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TITLE across the Curriculum--Media Focus (LAC/MF). Connecting Literacy, Media, and Technology in the Schools, Community, and Workplace, 1998. INSTITUTION Centre for Literacy, Montreal (Quebec). ISSN ISSN-1192-3288 PUB DATE 1998-00-00 NOTE 114p.; Number 4 revises the title to: "Literacy across the Curriculumedia Focus." For volume 9, 1993-1994, see ED 378 362 AVAILABLE FROM Centre for Literacy, 3040 Sherbrooke Street W., Montreal, Quebec, Canada H3Z 1A4 ($18 Canadian). PUB TYPE Collected Works Serials (022) JOURNAL CIT Literacy across the Curriculum-Media Focus; v13 n1-4 1998 EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Adult Basic Education; *Adult Literacy; *Educational Philosophy; Educational Practices; Educational Resources; *Educational Technology; Foreign Countries; *Literacy Education; Teaching Methods IDENTIFIERS Canada; International Adult Literacy Survey; *Literacy Across the Curriculum; *

ABSTRACT This document consists of the four issues of a newsletter published during 1998. Typical articles explore topics in literacy education, media, and technology: "Not a Myth but a New Reality: What IALS [International Adult Literacy Survey)-like Tests Measure" (John Comings); "Who Will Train the Teachers?" (Winston Emery); "Drawing More Links to Literacy"; "How One Teacher Links Drawing and " (Isa Helfield); "The Janus Project"; "Faith, Hope and Data: Are They Compatible?"; (Linda Shohet); "Remembering "; "Faith, Hope and Charity: What Adult Education 'Means'" (Allan Quigley); "Media Literacy, Information Technology" (Chris Abbott); "Adult Literacy and Technology" (Donald Strong); "Adult Competency Assessment: What Is Being Measured?"; "Getting Past Either/Or" (Linda Shohet); "Behaviour and Beliefs of Volunteer Literacy Tutors" (Catherine Hambly); "Adult Basic Education in the Workplace"; "Where Does Adult Basic Education Fit in the New 'Systems' Approach to Workforce Development?" (Paul Jurmo); "'Power Point' to the People: Technology in a Basic Skills Program" (Cherrye Witte); "Literacy in the Next Milennium" (David Crystal); "By the Light of Local Knowledge" and "Literacy for Which Millennium" (Linda Shohet); "Measures of Literacy: IALS at Home and Abroad"; "Canadian Print Media Coverage on Adult Literacy, 1982-1996"; "Adult Literacy and Technology: Testing Claims"; "Community Learning Networks"; "Community Video: A Route to Democratic Literacy" (Fred Campbell); "Technology for Learning: Content Precedes Technique" (Dirk Schouten, Rob Watling); and "A Tutoring Service Checklist" (Edward Gordon) .Each issue contains recommended , book reviews, information summaries, letters to the editbr, educational resources, and information about literacy conferences. (KC) Literacy across the Curriculum Volume 13 1998

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TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent official OERI position or policy. 1

2 VOLUME 13 NUMBER 1

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Connecting literacy, media and technology in the schools, community and workplace Babel Tower, a richly textured and Stan Jones responds. BABEL, novel by British writer A.S. John Comings has some Byatt is organized around the further thoughts on all three Babel myth. It opens with commentaries, extending the BELIEF several epigraphs including onediscussion into the newly from Nietzsche "I fear that weresearched area of health and are not getting rid of God literacy. because we still believe in grammar." In the classroom describes a id local student publication of Those of us working in literacy poetry and drawing that was as researchers or teachers are launched in print and on the reluctant to address the extent Internet and covered by a to which religiously derived television crew. beliefs and values continue to infuse our theories and Reviews and Resources looks practices in language and at some traditional materials literacy. The story of Babel, at for and at a deep level, still colours many sample school materials for - explanations of language media education. An overview . diversity and of the difficulties of the Janus Project on Women of communication between and New Learning Technologies ;0> cultures and classes. In some raises concerns that have cases, it continues to affect implications for literacy academic research and school teaching in the future. Finally, language policies. Byatt weavesour program of workshops and her novel around some of these threads. CONTINUED ON PAGE 2 Regardless of their origin, those of us in literacy hold strongly to 3 To ponder the belief systems that underlie 4 IALS: Letters - our work and argue passion- Graff, Street and Jones < ately for our positions. 7 IALS: Further thoughts- John Comings Diverse positions 8 Who will train the teachers? LAC Volume 13, No.1 offers a Winston Emery number of examples of ongoing 14 In the classroom: academic arguments about Drawing more links literacy and of diverse practical 16 The Janus Project 1151777-;,.. applications in school and 19 Reviews: community. Harvey Graff and Book Bridges Brian Street take issue with Put it in Print Stan Jones's response to their 22 Resources: Media education separate articles on IALS 23 Conferences (Volume 12, Nos. 2,3,and 4), 24 Announcements The Centre for Literacy Montreal, Quebec 2 LAC seminars for 1997-98 opens working definitionthat is, with an International Literacy as a complex set of abilities c, Connecting nectar!. modla snit Utchnology Ith. wheals, community and troticdoot , Day public discussion lead by to understand and use the The Centre for Literacy Dennis Baron and called "The dominant symbol systems of 3040 Sherbrooke Street West, Subject is Grammar," which a culture for personal and Montreal, Quebec, Canada, could bring us full circle back community development. H3Z 1A4 to Babel. In a technological society, the concept of literacy is The debates go on. expanding to include the media and electronic text, A new look of integration in addition to alphabetic As LAC begins its thirteenth and number systems. year of publication, we are Our new title reflects our Editor Linda Shohet making some changes that Media Editor: Judy Brandeis reflect our own positions aboutintention to address these Layout & design: Ponctuation GRAFIX literacy. issues holistically. For those who may still want to read only Depot legal1991 The most overt change is the media articles, we have put the ISSN 1192-3288 title which will now be Literacy tag MF at the top of the page Bibliotheque Nationale du Québec Across the Curriculum/ Media on every article that is Focus. It integrates what have primarily about media. The Centre for Literacy/ previously been two strands of Le centre d'alphabétisation our work the exploration of The Centre is a unique setting. is a resource centre and teacher-training project traditional of home, It is the only place we know designed to provide training, research, and school and workplace, and the where teachers from all levels, information services which promote and link the focus on an expanded notion oftutors, parents, community advancement of literacy in the schools, the workplace and the community. The Centre literacy informed by the workers, health care providers, gratefully acknowledges the support of the influence of media and new researchers, policy makers and National Literacy Secretariat, Human Resources technologies. members of the media Development Canada, and Dawson College. constantly find themselves When we began to comment onsitting at the same tables media literacy in 1990, we saw talking, exploring, and arguing. our audience as being different from the audience for Literacy Our resource centre and Across the Curriculum who wereprogram of workshops, generally teachers, researchersseminars and special events Literacy for the 21st century and policy makers with a are the physical meeting Literacy encompasses a complex set of abilities primary commitment to print. grounds. Our website has to understand and use the dominant symbol So we designed Media Focus asenabled us to move into systems of a culture for personal and community development. In a technological a supplement insert. Althoughcyberspace. We hope that, society, the concept of literacy is expanding to we always saw a strong link in another medium, this include the media and electronic text, in between the two, we knew that newsletter offers some of the addition to alphabetic and number systems. many readers read only one or same opportunities to These abilities vary in different social and the other of LAC and Media challenge fixed ideas and create cultural contexts according to need and demand. Focus. new patterns of understanding Individuals must be given life-long learning opportunities to move along a continuum that literacy in all its complexity. includes the and writing, critical We think that has changed. understanding, and decision-making abilities Although many people still findWe welcome your comments. they need in their community. the links among print, media [LS) and technological literacies The opinions expressed in articles, other contentious, there is an than those signed by the editor(s), are increasing audience who those of the author(s) and do not necessarily reflect the philosophy or policy shares our larger notion of of The Centre for Literacy. literacy as outlined in our

Literacy Across the Curriculum Media Focus Vol. 13 No. 1 1997 The Centre for Literacy LACTO PONDER Recommended readings 3 On calling a I am stressing this because I is especially important for those think it is an important point. working with elders who have teacher a Sometimes when I am reading definite notions of what it is a the professional literature teacher should do and "may teacher dealing with literacy education want structured, lecture-format for adults and for those in 1The American poet learning experiences" (Scales, grades K-12, I get the 1996, p.225). Kenneth Koch...(dliscussing theimpression that "teaching" is a poetry workshops he word with negative Francis E. Kazemek, "They have conducted for elders in nursingconnotations. Instead, the yarns: Writing with the active home settings,... offers the authors of these books and elderly," Journal of Adolescent & following observations. His articles highlight such terms Adult Literacy 40:7 (April 1997) good advice is worth quoting atas "coaching," "becoming pp. 519 - 520. length. partners in learning," "engaging oneself and one's students in It seems obvious that many inquiry," "empowering adults," more people like those I "committing class suicide in taught, as well as those less illorder to help liberate adults," than they, are capable of and so forth. I agree with most writing good poems and liking of the concepts behind these it. Their ability to do so is terms, but teachers teach. This in most cases restricted by their not knowing about poetry gont=ttrattraZZ::::::Z.TvoZWZAM, or by their knowing about it in pencils, legal pads, or the good the wrong way, thinking of it On electronicbooks that Birkerts loves to as something obligatorily media and curl up with. rhyming and abstract and grandiose and far from reading The more misleading either/or anything that they could do that Birkerts posits, however, is well. A teacher, of course, can 2Up to now the debate over the Internet within the that reflective thinking can show them what poetry is occur only in acts of reading. I and show them how close to it humanities has been conductedwould like to let him in on a they already are. (Koch1977) in terms of the printed book. In The Gutenberg Elegies, Sven little secret that writing Birkerts asks "What is the teachers know: college students "A teacher, of course, can show often become more careful, them..." Notice that Koch says place of reading...in our critical, and appreciative teacher and not "facilitator" or culture?" (15) and he answers "fellow writer" or "member of a that it is increasingly shrinking,readers after a semester in a writing community," or with the attendant effects of thewriting course. I'm learning whatever other term happens loss of deep thinking, the that little secret again. This to be popular. I, of course, erosion of language, and the semester for the first time I am write with the elders and shareflattening of historical devoting a significant part of a my pieces along with the perspective. Birkerts calls on writing course to graphic others. But I am more than us to resist the tide of design, and I am discovering simply another writer or a electronic media; his last wordsthat after years of attempting to model. I have spent most of in the book are "refuse it." It's teach students fo analyze my professional career engageddisappointing for someone as images, they learn much more in the exploration of reading thoughtful as Birkerts to allow quickly when they create and writing, and I have written his book to derail by collapsing images of their own. Active much more than the other all electronic media into a learners can think reflectively members of the group. Thus, single form and then offering about any human symbolic when it comes to writing, the an either/or vision of the activity whatever the medium. elders expect me to act as a future. Anyone who has used Lester Faigley, "Literacy After the teacher, as one who knows email knows that it bears little Revolution." College Composition more about the process and to similarity to television beyond and Communication 48.1 whom they can turn for advicelight appearing on a screen, (February 1997). p.40. and direction. and we haven't thrown away

The Centre for Literacy Vol. 13 No. 1 1997 Literacy Across the Curriculum Media Focus 4 IALS: Letters and further thoughtsLAC 02:45 7.- v. INTERNATIONAL rt ADULT 4./ < , ft ,41 LITMACY SURVEY 4:4* ' gt.a

.1:14Q.UETE INTERN4TiONALE SUR LETTERS TO perspectives on literacy than to VALPHAKETISATION refute them. Regardless of his , THE EDITOR selective reading and AD'ULTES misreading of our comments In Jone's constructed context, A Response to Stan Jones' and our other and he includes on the one hand "Ending the Myth of the his selective stating and the supposed "brief 'Literacy Myth": A Response to misstating of our views, the prominence" of Graff&Street's Critiques of the International stakes in ongoing debates aboutalleged "view of literacy and a Adult Literacy Survey" which literacy/ies' relations to the view of learning and social appeared in Literacy Across the polity, economy, society and science research in general Curriculum, 12, 4 (1997) culture are very high. Jones's ...(whichl has failed to deliver defensiveness reflects the insights which are helpful..." Stan Jones's text raises many present moment and Jones never states those views, questions about literacy studiesunderscores that, despite a key failing in his efforts to today and about literacy and itstypical notions of social science, refute them. Nor does he uses. We responded separatelyreading and writing are actually refute them or cite not as a singular inseparable from other human others who do. In our reading, "Graff&Street"as Jones recasts characteristics and from the "prominence" has been us to LAC's invitation to concrete contexts of application longer, the insights helpful, and critically comment on the path- in ongoing lives. Literacy/ies arethe influence major and breaking IALS Survey. Neither highly charged topics and, as persisting as citations among of us criticized Jones shown in our respective other other forms of assessment specifically nor did we make thewritings, are also historical and show. kinds of accusations for which ideological topics and products. he attacks us when he takes On the other hand, Jones's "grave exception to these Jones is a creative and "invention" of a text to condemn (alleged) charges...that the interpretive reader in his efforts is more radical. He reads not [IALS] misrepresents what to take meaning from what eachonly selectively but with a high literacy is and makes false of us wrote. He "invents" a degree of simplification and claims about the relationship "fictitious" author abstraction. This is especially between literacy and other Graff&Streetand a "fictitious" the case with respect to characteristics of individuals text, as all readers, to some historical research, "skills and and societies." We have seen extent, must. Of course, Graff jobs," and "cognitive outcomes." and commented on the Survey, and Street are two independent In each of these areas, Jones but Jones also refers to Readingstudents of literacy who share recreates our arguments out of the Future: A Portrait of Literacy certain fundamental context in order to dismiss in Canada (among other items) conceptions and presumptions them either by reference to which we have not. but who do not agree on all studies unavailable to us matters and who responded and/or by argumentation in the Although he does not intend it, individually to the IALS Survey. form of seemingly logical Jones's reproaches do more to We resist reduction to one dismissive assertions: "I have reinforce our respective single entity.

