Potential for the Role of School-Based Animal-Assisted Literacy Mentoring Programs

Lori Friesen

Abstract


This article explores how current research into school-based mentorship programs might inform the adult’s role as mentor in animal-assisted literacy programs and thereby offer children a unique and valuable form of support for learning. An examination of the goals and best practices of school-based mentorship programs alongside animal-assisted literacy mentorship programs opens space for an in-depth exploration into possibilities for how an animal might enhance the mentorship experience for children.


Keywords


school-based animal-assisted literacy; mentoring

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