Currents in Literacy

A Model for Literacy: Students Writing for Students

An Interview of Elizabeth Gilmore by Barbara L. Govendo

Literacy issues in educational institutions across the Commonwealth have received heightened attention in recent months. Education reform, the Massachusetts Curriculum Frameworks, and the MCAS results have been the subjects of much public debate. Meanwhile, teachers are investigating and pursuing various methods to achieve teaching and learning goals in ways that will engage their students' attention and encourage their best efforts in this arena.

One effective approach for focusing on both literacy and science goals which could serve as a model for school-based projects is the Greenspeak Program and newspaper, a product of the Global Habitat Project. I recently spoke to and exchanged e-mail with Elizabeth Gilmore, founder and director, about the Global Habitat Project and Greenspeak.

What is the Global Habitat Project?

The Global Habitat Project is a non-profit organization that was founded in 1991 for the purpose of promoting environmental awareness throughout the urban minority youth community. Its mission is to excite and inform youngsters about the natural world and is realized through Greenspeak, a publication in which high school students write for younger children on environmental topics such as recycling, water, energy, plants, endangered species, and natural phenomena. Greenspeak's themes are consistent with concepts addressed in the Massachusetts Curriculum Frameworks.

We currently have forty-two student writers (grades 8 to 12), many of whom are organized into writing teams with one student writer serving as team leader. We have 25,000 readers (grades 2 to 10) in 515 classrooms in the following school systems: Boston, Chelsea, Somerville, Lynn, Everett, and Cambridge. The Greenspeak newspaper was started in 1994 for students in grades 5 and up, and it was joined in March 1998 by a sibling publication, Greenspeak Jr., which is for students in grades 2 and up. Thanks to funding by local foundations and corporations, our materials are available at no charge to the school systems we currently serve.

There are many ways that schools and communities recognize and encourage youngsters who achieve academically: honor societies, essay awards, and scholarships. Why did you choose to focus your writer search on children with as-yet-unrecognized talent?

We believe that urban public schools are full of bright, motivated students who thrive when given the opportunity to become "educators." It also seems to us that children learn most quickly from one another. In launching the Greenspeak program in 1994, we went into the Boston Public Schools and recruited twelve racially diverse high school students. We looked specifically for students with no prior interest in the environment, and for whom English was a second language. Dozens of early articles were written in first languages such as Spanish or Vietnamese and then painstakingly translated to English by the students. We also sought youngsters who were not "shining stars," students who might be likely to slip through the cracks. We offered them opportunities to improve their written skills, to represent their local urban school and ethnic/linguistic community, and to impact the classroom experience of younger children in language arts and science. We invited these students to come together on behalf of what is, to young people, almost automatically common ground: the natural world.

Children in urban areas may not have access to as many green environments as children in more suburban areas. Teachers are often stymied as to how best to interest their students in environments beyond their experience. Have you found it difficult to interest students in writing about science and the environment?

Children don't need to have a backyard or even access to a green space in order to learn to love the environment. This love -- an instinctive wonder about the natural world -- is already in them. The environment is a unifying force among young learners; they are fascinated by its juicy, mysterious details which inspire descriptive language and excellent reading! Plus, the connection of high school writers and younger readers was instantaneous. This boosted the confidence of the high school writers as they became journalistic role models.

How have you addressed teachers' need for information about your topics?

We provide teacher resources for each newspaper. Understanding that teachers might want to use these materials beyond the science unit, we have worked to make Greenspeak a launching pad for additional classroom projects in language arts, science, social studies, art, and music. We have employed several teachers to create Greenteach guides for each issue which include additional projects, reproducibles, bibliographies and interesting Internet sites. For example, the amphibians and reptiles issue included "Amphibian Arithmetic," an activity in which student pairs list facts about amphibians. They then create math word problems which include these facts to exchange with other student pairs.

The results of last spring's MCAS testing were a big concern for educators around the Commonwealth. The scores in general were disappointing and clearly highlighted the disparities that exist in our schools. Not surprisingly, there appeared to be a definite correlation between test scores and community wealth. I believe that a major benefit of using the environment as a theme -- with its universal appeal to youngsters -- is that Greenspeak is well positioned to provide knowledge and reinforce skills which may help to level the playing field. Children learn best when they're drawn to the subject matter.