Literacy Across the Curriculum Media Focus Vol. 13 No. 1 1997 The Centre for Literacy EST COPIT AVAILABLE LACIALS: Letters and further thoughts 5 never understood why be none. The latter is simply researchers such as untrue; Graff and Street's Graff&Street....": "I know of no concerns lie in the strength and logical bar to...."; "It seems to the nature of those me that even for the 19th relationships and their actual century meanings for lived lives. In addition to simplification, Jones has little to say about caricature, or distortion, Jones anything that either Graff or includes references to empirical Street actually wrote in their data from unpublished respective commentaries in LACmaterials of which Graff and 'How exactly was or in their major publications. Street had no knowledge and to Other than the LAC which they had no access. As the IALS data commentaries, he cites only therhetorical strategy, Jones's 1979 first edition of Graff s The move is unscholarly. And citingcollected? Under what Literacy Myth, but none of either more or better data by conditions? Did teams Street's critical ethnographic or themselves or making further Graff s other historical critical assertions about them, insteadgo into people's books. This failure to read the of offering critical inter- key literature, together with a pretation, are not the issue. houses and present decontextualized abstracting mode of reading and writing In order to research these them with documents reflect Jones's project of meanings for lives, scholars resurrecting a decontextualized,from many disciplines in recentlike in a school exam? uncritical conceptualization of years have developed complex literacy (ringingly confirmed in theoretical and methodological What was the his final sentence). approaches, which we cited in our comments but Jones has discourse and what Jones draws upon a range of chosen to ignore. We reiterate rhetorical strategies in his these major issues raised by were the interactional efforts to repudiate the "claims" the literature in order to shift of the fictive" Graff&Street." He the agenda beyond the narrow relations with relies upon two principal reductionism of the IALS and to genres, blurring the border help establish the basis for respondents? between them: the assertion ofserious and sensitive research the charges and accusations of into people's everyday literacy This level of the legal brief (with practices: complications and qualitative "validity" contradictions dismissed, and 1) The methodological issue authorities cited as if they were How exactly was the IALS data issues is not formal precedents) and the collected? Under what certainty of outmoded notions conditions? Did teams go into mentioned, even of science. Neither of these people's houses and present rhetorical modes supports them with documents like in a in Jones's response balanced scholarly exchange. school exam? What was the discourse and what were the to us.' From a posture of objectivity interactional relations with and presumption of statistical respondents? This level of authority, Jones nonetheless qualitative "validity" issues is does ideological combat not mentioned, even in Jones's throughout his text. The guise response to us. of (social) scientific certainty is anachronistic in the 1990s. For2) The literacy issue example, when Jones states What sources in theory and statistical "relationships" that methodology are available to the IALS supports, he implies help us describe the complex that Graff&Street hold there to and varied literacies of people's

The Centre for Literacy Vol. 13 No. 1 1997Literacy Across the Curriculum Media Focus 6 IALS: Letters and further thoughtsLAC everyday lives? We cited some activity constructed in some These concerns continue to of the large literature that economistic model of matter greatly. And therein lies addresses this but Jones refers employment, participation. etc. the "literacy myth" about which to none of it, apart from a There is no space in this we write. passing dismissal. Intriguingly,statistical frame for asking the he does cite a forthcoming IALS question: "How do particular This response was drafted to monograph by Wilms in which forms of literacy achieve meet severe space limitations; "the connection between dominance and marginalize much of importance remains on parental circumstances and other forms?" By dint of the the table for discussion. child's literacy" is seen to vary way it is collected and from province to province, but interpreted, the IALS data may References Jones appears to think this Graff. Harvey J.. ed. (1981). Literacy simply privilege the kind of and Social Development in the West. supports his universalistic literacy advocated by a Cambridge: Cambridge University model of literacy rather than particular elite and thereby Press. our situated or contextualized reinforce contemporary (1987). The Legacies of Literacy: one. How do we describe the arrangements and Continuities and Contradictions in Western Society and Culture. different kinds of literacy relationships. (1991). The Literacy Myth: practices in which people Literacy and Cultural Integration in the engage? How do we take In concluding, Jones states his Nineteenth-Century City. New edition account of power relations, normative political concerns with introduction. New Brunswick, NJ: cultural differences, local about "preserving or increasing Transaction. (1995). The Labyrinths of meaning? These complex funding for literacy." We are Literacy: Reflections on Literacy Past research questions are flattenedvery sympathetic. But this and Present. Expanded and revised out in the IALS approach, and statement should lead his text edition. Pittsburgh: University of richness and complexity are because it influences what Pittsburgh Press. lost. follows. In the end, Jones Street. Brian V. (1984). Literacy in falters on the point of myth, Theory and Practice. Cambridge: 3) The value issue which is not synonymous with Cambridge University Press., ed. The value position Jones puts the false or erroneous. When (1993). Cross-Cultural forward needs critical he writes, "Hopefully, IALS has Approaches to Literacy. Cambridge: examination. He might believe ended another 'literacy myth,' Cambridge University Press. (1995). Social Literacies: Critical Approaches to that "society" privileges one the myth that literacy doesn't Literacy of Development. Ethnography kind of literacy over another matter," the fallacy is his own. and Education. : Longman. (therefore implicitly accepting For neither Graff nor Street has the multiple literacies view thatever made such a statement. he seems explicitly to reject), We are concerned about the Harvey J. Graff but the basis for this specific and the general way in University of Texas at Dallas assumption needs questioning. which literacy matters, and All his data show is a about how ineffectively we have Brian V. Street, correlation between scores on appreciated the complexities, King's College, University of London the test and categories of social limits, and very real powers.

are. These are not issues that think otherwise. That the Stan Jones replies: principally concern Graff and literacy model, essentially a Brian Street and Harvey Graff Street. Given that we are cognitive model'of reading, that tell us little that is new in their working from different informs IALS has been widely letter on my response to their traditions and have different taken up as a framework for goals, it is not surprising that literacy policy by literacy criticisms of the International we value different approaches workers and official agencies in Adult Literacy Survey and so and evaluate work differently. Canada and the US suggests my reply will be short. that it satisfies a need for a The group that produced IALS Readers will have to judge systematic approach to is concerned with individual whether the approach Graff andthinking about and acting on differences in skill, how these Street advocate invalidates the literacy issues, an approach arise, and what the one which informs IALS; they that had previously been consequences of the differencesobviously think so, but I clearlylacking. That, to us, is the

Literacy Across the Curriculum Media FocusVol. 13No. 1 1997 The Centre for Literacy LACIALS: Further thoughts 7

Not a myth but a new reality: Health and literacy in the developing world What IALS-like tests measure Research in Third World John Comings, NCSALL, US, came to the conclusion countries has shown a strong Harvard University that high levels of reading, relationship between women's writing and math skills (at educational level and positive I found the Graff, Street, and approximately IALS level 3), health and family planning Jones articles published in along with basic computer indicators (Grosse and Auffrey, Volume 12, numbers 2,3, and skills, oral communications 1989), even after such factors 4 of LAC very thought skills and group problem- as socio-economic status are provoking, and saw obvious solving skills, are now controlled. A group of Harvard merit in the arguments of essential to individual researchers, headed by Robert each. Like many in the field ofeconomic success for most Le Vine, have been investigating adult literacy, I have been workers in the US. Other the mechanisms that mediate struggling for years to researchers in the US. (Parker,between women's schooling understand the underlying et al., 1997) have found a and these positive health and issues in this discussion. In strong correlation between an family planning indicators in my experience, the deficit IALS-like test and a patient's Mexqco, Nepal, Zambia, and model is inappropriate for understanding of oral Venezuela (Le Vine, et al., 1994; organizing instruction for instructions provided by a Joshi, 1994). Since most of adults, but I believe that the doctor. the educated women in their acquisition or improvement of sample had only attended literacy skills, as measured by I feel comfortable saying that school for a few years, and an IALS-like test, does have a an IALS-like test measures those schools employed positive effect on adults. Why only one kind of literacy, but itteaching by rote memory and do these have to be does seem that this form of provided very little time on contradictions? literacy is critical in two areas task. Le Vine assumed that the employment and health effect must be from Test scores on the IALS in industrialized countries. socialization in the school correlate strongly with income.Most likely, correlations exist setting. In fact, his group Richard Murnane and Frank between this kind of literacy found literacy skill level, as Levy (1996), using both skill and other important partsmeasured by a test, to be a quantitative data and of contemporary life in factor that predicts health qualitative case studies in the industrialized countries. outcomes. most important validation of media literacy), but also one of their pleasures in our work, not the response of because its core reference to reading), even though the result academics. reading has been blurred. of reading may be the basis for a "community of readers". That It has occurred to me that we Two recent studies that I have IALS has helped revive interest might well have communicated found most stimulating in my in the cognitive act of reading in better had we described what work -Alberto Manguel's richly the adult literacy community I we studied as reading rather thought provoking A History of regard as one of its major than as literacy. For this Reading and Janice Radway's achievements. reason I prefer the title of the Reading the Romance (surely References Canadian study (Reading the the best ethnography of literacy Manguel. A. (1996). A history of Future) to that of the around)both saS7they are reading. : Alfred A. Knopf. international study (Literacy, about reading. Both, in their Economy and Society).I think own way, talk about how the Radway. J. (1991). Reading the romance: Women, patriarchy, and literacy has become a much act of reading is an essentially popular literature. Chapel Hill, NC: debased term, not just because anti-social act (Radway's The University of North Carolina Press. it has attracted a long list of informants talk about how modifiers (, "getting lost" in their books is Stan Jones, Carleton University

The Centre for Literacy Vol. 13 No. 1 1997Literacy Across the Curriculum Media Focus

BEST COPY AVAILABLE 9 8 IALS: Further thoughtsLAC The Le Vine group also looked listener might not know and at how well these women providing them in the speech. understood oral health It is characterized by use of messages that were played on broader category names a tape recorder. This oral (furniture in reference to a communications ability proved chair) and greater detail that to be related to literacy skill orients the listener to the level as well.It appears that speaker's situation. Tests of an oral skill (either cognitive or 'The Le Vine group decontextualized language social) is learned while skills measure the way in learning how to read and write. also looked at how which people explain a picture The subjects in Le Vine's or the detail that they provide studies were women who had well these women when they define a list of gained their literacy skill in nouns. formal schooling. Research understood oral health underway now is applying their messages that were Links between oral and approach to women who have written language gained their literacy skill as played on a tape Most written language is adults in literacy classes. different from most oral recorder. This oral language. Purcell-Gates (1995) Le Vine also employed a test of points out in her fine decontextualized oral communications ability ethnography of a family communications ability (Snow, literacy intervention that if you 1991, 1993) and found that proved to be related record and transcribe the test scores correlated to both conversation that takes place literacy skill and to health to literacy skill level around a family's breakfast indicators. table, it will make little sense as well. It appears that to an outsider. If you go to a Decontextualized oral conference and listen to communications is speech that art oral skill (either someone read their academic is oriented to the listener; it is paper, you'll find it difficult to the form of language used in cognitive or social) is pay attention. These are two most educational settings. Use learned while learning extremes of a continuum of decontextualized language between contextualized and indicates that the speaker is how to read and write.' decontextualized commun- taking account of the ications, but both can be contextual facts that the written and spoken.

Working Papers on Literacy r The Centre for Literacy has published the first of a series of occasional Working Papers on Literacy. Because interest in the subject is high, Paper No.1 is a collection and reproduces 4. rapec X... 1 0, ;ec, articles on IALS by Graff, Street and Jones which originally , appeared in Volume 12 of LAC. r" It can be downloaded from our website at http:/ /www.nald.nald.ca/litcent.htm Bound copies can be ordered from The Centre for Literacy, 3040 Sherbrooke Street West, Montreal, QC, Canada, H3Z 1A4. In Canada $6; US, V; Overseas, $8; prices include postage. Please make cheques payable to The Centre or Literacy. 3 Cfsricre for Litcrut'y

Literacy Across the Curriculum Media FocusVol. 13 No. 1 1997 The Centre for Literacy BEST COPY AVAIIABLE IALS: Further thoughts

In decontextualized TirrStt New realities - ip communications, the two new needs people involved must fill in the Ot, If a higher level score on the context for each other. In IALS predicts a greater chance written communications, the of economic success in two people are usually industrialized countries, then separated by time and space every adult should have a real and so the writer must provide opportunity to gain or improve the details of the context. In 'The importance of this form of literacy and the some situations, speech has oral communication skills that elements of decontextualized the skill measured by the appear to be related to it.In communications, talking on addition, they should have the the phone or listening to a IALS is not a myth; it is a opportunity to gain the broad radio, for example. Even when range of skills identified by two people are in the same new reality. Murnane and Levy. This need room, for example a doctor and for what Murnane and Levy patient, they may need to It may be that these skills call the New Basic Skills may provide quite a lot of context not have existed in the 19th information to each other. developed out Century, but there is compelling evidence that it In cases where literacy skill of the European and exists today. Of course, level predicts increased income someone might choose not to in jobs that don't appear to North American cultures, participate in these kinds of need much literacy skill, it work, but that should be their may be that this oral but the people who live choice, not the result of communication skill, learned inadequate opportunity to through acquiring and in the newly learn. improving literacy skills, is the `Iv mechanism. It can also industrialized countries Having said this, I remain explain the findings that IALS- of Asia, Latin American, committed to a learner- like scores predict centred, participatory understanding of oral health and Africa value these approach to instruction that care communications. helps adults gain these skills skills as well.' an approach that starts with One of the critical ways in the strengths that each adult which the world is changing is brings to his or her learning the increasing need to be able and focuses on the context to deal with decontextualized communications, in writing within which that learner finds and orally.It could be that "In the village, I used to hear meaning. I don't see a learning the type of literacy about the kinds of things we contradiction between this measured by an IALS-like test,learned in class. People used approach to instruction and or improving literacy skills, to talk about things that can the findings of the IALS. A real leads to both written and oral happen. Then, when I read it opportunity to learn does not skills, These communications in the book, I felt it was really start with a list of deficits, nor skills are now part of everydaytrue and that it can happen to does it start with a denial of life for people who live in the anyone. It's not just stories orthe present reality. An adult IALS countries and is rumors. The book confirmed itcan accept that he or she becoming part of the life of for me. So if we are able to needs to improve a skill, and everyone in the world. read, then we will understand there is no reason why this more of what we are hearing can't be seen as an In interviews with women who and what we didn't know opportunity for growth rather had just learned to read in a before." (Comings, et al. 1994).than as admission of a deficit. literacy class in Nepal, one woman said about health This woman has learned The importance of the skill education messages in the something more than how to measured by the IALS is not a literacy text: read and write.

