* This guidebook will address the breadth of community literacy programming in a range of early childhood to K-12 and adult education settings and rural and urban contexts * Serves as a field guide to supporting literacy-focused community programming, and addresses development, program delivery, administration, and evaluation * Includes case studies on a range of organizations * Written by top experts in field * Robust Appendices include tools, checklists, frameworks, action plan guides, literacy audit tool, procedural policies manual outline, and more.

This volume explores and evaluates community-based literacy programs, examining how they bridge gaps in literacy development, promote dialogue, and connect families, communities, and schools. Highlighting the diversity of existing literary initiatives across populations, this book brings together innovative and emerging scholarship on the relationship between P20 schools and community-based literacy programming. This volume not only identifies trends in research and practice, but it also addresses the challenges affecting these community-based programs and presents the best practices that emerge from them. Collaborating with leading scholars to provide national and international perspectives, and offering a clear, birds-eye view of the state of community literacy praxis, chapters cover programming in a multitude of settings and for a wide range of learners, from early childhood to incarcerated youths and adults, and including immigrants, refugees, and indigenous communities. Topics include identity and empowerment, language and literacy development across the lifespan, rural and urban environments, and partnership programs. The breadth of community literacy programming gathered in a single volume represents a unique array of models and topics, and has relevance for researchers, scholars, graduate students, pre-service educators, and community educators in literacy.

This volume explores and evaluates community-based literacy programs, examining how they bridge gaps in literacy development, promote dialogue, and connect families, communities, and schools. Highlighting the diversity of existing literary initiatives across populations, this book brings together innovative and emerging scholarship on the relationship between P20 schools and community-based literacy programming. This volume not only identifies trends in research and practice, but it also addresses the challenges affecting these community-based programs and presents the best practices that emerge from them. Collaborating with leading scholars to provide national and international perspectives, and offering a clear, birds-eye view of the state of community literacy praxis, chapters cover programming in a multitude of settings and for a wide range of learners, from early childhood to incarcerated youths and adults, and including immigrants, refugees, and indigenous communities. Topics include identity and empowerment, language and literacy development across the lifespan, rural and urban environments, and partnership programs. The breadth of community literacy programming gathered in a single volume represents a unique array of models and topics, and has relevance for researchers, scholars, graduate students, pre-service educators, and community educators in literacy.

* This guidebook will address the breadth of community literacy programming in a range of early childhood to K-12 and adult education settings and rural and urban contexts * Serves as a field guide to supporting literacy-focused community programming, and addresses development, program delivery, administration, and evaluation * Includes case studies on a range of organizations * Written by top experts in field * Robust Appendices include tools, checklists, frameworks, action plan guides, literacy audit tool, procedural policies manual outline, and more.

In May 1881, students of Harvard University performed Sophocles' masterpiece, Oedipus Tyrannus, in the original Greek. Witnessed by 6,000 people, this performance was reported far and wide, and has gone down in theatre history as a huge success which excited almost universal enthusiasm. Henry Norman's 1882 book commemorates the performance, providing a record of permanent value for every student of Sophocles. Norman describes the background to the decision to stage the play, and presents key information on Sophocles and the characteristics of Greek tragedy. He then recounts the performance in detail, describing the aspects of the play which made it such a memorable experience, including the music, the setting and the scholarship. The book includes a transcript of the programme and illustrations showing some of the costumes and key moments of the play. It provides a fascinating contemporary account of this landmark in the modern revival of classical Greek theatre.