Digital artists have created a slew of literacy-themed texts using various combinations of photography, video, music, and writing. Creators of such forms regularly post these clips to online video-sharing sites like YouTube.com, where they provide audiences with diverse messaging about the significance and value of literacy. This review examines four such clips: "Literacy Empowers (Illiteracy Awareness Documentary), " "Bookwise Quotes: The Importance of Literacy, " "Reading Kills (Protesting Literacy at the RNC), " and "21st Century Literacy. " Each one addresses a different dimension of literacy and has been accessed several thousands of times. Whether these texts achieve their disparate purposes remains an open question, but what they argue and how they articulate their messages reveal how literacy is no less contested or open to (mis)appropriation in cyberspace than in more traditional cultural domains. While each begins with an implicit acknowledgement of the unrealized promises of literacies, none offer a coherent response to the enormous and asymmetrical challenges of creating critically literate global citizens.

As a distinct geographically situated production of public record of daily events that is often imbued with the ideals of the community it serves, the daily newspaper, and the editorial pages in particular, holds a powerful space in the collective mind as a forum and litmus for community opinion. This essay provides a case analysis of community opinion on sustainability and sustainable development in the small island nation of Bermuda through letters to the editor in the country’s daily newspaper, The Royal Gazette. These letters, published in that powerful space through invested and dynamic local media literacy sponsorship, illustrate the potential for effective discourse on environmental sustainability that, at least in Bermuda, constitutes productive community activism in its own right and also fosters additional literate social action.

The purpose of this paper is to describe the efficacy of early literacy interventions and to discuss possible roles for volunteer tutors in helping prevent reading difficulties within the Response to Intervention process. First, we describe a landmark study that evaluated the impact of primary classroom instruction on reducing the proportion of students at risk for reading failure, and a more recent series of studies exploring the effects of individualizing classroom reading instruction based on students' initial skills. Second, we review studies of more intensive early intervention to demonstrate how these interventions substantially reduce the proportion of students at risk. Third, we examine effective tutoring models that utilize volunteers. Finally, we discuss the potential role of community tutors in supporting primary classroom instruction and secondary interventions.

for Literacy Program Director, who helped to plan and facilitate this first Summit, whose goal was "bringing together more than 80 community leaders, scholars, and literacy experts to begin a national dialogue on improving and expanding