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Key Terms Definitions Literacy is the ability to use printed and written infor- mation to function in society, to achieve one's goals, and to develop one's knowledge and potential. Basic literacy sMlls include reading, writing, listen- ing, and speaking. Digital literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate. Information literacy is the ability to recognize the extent and nature of an information need, then to locate, evaluate, and effectively use the needed information. Learning disabilities refer to a group of disorders related to the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. Adult Literacy Assessments Comprehensive Adult Student Assessment Systems (CASAS) measures learner progress on a standardized scale from the lowest literacy skills to high school exit. General Educational Development (GED) is the high school equivalency exam for adults who have not completed high school. The GED includes five sub- ject tests which, when passed, certify that the taker has high school level academic skills. National Reporting System (NRS) is an outcome - based reporting system for state - administered, federally funded adult education programs. Official (GED) Practice Test (OPT) shows pre- paredness to pass the GED test. Test for Adult Basic Education (TABE) is a diag- nostic test used to determine a person's skill levels and aptitudes in reading, math, and English. Like libraries, adult literacy programs are deeply rooted in the community, working with faith -based organizations, school districts, community colleges and universities, and libraries. Community -based literacy programs provide 1:1 tutoring and small group instruc- tion and rely on a cadre of trained volunteers to pro- vide these services. A recent survey reported that 74% of public libraries partner with their local community -based literacy pro- grams to serve adult learners. To make your library a key community adult literacy resource, be the convener and reach out and invite community stakeholders to the library for a literacy brainstorming session. Include representatives from: • Community -based literacy organizations • Local literacy coalitions • Social service agencies, such as Boys and Girls Clubs, the local YMCA and YWCA, Rotary Clubs, job training facilities, senior citizen groups • Faith -based organizations including churches, synagogues, and mosques • Community colleges and local universities • School districts serving grades K -12 • Local PBS station • Businesses and national corporations with a local presence • Private foundations • Elected officials • Adult learners to tell their stories and advocates for action "Libraribes Dave a vested �wter- est i, assu.rLvug that adu.Lts are abLe to read, speale, a" RKAerstavO EvLgUsh. AdRlts who Leawti, to read at their U- braru, Love th6r LLbraq" sawdU Newell state LLbrarU ,� ArahLves o FLorLda 3 F -10 Attachment number 6 Page 130