Fairfield’s Young Adult Literacy Labs Receive 2025 Divergent Award for Excellence | Fairfield University
Fairfield's Young Adult Literacy Labs Receive 2025 Divergent Award for Excellence Fairfield University
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The Young Adult Literacy Labs Program Receives the 2025 Divergent Award for Excellence in the Implementation of Literacy in a Digital Age
The Young Adult Literacy Labs program of the Connecticut Writing Project (CWP)–Fairfield was recently honored with the prestigious 2025 Divergent Award for Excellence in the Implementation of Literacy in a Digital Age. This award, presented by the Initiative for Literacy in a Digital Age, recognizes outstanding programs and initiatives that promote writing and digital literacy.
Emphasizing Collaboration, Publication, and Diversity
Under the leadership of Dr. Bryan Ripley Crandall, associate professor of educational studies and teacher preparation in the School of Education and Human Development, CWP–Fairfield offers programs that prioritize collaboration, publication, and embracing the diverse demographics of southern Connecticut. Students and teachers have the opportunity to showcase their work in an annual published anthology called POW!—Power of Words.
Dr. Crandall expressed his gratitude for the recognition, stating, “This award is a testament to the brilliance, creativity, hard work, and dedication to learning exhibited by our teachers and young people. It celebrates the success of our writers and acknowledges the exceptional educators who teach our programs.”
Awarding Excellence in 21st Century Literacies
The Divergent Award for Excellence acknowledges the crucial role of literacy in the digital landscape and honors those who adopt innovative pedagogies and research approaches. It recognizes the contributions of educators and scholars who have devoted their careers to the theoretical and practical study of 21st century literacies.
According to Dr. Shelbie Witte, senior director of outreach and teacher education at Oklahoma State University and founding director of the Initiative for Literacy in a Digital Age, “We received a record number of nominees for the 2025 class. The educators, librarians, community organizers, K-12 educators, college and career leaders, and students recognized by this award are transformative difference-makers in the field of literacy.”
Sharing Knowledge in the Literacy in a Digital Age Lecture Series
The honorees will have the opportunity to share their work as part of the Literacy in a Digital Age lecture series in April 2025.
Leadership and Collaboration
The literacy labs are currently led by Allison Fallon (Greenwich Public Schools), Tim Huminski (Easton-Redding Region 9), Stefania Vendrella (Greens Farm Academy), Abu Bility (Syracuse Academy of Science), and Dave Wooley (Stamford Public Schools). They are supported by Fairfield University alumni William King (Bridgeport Public Schools), Emily Diggs (Westport Public Schools), Jessica Baldizon (Bridgeport Public Schools), and Stefania Vendrella (Greens Farm Academy).
Continuing to Advance Writing Education
Through this recognition, CWP will continue to lead writing practices and programs under The National Writing Project, a collaborative network dedicated to advancing writing education.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship | – Number of young adults participating in the Young Adult Literacy Labs program – Number of young adults acquiring relevant skills in writing and digital literacy |
| SDG 5: Gender Equality | 5.5 Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life | – Number of female educators and scholars recognized for their contributions to literacy in a digital age |
| SDG 10: Reduced Inequalities | 10.2 By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status | – Number of diverse demographics represented in the programs offered by Fairfield University – Number of young people from diverse backgrounds participating in the programs |
| SDG 17: Partnerships for the Goals | 17.16 Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources | – Collaboration between Fairfield University and The National Writing Project in advancing writing education |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
SDG 4: Quality Education
The article highlights the Young Adult Literacy Labs program of the Connecticut Writing Project (CWP)–Fairfield, which emphasizes collaboration, publication, and embracing the diverse demographics of southern Connecticut. This program aims to provide relevant skills, including writing and digital literacy, to young adults.
SDG 5: Gender Equality
The article mentions the recognition of educators and scholars who have dedicated their careers to the theoretical and practical study of 21st-century literacies. While not explicitly stated, it implies that women are included in this recognition, contributing to gender equality in the field of literacy.
SDG 10: Reduced Inequalities
The programs offered by Fairfield University, including the Young Adult Literacy Labs, aim to embrace the diverse demographics of southern Connecticut. This demonstrates a commitment to reducing inequalities by providing equal opportunities for young people from different backgrounds to participate in literacy programs.
SDG 17: Partnerships for the Goals
The article mentions that Fairfield University collaborates with The National Writing Project, a collaborative network dedicated to advancing writing education. This partnership demonstrates a commitment to enhancing global partnerships for sustainable development.
2. What specific targets under those SDGs can be identified based on the article’s content?
Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
The Young Adult Literacy Labs program aims to provide relevant skills, including writing and digital literacy, to young adults. By participating in this program, young adults can acquire the necessary skills for employment and entrepreneurship in a digital age.
Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life.
The recognition of educators and scholars who have dedicated their careers to the study of 21st-century literacies includes women. This recognition promotes women’s full and effective participation in the field of literacy.
Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
The programs offered by Fairfield University, including the Young Adult Literacy Labs, aim to embrace the diverse demographics of southern Connecticut. By providing equal opportunities for young people from different backgrounds to participate in literacy programs, Fairfield University promotes social, economic, and political inclusion.
Target 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources.
The collaboration between Fairfield University and The National Writing Project demonstrates a commitment to enhancing global partnerships for sustainable development. By sharing knowledge, expertise, technology, and financial resources, they contribute to the advancement of writing education.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
The article does not explicitly mention specific indicators. However, some indicators can be inferred:
- Number of young adults participating in the Young Adult Literacy Labs program: This can be used to measure progress towards Target 4.4, as it indicates the increase in the number of youth and adults acquiring relevant skills.
- Number of young adults acquiring relevant skills in writing and digital literacy: This can also be used to measure progress towards Target 4.4, as it indicates the extent to which young adults are gaining the necessary skills for employment and entrepreneurship.
- Number of female educators and scholars recognized for their contributions to literacy in a digital age: This indicator can be used to measure progress towards Target 5.5, as it reflects the level of women’s participation and recognition in the field of literacy.
- Number of diverse demographics represented in the programs offered by Fairfield University: This indicator can be used to measure progress towards Target 10.2, as it shows the extent to which different age groups, sexes, races, ethnicities, and socioeconomic backgrounds are included in the programs.
- Number of young people from diverse backgrounds participating in the programs: This indicator can also be used to measure progress towards Target 10.2, as it reflects the social inclusion of young people from different backgrounds in literacy programs.
- Collaboration between Fairfield University and The National Writing Project in advancing writing education: This indicator can be used to measure progress towards Target 17.16, as it demonstrates the level of partnership and knowledge sharing between different stakeholders in the field of writing education.
4. SDGs, Targets, and Indicators
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Fuente: fairfield.edu
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