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This qualitative case study examined the effect of writing sessions, conducted at a university literacy festival, on the construction of college admission essays. Sessions were conducted by authors of multicultural young adult literature and university writing center staff and students. Each session focused on helping 132 high school students from Title 1 schools use their voice to share their social and cultural experiences. Essays and reflective responses from participants, authors, university writing center staff, and university freshman mentors were analyzed. Analysis of essays revealed four themes: overcoming hardship, involvement in academic and extracurricular programs, cultural and ethnic identity, and positive role models; analysis of reflections revealed three themes: an increase in confidence in writing, a new understanding that participants' stories could affect others, and barriers to attending college. Findings indicated that author and university writing sessions were effective in promoting writing strategies for under-supported high school students constructing college essays. [ABSTRACT FROM AUTHOR]

A university's literacy festival can promote reading and foster the idea that books make a difference, especially to undersupported students from Title I schools. A literacy festival featuring a variety of diverse authors presenting hands‐on workshops showcasing their literary craft can enable students from Title I schools to engage with the authors and can motivate students from diverse backgrounds to develop an excitement for reading. It can also motivate teachers and librarians to use literature that reflects their population to engage students in reading and can transform teacher candidates' understanding of students from diverse backgrounds. The authors describe how a university College of Education's literacy festival was implemented and explore how it provided an opportunity for children in low‐socioeconomic‐status communities to be exposed to books and authors of quality children's literature. [ABSTRACT FROM AUTHOR]

The article offers information on literacy festival which need for students to interact with authors to help engage in reading and writing. Topics discussed include literacy course which held in the College of Education (COE) at a university in southwestern Florida; festival involves variety of activities for students; include authors' perspectives and Impact on students from Title I schools and the benefits of participating in a university of literacy.

The article presents the author's views on project-based learning (PBL) which is an inquiry-based teaching method, highlighting her experience of using it in her eighth-grade language arts classroom in the U.S. He states that students lack enthusiasm towards language arts which calls for teachers to ensure that classroom learning is connected and relevant to students' lives. Also discussed are PBL's history, advantages and disadvantages, and student perception on PBL.