library of Congress Literacy Awards Program, we also include the Poetry and Literature Center and the Young Reader's Center. And so, staff, for those programs that have been supporting today are in the room and I just like you guys to wave your hands so I can say thank you, for putting it altogether, wave your hands. So we're all-- they're actually still working, so oh well. And, kind of another acknowledgement that we should make is that, we at the Center for the Book are a part of the National and International Outreach unit at the Library. It's a one-year old organization, a creation by the Library of Congress, specifically for the purpose of ensuring that the vast, diverse and rich collections of a library are out in the world, being shared, expanded and multiplied, and being accessible by all everywhere. And, I have the National Programs director for the National and International Outreach center, Eugene Flanagan with us, and the Director Jane McAuliffe of the National and International Outreach. So if you could stand to be acknowledged as well. Thank you. Thank you so much. Thank you so much. So, we'll get to the focus, the heart of our-- why we're here which is to hear not from us but from you. And we have organizations that were cited for excellence and best practice areas that included outreach to rural communities, initiatives and innovations in providing literacy in the workplace, research-based professional development and the use of mobile devices to promote literacy. Together, the groups that we honor and celebrate here rep-- have helped millions of people, worldwide, to discover the wonders of literacy and reading. And we'll have the opportunity to learn about each of them and the presentations they'll make here on the stage, we're going to be a little bit rigorous with the time because we have a lot to hear from, and they had been given instructions to be able to share profoundly, deeply, powerfully and briefly [laughs]. A little bit more though, in the back of the room there's a doorway entrance to LJ 113, and we have some displays, and some more information from some of the organizations and they'll be prepared on the breaks to be there and talking and sharing more about the work that they are doing. So, we don't-- we actually, highly encourage and want to make sure that we emphasize part of the purpose that we're here for today is to learn from each other. But then it also means making time to talk to each other off stage. And we'll make sure that there is time for that. How the program will go, so this morning's presentations will be from the honorees, the best practices that we'll learn about. We'll take a break and do some photo ops and stuff like that up here at the stage. Lunch will be in here at noon but they will be about a 30, 40 minute break, around 11:30, 11:15-ish, maybe if you guys have to deal with what you need to deal with and then come back at noon for lunch. And then our afternoon program begins at 1 o'clock and we'll actually have the Librarian of Congress Dr. Carla Hayden with us, and our programs benefactor David M. Rubenstein to be part of that celebration of the award winners to learn about those organizations and also to have a brief panel talk. The afternoon concludes with the opportunity for more networking, either an LJ 113 or here in the room, and/or for those of you who are interested and haven't had a chance to do so, we will provide docent-led tours of the Library of Congress, Jefferson building. So we think that's a very-- it's just a magnificent place to be. We're thrilled to share it with you, and we'll provide tours to give you a sense of it. Our 4 p.m. reception is in a little room which is one level down and we'll have staff to guide you, and we'll conclude at five. And yeah. Get ready [laughs]! So, as we begin our presentation, so I want to invite us to listen in a particular way, and you have sheets in your folders. First of all, you do have the program for the day on the card, on the top of your photo. But inside, we actually have some reflection sheets and note-taking paper that we have created with questions for you to reflect on as you are listening to the presenters. And we really want to invite you to listen a particular kind of way. We're interested in you, listening for the big ideas, listening for the work that you find most compatible with yours, listening for the work that you've never heard of before, or the ways people are serving others and you've never heard of before. Listen for the best practices you want to adopt. Listen for the best practices you already performed that you want to refine and enhance, and to be in conversation about it. So we have two things going on. We have the opportunity for you to have your reflection note for yourself and those are meant for you to take with you. But we also have boards up in the back and there is one here towards the door to LGJ 13, Vida's raising her hands, she is near it. And there is another one here to my kind of left here, that are probing questions that we'd like you throughout the day, to visit the board, there's some posted notes and ink pens, write your notes and leave them for us on the board. And there are questions that we would like to have answered from you that will help simulate our ideas and thoughts about what were the biggest ideas you heard today. What are you taking away from today? What do you want us to know about what you want to see next from us? So we invite you to be thinking about that as you're learning-- listening to and learning from the organizations. So both take-- note taking at your seats and also visiting the white boards when you get a chance. And with that, we'll actually start our presentations, let me check on my time, yehey. All right, great, so and-- so we'll start us off with Krister Karlsson, from Ethiopia Reads. Krister is the Director of Development for the organization which is nearly 20 years old. Their mission is to collaborate with communities to build schools, establish libraries, train educators, boost literacy, provide youth and families with the tools to improve their lives in Ethiopia. Please welcome Krister Karlsson. [ Applause ] >> Krister Karlsson: So I guess we'll get this started. My name is Krister Karlsson, and I'm the Development Director for Ethiopia Reads, one of the Literacy Award Honorees being celebrated today. I'm proud and humbled to stand here before you, and I want to thank the Library of Congress for this incredible recognition. Ethiopia Reads has been a leader in youth and children's literacy for nearly 20 years. Since 1998, Ethiopia Reads has built more than 70 libraries in every region of the country, shipped more than a quarter million books, and serves over 130,000 children every year in rural and urban communities throughout Ethiopia. We build libraries where there were none, and often partnering with schools to build classroom libraries for their students. And where there were no schools, we built those two. However, after building dozens of libraries in the schools, we still face huge challenges promoting literacy in Ethiopia. After years of working closely with local communities, we've finally understood, instead of building one new library after another, communities simply wanted to improve the quality of reading spaces that already existed. So, over 10 years ago, Ethiopia reads, shifted toward a more efficient cost-effective program by designing projects that were based on the needs and desires of recipients, by listening to the actual people on the ground. By avoiding top heavy donor-driven ideas of development and instead, by emphasizing the needs and desires of local stakeholders, Ethiopia Reads has been able to successfully promote reading culture throughout Ethiopia, not just for the thousands of young students in the classroom, but for their families and their neighborhoods too. Our program, the book-centered learning program, provides training and professional development, so librarians and educators can gain critical skills and feel supported in the workplace. The Book-Centered Learning Program incorporates three elements essential to best practices. First, professional training and mentorship, on-site with regular follow-up. Second, we collect data on site which informs the design of our training program. This is an ongoing collaboration between educators and Ethiopia Reads staff members in Addis, with short feedback loops to provide continuous improvement and innovation. Finally, Ethiopia Reads is an institutional advocate for our teachers and librarians, giving them greater voice when working with education bureaus or government offices or local school administrations. The Book Centered Learning Program has been implemented in 22 schools across six regions including Addis Ababa, as well as Southern and Eastern Ethiopia as well. This, I suspect is the main reason Ethiopia Reads is being recognized today. Because of our ability to evolve beyond the brick and mortar concept of development, past simply building library, it's an opening reading spaces, to embrace the model of the delivery services tailored to the needs of the recipients on the ground. There are no shortcuts or gimmicks to addressing youth and children's literacy. It simply depends on the hard work being done on the field combined with thoughtful planning that accounts for local needs and interest. Our experience teaches the importance of a comprehensive literacy model that addresses issues of access and awareness with emphasis on quality of instruction. Ethiopia Reads has impacted over 1 million children throughout the country and we hope our programs will serve as a model for the future. We hope to pave the way for the next generation of literate parents, teachers and future leaders of Ethiopia. Once again, thank you for this award today, we look forward to the bright future ahead, thank you. [ Applause ] >> Pamela Jackson: All right. Let me just pause and just say there are a couple of people standing in the back, there are chairs that are available down front, so please feel free to join us now. And also, Tanyella Evans, could you raise your hand? Oh hi, Ricardo needs to see you back there if you could take a moment. We'll give just a moment to allow people to be seated, yeah, thank you, welcome. All right, great! So next, we will hear from Paul Austin of Students and Parents in Cooperative Education, also known as SPICE. SPICE targets families in Waldo County, Maine that have children ages zero through eight, whose parents have less than a 12th grade education, a reading level. Paul is superintendent of schools for Regional School Unit 3 which comprises 11 towns in Maine. Please welcome Paul Austin. [ Applause ] >> Paul Austin: OK. Good morning. If anybody of you who are-- ever been to Maine, you will realize that you can get there from here. It wouldn't be fitting for me, and I promised my staff that I would not speak in a down east accent, I really don't have one. And so I'm really sorry for that. I'll do my best with our PowerPoint. And given five minutes, it usually takes me five minutes to introduce myself. So, I'll do my best. A little bit about RSU 3. First of all, we're located in western Waldo County, Maine. We serve 1300 and 50 students in grades pre-K through 12. We're comprised of 11 small, very rural towns, encompassing more than 440 square miles of incredibly beautiful farmland and fields and forest. I'll skip through a little bit to save time. In 2015, to give you a little snapshot of our district, 72 to 75% of our students qualified for free and reduced school lunch. And in 2016, the district that applied for them was approved for the Community Eligibility Program, meaning that all students receive free and healthy breakfast, lunch and snacks everyday. Students and parents in Cooperative Education Family Literacy Program was originated through the federal Even Start grant in 2000. And SPICE is now funded by our local district funds and for the past 10 years, through the very generous support of the Barbara Bush Family Literacy Foundation. The SPICE program was based upon the four component model of family literacy, adult literacy where we support parents in developing the most basic skills in reading, writing and numeracy and to speak in English. Our early childhood literacy, we support brain-based early language development and pre-reading skills for infants and toddlers. Intergenerational literacy, we offer activities designed to build literacy-focused relationships between parents and children by helping families recognize and capitalize on the opportunities to learn and grow together. And through parent education, we help parents become the head of a literacy rich household, becoming their children's first and most important teachers. We promote their children's speech, reading and educational development and to form partnership with their children's teachers. Our mission is that the staff are actively engaged and support the individual's ability to read, write and speak in English, compute and solve problems at levels of proficiency necessary to function on the job, in the family, and in society. Our core values are the parents matter. Parents are the first and most influential teachers in their child's life. Literacy works, parents who build their own literacy skills increase their children's success in school. Success occurs, so the parental support is critical for their children's success in school and that strength enhances that all parents have strengths that can be transferred to children and built upon to increase skill levels. Some exciting outcomes of our program. Sixty eight percent of the children served by the SPICE program over the years have consistently earned average to above average test scores in school. A student from one of the first SPICE families recently graduated in 2012 as the first generation high school graduate from their family. The SPICE program serves very young parents, including as low as15 years old, and serves a high number of children ages birth to three which is the critical area obviously of literacy. And the SPICE program has consistently scored over a 90% proficiency on performance indicators that are required by local, state, and federal authorities, as well as our private foundations that have fiscally-supported the program during the past 15 years. In 2005, SPICE was honored to become internationally-recognized and became part of the United Nations Educational, Scientific, and Cultural Organization, database for effective literacy practices worldwide. The SPICE "Virtual Learning Center" which was created in 2011, won the national 2013 United States Conference on Adult Literacy, award for program innovation and collaboration. In 2016, we're very honored today to be "A Best Practice Honoree" by the Library of Congress Literacy Awards Program, supported through the generosity of David M. Rubenstein, CEO and co-founder of the Carlyle Group. I would end today on behalf of the board of directors of RSU 3, the RSU 3 Adult and Community Education Program and the SPICE staff, parents and especially our students. We want to thank the Library of Congress for this extraordinary honor. We'd also like to take this opportunity to express our greatest appreciation to the Barbara Bush Family Literacy Foundation for their continued generous financial support for the past 10 years. SPICE would simply not be possible without their incredible support. And I welcome all of you as we go on today to please feel free to contact me to speak to me and we'll talk more about it. Thank you. [ Applause ] >> Pamela Jackson: Thank you Paul. So just a note, I neglected to-- Our presenters have been given instructions for how the day will go but I neglected to mention that the timekeeper's right here. So keep your eyes on him. OK, next is Sharon Rawlins, collaborative Summer Library Program which is a consortium of states working together to provide high quality summer reading program materials for children, teens and adult at the lowest possible cost for libraries. Sharon is the president of the board of directors of this program and is a youth services specialist in Life Long Learning at the New Jersey State Library. Please welcome, Sharon Rawlins. [ Applause ] >> Sharon Rawlins: Good morning everyone. Thank you so much to the Library of Congress for this wonderful honor. We're very every excited. It was so kindly already mentioned that our mission and you can click to the next slide if you like. It's listed there, oh left, here we go. Yes, this is our mission, it's to-- We are consortium of states which means we are US-wide and we are all volunteer librarians. We're library staff members, so we don't really have a headquarters although we have administrative offices in Iowa. But our main mission is to provide a unified summer reading theme along with professional art and evidence-based materials so that member libraries can provide high quality summer reading programs at the lowest cost. We have been around for nearly 30 years and we are basically a grassroots movement of several states in the mid West to decide that they did not want to keep reinventing the wheel when it came to summer reading. Many of the libraries are small ones where they only have one staff member or they have volunteers who come in, and may not be librarians or educators. So we felt that this would be really helpful to encourage all the public libraries in all the states to get involved in the Summer Reading Program. Because as we all know, summer reading is so important for the students to avoid the summer slide. We provide manuals that target early literacy, children's, teens and adults and it has everything from, example, reading logs to how to get your town council involved and introducing your summer reading program. We also collaborate with our schools. It's a summer reading program from public libraries but we know that schools are doing their own program, but we strongly encourage them to partner, not only with schools but also with other after-school organizations. The theme is selected by the librarians. It's a very democratic process. All 50 states are involved and everybody gets a vote. Not only are the 50 states involved but also we have American Samoa, Bermuda, the Cayman Islands, Federated States of Micronesia, Guam and the Mariana Islands. And we recently heard that Australia is interested in joining as well. We also have a national reading spokesperson, a reading champion for the last two years, it was Kate DiCamillo and then this year it's going to be Kwame Alexander. And the other thing that probably sets us apart from some of the other organizations is we do have a noted illustrator. The illustrators come to us and say, can we illustrate your artwork? And this coming summer for 2017 is Build a Better World which incorporates stem and steam and architecture and engineering and blocks and legos and all that kind of stuff. And Dion Mccauley who many of you may know for his wonderful the way things work books that we used when I started off in libraries because internet didn't even exist at that point, so that was our reference book. He is our illustrator, national illustrator for this year. It's a low-cost program. We charge a membership fee for each state and then there's a minimum amount for each library within the state but it's very cost effective and very easy for libraries that have one staff member to get involved. The manuals have hundreds of program ideas and that it's really a package where you just give it to the library and say here it is. Then we provide the art work for them. All they have to do is use it. And the same high quality standards are across the board in every state. The librarians that write the manuals are all volunteers, but they are-- very knowledgeable. The evidence-based practice is the fact that we are working with several communities and getting their Evidence-Based surveys to prove that-- definitively that summer slide does exist and that the summer reading program is really helpful. Measurable amounts is what I just mention. And this is really sustainable because it's the program that the librarians are doing anyway. And we are the one that's involved with the program. We are professional librarians and so, we take the materials , we know our libraries, we know our communities, we know what they're like and we gather together and get the ideas from staff members throughout the country. So, it really is a grassroots movement done by the librarians for the communities that they serve. There's 19,000 public libraries that are involved and that doesn't even include the number of students. One more slide, this is just a picture of the kids and what they're doing in the summer and how much fun they have. Thank you so much. [ Applause ] >> Pamela Jackson: An eternity and also very fast. So our next presenter is Timothy Ireland. And I will have to admit that I've not yet learn how to pronounce his name very well without botching it, so please forgive me. It's of the Sao Paulo School Program in Brazil, which represents a 25-year collaboration between Brazil's Federal University and the Construction Workers Trade Union. And it's to support workers education and to have Literacy in the workplace. The programs are actually often offered at the workplace. And in some cases, it's the case of workers live at the work place. So, the program has reached more than thousands of illiterate workers. And Timothy is a professor at the University as a specialist in literacy in education. Please welcome Timothy Ireland. [ Applause ] >> Timothy Ireland: Good morning. [Foreign Language]. It's always a pleasure to be able to speak in Portuguese and in English. And a great honor to be here at this ceremony and to represent the Zipfian School. The Zipfian School is a literacy and basic education project for building workers in the civil construction industry in João Pessoa. This just gives you an idea of the type of a classroom. I use more, I decided to go for more photographs to give you an idea and the feeding of what the school is like throughout than talking so much. And this is our logo map, just to give you an idea where we're situated on the map. The top left hand corner you can see the map of Brazil. And the-- the brown yellow is the Northeast Region of Brazil. João Pessoa is the capital of the state Paraiba and which is one of the nine states which make up the Northeast Region of Brazil, which is historically one of the most impoverished regions of the country. If you could see, Paraiba on one side, we have Rio Grande do Norte on the other side Pernambuco. Pernambuco is the state where Paulo Freire was born and lived and practiced for many years before being exiled and beginning to go around the world until he return to Sao Paulo towards the end of his life. So, Literacy work in Paraiba's being very much influenced by Paulo Freire's thinking of the last 50 years more or less. The school-- the Zipfian School is a partnership between the Federal University which is a public university and the Sintricom and the Building Workers Trade Union. And, building trade-- the Building Workers Trade Union in Brazil-- João Pessoa is one of the biggest trade unions. It has about 10,000 members, has become increasingly strong over the last 30 years since a group of workers took over. This photograph just shows a typical member of the building works, trade union and typical construction work in Brazil. And we have a poem which is part of our literacy material. And which is the translation is the following. It says, my name is Benedito. [Laughter] I was born in the country side. I live in the capitol. Here I work in the construction industry. I build tower blocks and houses. I build bridges and I dig drains. My hand makes the city grow. I dream of building a good house, a house for my family to live in. So Benedito is very much the typical student of the project. The workers are all mainly men. We have a few women, but very few women. They come from the countryside in search of work in the city. Most of them were formerly agricultural workers. And, this partnership as you can see the university, the typical logo mark for university and the building work as trade union. This is being the strongest mark of the project over the last 25 years. The university has one agreement with a workers trade union. And it's very rare for the university, as a public university, to make such an agreement with a worker's trade union. So the school offers literacy and basic education as well of a series of other activities including health nutrition, cultural activities, mobile learning workshops using tablets and digital media, access to reading and books in the building site, and classrooms are all situated in the building site. They take place from nine-- seven until nine, a night from Monday through to Thursday. The teachers-- just gives you an idea of what the building sites are like in this part of the world. The