Â鶹ӳ»­

Â鶹ӳ»­ Adolescent Literacy Network (NALN)

Vision statement

The Â鶹ӳ»­ Adolescent Literacy Network is a coalition of cross-agency partners building and bridging systems to help adolescents become fully literate individuals who are able to reach their goals.

Â鶹ӳ»­ NALN

How NALN began

In 2020, Dianna Townsend, Ed.D. at the University and Darl Kiernan, Ph.D., then at the Â鶹ӳ»­ Department of Education, participated in an event with the Ohio Adolescent Literacy Network and were inspired to start an adolescent literacy network in Â鶹ӳ»­. They wanted to create a connected community of adults who support teens with literacy and language development and enhance and increase support for Â鶹ӳ»­’s teens.

NALN steering committee

NALN’s steering committee includes educational leaders, expert teachers, teacher educators and librarians, all of whom are dedicated to collectively developing and executing NALN’s vision.

NALN’s coalition of organizations

NALN started as a partnership between the Â鶹ӳ»­ and the Â鶹ӳ»­ Department of Education, and has grown to include collaborations with ,  and .

Building a community for impact

As a group, the steering committee created a set of community agreements and a clear governance structure to guide our communication and goal-oriented activities. We promote honest and equitable communication around every action we take. All new collaborators are welcomed into our culture of equity and openness as we effect change for Â鶹ӳ»­’s adolescents.

The state of adolescent literacy in Â鶹ӳ»­

To identify strengths and challenges related to adolescent literacy in Â鶹ӳ»­, the steering committee executed a 3-pronged needs assessment. First, we interviewed adults around the state who support Â鶹ӳ»­’s teens. Second, we gathered achievement and demographic data about Â鶹ӳ»­’s adolescents and prepared an on the most important trends and needs in the state. Third, we held “listening sessions” with groups of teens to learn about their experiences and center their voices. Using all of these data sources, we honed NALN’s mission and began developing initiatives to meet that mission.

NALN’s current aims

  • NALN’s “north star” goal is to increase the percentage of adolescents who are fully literate from 45% to 65% by 2033, as measured by state standardized tests in literacy.
  • NALN’s current aim is to improve student engagement in reading and other literacy activities as a catalyst for literacy growth.

NALN’s initiatives and design teams

NALN initiatives currently underway to meet aims:

  • Development of a statewide teen writing magazine
  • Development of a statewide teen book club
  • A study to explore student engagement in response to research-based professional learning for secondary teachers
  • Creation of resources on the “state of adolescent literacy in Â鶹ӳ»­”
  • Support for professional learning leaders and teams of teachers working to engage students in critical academic language development

To execute current and future initiatives, representative experts, community members, and adolescents from around Â鶹ӳ»­ are invited to work on “design teams” to design and facilitate each initiative that supports NALN’s mission. Stay tuned for more information on each of our initiatives and design teams.


NALN Needs Assessment Findings

  • Needs Assessment: Collecting data on the "state" of adolescent literacy in Â鶹ӳ»­.
    • Statewide Quantitative Data: Demographics, Achievement Data, Risk Indices, etc. (REL collaboration)
    • Statewide Qualitative Data: Themes Generated from Empathy Interviews with Stakeholders

Themes from statewide data on adolescent literacy achievement

  • Based on , fewer than half of Â鶹ӳ»­’s eighth graders read at the proficient level.
  • Based on , only a third of Â鶹ӳ»­’s eighth graders read at or above the proficient level.
  • Prominent racial disparities exist, with the scores of Black, Hispanic, and American Indian/Alaskan Native students suggesting far fewer or lower-quality educational opportunities.

Themes from interviews of educators and leaders around Â鶹ӳ»­ who support adolescents

  • Teachers need sustained, research-based professional learning opportunities to support adolescent literacy.
  • Adolescents need choice and relevance in their reading and writing activities.
  • Social emotional learning is a critical component of supporting adolescent literacy.

Themes from listening sessions with Â鶹ӳ»­â€™s adolescents

  • Teens need diversity in approaches to support their literacy habits and purposes – one size does not fit all.
  • Teens wish teachers had more empathy and flexibility for their out-of-school lives.
  • Social media is not the “bogeyman” it’s made out to be.
  • Writing is really important to teens, and teens write for a variety of purposes.

Steering committee members

NALN
Dianna Townsend
Dianna Townsend, Ed.D.
Professor of Literacy Studies
(775) 682-7866
3058
6039
NALN
Alicia  Bowman
Alicia Bowman
NALN Steering Committee Collaborator | Improvement Specialist | WestEd, Region 15CC
6039
NALN
Julie Cooper
Julie Cooper
Treasurer | Southern Â鶹ӳ»­ Regional Professional Development Program
6039
NALN
Melisa Garcia
Melisa Garcia
Secretary | Washoe County Library System Librarian
6039
NALN
Lisa Johnson
Lisa Johnson
Steering Committee Member at Large | Washoe County School District
6039
NALN
Darl Kiernan
Darl Kiernan, Ph.D.
Vice-President | Â鶹ӳ»­ Department of Education to Northeastern Â鶹ӳ»­ Regional Professional Development program
6039
NALN
Rachel Knecht
Rachel Knecht
Graduate Student
3050
6039
NALN
Sarah Negrete
Sarah Negrete, Ph.D.
Steering Committee Member at Large | Northeastern Â鶹ӳ»­ Regional Professional Development Program
6039
NALN
Shaughn Richardson
Shaughn Richardson
Steering Committee Member at Large | Washoe County School District
6039
NALN
Mark Rincon
Mark Rincon
Education Programs Professional | Â鶹ӳ»­ Department of Education
6039

Agency partners

Â鶹ӳ»­ Adolescent Literacy Network LogoComprehensive Center Network Â鶹ӳ»­ Department of Education LogoWashoe County Library System Logo