After more than three years of negotiations and intense involvement from many stakeholders, Member States of the United Nations agreed to a final version of the post-2015 Development Agenda – now known as 2030 Agenda. The new 2030 Agenda is a framework of 17 Sustainable Development Goals with a total of 179 Targets spanning economic, environmental and social development. They lay out a plan for all countries to actively engage in making our world better for its people and the planet.
Among those involved in the negotiations was the International Federation of Library Associations (IFLA) who helped to ensure that access to information, universal literacy, safeguarding of cultural and natural heritage, as well as access to Information and Communication Technologies (ICT) were strongly represented across the Agenda.
The IFLA is the leading international body representing the interests of library and information services and their users. It is the global voice of the library and information profession.
Read the full Agenda:
This American website seeks to build capable readers by promoting independent, self-selected reading remains key and recognizes that it takes a schoolwide culture to help reach that goal.
This page lists 25 valuable tips and ideas to help your school or district create a schoolwide reading culture that supports independent reading.
Today’s schools are experiencing a great deal of change. Just as the rest of the world’s political, social, economic, and scientific realities have been shifted by swift advances in information and communication technology, so too has education. These forces are altering the way people work, play and learn. Schools are being challenged to harness the unfamiliar yet incredibly fascinating opportunities presented by this transformation… all while ensuring students emerge with the skills they need, not only to survive, but to thrive.
Development of a Learning Commons addresses this challenge.
Read the Ontario Library Association’s Report here: Together for Learning
UK Lecturers in a teacher-training program on how “developing teachers’ subject knowledge of children’s literature can contribute to a child or young person’s enjoyment of reading” and how “teachers who read for pleasure have better book knowledge and feel more confident, calm and stress-free in the classroom.”Bowers, Jo and Davis, Susan. “Why teachers should read more children’s books.” The Guardian, July 25, 2013.
“Research suggests that a single “home run” book or series can create a voluntary reader.” Hager, Mike.
UK Children’s authors & illustrators support the elimination of national curriculum tests for 11 year olds: Garner, Richard.