teachers are all students and from the university, from various courses, from pedagogy, from literature, we have chemistry, biology, languages, they all receive a small stipend. And the majority are women, there were very few men. The object of the scholar to contribute to the general education of building worker and to its formation as a critical citizen and trade unionist. The results-- you can see the school, and the results after 25 years of activities more than 5000 building workers are being attended and indirectly their families as well. And 400 students have been trained as educators. And, we've also produced textbook material, numerous academic articles, and a large number of master's dissertations and PhD thesis. Thank you for your attention. [Foreign language]. [ Applause ] >> Pamela Jackson: As we move to our next speaker. We have from GIC police department, I think we have the representative-- listed is not here and in their place is going to be Mostafa Ahmadi. The GIZ police corporation-- cooperation project is a project in Afghanistan that's established in response to the low literacy rate of the Afghan national police, 72% of whom are illiterate. Please welcome, Mostafa. [ Applause ] >> Mostafa Ahmadi: Good morning ladies and gentlemen. It's a pleasure to be here and a great honor to be here today and to talk about our project, you know, achievements in what we do and now we do the literacy program back in Afghanistan. I like this picture. When I see it that motivates me, when you see the girls and boys, I mean with the-- these opportunities that we have back in Afghanistan in joining police forces, not only serving their country but at the same time they receive, sort of speak, free education. Unfortunately, back in Afghanistan, 62% of-- in general, the population of illiterate and that affects a lot, the police, the unit that they are responsible to implement rule of leading the country. Almost 75% of the police are illiterate, 50% of the police are semi-literate. The rest are literate. We call them the officers. Yeah. With the objective of the project is party clear from the responsibilities of police as. Back in the society, we are working not only to literate them but also to create a good relation between the community and the police and the unit that they are responsible to implement the rule of law back in the country and in the districts. Currently, the project that, so to speak, I represent here, we cover the whole province of the country. We are active in 34 province of Afghanistan. And currently, around the world 30,000 police are participating our literacy courses on a daily basis. In general, around 80,000 police have gone through literacy program in Afghanistan. And we have done several surveys in order to see the impact and the result of the project. And the result keeps us motivated to continue the work that we do back in Afghanistan. Because one of the aim that we have-- we are aiming and focusing to be the-- to build up a bridge between community and police so people can trust the police, the forces that they are responsible in their societies. The photos of the police you see, they've got a gun and they've got a notebook. They are responsible to implement rule of law, at the same time they are willing to learn. And we were asked for sometimes, of why you've got a gun and a notebook. So they are police and they have to have it and they have to carry it on. The project is continual in coordination with the minister of education and MOI as partners in order to have them on board because of the sustainability of the project in order to make the government be responsible in the future to run the literacy. Because with the high rate of illiteracy that we have in Afghanistan, it's kind of not that much of optimistic that in 5 to 10 years, we would produce that much that police officers or police that they're going to be recruited, they'd be able to read and write. When we say read and write, I know the new definition for literacy that we're having now around the world, that is not the one that we have it in Afghanistan. What we mean by literacy is the whole classic, read, write, and mathematic, that's what we do. When we started the project, of course, we used the curriculum of the government. And in addition to that, in order to make able police to know their rules and responsibility as police in the society, we added up some additional topics in our curriculum. The topics that-- when I see that-- I like. It's about human rights. It's about gender. It's about the police rules and responsibility, healthcare environment. So they know who they are and what they do, and what is their responsible-- one minute. In addition to that curriculum, we created or we upgraded the curriculum that we have from fourth to sixth grade, because literacy back in Afghanistan means that from the first to third grade of school, since the police are responsible and they have to know more about their roles and responsibility. We upgraded the curriculum from four to six grade which means that once they have gone through the course, they would be able to continue further education at any school they are willing to. Thank you very much and still I think I've got a minute. And also, I've got a news of-- one of the project that is underway. Soon it's going to be launched. One thousand library all over the country and all police units going to be sent off pretty soon which consist of almost 500 different topic of books in order to have small library and a police unit. Thank you very much. [ Applause ] >> Pamela Jackson: Wow. Very exciting. So, thank you. Next, our honoree from Cambodia is Sothik Hok of Sipar. This is a 35 year-old organization based in Cambodia that promotes literacy by creating libraries that can be accessed by undeserved population accessed. Their focus is on making books an educational lever. Actually, transporting them and making them accessible to undeserved populations. So please welcome, the director of Sipar, Sothik Hok. [ Applause ] >> Sothik Hok: Good morning everyone. I have brought two parts of presentation. The first is a PowerPoint and the second will be a small video. So I will ask if we have for-- so my time so I try to go, to get it very quickly with the presentation. Sipar worked in Cambodia in 25 year, you know, partnership-- partner with the UNESCO education. So, we start work first in the school by creating the-- around 300 library in the primary school. And we are working also in the community by creating a lot of library. We have mobile library. We have the library by backpack for the young volunteer who are traveling from village to village to, you know, to disseminate the books for the children and for young people and adult also. We have a book publishing program because we are faced with the big problem of books in Cambodia, because after 20 year of all, and the [inaudible] Khmer Rouge. We have a lot of problem with books, we try to level up books in Khmer language. So, and we are working now in community, in prisons, in hospitals. And the last project we are running now, and the many project that allow us to be one of best practices here is a project on library for the worker and garment factories. You know, a garment factory is, you know, is a very important sector, a [inaudible] sector of Cambodia because its represent 80% of exports from Cambodia. So, now I would like to invite you to watch a small video about the garment factory. [ Foreign Language ] >> I think every managers or every factories that can afford it should have one. [ Music ] >> Today I'm very happy, because we are changing from mobile library to permanent library and the staff can get more informations by the book. And so they can borrow the books to home to read for their children before sleeping. [ Music ] >> Joel Dionco: The factory only provides three staff that Sipar will help them to learn how to be librarian, and table, and space for workers to read and that's all. [ Music ] [ Foreign Language ] [ Music ] >> Albert Tan: Sipar helps to provide the books, posters, flyers, digital pads, and then computers. [ Music ] >> Van Soul Leng: The library resource center helps reduce the vulnerability of the worker by giving them the chance to self-learning and by knowing more people tend to be more responsible, they can plan their future. [ Foreign Language ] [ Music ] >> Boris Ploum: So the fact that they read all these books is also very good for the work situation because they will improve their reading skills which is important for example reading information that we spread in the factory or for filling out forms. [ Foreign Language ] [ Music ] >> Albert Teo: It will help our workers to be more knowledgeable. It will help them to overcome whatever issue they might have at home or even at work. >> Joel Dionco: Library is now part of our corporate social responsibility. And by providing this to the workers it shows to the buyers how we are really helping our workers. [ Foreign Language ] [ Music ] [ Foreign Language ] [ Music ] >> Sothik Hok: Thank you for your attention. [ Applause ] >> Pamela Jackson: That certainly made it more real, didn't it? Thank you. Our next honoree is National Center on Adult Literacy, the International Literacy Institute based in Philadelphia at the University of Pennsylvania represented by Dan Wagner. This organization focuses on improving literacy policy practice and professional development through research. Dan is a professor in the University of Pennsylvania graduate school of education, and was founding director of the literacy research center at the University of Pennsylvania in 1983. Since 1990, he served as a director of the federally-funded National Center on Adult Literacy, as well as the director of the International Literacy Institute. Please welcome, Dan Wagner. [ Applause ] >> Dan Wagner: Hello! Good morning everybody and like the others, I'm so pleased to be able to be here at the Library of Congress, one of my favorite institutions in the world. It's really a pleasure, and of course, to be with a group of literacy people comes very close with my other favorite professional association. So, in fact, it's true, 33 years is almost a lifetime although I did notice looking through the other biographies, there are a few of you who are roughly in the same gray hair of category. It's a long haul to do work in literacy. Let me just start by saying that those two acronyms and logos you see, NCAL and ILI actually started with a different one, the literacy research center which was started in 1983. And we did this because it was our sense that there was a tremendous amount of work being done, excellent work, the kind of work we're looking at today. But that the research side had been largely ignored at least at major universities. So we decided to start-- I think in the United States, the first lifespan literacy program from early childhood through adult education. We did receive funding from the department of education to create NCAL, the national center, and then a combination of UNESCO funding and World Bank and others to create the ILI. So, just a few highlights here, just because some of you might remember there was a-- in the early days of the internet, an organ-- a platform called literacy links that we worked on with KET Television, PBS and the US Department of Education. We're actually almost the 10 literacy policy forms here at the Library of Congress back in the 1990s, something I don't think happens anymore. But with John Cole, who was introduced a little earlier, and his staff, we skipping a bullet but just to say that we have organized training programs for professionals from nearly 50 countries around the world, both in Philadelphia and elsewhere. And published a wide variety of material. I didn't put it on here but if you go to, pretty easy website to remember, you'll find many, many reference materials and applied research and development both nationally and internationally. Now I thought since I could do this and as a researcher, I ought to share with you some of our most recent findings, I'm going to give you a one-minute summary of what I think is our favorite current project. It's called the Bridges to the Future Initiative. It is currently running in South Africa as completed about 10 years of work in Andhra Pradesh in India. I'm going to talk mainly about the South Africa side but just to show you where we're talking about, Andhra Pradesh in southern India and actually in Limpopo Province is in the very north part of South Africa. The work in India focused on out of school girls and women. The South Africa project focused on kids, largely although we also worked with adults in their adult education program in South Africa. All this work is actually done in partnership with local NGOs and with the government. In the case of India under Pradesh and in the case of South Africa, the National Department of Education and the Provincial Department. So, South Africa like many of the countries even today, talking today and when you go to international meetings like UNESCO meetings have a common set of problems, these are the ones we are noting in South Africa that is-- there are literacy needs across the board from early childhood through adulthood. There are-- I'm sorry, there's a typo there. It's not a 111 languages in South Africa it's only 11, only 11. And there're all kinds of problems in South Africa, education. So this is what our project looks like on the ground. I'm not showing a video today because of the-- just the time limitations. But you get a sense of the kids who were in first, second and third grade here who are incredibly motivated and eager to try out our program. What is interesting about the program, just one technical point here is that, if you go internationally even here in the United States, of course there are kids who speak different languages in the same classroom or in different classrooms. Part of the goal in our program was to provide multi-lingual Literacy on a single platform. So you had a choice of learning in either three African languages or in English. You could toggle back and forth. It's a very interesting innovative program. I'm going skip this. It works, just to show you some data. I don't have time to tell you what curves you're looking at, but it does work. And we are planning to expand in South Africa and elsewhere in Africa and probably in South Asia as well. So, my time is up and thank you very much. If you need to contact me, same email address, the last three or so. So, thank you very much. [ Applause ] >> Pamela Jackson: Perfect. Thank you Dan. So, we did have the video and you made reference to bringing a video and we know that kind of the faces make the experience a little more real for us. What is life like being illiterate? And what kind of world we get to live in when there's a hundred percent literacy in it? Do you want that? So, we're actually going to take our break. So we budgeted a 15-minute window for us to do a couple of things. And we before we get up, let me just do-- let me just say this, there are a few board members-- the advisory board members that came in that we didn't get to acknowledge at the beginning and Christy's one, if you could just raise your hand and say hi. And was there somebody else that we didn't get to acknowledge? OK, great. So, welcome. We also want to ask you to remember to take your reflection notes. And we invite you to refresh your beverages and refresh your breakfast. And also take a few minutes to dialogue. We'll reconvene at 10:30 with the second half of the presentations. Thank you so much. So, we will resume again and we have Diana Coben of the National Centre of Literacy and Numeracy for Adult. And she's with her colleague. Yes, I'm sorry? Nicola McCurr-- sorry, McCartney. The Centre supports Literacy and Numeracy promotion efforts in New Zealand and internationally by providing professional development training, disseminating research and engaging with policymakers. Diana has been the Director of the center since 2011 and is an emeritus professor at King's College London, where she is a professor of Adult Numeracy. Welcome. [ Applause ] >> Diana Coben: Thank you Pam and thank you very much the Library of Congress for this honor, we are most delighted to be here. And it's a great pleasure to hear about all the work that's being on it today. Thank you for letting us to be part of this. I'm Diana Coben as Pam as said. And the National Centre is based at the University of White Castle. We're funded primarily by the New Zealand Tertiary Education Commission. We build capability in Adult Literacy and Numeracy Education through researching for professional development research and critical engagement with policy and practice at the national and international levels. Our approach is evidence-based and we're guided by our own and of other's research and scholarly literature especially its professional expertise in Adult Literacy and Numeracy Education, and our knowledge of the national international environment for Literacy and Numeracy Education which I think is well represented here today. Without more ado, I'm going to hand over to my colleague associate director Niki McCartney and we're going to show you a short video and then Niki's going to explain some of what we do, because we think that's more important what we do than who we are. >> Nicola McCartney: New Zealand is in the center of the South Pacific. And as you can see, we're not Australia but we're quite close to Australia. That's it, that's that little country in the very middle there. We're surrounded by sea and as such, we are very aware or ripples and we are very aware of ripples when they see a motion change. We think we have a couple of good evidence-based practice ripples that we would like to talk to you about today. The first one is a-- talking about the approach that New Zealand has taken to embedded literacy and numeracy. Whereby at the National Centre, we are charged with upskilling tutors. We place trainers with how to teach literacy and numeracy at the same time as the teaching the vocational programs at the same time. So, this short video, I really don't know what's [inaudible] of it because we know time is what gives us. It simplifies out evidence-based practice of embedded literacy and numeracy. Specifically, as it points out how our approach is contextualized. It is explicit and transparent. And it is woven through the training so that we at teaching literacy and numeracy with literacy and numeracy occurs with in the program. Therefore we have double aims literacy and numeracy and vocational aims and out-- double outcomes literacy and numeracy and vocational outcomes. >> A manufacturing company is like-- we have a thing that's called the probable manufacturing value it's-- if everything goes right, how much money they can make say, in a shift? All right. Well, if you look here, this is an average probable manufacturing value for a night out shift. Now, it's overall it's just scale. Every centimeter on here represents a thousand dollars. Tell us how many thousand dollars the company could aim from your hard work in a night hour shift. >> OK. So 80-- we got 80 thousand. >> OK. So, does what the company gets? Eight-hour shift, your hard work. That doesn't get to keep it all. You got paid for your logs. Now, you know, the price of logs goes up and down as you might have had. This is about an average log prize for the last year. >> Nicola McCartney: So that just gives you an example of how we approach a bit of literacy and numeracy, is-- are depended by a framework called the three knowings, and we have these three circles, know the demands, know the learners and know what to do. And supporting that is what we have as learning progression. So when we're talking about knowing the demands, we have progressions of competencies, we have an assessment tool for knowing the learner and then we have this wonderful seed of resources for knowing what to do for the tutors. And once we know the demands by mapping the demands of the program and by the learning assessment tool, that we can then know what to do. And as an example, we have different steps from one to six. Step four here shows what-- somebody can do from reading, and step five here shows what somebody can do for numeracy. The second-- the second ripple is to do with the whole organization approach. We talked about learner literacy and numeracy outcomes, but we can only do that if we have seen the management by them. And for that, we need to have the three levels of the embedded framework-- theoretical framework, the learner, the program and the organization. The organization is a self-assessment process with seeing new management to identify critical collections from processes and systems within the organization. So from that, we can develop a strategic action plan and then implement the literary numeracy advisory that's required for that organization. Diana you want to finish off? >> Diana Coben: Just very briefly, as the slide says it was one of the most active countries in the world with regard to policy development in this area, and the most important thing with the next slide coming I hope. Is to help New Zealand adults reach their skills potential, I'll just end with a wonderful Maori saying here which translates as, "What is the greatest thing in the world? It is the people, it is the people, it is the people. Thank you. >> Thank you. [ Applause ] >> Pamela Jackson: Thank you Diane and Niki. The Chicago Literary Alliance is represented today by Alison Hanold who is the alliances partnerships director. The alliance was established in 2009 to encourage collaboration and resource sharing among Chicago area literacy organizations. The centerpiece of that program is the Literacenter, a 41,000 square foot space, that can be shared by many literacy groups. So please welcome Alison and her colleague, Stacy. [ Applause ] >> Alison Hanold: We're tag team in it today. >> Stacy Ratner: Yeah. >> Alison Hanold: It's not just a. >> Stacy Ratner: Hi, there are two of us. This is Alison and I'm Stacy. Alison is the partnerships director of the Chicago Literacy Alliance, I'm the co-founder. We're going to tell you in four and a half minutes what we do, why we do and where we do it. I got my start my literacy 10 years ago when I founded a small organization called Open Books in Chicago. And one of the first schools we worked at was Schiller Elementary, this is Schiller. In a notoriously challenged part of our city. At the height of its power, Schiller had about 250 students. I was working there for about a year and then I called a meeting of other literacy organizations that I knew, that my friends knew to talk about how we could work together and make a bigger difference in the city. Imagine my surprise and disappointment to discover that all 19 of our organizations were working at Schiller. We did not know the others were there. Reading scores at Schiller were not only low , they were dropping, because frankly it was oversaturated with resources, and we were having a negative effect on the very cause we were trying to accelerate. That was the moment that was the founding of the Chicago Literacy Alliance. We can go farther together and not worry about what's happening in one place because we have a goal to change the whole city. My background before literacy was in high tech venture founded startups. And one of the things you get in that community is shared workspace. So I suggested that we should have a shared workspace just for literacy in the city of Chicago for all us to get together and know each other, do more work, a modest proposal for 41,000 square feet of shared workspace in the city of Chicago. It took a mere three years to get there, but we did open last May, this is our front door of our place with 18 founding members. Despite says 95, now it's actually 96 as of last night, Alison will tell you how we've quintupled in little more than a year, and why we do what we do. >> Alison Hanold: The goals of the Chicago Literacy Alliance are to build community, capacity and collaboration for Chicago's literacy organizations. Our members cover our missions from early childhood development up to adult literacy, work force development et cetera. We do that-- excuse me, by leading programs that address all three of those focus areas. To build capacity, we host on conferences, on a by-monthly basis that focus on sharing best practices in certain administrative areas. We also host workshops where members share new literacy tactics and curriculum with other members. We build community every single way that we possibly can. We do believe that partnerships begin with relationships. And so we have a regular band poetry contest. We have monthly birthday parties. We have rock band night and many more. I couldn't possibly actually list all of them right now. And we believe that building capacity and community leads to collaboration and we also do