��ϱ�� Adolescent Literacy Network (NALN)

Vision statement

The ��ϱ�� 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.

Adolescents, often defined as students in grades 6–12, face a myriad of changes and challenges. During this time of physical, intellectual, emotional, and social growth, adolescents learn to interpret the world around them and their place in it. Literacy is crucial to helping adolescents navigate this time. Proficient reading, writing, speaking, and the ability to critically examine diverse perspectives are necessary to help students find and use their voices and meet challenges in both their personal and literacy lives.

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��ϱ�� NALN

How NALN began

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

The state of adolescent literacy in ��ϱ��

To identify strengths and challenges related to adolescent literacy in ��ϱ��, the steering committee executed a 3-pronged needs assessment. First, we interviewed adults around the state who support ��ϱ��’s teens. Second, we gathered achievement and demographic data about ��ϱ��’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 ��ϱ��”
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 ��ϱ�� 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 ��ϱ��.
- 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 ��ϱ��’s eighth graders read at the proficient level.
Based on , only a third of ��ϱ��’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 ��ϱ�� 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 ��ϱ��’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.