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Fewer Parents are Reading to Their Kids—and Why It Matters
A dramatic decline in reading for pleasure in the United States has fewer American parents reading aloud to their children — and experts warn the consequences can be dire. “It builds connections,” Carol Anne St. George, an expert in early literacy at the University of Rochester’s Warner School of Education and Human Development, recently told The74 for an article citing a 41-percent decline in parents reading to children daily. “People talk about text to text, text to world,” St. George said, “and those are the kinds of things that help children cognitively think and classify their world around them.” Many young parents grew up in an education system focused on reading as a means to testing and building skills rather than enjoyment. As a result, St. George worries, they often view reading to their young as an obligation rather than a joy and a time to bond. Experts say an increased reliance on screens and digital content and time pressures and competing demands on families have also fueled the decline. St. George notes that children benefit greatly from being read to regularly. The advantages of early literacy include: • Having a more robust vocabulary and stronger communications skills. • Being better prepared to learn in school. • Having a closer relationship with their parents. • Higher academic achievement and better health outcomes later in life. What Parents Can Do St. George advises parents to: • Let children choose books they enjoy. • Make reading part of a daily routine and that bedtime is ideal. • Focus on fun and connection. • Model good reading behavior because children mimic what they see. St. George is available for media interviews and can be reached by contacting Theresa Danylak, the director of communications at the Warner School, at tdanylak@warner.rochester.edu.
As April marks Autism Acceptance Month, journalists looking to move beyond awareness and into meaningful storytelling have access to a diverse group of experts from the University of Delaware. From innovative health technologies to classroom strategies, mental health support and adulthood transitions, these scholars offer fresh, research-backed perspectives on what it means to support autistic individuals across the lifespan — and why the conversation is evolving. Reimagining Health Through Technology and Inclusion Daehyoung “DH” Lee Assistant Professor Dr. Lee is exploring how technology can close health gaps for individuals with intellectual and developmental disabilities. His work focuses on mobile health apps and wearable devices — including a gamified intervention designed to improve physical, mental and cognitive health outcomes. Story angles: How gamification and wearable tech are transforming health outcomes for autistic individuals The future of inclusive digital health tools Addressing disparities in physical activity and wellness Why Motor Skills Matter in Autism Anjana Bhat Professor A leading researcher on motor development in autistic children, Dr. Bhat has spent years advancing understanding of how motor challenges impact daily life. She was recently named a Catherine Worthingham Fellow for her contributions to the field and for elevating the role of physical therapy in autism care. Story angles: The overlooked link between motor skills and autism Why physical therapy should be part of early intervention New research reshaping how clinicians and families approach care Centering Lived Experience in Education and Development Sarah Curtiss Assistant Professor Dr. Curtiss examines how to build programs that truly support autistic youth by grounding them in lived experience. Her work spans social development, sexuality education, family dynamics and the transition to adulthood — always with a focus on resilience and real-world context. Story angles: Rethinking how schools support autistic students beyond academics Conversations around sexuality education and autism What successful transitions to adulthood really require Preparing Educators for Complex Needs Sarah Mallory Assistant Professor With expertise spanning the School of Education and the Center for Disabilities Studies, Dr. Mallory focuses on preparing educators to work with students who have significant behavioral and academic needs. Her work also includes empowering individuals with developmental disabilities to make self-protective decisions and navigate complex social situations. Story angles: Supporting students with intensive needs in today’s classrooms Teaching self-advocacy and safety skills Training the next generation of special education professionals Mental Health and Systems-Level Support Alisha Fletcher Director, Delaware Network for Excellence in Autism A licensed clinical social worker with more than 20 years of experience, Fletcher leads efforts to support professionals and families across Delaware. Through training and technical assistance, she addresses the mental health and service needs of autistic individuals across settings. Story angles: The growing demand for autism-informed mental health care Supporting families navigating complex service systems Building statewide networks that improve outcomes Why This Matters Now As acceptance grows, so does the need for deeper, more nuanced coverage. Autism is not a single story — it intersects with health care, education, technology, family life and public policy. These experts can help audiences better understand those intersections and highlight solutions that are already making a difference. To contact any of these experts, please email MediaRelations@UDel.Edu.