By using the environment as a theme, students were not only excited and curious but they felt like experts. Many had immigrated to Boston from environmentally devastated parts of the world. Several students had come from areas experiencing overpopulation; others had watched as beaches and marine life had been destroyed by oil spills; still others had lost family farms to soil erosion. Our core dynamic encourages students to raise questions, investigate, communicate, read, write, and learn; the topic pulls them in! All children affect, and are affected by the environment, regardless of their socioeconomic level.

I have found that a project's purpose often becomes wider and richer when students become involved. Their enthusiasm for learning can transform a project into something much bigger than intended. Did that happen here?

At first glance, this simply looks like an environmental publication. The newspaper looks attractive and inviting: we've made every effort to reflect the excellence of the students' work in high quality paper and crisp, clear images. But the Greenspeak model is, in fact, a tremendous source of pride for a number of reasons. It translates teamwork, mentorship, and scientific information into leadership skills, community service, and teacher support. Whether one is a writer or a reader, the Greenspeak model offers all youngsters a chance to showcase talents and concerns, improve self-esteem, and sharpen academic skills.

Educators today are asked to be more accountable for their teaching materials and methods. It would be important to know how the newspaper is used in classrooms. How do you evaluate Greenspeak's impact on subscribers and teachers?

Each year, a questionnaire is distributed to every Greenspeak classroom as well as to each after school or environmental group who uses the publication. The rate of questionnaires returned was remarkably high (about 78%), indicating an unusual relationship between Greenspeak and its readers. We found that early questionnaires, which asked basic, simple questions, yielded positive responses to every question. This was comforting to our fledgling effort, but we soon learned to design a questionnaire which -- without taxing teachers' precious time -- yielded juicier details.

Readers and teachers were asked to rate Greenspeak's performance in such areas as: themes, clarity, readability, choice of activities/games, memorability, fun, age-appropriateness, reading level. This helped to fine-tune the overall editing. Next, offering a list of themes covered to date, we asked which themes teachers had preferred and which new themes were needed to support teaching activities and classroom curricula. This unearthed ideas for many new themes and indicated which were of greatest common interest.

One goal of the Massachusetts Curriculum Frameworks is to promote connection-making in students, the understanding of "...the many ways in which knowledge, concepts, and skills are connected in their lives" (Common Chapters, 1996, p. 7). This can be accomplished through an interdisciplinary approach, teaching across the curriculum. How do teachers and students perceive Greenspeak's uses in the classroom?

Teachers were asked whether they and their students thought of Greenspeak as a) environmental information, b) science, c) language arts, d) recreational reading, e) a combination, or f) other. Time and again, teachers checked e) a combination. Many scribbled margin notes to this effect: "so great to be able to link language arts and science!" Under "other" uses, teachers came up with their own wonderful suggestions: "great for starting discussions," "basis for read-and-respond exercises," "journal keeping," "read aloud," "public speaking," and "civic engagement." Greenspeak was, of course, delighted to pass these great ideas on to hundreds of other Greenspeak classroom teachers.

It seems to me that the Greenspeak model -- older students writing about the environment for younger children -- can be used within a school district or in a single school. Can students also write for younger students on topics other than the environment, for instance, math, social studies and literature?

Absolutely! There's no doubt in my mind that students have much to teach us about teaching and learning.

For more information please contact: Greenspeak, 55 Reservoir Street, Cambridge, MA 02138; phone: 617-868-5760, or fax: 617-868-9725, or habitat@greenscreen.org

Elizabeth Gilmore, B.A. is Executive Director of the Global Habitat Project which publishes Greenspeak and Greenspeak Jr., educational resources for urban elementary and middle school students. She also advocates for the health and education of children worldwide in her work as a UNICEF leader.

Barbara Govendo, Ph.D. is an Assistant Professor in the School of Education at Lesley University, with a concentration in special education. Her professional interests include educational collaboration, literacy, and effective instruction for all students.