a number of efforts to insight effective partnerships that includes matchmaking. We host monthly confabs which is where we're bringing members together to share what they're working on and think about how they might partner on a monthly basis. And we host an annual symposium, where we talk about what's happening in the literacy field in the city as a whole and how we might be connecting the various efforts to address our literacy problems. Our space, is the home for illiteracy in Chicago, it's where all of these programs take place. Stacy mentioned that is just 41,000 square feet. It has 16 conference rooms and program rooms that members can use. It offers office space and cubicles at 70% less than market rate in the city in the neighborhood. It offers co-working space and there is a used bookstore in the space. It is functional and fun. We believe that work should be fun. We believe that staff with time morale are much more effective in addressing the mission of their organizations. Our space is covered in puns. Every conference room is named after a famous work of fiction with the word room, somehow in the name including cats are in the room, "Wuther Room Heights", "Roomkenstein", "Roomeo and Juliet", et cetera. We have scooters that everyone can ride around the space. They also have pun names including Sir Walter Scoot and that's Scoot Fitzgerald. And there are just bright colors everywhere. We are evidence of that as you can see. And essentially, our space is Disney World for weird nerds. All of this fun is by design. We believe that culture eats strategy for breakfast and we want to make sure that people can collaborate by feeling relaxed, by letting down their competitive walls and really connecting with an open mind. We have some success stories. Illinois does not have a state budget, I don't know if you know that, and that has affected adult literacy programs quite significantly. Literary Chicago is the oldest adult literacy program in the city. It was on the brink of shutting down due to the budget crisis by moving the Literacenter, it cut 85% of its administrative budget and now host all of its programs in space. Chicago Hopes for Kids does in shelter literacy tutoring for homeless youth, they never had a stable office. By moving into the space, they were able to raise thousands of dollars due to the legitimacy of the space and they've doubled their staff. And we are creating efficiencies for organizations, Open Books, as an acre tenant. There you save an annual $100,000 a year by moving into the space which all of those funds are now rededicated into their programs. So please, come visit us next time you're in Chicago. >> Stacy Ratner: Or bring much [inaudible]. >> Alison Hanold: Yes, thank you. >> Stacy Ratner: Thank you. [ Applause ] >> Pamela Jackson: Yeah, so we could use a little more fun. [ Laughter ] Wow, scooters in the Library of Congress. I'm game. [ Laughter ] Next, to present is Jessica Rothenberg-Aalami and she is from Cell-Ed who uses a mobile first approach to deliver literacy services through basic cellphones, to initiate a session, users call a central number and listen to a spoken lesson. Jessica is the chief executor and co-founder of Cell-Ed. So please welcome her. [ Applause ] >> Jessica Rothenberg-Aalami: Good morning everyone. It's an absolute honor to be here among literacy luminaries. As you heard, I am Jessica Rothenberg-Aalami. I'm the CEO and the co-founder of Cell-Ed where we bring literally-- literacy skills to anyone with a mobile phone, and why? As you know, over 800 million adults are non-literate in the world. Two out of three are women, like Lucia who before starting Cell-Ed have less than a first-grade level of education in her 40's. After four months on our program, not only did she learn to read and write, she asked for more. And that's why we designed English on the go, vocational skills, health, financial literacy and other courses because one in four Americans lack functional and other essential skills to navigate daily life. This is an incredible challenge for all of us to overcome. There's so many reasons barriers exist. Less than 5% of adults have access to classrooms. Less than a third have access to the internet. And even if they do have access to the classrooms often the content is just not relevant to their needs. And really, that's why we get personal at Cell-Ed. We want to know. We want to understand which each and every one of our learner is needing. What is their specific learning paying point? What are their goals for their learning? And we can do this on any mobile phone we can discover. And be with each and every learner where they're at and grow with them. So that makes us disruptive. Because we need each learner where they're at and offer them an access on any mobile phone, simple feature to smart. And provide them a life coach. They can have a two-way conversation to make sure goals are reached. We are a bit different in our space. We're also disruptive because-- and feel we can meet the needs of low-literate learners. We are a women and minority-owned tech company. We're also a content design company. And we bring with us a lot of experience over 20 years in the field of trying to bring relevant affordable and accessible technologies in over 50 countries. And we're interdisciplinary. That's what's required. We have too many PhDs on staff. I'm trying to remedy that. We have community practitioners, teachers that we rely on bilingual educators, native speakers and we ourselves have to hold to our own ethic. We are all mobile first as well. We are distributed team across Canada and the United States. And we have done this work in over 50 countries. And we are so honored to be able to do this work across the United States today. We have right now over 20,000 on our system a little bit more than what we have in our program here for you and we look-- we hope to reach millions more obviously to our great partnerships. Because again, we are just a click, text or phone call away. Learners appreciate Cell-Ed for a few different reasons they tell us. One, that it's available any time, in just three minutes or less, they can get a lesson audio that they listen to in the two-way texting and can reach their coach. So they can do this in between on their lunch break, when picking up the children. They can also let us know what more they need to learn, so that we could tailor their learning. And so in this way, we're told that it's been a God-send. I can now study in the middle of the night where my kids are sleeping. I can now do it when I'm on my bus, if I have two to three rides to get to school. We're flexible. I mentioned the course catalogue that we have, but we also adapt and customize our content to our incredible partners. For example, with the state of New York, we can provide customized audio lessons and texts that go out to our [inaudible] farm workers, and other folks who are on our system there for the largest labor union the SEIU. We can for their health workers customize some other content. And then it could become available to up to a million members very quickly and easily. It's a very adaptable, flexible platform. And we have a back end, so we can track learner progress in real time. And we do every 30 days a rapid prototyping and iteration models, so that we improve our program and service and direct response to learner needs. We think it's about time to give adult learners the best we have to offer in Ed-tech. And we hope we're doing this and taking a step in that direction by making it fully accessible universal access on any, you know, to our courses by any mobile phone and small bits of information that can be gained in a few minutes a day, any time of the day is our way of doing that. We also make sure you know that small is very effective. People don't have the time to get to a classroom. They don't have an hour. But in a couple minutes if you can gain the skill you really need and want, you can make to the next rung of your own education goals. We're learner-directed. We're mobile first but we're learner-directed. It's most important for us to understand the needs of each and every one of our learners and to respond to them. And our partner networks who've been very fortunate to have large scale partnerships from local to global, but most importantly, with each of our learners. And with that, I certainly hope you will join us in mobilizing literacy skills for all. Thank you again for the honor and to be among you. [ Applause ] >> Pamela Jackson: There's such a diversity in the program activities of the organizations we're meeting today. It's really, really fabulous. Very inspiring. And just, I hope gives us the sense of the power and the magnitude of what we can accomplish. Next up. Library for all is represented today by Tanyella Evans whose organization provides an online digital library provided to children and developing countries. The platforms works well on standard telephones, tablets and computers and is designed to be used in low-bandwidth areas. Tanyella is a co-founder and CEO. Welcome. [ Applause ] >> Tanyella Evans: Thank you so much. So our mission at "Library For All" is to make knowledge accessible to all equally. Sounds audacious, right. Especially in a time that we live in where 215 million children across the developing world are not learning the basics of how to read and write. Yeah, at "Library For All" we are optimistic about the future. Like many of you here, we know that six of the seven billion mobile phone subscribers live in developing countries. And we see this as a huge opportunity to change the situation that we currently face. At "Library For All," we've built a digital library platform that makes Ebooks accessible in low bandwidth environments on low-end devices including mobile phones, tablets and in a browser. In building the library with pilots in five countries, we've made some remarkable discoveries. Firstly, as my colleague mentioned earlier in the research, mother tongue books are the most popular books in our library, not only because they increase literacy but actually because there is a huge demand for those books. This is our library platform. This is graph from our pilot in Cambodia. We noticed initially in the pilots that there was an increase in reading but after about two months, reading started to drop off. And we ask our partners, "what's happening? What's going on at the schools?" They told us that the children in the schools had read every single combined book on the library in just a few months. So this is obviously a big challenge but also an opportunity. So, we know that we must work to fill the virtual shelves of this digital library with relevant content, especially in the mother tongue. Secondly, we learned that "Library For All" is having positive unintended consequences on children's outlook on their life. For example, one of our partners in Haiti works with former child slaves. It's a practice in Haiti that still continues today. And of the child advocates Samuel told us about Jerry. When Jerry started the program, he was so shy that he wouldn't read at all, he wouldn't read in front of his class and he was embarrassed that he didn't know how to read. Now today, Jerry is so motivated to get up and read aloud in front of his class. And he just shared with us just the change in his self-esteem and his confidence. And this is the power of reading, right. This is the power of books that we all know the ability to just change a boy's life, a young boy's life in Haiti in the programs that we're working in. So, there is so much we can learn about readers in the developing world to better serve them. We are delighted to be on our tier today for our practice with many organizations in the field that we know and respect. There's no way that we could undertake this work alone. And I'm here fortunately also with my board chair Philippa Tyndale, she's come from Australia. So which is not New Zealand we know but she also has a wonderful accent. So please and speak to her. We're based in New York but we have a global team. And we invite all of you also to become-- to be a part of a convening that we're going to bring together early next year with our partners at the New York public library to talk about how we can achieve this audacious goal. How we can scale up the plans to put library in the hands of every person on the planet regardless of geography, income or ability. Thank you very much. [ Applause ] >> Pamela Jackson: Thank you, Tanya. Well it's not lost on me that your presentation was on your phone. I'm still in the paper days. Allison Kavanagh from Rumie Initiative. It's a Canadian organization that provides children with mobile tablets. They are preloaded with lessons and books. The books are sold at cost to NGOs and partner organizations worldwide. And Allison is head of operations for Rumie. Please welcome her now. [ Applause ] >> Allison Kavanagh: Thank you. Hello everyone. I just want to start up by saying what an honor it is to be here today to be able to tell you about our work at Rumie. We were founded n 2013 so, we're a fairly young company but we have done a lot in the short period of time and I'm really happy to be able to tell you about it. So what we do is we work to organize the mass of free-learning content available online and deliver it to the people who need it most. And how do we do that? Well, with technology of course. When we saw that a tablet hardware was available for $50, and all of this content was available for free, we knew that there was a new solution to education that could leapfrog over traditional libraries and help bring access to education to everyone around the world. I want to play a short video to show you one of our projects which actually takes place in Toronto to teach English to newcomers to Canada. OK. So the video didn't work. But, it is available on our Facebook and on our YouTube channel. So, if you have a chance to see it, it's really inspiring. So the two economic trends that we based our model off of are free digital leaning content and low hardware costs. We're also inspired by one company, Wikipedia. In a short period of time, Wikipedia use technology and the wisdom of the crowd to create something that used to cost thousands of dollars completely for free. So now anyone can go online and access an Encyclopedia for free and learn essentially anything what they want to know. And by engaging the crowd to create that, they were able to do it in an astoundingly short period of time. Inspired by Wikipedia, we created a website called the LearnCloud, which is an online platform where we're organizing all topics of learning content into lesson plans. So you can go online and find the top-rated content in any subject and actually use it yourself. This is available as an application and it's also where we find the content to put on our tablets. Best of all, we engage people to help us source content for the tablets. So for all of our projects, we'll list the topics that we're looking for and then engage teams of students at universities including at George Washington University here in DC to actually find this content. Then we worked with NGOs around the world who are already running programs on the ground to actually, you know, make sure that all the content fits their needs, matches their syllabi and it's appropriate for their local context. And by working with existing frameworks and engaging skilled volunteers, we've been able to expand to 20 countries in less than three years. And here are some photos from our projects. Some of our projects include students in Liberia who used to be child soldiers and are now being rehabilitated to learn vocational skills, English and healthcare knowledge. Other projects include programs for Syrian refugees and Turkey and Lebanon, where millions of children are at risk of becoming a lost generation. We're also doing programs in Canada. In the city of Toronto where students don't have great access to education or after school programs, as well as in north, where students don't have access to the internet and are therefore losing out on a lot of this knowledge that we take for granted. We measure impact through technology. So with our tablets, we have device analytics that track impact in individual student progress. Here's a picture of a child in Guatemala where we're running a literacy program in rural schools for students to learn how to read and write in Spanish. We've heard great, great feedback from this project and one of the most exciting features in my opinion is that these students are bringing the tablets home to teach their-- to read with their younger siblings, their parents are often illiterate, and essentially making reading a part of the family environment. Here's Haya [assumed spelling] who's a Syrian refugee living in Turkey. And some of the impact that we've seen in our project with Syrian refugees is that not only are the resources helping improve numeracy and literacy outcomes, but they're also inspiring kids to come out of their shell and socialize more with a positive impact on mental health. They're also lettings schools take on more students within their existing capacity which is extremely necessarily with the size of the problem there. And they're also letting students both work and go to school on their own time, so they don't have to choose between supporting their family and pursuing their education. And finally, with the analytics, we can be sure that girls are getting access to the resources as much as their male counterparts. Thank you for very much. [ Applause ] >> Pamela Jackson: Wow. So one of the-- again, one of our best practice areas is mobile devices and use of them in promoting literacy. It's just amazing to see what's possible really is. So, our next presenter, New York City, Department of Homeless Services represented by Karen Shaffer. The department has established 30-shelter-based libraries to make reading materials and educational activities available to children and families who lived in shelters. And these libraries served about 4,900 children. Karen is the director of Homeless Services. Please welcome her and her colleague. [ Applause ] >> Karen Shaffer: Good morning. We are so honored to be here today. I'm joined with my colleagues, Susana Vilardell. We are extremely excited because as others have said, partnerships is so important in resonating throughout today's events. And I think one of our tremendous partners has been from Scholastic, I saw Korina Palin [assumed spelling] here today, vice president. And we thank her so much for her support. Our project actually came out of the Mayor's office. Mayor de Blasio had created the children's cabinet comprised of 24-city agencies that actually had brought together different initiatives concentrating on children's needs. And one of the key initiatives of course was literacy. And we had launched our library project in 2014, and I'll let Susana explain more about it, but it has been a very exciting year. Thank you. >> Susana Vilardell: Hi everyone. My name is Susana Vilardell. I'm the director of educational services at the Department of Homeless Services. So-- And such an incredible huge system as New York City, we have 20,000 students living in temporary house and residing in our shelters. And we are think-- we thought about what would be the best way to bring literacy resources to our shelters where there is of course, resources and what would be the best way to create a sustainable program. So this is how the family shelter library pilot was created. The goal was to really increase literacy resources to all our shelters. We started with 20 shelters, we're now at 30 shelters. We increase the number of books all donated by various partners such as Scholastic. We also had a relationship with New York City Service to partner with them to bring volunteers to provide services to the children because our shelter directors are obviously very busy trying to help families move into permanent housing. So there is not a lot of staff in the shelters to support the unique needs of students in temporary housing. Also, part of the goal was to link our shelter staff and families to the local braches. So we've partnered with New York public library, the Brooklyn public library and the Queens public library. The librarians for the different branches near to the shelters, visited the shelters once a week or maybe once a month to create various events such as library cards, reading-- read alouds and other, you know, opportunities for also parents to be involved. And we also-- As part of this pilot, we wanted to have a very strong focus on education because children who are in temporary housing perform absolutely much less than their permanently house peers. They don't do well in math but specifically they don't do well in reading, into the ELA testing. So that's why we wanted to focus on reading. Some of the successes that we have with our program, it's expanding because we have invited more partners to be part of this effort such as the Department of Education. We partnered with various-- with Scholastica as we mentioned and now we-- the Scholastica has donated over 3000 books to our Shelters. We also worked with other-- the private sector to give book cases, book shelves to the Shelters to create their libraries. And also, we invited the community to be part of this pilot. As I said we recruited volunteers through the community. And we also partnered with St. John's University to create volunteer opportunities at one of our shelters. Through these partnerships with the local libraries, we were able to bring and promote technology and computer access because a lot of the shelters don't have computer, so the families would be able to go to access a computers there. You can see all the successes here in the screen. Here are some photos of our program of our event and the goal also was to increase literacy for babies because our parents, the head of cases in the shelters, half of them don't even have a high school diploma. So they're not going to be able to read to their babies. And this of course creates an issue with baby vocabulary when they're going to Pre-K they have, you know, a disadvantage in comparison to the rest of the children. Finally, we created our Family Shelter Library Toolkit to provide the shelters, you know, to empower them to create a library in their building so what would that look like, you know, to create a mission statement, acquire materials, program services et cetera. So we're very excited to be here. These are our contact information. We would love to partner with you and looking forward to meeting all of you for the rest of the day. Thank you so much. [ Applause ] >> Pamela Jackson: Wow, 20,000 homeless children. So we're actually winding down towards our last presenter but one of the things I wanted to mention, a couple people had asked for the opportunity to have a bit of a dialogue, and so we do-- we will have time for that after our last presenter, an opportunity to have a quick Q&A and I'll just kind of be across the room. So for those of you who had been wondering and speculating and wanting to ask somebody something who is at the microphone earlier, your chance to do so is coming shortly. But first, let me introduce Nancy Dupree of the Afghanistan Center at Kabul University. The Center was founded in 1989 in Pakistan to serve Afghan refugees and it's now based at Kabul University serving both refugees and those living in Afghanistan. Nancy is the director of the center. Please welcome her. [ Applause ] >> Nancy Dupree: Good morning or good afternoon everybody. It's a pleasure to be invited to speak in this very [inaudible] setting. I'm very honored and pleased to be with you. My proud chart is a box libraries that are filled with about 200-- originally, with 200 books and they go out into the rural areas of Afghanistan. I got this idea when we were working with the refugees in Pakistan. And I noticed that in the schools, the students were receiving lots of history, Arab history, Pakistani history but no Afghan history. And this were it may because I thought these young people were not developing any sense of belonging to Afghanistan. They didn't know about their culture. They didn't know about their environment. And I thought when they return this would be disastrous because they were also not allowed to farm in the refugee camps. So these were rural people, rural young people going back to rural areas without knowing how to take care of any kind of farming. So, we created in 1996, something called a Boxed Library Extension. We publish books there for new literates. There are lots and lots of literacy courses, too many literacy courses and when you ask them what did they give them to read, not by mandate I said. I said sir, you know, if you'll change them and then you don't give them something to read, they are going to lose this skill that they are-- and all your work