Your Retirement Reset: My New Book will Be in Stores on Sept. 8th
This one has been a long time coming. My new book, Your Retirement Reset: How to Convert Home Equity into Financial Security, published by ECW Press, finally has a publication date. Why I Wrote This Book I have spent decades watching far too many older Canadians carry unnecessary financial stress into what should be a more secure and dignified stage of life. Throughout my career as a mortgage broker, business owner, and later as an executive at HomeEquity Bank, I saw the same painful pattern again and again: people who had worked hard, paid down their homes, built real equity, and still felt trapped. Many were living with fear, cutting back on basic pleasures, worrying about every bill, and feeling ashamed that they had not “saved enough.” Meanwhile, a major asset was sitting right beneath their feet. What struck me most was this: younger homeowners often see home equity as a financial tool, but many retirees do not. For many older Canadians, the idea of borrowing against their home feels frightening, even when it could improve their quality of life and help them stay independent. This resistance is not just about math. It is emotional. It is psychological. And it is deeply tied to identity, security, family, and fear. The Retirement Problem We Are Not Talking About Honestly Enough The old retirement script is failing too many people. We are living longer. The cost of living keeps rising. Private sector pensions have largely disappeared. Healthcare and long-term care costs are real concerns. And many people reaching retirement are discovering, far too late, that the traditional advice to simply save, downsize, and make do does not reflect today’s reality. At the same time, most older Canadians want to age in place. They want to remain in the homes and communities they know and love. They do not want to be pushed into selling, renting, or moving in with family unless they truly choose that path. Yet many are gripped by what I call FORO — Fear of Running Out. That fear shapes countless decisions and robs people of peace of mind. It’s actually rooted in neuroscience and the way we’re wired to behave as we do. I’ve posted about this here in my newsletter and Substack a lot. Because it’s important. This is not a fringe issue. It is a national issue. And it deserves a more honest conversation. Why This Book Matters for Canadians 55+ There is a critical gap in this country when it comes to retirement literacy. Many Canadians over 55 have substantial value tied up in their homes, yet traditional retirement advice often does not seriously incorporate home equity into the conversation. At the same time, the information people do find is often fragmented, biased, overly technical, or scattered across lenders, planners, brokers, lawyers, accountants, media stories, and well-meaning family members. That leaves people vulnerable. They may rely on outdated assumptions. They may wait too long to explore options. They may make decisions out of fear rather than clarity. And because older adults usually do not have decades to recover from a financial mistake, the stakes are high. I want to be direct about this: one wrong decision later in life can be extremely hard to reverse. Seniors need unbiased, transparent information they can actually trust. I wanted to create a resource that is practical, plainspoken, and empowering. Not a sales pitch. Not a jargon-filled textbook. Not a one-size-fits-all solution. What I Hope This Book Will Accomplish I hope “Your Retirement Reset” helps Canadians 55+ do a number of things. First, I hope it helps people understand their options more clearly. Too many retirees only hear about a narrow set of choices. I want readers to see the full landscape and understand how different strategies work, including the pros, cons, and trade-offs. Second, I hope it helps people replace fear with confidence. Retirement should not be defined entirely by scarcity thinking. When people understand how to use all of their assets strategically, including home equity, they can make decisions from a position of strength rather than panic. Third, I hope it helps families have better conversations. One of the great hidden challenges in retirement planning is communication. Adult children often mean well, but they may not understand the emotional reality of aging, independence, or financial vulnerability. These conversations matter, and they are often avoided until a crisis forces them. This book is meant to encourage healthier, earlier, and more respectful dialogue. Fourth, I hope it helps more older Canadians protect their dignity and independence. To me, this is the heart of the matter. As I work through my current MBA studies, my life today is filled with spreadsheets. But retirement shouldn’t be. It is about autonomy, confidence, lifestyle, peace of mind, and the ability to live on your own terms for as long as possible. The Information Gap Nobody Is Filling One reason I felt so compelled to write this book is that the resources simply are not where they need to be. There is no shortage of opinions in the marketplace. But there is a shortage of clear, balanced, accessible education specifically designed for older Canadians trying to navigate retirement in the world as it actually exists now. Many books in this category are dated, narrowly focused, or too technical for many of the people I speak with. And it’s to be expected that much of the consumer-facing content around financial products like reverse mortgages comes from lenders themselves. Many seniors are left trying to piece together a life-changing financial strategy from disconnected advice and Google searches. That is the gap I am trying to fill. Canadians need impartial, balanced information they can trust — especially around home equity strategies and retirement financing. I believe Canadians deserve better than that. They deserve a resource that speaks to them in plain language, respects their intelligence, acknowledges the emotional complexity of these decisions, and gives them practical tools to move forward. We Need a More Modern Retirement Roadmap This book is built around a simple idea: retirement planning cannot just be about accumulating savings. It also has to be about learning how to use those resources wisely. That includes understanding how to: • create income • manage spending • shelter income from unnecessary tax pressure • protect savings from fraud and bad decisions • evaluate whether home equity should play a role in your retirement strategy These are the pillars I keep coming back to. They reflect what I believe Canadians in this stage of life truly need. I want readers to come away not just informed, but steadier. More capable. More hopeful. This Is Personal for Me I am part of this demographic myself. I understand the questions, the transitions, the uncertainty, and the pressure. I also know from lived experience that retirement is not simply a financial event. It is a life event. It affects your confidence, your relationships, your routines, your health, and your sense of who you are. That combination — professional experience and personal experience — is exactly what I bring to every page. That is why I have approached this book not simply as a finance book, but as a practical guide for real people facing real decisions. My hope is simple: that this book helps more Canadians 55+ move into the next chapter of life with greater knowledge, less fear, and a stronger sense of possibility. Because retirement should not just be about getting by. It should be about living with confidence, dignity, and choice. The Book is Now Available for Pre-Order If this message speaks to you, or to someone you love, I hope you will pre-order a copy of Your Retirement Reset. Available September 8, 2026. PRE-ORDER NOW: https://ecwpress.com/products/your-retirement-reset And if you love supporting Canadian booksellers, please also check with your local independent bookstore. Most can easily order it for you. Don’t Retire… Re-Wire! Sue
Pope Leo XIV's first year as leader of the Catholic Church was marked by observation, listening and careful communication, and was largely devoid of major doctrinal or political action. As reasonably expected of a new pontiff, he issued his first major document—the apostolic exhortation Dilexi te. He also embarked on his first international trip, traveling to Türkiye and Lebanon, where he celebrated the 1700th anniversary of the Council of Nicaea. But perhaps publicly overlooked was his elevation of a 19th-century saint to Doctor of the Church—a designation reserved for saints found to have made significant contributions to doctrine and spirituality through writings and teachings. After approving it in July 2025, Pope Leo issued that designation to St. John Henry Newman on All-Saints Day, making him only the 38th individual given the title. "The move to make St. John Henry Newman a Doctor of the Church was already underway, but Pope Leo verified it and actually carried it out, bringing Newman into a newfound kind of prominence," said Michael Moreland, PhD, professor of Law and Religion at Villanova University Charles Widger School of Law, and a scholar of St. Newman. A Bridge Between Anglican and Catholic Theology Newman, considered an influential individual in the shaping of modern Catholic theology and education, was not always Catholic. Born in England in 1801, Newman became an Anglican priest in his mid-20s. He later was a prominent leader of the Oxford Movement—one intended to recover elements of traditional Catholic heritage in Anglicanism. It led to the birth of Anglo-Catholicism and caused many Anglicans to convert to the Roman Catholic faith, including Newman himself. Newman was received into the Catholic Church in 1845 and was ordained a Catholic priest in 1847. He would go on to become an influential theologian for his contributions to the ideas of faith, conscience and doctrine. "He established what he called the 'evolution of the doctrine'—the idea that the deposit of faith is not something immobile, but something that grows in awareness over time," said Luca Cottini, PhD, professor of Italian Studies at Villanova University. "He [Newman] was also a person of the university; an intellectual," said Dr. Moreland. "He was known for his voluminous writings on all kinds of issues, including his famous book 'The Idea of a University.'" In 1878, Pope Leo XIII made then-Father Newman—who was not even a Bishop at the time—a Cardinal. Like the current Pope Leo, the elevation of Newman was one of Pope Leo XIII's first acts of government. "It's an astonishing resemblance between our current pope and his namesake," Dr. Cottini said. "Both recognized this important theologian and his contributions to Catholicism within the first year of their papacy." Newman died in 1890 and is remembered as an influential theologian, scholar and an important bridge between Anglicanism, Catholicism and the modern world. He was beatified in 2010 by Pope Benedict XVI and canonized by Pope Francis in 2019 before Pope Leo XIV elevated him to Doctor of the Church. Newman's Promotion Shrouded in Significance Beyond its relative rarity—only five individuals have been promoted to Doctor of the Church since 1971—Newman's elevation is significant in many ways, according to Dr. Moreland. "He was an Anglican by birth who converted to Roman Catholicism," he said. "He was someone from the English-speaking world, not from continental Europe, and he was from the 19th century, which is relatively recent in this context." Newman is only the second Doctor of the Church from England, and aside from Thérèse of Lisieux, born in 1873, is the only Doctor of the Church born after 1700. Beyond the significance related to Newman himself, Pope Leo's recent action underscored a critical focus of the Church, and evidenced its personal importance to the pontiff himself. "It highlighted Newman's role in education," Dr. Moreland says. "That is something Pope Leo has been formed by in important ways: as a seminary rector, seminary professor and as part of the Order of St. Augustine, which values education highly." At the Mass elevating Newman to Doctor of the Church, Pope Leo also named Newman a co-patron saint of Catholic Education, joining 13th-century priest and theologian St. Thomas Aquinas. He then added Newman’s feast day of October 9—the day he converted to Catholicism in 1845—to the General Roman Calendar, thus bringing his memorial to the global Church. "I think Pope Leo elevating Newman to a Doctor of the Church, along with these subsequent actions, signifies the emphasis he is going to place on education during his papacy," Dr. Moreland said.