The Centre for Literacy Vol. 13 No. 1 1997Literacy Across the Curriculum Media Focus 11 1.0 IALS: Further thoughts AC myth; it is a new reality.It References may be that these skills Comings, J.P., Smith, C. & Shrestha, developed out of the European C.K., (1994). "Women's literacy: the and North American cultures, connection to health and family but the people who live in the planning." Convergence, 27:2/3. newly industrialized countries of Asia, Latin American, and a Grosse, R.N. & Auffrey, C., (1989). "Literacy and health status in Africa value these skills as developing countries." Annual Review well. The threats to their of Public Health, Vol. 10. cultures do not come from 'IALS makes a schooling but from the oral Joshi, A.R., (1994). "Maternal culture of television, movies powerful case in schooling and child health: preliminary analysis of intervening and popular music. mechanisms in rural Nepal." Health support of providing Transition Review, 4:1, The fine work of Scribner and Cole did not "provide the adults with LeVine, R.A., Dexter, E., Velaco, P., definitive account to what can LeVine, S., Joshi, A.R., Stuebing, a real opportunity to K.W. & Tapia-Uribe, F.M. (1994). legitimately be claimed about "Maternal literacy and health care in the relationship between three countries: a preliminary report." literacy and cognitive improve the literacy Health Transition Review, 4:2. processes;" it provided insights into this relationship. The skills it measures. Murnane, R. & Levy, F. (1996). IALS does not prove that Teaching the New Basic Skills. NY: providing adults with The work Free Press. education that raises their Purcell-Gates, V. (1995). Other score on its test will lead to of Brian Street, Hanna People's Words. Cambridge, MA: increased income, but the IALS Harvard University Press. makes a good case that further Fingeret, Paulo Freire, Parker, R.M., Williams, M.V. & Baker, research may show that to be D.W. (1997). Presentations of work in true. The work of Robert and others provide progress at the LeVine, Victoria Purcell-Gates, Conference in Washington, D.C. and others is providing us with a positive additional insights. Some time Snow, C.E. (1991). "The theoretical approach to basis for relationships between in the future, we will have the language and literacy in definitive answer to these development." Journal of Research in questions. To get that answer, instruction.' Childhood Education, 6:5-10. we will have to depend on both quantitative and qualitative Snow, C.E. & Tabors, P. (1993). sufficient resources to do a "Language skills that relate to literacy research because each development." In Spoken and Written provides a different kind of really good job, and then use Language: exploring and insight. quantitative and qualitative literacy, ed. D. Tannen. Norwood, NJ: methods to describe and Ablex. For now we are left with what measure the impact of we have. IALS makes a participation in these programs powerful case in support of on the lives of adult learners. John P. Comings is Director of the providing adults with a real This research will show an National Center for the Study of opportunity to improve the increase in an IALS-like test Adult Learning and Literacy literacy skills it measures. Thescore, but more importantly it (NCSALL) at Harvard University work of Brian Street, Hanna will identify the wide range of Graduate School of Education, Fingeret, Paulo Freire, and types of impact that Cambridge, Massachusetts. others provide us with a participation has on positive approach to individuals, their families, and instruction. A useful next stepcommunities. Then, we would would be to provide a number be in a position to argue with of learner -centred adult policy makers that they should literacy programs with widen their view of impact.

Literacy Across the Curriculum - Media FocusVol. 13 No. 1 1997 The Centre for Literacy MFMedia education and teacher education 11 plan how they will complete the activities on the checklist. Some of the activities are fixed Who will train dates are predetermined; others are left as open blocks of class time during which students are expected to learn the teachers? how to use the media hardware and design lessons or units for Media education and teacher educationpossible use in school [See Notes from McGill - Part 2 BOX 1]. Dr. Winston Emery, media and technology. Using McGill University this we group them in sixes, II. Group Logs attempting to ensure that eachTo help the students organize In the last issue of Media Focus, group has a mix of people with their group activities and to Winston Emery described a course varying levels of experience andsignal to them that we value that he and a colleague at McGill expertise. Following some their planning and working on University have developed to them we have instituted a prepare new teachers to both use initial negotiation (switching of and teach about media and new allegiances according to mutualsystem which requires the technologies. In this issue, he interests and availability to group to keep track of their concludes the description and work), each group exchanges activities; we also require that invites response. contact information (names, students develop a scheme to interests, phone numbers, e- evaluate the performances of Pedagogy: The mail addresses etc.) and gives their colleagues as teachers organization and delivery themselves a name. They then and as students. This enables of the course BOX 1 In the course requirements, we have attempted to incorporate some aspects of what might be Organization of Operation of Equipment called student-centered or non- and Systems/Design and Planning hierarchical teaching. This is probably most evident in the MEDIA COMPUTERS evaluation scheme, where VCR and Video Camera General Applications students select and justify ACR and 35-mm Camera (Clarisworks) pieces for the portfolio and OHP Internet and CD ROM establish their own criteria to E-mail evaluate their performances; Explanation: but there are other activities in Students act in pairs as teachers or students. the course that adopt student- Pairs of teachers teach the rest of the group one system, e.g., centered stances and require VCR and Video Camera, and prepare resources for teaching. students to contribute Students demonstrate use of system and prepare LUP substantially to making the (Lesson or Unit Plan for elementary or secondary school course content. What follows students). are some details of our The teachers and students consult resource people to learn pedagogy and organization of how to use the system. Resource people consist of faculty, the four components of the staff and other students who have expertise in the use of course. the system. Half the class begins by learning the media systems, while I. Working groups - our the other half learns the computer systems. At the halfway basic unit of point of the course, they switch. administration We allocate three class periods or approximately 31/2 hours At the first meeting of the class, for the teachers to teach their group three systems and the we give students a survey same amount of time for the students to demonstrate their asking about their previous knowledge of the system and present their lesson ideas for experiences and expertise with their group.

The Centre for Literacy Vol. 13 No. 1 1997 Literacy Across the Curriculum Media Focus 1 .1 112 Media education and teacher educationMF students to establish criteria frameworks for media analysis, students are for later self-assessment in the education: Eddie Dick's model producing messages through portfolios. [See BOX 2 for a of TEXT, AUDIENCE and their use of each technological copy of the handout we give to PRODUCTION, and the system. We require that at least students.] "Signpost Questions" model one of the lessons or unit plans presented in Secondary Media (LUP) be for media education. III. Designing and Education published by the Again, these lessons are planning: British Film Institute. presented and critiqued in the In their groups, the students working groups, prior to develop lesson and unit plans Following some practice, we submission in the students' for school use and present ask the students to select a portfolios. As background these as part of their media text of their choice and, reading for LUP activities we demonstration of their masteryusing one of the conceptual provide articles by Masterman of the technological system. frameworks, to present an and Bazalgette. These lesson and unit plans analysis of it to their working are also evaluated by the group. Class time is allocated Technology education: students in their groups. for this; each working group is A problem-solving process left to arrange space for In two workshops, students are N. Media literacy theory presentations and organize theintroduced to the concept that and practice order and format. The studentstechnology can be viewed as a In a series of workshops, we give feedback and suggestions process by which problems can introduce the students to the to their colleagues so that theybe solved through the concept of media literacy and can do a re-work of their manufacture of an artifact. to two of the conceptual analysis for a portfolio They then apply it by submission. In addition to

Keeping a group From time to time you should work. At the very least, you get together and discuss what should consider: log: Evaluating is working and what problems, how well the experts activities if any, you are having. This, organized and taught you the too should be recorded. operations of the equipment/ We would like you to begin theKeeping track of what you are program/environment; process of evaluating the doing is an important part of how appropriate and useful learning in this course. One ofthe evaluation process. the resources were; the things you should be doing how well you operated/used is keeping track of what your For your first instructional the equipment/program/ group plans and talks about. period (and/or all subsequent environment; For each meeting, someone activities), in addition to how appropriate/imaginative should keep notes on what keeping your own individual your ideas were for happened, what your Master checklist, you should application of this technology decisions were and who is develop evaluation criteria and in the elementary classroom. doing what, when. If you a form for recording how well (Here you could use the haven't started doing this, each of you did in your task. criteria developed in the start today. At the very least You should also develop series of presentations made you should have a list of each criteria for how well you are by Professor Gradwell, and others' phone numbers and working together and, at the some of the theory in the who the experts are for the end of each segment, assess textbook.) first period of instruction. You this. should also have scheduled From time to time, we would your instruction periods. HaveThe criteria should be like to see your log file, so someone responsible for developed now so that make sure the person taking care of the file with thiseveryone knows what to pay A responsible brings it to class information. attention to when doing the (-4each day.

Literacy Across the Curriculum Media FocusVol. 13 No. 1 1997 The Centre fror Literacy MFMedia education and teacher education 13 constructing one or more threearticles "against the grain." media. It presents media dimensional objects that would(The textbook and many of the languages, codes and help their students learn. The other resources put on reserve conventions and requires objects may be ones that the in the library take the adoptionstudents to develop these. It teacher could use as part of a of media and computer specifically addresses the key demonstration; they could alsotechnology in education for concepts and conceptual be models that their students granted.) Daniel Chandler's frameworks of media literacy might construct in order to article raises the issue of and asks students to analyze understand theoretical technological or media and produce media messages. concepts that become much determinism; a brief speech byIt situates media education in clearer if seen in three Steven Hodas of Sterling the larger context and asks dimensional form. Students areSoftware raises the students to take a critical required to submit their implications of computer use stance. It operates a pedagogy construct object in their for pedagogy; Eugene Provenzo in which students determine, portfolios. Again, the working realizes the spectre of control to a considerable extent, the group is the locus of and indoctrination in a post- nature of specific content, the brainstorming ideas, getting typographic culture and use of time, the style and pace feedback and advice as Norman Henchey discusses of learning. We have attempted students are producing the means and ends the to develop a non-hierarchical object. Students may reduction of curriculum to teaching stance (Masterman) in collaborate on constructing thetechnique and its implications which teachers and students objects and may jointly submit for the Quebec school system. are all learners. them. Each student must We then hold a Forum on present an individual Implication of Technology for We would be interested in explanation of how the object Education and students use knowing from other media was produced, for what the discussion as a basis for educators of similar initiatives purpose, what problem it solvestheir own stance on media and in pre-service teacher IIand what it shows about technology in education. education and we would his/her understanding of appreciate feedback from the technology. Conclusion media education community. We have tried to build a course Technology education - in media education which Dr. Winston Emery, Associate Critical readings adheres to the goals of media Professor, Department of education curricula. It is Educational Studies, McGill As a follow up to the University, has had experience in workshops and activities in education about media, all aspects of professional media Media Literacy, we ask although, in our case some of production. He currently teaches students to read several the education is through English Language Arts Curriculum and Instruction and Media Education to both pre-service and Teaching teachers for the 21st century: graduate teachers. He can be reached at McGill University Media and technology Faculty of Education, 3700 an Academic Alliance evening sponsored by McTavish, Montreal, QC, Canada, The Centre for Literacy and H3A 1Y2, Tel.: (514) 398-6746, The Association of Teachers of English of Quebec (ATEQ) ext. 5168. E-mail: [email protected] Leader: Winston Emery and students, McGill University Date: Tuesday, October 14, 1997 Time: 7:30 - 9:30 p.m. Winston Emery and his students will talk about a new course in media and technology (described in the last two issues of LAC) that is preparing teachers for the classrooms of today and tomorrow. They will discuss the connection of this course to their other education courses and to their experience in practice teaching. R.S.V.P. 931-8731 ext. 1415.

The Centre Tor Literacy Vol. 13 No. 1 1997Literacy Across the Curriculum Media Focus 15 114 co.nonoom Drawingmore links to literacy Student book launch in print andon the Net When my colleague Catherine writing project that by the time Bates and I published Drawing:Isa brought me laid out copies a link to Literacy in 1993, we of their poems and drawings, it had little sense of who might was an opportunity not to be read it or use it, and less sensemissed. They had called their of where and how. collection Something on my Mind. As one outcome of a teacher research project on student We decided to print enough writing and art in a Fine Arts copies for the entire class and class at Dawson College, the to arrange a formal launch collection of work has a brief at The Centre three weeks later theoretical chapter arguing for for the students, their friends the place of drawing in adult and families. But I also literacy learning. So we were contacted the National Adult not surprised when a number Literacy Database (NALD) of literacy and adult basic which hosts a weekly launch education teachers began to on the Internet of a piece of order it for their students. student writing from a literacy Still, we could never have or adult basic program This is the key anticipated the diverse ways in somewhere in Canada. They This is the key of the kingdom. which creative teachers could agreed that they would launch use it to spark student the entire book on the same In thy kingdom, There is a city. response. evening as the print launch, provided the students gave In the city, There is a town. One of these teachers is Isa permission. They did. In thy town, There is a yard. Helfield who has been using it with her adult students in a Then we decided to send out In thy yard, There is a lane. first-year high school English press releases. Aftera,how class in Montreal. In the often do adult beginning In thy lane, There is a house. classroom shares the story of awriters have their work In thy house, There is a room. special edition of poems and published, let alone in two drawings by Isa's students media? In thy room, There is a bed. which was launched in print On thy bed, There are and on the Net on May 14, CBC Montreal called. As the some flowers. 1997. local media sponsors of the annual Golf Day for Literacy in Flowers on the bed, Bed in Isa has been collecting and Quebec, they wanted to create the room. sharing samples of student a short documentary on Room in the house, House in work for several years, but this literacy to run after the the yard. spring a number of events newscast on the day of the converged. Her class met dailytournament. They chose our Yard in the lane, Lane in for an intensive six weeks; the launch. the town. students had support from a Town in the city, City of computer teacher through a An extremely sensitive producer the kingdom. local volunteer program; and and cameraman filmed the one student in the class had entire event, interviewed Of thy kingdom, This is the key. prior experience in graphic students, listened to them read Esther Ariweilayout. The students invested their poems and captured their themselves so fully in their intensity as they saw their from Something on my Mind 16work unscroll on the Internet. Literacy Across the Curriculum Med/a FocusVol. 13 No. 1 1997 The Centre Tor IfIteracy LACIN THE CLASSROOM 15