will fail, not by mandate. Well, I though it was by mandate so we started and we established a committee to supervise the production of small books, no more than a 100 pages which got us into a lot of trouble in the beginning because the authors would say, my subject, I need 500 pages. But if you give a new literate 500 page book, they're not going to touch it. But a 100 pages with nicely illustrated, they will pick up. And we have now 252 of these mobile libraries out in the countryside, in the provinces and all 34 provinces of Afghanistan. Some of the provinces don't have them. Only have one or two because the security is still too bad. But the 252 are accountable for able 150,000 books that are out there where there no were any books before. And we get all kinds of enthusiastic letters, because providing knowledge is important. And encouraging the culture of reading is also important. There's nobody there before because there weren't any books. However, there is one dimension which most of the people working in Afghanistan and that that is the books create an improvement and enhancement of confidence, their ego boosted. And I think that is very, very important. For instance, there was one man who wrote to us and said his orchard was not doing very well. And then he got an aid book that taught him about grafting, taught him about trimming, taught him about irrigation, fertilizer and now his or orchard is blooming and above that, he has become the expert of his province. People come from all over the province to consult him and that's certainly ego-boosting. Donors always ask us, what's your impact? They want statistics. Well, I can tell them how many books we have out there and so and so forth, but though one high school girl said her illiterate family asked her to bring books home so she can read to them and the neighbors pass on the information to neighbors and they have a great time discussing the books. So I think that our project is only a drop in the bucket obviously. But there are other NGO, if not others. I'm not an NGO. Well, other if-- there are other NGOs that are following, buying our books, following our system, so I have no idea how many books but it is just many, many thousand where there were no books before. So we thank you very much for your support and thank you for listening to us today. Thank you. [ Applause ] >> Pamela Jackson: Wow. So she said, ego boasting and what I heard most is empowered. >> Yeah. >> Pamela Jackson: Just what it means to certain people young and old to be empowered, to live lives of choice, because they can read. Wow. Sorry, some of these folks know I cry all the time. This program and this work is so moving and so powerful. And I'm just thrilled to be in this conversation with you. And, now it's time to ask questions. So, we have two microphone runners, Ania [assumed spelling] and Ricardo come forward. They will-- if you have a question, raise your hand, they're going to bring you the mic and Vida is going to actually bring the mic the person you would like to ask the question of. So who's got a question? Yes, Timothy. So Timothy who's your question for? >> Timothy Ireland: Library for all. >> Pamela Jackson: Library for all, so Vida if you could come this way and bring the microphone to Tanyella that would be great. Isn't on? OK, is yours on? >> Timothy Ireland: It's very interested-- it's been a fascinating morning. Then the desire to talk with everybody afterwards and to be able to build bridges and to be able to delve into the experiences which are being presented, but I was particularly interested in the question of the digital library. We've been working on the digital library for workers, or for people who are with low reading and writing skills, such as the ideas to have a library which doesn't depend on reading on having words as classifications. So I'd be very interested to know in what-- when you talk about your digital library, isn't meant for people who already read and write or for those who don't read and write and a little more about so that we couldn't stop the conversation. >> Tanyella Evans: Absolutely. Thank you for the question. You know, it's really interesting that you've raised that because I think that we see ourselves as part of the solution. I didn't touch on this but we don't give out devices, we don't really implement our own programs except in Haiti where we started and wanted to learn. So we always work in partnership with organizations that are focused on literacy. Actually, we worked with Sipar in Cambodia. We worked through the First Lady's Foundation in Rwanda. She is focused on creating a culture of reading. So I think that the library-- we see ourselves kind of a-- almost as a service provider if you are focused on providing literacy, but don't have content in local languages for example or even English or French. We have a lot of international languages as well, then Library For All is a resource for you to do your work better. So for example in Haiti, we have the largest collection, now digital collection of content in Haitian Creole, we have a large collection in Kenya-Rwanda. And we see our role as partnering with libraries in country as well as here to digitize content and make that available. Although, we don't think that we will ever become a self-learning platform. We do want to start incorporating technology that will enable more self-learning and more support for those with early literacy. So very simply, we could start with audio, right? Audio can also-- holds a lot a promise because it can be used in low bandwidth environments. Videos are a lot more challenging. So that's one of the first things we've been thinking about is how we can incorporate audios that people can listen to the books while they're reading. The other things we've been talking to, a company that's created software that lays over the book and analyzes the texts and then creates, generates question-- comprehension questions at the end of the book. So that's another way that we could support our readers, again, not replacing librarians or teachers or our community partners but, you know, support readers as they're using the software, using the library to actually gain basically literacy skills. Does that answer, some of what you're thinking, yeah? Thank you. >> Pamela Jackson: Great. Thank you. Next question, questions here and who is your question of? [ Inaudible Remarks ] >> So question for the group from Aotearoa from New Zealand? >> Pamela Jackson: Where is-- oh, back. I'm sorry. I couldn't find where Niki went. >> OK. I just Keora [assumed spelling] and so welcome. I just want to ask how you are working with Maori on your initiatives? >> Pamela Jackson: So, oh. >> Nicola McCartney: Yes, we're on? >> Pamela Jackson: Yup. >> Nicola McCartney: Thanks for the question Keora. Maoris, regardless-- the [inaudible] group I've represented without literacy in New Zealand, and so there are at many special initiatives that are happening in addition to the mainstream initiatives that we have. So there are different things for Maori-Pacific tribes training for example. The specific professional development for educators of Maori and for Maori educators. So, the [inaudible] world is very lively and it's a different one, again a symposium being held around the country as well. So, represented at the moment through literacy Aotearoa and through Ako Aotearoa if you know both of those organizations. [ Inaudible Remark ] No. No, the New Zealand government decided that even though we started in 2005 or 2009 at the national scene, not 1963 is approach-- [inaudible] but in 2009, we started as literacy language and numeracy. And by 2011, the language had come out and have been substituted by the umbrella literacy. And so done in English. We question that, we don't-- we don't actually-- Maori is an official language of the country, so it's a political issue right at this very moment. Thank you for raising that question. >> Pamela Jackson: Thank you. Time for one more question. But we've also set a time for one-on-ones too, so, was there one last question we should entertain for the big room? Yes? So is the microphone back there? And who's your question for? >> My question is for library for all, although there might be some of the other organizations that could, some of the other people chimed in on it. But, I'm Judy from SIL International and you mentioned specifically mother tongue books are the most in-demand. And there were a couple other presenters that alluded to the same issue. I'd love to hear from you. But, I am wondering what are you doing for those language groups for which there is very, very little written. What are you doing to find them and resolve that issue? [ Inaudible Remark ] >> Pamela Jackson: Push up. >> Allison Kavanagh: I would shout but I think I have a quiet voice. OK. And I'm happy to pass this over to any of the other speakers, because a lot of us were talking about mother tongue content. As you know the recent research from UNESCO, shows that if children learn to read in their local language first, they're much more likely to gain literacy in the language of instruction. And this is being the kind of brain wave really. Things that educators and librarians have known for a long time is now proven in the research and it's impacting the sustainable development goals impacting USA, these are agendas they look to solve this challenge of 250 million children not learning how to read and write even after four years at school. So, you raised a good question, the biggest challenge that we face in our work is the content supply chain. So, those students at our program in Cambodia have read through all of the content in Khmer and it's very challenging for us to get more content. It's the biggest challenge, and I won't say that we've solved it. And that's why we're starting to have some of these conversations, bringing all the groups together, let's have some round tables about this, because it's not something we can solve alone. We actually pay local publishers, a license fee for their content. So we license content. You know, normally that should be the role of the National Library, right although Ministry of Education to license content, that will be available nationally. So, we need to think beyond that model. I have a crazy idea that we could use the part of the community in crowd as my colleague at Rumie said. What about if we could create a platform that would enable us to crowdsource this content. I was speaking to a colleague at the Department of State yesterday who did something similar for film so he open up this platform and invited people from all over the world to submit content for a film festival. He had since September 1st he's had 1400 submissions of film short films show on an iPhone from 90 countries. And now of course the challenge there is quality, right? Because we don't believe in putting a lot of content that's not good on the library. We have a very strict QA process with a content advisory board that reviews that everything. We only have 3,000 titles on the library for that reason of quality. But, is there something that we can do where we can at least generate this supply of content from the Diaspora from individuals living in these countries and then create a system to edit that content? So, we invite all of you to come and talk to us about this. Maybe you want to work with this on that idea or have another idea because we-- it's a really huge challenge and something that we need to work on and so. >> Pamela Jackson: Alright, good. Thank you. And we have one last-- Dan you want to take the last question or are you responding? [ Inaudible Remark ] Yeah. Yeah. Anya's bringing the microphone now. This will be our last discussion point then we'll take a break and we'll have a couple of house keeping items. Go. >> Dan Wagner: So, I really appreciate this last set of comments. It's certainly central to a lot of the discussions that take place at the UN around sustainable development goals and so on. I think that one of the things that came through when every one of the presentations today was how important was to focus on which target population you're talking about. Whether it's kids or it's adults or it's in Khmer or it's in French or it's in Creole. But I think in the space where we are now, I would say to my point of view, we have to be even more careful about our target population. So that-- I especially I say this to my friends who work in the IT sector which I also do. When you crowdsource, it greatly depended on who that crowd is. And that crowd is not necessarily able to know which target populations are the most in need. Really it's a little bit to Timothy's question earlier about, "are you teaching literacy or are you simply providing content-- library content?" And I think to my mind, you know, this is a group of people many of whom care a lot about Literacy and we're still working on the field and investing a lot of time and energy. I think we need to as a group make sure we know where we-- where our compared advantage is. But also, be careful not to over claim. That happened, you know, years ago when I started in this field. You know, if you-- you felt like if you were a good person, that was good enough that anyone. Remember the old phrase, "Each one teach one". Those programs did not work too well because each one wasn't really able to teach the other one. Because there's a lot missing. We are very limited in our own skills. And even crowds are limited in their skills. So just a point saying, there is a lot of really great work to be done. And so, I am impressed by all these different initiatives. I'm just asking for us to be even more careful as we move forward about which groups we think can benefit from which approaches that we're able to deliver. >>Pamela Jackson: A strange advice. Thank you. And it's perfect for a post-it on my white board in the back. So make sure you guys contribute you ideas there. So let me say thank you. I think that it is our goal, it is our mission here at the Library of Congress with the Literacy Awards Program to know who's out there, what are they doing, and who they're serving. And then to make sure that they know each other. Some of you already do. Some of you are making new friends today. It's clear that there are comparative advantages that you all have. That you are developing. They're profound and very significant and remarkable. And we're very glad to be able to know more about you. To have you be with us and to share amongst this community. I would like to take this moment to do a couple of housekeeping things. So we are going to break lunches-- lunch will be available at noon and so the set up for that is going to start. We do have certificates to give to our best practice honorees, so we'd like to do that now and take advantage of the time for a quick photo up. For those of you who need to take a break-- remember there-- the-- you can feel free to do that while we actually ask the honorees to stay for their certificates and reconvene here at noon. We do want to do-- make sure you remember to do a couple of things though. Write your reflection note. Think of your other questions. We invite you to sit somewhere else for lunch. Meet somebody new. And give us your post-it note feedback at the back of the room. Also remember that there are some displays. Some of the organizations will be available to share more about themselves at the display tables in the room that's adjacent to us. We're calling that LJ 113 it's also the Woodrow Wilson Collection, so you can browse the books in there too. They're behind closed glass door there. So at this time, if I could do to ask Ricardo and Anya to come and help me. And then we'll have the honorees-- we'll call you out and ask you to come forward to receive your certificates and stay for a group shot. And I need your help if you could stay. Is Shawn [assumed spelling] here, Shawn Miller? OK Ricardo and Anya you can come on up. Alright has everyone got their shot? >> Yes. >> Pamela Jackson: Alright great. Thank you so much and congratulations. [ Applause ] So thank you so much for-- really it was-- been a fabulous conversation thus far and a really great day. We've been joined by some new guests this afternoon for the second half of our program. And to kind of get our orientation, I would like just to take a moment to acknowledge again who's in the room. So if I could for a moment have the best practice honorees stand and let's acknowledge them in their presentations and contribution-- contributions this morning. [ Applause ] Thank you so much. And we have our Board of Advisors to Literacy awards program and the honorees that were-- the individual-- the organizations that were selected were done so with the selection communities that spent an enormous amount of time and dedication. So I'd like to acknowledge you all and have you stand. [ Applause ] Thank you so much. And again, I mentioned this morning we are-- I'm Pam Jackson, I should have mentioned that, Director for the Center for the Book and Chair of the Library of Congress Literacy Awards Program. And we are a part of the National International Outreach Unit at the Library. And with us-- with us from the national international outreach unit are Jane McAuliffe our Director. Colleen Shogan our deputy director. Wave hello. And Eugene Flanagan, National Program. So, thank you for being with us. [ Applause ] And I just-- I just want to re-reiterate there is just-- it's absolutely perfect that we have the international and national scope that we have in the room. From Afghanistan to Brazil to New Zealand to Canada and then throughout the states here in America. It's just the most fabulous conversation we've had and it continues. So, let me now t urn to our afternoon guest and to say, it is my privilege and my honor to introduce the Librarian of Congress, Dr. Carla Hayden to join us and to welcome us to the afternoon program. Thank you. [ Applause ] >> Carla Hayden: And good afternoon. And this is truly a joy for me. I hope that you have enjoyed your lunch and getting to meet each other. This is such an impressive group of people who are gathered from all over the world to celebrate literacy and to really recommit to the idea that learning to read as Frederick Douglas said, will make you forever free. I extend my congratulations to all of the winners and the best practice honorees as well as the extraordinary members of the Literacy awards advisory board. Could you guys stand up again? This was a hard thing for you to do. [ Applause ] Thank you. And of course, we can't thank David Rubenstein enough for his generosity in creating these awards and supporting it for the past four years. He is a true reliever in the power of word. He has not only created this program but has also been the primary supporter of the National Book Festival which was successfully held for the 16th time this month with more than 120 authors and over 100,000 attendees in one day. Thank you. [ Applause ] Now, you'll also know that he is very generous doing something and being present. And that's giving his time. So please join me in welcoming here today, Mister David Rubenstein. [ Applause ] >> David Rubenstein: Well, thank you very much and welcome everybody. It's my pleasure to be here. As some of you probably know, I grow up in Baltimore. And in Baltimore, the public libraries called the Enoch Pratt Free Library named after Enoch Pratt. And it was that library that I got my first library card. And when I was I think in the 5th-- or in five or six years old that they had a system there maybe-- where you can go to a library, you get your library card I think when you're five or six. But in the system they had in Baltimore, then you can only take out I this it was 12 books a week. So I would go and take my 12 books and I would read them the first day, but I have to wait to the next week before I can go back and get more books. So, it was like conversion process, but it worked out. And because of that, I was able to, you know, learn the importance of reading and I appreciated it. And it's probably that love of reading that maybe made me be able to do what I've been able to do in my life. So, I'm trying to get back a bit by trying to get other people to enjoy reading particularly young people, but people of all ages. And I am devastated when I read the statistics about how high the illiteracy rate is in United States, depending on how you look at it. Roughly one out of seven adults is functionally illiterate. And how-- we have an addition to the illiteracy problem, the alliteracy problem which is that people can read don't read. So, something like 30% of people that graduate from college don't read a book the rest of their life which is not a good commentary on our country. So, I hope that what we can do by getting the Library of Congress as supportive as possible behind the literacy movement and has been very, very actively involved in-- for the last number of years, we can use the Library of Congress as extraordinary brand and its great resources to let people know in the United States and around the world that literacy is something that all of us have an obligation to do something about. And all of us really should pitch in and do much more than we have done today as a society and as a country and as a world because if we're going to have a great world, we really need to have a world where people can read. If people can't read, progress and civilization should have isn't really going to be advanced. So, I'm very disappointed that it is the case that there isn't enough resources really for literacy movements. Literacy people, all of you, are always scrambling to raise money. And it's very difficult if you take a look at the great gallows that are done in fundraising in the non-profit world and I'm involved in a number of organizations that do this. When you have performing arts, you can raise a fair amount of money around performing arts easily. You have famous people show up when you have e vents around art museums and galleries, they're important as well. I like them, I'm involved. But they get-- you get the most famous people in United States showing up and the big wealthy art collectors. When you have big events promoting literacy, you don't usually get the A list of most famous people in the United State showing up you say, how much money can I give to literacy? And why is that? Well, they don't know about the problem as much as they should. So, I think it's incumbent upon those of us who believe in the importance of promoting literacy and avoiding illiteracy and alliteracy. We should do much more and redouble our references, I will try to do. So I want to just thank all of you for what you are doing to help this part of our society learn more about the problems we have with literacy and alliteracy and try to find ways that we can use our combined intellectual and financial resources to make sure people recognize them. When they talk about the most important problems in the country, they talk about this. So in the presidential campaign for example, no candidate in the primaries or in the general election has mentioned literacy as a problem, nobody. Nobody has mentioned illiteracy, nobody has mentioned alliteracy. Now, some might say one of the candidates should focus on that more. But whatever you might believe, I do think it's a sad situation that we have roughly one seventh of our adult population is essentially illiterate and yet we don't talk about it in the presidential campaign. There are a lot of important problems. But I hope we can put on the national agenda so you can see the words coming out from the president of United States at some point the importance of literacy and how we can do much more in that. So, thank you for everything you're doing and I hope we can work together to make this a more important invisible cost. Thank you. [ Applause ] >> Carla Hayden: I got to give you a hug. >> David Rubenstein: Thank you. Thank you. [ Applause ] >> Carla Hayden: Wow. Thank you, Mr. Rubenstein. We all needed to hear that. And now, we will hear from the three recipients of the Library of Congress Literacy Awards starting with the winner of the American Prize, Parent-Child Home Program, represented by Sara Walter. Now, you may know that the Parent-Child Program has more than 50 years of success in educating parents to develop school readiness in children with disadvantages. Their work has been replicated in 400 high-need communities in 14 states and Chile, Canada, Ireland, and Bermuda. Congratulations. [ Applause ] >> Sara Walter: Thank you. So, I feel like I need to start by saying I haven't been working for them for the whole 50 years. But I actually had the privilege of taking over from the founder and creator of the model 19 years ago. So, I have been there to watch the program grow. And I think before I tell you a little a bit about the program, I do want to start by saying one of