Finding joy in learning: How lighthearted moments transform English as a Foreign Language classrooms
In classrooms, not every meaningful learning moment can be planned. At the University of Delaware, educator and researcher Chad Davidson is exploring how spontaneous, lighthearted interactions between teachers and students can open the door to deeper understanding in real time. His recent paper in Language Teaching and Educational Research, "Exploring Spontaneous Acts of Lightheartedness in EFL Classrooms: A Reflective Duoethnography", examines how these unscripted moments – rooted in trust, positivity and a willingness to embrace the unexpected – help create environments where students feel comfortable taking the risks essential to learning. In this Q&A, Davidson discusses the inspiration behind his research, what he’s discovered about these classroom dynamics and how they could shape teaching practices moving forward. Q: What is the focus of this research, and why is it important? Davidson: Spontaneous acts of lightheartedness promote real-time learning because it's being open to the unknown in positive ways since the true dynamic of every classroom brings continuous unknowns: A teacher never knows 100% how the students will react (these students, in these moods, on this day, etc.), how quickly they will learn or pick up on something or not. A teacher, hence, spontaneously responds in real-time to the until-then-unknown student reactions in order for those particular students best to then grasp the concept or skill that is the present goal (or “learning objective”) that those students grasp. The hope is that the teacher's spontaneous response (as it often is with many teachers) is positive and lighthearted in order to foster students to also be open to such unpredictability in the classroom and to foster students' comfortability with the vulnerability to be open to taking spontaneous risks that are necessary for that transformation that we call learning – transforming from lack of knowledge to knowledge, from lack of understanding to understanding, from lack of mastery to further mastery. Q: What are some key findings or developments? Davidson: Realizing the essential features that make up spontaneous lighthearted classroom acts; for example, these acts must include trust of the student(s) and from the student(s), and the acts must have good-intentions of creating or maintaining a relaxed environment conducive to safely taking risks for potential learning. Q: How could this work potentially impact the field or the wider public? Davidson: This could foster this act type in classrooms. That is, hopefully more teacher-practitioners will allow themselves and their students to freely enact these in their daily in-class teaching/learning-attempts. Q: What are the next steps or upcoming milestones in your research? Davidson: We incorporated some valuable insights of Mexican philosopher Jorge Portilla. While there is a glut of usage of German, French, British and American philosophers, there is almost no usage of Hispanic or Latin American philosophers in education literature. It would be great to do more work that makes use of the profound thought in the works of Latin/Hispanic philosophers. For me, this would be continuing to go more deeply in applying Jorge Portilla's thought to philosophy of education, such as to classroom management. ABOUT CHAD DAVIDSON Instructor Chad C. Davidson has a Ph.D. in curriculum and instruction with an emphasis in philosophy of language education. He has 17 years of language teaching experience, primarily in teaching and curriculum creation for English for Academic Purposes at various colleges and universities across America (University of Delaware, Kansas State University, Georgia Tech, North Orange County Community College, Johnson County Community College), in Russia (Udmurt State University), and in Turkey (Mus Alparslan University). Moreover, he has studied languages at the following universities abroad: Universidad Autónoma de Guadalajara in Mexico, Universidade do Porto in Portugal, and Aristotle University of Thessaloniki in Greece. To speak with Davidson about his work and the importance of spontaneous acts of lightheartedness, reach out to MediaRelations@udel.edu.