"It's too exciting!" beamed one Something on my Mindcan be Montreal, QC, Canada, H3Z 1A4. of the writers in a vibrant greendownloadedfrom NALD at Make cheques payable to The and fuchsia sari. "It comes www.nald.ca through the icon Centre for Literacy. from the heart." sighed Canadian Literacy Resources. It is another. The crew visited Isa's also on the website of The Centre Are you interested in current class the following for Literacy at publishing your students' week to film a new group of www.nald.ca/litcent.htm work? See Put it in Print, students at the beginning of The print version of Something on REVIEWS p. 21, for a guide to the process. The documentary my Mind is $4. Drawing: a link to Literacy is $8. Both can be ordered to publishing adult literacy aired on the 6:00 p.m. edition for $10. from student's work. of CBC Newswatch in Montreal The Centre for Literacy. on May 27. (LSI 3040 Sherbrooke Street West. W4ZZZ.:.U.2,MCM:SOX=.(..^2;M>7,ZSAMCWOMS2MXM)=592, book DRAWING: A link to inappropriate to illustrate the How one Literacy that the above- poems they wrote, just one mentioned 'we' disappeared. could not think of an image. teacher links Suddenly the men and women in my class were in their own My students took immediate drawing and worlds, completely ownership of the project. They overwhelmed by the powerful worked cooperatively, helping writing drawings. the moving texts in each other find words and this student publication.I no create pictures.I was Isa Helfield. longer commanded their relegated 'to the back room' High School of Montreal attention; and very quickly I nowhere my role was editor and longer tried. They were totally nothing else. And that's the Despite the brief six weeks my absorbed in reading and copying down the words to way it should be. DRAWING: students and I spent together, A link to Literacy ignited the we came to know each other their favourite poems with a spark of creativity in my quite well. We found the sense of urgency I marvelled at. The poems and drawings classroom once again. It common thread that tied us served as a powerful impetus. together our humanity. No spoke to them so strongly that they were afraid they'd lose However, its main value as a matter the diversity of our teaching resource relies heavily cultural backgrounds - them forever if the class were Canada, China, India, Iran, over before they finished. on the fact that the book is a Iraq, Nigeria, Somalia, U.S.S.R, student publication.. The and Viet Nam, to name but a The excitement, the electrified respect that the teacher- few our desire to make atmosphere, the expectancy of authors afforded their students meaning of the seemingly discovery, carried over for by creating a book to record senseless world we live in several days and continued in their thoughts and ideas as brought us together as one. a more subdued form a long writers, and their pictures as time after the poetry section ofartists, makes a very powerful We had help, lots of it, from the English course was over. statement. It tells all students, such well-known poets as ZonaWhen I suggested they write everywhere, that they count, Gale, William Ernest Henley, their own poems and illustratethat they have something of Langston Hughes, Joseph them, they didn't hesitate: theyimportance to say. McLeod, Michael Ondaatje, andhad already been musing Edwin Arlington Robinson. about their own philosophies ofThe atmosphere of joy and Together we read, we life and were anxious to create,expectancy in the class was discussed, we argued, we took to communicate on paper. every teacher's dream. I succour in the poems that Because they haa been suggested they, too, publish soothed our troubled souls. thinking in both pictures and their work. Something on my We took wondrous delight in in words, the images they Mind is theirs. the beauty of their words. wanted to create were, for the most part, quite clear in their From "Introduction." Something on But it was not until I minds. While a few felt it my Mind April 1997 introduced-my students to,the

The Centre for Literacy Vol. 13 No. 1 1997 Litojrcy Across the CurriculumMedia Focus 1 7 16 THE JANUS PROJECT LAC A- .11 hoo-day conftrence ortWomen around the issues raised. The 111.d New Learning Tectinologies conference opened with a keynote ,Vitg1.5 sponsored by The'Canadlan address by Heather Menzies. Congress for Learning author of Whose Brave New World Opportunitiesfor Women (CCLOW) is It? She spoke on "Women- tn Montreal on March 21-22, 1997. centred Learning in the Digital E The event was supported by a Universe." The second keynote grantfrom the Office of Learning speaker was researcher/consultant Technologies (OLT), Human Leslie Regan Shade whose , , Resources Development Canada. presentation was titled A omen an ft brought together 75 women fromGendered Perspective on Access across Canada representing Issues." Participants were given New _ruing women's organizations, education, many hours to work in small groups Technologies business, community, policy and on issues they considered critical. research. The Discussion Paper and Proceedings are now available from The project began with the research and wntirtg of a discussion paper CCLOW. by B.C. researchers Jennifer O'Rourke and Linda Schachter; It The notes below have been concluded with this two-day condensedfrom the conference conference to discuss the paper and summary by Linda Shohet. who is Identify some longer-term concerns Quebec directorfor CCLOW.

technology as a tool. I'm in the the system to Long Island a camp that believes technology ispredominately white suburb more than a tool. Yesterday, which residents wanted to keep Heather [Menzies] talked about white - one of the decisions was us now living inside the to build low slung overpasses on machMe. I agree.I am very the expressway because the much influenced by thinkers black population in the city did Changingourlike Langdon Winner who talk not have cars. They used to go about the politics of technology to the Long Island beaches on and argue that technology is notbuses every weekend. With the metaphors neutral, and not merely a tool. construction of those low slung These have been two very It affects us profoundly. It overpasses on the single intense days. For the nextshapes the society and the highway system. buses could ten or fifteen minutes I values and the culture around not get there anymore. want to combine a summary of us in sometimes quite what I've heard with some imperceptible ways. In some ways the computer is personal reflection. the contemporary reincarnation Winner's analysis of the impact of the car.If we return to the If I wanted to find an overriding of the development of the car in idea of examining our theme, it would be changing ourNorth America is a telling metaphors, then we have to metaphors. That's what I have example of what technology can think about where the heard consistently over the past do to a culture. From the car, metaphors for computer two days. If we want to you had the development of technology have come from. deconstruct the current highways systems and suburbs They have come from the masculine construction of and suburban values; the way military sector, and they shape technology and reconstruct people live changed. In one of our understanding. Over the something that is more women- his books, Winner tells an last two days we have heard a positive we have to examine the anecdote which is'obliquely variety of possible new metaphors that underlie it and about access. Robert Moses, themetaphors. Heather started by find new ways to talk about designer of modern New York talking about a spiral or a loop, what we are living. State was constructing highway by talking about an ecological systems and bridges across the model as opposed to a I also want to locate myself. I've state in the 1930s and 40s. transmission model which heard people talk about When it came to constructing18fragments learning and Literacy Across the Curriculum Media FocusVol. 13 No. 1 1997 The Centre for Literacy THE JANUS PROJECT17 packages it in box-cars. She about these issues because benefit analysis has also talked about McLuhan's Jennifer [O'Rourke] and to play a idea of technology as the Linda larger part in the context-based (Schachter] have raisedsome decision-making that wecarry extension of man and the fear very critical questions and out. that it could imply the provided a framework for contraction of women. Heather further analysis. I was impressed bytheFinally. Jennifer and Linda also talked about the fact that framework for values analysis. the structure of communication called up some ofour history. When you makea choice of a We often forget that there strongly determines whatcan beparticular technology, what is a said. just as the structure of are long history ofuse of technology you giving up. and whyare you for learning in this overpasses strongly determines choosing it? Is therea cost country. Liz who can drive under them. benefit? [Burgel this afternoon asked why do we keep saying"new" Many of our current models technologies. We say "new" have been taken from the technologies for a reason, but corporate world. We spentsome 'We makesome there are many technologies. time over the last few days inmy and we have to decide which discussion groups, talking about assumptions about technologies are appropriate for the metaphors of delivery and which uses, and how wellwe are packaging that have been women being a actually using some of the picked up in the education monolithic group technologies that have become sector and are quite often used designated "old." Thereare uncritically bv teachers who talk that prefers some old technologies that we about themselves as deliverers soft data.' have never used particularly well or trainers with packages at for educationalpurposes. their disposal. A wholesystem Leslie (Regan Shadel in her of fragmentation hascome into I was pleased to see place as part of that model. an em- analysis of access talked about phasis on cost benefit analysis the power of humour. A lot of because. too often,papers aboutdiscussion about this issue is Words, values and history or for women avoid numbers. We I return to the opening yesterday quite humourless, and we do make some assumptions about need to find ways of coming at where there was mention about women being a monolithic groupthis that give us an opportunity us being engaged in a struggle that prefers soft data. We all to laugh. We discussed again over words and the fact that know that womenare different. today some of the icons that words, the same words,are We come from different appear on desktops and whether being used to mean very backgrounds. have different many really reflect women's different things. Dependingon visions and operate in different realities. One of our challenges which philosophical modelyou contexts. That needs to be is whether we can come up with are coming from, the words recognized. I think that cost designs for new desktops: maybe "access" and "qualitymean something different. We need to be constantly interrogatingwho is using the words in what cftion ofnew framework. A lot of our arnmg technologies language has been co-optedover the last number of years by neo- For the purposes of theJanus Project. "new" technologieswere conservatives. We have talked defined as electronic technologiesused for enhanced here about how we need to take communication and interaction. These back some of our own language include: or take some of the neo- tt.chnologies such as videoconferencingand auclioconferencing conservative language and turn which. although not "new," it to our advantage. are being applied in new ways computer based technologies, suchas electronic mail and computer conferencing Many people did not have time technologies that provideaccess to information, such as the to read the discussionpaper Internet and the World Wide Web because they received it too late. But I hope that you will read it The primary focus throughout theconference was on new electronic and that it will becomepart of technologies such as the Internet the library that youuse to think and the World Wide Web.

The Centre for Literacy Vol. 13No. 1 1997 Literacyiq Across theCurriculum Media Focus 18 THE JANUS PROJECT LAC we need some POTS and PANS bulletin boards where people areunderstand and use these on them as well as the file taking on personae, where they technologies in meaningful ways folders. are not speaking as themselves; which has not been part of so you actually don't know that I liked the distinction Leslie current practice until now. they are Bev or Leslie. At a Certainly, many administrators made between the "tired" and recent conference on computers "wired" models the command are keen on technology because and writing, one of the recurrentthey see it as a way of down- control (again from the military) issues for teachers was "command-control- comm- sizing and getting rid of tea- authenticity. Whose work are chers. unication" as opposed to the we receiving at the other end? "cooperative-convivial-comm- It wasn't raised here, but it is unication." She reminded us important. Vasso [Vlahas] warned us about that we need to take a critical some of the ways technology in look at what access means. the work force has been used to undermine the gains that There were a number of pithy 'Certainly, many women have made in equity over single sentence comments in her administrators are the years. There too is a cause paper that I hope we can pull keen on technology for vigilance. out and keep, even if only as chapter headers. I liked the because they see it as There are very critical issues phrase "a community is in the a way of down-sizing that need to be addressed. network; not the technology." and getting rid of Visioning Human issues teachers.' I want to close the circle talking On our panel today, Miriam about new metaphors. Yester- [Tico 111 shared her experience as Mavis [Bird) reminded us about day. Heather spoke about the an on-line student, her sense of need for both resistance and disembodiment, her analysis of the centrality of teaching. It was the ways in which learning interesting that only once in the persistence and said that she styles were or were not two days were we reminded thathad a dream. Her dream was accommodated in this new teachers are critical to the that CCLOW would take a lead medium, and the time issues. process of learning, no matter in developing technology What does it mean when people what role they take, and it is assessment tools, that it would are totally invisible? Among theinevitable that teachers' roles become a broker in developing benefits are that we don't know are going to change with these praxis around the ecological the physical appearance of the technologies. That human model and that it would become writer. But there are also many dimension needs to be there: part of a national dialogue on other things we don't know. teachers need to be there. You women and new learning I participated recently in some can call them mentors, technologies. discussions that looked at the facilitators, you can call them opposite side of the same anything you want, but there is I am leaving these two days with question. Increasingly, we are a need to validate their role and new ways of configuring the hearing about the listservs and to give them the opportunity to questions I brought. I don't usually expect to find answers at a conference; I don't think there are many answers. What I did janus Papers available come to feel very powerfully here The Janus Project Discussion Paper New Learning is that there are many women Technologies:Promises and Prospects for Women and The Janus who are interested in working ProjectWorkshop Proceedings are available. The discussionpaper together to discover the answers. 'Costs $14.95; The Proceedings costs $9.95. Ordered as a set, they I have a strong conviction that areS19.95. Postage and handling and GST will be added to each CCLOW is committed to helping order. women take the path that they To order, please contact CCLOW by phone or fax. Do not prepay. need to find some of these YOu will receive an invoice. answers, and that all of us are CCLOW, 47 Main Street, Toronto, ON, M4E 2V6 2 going to remain involved in the Tel.:(416) 699-1909Fax: (416) 699-2145 process in some way. [LS]

Literacy Across the Curriculum Media FocusVol. 13 No. 1 1997 The Centre for Literacy LAO REVIEWS 19 Book Bridges: A Family Literacy Program ;Fir' reviewed by Isa Helfield '40 Adult Education, High School of toacif Montreal Barbara Wynes and Beverley Ed SA:,,, Zakaluk have created a family . BOOK literacy program that promises . 5,, .aslia -,S.c.-, , to bridge many gaps; most -* - Rtilinstniators notably the one between parent *c"'sir G-, and child. Sponsored by the ,>, Junior League of Winnipeg, , .-,, '5, ,..,..;..,v,,. Book Bridges: A Family Literacy :; , ,, TalVa.;0::.*i, 1, . - ... Program is a community-based , Y4Rtizt;04,,,.- fif-1),ON,3,.., program that offers direct `)A',IC '5555'..-3A.Eqitat7444ifa service to parents and indirect BIMIDGEArt0QA, S5'44 :.'vt&00t,--0/,,,,,,, service to children. OKMOOS :awn:. : .:3K,,::,,r4IDGeFtOtr,t1, Although originally designed for(Goldsmith&:::"k and basic literacy students, the Handel 1990) instructors actively majority of its participants are that uses participate in the class by immigrant women and their childrens literature to modeling their own reading, children. The program is encourage children to read and writing and learning strategies, directed at women who may learn comprehension strategies;the students are made to feel read (average reading level of however, in Book Bridges, both very comfortable and are better participants is grades 3 to 4), reading and writing strategies able to learn. A hierarchy of but not well enough in English are emphasized and their function rather than a to understand written connections drawn. The hierarchy of structure is in communications from their program consists of sixty hoursplace. All read, all write, all children's schools. These of instruction over a ten week publish...students, volunteers women are uncomfortable period. Three-hour classes are and instructor alike. reading and hesitate to share held twice a week from 6:00 books with their children at p.m. to 9:00 p.m. Class size is Learning to learn home. Many aspire to be more limited to sixteen students per What makes Book Bridges so financially independent and instructor; however, the special is its emphasis on work outside the home but lackprogram is volunteer supportedteaching metacognitive confidence in their ability to with a ratio of one volunteer for strategies. Participants learn read and write English. Book every two students as the ideal. how to learn. They gain insight Bridges is an entry level literacySessions are held twice a year. into their own thinking so that they can monitor their own program that promotes the Book Bridges follows solid adultlearning. Indeed, the teaching personal aspirations and education practice. All learninggoals are to teach for transfer general well-being of its takes place in a safe and to foster learner participants by increasing theirenvironment where the independence. Participants are literacy skills, by increasing individual is highly valued. made aware of the specific their self-confidence and self- Book Bridges not Only demandsreading and writing strategies esteem, and by encouraging sensitivity in teachers and learned in class so that they their personal growth as tutors but encourages them to can use them at home with individuals, parents and develop personal connections their children. Parents as members of their community. with their students. The students as teachers...one of classroom is a community of the many bridges constructed The program is patterned after in this program. an intergenerational program learners. Because volunteers