the things I think is most important about literacy and I want to echo it, the library and Mr. Rubenstein said is that it opens so many other doors for families. So, people talk about Parent-Child Home Program as an early literacy program. But really, it's an early math program. It's a social-emotional skill development program. It's a graduation program. For the children in our program, this is often the first graduation not just in their lives, but in their family's lives. And what it leads to is high school graduation and college graduation and other wonderful things. So, I'm going to tell you a little a bout how we do that. So, our vision is a world where every parent has the knowledge skills and materials that they need to get their child ready for school. And that means to make sure that their child has the language literacy, numeracy, and social-emotional skills they need to walk into a classroom successful on that very, very first day because we know that that's when we can have the most impact and we know that children who don't get those tools before they enter school are going to have harder and harder time catching up the later that we're able to bring any of those services to them and their families. You all know, I'm preaching to the choir here, you all know about the challenges that-- in this country and in other countries that very low income immigrant and refugee families face their children have heard 30 million fewer words. And I want to note, it's 30 million fewer words before they turn four. So Pre-K is a wonderful thing and everybody should have access to it. But it doesn't solve this problem. In order to get kids to have heard 30 million more words before they turn four, you have to work with them and their families before those children turn 4. So, that's our goal. A little bit about who we work with, so you'll get some context for the program. We're working with about 7,000 families nationally across the country, 14 states. I think the most interesting thing about those families is who they are. We're a home visiting program. We're going into people's homes. But what we're doing is really enabling families who are the hardest to reach to access programs and services. So, home visiting is an amazing program to work with homeless families because we can reach those families when they're in shelter and we can follow them wherever they move over the next two years. It's an amazing program to reach immigrant and refugee families because we can train staff who speak those family's languages to go into their homes. And we can talk later about finding the materials in their languages to bring to them because I thought that was a great discussion this morning. As you can see, 80% of the families we work with are living on incomes of $25,000 or less. Think about what that means in this country. It means really they're struggling to make ends meet and they're not able to buy the kinds of books and educational toys that a middle class child in this country sees everyday, that children who are in really quality preschools and early-- and childcare see everyday. That's why we bring these materials into the homes and their gifts to the families. One of the changes in our program over 50 years is that now 63% of our participating families, the parents were born outside of the United States. We are doing the program every year. And on average, 32 different languages around the country. The languages in our database are over 50 of the languages we've served families in the last 19 years. So the model is the guts of the model. Two visits a week of a half a hour, half hour is the attention span or even more than the attention span of a two or three-year-old. That's' why the home visits are pegged with that. Also the families that we're visiting have a lot of demands on them, a lot of challenges. And so, helping parents see that reading, talking and playing with your child can happen in very small doses across the day, the week, the months, the years and make huge differences for your child is a really important message. They get two home visits a week, two cycles over two years, the two-year-old and the three-old-year here, total is 92 home visits over the program. That's a lot of contact with families. So we really see and can document the change that we're making. The families get the gifts of books and toys which are a critical piece of the program. We leave them with them as opposed under programs which may bring materials in, but then take them. It doesn't do the family any good if that book doesn't stay in your home and become an integral part of your daily life. I think the other really important fact before I show you some voices or show you some families from the program is that 25% of our home visitors across the country are parents who went to the program as parents and are then trained and hired to be the home visiting staff at our sites. That's how we serve families speaking 32 different languages. And also is the other wonderful part of the program which is that it has a workforce development piece for communities. And the deeper we get in communities, the more former parents were able to hire and the more the community-- the program can grow and reach more families. This is sort of the circle of the things that we do in the program. I think the most important things are these cultural and linguistic match and the fact that the home visitors are not only bringing these literacy tools and modeling for parents how to read, talk, and play with their children, they're connecting these families to other services in their communities. Our goal is to reach families who are not connected to other services. And so, the goal of the home visitor's work is not only to model literacy, but to make sure that the family has a medical home. That if they just got an eviction notice, we've connected them with someone who's going to help them with that, that they have heat, that they have appropriate clothing for the weather, all of the kinds of challenges that the families were working with experience. And here are some voices of parents in program. [ Music ] >> Amira: We were new to the area and the home visitor, she come to our door and tell us about the program and what benefit it has the children to be ready when they go school. >> Thuy: We learn how to play with her, to show her and read the book to her every night. That helped me a lot too. I'm not really good teacher though. >> Paula: It was hard in the beginning because he wasn't putting attention. And now when he know that she's coming, he's already getting books for her, bringing toys. >> Thuy: She's can count 1 to 10 like that and write the letter A, B, C. The more that we read the book to her, she draw the picture. >> Amira: I was worried because Hanan is-- have a problem of hearing. So taking to the school was a big deal for me, so like will she behave properly. But the teacher said, wow, she is ready, she know how to read and she know how to behave with the other children and then she said, it's like she's been the school. >> Sara Walter: So somebody was talking earlier today about empowering parents. And I think you can see from that that a critical piece of this program is these parents who are empowered. They become advocates for their children as their children move through school. We have a former board member who was actually a child in the program 30 years ago and he talks about how his mother used to talk school and tell them weren't giving him enough homework because he was finishing it too quickly. He didn't appreciate it then. But after he graduated from law school, he realized she'd been right. Just to get back to we try to bring in the books for families and their native languages not always possible. We do something that maybe the publishers in this room should cover their ears. But if we can't find them in their native language, we translate and the language-- the native language gets taped into the book next to the English. If you publish them in all 32 languages, we would buy them. It's a relationship-based program. It's about building the relationship between the parent and child that's so powerful for making that child feel successful and that parent feel successful and I'm being told I need to stop so I'm going to close with it's starts with families, but that's what makes better and stronger schools, better and stronger communities, and a better and stronger citizenry which is what we're all aspiring to of kids who love reading and parents who love learning and are empowered to make sure their kids can. Thank you very much. [ Applause ] >> Carla Hayden: Thank you Sara. And next, we have the award winner of the International Prize, Libraries Without Borders, represented by Allister Chang. Libraries Without Borders supports communities in more than 20 nations in a variety of ways including their signature program the Ideas Box which is an amazing portable classroom, media center and library. They can be assembled in 20 minutes, and I've seen it. They are an innovative organization using libraries and related technologies to bridge gaps in social, economic, and political environment. Congratulations. Come on up. There he is All right. >> Allister Chang: -- Be with you all today. I will also start with a quick story of my own. My parents immigrated to the US and worked in restaurants. And for me, the library was the bridge between the Chinese home that I had and the American English speaking world outside. And for me, the library has been so important in shifting my life to be the first person in my family to go to college and be able to choose what kind of life I wanted to live. I'm here today to tell you about Libraries Without Borders and specifically about the Ideas Box which was earlier mentioned. And the story begins in 2010 when I joined the organization and we were working in Haiti at the time. And after a 7.0 magnitude earthquake that destroyed the library that we had hoped to build, our local partners asked us to stay. And at the time we asked ourselves, is this really the right time to rebuild the library? Should resources not first to be spent on food, water, and shelter? At the insistence of University of Haiti, we went and we worked. And it was in this project that we learned an important lesson that shaped the story of our organization's future. Informational tools and spaces are critical for disaster relief efforts and should not be relegated for many years later. In humanitarian contexts, we often focus on basic needs, food, water, shelter. But we saw on the ground was that people need more than that in order to build their futures. Our library in Haiti became a hub for community leaders, engineers, and aid workers to reference reliable information and to develop collaborations. Today, Libraries Without Borders has expanded upon that what we learned in Haiti to leverage informational tools for disaster relief, peace building, entrepreneurship, and economic development, and the foundation of all that is literacy programming. Recognizing our work with internally displaced persons in a Haiti, we received requests from partners, from UNHCR in the African Great Lakes first. And that's where we started to continue the story of the Ideas Box. And so, does anyone here know what the average length of stay for a refugee in a campus today? Shout out some numbers. Oh. There's supposed to be a question mark. [ Laughter ] Ruined the surprise, but it's, you know, whether or not you-- it's a-- this number is-- for us, was heart breaking to learn that this is the length of stay for an average refugee in a protracted crisis today. And when-- you know, when we first started this work, people said, what-- exactly what we had asked in Haiti at that time which was, is this the right time to this kind of work? And they said, you know, these are temporary spaces. If it's 26 years, we're losing generations of kids. They're no longer temporary spaces. So today, you know, there are over 65 million refugees and IDPs. And UNICEF recently estimated that there are over 28 million child refugees. For us, it was to address this challenge that we approached Philippe Starck, the French designer, who worked with us to design a kit. And he said to us when he agreed to help us that he wanted to-- he was engaged by our mission to not only help people stay alive, but actually help them to live. And so, we built the Ideas Box which is a pop-up multimedia center unpacked in 20 minutes. That is fully autonomous, portable, and durable. And we have a quick video to show that explains what this box does. [ Music ] [ Applause ] So for us, most of our work is with local partners to customize all the Ideas Box contents including paper books, eReaders and dozens of educational apps. And each Ideas Box serves 10,000 people and quickly becomes a learning center, a library, and a community hub. After 30 months of experimentation in the humanitarian context, we have had qualitative and quantitative evaluations done that demonstrate the impact of the Ideas Box in education, community building, and psychosocial support. The first two units of the Ideas Box were implemented in Haiti where we registered 24,000 visits in three months and around 3,300 unique users. A few months ago, we conducted a quantitative study assessing the educational literacy and numeracy outcomes of the Ideas Box through NRCT. And it showed a 23% higher average academic improvement in the test group compared with the control group as well as increased curiosity and participation. We recognize the importance of replicating the study in different contexts and with larger sample sizes. But, you know, this initial result is interesting because it helps us claim the impact of the Ideas Box and how it exceeds the sum of its pieces. We're learning how educational outcomes are not just the result of the quality of teacher and the quality of curriculum, but also the quality of the physical space. And teachers have told us that moving their class to the Ideas Box classroom has fundamentally shifted dynamics between students and fostered group discussions and more interactive learning opportunities. And it is with sharing the results of the program with refugees that local governments and libraries began suggesting that we run programs and other contexts including in The Bronx, in Saxel, in France and in Queensland Australia. In the US, we partnered with the New York Public Library to create pop-up library spaces and Laundromats where we facilitated storytelling and literacy workshops for children and resume workshops for adults who are waiting for their laundry to wash and dry. We've also partnered with the National Library Colombia recently to leverage ICT tools for peace building in the rural areas that have been most affected by last 52 years of guerrilla conflict. And my time is up. And our next step is to formalize micro entrepreneurship models to sustainably grow the Ideas Box program. We have 70 in the field right now. And our goal is to build 1,000 by 2020. Thank you. [ Applause ] >> Carla Hayden: Wow. Thank you, Allister. And finally, the winner of the Rubenstein Prize, Reading Rockets represented by Noel Gunther. Reading Rockets was created by WETA to address the need for evidence-based resources among literacy providers, educators and parents. Their website is accessed nearly 6 millions times a year by parents, teachers, and caregivers in need of literacy resources and all of the resources are free. Thank you Reading Rockets and congratulations. Come on up. [ Applause ] >> Noel Gunther: Thanks so much Dr. Hayden. Thanks to you Pam Jackson, all of your colleagues at the library and Mr. Rubenstein for this award. We're enormously grateful. My parents were immigrants too. That's seems to be theme today. And everything they accomplished and everything I've been able to do really began with one thing which was learning to read. At Reading Rockets, we look at how young children learn to read, why so many kids struggle, and most important, what can we do about it. I'll tell you our story in just a moment. By that, we like to start with a video clip, a short clip from a documentary we produced for PBS called "A Tale of Two Schools" narrated by Morgan Freeman. We spent a whole year inside two struggling elementary schools. One in Mississippi Delta, and one in Fort Worth, Texas. And here's how the show begins. >> [Background Music] Shhhh. I'm the teacher. >> This is Tavares. He's starting first grade in Fort Worth, Texas. He needs to learn how to read, but he's already way behind. >> He will probably struggle for the rest of his life if we don't work on it now. >> Meanwhile, in Sumner, Mississippi, rookie teacher Jill Todd faces her own challenge. Trying to teach reading in a setting where almost every child needs a lot of help. >> I'm worn out, just extremely tired. >> And the superintendent is at the end of his rope. >> So, hell, if they won't give us decent books, how are we supposed to improve our test scores? >> Across the country, schools are struggling with their most basic job, teaching kids to read. We spent an entire year inside two schools that have known a lot of failure and are now trying valiantly to improve. >> There are a lot of times I want to quit. >> I think we alternated between chaos and limbo. >> All kid can learn. All kids can be successful. >> What does it really take to turn our schools around? And what happens if we fail? >> These kids deserve better. And if these kids don't get an adequate education, they will not do better. [ Music ] >> Noel Gunther: That year changed my life. And that short his captures the three-core ideas behind Reading Rockets. First, too many children are failing. One third of our fourth graders scored below basic on their NATE test which means they can't understand a simple story or they can barely read it all. That just can't be OK. Second, teachers are overwhelmed. They want to do a great job, but they often they don't have the knowledge or the support that they need to do it. And third and most important, we know how to solve this problem. The federal government alone has spent more than 2 billion dollars on reading research and we know it's not easy. But if we follow that research and if principles, teachers, and parents can work together, almost every child can become a proficient reader, and that's where Reading Rockets comes in. Reading Rockets is all about solutions. We start with the best reading research and then we use the power of media to show step by step what each of us can do to help kids be more successful as readers and writers. As a media company, we do everything in all our power then to build a big audience and to spread the words to parents, teachers and everyone else who touches the life of a young child. When we started Reading Rockets, my first question was, why do many kids struggle with reading? It turns out that our brains are hardwired to master spoken language. Almost every child learns to speak just from being exposed to oral language. But we've only been reading for 5,000 years, just a blink of an eye in evolutionary terms. So to become a good reader, you need to take brain circuits that were originally designed for spoken language and then rewire them to handle the printed word. And for many kids, that is really hard. And because it's so hard to learn reading, it's also hard to teach it. Poor readers can be very different one from another. You need to diagnose the problem really carefully before you can solve it. Teaching reading is rocket science said researcher Louisa Moats. And we see the best teachers, they're great diagnosticians and may have a whole range of strategies they can use to meet the kid-- needs of individual kids. I saw all this firsthand with my younger son, Aaron, who seemed to have everything going for him when he started first grade. Good vocabulary, lots of background knowledge, hundreds of hours spent listening to stories, and trust me unlimited energy and enthusiasm. But none of that seemed to help him when he got to second grade because his reading was getting nowhere. And one night in our living room, he threw a book up against the wall and he said, "I hate school" and he started to cry and it was one of the most heartbreaking moments of my life. Thanks to Reading Rockets, I was in an unusual position and we were able to find a great tutor who figured out Aaron's problem and then worked diligently with him for almost a year until it went away. But the sad truth is that Aaron is an exception and the great majority of kids who fall behind in school never managed to catch up. So, what can we do to help solve the reading crisis? We started by asking the experts. It makes researchers and skilled teachers knew the research insight. And now, they've spent a lot of time in classrooms. We now offer engaging in-depth interviews on video with the country's top experts sharing their knowledge for free with anyone who comes to our side. We've also compiled a big growing library of top-flight articles about teaching and reading. We start with really basic information because we want to welcome everyone into the tent. But we also get very detailed and granular. So if you're concerned about a second grader who's still struggling with her short vowel signs, we have good detailed answers on Reading Rockets. And we try to present all that information in plain English with a minimum of jargon so everything is accessible for beginners and experts alike. I think most important-- And we just don't talk about good teaching, we show it too. We produce a dozen shows for PBS highlighting the most important elements of teaching reading. With host like Vivica Fox, Al Roker, and Henry Winkler bring it all to life. On our website, we offer dozens of video clips showing real teachers and real classrooms working with real kids, nothing scripted. What they all have in common is knowing how to teach well. Teachers tell us all the time, I want to see kids who look like the ones in my classroom. So we spent thousands of hours filming pretty much everywhere in the United States in schools who serve African-Americans, Hispanics, English language learners, kids with disabilities the full range of children who make up the American Mosaic. We've created online tools like this one called, "Looking at Writing" which gives teachers a lot of guidance about teaching writing effectively. So we take real stories of kids have written for school. And in case you're not a first grade teacher, this one is all about a penguin and a leopard seal. And then, we annotate almost every line, tell parents and teachers see what the child is doing well where he or she needs to improve, and then how to help that child take the next step towards becoming a good writer. Just last month, we launched something called "Reading 101", a free introductory online course to give teachers in grades K through 3 a solid systematic look at the basic principles of teaching reading effectively. We hope that this first course will be a prototype for entire set of courses about teaching, reading, and writing. It will be readily available to every teacher in the world. Our goal is to create a service that's engaging authoritative video-rich and free of charge for everyone. This is really an ambitious project. And if we're able to raise the money for it, I think it'd become our signature service and the best long-term legacy of Reading Rockets. I'm hearing the bells, so I'm going to advance quickly. We have tip sheets in 11 languages. And they make a huge difference for the huge number of kids in this country. I just wanted to say when we started Reading Rockets, we didn't know if anyone will be interested. We started with about 1,000 users a month. We're up to about a million users a month, 9 million users in the last year alone. And beyond that audience, beyond that numbers, is a connection we make everyday and every night with worried parents, worried teachers who can't sleep because they're worried about that kid at home who's just not getting it done at school. So, I want to thank all of you, best part of the day for us is having a chance to meet with the groups around the world and see if we would be able to work together. I hope we have a chance to do that during the break. And If you like to get in touch with us, there are e-mail addresses, just come up and say hi. Thank you so much. [ Applause ] >> Carla Hayden: Thank you, Noel, and congratulations to all of the award winners and honorees. We really appreciate everything you do. Now, we're going to have a discussion, an interview, with the winners with Mr. David Rubenstein. And afterwards, I think there will be time for you to ask some questions and think about things. So please join us on the stage. >> David Rubenstein: OK. So, I should've said at the beginning when I was talking about the Enoch Pratt Library, I didn't quite finish the thought. That is the library obviously that Carla Hayden headed