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How a UF reading program is reaching classrooms worldwide
For more than 25 years, Holly Lane, Ph.D., has been laser-focused on a global educational goal: to ensure that students worldwide have access to information about reading. Her passion project, known as the University of Florida Literacy Institute, or UFLI, has already improved the literacy skills of more than 10 million children. What began as a modest classroom tool now has a Facebook community of over 273,000 members; 18 million online toolbox views; and more than 500,000 instructional manuals in classrooms. And as the UFLI brand gains traction, Lane continues to champion what the acronym means and why the program has been so life-changing. “When you learn to read, you fly,” said Lane, who serves as the UFLI director and a professor of special education at UF. UFLI is an ongoing effort by UF faculty and students to improve literacy outcomes for struggling students by addressing two key areas: reader development and teacher development. The program began in 1998 as a tutoring model for beginning readers working with Lane’s pre-service teachers. The idea was that, if teachers understood how to employ effective, evidence-based practices in a one-on-one tutoring session, they could transfer those skills to their small-group or classroom instruction. However, some teachers struggled to make that transition, so a dedicated small-group lesson model was created. That foundation eventually expanded into a dyslexia support program and caught the attention of a surprising partner, best-selling author and philanthropist James Patterson. Known worldwide for his literacy advocacy and generous support of reading initiatives, Patterson has become a key benefactor for the program. When the COVID-19 pandemic hit, a challenge turned into a breakthrough. UFLI started its Virtual Teaching Resource Hub and, in the first week, about 70,000 teachers visited the site and downloaded materials. The turning point came when a school in St. Augustine reached out to UFLI, asking for professional development. “I said, ‘Well, what if we planned the lessons for you instead of teaching you how to plan these lessons?’” Lane said. What followed was what Lane called her “accidental phonics program.” “They ended the year with the best scores they'd ever seen, better than their pre-COVID scores, and that was unheard of,” Lane said. That success led to an effective district-wide pilot in Alachua County with 21 elementary schools. UFLI leaders decided to publish the contents of the program and create a manual that individual teachers could purchase. This concept boomed, and the program even made waves overseas. “Starting with the virtual teaching hub… we had a huge following in Perth and in Melbourne, and now we have an Australian edition of the manual,” Lane said. “We’ve been in every state and every Canadian province and territory, but we're also now in something like 60-some other countries.” Patterson has continued his support by directing efforts toward expanding UFLI’s reach in Florida, aiming to bring the program to every district in the state. Looking ahead, Lane is especially excited about UFLI’s new technology. “We're calling it our assessment and planning portal,” Lane said. “Teachers assess two skills a week, and they enter their data into this program and it spits out small-group lesson plans for the following week that target specific needs of their students.” The data input system is highly advanced, requiring the teacher to simply hold up work in front of a webcam, and the system then reads the student handwriting and imports the data. The program’s structure also ensures that students apply new concepts daily and revisit them regularly. But behind it all is a deeply connected community. For Lane, the success of UFLI boils down to people. “We have an amazing team here,” Lane said. “If anything, that's my superpower, finding really good people who are really good humans but also really good at what they do.” For more information about UFLI, visit ufli.education.ufl.edu.
With lasers, smoke and a wind tunnel, UF helps federal agency investigate deadly Hurricane Maria
As Floridians brace for hurricanes amid the wild weather of 2025, some University of Florida researchers have their eyes on 2017’s Hurricane Maria, the deadly Category 4 storm that pummeled Puerto Rico. Engineering professor and natural hazards researcher Brian Phillips, Ph.D., is leading UF’s efforts in a Hurricane Maria investigation conducted by the National Institute of Standards and Technology, known as NIST. The goal is increased safety and resilience amid deadly conditions. Maria killed nearly 3,000 people and caused more than $90 billion in damage. Most of the island’s wind sensors and weather stations failed as the storm raged, leaving responders and investigators with few reliable weather measurements. What went wrong? Phillips and UF storm researchers are helping answer that question — and provide safety and structural recommendations — as part of NIST’s Hurricane Maria investigation. The full report will be released in 2026, but NIST recently published preliminary findings; some of the hazard and structural load data was derived from wind tunnel tests at UF's NHERI Experimental Facility in the Powell Family Structure and Materials Laboratory on UF’s East Campus in Gainesville. “Our wind tunnel has a strong reputation in the wind-engineering community for its unique flow control and measurement capabilities We worked with NIST to develop a test campaign to study the wind conditions Puerto Rico’s mountainous terrain and the resulting loads of critical infrastructure,” said Phillips, a civil and coastal engineering professor with UF’s Engineering School of Sustainable Infrastructure & Environment. “UF,” he added, “has one of the premier research wind tunnels in the country and it enables us to pursue impactful research like this.” As part of the NIST investigation, Phillips and his team created 1-to-3100 scale topographic models of regions in Puerto Rico — about 12 kilometers shrunk down to four meters, Phillips said. They set up those models in the wind tunnel and replicated wind flow over the topography. “These initial tests were designed to understand the influence of the complex topography had on the wind,” Phillips said. Flow was measured using velocity probes and particle image velocimetry (PIV). These topographic model tests were followed by 1-to-100 scale tests on models of two hospitals in Puerto Rico. In addition to surface pressure measurements, the team conducted qualitative flow visualization tests using smoke, lasers, and high-speed cameras. “The capabilities of the