Snapshot 119
“From Pages to Progress”: Near-Peer Mentoring through Literacy Mentoring and Inquiry-Based Learning
Presenters: Chelsea Rivera, Cheryl R. Ellerbrock
This research is investigating the impacts of a donor-funded literacy mentoring initiative, by near-peer mentors, and an inquiry-based learning initiative in Title 1 underserved elementary and middle schools in Southwest Florida. Focusing on assessing the growth in students’ interests and attitudes towards reading, the study aims to explore how program design and participation influence literacy development. Additionally, it is seeking to identify ways in which these initiatives shape the attitudes of college-age mentors and young adolescent mentees towards literacies, civic engagement, and lifelong learning. The study will employ focus groups and individual interviews with mentors, mentees, parents, and administrators to gather insights, contributing valuable perspectives to educational research and practice. Using affect theory and drawing on the benefits of inquiry-based learning, this research on these initiatives contributes to the existing research on Middle Level Schools, Classroom Culture, & Learning Environment, most specifically in engagement and belonging; student motivation, and student voice.