for number of years and did a great job there. And we are very appreciative that she has come to Washington. And I'm very happy that she has embraced the literacy cause. She obviously was involved with it before. But it wasn't a foregoing conclusion. The Library of Congress would, you know, adapt this cause. But I very much appreciate the-- her doing so. So Libraries Without Borders, do Doctors Without Borders asked for like a royalty for that name or did they-- where did you get that name? Did they ever call you up and say we have that name? >> Allister Chang: The word on the street is that Lawyers Without Borders is one of the organizations that didn't ask for permission before. [ Laughter ] >> David Rubenstein: So, what is your annual budget? >> Allister Chang: Five million Euros right now. >> David Rubenstein: Five million Euros? >> Allister Chang: Mm-hmm. >> David Rubenstein: All right, and your annual budget? >> Sara Walter: So for the supporting the programs around the country, it's about 20 million. >> David Rubenstein: Twenty million? And your annual budget is? >> Noel Gunther: The Reading Rocket is about $400,000. >> David Rubenstein: Really? Wow. OK. So, well, you got a big boost in your budget, I guess. >> Noel Gunther: Thank you so much, you noticed. >> David Rubenstein: So in your observation, all of you, if parents cannot read, what is the-- is there a likelihood that the children cannot read? For example, when you go into try to get parents to be involved and the parents can't read, isn't the child had a big disadvantage, and how do you overcome that? >> Sara Walter: So, yes, they're at a big disadvantage because parents who have very low literacy levels often think that they can't prepare their children to be literate and for school success, but they can. And one of the things that we show parents is that you can picture read a book with your child and have a conversation that's rich in language and imagination. Two-year-old doesn't know if you're reading the words on the page or you're just having a conversation with them. The one thing I would say is we find that that process is the perfect link for then getting the parent excited about starting to learn to read themselves. >> David Rubenstein: OK. So, let me ask you-- all of you, is this your career? In other words, you're not going to go become a private equity investor, hedge fund investor in a couple of years? This is what you're going to be doing or if you thought about doing it for a while and then doing something else? >> Allister Chang: This is my calling. My focus before this, have been in human rights. And if you dig down deeply into the root causes of what human rights abuse is-- are and where I was working in Southeast Asia, it comes back to access to information. >> David Rubenstein: So, did your friends say you should go to Wall Street and be hedge fund person or people would say, why are you doing this? Or you ever get that question? >> Allister Chang: Absolutely. I think that those questions come up and it certainly not the most lucrative industry. But time back to what I was saying before, I think what is beautiful about the space that I've been able to inhabit because I was able to go to college is that I can work in a career work. I do what I love and survive by making enough money-- >> David Rubenstein: Where did you go to college, United States? >> Allister Chang: I went to grad school at Harvard. >> David Rubenstein: Harvard? >> Allister Chang: Mm-hmm >> David Rubenstein: What part of Harvard? >> Allister Chang: The Kennedy School. >> David Rubenstein: I know that. >> Allister Chang: Yes. >> David Rubenstein: OK. So, what about you? Are you going to-- this is your life, your career? >> Sara Walter: This is my life. I'm a lapsed lawyer. And I do get asked-- and the most striking thing is people who don't understand that this is actually a real full-time job that I've been doing for 19 years and I consider it as are more important than being a lawyer. But the number of people who think that if you work for a nonprofit, you must be volunteering or experimenting with something outside of the workforce is very interesting to me. >> David Rubenstein: OK. And what about you? >> Noel Gunther: I also was a lawyer, but I recovered quickly. [ Laughter ] I spent five years doing that. But that was a lifetime's worth. And this work is so much more meaningful. >> David Rubenstein: You don't think that we'd be better off if we have one more lawyer? >> Sara Walter: Two more. [ Multiple Speakers ] >> David Rubenstein: OK. So, I'm curious, how many books a week do you read? >> Allister Chang: Oh, three, four. >> David Rubenstein: Really? >> Allister Chang: Yeah. >> David Rubenstein: That's a lot. What about you? Can you read three or four a week? >> Sara Walter: I can't read three or four for a week, but two and a lot of other print, I still read newspapers and newspaper forum. >> David Rubenstein: Yeah. Me too, I'm the last person running around carrying newspapers. So, I know-- >> Sara Walter: I'm with you. >> Noel Gunther: I'd say one every two weeks. >> David Rubenstein: OK. So today, would you say that the biggest challenge for literacy effort is that the people don't realize that problem exists as much as it does? What-- When you tell people there's a illiteracy problem in this country, do all you find that people look at you quizzically and say what are you talking about or not? >> Noel Gunther: Oh, absolutely. I think people have no idea because the illiteracy problem is a hidden problem mostly. I came to education as a total amateur which was a disadvantage in some ways where I got to visit schools with completely clear, unprejudiced and the overwhelming fact of education in the United States is that it's all about class and the people in power have kids going to good schools and they're thriving. And if the kids aren't struggling, they find a way like I did to get help for my kids. But everyday, we sit and we allow kids in poorest schools to get a crummy education to start off unequal and have fewer resources and we just accept this as a fact of life. And so, it's-- the problem is hugely prevalent and still largely hidden problem to the elites, the policy makers, the people in the academy. It's just something they don't see themselves >> David Rubenstein: Right >> Noel Gunther: And so, they don't care enough. >> David Rubenstein: Yes >> Allister Chang: And then, in the international-- [ Applause ] Libraries Without Borders is part of the group called "The Global Campaign for Education". And their recent analyses have shown that 2% of international aid that was spent from the US goes into education work at all. >> David Rubenstein: Right. >> Allister Chang: Right. So, that for us, this is a big policy shift that we need to think about and bringing literacy work into the broader aid that we provide. >> David Rubenstein: So, what extent if you don't have parents, let's suppose you-- your parents are deceased of you're taken away, you have a guardian or something, to what extent are you a big disadvantage in learning how to read? >> Sara Walter: Well, we do our work with anybody who's the significant adult in that child's life. So, we work with grandparents who have custody of their grandchildren, with foster parents, with guardians, with aunts, uncles, older siblings, whoever is the person who could help bring literacy into that child's life. >> Noel Gunther: One-- I'd like to add something which is, you know, we at Reading Rockets mostly focus on the real basic job of teaching kids to read, how do you do that effectively. But I think what our schools are missing and our society is often missing is that you have to teach the whole child. And there are kids who were coming to school, they are hungry, they were up all night, they're in unstable environments, they're in a homeless shelter, they're not having good healthcare, their tooth is hurting and that's all they can think about, and we behave as if those things aren't impediment to learning whereas if any of our kids were in that position, we would want to get help for them immediately. And so, one of the most hopeful things that I see in education is the movement towards community schools, to providing wraparound services for the whole family and for the kid so that when the child is in school, he can actually think about school and the teachers could do the job they were actually trained to do. >> David Rubenstein: So frequently, I-- when I'm watching public broadcasting which is all I watch of course public broadcasting, when I watch it and there are these efforts to raise money, probably you've seen them, they go on TV, they raise money from time to time, I never hear them say, give us-- give me money for Reading Rockets, why don't they do that? >> Noel Gunther: Please talk to Sharon. [ Laughter ] >> David Rubenstein: Like they don't mention that. OK. Well, I hope they mention it to her. But it seemed like a good idea to raise money for it. So, literacy in the United States, we're a wealthy country and people presume that we would be pretty literate, but literacy as we've talked about isn't so wonderful. But is it actually worse in let's say take Sub-Saharan Africa, I don't know if you're familiar with it. But is Sub-Saharan Africa much worse or let's say Southeast Asia, is that much worse? Or where is it really worse than United States? >> Allister Chang: You know, United States is a country of extremes. We have the most highly educated and also I think some of the least. And we've been-- I've been particularly interested in doing more work on Native American reservations. And on the Lakota Sioux tribe for example, you know, literacy aside-- and I think this is a piece of it talking back to what you were saying, it's the second lowest mortality rates in the Western Hemisphere there after Haiti, right? And that's in the United States. And so, I think that in those contexts and the White Mountain Apache reservation where we've been working, some of the teachers told us that literacy rates, you know, we need to talk about what this means and what the statistics are behind this. He was talking about then about this. But they said less than 10% of the kids, right? And I think that's lower than a lot of the refugee camps that we work in. >> David Rubenstein: So, let me ask you, let's suppose you are from a wealthy family. Your parents are pretty wealthy and let's suppose they both have PhDs. The chance of you being illiterate is zero, more ore less or not? >> Noel Gunther: I wouldn't say zero because there are some kids that have a genuine brain-based disability. And it's really hard for them to learn to read. And there are also a lot of kids who are kind of teaching casualties. Or teachers, we don't really respect the dignity of a teaching profession as much as we should in this country. And so, a lot of teachers are not really prepared. So if they find a kid who doesn't get at the first time, they may not know what to do to help that kid, wealthy or not. >> David Rubenstein: What percentage of children that you deal with would you say have dyslexia, and they can't read because of that problem as opposed to the other things we've addressed? >> Noel Gunther: It's probably 3, 4, 5, 6%, in that range. There's no perfect test for this dyslexia, there's no blood test or biomarker. But that's what the best research suggests. >> David Rubenstein: More in boys than girls? >> Noel Gunther: Not especially. >> David Rubenstein: All right. >> Noel Gunther: Boys are more noticeable because fidgeting and acting out. Girls tend to be a little quieter. >> Sara Walter: Right. >> David Rubenstein: OK. And do you think illiteracy is a higher problem in the United States in rural areas or in urban areas? >> Sara Walter: I don't know the statistics off the top of my head. But I will tell you from our experience, it goes back to what Noel is saying about, it's high poverty areas. So, very low income families in rural areas and very low income families in urban areas are actually just as isolated, have low access to services. And if the parents have limited literacy in either of those communities, they're less likely to go out and seek those services. >> David Rubenstein: The most literate state in the United States by literacy standards is? >> Noel Gunther: Massachusetts maybe or Connecticut? >> David Rubenstein: I think Iowa. >> Noel Gunther: Iowa, OK. >> David Rubenstein: Iowa. What's the least literate? >> Noel Gunther: Got to be Mississippi. >> Sara Walter: It's got to be Mississippi. >> David Rubenstein: All right. It's probably right. OK. So, let me ask you a problem that I have talked about before that is not a function of what you're really doing, but I'm interested and so I'm going to ask you about it which is the problem of alliteracy. So, it turns out as I was describing before that people who actually can read choose not to read. And when they do read something, they read, you know, something not a book. They might read something less than a book and so forth. Why do you think so many people who are college-educated can enjoy their life or feel that they can enjoy their life or have a happy life without reading? Do you observe this problem very much in your literacy efforts? I know you're focused on those things but-- >> Sara Walter: Well, I would just pass it that-- and I'm sure you have more to say on this. But then, many people educated in our education system whether they're wealthy or not don't-- aren't given a love of reading because they're given uninteresting materials to read in school that don't make you want to pick up another book. For our families, what we find is if we can build that bond so that parents and children discover the joy of reading together that the greatest thing is sitting on your parent's lap and reading a book. That lasts. That child is a child that goes into a classroom and runs and grabs a book because they associate books with warmth and happiness and interest. So, I think we have a lot of work to do to grow people who aren't alliterate and really love reading. >> David Rubenstein: I would say in that regard, it was-- we gave an award last year, I can't remember the name of the organization. But it was a very creative idea where it turns out if you read to your children, that's a good thing as we all know. But if your-- let's say, your father is away or your mother is away and they're serving the military, there was a program that they have-- on a video screen, they have the father or the mother reading in their uniform to their child who's watching them on TV. It seemed that'd be a pretty creative idea. I assume that kind of thing works the best, right? >> Sara Walter: Yes, absolutely. >> David Rubenstein: So today, why do you think, as I said earlier, no politician running for president of United States mentioned this issue? They forgot or they don't know about it? >> Sara Walter: Because the people who experienced this issue are not the people they're talking to when they're running for office. They're people they don't think-- >> David Rubenstein: The donors are not focused on that, right? >> Sara Walter: No. >> David Rubenstein: And how would you propose that we get it to be on a higher part of the national agenda? >> Sara Walter: Well, in part, it takes people like you talking about it. >> David Rubenstein: Oh. >> Sara Walter: I think that's critically important. [ Applause ] >> David Rubenstein: OK. So today, I'll do what I can. >> Sara Walter: I know you are. >> David Rubenstein: Some candidates, I'm not sure they read the books that much themselves, but OK. What would you say is the thing that motivates you the most to get up everyday and do this? Is it that do you think you're making a difference in the world and is that why you're so interested in this? >> Noel Gunther: Let's say having spent that year in Texas and Mississippi ever since and those kids are kind of living rent-free inside my head and I can't get them out because I think about them. So, that's the sort of mission part. And the other part is working in media is fun. >> David Rubenstein: OK. >> Noel Gunther: You know, so we're creating content and reaching the audience. It's really intriguing. Intellectually, it's a challenge everyday. >> David Rubenstein: Now, do your family say to you, why don't you go out and practice law and make more money, they don't ever say that? >> Noel Gunther: No, [inaudible] same compulsions that I have though. >> David Rubenstein: All right. OK. OK. So in your case, this is going to be your life's work. But what is the greatest gratification you'd get? What is it that makes you feel so great when you come home at the end of the day and what kind of thing happens through the day that you actually find the most gratifying? >> Sara Walter: It's the success stories from our families or going to a site and having parents tell you how this changed their life or going to a graduation and a little girl comes up to you with the stethoscope from the doctor's kit that we brought in, she knows all the names of everything in the doctor's kit and she tells you that she's going to be a doctor. And not only she can be a doctor, she can be the first child in their family to graduate from high school before she gets to being a doctor. That's what keeps me going. >> David Rubenstein: All right. So let me ask you, that video that you showed earlier, that take about 24 hours to do, you did it in a time-lapse, right? How long do you really take to do that? >> Allister Chang: Twenty minutes. >> David Rubenstein: Twenty minutes? >> Allister Chang: Mm-hmm. >> David Rubenstein: And do you have to train people to do that or go to school to learn how to do that or-- >> Sara Walter: It's a degree at Harvard. >> David Rubenstein: Right. Is that that hard or? >> Allister Chang: So for the first implementation, it takes an hour or so for everyone to work together and figure it out. And then as a couple of weeks pass, everyone-- >> David Rubenstein: And how many of those exist? How many-- >> Allister Chang: We have 70 right now. >> David Rubenstein: Seventy? And what do they cost to manufacture? >> Allister Chang: Twenty thousand. >> David Rubenstein: $20,000? >> Allister Chang: Mm-hmm. >> David Rubenstein: And you can-- you ship them or how do you get them? >> Allister Chang: Yup. So, part of this is thinking through the supply chain, right? So, we started as a book donation organization and books would get wet during transportation. They'd have no security when they-- or storage when they arrive. And then once they do arrive, they're not integrated into the broader education system. And so, this was a way for us to think through all of the different supply chain challenges including the transportation. >> David Rubenstein: The young children that you often deal with, what percentage of them do not have access to the internet? And therefore at home, they don't have a computer. They don't have access to it. So, they're not learning to read on the computer the way some people are now. >> Allister Chang: I would say that beyond access, it's a question of accessibility too, right? Because especially we're seeing this in the areas where we're working and where you're getting access to internet for the first time, often those users will believe that anything on the internet is true or than that's even worse, for dealing with misinformation. >> David Rubenstein: You mean, it's not-- [ Laughter ] I thought everything was. OK. It's not, OK. All right. >> Sara Walter: I would say at least half of our families do not have regular access to the internet, certainly not in their homes. And even if they have a smartphone, they don't always have the data plan because they can't always afford it. So, assuming that they're going to be able to get to content without us helping to facilitate it is a challenge. >> Noel Gunther: I know starts are about right. And so, we really focus on working with teachers and all of the professionals to touch families as opposed to necessarily feeling would always find the families directly. >> David Rubenstein: The best source of raising money for you is who, business people or people feel guilty, they're not in the business? Who is it that you get to raise most money from? >> Allister Chang: For the Ideas Box, it came from the Soros Foundation. >> David Rubenstein: OK. >> Sara Walter: Primarily, private foundations. Although we are getting in several states like Massachusetts, states dollars, that help support the program. >> David Rubenstein: OK. >> Noel Gunther: We got some big grants from the Department of Education. But now, we're supported by foundations and we make some money online from Goggle ads. >> David Rubenstein: And do you feel the US government when they give you money, they make it too easy to get it because the forms are, you know, easy to fill out? Is that a problem-- >> Noel Gunther: That was the biggest thing. I felt guilty. >> David Rubenstein: And what about foundations, are they easily get money from because their forms are easy? >> Allister Chang: No. >> Sara Walter: And all the same. >> Noel Gunther: Right. >> David Rubenstein: Right. Yes. >> Allister Chang: I think that's why we're trying to think about social enterprise model, right? In Burundi, the users have been charging folks who come in to watch a movie at the box and hoping to pay for operational cost. And those are kind of the models we want to-- >> David Rubenstein: Let's suppose the next president of United States called you up and said, I don't really know much about your problem, I'll give you, you know, 20 seconds. Explain to me everything I need to know about your problem and what I should do about it. What would you say? >> Allister Chang: That literacy is not incorporated into disaster relief or any international aid work that we do or enough international aid work that we do. And that we have-- through supply chain challenges to be able to provide it. >> David Rubenstein: And what would you say to the next president of the United States about what? >> Sara Walter: That the only way we're going to solve the illiteracy and high school graduation issue in this country is by reaching children and their parents before they enter school. >> David Rubenstein: What would you say to the next president? >> Noel Gunther: I'd say we can solve this. And if we don't solve this, we can't really effectively address any other social problem. So, we better solve it. >> David Rubenstein: Right. OK. All right. So, any questions from people? Anybody have any questions? Questions? Don't be shy. Whoever asks a question will get a grant. So-- >> Sara Walter: Oh, wait a minute, I have a question. >> Thank you. And congratulations to the three award winners. So, I work for USAID. So, we do most of our programing overseas and other countries. And the lessons from the examples of your projects I think are completely replicable and something that we could use internationally. But I wanted to ask you as sort of a panelist of a literacy specialist, how replicable do you think your activities are in terms of big challenges, simply not having enough materials and local languages and how would you address that if kids don't have materials and languages which they could read, it's hard to have that as one of the building blocks of their future's success in reading. So, I just wanted to have your reactions to-- or the projects that you're working on, Allister, maybe you can talk about open education resources as a source and materials. Thank you. >> Allister Chang: Well, open education resources and to add to that too I think the-- one of the beautiful things about a library space and informal education spaces is that they are also opportunities for people to create content, not just access them, right? And so for us, a lot of our programs are built around involving students to help build that database of content available in the community. >> David Rubenstein: OK. Yeah. >> Noel Gunther: We have another website called "Colorín, Colorado" which was actually started because of user demand. A lot of people came to Reading Rockets and said, I know how to teach these kids, but what do I do about English learners? And in most of the countries I understand that you're working with, the language of instruction is different from the language that the kids are speaking at home. So, you absolutely have to start with the native language. And that I think the principles that we try support on Colorín are applicable to any second language learner in the world which is now most of them. >> David Rubenstein: So, let me ask you this. Right now, the Nobel Peace Prize has never been given for literacy, though you could argue that maybe they would give one for literacy. So, which person around the world do you think has, honestly, over the last 20, 30 years done the most to help the literacy movement? There must somebody who you would say as a role model for you, or you, or you. Is there anybody that you think