UF wind tunnel enabled us to investigate the hurricane winds at two different scales,” said NIST’s lead Hurricane Maria investigator, Joseph Main, “so we could measure how the winds were accelerated by Puerto Rico’s mountainous topography and then how those winds translated into loads on critical buildings.” Maria’s flooding blocked roads to hospitals and shelters. The hospitals themselves were heavily damaged by the storm, NIST reported. Reduced access to healthcare was a major factor in the death toll. “It's good to take a step back,” Phillips said about the overall investigation. “Researchers are approaching the disaster from multiple angles, including the better understanding of the hazard, the performance of critical infrastructure, public response and recovery. “This holistic approach is needed to capture the complete picture and maximize what we can learn from the event. UF's primary contribution was understanding the hurricane wind field and the resulting structural loads, which is a critical piece of that puzzle.” In finding infrastructure vulnerabilities, researchers contend the goal is integrating their findings into design standards for Puerto Rico’s unique topography and building codes. The findings also could be valuable to other storm-prone regions with complex topography. NIST launched the investigation in 2018, noting Hurricane Maria “set off a cascade of building and infrastructure failures across Puerto Rico that had lasting impacts on society, including health care, business and education.” “Our goal is to learn from that event to recommend improvements to building codes, standards and practices that will make communities more resilient to hurricanes and other hazards, not just in Puerto Rico but across the United States,” Main said. The complete report is scheduled to be released in 2026, and NIST noted some findings may change before its release. But in July, NIST released some preliminary findings. They include: Peak wind speeds over flat terrain reached 140 mph. They accelerated to over 200 mph in some areas due to the steep hills and mountains. The mountains also intensified the rainfall, which reached 30 inches in some areas. Only three out of 22 weather stations were fully functional during the hurricane. 95.3% of schools on the island lost power for an average of over 100 days. “One important preliminary finding from the study is that emergency preparations work,” NIST reported. “Businesses, schools and hospitals that took specific measures to prepare before Hurricane Maria were able to resume operations more quickly” said Maria Dillard, NIST’s associate lead Hurricane Maria investigator. Preparations included pre-established emergency plans, designated risk mitigation funds and backup power sources.
Expert Q&A: What is Soft Diplomacy and how does it impact classrooms?
"Right now, storytelling is critical. Language learning is highly personal, and it’s the person-to-person relationships that grease the wheels," says Cheryl Ernst, director of the English Language Institute at the University of Delaware. She recently published English Language Programs as Facilitators of Soft Diplomacy in Innovations in Star Scholars Press. Here's how she's discussing this important topic. Q: What is the focus of this research, and why is it important? Ernst: ELI and other English language programs provide the ideal space for communication development, cross cultural appreciation, gaining life skills, and raising awareness about people beyond the media. Post pandemic, we’re hearing across campus how individuals feel less connected, and in English language classrooms, connection is critical. Language is only learned through production and practice since it’s a skill that needs to be honed. In language, there is no such thing as perfect. In our classrooms, English is the common goal, and everyone comes to that space at their own levels and overflowing with imperfection. Our students learn to use their vulnerability as a tool. They learn the value of a growth mindset living in a culture that is different from their own, and with that comes an appreciation for difference, respect for others, trust, human-to-human communication. Q: What inspired this research? Ernst: More than 30 years of observation, conversations, experiences, and personal relationships. There was no term to describe the skills English language programs teach beyond grammar (what’s perceived, anyway). Terms like personal diplomacy, person-to-person diplomacy, civic diplomacy, and the like happens all the time and oversimplifies what we do. In my readings, I started to see overlaps between soft power and diplomacy, which led to the concept of Soft Diplomacy. Then what distinguishes Soft Diplomacy from other more common monikers are the variety of skills that happen organically in our classrooms that we rarely acknowledge and students may not recognize. Q: What are some key findings or developments? Ernst: Institutionally, ELPs can do better highlighting the skills beyond English that we teach organically or deliberately. Q: How could this work potentially impact the field or the wider public? Ernst: Respecting ELPs for the space they provide and the skills they offer. It’s not “just English,” rather is learning to communicate in a common language and with people from around the globe. I’d like people to realize that relationships are foundational, that there are common values across nations and that differences are not bad. What version of English is “correct” British or American dialects (the New York? Wisconsin? Alabama? Iowa?). Q: What are the next steps or upcoming milestones in your research? Ernst: A former student and I have launched a podcast series called Soft Diplomacy in Action that focuses on personal stories from those who work in international education. We’ve interviewed an ELI associate professor from Morocco, the UD coordinator of the Mandela Fellows program, a professor who sees (and lives) the diplomatic value of sports, and a retired English language professional. We’re looking forward to continuing these conversations with individuals from a variety of disciplines that also work in this space but through different lenses. ABOUT CHERYL ERNST Cheryl Ernst is the director of the English Language Institute at the University of Delaware where she and her colleagues and students practice Soft Diplomacy every day. Her professional areas of interest include program administration and international marketing, teacher training and working with international teaching assistants, curriculum design, and advanced level academic English (graduate levels). To speak with Ernst her work and the importance of Soft Diplomacy, reach out to MediaRelations@udel.edu.