The Centre for Literacy Vol. 13 No. 1 1997 Literacy Across the Curriculum Media Focus laRom Caw MUIR AMR 21 20 REVIEWS LAC Book Bridges is based on the approach which holds that reading and writing Put it develop simultaneously along with listening and speaking. in Print Reading and writing, the two main strands to this program, How to produce a vut are regarded as processes. The book of writings by It authors believe that language adult literacy develops naturally and students holistically rather than separately in bits and pieces, so An extremely clear a book the program provides a range of guide to publishing liow to produce t of writinp opportunities for the students a book of student NtUdelltS to integrate all they learn. Most writings, put together adult literacy importantly, participants are by Literacy given a lot of time to reflect and Volunteers of America to weigh ideas during Chippewa Valley, discussion periods. Put it in Print gives an instructor all the Book Bridges also uses a infor-mation needed to thematic approach to learning. inspire, produce and At first, the instructors use distribute a professional specifications, themes familiar to the students. looking product. There are graphic layout choices and During the writing workshops, seven chapters. The first threeline budgeting, among other for instance, the students begin focus on the value of writing topics. A bibliography offers by introducing each other, and the dynamics of process an enthusiastic user the writing biographies and writing: these are useful for possibility of further research. creating a class photo album. instructors who have not beenTeachers in any setting will At the same time, the exposed to this pedagogy. But find this guide invaluable.[LS] the meat of the guide is in the participants read family stories Put it in Print (ISBN 1-885474- during their reading workshop. last four chap-ters which give 19-9) is available from Chippewa Finally, the students are details on writing and editing, Valley Publishing, Literacy encouraged to use the skills printing options, funding Volunteers of America they have learned at school to options, and marketing and Chippewa Valley, 400 Eau Claire work with the members of their distribution. They go into Street, Eau Claire, WI, USA family. In this example, minute but non-technical 54703. US $8. students are encouraged to descriptions of printing create family albums at home. model writing. Children's literacy programs that deal Home and school books are provided. more directly with the Home reading practice is participants' children. An monitored by the instructor Book Bridges is an excellent exciting thought! during the Literature Circle, family literacy program aimed a fifteen-minute period at the at a population which is alreadyTo contact the afathors: Barbara start of each evening. Here, thehighly motivated to learn. The Wynes and Beverley Zakaluk, participants talk about the handbooks ( Book 1:Writing, c/o The Junior League of Winnipeg books they have read to their Book 2: Reading ) provide a 894 Corydon Avenue children using as reference clear overview of the entire Winnipeg, Manitoba, Canada their reading logs, a tool they program including its R3M 0Y4 use to list the books they have read and to record their own theoretical foundations, a and their children's responses. detailed description of the roles Isa Helfield teaches in the adult Dialogue journals written at theof instructors and volunteers, program at the High School of end of the class record the and a complete set of clearly Montreal. She is currently Vice- students experiences of the defined lesson plans. Book president of the Movement for evening and provide the Bridges: A Family Literacy Canadian Literacy (MCL). opportunity for the instructor toProgram should spawn other 22

Literacy Across the Curriculum Media Focus Vol. 13 No. 1 1997 The Centre for Literacy LAC A Family Literacy Resource21 Read and write together: An activity pack for parents and children his kit was produced by that TThe Basic Skill Agency and SigtiS aktd BBC Education in February I.,`I I 1995 for a national Family . Literacy promotion campaign \ Nowdo teachers in the UK. When this kit was ia a ka teach react*? made available to parents IvIe Rvoit- inZnkinootekitik.a, through TV spots, the It, II "limn, 4.4.tii,ft,ers bY brnethsend,ad producers were overwhelmed Jrc, f aft! bnoe. 71;,, y,t by requests. They ended up he,r ;:ki.trtn Arr. took rod Say re.h.lhv MIAnIk1.1,/riCN sendng out more than 300,000 or 1313o4 irord

' f >I <1,1$ rr.,r , I !ttfet, 4t1II copies. In March 1996, the t?te ?1,1111 55.;rt. wc llICI M., word i, flaih If ifs ,I4et,a: tor,i'ifNNSs Agency produced a slightly ik.art. knnty flSflCC)7CIiC._,c'cic wort*. ,47(Jfe revised version in response to a eut Itnft,I, continuing demand. f k;;;;;,.1"ettorienttish.av tenten. The demand is not continuing for nothing. This kit is one of the most attractive, usable resources for parents czr anywhere and a credible package for many teachers as well. In a glossy folder, there are more than 20 pull-out sheets [See topics BOX] of 14.4.4 information about reading and writing,ideas for activities that cost little and can be done anywhere, record-keeping for child development and posters to hang around a child's room or in the kitchen. It is written ezi in clear English with bright graphics and blueprints for games and activities. The section on -Reading and writing at school" should be a mandatory hand-out for every there is no single way of Selected topics include: parent who ever goes to a teaching reading and that Parent-Teacher meeting in the different children have different Reading at home Writing at early grades. Treading a needs. It is a brilliant comp- home Thinking abut what political tightrope, the writer ofilation. The entire pack is a your child knowsReading this pack has described all the low-cost reminder of how few and writing at school teaching methods whole wordmaterial resources it takes, recognition. , real even in a high-tech world, to Learning together How well books and language experiencecreate a literate home. [ LS] do I know my child?Board (whole language). objectively games and card games highlighting the benefits and Read and write together: An Nursery rhyme activities drawbacks of each. He ack- activity pack for parents and Making booksLanguage nowledges the disagreements children is available in Canada records (Reading, Writing, in the field while indicating from The Centre for Literacy. Talking) and more...

The Centre for Literacy Vol. 13No. 1 1997Literacy Across the Curriculum Media Focus

EST COPY AVAHABLE 23 22 RESOURCES: MEDIA LACMF The Centre for Literacy has This document is the outcome of aMedia Literacy, Selected recently added a number of cooperative project between The Sources for Teachers and resources to the vertical file National Academy of Television Researchers section of our media education Arts and Science (US) and the by Roy Fox, University of collection. These are not Pacific Mountain Network. To Missouri-Columbia. Columbia. MO necessarily all new publications, help students develop critical A bibliography of media literacy but they are new to the Centre's viewing skills, the document offersresources. collection. They include a series of teaching activities and research and policy documents includes Objectives, Resource Reading and Writing Media and classroom teaching ideas. Materials and Lesson Plans, and Across the Curriculum Glossaries. by Andrew Garrison. DOCUMENTS: Whitesburg, Kentucky CLASSROOM TEACHING: How Children See Themselves This 17-page article provides a on Television A collection of seven learning brief rationale for media education A Report for Channel Four activities for film studies. and follows with practical teaching by Hannah Davies by Rich Fehlman. English approaches. Garrison offers October 1996 Department/ University of suggestions for classroom Northern Iowa. Cedar Falls. Iowa activities and concludes with a This research document was glossary of terms and a list of initiated by Channel 4 in Britain Developing Slides in the resources. with the help of the British Film Classroom Institute. It examines what by Andrew Garrison, Videopoems children think of other children on Whitesburg, Kentucky by David Bengtson, Long Prairie- TV and how TV relates to Instructions for processing slide Grey Eagle High School, children's own self image with film in the classroom Long Prairie, MN reference to gender, ethnicity, physical disability and This resource provides information appearance. The document Making Meaning With Media about producing videopoems describes the study and its by John R. Williamson, which Bengtson describes as findings. Curriculum Director works of art that use the Johnson Central High techniques of television and poetry School, Paintsville, Kentucky to inform, move and inspire. Canadian Association for Media & Seth Fergusun & Casey Castle. Education (C.A.M.E.) Examples of student work are Appalachian Media Institute included. A Conceptual Framework for This seven-page teaching aid Media Education & Cross- Curricular Learning Outcomes provides tips for producing video Items in the Vertical Files collection messages. It includes hand cues do not appear in our printed or on- and Opportunities for Teaching and signals used in the television and Assessment line catalogue. They are available studio as well as guidelines for for use on site at The Centre. September 1994 dressing on the air and tips for This document was prepared by anchors and reporters. C.A.M. E. for the Learning Resources Branch, Ministry of Education, in British Columbia. Resource catalogue The task was to establish a clear supplement available definition of Media Education and The Centre for Literacy has guidelines for addressing Media produced a Supplement to its Education across subject areas. Resource Catalogue. The The document contains a brief Supplement, which contains a definition of key terms and a listing of almost 500 new items that delineation of the four main have been added to the borrowing approaches taken by those who collection since June 1996, will be teach about the media. Two available on-line at our web site Resource Samplers (Numbers 1 (http/ / :www.nald.ca/ litcent.htm) and 2) are also available. as of August 1, 1997. A bound copy can be ordered for Creating Critical Viewers $5. The Supplement is now A Partnership Between Schools included at no charge with and Television Professionals, any order for the full Catalogue at Sholvmkr ',Wed 411. by Dorothy Singer and $25. Please make cheques payable 41..4' 1434 tAl Jerome Singer, n.d. to The Centre for Literacy.

Literacy Across the Curriculum Media Focus Vol. 13 No. 1 1997 The Centre for Literacy 24- LAC CONFERENCES 23 Alberta Association for Adult Moving Forward Chronological Literacy & Literacy Coordinators A Forum on Workplace Education Conference Listing of Alberta November 30 - December 2, 1997 Provincial Adult Literacy Toronto, ON, Canada Conference Information: ABC CANADA, 1450 Don Local "Celebrating Literacy" Mills Road, Don Mills, ON M3B 2X7 2nd National Forum on Prior October 23 -25, 1997 Tel: (416) 442-2292: Learning Assessment and Edmonton, AB Fax: (416) 442-2293. Recognition (PLAR '97) Information: Margaret Eastwood Modern Language Association October 68, 1997 (403) 463-5209 or Candice Jackson (MLA) Montreal, gc (403) 340-4945 December 27 - 30, 1997 Information: Tel: (613) 233-5179; Association for Continuing Toronto, ON Fax: (613) 233-4766; E-mail: Higher Education CHE '97 Information: MLA, 10 Astor Place. New [email protected] "Changing the Rules: Access & York. NY 1003-6981 PAPT -PACT Convention Accessibility in an Information Age" 1998 CCCC Winter Workshop November 2021, 1997 October 25 - 28, 1997 January 7 -9, 1998 Montreal, QC Penn State University Clearwater Beach, FL Information: PACT Tel: (514) 252-7946; Information: Laurie Greenwood. Information: 1-800-369-6283, ext. 251 E-mail: [email protected] Regents College, 7 Columbia Circle, to request brochure PAPT: Tel: (514) 694-9777; or 1-800- Albany NY 12203, Tel: (518) 464-8770 361-9870 (from outside metropolitan Writing Across the Disciplines Montreal); E-mail: [email protected] Literacy Volunteers of America (LVA) Conference '97 Conference The 23rd International Learning October 29 - November 1, 1997 "Making Connections VI" Disabilities Association of Charlotte, NC February 13, 1998 Quebec Conference (LDAQ) Information LVA, (315) 472-0001 Florida International University March 19 - 21, 1998 Information: Robert Ratner, Writing Montreal, QC Canadian Research Institute for Across the Disciplines. Florida Information: LDAQ, Tel: (514) 847- the Advancement of Women International University, , FL 1324: Fax: (514) 281-5187 (CRIAW '97) 33199, Tel.: (305) 348-3327 November 7 - 9, 1997 Fredericton, NB 1998 CCCC Annual Conference National/International Information: CRIAW Program "Ideas, Historias, Cuentos Committee, 519 Beaverbrook Crt., Breaking with Precedent" 10th European Conference on Fredericton, NB, E3B 1X6, Cnada. April 1- 4, 1998 Reading Tel:(506) 450-2632; Fax: (506) 451- Chicago, IL "Literacy, A Human Right: Bringing 8389; E-mall: Information: Victor Villanueva, Jr.. Cultures Closer" [email protected] Program Chair, NCTE, 1111 W. Kenyon August 3 - 5, 1997 Road, Urbana. IL 61801-1096. or call Brussels, Belgium American Association for Adult Eileen Maley (217) 328-3870. ext 286. Information: Albert De Smedt, and Continuing Education Conference Secretariat. (AAACE) Practice, Theory, Reflection Mechelsbroekstraat 9, B-2820, November 9 - 12, 1997 and Action, Bonheiden, Belgium. Cincinnati, OH Transforming Classrooms, Information: Liza McFadden, AAACE Transforming Schools, Tenth Annual Adult Literacy and Program Chair. 1200 19th Street. NW, Transforming English Studies Technology (ALT) 1997 #300, Washington, DC 20036-2422, June 18 - 20, 1998 August 35, 1997 Tel:1202) 429-5131; Seattle, WA Boise ID Fax: (202) 223-4579 Information: NCTE. 1111 W. Kenyon Information: Richard Sparks. Chair Road. Urbana. IL 61801-1096; Tel.: General Education, School of Applied Ontario Literacy Coalition (217) 328-3870. ext; 203; Fax: (217) Technology, Idaho State University, BoxProvincial Literacy Conference 328-0977. 8380. Pocatello, Idaho 83209, Fax: November 13 -15, 1997 (208) 236-4641, tel: (208) 236-2468; Toronto, ON International Reading e-mail: [email protected] Information: Conference Planning Association (IRA) 17th International Conference onCommittee, OLC, 365 Bloor Street World Congress Critical Thinking and Education East. #1003. Toronto, ON, July 2124, 1998 Reform M4W 3L4. Fax: (416) 963-8102 Oho Rio, Jamaica August 3 - 6, 1997 National Council of Teachers of Information: IRA, 800 Barks dale Road. Rohnert Park, CA English (NCTE) PO Box 8139, Newark, DE 19714- Information: Center for Critical November 20 - 23. 1997 8139. Tel: (302) 731-1600 or 800-336- Thinking. Sonoma State University. Detroit, MI READ. 1801 E. Cotati Avenue, Rohnert Park, Information: NCTE. 1111 W. Kenyon Continued on page 24 CA., Tel: (707) 664-2940: Road, UrbanaIL 61801-1096. Tel: Fax: (707) 664-4101 (217) 328-3870, ext. 251.