has done such a great job? >> Noel Gunther: I have one nominee. His name is Reid Lyon and he ran the reading program at NIH for about 15 or 20 years. And from this middle level of position in the government, he wound up being the most influential person in setting reading polls. And he has inspired so many people in this country including me, I don't know, the worldwide situation as well. But he is a hero to me and many, many other people. >> David Rubenstein: OK. Any other candidates for the Nobel Peace Prize? No? All right. Do you have a question? >> [Inaudible]. And with the STGs for instance. I mean, we've taken step backwards. We're going-- You know, literacy is no longer the priority. We no longer make education for all. We're talking about substantial proportions of the population. How do we-- I mean, if we can't even persuade, you know, the government, how-- if the international-- the global orientations for education and literacy aren't powerful enough, what sort of law we can change the way the world thinks about literacy? >> Allister Chang: So, I mentioned the Global Campaign for Education that they have three staff and they're a lobbying group, right? And that's it. Well, there's a few other groups. There's an idea that is starting to float around within these spaces that I've been having conferences at of where's the money and how do we frame this work to able to access that money. And I think the purists would find this to be less more offensive. But can we think about literacy as a way to fold into countering violent extremism and other places where there is a lot of money being set aside for right now. One of our camps Welcoming Centers in Europe, our facilitator called and said, you know, ISIS is actively recruiting on site at the Welcoming Center. I can work with 60 people. There's 400 people here, what do I do? And we can only work with so many people at any given time. I think that there's a direct link there. And I'm curious to see how we can work as a community to go where the money is as well as pull more money into this space. >> David Rubenstein: So, OK. Question? Yes. [ Inaudible Remark ] Get her a mic. >> Right here, right here. Right here. Here. >> Thank you. One of those things that we're trying to do at-- through UNESCO right now is something called the "Global Alliance for Literacy". And the major tenet of that is to take literacy out of the education ghetto. Literacy cannot be the property of the education departments. We know too well that literacy is essential for the economy, for jobs, for the jobs [inaudible] for the recent meeting. I read an article on the Wall Street Journal that said in Ohio, there's always unemployment of white-collar workers. And they said there were these factories that had jobs, but they couldn't fill them because people didn't have the skills, literacy and education, then this health, health care. How people are going to be able to provide healthcare if they can't read? And let me add, I know we're talking about the children. But, you know, there is no such thing as a child in poverty folks. They were children who have the misfortune of living with poor parents. And if those parents can't read and write, they're not going to learn earn a living. So, let's think of those children in the context of their homes in the communities and make sure the parents and the communities get these skills they need. >> David Rubenstein: What-- OK. What was the most influential book you ever read or book that influenced you the most, any book? >> Allister Chang: Toni Morrison, "The Bluest Eye". >> David Rubenstein: OK. What was the most influential book? >> Sara Walter: I'm going to say it was Little House in the Big Woods because-- by Laura Ingalls Wilder because that was the book that made me love reading and enabled me to read all the other books I've read. >> Noel Gunther: My kids would kill me, but it was [inaudible]. >> David Rubenstein: So, let me you all a book story. Maybe some of you have heard me say this before. My-- I own a-- partner at a private equity firm. And a number of years ago, we've bought a company called Baker & Taylor. Some of you may have heard of this. It's the second largest book distributor in Unites Sates. It started in 1839, and had not made a profit since 1839. We've bought it. It was always break even and so fort. I think it was second to Ingram at that time. And one day, a salesman came into our board meeting and said, I found a new way to make money because distribution of books isn't that profitable. But somebody came in and said that he wanted to rent our bibliography of books. Now, the biggest bibliography of books in United States is no doubt owned by the Library of Congress, but they don't sell that bibliography. So, we owned the second biggest bibliography. And this person said he was-- he wanted to rent it from us. And he wanted to give us a third of a company. He was starting to sell books. And our salesman is saying, why? Wait a second, we're not taking stock in a startup company. We're too smart for that. Give us some cash. So, they negotiated a deal, $100,000 a year for five years and then we rent it. OK. A couple months later, I read about a company being started in Seattle, I think it was called Amazon. And I said, wait a second, maybe they would like to rent this too because they're going to sell books on the internet. So, I called up the salesman and said maybe there'll be another idiot that would pay $100,000 a year for something that doesn't cost us anything, it's free money. He said, no, that's the idiot I already did deal with. So, I said oh, OK. So, I read a little bit more about it and I said, maybe this company is worth more than I thought. So, I went up to see Jeff Bezos. And I said, you know, our salesman, he made a mistake, he-- we're really lucky to be a third of the company, and we don't want this $100,000 a year. He said, I don't think I need you quite as much I did about a year ago. But you were helpful to get me off the ground. So, I tell you what I'll do, we'll tear off the contract and I'll give you a stock in our company and he gave us 1%. We didn't have confidence in the company, so we sold it at the IPO. That stock is now worth about four and a half billion dollars. So, anybody got a more heartbreaking story about books? So, I would have more money to give to literacy. But-- So, let me ask you a final question, if I could. Today, as you look at the world of literacy and so forth, what would you say the world of literacy, those people care about this need to do that they're not doing and talking to the Congress or talking to the public or the business community or the president of the United States to kind of make this seem like it's a more urgent issue than some people think it is. What would you recommend that the people in the literacy world do to kind of elevate this? >> Sara Walter: Well, I want to get back to your comment because I think that the fact that all of these folks out there who were trying to get literate and reading are the workforce of the future is one of the most compelling arguments we can make. And actually, the place where we've been most successful in growing, we now serve 1,200 families a year in Seattle because the Seattle business community more than any other business community in this country looked at the literacy rate and the high school graduation rate in their county and said, 20 years from now, we're not going to have a workforce unless we start investing it in families and children and young. So I think if all of us could get together and speak with one voice about how important this is for the future of our country, that would be the most compelling argument I can make. >> David Rubenstein: All right, any additional comment? No? >> Noel Gunther: I would say come and see for yourself. You have one hour to give me, don't spend it in your office or mind. Let's go visit a school. But I'm going to pick the school and no cameras there. >> David Rubenstein: And do you books online or do you actually get the physical book? >> Noel Gunther: I still read-- One more thing about influential book, "The Cat in the Hat", the original disruptor-- >> David Rubenstein: OK. All right. OK. Allister Chang: The-- Sorry, go ahead. >> David Rubenstein: Go ahead. Go ahead. >> Allister Chang: Answering that question and building up of what you just said, the OECD came out with a study that said that we spend in the US 0.1% of our GDP on job retraining programs for adults who've lost their job versus in other OECD countries 0.6% of their GDP. I think that there's a lot of arguments to make especially in rural towns in the US, we haven't been investing in folks who've lost their-- still no jobs. And that's creating a lot of the anger and frustration right now. Internationally, I'd just say that, you know, in Europe, we're learning firsthand that people can walk from Syria to Dusseldorf. >> David Rubenstein: Right. >> Allister Chang: They have been-- The borders are-- of the world are-- the world is much smaller than today than ever. And I think that especially with now millions, over 50 million of these families being without literacy tools. We are-- We're creating problems for our future. And that there's absolute world need for us to start dealing with that now. >> David Rubenstein: OK. So final question, if each of you could meet one writer who has ever lived, who would you like to meet? [ Laughs ] >> Sara Walter: F. Scott Fitzgerald >> David Rubenstein: F. Scott Fitzgerald [ Inaudible Remark ] >> Sara Walter: That's unfair. >> Allister Chang: Oh, wow. Well, you know, I've been doing lot of reading into whether Shakespeare was a real person or not. >> David Rubenstein: Right. >> Allister Chang: And what's interesting there is that the purists in English will say that the writer doesn't matter; it's the text that's important, right? But I would love to meet this Edward Burke. >> David Rubenstein: OK. >> Noel Gunther: I think I might say Homer to find if he's really blind and if he really could write that much [inaudible]. >> David Rubenstein: Oh, OK. Thank you very much for great a conversation. >> Sara Walter: Thank you. >> Allister Chang: Thank you. [ Applause ] >> Pamela Jackson: Wow. So thank you so much Mr. Rubenstein, and thank you to our prize winners. This was a fabulous discussion. We intended for this block of time to actually continue the Q&A. And what we hope to do-- am I on? OK. And what we hope to do is build on the conversation that we've had both this afternoon and this morning in terms of the blend. One of the things that we were intending to do is kind of listen for the themes and listen for kind of where the threads the strongest in the conversations throughout the morning and the afternoon. And one of the places that I heard was the issue of content in the native tongue. And I know there are a couple of different people in the room [inaudible] which mic I should be speaking into in this moment. There are couple different people in the room who could speak to that. And we'd like to find out if you would like to that at this time. Can you hear me now? Which one? I'm turning this off? OK, great. Thank you. Bless you. So, we wanted to find out if there's an opportunity at this point for people to pick up on the theme about literature being available in the common tongue and the native language of the child. I really-- I am looking around the around the room and I'm seeing people that I've been talking to over the last the few months who were working in this area. Some of the award winners brought up the issue and others who were actually working on it haven't had a chance to speak. So, we wanted to find out if that is something that people would like to do it as this time. And this time was allotted for more Q&A for us to be dialoging with each other. So, where're my mic runners? Oh, there you are. Ready? Yes? No? Yes. I was hoping you'd raise your hand. Yes, Christie. Thank you. >> Christie Vilsack: I'm Christie Vilsack. I am the Senior Advisor for International Education at USAID. And I carry this with me all the time. And I know we have SIL here. But USA and Tony spoke to this a little bit earlier, this is a little bit of magic because this flash drive can be put into any computer in the world. And with a very short tutorial, any of us in this room would be able to start writing books for children in local languages. And I know some of the recipients today are actually going to be helping us do this. We hope everybody will as we help create The Global Book Alliance because we are going to create a digital library in the Cloud open source so that anybody in the world whether it's a domestic teacher or a librarian, whether it's an international parents, any place in the world or teachers, any place in the world will be able to start producing books in these local languages. So, you can talk to me or Tony or go online to USAID education or to SIL or to World Vision or just about anybody. I know that one of our best practices library for all will be doing in Haiti, will be helping us use the Bloom software to start creating books in local languages there. And there are of peace out there right now to our agency for whole countries to engage and figuring out how they want to meet these needs. I've just come from Rwanda and Malawi and Kenya where for the first time every child in all of those countries will have a book in the first grade in their local language as well as a book in English, and by next year, second, third and fourth grade. So, we're really working to scale and we appreciate the help of all of our partners in the room and out there to help us get this done. It may take us a while to have a digital library with every book and every language, but we're committed to doing it even those really obscure languages it may be some of us don't even know exist yet. >> Pamela Jackson: Thank you. >> Judy Cochran: I'm Judy Cochran [assumed spelling] with the SIL. And we developed the software that she's talking about. And I would just like to direct you if you're interested to the website which is And if you want to remember it, it's bloom because you want to grow a library, >> Pamela Jackson: Oh, great. Thanks. >> Judy Cochran: And I was talking about SIL too. But African storybook, there are lots of [inaudible], there are lots of other online products that are helping us do this and we will gather all of them together in the Global Book Alliance. But that's-- Bloom software is just one of them. >> Pamela Jackson: Great, thank you. >> Laura Bailey: Hi, I'm Laura Bailey [assumed spelling] and I'm on the Literacy Awards Advisory Board. And our Rubenstein winner in the second year was an organization called Room to Read which works internationally. And I remember reviewing their information. And one of the most impressive things that they were doing, they were working in many different countries around the world and they were actually teaching local people to become authors and illustrators and they have over 1,500 books that they've created in 19 different languages. I just went on their website a few minutes ago to get an update on that. And so, my question and challenge to this group is how to leverage the expertise and the resources created by other programs that come to our attention. How do we reach out to Room to Read and see if we can build on the books in native languages that they've already created that could be useful to all of us. >> Pamela Jackson: Allister, you want to respond? OK, great. >> Allister Chang: I think it's a great question. And to even push that further, I think we're-- there's collaborations to be made across our sector. But last year, one of last year's winner was also Kyle from First Book. And I-- what I think was really interesting about their work is that they're aggregating enough buyers to be able to have leverage to go to publishers to say we need bilingual books and we will buy 300,000 copies of it if you publish the bilingual books. And as a community, if we could all get together and be that-- aggregate our purchases to be able to have that weight, I think we would have something to show for it. Yeah. >> Pamela Jackson: Yes? Anne [assumed spelling] is right behind you with the microphone then. >> At the risk of being a professor which is a big risk in this crowd, I know many of the people who've been advocating as I have for mother tongue literacy materials, it's also the case that the research is not there that suggest that just having mother tongue books is-- are sufficient. We have huge problems with teacher training around multiple languages. Most teachers are not trained in mother tongue. They're trained in a second language. They go out there and they don't know how to teach in mother tongue. There's also a huge issue that isn't entirely visible for many people who are producing books that has to do with the pedagogy that is needed to transfer from one language to the next. And if you have a-- Now I know that, I would say historically speaking, the world has turned. We are finally focusing on mother tongue materials and I'm not at all questioning the utility in that. I'm saying that even with open source materials, even as good as we are going to get, we'll be having meetings here and hopefully prices here that we'll look at the next step. And the next step is actually harder than producing mother tongue materials. It's how to implement a program that can use one or more languages in classroom where the teachers are usually not sufficiently trained and where-- and important to say the politics of countries are not entirely clear on these issues. In the United States or in Rwanda or in the other countries mentioned, there are many ministers. I know-- I see some nodding heads. I know that we have nodding heads in this crowd. So in spite of what we would like to see happen, the world is a more complicated place. And I would just say that, well, let's keep our eyes open beyond it maybe necessary to have mother tongue materials. I think it is but it's probably not sufficient. >> Pamela Jackson: Yeah, sufficient. Necessarily but not sufficient. All right, great. Yes? >> Good afternoon, everybody. I'm Karina Polumn [assumed spelling] with scholastic. So, as I listened to this discussion and as Professor said, it's-- the quality of the book is going to critically important in making sure we have authentic text. Because some books are transferable-- I mean, when you translate them they can work, but a lot of them do not. And I worked with my counterpart, that's in the international marketplace and, you know, translating some books is really inappropriate, so you have to be careful of that happening. But it is going to be critical to partner with local organizations and people who are producing books and publisher to make sure that we are representing authentic text that tells the authentic stories. And as, you know, the professor mentioned, that's going to be critical to that-- this idea of translation. Because it's easier for us to translation but it's not as easy as we think and it doesn't really represent itself in those native tongues in those countries as well as it's ought to. >> Pamela Jackson: Thank you. Yes, Sara. Anne is-- They're both coming at you. [ Laughter ] >> I just wanted to follow on that because I think it's a really important point. One of the things that we find is really important to have books for very young children, particularly when you're trying to get them interested in reading, that have children in them who look like them and families who live like them and neighborhoods that look like theirs. And that's really important that one of the things you might see when you look at our curriculum for our families is we used a lot of books with animals, because animals transfer in ways that maybe stories about people don't. But-- And I also just want to-- I'm not going to argue with the professor in research. I'm a lawyer by training and I know not to do that. But I do want to say that mother-- there's another reason why mother tongue materials are so important. And that's because that's what enables parents to read to their children. And regardless of what may happen when that child gets to school, is really important that parents have material in the language that they know and that they speak at home to read to their kids. And we do see that children who have strong native language skills, when they get to school, if they have a teacher who knows how to then teach them the school language in their community will be able to transition well to learning that school language. But they have to be able to speak and read in their native tongue, to have a relationship with their family. >> Pamela Jackson: Yeah, yeah. Thank you. >> So, I have a question for folks that are in a publishing area. And I agree about the authentic text. So, I'm thinking about diaspora, you know, about refuges et cetera. So, you know, especially with earlier comment about that sense of culture and sense of belonging. So, intuitively, it seems like for those kids that are in those kinds of situations as families that they need materials about their home country. They need materials about the culture that they're now situated in. And that they need stories about other people like them who are in that same situation of making those changes or accommodations or whatever in terms of transitioning or accommodating different culture simultaneously. >> Pamela Jackson: Is there-- >> Thoughts. >> Pamela Jackson: -- thoughts? All right, just dialogue. So, one of the things-- another common theme I heard today was this issue about where does literacy live, where does the policy issue live. That's come up a couple of times throughout the day today, and this notion of is it by itself, where is it in the world of education? And I hear a lot of threading throughout in different ways. I'm not at all going to start the fight to say it belongs here. Maybe not. [ Laughter ] But, you know, but I heard-- I've heard this before, like who owns literacy? Is it really Department of Education? You know, should folks stay away from it? Does it belong by itself? If it does, where? It's a complement to the education system. The focus on it as a complement to that system versus integrated within. I'm just curious to see if there's more dialogue about that topic. Yes? That's so funny there're some eager hands. [ Inaudible Remark ] Is he on? >> Jeff Carter: Am I on? Yes. So, I just want to say this is the first time and coming to these are always wonderful. And I'm really happy that we're talking a lot more about policy. At this one that I think ever before, which I think is really important. So, I'm Jeff Carter with the National Coalition for Literacy. I've worked in adult literacy for a long time in policy. I think the question-- to me the question about where it lives is not irrelevant. But I think, again, it comes down to priority. If we made it a priority in this country, that question would, I think, simply sort of resolve itself. So, simply thinking-- I think it's a mistake to think that, well, if we're just situated here, it will get the attention it needs and it will take care of it. I think it's actually a more fundamental issue around advocacy and awareness. And I having had this experience of doing a ton of advocacy here on the hill around adult literacy, I can tell you all that there are too many representatives up there on the hill who knew nothing about the work that you all are doing. Nothing. And that's one of our big problems. Because I think policymakers want to have to be able invest in success. And it's one thing to put out a problem but it's another to actually be able to hold up success stories that are investable. And I'm also glad we had the question about replicability and about scale. Those are really important discussions to have as well. So, I think it was Allister or someone else made the point, I do think it's important to point out in terms of policy that it is critical to many other concerns that we have with-- particularly in terms of addressing poverty. So, in the discussion, I think we need to situate it in different places but in terms of who owns it or who runs it, that's probably down the list of things that I worry about. >> Pamela Jackson. Kristy? >> I'm switching hats now. But I think that in terms of policy in talking about Congress-- and I know this is the Library of Congress. But governors know these issues. And I think if we're talking about policy that we might think about going to the governors of this country because they understand if it's an economic development issue and they understand that their workforces and their individual states depend on early childhood and those three, and four, five years before children get in to school. So, if we're looking at a place where people, I think we have a, maybe a welcome audience and people who are little bit educated about that that it might be through those people at