Reading for pleasure in free fall: New study finds 40% drop over two decades
A sweeping new study from the University of Florida and University College London has found that daily reading for pleasure in the United States has declined by more than 40% over the last 20 years — raising urgent questions about the cultural, educational and health consequences of a nation reading less. Published today in the journal iScience, the study analyzed data from over 236,000 Americans who participated in the American Time Use Survey between 2003 and 2023. The findings suggest a fundamental cultural shift: fewer people are carving out time in their day to read for enjoyment. “This is not just a small dip — it’s a sustained, steady decline of about 3% per year,” said Jill Sonke, Ph.D., director of research initiatives at the UF Center for Arts in Medicine and co-director of the EpiArts Lab, a National Endowment for the Arts research lab at UF in partnership with University College London. “It’s significant, and it’s deeply concerning.” Who’s reading and who isn’t The decline wasn’t evenly spread across the population. Researchers found steeper drops among Black Americans than white Americans, people with lower income or educational attainment, and those in rural (versus metropolitan) areas — highlighting deepening disparities in reading access and habits. “While people with higher education levels and women are still more likely to read, even among these groups, we’re seeing shifts,” said Jessica Bone, Ph.D., senior research fellow in statistics and epidemiology at University College London. “And among those who do read, the time spent reading has increased slightly, which may suggest a polarization, where some people are reading more while many have stopped reading altogether.” The researchers also noted some more promising findings, including that reading with children did not change over the last 20 years. However, reading with children was a lot less common than reading for pleasure, which is concerning given that this activity is tied to early literacy development, academic success and family bonding, Bone said. Why it matters Reading for pleasure has long been recognized not just as a tool for education, but as a means of supporting mental health, empathy, creativity and lifelong learning. The EpiArts Lab, which uses large data sets to examine links between the arts and health, has previously identified clear associations between creative engagement and well-being. “Reading has historically been a low-barrier, high-impact way to engage creatively and improve quality of life,” Sonke said. “When we lose one of the simplest tools in our public health toolkit, it’s a serious loss.” The American Time Use Survey offers a unique window into these trends. “We’re working with incredibly detailed data about how people spend their days,” Bone said. “And because it’s a representative sample of U.S. residents in private households, we can look not just at the national trend, but at how it plays out across different communities.” Why are Americans reading less? While causes were not part of the study, the researchers point to multiple potential factors, including the rise of digital media, growing economic pressures, shrinking leisure time and uneven access to books and libraries. “Our digital culture is certainly part of the story,” Sonke said. “But there are also structural issues — limited access to reading materials, economic insecurity and a national decline in leisure time. If you’re working multiple jobs or dealing with transportation barriers in a rural area, a trip to the library may just not be feasible.” What can be done? The study’s authors say that interventions could help slow or reverse the trend, but they need to be strategic. “Reading with children is one of the most promising avenues,” said Daisy Fancourt, Ph.D., a professor of psychology and epidemiology at University College London and co-director of the EpiArts Lab. “It supports not only language and literacy, but empathy, social bonding, emotional development and school readiness.” Bone added that creating more community-centered reading opportunities could also help: “Ideally, we’d make local libraries more accessible and attractive, encourage book groups, and make reading a more social and supported activity — not just something done in isolation.” The study underscores the importance of valuing and protecting access to the arts — not only as a matter of culture, but as a matter of public health. “Reading has always been one of the more accessible ways to support well-being,” Fancourt said. “To see this kind of decline is concerning because the research is clear: reading is a vital health-enhancing behavior for every group within society, with benefits across the life-course.”