The Centre for Literacy Vol. 13 No. 1 1997 Literacy Across the Curriculum Media Focus 25- 24 ANNOUNCEMENTS LAC CONFERENCES Continued from page 23 THE CENTRE FOR LITERACY Third International Conference 97/98& DAWSON COLLEGE for Global Conversations on ure riNkin Language and Literacy August 57, 1998 rE 1% war UI # r Bordeaux, France Information: NCTE, 1111 W. Kenyon Road, Urbana. IL 61801-1096; N.B. All sessions take place at Dawson College (rooms Tel.: (217)328-3870. ext. 203: to be confirmed) Fax: (217) 328-0977. INTERNATIONAL LITERACY DAY EVENT Modern Language Association The subject is grammar (MLA) December 27 - 30. 1998 Leader: Dennis Baron, University of Illinois at Urbana Champaign Date: Monday, September 8, 1997 San Francisco, CA Time: Information: MLA, 10 Astor Place. New 7:30 - 9:30 p.m. York, NY 1003-6981 Fee: $3 (at the door) Summer Institutes 1997 Functional Context Education: Making learning relevant Leader: Tom Sticht, Summer Institute1997 San Diego Consortium for Workforce Education and Lifelong Learning "Literacy: Putting the Pieces Date: Friday, September 26, 1997 Together" Time: 9:00 a.m.- 4:00 p.m. sponsored by The Calgary Learning Fee: Centre $225.00 (including materials, refreshments and lunch) August 18 - 20, 1997 Calgary AB Testing the Balance: 50/50 Management in a Volunteer Information: The Calgary Learning Centre, 3930 20th Street SW, Calgary Tutor Program AB, T2T 4Z9. Tel: (403) 686-9300: (in partnership with Literacy Partners of Quebec for their Annual General Meeting) Fax: (403) 686-0627; E-mail: Leader: Maureen Saunders, Prospects Literacy Association, Edmonton [email protected] Date: Thursday, November 6, 1997 Time: 7:30 - 9:30 p.m. Summer Institutes 1998 Fee: $7.00 (including materials and refreshments) The Centre for Literacy & Georgia Tech Satellite Literacy Rethinking student writing: Challenging teachers with Literacy & Technology: graphics and web technology Maintaining a Human Face Leader: Lee Odell, Renssalaer Polytechnic June 25 - 27, 1998 Date: Thursday, February 5, 1998 Montreal, QC Time: 5:30 - 9:30 p.m. To be put on the mailing list: Fee: $50.00 (including materials and supper) Tel: (514) 931-8731, ext 1415: Fax (514) 931-5181; E-mail:literacycntr@dawson Writing words, writing worlds: Exploring possibilities college.qc.ca for community writing Leader: Helen Woodrow and Mary Norton, Newfoundland Date: Saturday, February 28, 1998 Time: 9:30 a.m. - 3:30 p.m. Fee: $90.00 (including materials, refreshments and lunch) Women, literacy and art (in collaboration with Canadian Congress for Learning Opportunities for Women CCLOW Quebec) Leader: Peggy Holt, adult education instructor and artist, Fredericton Date: Saturday, March 7, 1998 Time: 9:00 a.m. - 3:00 p.m. Fee: $90.00 (including materials, refreshments and lunch)

Literacy Across the Curriculum Media Focus Vol. 13 No. 1 1997 The Centre for Literacy 26 LAC ANNOUNCEMENTS 25

The Georgia Tech Satellite Literacy The Centre for Literacy in Program in collaboration with The collaboration with the Georgia Tech Centre for Literacy announces Satellite Literacy Program announces Winter Institute 1998ii Summer Institute 1998 Adult Basic Education Literacy and Technology: in the Workplace Maintaining a Human Face January 28- 30, 1998 June 25- 27, 1998 , GA Montreal, QC Information: The Georgia Tech Satellite Information: Beth Wall. Literacy Program, 490 10th Street NW, Tel.: (514) 931-8731. ext. 1415; Atlanta, GA, USA 30332-0156, Fax: (514) 931-5181; Tel.: 1-800-428-7323; Fax: (404) 894-9320 E-mail: [email protected]

Trayetting .- Resoume Trunk on Literacy and Learning Differences and Disabilities The Centre for Literacy, in partnership with the Quebec Literacy Working Group (QLWG), has developed a travelling resource trunk of materials on literacy andWhat users have said: learning disabilities for teachers and tutors who do not have easy access to resources "The LD trunk gave me new ideas to try in because of time or distance. class and with one-to-one students." The kit contains books, articles, worksheets, and evaluation instruments on"Many valuable books have been included; many aspects of LD. They touch on teachers need this access to current literacy, and technology. A information." second kit on New Materials in Literacy "Great idea. Looking forward to the next has been developed for the QLWG. box of goodies. Thank-you very much." Two LD kits are now circulating in Quebec one reserved for QLWG members and For information: one available to any school or community- Tel: (514) 931-8731, local 1415 based organization which requests it. TheyFax: (514) 931-5181 may be kept for one month. Transport is E-mail: [email protected] the responsibility of the borrower.

The Centre for Literacy Vol. 13 NO. 1 1997Literacy Across the Curriculum Media Focus 2 rt 26 ANNOUNCEMENTS LAC

CALL S FOR II II i INTERNATIONALPAPERS IPA RTN E RS It IPS CALL FOR SUBMISSIONS FROM THE FIELD 4th International The second issue of Partnership Conference New Alliances in Learning for the Next Millenium CONNECT June 27 - July 1, 1998 A National Newsletter on Technology Trondheim, Norway Themes: in Adult Literacy is now available New roles for business in the learning community This publication reports on the ways technology is currently being Enhancing company performnace used in literacy programs, promotes the appropriate use of technology and business potential through in these programs and offers information on the use of technology in partnerships curriculum. Improving learning and human resource development in CONNECT includes reports from the field, reports from learners, the workplace lesson plans, ideas and software reviews as well as feature articles. Developing key competences for CONNECT is available for $5/year for 5 issues in hard copy, OR it can employment through work experience and continuing be viewed and downloaded at no cost from the National Adult Literacy collaboration with education Database NALD (http://www.nald.ca) or from Alphacom. CONNECT has been funded by the National Literacy Secretariat and New roles for the world of education the Literacy Section of the Ontario Ministry of Education and Improving schools, colleges Training. and universities through designing and building To submit articles or request information: Pauline Mc Naughton, Editor, partnerships CONNECT, Continuing Education Centre, Ottawa Board of Education, Equipping young people and 515 Cambridge Street, S. Ottawa, ON KIS 4H9, Tel: (613) 239-2656; adults for a changing world Fax: (613) 239-2429; Alpha Com: plarabee, of work and enterprise E-mail: [email protected] opportunities Developing teaching Health & Literacy bibliography competence through new alliances with business and NOW available on the web the wider community The bibliography on health and literacy Information: Ragnhild Aamot, NIF, produced by The Centre in 1995 can now be PO Box 2312 Solli, 0201 Oslo, downloaded directly from our website Norway, Tel: +47 22 94 75 00; http:/ / www.nald.ca / litcent.htm Fax: +47 22 94 75 01; Bound copies can still be ordered for E-mail: [email protected] $5.00 from The Centre for Literacy, Outlines received by 3040 Sherbrooke Street West, Montreal QC, September 1, 1997 will be given Canada. H3Z 1A4. preferential attention. Deadline: October 1, 1997 Make cheques payable to The Centre for Literacy.

Literacy Across the Curriculum Media FocusVol. 13 No. 1 1997 The Centre for Literacy LAC ANNOUNCEMENTS 27 Functional Context Education Integrating Literacy and Basic Skills for Workforce Education & Lifelong Learning A One-day Workshop with Dr. Tom Sticht, San Diego Consortium for Workforce Education and Lifelong Learning TWO SITES IN CANADA Friday, September 26, 1997, 9:00 a.m. - 4:00 p.m. MONTREAL Friday, October 3, 1997, 9:00 a.m. - 4:00 p.m. CALGARY sponsored by The Applied Behavioural & Cognitive Sciences. Inc. The National Adult Literacy Database (NALD) The Centre for Literacy Alberta Vocational College- Calgary Tom Sticht is recognized Who should attend? Fees internationally for his work on the Policymakers, managers, Before July 31,$190. education and training of administrators teachers and After July 31, $225. undereducated youth and adults. trainers involved in programs Fee Includes materials', lunch and With a Ph.D in psychology from the integrating vocational & refreshments. University of Arizona, he has academic skills taught at numerous universities, Researchers and policy analysts *Participants will receive including the Harvard Graduate who study human learning, Dr. Sticht's new Seminar School of Education. Dr. Sticht has assessment and develop Resources Notebook with served on the Commission on education policies extensive research materials Achieving Necessary Skills (SCANS); the National Commission on FCE and information on how on Working Women; and he Format to apply the concepts to chaired the Workforce Lecture and discussion, case specific settings. Literacy Task Force. He has studies, demonstrations and published many books and practical activities on: Information and registration: articles. Articles on his work have The Power of Adult Literacy (514) 931-8731, ideal 1415; appeared in international Education:Visions for a New Fax: (514) 931-5181; newspapers and magazines. In Millenium E-mail: 1994, Dr. Sticht was the first adult Functional Context Education: literacycntr@dawson college.qc.ca; literacy specialist elected to the Basic Concepts from Research Website: Reading Hall of Fame in the United Case Studies: http:/ /www.nald.ca/litcent.htm States. He is currently President, Integrating vocational & basic Applied Behavioral & Cognitive skills education for welfare-to- Sciences, Inc. and Project work and other workforce Coordinator for the San Diego programs. Consortium for Workforce Functional Context Education in Education & workplace and family literacy Lifelong Learning. programs.

The Centre for Literacy Vol. 13 No. 1 1997 Literacy Across the Curriculum Media Focus 28 ANNOUNCEMENTS LAC International Literacy Day-Monday September 8, 1997 The subject is grammar with Dennis Baron, University of Illinois, Let's pose some fundamental but provocative questions about grammar as it concerns the teaching of language, literacy and technology Time: 7:30 P.M.9:30 P.M. avenues for literacy and placing He has also written on such Place: Dawson College. Room 4C- I new demands on literacybut language issues as Ebonics. official Fee: $3 (at the door) how is being digital really English, and literacy for the changing the way we do things Washington Post. the Chicago Why do we teach English to with words? Tribune, and the Atlanta speakers of English (or French to Constitution. and he frequently speakers of French)? We may not be able to answer any appears on radio call-in shows to What is the role of grammar in of these questions definitively, but discuss language issues. He is the language curriculum: is it a our conversation on September 8 currently working on a book to be basic, as some would claim, or should help us to look at these called From Pencils to Pixels: The a frill? complex issues with increased New Technologies of Literacy. If we are all concerned with sensitivity and sophistication. correctness in speech and Who should attend? writing, why can't we ever agree About Dennis Baron: Experts and non-experts, teachers, on just what is and what is Dennis Baron is a professor of tutors, professors, parents, the not correct? English and linguistics at the media and the general public We may all agree that literacy is University of Illinois. a "good thing," important, He is author of Grammar and Good Coffee/tea will be served. essential for economic and Taste: Reforming the American political survivalbut why then Language (1982); Grammar and R.S.V.P. To reserve a space, can't we agree on how to define Gender (1986); The English-Only please call Beth Wall at literacy, how to describe its Question: An Official Language for 931-8731, ext. 1415 or function, or how to measure it? Americans (1990); Declining Fax at 931-5182 before It is a commonplace to claim thatGrammar (1989); The Guide to Friday, September 5, 1997 technology is opening up new Home Language Repair (1994). 7 rTo subscribe, complete this form and mail it with your cheque to: Anatbk The Centre for Literacy, 3040 Sherbrooke Street West, Montreal, Quebec, Canada H3Z 1A4 I enclose a cheque for 0 $16 0 $80 0 $150 (Please mark choice) '

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Literacy Across the Curriculum Media Focus Vol.13 No. 13 o997 The Centre for Literacy VOLUME 1 3 NUMBER 2

,gmy, 1 Connecting literacy, media and technology in the schools, community and workplace 1 Faith, hope and data: Are they compatible? Educators get caught in the This imperative middle as the pendulum of also touches adult popular opinion and policy education. Short- 123456789012 swings between extremes. But term, job-related 345678901234 the current environment of training is 567890123456 legislative action against pushing broader- 789012345678 schools, whether in Ontario or based general 901234567890 California, has created an education to the environment of hostility and margins suspicion that are underminingof an already teachers at every level. marginalized field. Despite the Sheridan Blau, the incoming rhetoric of OECD president of the National governments about the the tumult, Council of Teachers of English, centrality of literacy to society, the country used his inaugural address in the priorities remain economic, creates." November to make a passionateand like testing, funding also plea for respect for divergent drives classroom practice. This issue looks at some of the theories and for teachers' tumult and diversity of opinion professional knowledge and Learning to live that reign in adult basic judgment. He was responding underwater education. Specifically, it to recent legislation in his As Blau noted, however, CONTINUED ON PAGE 2 home state of California where regardless of policy, the best whole language has been teachers have always found INSIDE. virtually banned from ways of balancing divergent classrooms and testing for philosophies and methods with phonemic awareness has been student needs. He is partly 3 To ponder mandated for pre-schoolers. reassured by the past "almost 4 Remembering Paulo Freire 7 Faith, hope and charity: He is not alone in pointing out all policies created in response that in parts of the US, literacyto public pressure eventually What adult education scholars have been pitted fail." In the meantime, damage means against one another and one is done. Educators, he says, 8 Media literacy, information group has been labelled have to take Ken Goodman's technology ind the unworthy of respect, of being advice and "learn to live teaching of English underwater," while still heard." "How," he asks, "can speaking with a coherent 12 Adult literacy & technology. politicians declare that one public voice for a diversity of 16 What is being measured? methodology should prevail 18 Reviews: when scholars are still arguing perpectives. about it?" Legislators, driven Adult literacy by popular pressure groups, Immediately following Sheridan U.S. Data Compendium have opted for "a quantitative, Blau, author Chaim Potok Referral services behaviourist priority." Or as spoke. He began by 22 Conferences Stephen Krashen said in acknowledging the "we're living in tumultuous times," but 24 Announcements another NCTE session, 26 At The Centre "Skinner has won." asked, "what's new?... Out of The Centre for Literacy Montreal, Quebec 31 2 LAC Literacy across the ctunricukaa Sticht's Compendium of Data on US adult literacy 123456789012 assessments in this century 345678901234 The Centre for Literacy does that. Ip. 18 J. 3040 Sherbrooke Street West, 567890123456 Montreal, Quebec, Canada, 789012345678 And with Freire's death, we are 901234567890 also compelled to examine another branch of thinking about literacythe one that counts faith and hope Ipp.4 - 71. If we can find a balance among faith, hope and data in education, that would be 111111111EIR , ifInflifIFIRTF7TFAIII/1111 Editor: Linda Shohet new. ILS1 Media Editor: Judy Brandeis contrasts Layout & design: Ponctuation GRAM< visions that Depot legal1991 highlight faith and We have not ISSN 1192-3288 hope with those Bibliotheque Nationale du Québec that privilege hard data. fully understood The Centre for Literacy/ Like all other branches of Le centre d'alphabétisation education, we have set up a or made use is a resource centre and teacher-training project rhetorical frame of "either/or." designed to provide training, research, and Researchers rarely cross of the learning information services which promote and link the disciplinary lines. But on advancement of literacy in the schools, the from the past, workplace and the community. The Centre examination, their conclusions gratefully acknowledges the support of the are often startlingly close. National Literacy Secretariat, Human Resources and we need to Development Canada, and Dawson College. For example, Tom Sticht, working from a base of be reminded and empirical research and contemptuous of have it regularly ethnographers, concludes (as did Brian Street, Vol 12, No. 3) re-presented to us. that many adult assessments Literacy for the 21st century cannot say precisely what they Literacy encompasses a complex set of abilities are measuring with functional to understand and use the dominant symbol context test items I Adult systems of a culture for personal and assessments, p. 161. In the community development. In a technological Montreal workshop of Sticht's society, the concept of literacy is expanding to include the media and electronic text, in 1997 North American series on addition to alphabetic and number systems. Functional Context Education, These abilities vary in different social and he began by saying "Let no one cultural contexts according to need and demand. say that I have said nothing Individuals must be given life-long learning new; the arrangement of the opportunities to move along a continuum that subject is new.." includes the reading and writing, critical understanding, and decision-making abilities In our frenzy fof the new, we they need in their community. forget Potok's question: "What's new?" We have not fully The opinions expressed in articles, other than those signed by the editor(s), are understood or made use of the those of the author(s) and do not learning from the past, and we necessarily reflect the philosophy or policy need to be reminded and have 3 2 of The Centre for Literacy. it regularly re-presented to us.

