Perspectives on Literacy

Literacy Initiative with Dr. Karen Erickson

We welcomed Dr. Karen Erickson, nationally known consultant and Director of the Center for Literacy and Disabilities Studies, University of North Carolina, Chapel Hill, to our school for the latest series of workshops with staff and parents on March 6th and 7th, regarding the development of literacy abilities for all of our students.  Dr. Erickson has already met several other times with staff and parents during the school year ( January 2nd  and October 13.  The  following pictures were taken during her latest visit.  

For more information:

Literacy Discussion Web - You may want to also check out this discussion web, established for teachers and Dr. Erickson to exchange ideas throughout the school year.  (Note: Parents are welcome/encouraged to read the various discussions and related documents developed during this school year, but active participation needs to be limited to teachers.) 

Read about the Six (6) Conditions of Learning outlined by Dr. Erickson.

You may also want to checkout our 2005-06 School Improvement Plan, which addresses elements of the literacy initiative and our partnership with Dr. Erickson.

We welcome Dr. Karen Erickson to our school for a long-term partnership to help us develop literacy abilities for all of our students.  

Six Conditions for Learning

When Dr. Erickson spoke to the parents and staff at our school, she outlined six conditions for learning (thanking David Koppenhaver, Ph.D., Appalachian State University for his assistance and support in this effort):

Knowledgeable Others

Learners require a more knowledgeable other working with them to learn new skills and develop new understandings.

Means of Communication/Interaction

Communication at any level, intentional or not, must be encouraged.

Repetition with Variety

To learn a new skill and generalize it across contexts, instruction must provide repetition of the skill in a variety of ways.

Cognitive Engagement

Learning requires that the learner be engaged cognitively in the learning process - participation alone is insufficient.

Cognitive Clarity

Learners must know why they are doing what they are asked to do and what it will help them accomplish.  Teachers must know what it is they are asking learners to do and why.

Personal Connection with the Curriculum

Learners must find enough of themselves in the curriculum that they can relate the known to the new.

For more information about this, visit:

The Center for Literacy and Disability Studies
Department of Applied Health Sciences, School of Medicine
University of North Carolina at Chapel Hill
CB# 7335, TR# 46
(919) 966-8828
(919) 843-3250

On the Web at: www.med.unc.edu/ahs/clds (opens in new window)

Page updated: 05/01/2006