AI in the classroom: What parents need to know
As students return to classrooms, Maya Israel, professor of educational technology and computer science education at the University of Florida, shares insights on best practices for AI use for students in K-12. She also serves as the director of CSEveryone Center for Computer Science Education at UF, a program created to boost teachers’ capabilities around computer science and AI in education. Israel also leads the Florida K-12 Education Task Force, a group committed to empowering educators, students, families and administrators by harnessing the transformative potential of AI in K-12 classrooms, prioritizing safety, privacy, access and fairness. How are K–12 students using AI in classrooms? There is a wide range of approaches that students are using AI in classrooms. It depends on several factors including district policies, student age and the teacher’s instructional goals. Some districts restrict AI to only teacher use, such as creating custom reading passages for younger students. Others allow older students to use tools to check grammar, create visuals or run science simulations. Even then, skilled teachers frame AI as one tool, not a replacement for student thinking and effort. What are examples of age-appropriate tools that enhance learning? AI tools can be used to either enhance or erode learner agency and critical thinking. It is up to the educators to consider how these tools can be used appropriately. It is critical to use AI tools in a manner that supports learning, creativity and problem solving rather than bypass critical thinking. For example, Canva lets students create infographics, posters and videos to show understanding. Google’s Teachable Machine helps students learn AI concepts by training their own image-recognition models. These types of AI-augmented tools work best when they are embedded into activities such as project-based learning, where AI supports learning and critical thinking. How do teachers ensure AI supports core skills? While AI can be incredibly helpful in supporting learning, it should not be a shortcut that allows students to bypass learning. Teachers should design learning opportunities that integrate AI in a manner that encourages critical thinking. For example, if students are using AI to support their mathematical understanding, teachers should ask them to explain their reasoning, engage in discussions and attempt to solve problems in different ways. Teachers can ask students questions like, “Does that answer make sense based on what you know?” or “Why do you think [said AI tool] made that suggestion?” This type of reflection reinforces the message that learning does not happen through getting fast answers. Learning happens through exploration, productive struggle and collaboration. Many parents worry that using AI might make students too dependent on technology. How do educators address that concern? This is a very valid concern. Over-reliance on AI can erode independence and critical thinking, that’s why teachers should be intentional in how they use AI for teaching and learning. Educators can address this concern by communicating with parents their policies and approaches to using AI with students. This approach can include providing clear expectations of when AI is used, designing assignments that require critical thinking, personal reflection and reasoning and teaching students the metacognitive skills to self-assess how and when to use AI so that it is used to support learning rather than as a crutch. How do schools ensure that students still develop original thinking and creativity when using AI for assignments or projects? In the age of AI, there is the need to be even more intentional designing learning experiences where students engage in creative and critical thinking. One of the best practices that have shown to support this is the use of project-based learning, where students must create, iterate and evaluate ideas based on feedback from their peers and teachers. AI can help students gather ideas or organize research, but the students must ask the questions, synthesize information and produce original ideas. Assessment and rubrics should emphasize skills such as reasoning, process and creativity rather than just focusing on the final product. That way, although AI can play a role in instruction, the goal is to design instructional activities that move beyond what the AI can do. How do educators help students understand when it’s appropriate to use AI in their schoolwork? In the age of AI, educators should help students develop the skills to be original thinkers who can use AI thoughtfully and responsibly. Educators can help students understand when to use AI in their school work by directly embedding AI literacy into their instruction. AI literacy includes having discussions about the capabilities and limitations of AI, ethical considerations and the importance of students’ agency and original thoughts. Additionally, clear guidelines and policies help students navigate some of the gray areas of AI usage. What guidance should parents give at home? There are several key messages that parents should give their children about the use of AI. The most important message is that even though AI is powerful, it does not replace their judgement, creativity or empathy. Even though AI can provide fast answers, it is important for students to learn the skills themselves. Another key message is to know the rules about AI in the classroom. Parents should speak with their students about the mental health implications of over-reliance on AI. When students turn to AI-augmented tools for every answer or idea, they can gradually lose confidence in their own problem-solving abilities. Instead, students should learn how to use AI in ways that strengthen their skills and build independence.