Literacy Across the Curriculum Media FocusVol. 13 No. 21997 The Centre for Literacy LACTO PONDER RECO EiDEiI REAINGS 3 achines last several centuries - you're doing On reading it for its own sake, because of the and the inside and poetry music of it. By the same token, (an exchange) when computers carry out various of your head analytic tasks that we thought were Siebert: Filippo Marinetti, uniquely human but we now see I can't tell the girl in the blue dress the Italian futurist, said in the are not, we are able to refine our that this story was silly because Twenties that in about a hundred idea of what humanity really is. she might have a fit. She says if years the Danube would be flowing Humans will play chess even when you're fmished with that book I'll in a straight line at two hundred no human has a hope of being the bring you another one because miles an hour, this being the effect best chess player in the world, just there's a whole box of books left of speed on the physical world. It'sas we continue to rhyme even behind by patients from the old a confusion born of this though rhyming no longer serves days. She brings me a book called disjuncture between our plodding any practical purpose. We do it for Tom Brown's School-Days, which is sameness and the speed of the the fun of it, because we enjoy it. hard to read, and no end of books machines we make. There's a great by P. G. Wodehouse, who makes line at the beginning of The Charles Siebert and David Gelernter, me laugh over Ukridge and Bertie Hunchback of Notre Dame. The excerpt from a forum entitled "Our Wooster and Jeeves and all the priest looks out across at the Machines, Ourselves" in Harpers Mulliners. Bertie Wooster is rich cathedral and right behind him is aMagazine, May 1997, p.49. but he eats his egg every morning printing press, and he says that the David Gelernter is a professor of for fear of what Jeeves might say. I cathedrals are the handwriting of wish I could talk to the girl in the computer science at Yale University the past, but with the printing and author of The Muse in the Machine: blue dress or anyone about the press everything will change. The books but I'm afraid the Kerry Computerizing the Poetry of Human proliferation of the written word Thought and 1939: The Lost World of ik nurse or Sister Rita might find out shifted the burden of telling stories if and they'd move me to a bigger the Fair. Drawing Lffe is his memoir of away from sculpture and surviving an attack by the Unabomber. ward upstairs with fifty empty bedscathedrals. So yes, inventions do Charles Siebert is a poet and and Famine ghosts galore with shape the imperative behind journalist. His book Wickerby: An green mouths and bony fingers various forms in the realm of art. Urban Pastoral will be published in pointing. At night I lie in bed But the impulse to make that art is winter of 1998. thinking about Tom Brown and histhe same. For example, a lot of adventures at Rugby School and allpeople say that poetry's dead. Well, the characters in P. G. Wodehouse. no. Poetry's quite alive, but the I can dream about the red-lipped imperative behind what you say in landlord's daughter and the poetry and how you say it has highwayman, and the nurses and changed, because now you have nuns can do nothing about it.It's printers and word processors and lovely to know the world can't high-speed copiers, and you don't interfere with the inside of your need rhyme as much as you once head. did. Rhyme originally existed so that you could lock a thought on Frank Mc Court, Angela's Ashes, (New the air and keep it. York: Scribner) 1996, pp. 201-202. Gelernter: What you say about rhyme is relevant in the sense that rhyme is unquestionably a good memorization device and so it has heuristic value, particularly if you can't write. Nowadays, however, if you write a poem and it rhymes - and by nowadays I mean for the

The Centre Tor Literacy Vol. 13 No. 2 1997 Literacy Across the Curriculum Media Focus 33 4 PAULO FREIRE:[CAM Remembering Paulo Freire Since his death last spring, the outline of his life has been encllessly retraced-- birth in Brazil in 1921, early work in \ social and educational reform nurturing the development of

his concept of conscientization ."."" as authentic education, a concept which identified ..s..'N literacy with political awareness to empower the oppressed, and became the core of his doctoral dissertation :.¢.1:"..\, v.* and the central tenet of his 34N life's work. Jailed briefly, exiled, but eventually acclaimed worldwide for his vision, Freire lived to see his methodology used in literacy campaigns in developing countries and his philosophy embraced as part of the Freire with Berkeley graduate student Stan Goto. This photograph was shared at foundation for participatory the NCTE Detroit 1997 session: The Legacy of Paulo Freire. education practice in the West. Photo: Tommy Leonardi reprinted with permission influence on herself and others.and in communities where In journals, on listservs, at "F. spoke in a currency that fewprojects such as "Write for Your conferences this year, he has others in education traded Life" helped groups write been eulogized, often in mythic in...[He stood for[the union of proposals for social action terms. Now the question is language with need... He knew projects in their how he will be remembered. that needs that lack a languageneighbourhoods. Stock adequate to their expression preceded her story by Freire's influence in may pass out of acknowledging some of the America: Four stories consciousness." criticisms that have been made The National Council of about Freire's work particularly Teachers of English arranged aLucia Villareal, a first grade concerning his practices in session at their November teacher in California, invoked teaching adult literacy, and the conference to honour The Freire as guide in her role as roles played by middle class, Legacy of Freire. Glynda Hull, teacher/learner. Since her bourgeois instructors. She who chaired the session, introduction to his writing in noted Prinsloo's concern about highlighted his association with1972 while she worked in the the loss of meaning through a questioning model as Chicano movement, she said excessive focus on the word. opposed to a transmission she has been guided personallyBut she insisted that "much of model of education. The and professionally by his visionthe criticism is based on not presenters and audience of education as liberation. She understanding the richness of reflected the richness of his has moved beyond the Freire's meaning." legacy but also the potential bitterness of an oppressed dangers of deifying a thinker orperson and used this vision to Hal Adams, the final panelist, reifying a methodology. create communities that is best known for his work in connect her classrooms to the South Side Chicago writing Caroline Heller, community families whose children learn groups whose participants activist and author of Until We with her. produce The Journal of Are Strong Together, a story of Ordinary Thought. For Adams, the Tenderloin Women's WritingPatricia Stock from University Freire's thought is crystallized Group in San Francisco, talkedof Michigan also shared storiesin the notion that "oppressed/ with quiet passion of Freire's of her work in inquiry-based oppressor" is carried within, Michigan high school classes34and if a person is liberated,

Literacy Across the Curriculum Media FocusVol. 13 No. 2 1997 The Centre for Literacy LAO PAULO FREIRE: "this double consciousness is their gift to the world." He did say that he has always found transforming writing into Freire's oppositional action to be problematic. One critic has suggested that odels of education Freire traded on hope, faith and trust rather than political reality, but Hull agreed that The banking or any tribute would have to include critique to be true to transmission model Freire's values. Education thus becomes an act of deposition, in which the students are the depositories and the The danger points became teacher is the depositor. Instead of apparent when an audience communicating, the teacher issues member suggested that Adams was paying too little attention communiques and deposits which the to Freire's notion of love. Some students patiently receive, memorize and of the reactions were closer to repeat. This is the 'banking concept of adulation than critical education in which the scope of action engagement. allowed to the student extends only as r.! far as receiving, filing and storing I do not believe that Freire would have welcomed blind the deposits. worship or the possibility that Freire, Pedagogy of the Oppressed a method would become (1970) catechism. In one of his last public appearances, he openly rejected the role of "god." [See p. 6]. There are serious criticisms of his applied literacy methodologw; in fact, there is no place where this methodology has lead to the The promised outcomes. There are legitimate feminist concerns questioning about his ideology. Not all the model criticism is based on lack of understanding. Conscientization is the deepening Freire's lasting contribution to of the coming of consciousness. the world is his vision of a questioning model of education There can be no conscientization as a necessary, but not without coming first into consciousness sufficient, condition for To work, therefore, in a personal, social and political conscientizing posture,.. is to search liberation. He has influenced, with rigor, with humility, without the arrogance of and will continue to influence, individuals and communities. the sectarians who are His notions of conscientization overly certain about their universal certainties, and of literacy as the naming of to unveil the truths hidden by ideologies cultural and social realities that are more alive When it is said they have become absorbed into are dead. thinking and practices in Freire, Pedagogy of the City (1993) places and ways he could never have imagined. They are ideas that still generate argument. That is power. WSI 15 The Centre for Literacy Vol. 13 No. 2 1997 Literacy Across the Curriculum Media Focus 6 PAULO FREIRELAC Paulo Freire: Thoughts in his finalyear On education and On fatalism and literacy change Education alone cannot Changing is difficult but it is ,,tg.r.;z.'"' ' transform society but society possible. Change is sf, t kt4,--.' cannot be transformed necessary.... ,Y.4.44,,. without education. The , n, ... .. question for us is how to deal We have to fight against the .4s',V...... "..< with the contradiction. pragmatism which states that the lack of jobs in the I don't teach literacy for the world is a fatality. A fatality sake of teaching literacy. means we have no possibility Literacy is more than the to change it. technique of reading and writing. There are some people interested in never having On technology people understand why they are poor. I struggle against technicians who reduce everything to We cannot remain silent in technique. the face of fatalism. God cannot be responsible for ,', ;\ The question of technology is misery. It is an affront to not in technology it's in the God to suggest it. politics of technology. Notes from Paulo Freire's Keynote I could not be an educator Address at the Gala Conference without being a politician. Dinner, 1996 World Conference on Years of experience, suffering, Literacy, ILI, Philadelphia PA, illness and being revered cast One of the challenges of March 12 -15, 1996. [LS] him as a godlike figure for technology and globalization many. But a year before his they demand rapidity. death, in one of his last public They demand an education appearances at the World that improves the capacity of Conference on Literacy in a student to be him/herself. Philadelphia (1996), Paulo Freire rejected the typecasting. The opening comment of his On subjectivity and keynote address was, knowledge "I am not God." What is the role of The speech, more a series of subjectivity in the process of spoken aphorisms, crystallized probing knowledge? many of his thoughts over a We use the materials life lifetime, including questions gives us to create existence. and insights about learning, [We have al capacity for literacy, knowledge and being. recreating knowledge... A few of these are captured: I memorize something because I know it 36 I do not memorize it in order to know it.

