1. Workshop 4: Adolescents Literacy for All Nicosia, 5 September 2012

2. Workshop speakers Sari Sulkunen, PhD (University of Jyväskylä, FIN) o Member of the HLG o Chair of the workshop Professor William Brozo (George Mason University, USA) o Motivation and Gender Factors in Adolescent Literacy: Policy and Practice Implications Professor Christine Garbe (University of Cologne, GER) o Improving the quality of teaching and learning for adolescents: a focus on professional development for teachers

3. Workshop schedule 15:30-15:35 Introduction by Chair (HLG-member) 15:35-15:45 Presentation by HLG member on relevant chapter HLG report 15:45-15:55 Presentation Prof. Brozo 15:55-16:05 Presentation Prof. Garbe 16:05-16:45 Start discussion 16:45-17:00 Coffee break 17:00-17:30 Continue discussion 17:30-18:00 Conclusions – "Act now!"

4. Workshop objective The main objective of the workshop is to define concrete actions to be taken by different categories of actors in order to improve literacy levels in Europe.

5. Key questions: What measures at the national and EU levels could be taken to improve adolescents' motivation to read both in school and outside school activities? How can we involve peers and other role models to improve literacy skills, especially for boys? Any example of good practices at the national or EU level? What measures at the national and EU level can contribute to raise policy makers' awareness of the importance of introducing literacy-related objectives in the curriculum? How can secondary teachers be supported in becoming teachers of reading (in addition to being teachers of the specific subject content)? How can schools support adolescents to have a more active role in the development of literacy-related activities tailored to their own preferences and interests? Are there any good practices at national level?

6. HLG report Focus on Adolescents

7. Literacy for all ages 7 A literate environment A literate environment Quality of teaching Quality of teaching Participation and inclusion Participation and inclusion Young children Young children Primary school years Primary school years Adolescents Adults

8. Recommendations: the literate environment Involve parents Mobilise peers Use the digital environment Familiarise adolescents with the relevance of literacy skills in the workplace

9. Recommendations: Quality of teaching Involve all teachers in teaching reading/literacy Motivate struggling readers Use appealing materials and curricula

10. Recommendations: Participation and inclusion Reduce the gender gap

11. Key questions: What measures at the national and EU levels could be taken to improve adolescents' motivation to read both in school and outside school activities? How can we involve peers and other role models to improve literacy skills, especially for boys? Any example of good practices at the national or EU level? What measures at the national and EU level can contribute to raise policy makers' awareness of the importance of introducing literacy-related objectives in the curriculum? How can secondary teachers be supported in becoming teachers of reading (in addition to being teachers of the specific subject content)? How can schools support adolescents to have a more active role in the development of literacy-related activities tailored to their own preferences and interests? Are there any good practices at national level?