OneVille's principles: Difference between revisions
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When combined, our efforts are designed to help people in and around public schools to communicate a full range of key information to support young people. We propose that, | |||
a) | -Rather than only communicate about some aspects of young people’s development (e.g., a child’s score on a standardized test), we need to communicate about all necessary aspects of young people’s development; | ||
-Rather than only communicate with some people about the acts necessary to support a young person, we need to communicate with all necessary partners. This requires crossing boundaries of tech access/literacy, language difference, and prior background. | |||
Note too that we contend that the circulation of information needs to be multidirectional: getting information *from* a parent on a child’s situation is as important as getting information *to* her | Note too that we contend that the circulation of information needs to be multidirectional: getting information *from* a parent on a child’s situation is as important as getting information *to* her. | ||
Latest revision as of 13:43, 27 May 2011
When combined, our efforts are designed to help people in and around public schools to communicate a full range of key information to support young people. We propose that,
-Rather than only communicate about some aspects of young people’s development (e.g., a child’s score on a standardized test), we need to communicate about all necessary aspects of young people’s development;
-Rather than only communicate with some people about the acts necessary to support a young person, we need to communicate with all necessary partners. This requires crossing boundaries of tech access/literacy, language difference, and prior background.
Note too that we contend that the circulation of information needs to be multidirectional: getting information *from* a parent on a child’s situation is as important as getting information *to* her.