Projects include:

Introducing 21^st century literacies to future teachers through the Teacher Education Program. In fall 2001 21^st century literacy materials were introduced into UCLA's Teacher Education course, Principles and Methods of Computer Literacy and Classroom Application-K-12. Students were asked to observe a practicing teacher and reflect on how 21^st century literacies might be integrated into the demonstrated lesson. Findings will be reported to the teacher education community in summer 2003.

Reaching thousands of educators through the AT&T SBC Pacific Bell Knowledge Network Explorer 21st Century Literacies web site. This unique site offers a conceptual orientation to 21^st century literacies; links to information, media, cultural and other 21^st century literacy resources; more than 30 web-accessible K-12 21^st century literacies lesson plans; and a planning guide to assist educators in embedding 21^st century literacy principles into lessons they develop across grade levels and content areas. Launched in October 2002.

Reaching public librarians across California through the Training Program for Public Librarians. Public libraries, more than any other setting, assist a vast and varied constituency. Although historically public librarians have not viewed themselves as educators, the current environment is demanding of them a role-shift from information mediators to true educators who must provide training and instruction if they are to meet user needs in the 21^st century. As such, in March 2002 the Pacific Bell/UCLA Initiative developed a training manual and delivered workshops emphasizing 21^st century literacies content as well as training principles for adult and young learners, including parents and children, teens, staff, Spanish speakers, and older adults, in a variety of contexts. Download 21^st Century Literacies: Training of Public Library Trainers manual.

Are you e-literate? The Pacific Bell/ULCA Initiative commissioned the production of e-literate, a 15 minute educational video for teachers, librarians, community leaders, and parents to introduce 21^st century literacies to young people. E-literate addresses facts versus opinions, bias, and information reliability in a humorous yet provocative tone, resulting in broad appeal to multiple audiences including children, teens, college students and adults. More than 5000 copies have been disseminated to schools, libraries, colleges, universities and community centers in California as well as nationally. A recent survey elicited rave reviews for the value added to existing 21^st century literacy programs and curricula.

-Improving the Information System

The California Digital Library Adaptive Systems Project. In addition to user skills, 21^st century literacies imply the design of information systems that support-as opposed to hinder-intelligent engagement by the end user. Adaptive systems technology is one cutting edge approach, where different user profiles are constructed through vocabulary mapping and interface design. Using the rich content available on the California Digital Library's Online Archive of California database (http://www.oac.cdlib.org/dynaweb/ead), this project is testing the development of a separate interface for 4th and 12th grade students as well as their teachers in the area of history/social studies. For example, a 4th grade student searching for information might be presented with a highly graphical browse-friendly display, while a 4th grade teacher would be shown a more sophisticated, text-based interface. In all cases, the back-end information is the same. The goal is to demonstrate the potential of adaptive systems technology for further study and research.

Click here for Systems Design Resources.

-Addressing the Policy Issues

The digital divide has been predominantly expressed as a gap between those who have access to technology and those who have not. However, there is a range of other digital disparity gaps, including effective use of information; the ability for an information user to create as well as consume content; and the availability of relevant, appropriate, and affordable content.

In August 2002 the Initiative engaged experts on the digital divide, public policy and evaluation methods by asking: What are the key divide issues, what constitutes success and achievement in closing the gaps, and how can we measure outcomes in the future? The goal is to develop a list of indicators to measure the divide in its multiple manifestations as well as the numerous and varied efforts to close it. The resulting report will serve the community as an excellent education, advocacy and policy instrument, breaking new ground in our collective efforts to bridge the divide.

Click here for Re-evaluating the Bridge! report.