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Members of an Innovation School committee from Florida Gulf Coast University and the School District of Lee County share their individual and collective perspectives on designing anew traditional public school as an inquiry-based innovation school through an articulated partnership. Perspectives are shared through the lens of narrative inquiry and combined through a categorial analysis. This paper focuses on the essentials the themes from our shared perspectives have addressed to date. Narrative expressions are used to identify the accelerators, barriers, and next steps.

The idea of a university literacy festival was conceived to connect students from Title I schools with young adult authors who focus their writing on diverse characters. The goal of the university literacy festival was to invite authors whose writing would represent strong, diverse characters that would allow students from Title I schools to see themselves and their culture through literature on a deeper level. When students are given the opportunity to meet the authors of books they read at a university literacy festival, it ignites imaginations and enables them to experience "story" in a real and immediate way.

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.

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]

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.