the heads of their states. And those are policymakers. And when we went after early childhood and quality daycare and really engage the business community and brought them together to put pressure on the legislator along with the governor. So, it was both ends plus their grassroots community going out to every small community in the state in making the case to parents that this was in their best interest and the best interests of their kids. >> Pamela Jackson: OK. And just quick-- the pressure was on what, funding certain kinds of reading promotion programs funding-- >> The result for preschool for four-year-olds and quality of daycare systems so the parents can identify what kind of daycare they want for their kids. >> Pamela Jackson: OK. Thank you. Yeah. >> I think along the lines of policy, it might be quite interesting to keep an eye on the law that was just passed in the State of Michigan. Michigan passed a law, a bit ago, that if a child couldn't read at third grade at-- reading-- grade level by the end of third grade, they could not go in school. There was undue commotion, there's still great commotion. Some people are saying absolutely that must be what happens, other people-- even though the law passed, there's, of course, no resources behind this. Now, we have all the people with the-- who are-- who is being tested all the emotional difficulties. So, I think it's just going to be so much fun to watch how that plays out. >> Pamela Jackson: Fun, really? >> Because it also will give us some insight into what kind of policies can be passed and where in the policy arena it can help or where in the policy arena it may hinder the growth of literacy. It clearly denotes that the folks know about a problem but we'll have to see if policy at that level improves the situation or does not. So it's a place to keep an eye on. >> Pamela Jackson: Well, I'm really struggling with this because I am-- most of you, you all know, I'm new to this particular job so I'm new to this particular conversation. I'm an economist by training and I don't get how come it's not a no-brainer the quality of our labor force in 10 years, in 20 years. I don't get how that's just not completely and totally obvious that if you don't put money here, you're going to be pouring out money over here. I don't get it. Help me. [ Laughter ] >> Liza McFadden: This is Liza McFadden with the Barbara Bush Foundation. And I think you were spot on and I think a lot of what the movement I'm seeing right now and goes back to something you said, is how we monetize the value of literacy in the future. We're starting to see there's been two really successful pay-for-success models in the early literacy area in Utah, in Chicago. And now there's a work by Walmart looking at, you know, there were two articles in New York Times recently, about the fact that they've upgraded the training of their workforce and they're seeing results. And as we see that, and that impacts things, like for example, if you increased the literacy level and then you have fewer accidents in the workplace and your insurance goes down, you may start monetizing it internally, and saying, OK, literacy and training really matters. So, I think it's-- and really incumbent on all of us to follow how this can play out and how it can benefit the workplace. And I think then we're going to really see some movement, both on the early childhood and the adult education ends. >> Pamela Jackson: OK. >> I just want to add that I think the Pre-K movement in the US is a really good example for us. I just don't think it's gone far enough or have been funded enough. But as the part of education that has made huge slips forward in terms of the amount of public money now being invested and it's probably the best example. And they did a really good job of rallying unexpected voices to advocate for Pre-K, particularly at the state level. And those would be generals and admirals and police chiefs and sheriffs, who started to talk both about their workforce but also about the fact that literacy reduces crime rates. If you look at our present population today, it is heavily people with very low literacy levels. So, when those are the folks who walk into a public official's room as opposed to me or, you know, that the kindergarten teacher's saying "But I need children to come to school ready to learn read, if I'm going to be able to teach them free." If when you have a general or an admiral or sheriff go into their representative's office or their governor's office, it's heard in a whole different way. And I think the literacy movement, we probably need to take that Pre-K lesson and broaden it out to make sure it's a much bigger advocacy piece that we're doing. >> Pamela Jackson: I'll take the microphone here. Thank you. >> To get back to your question why, because it's makes perfect sense. And we've seen it makes sense over and over again. I'm much older than everybody else in the room and I've been through these different iterations of literacy. One of the issues has always been-- and Karen just articulated over here. There's been ideologically, if you will, thing that's going on where whenever we've been very successful with literacy programs and made sure the various context that we taught the literacy skills needed to not just get the GED but also get a job. You have people who say "Oh, no, we can't monetize literacy." Literacy is a right. Literacy is a human right. If you just turn everybody into a cog in the wheel, and they're just there for the economic reason, you are violating some-- And that conversation has obfuscated to some extent to the point that you made, of course it's obvious. And there's a way of doing both, of not negating the right of human beings to learn to read, at the same time loudly acknowledging and constructing programs, working with the workforce. Because we did a lot of that stuff in New York back in the '70s, to get GEDs, get associate degrees, and be trained to work Con Ed and at the phone company every place else. >> Pamela Jackson: Right. >> The other very big area is health care. There's-- We really need more partnerships within the Health and Human Services area because there's an awful lot that parents with kids missed-- and in their own care as well. We've story back from the '70s, we had a meeting up at Colombia once, and there was a woman who kept-- we heard a story from a doctor that a woman kept showing up in the emergency room with diabetic attacks. Over and over and over again, they-- she come in, they treat her, they've show her how to and she end up there. Finally, someone say, "We don't understand, we've shown you." And she said, "I do exactly what you say. I take an orange, and then I shoot my insulin into the orange and then I eat the orange." [ Laughter ] She couldn't read so she couldn't read the instructions. So the demonstration they were using was what she thought-- >> [Simultaneously] -- was what she supposed to do. >> That's not apocryphal. That was a true story. So, we have to. And lawmakers will hear it, business people will hear it, and I think we can do it in a way that does not offend the people that believe people should read for joy and for the pleasure for the Bible and everything else. >> Pamela Jackson: OK, yeah. >> We haven't succeeded in doing that yet. >> Pamela Jackson: Any international commentary on this issue, the whole literacy investment and-- Yes? >> Yes. But not as straightforward as-- Am I on? >> Pamela Jackson: Yeah. He just says to turn you-- You're good. >> Yes. Thank you. What we want is problem solvers and critical thinkers. So, how do we get there? We need policy for that. We need people who implement policy. We need a joined-up approach. And at New Zealand we've had some strong initiatives of being government-based. Nothing is straightforward and nothing is easy, but there is a strong direction. What we know in the workplace is that if you are able to align language with the CEOs, if you are able to talk about measures with the CEOs, if you're able to put simple measures into business aligned-driven programs, then it's very easy to say the difference that you make. So, I spoke very briefly about the whole organization approach to literacy and numeracy in New Zealand, it's the same thing in terms of a country. And New Zealand's a great country as an example to look at because we only have four million people. And we have a lot of experiments that comes to New Zealand because it's a very cohesive little place to come to. I think New Zealand is very interesting on how we've taken the literacy and numeracy approach and how we are looking now, some-- Since 2001, Diana, when we first had policy that how-- we're not at the next stage of joining the government agencies together, to really bring the next level of implementation, and that we need all of these initiatives that people are talking about. We need a good practice models. We need the advocate efficacy. We need the policy, we need the practices, we need the systems, all for sustainability because we don't want to keep doing this all the time. No country anymore has got the money to do that. So, we need to be looking at systemic and sustainable approaches for literacy and numeracy. Thank you. >> Pamela Jackson: Yeah, yeah. Down in front. Thank you. Do you have-- Angie, was there-- OK. >> Louise Bridges: Thank you so much. My name is Louise Bridges. I'm on the literacy advisory board. And to the question we need to monetize literacy, literacy is monetized in ways that are dangerous and are just adding to the inequity in our country. Many of you probably are familiar with the work of Mariah Evans at the University of Nevada, who shows that books in the home is the number one factor in whether children succeed or not. As few as 20 books in the home can make a huge difference in a child's life. And we know that in our country, we have what is now commonly referred to as book deserts. If you follow the work of Dr. Susan Newman, she had a tremendous piece in the Atlantic Monthly recently. She looked at two different communities in Philadelphia. One high poverty; the other middle class, in 2001 and found that 60% of all children living in high poverty communities have less than-- or have no books in the home. She went back to that same-- those same two communities just two years ago and it's worse. It-- The problem is growing in very frightening and scary ways. So, part of this begins with giving people a living wage so that they can buy books for their children and have books in their homes. >> Pamela Jackson: Got it. And then, Timothy, you had a-- behind you with the microphone. >> Timothy Ireland: And I'm being on both sides of the divide. I was-- I worked with this project, which was awarded here the [inaudible] school for 25 years. But I worked from 1990 to 2004 coordinating the project. And then I was invited to take a post-ministry of education in Brazil where I was responsible for a national program called Literate Brazil Programme. In the Literate Brazil Programme, we were responsible for something like an average over 12 years of 1,200,000 people being attended, I wouldn't say made literate each year. But I think the struggle is talking specifically about adult literacy. This is a complete mental block in terms of investment, and people who always think at least in countries which I know best that adult literacy can be done on the cheap. And I-- I mean, within the same ministry, we were investing something like 200, $300 a head for adult literacy, whereas a child in primary school is worth 2,500 or 2,600. You know, what mindset is it that permits you to think that adult literacy is worth so little compared with a child's education? When you know that if the parent isn't literate, you know, the child's education is going to suffer even more. So this difficulty of persuading even progressive governments to invest in real terms in adult education is enormous. And the other thing when you talk about responsibility from literacy, in our case obviously the adult literacy program, belong to the ministry of education. One of the difficulties is depending obviously on how you define literacy. In the case of this particular program, the literacy program was eight months, and you don't make anybody literate in eight months. But how do you guarantee that the people who take part in literacy programs, which is at least a step into the written world, how would you guarantee that that person continues his studies? And quite often, literacy programs and adult education programs are separate. In our case, for instance, we had separate funding to literate-- literacy program from the adult education program. So literacy programs, the classrooms weren't physically in schools. They weren't in community associations, or in other space is church-based [inaudible] base or whatever, whereas obviously adult education took part in schools, how do you bridge that divide. So I think in terms of-- I don't know whether-- there are two different discourses and two different problems in terms of the developed countries and the less developed countries. But I still think that, you know, persuading people that adult literacy is fundamental for all the reasons we know, we prefer to talk about-- you know, I was interested that nobody has mentioned Paul Freddie [assumed spelling] here today. And I think that must be an exception. Obviously, there are other people who have done a lot for an adult literacy besides Paul Freddie. But Paul Freddie obviously has been an important influence on a lot of people. But how to persuade, you know, people to invest in adult education for its economic importance, for its importance of human rights, for its importance, it's just an essential right of everybody to learn how to read and write and to be more of a person as a result. >> Pamela Jackson: Thank you. Thank you. [ Applause ] So, we are close to wrapping up this portion but I want to make sure I gave chance. Any final questions or follow-up? I know that, you know, certainly Timothy is speaking as one of the best practice honorees in the realm of literacy in a workplace. And so, we certainly hear an opportunity for adults to be learning to read where they are, which is not necessary in school. We just make sure-- There were two other things that came up that haven't gotten a lot of attention and we can either put them in a parking lot or see if you want-- they excite you right now. Numeracy and literacy. And I noticed there's some attention on numeracy. Some folks have their attention on it, mentioned it. Some of it's on the background; some of it's in the foreground. Any comments there, for future discussion? And then the problem of illiteracy. Diana, behind you with-- >> Diana Coben: Hi. I would like to speak up for numeracy. Because I think for too long it's been the poor relation of literacy and subsumed within it on my own, OK? Yeah. And so I think it's very important that it's given due respect and not subsumed within-- you know, deemed to be covered by literacy, both things are really important. And just as an example, I was very struck by a colleague over there talking about the Michigan law. There was the amazing piece of work done in the 1960s by the children of the school of [inaudible] in Italy, which proves conclusively just how damaging that approach is of holding children back year on year. It was statistical work done by the children with their teachers are absolutely outstanding. A copy should go to lawmakers of Michigan. [ Laughter ] And that's an example. That's an example of numeracy as a key element of education and of being a critical and fully functioning adult able to command respect in their society and command a living wage and command a decent life. >> Pamela Jackson: Thank you. OK, a couple more comments. And, again, just so you know for our schedule. What we have planned is that a wrap-up no later than 3:00 and then break. For those of you who want to do-- those that led tours, they're going to start at 3:15, for those of you who want to continue the dialogue here or in the tabletop presentation room back there, you're welcome to do so. And then the reception is at 4:00 downstairs. Just so you know what's going on for the rest of the afternoon. Go ahead. >> OK. Is it all right? OK, OK. So, a couple of us have noticed that there's been more of the ICT and numeracy discussed outside of the United States. And in United States, I think, we sometimes kind of separate those two in a more-- you know, the Venn diagrams are-- you know, don't overlap as much. And I think also-- And I'd be really curious if in other countries there's the same kind of dismissal about numeracy. In fact we don't even tend to use the term numeracy as much in the US. It's more like math literacy, you know, where folks will say, "Oh, math. Well, you'll never need that. And, you know, I never was good at math." You know, how many people would self-disclose "Oh, you know, reading, who needs reading?" I mean, yeah, so I mean I think math illiteracy is even more of a hidden, you know, problem than even, you know, the reading and writing literacy. But what I am noticing is, you know, we talk so much about data-driven decision making and importance of that, that I know that librarians are now talking more explicitly about data literacy, and that might be a way a hook at being able to then refrain numeracy. >> Pamela Jackson: And then Paul. Paul is ready, but after you Diana. [ Inaudible Remark ] Does she-- [ Inaudible Remark ] OK, yeah. [ Inaudible Remark ] Yeah, so let's switch-- Diana, switch with Anya [assumed spelling] there, please. Thank you. >> OK. Did you hear that? I was just saying that the survey of adult skills, which is on at the moment OECD program of the international assessment develop competencies, not only include numeracy but it's a key in [inaudible] area together with literacy and problem solving and technology-rich environments. That international survey and the previous ones, the adult literacy [inaudible] school survey and the one before that have been enormously influential insofar as there's a heck of a lot of more work to be done, of course. But in persuading governments and business and other organization of the importance of these skills for adult life, and I would love to see some better sort of speech going on also, the coordination going on between UNESCO and OECD and these big sort of super-national organizations to get literacy, numeracy. And so the whole digital piece which is part of both those areas, you know, raised up in sort of public consciousness and, you know, some coordinated policy and ideas around that. So, numeracy as I say has to be at the table. It's such a key area about the life we know but it's one of the areas which has a direct impact on adult's chances in life if they are low numerate that's just as devastating if not more or so than low literate. >> Pamela Jackson: Paul, you want to-- Thank you. You, thank you. >> Paul Austin: Paul Austin, superintendent of schools. And I think-- I'm listening very carefully because I think I'm the only-- Am I the only public educator in the room? I'm a little intimidated and out of my element. But I listened very intently with what people are saying. And there are a couple of things that I'm not much of a-- I'm on a comment at a meeting but I'm going to do it anyway. There's a lot of things that were said and I apologize if I'll go back for a minute on some of the issues that we're facing in public schools. One is-- And I can't remember exactly who said it, about taking care of the needs of the whole child. I can't do anything. I can give the best instruction and provide the best professional development for my teachers and hire the very, very best. I can't do anything if kids are coming to school hungry, they're cold, they're tired, they're homeless, they have no work. Those are the things that I would encourage all of you to think about when we think about how to improve literacy in this country. There is no doubt about that. And I live in an area that 75% of my population live in poverty. It's 66% of the income, and say, if the income of my area is 66% of the national average income. And so we're facing huge, huge divides of a work we're trying to accomplish everyday. And I see it everyday because I'm in the schools everyday. It's one of the things that I pride myself on and getting in there and seeing what kids are doing. And so I encourage you to bridge the gaps between health care, and insurance, and food security, and home security. That has to be done if we're going to move anything. I'm also curious about the numeracy. And I agree, because we haven't talked much about it. It's interesting. I don't know if other states are like Maine, but we've had great, great success in moving literacy forward and not so much in numeracy. In fact, all of our work over the last decade-- and I can say I have three decades in public school, has a special educator, social worker, school psychologist, assistant superintendent, and superintendent. I've seen a lot of different changes. And so we've spent a lot of time doing literacy and really thinking about instructional literacy, but not much on numeracy, and that shows. I won't even get started on what I think about state assessment and national assessment. Those things that they're doing in Michigan, and my PhD is actually in public policy, I'm ashamed to say it sometimes. But the ideas of what they're trying to do in Michigan is not about improving literacy and numeracy in students but in shaming America's teachers, to show them that they are not doing the job. And that is a-- somebody mentioned earlier-- and I think it was the gentleman from Chicago or-- I can't remember where you're from but close enough-- that talked about that the profession of teaching is not getting due diligence. Those are the things that I think this group can influence greatly. And we do appreciate all the support that we get in public education. So, thank you. >> Pamela Jackson: Yeah, thank you Paul. Thank you. That might be our last word. [ Laughter ] So, yeah, let me just wrap up and say thank you. This has been an extraordinary day. It has been remarkable to have the firsthand experience of the work that you all are doing for the honorees and the award winners. The work that you're doing is just phenomenal. And I have to admit that probably four or five different times during the presentations, I was crying and just sad and want to like ball up in a corner and just like, "Uh just get-- " you know, this is just overwhelming, right? And then at other times in the conversation there's so much hope and inspiration and joy and excitement and commitment. So, certainly I'm in a roller coaster ride. And what I'm left with at the end of the day is an extraordinary group of people who are phenomenal contributors to others. Whether it's our advisers, award-winners, our honorees, Center for the Book staff, Library of Congress staff, friends of the Library of Congress, former award-winners, former honorees, you're all here in the room in some capacity, just the most remarkable people. And I thank you for being here. I thank you for being our partners. Thank you for being in this conversation. I'm so glad you were here. And with that, we'll take a short break. Time for dialogue. Time for tours. Four o'clock downstairs. Time for drinks. [ Laughter ] Thank you. [ Applause ] >> This has been a presentation of the Library of Congress. Visit us at

Paul Aronsohn

Paul Aronsohn was the Democratic Party nominee. Aronsohn was 40 years old and lived in Ridgewood at the time of the election. He was a former staffer in the Clinton Administration and in the administration of former Governor of New Jersey Jim McGreevey. He worked on foreign policy and national security issues in Clinton's State Department and worked as Communications Director and Spokesman for former governor McGreevey for one year. Aronsohn resigned his position as a public affairs executive for Pfizer to focus on his campaign. Aronsohn is a graduate of George Washington University, where he earned a Bachelor of Arts degree in Political Communication and a Master of Arts in Political Science. During school, he was a congressional intern for former Democratic Senator Bill Bradley of New Jersey and Senator Charles Robb of Virginia. Aronsohn also served three American ambassadors to the United Nations:Madeleine Albright, Bill Richardson, and Richard Holbrooke.

On September 22, 2006, Aronsohn appeared on The Colbert Report as part of the program's Better Know a District segment, after Garrett declined to appear.


External links

This page was last edited on 27 August 2019, at 21:33
Basis of this page is in Wikipedia. Text is available under the CC BY-SA 3.0 Unported License. Non-text media are available under their specified licenses. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc. WIKI 2 is an independent company and has no affiliation with Wikimedia Foundation.