Literacy Across the Curriculum Medio FocusVol. 13 No. 2 1997 The Centre for Literacy LAC 7 Faith, hope and charity: What adult education 'means' Allan Quigley (This fall, US adult educator and researcher Allan Quigley was given the Mattran Award for his contributions to adult education by the Commission on Adult and Basic Education (COABE). In his acceptance speech, he reflected on what adult education means to him and many of his colleagues who receive scant recognition or reward for their work. Excerpts from his acceptance speech at the 1997 the special characteristics that Finally, and above all, this is a COABE Annual Conference in are found in the people who field founded and built on Detroit are reprinted from the make up this field not in thecompassion. I don't think AAACE Commission on Adult Basic descriptions of what programs compassion is something that Education Newsletter, Fall 1997.1 allegedly "are." And,...I think is learned. I don't know how it there are three salient is taught. But I see it all the For the past thirty years in thischaracteristics found in this time in this field freely given. field, I've constantly been askedfield which are not found It is a unique quality in adult the same question - by friends, anywhere else with such depth.literacy education I find neighbors, strangers sitting nowhere else. And it is one beside me in airplanes. They First, I think this field has an reason why I love this field so ask: "What is adult education?"abiding and enduring sense of much. faith. Faith in the capacity of I expect everyone here has beenpeople to change. Faith in the When you consider that the asked this at some time or ability of people to be more people who do this work often another. And, I expect everyonethan they are. And, above all, receive little or no pay; get little has come up with some type of faith in the power of the word -or no prestige in the world of the answer - usually the printed word, the written education, or society, you descriptive of the programs or word, the spoken word - to realize that people do this work adults who we teach. However, unlock the secrets of the mainly because they care. over the past year or so, and universe. It is a small fragile especially since hearing about thing, but we have faith that If faith, hope and charity - or this award, I've been thinking the word can enable people to what I want to call compassion that it would be much more change ourselves included. in today's terms - sound quasi- meaningful - more useful - if religious, it's because I believe we were to think about what Second, this is a field filled withthis field is not just a collection adult-education "means." hope. We are hopelessly of courses. It is a calling. And, I Rather than what adult hopeful. We hope our students have been privileged to be part education "is," we might ask will come back next week. We of it.... why people in this field get up hope we will have a program each morning and do this next year. A budget next year. work? We might ask why we And a job next year. We hope are the last ones out of the that sometime - wouldn't it be building each night? We could nice to see in our lifetime - that well ask ourselves why this the most powerful and work of ours matters? And, wealthiest nation on earth will why we do it at all? finally make a long term I've come to the conclusion thatcommitment to funding for this the answer to the meaning of field. adult literacy education lies in 37 The Centre for Literacy Vol.13No. 2 1997Literacy Across the Curriculum Media Focus MEDIA LITERACYIVIF Media literacy, information technology Dr. Chris Abbott, Lecturer in In this document, we draw Education at King's College, London. together in summarized form: Len Masterman, Senior Research Fellow at the University of a) Some common issues and Liverpool. questions raised by information, communication [This article is an excerpt from an and media technologies. advisory document produced by Chris Abbott and Len Masterman b) Some important areas of in February 1997 which considers II) The widespread availability some of the major implications of difference. information and media technologies of and access to these for the teaching of English. The c) Some key issues and technologies in the UK.... contextfor their analysis is the UK, questions raised by these raise questions about the but their observations transcend technologies for English implications of these national boundaries and provide a curriculum planning technologies for majorities of framework for thinking about the people. These questions are links between literacy as conceived in traditional English teaching and d) Implications for the both utilitarian (How can they the broader literacies called for by National Curriculum in be used most effectively?) and media and information English (UK) including the cultural (What are their wider technologies. The full document is cultural implications?). available as Working Paper in basic components of an Literacy, No 2, from The Centre effective media education for Literacy. (LS)] within English. The ways in which these technologies will be uSed in the [Ed. note: Parts (a) and (b) are English classroom will be vital BOX reprinted here.] to the wider processes of social and cultural inclusion or Overview: a) Some common issues exclusion. Whereas much An underlying and questions raised by English teaching in the past information and media has been devoted to the assumption technologies defense of minority culture, There is an important and has produced differential distinction between I) Both ICT and the mass access to cultural and Information and Computer media raise immediate linguistic competencies, the Technology (ICT) and Media questions about the impact of new technologies encourage the Education which needs to relatively new and still development of more pluralistic be understood and lies developing technologies upon and diverse perspectives. the traditional processes of beneath our summary of literacy teaching and cultural Information will no longer be the position: Media continuity as embodied within under the control of the Education is both a content English. In particular these teacher, for example, but will area and a way of working; technologies have unsettled be called up at the discretion of ICT, on the other hand, is a many of English's most basic the pupil. The new technologies set of tools which English assumptions and compelled ustransform the role of teachers and pupils can all to look again at what we development. A pupil's abilities use. The content of ICT is mean by communicative in accessing, organizing, and relevant only within the competence, reading, writing, critically interpreting Technology. criticality, authorship, information from the widest audience etc. 38 Literacy Across the Curriculum Media Focus Vol. 13 No. 2 1997 The Centre for Literacy MFMEDIA LITERACY diversity of sources become of V) Both technologies hold out paramount importance. the possibility of either V 10 restricted or elaborated forms III) Whilst media and of literacy: of literacy as either information technologies are a set of merely technical very different, there is a competencies, or as a growing degree of convergence fuller repertoire of critical between them, exemplified by questions and approaches. VII) Both technologies raise the coining digitalization of VI) Both technologies promise fundamental questions of television, and the increasing more interactive ways of values. Whilst English teaching interactivity between computer,working than is generally has had as its moral centre the telephone, television, satellite provided by paper-based and notion of literary value, the and cable systems. The literary forms of belief that a selective tradition of different technologies, then, communication. They raise theliterary texts embodies and raise a larger set of common crystallizes those liberal- social and cultural issues: humanist, civilized and civilizing about ownership and control of values which lie at the heart of information sources; about the Newer technologies the good society, the newer technologies raise equally commodification of fundamental questions about information; about raise equally the preservation of democratic globalization and media and humane values in an imperialism; about cultural fundamental questions Information Society. identity; about the kind of information which does and about the preservation The new technologies are does not get produced, and implicated in contemporary why. of democratic and discussions on human rights at all levels. Not only is the IV) Whilst many of these issues humane values in an exercise of basic political, civil may seem somewhat theoretical and social rights now highly and remote from the concerns Information Society. dependent upon the ability to of most school pupils, in fact access and interpret they impinge directly on the The new technologies areinformation from computer and experiences of even the media sources, but youngest children. The communication rights are now technologies themselves are implicated in themselves recognized as child-friendly, and can be used constituting a distinctive "third by children independently of contemporary discussionsgeneration" of human rights. adults. And children are an These communication rights go important target market for on human rights at beyond rights of access to many commercial and cultural information to include all levels. expressive rights (in the word of global products (Cultural one international report, "the imperialisrh is often referred to right of local communities and as "Coca-Colonization" or minorities of all kinds to make Disneyfication," for example). their voices heard"), rights to The critical agenda developed bybasic distinction between reciprocity and exchange of media education has a wider information and knowledge, information rights of access to application across all of the and help promote an those skills and discourses technologies and can help to de-understanding of knowledge aswhich will enable citizens to naturalize the taken-for-granteda construction, a product of theinterpret, make their own sense a processes of information and interaction of information and of and produce their own cultural transmission for all the critical questioning of the messages from the new school pupils. learner. technologies. 3 3 The Centre for Literacy Vol. 13 No. 2 1997 Literacy Across the Curriculum Media Focus ED MEDIA LITERACYNIF implications of the media and enable teachers and pupils to the threat they have posed to achieve more easily and traditional literary volumes creatively objectives that have traditionally been of traditionally associated with greatest concern and it is in theEnglish teaching, media area of "critical reading" that education is a discipline with the media continue to make its own rationale, core concepts VIII) Although we have been their most significant mark, and modes of investigation. It is concerned to stress the albeit that the aims and thus distinct from English (in a functional, creative and criticalpurposes of "critical reading" way that the use of ICT within uses of both media and ICT within English, it should be emphasized that we are not advocating a "technology- centre" approach to English A deficit model of ICT sees it as a selection froma teaching, nor any kind of reduction of English to a series limited number of pre-set tasks, a definition which of technical operations. The technologies do not replace might have been true of the drill and practice English, but call for an extension of the English programs or interactive adventures of the 1980s but Ls agenda into new areas and using new tools. woefully inadequate for the present day. b) Some important areas of difference I) Basic media and computer are subject to the most English is not), though, as a "literacies" are very different. vigorous debate. text-centred activity it has They involve the encoding and much in common with it. decoding of different symbolic ICT has arguably made its forms. Apart from the mastery greatest impact in the sphere ofIV) A major distinction between of keyboard skills, computer writing, where the once ICT and Media is frequently literacy has been, within "advanced" skills of planning, made on the grounds that English, largely print-based, drafting, correcting, re-draftingwhereas the media are and the development of print can now be taken with pupils essentially one-way and computer literacies have at KS 1 and 2 [key skills levels communication systems which proceeded in parallel. The as defined in the UK national encourage passivity, ICT media, on the other hand, are Curriculum]. However, in promotes greater involvement primarily iconic systems which recent years, the advent of CD- and interactivity. can be decoded without formal ROM multimedia texts and teaching. Engagement with the interactive World Wide Web In fact a formidable body of idea that the media are indeed sites has made ICT central to research has demonstrated the symbolic systems and not reading too. With speech range and variety of simply reflections of reality synthesis now commonplace interactions which audiences constitutes the beginnings of and speech recognition have with the media, whose media literacy. affordable, speaking and consumption is generally listening are also poised to integrated into a whole round II) The two technologies have make use of new tools. of domestic rituals. The made their major impacts upon primary function of media different parts of the English III) In general it can be said education is precisely to curriculum. It is the cultural that whereas ICT is essentially promote as wide and a set of technologies which can4Ophisticated range of

Literacy Across the Curriculum Media FocusVol. 13 No. 2 1997 TheCentre for Literacy MFMEDIA LITERACY 11 interaction with the media as possible. Media literacy Media Education Conferences Quick list students tend to answer back, (see Conferences p. 22 for chronological listing and information sources) shout at, interrupt and carry on a continuous dialogue with The Second World Summit on Television for Children their media, frequently within March 9 - 13, 1998, London, UK the social context which is itself complexly interactive. The MEDIA 98: An International Conferenceon media, kind of interactivity offered by ICT in the past compared culture, and education rather poorly with even the March 20 - 22, 1998, University of London, UK most limited forms of social interaction. The hyperbole ivre/Second World Meeting on Media Education surrounding ICT's interactivity May 18 -19, and 20 -24, 1998, Sao Paolo, Brazil can even be read as a PR response to the considerable Literacy in the New Millenium technical deficiencies of June 19 - 20, 1998, New York, NY computers in the sphere of interaction. ,/ National Media Education Conference June 28 - July 1, 1998, Colorado Springs, CO A deficit model of ICT sees it as a selection from a limited NYU-London University Summer Abroad Program number of pre-set tasks, a in Media Education definition which might have June 27 - July 12, 1998, London, UK been true of the drill and practice programs or Teaching with Mainstream Media interactive adventures of the SUMMER 1998, University of Arizona at Tucson, 1980s but is woefully inadequate for the present day. College of Education Creating a totally original city with all its services, using LOGO to create rather than play an adventure and producing a fully-authored ANNOUNCING WORKING PAPER No.2 multimedia package are activities which are eons away The Centre for Literacy is publishing a series of occasional from previous uses of ICT and Working Papers on Literacy. they can be seen in many classrooms. Paper No.2 is "Media literacy, information technology and the teaching of English" by Abbott and Masterman. It would be true to say, Excerpts of this paper appear on pp. 8- 11 in ,this issue. however, that the lack of interest by English teachers in I Bound copiescan be ordered from aspects of ICT in society has The Centre for Literacy, meant that rather less progress 3040 Sherbrooke Street West, has been made in pursuing the IMontreal, QC, Canada, H3Z 1A4. really interactive questions: how that media has been \In Canada $6; US, $7; Overseas, $8; constructed, whose interests it I prices include postage. serves, the values implicit in it, what has been omitted from it, Please make cheques payable to and who is allowed and denied The Centre for Literacy. access to it.

The Centre for Literacy Vol. 13 No. 2 1997 Literacycross the Curriculum Media Focus 12 ADULT LITERACY AND TECHNOLOGYLAC of the control and experimental programs, but by adult Adult literacy groups was not always clear, literacy's marginal status nor was the period of time that is, not being a "separate and technology devoted to CAI within the Excerpts from a discussion experimental groups. N's field in education, with its own paper by David Strong, (numbers of participants) were theories, research base, and researcher sometimes small, and accepted standards" (47). treatment periods were [David Strong wrote a discussion sometimes short... Not least, Staff training paper on Adult Literacy and the abilities of the individual The other commonly reported Technology (with an emphasis on instructors were rarely deficit is in terms of human using multimedia) in spring 1997, assessed, and few studies resources: the ability to hire during an internship at The Centre indicated whether the teachers more, and better qualified, as completion of a graduate were the same or different even staff, and to do regular in- requirement at Concordia when one site was used. As for service training. Voluntarism University, Montreal. An edited the experimental groups, CAI remains a mainstay of the version of the paper will be can only be as good as the software. Such limitations adult literacy movement. Often available as a Working Paper on technology fails to be used to Literacy in 1998. The excerpts should give pause to the CAI below touch on some of the key enthusiast.... future its full potential because staff issues. The full bibliography is in researchers should be attentivedon't have enough time, Resources, p. 14 I. to and scrupulously avoid theseanother way of saying that design weaknesses and there are insufficient resources ambiguities in reporting. to permit someone to take the Resistance (Rachal 1995, 250) While technology in the school time required to really become system is generally accepted, there has been much more resistance in adult education. Turner (1993) writes that this ...Rachal acknowledged the inherent may be attributable to the fact that adult education tends to difficulty of adhering to rigourous be "highly humanistic and experimental controls " process-oriented." (6) That is on a population whose not difficult to accept, given that much of the software participation in such programs is actually used in adult literacy usually voluntary and is commonly marked (often out of date) belongs to the old drill and practice (also by irregular attendance and known by some practitioners as substantial attrition". "drill and kill") typology.

Resistance may also be a proficient with the technology. function of the dearth of soundStill, Rachal acknowledged the At this point, it is still a research in the field, noted by inherent difficulty of adhering mistake to believe that even numerous authors (Rachal to rigourous experimental computer-friendly learners 1995; Turner 1993). Rachal's controls "on a population won't need teachers. And as review of the experimental whose participation in such Turner observes, the attempt to literature published between programs is usually voluntary accommodate more learners 1979 and 1994 demonstrated and is commonly marked by through using "teacher proof' many shortcomings in the irregular attendance and technology, "billed as requiring research: substantial attrition" (250). As little more than an assistant to Turner (1993) has pointed out, flip the power switch" doesn't (Dlesign details were sometimesthe problem is compounded, work (60). left inexplicably vague.... Other not only by a serious lack of design flaws or ambiguities recurred with unnerving sound assessment and In a study at the Cumberland frequency; for example the size evaluation in most literacy49Campus of Nova Scotia

Literacy Across the Curriculum Media FocusVol. 13 No. 2 1997 The Centre for Literacy LACADULT LITERACY AND TECHNOLOGY 13 Community College, 80% of learners in a literacy research and development project Work cited wanted more, not less contact with an instructor: "Students Bixler, Brett and John Spotts. 1992. Integrating visual imagery into felt they had learned but workplace literacy computer software. In: Art, science & visual wanted the personal input from literacy: Selected readings from the annual conference of the the instructor to confirm that International Association, Pittsburgh, PA, 30 they were learning" (Moore September - 4 October. ERIC, ED 363319. 1993, 6). Moore, Andrew. 1993. Computer assisted instruction (ILS)for adults. Multimedia Paper presented at the annual international conference of the The advantages of multimedia National Institute for Staff and Organizational Developmenton for the adult learner includes Teaching Excellence and Conference Administrators, Austin, TX, 23- many of the desired elements 29 May. ERIC, ED377897. from other technology-based learning tools, plus a few others unique or at least Rachal, John R. 1995. Adult reading achievement comparing more strongly realizable in computer-assisted and traditional approaches: a comprehensive review of the experimental literature. Reading Research and Instruction 34 no. 3: 239-58. At this point, Turner, Terilyn C. 1993. Literacy and machines: An overview of the it is still a use of technology in adult literacy programs. Philadelphia: National Center on Adult Literacy. ERIC, ED 356408. mistake to believe Vrasidas, Charalambos and Bruce R. Harris. 1995. The development of an interactive multimedia CD-ROM: Lessons learned. In: Eyeson the that even future: converging images, ideas, and instruction. Selected Readings from the annual conference of the International Visual Literacy computerfriendly Association, Chicago, 18-22 October. ERIC. ED391496. learners won't need Presenting information in computer time. Attendance also teachers. different modes (auditory, improved. It should be noted textual, graphically) can enablethat this was only an 11-week adult literacy learners to go trial. Questions can be asked beyond what they might be about how much of this multimedia. Of course able to do if restricted to only motivating effect is due to interactivity, individualization textual materials. Well- novelty. There is a need to see and learner-paced are designed multimedia can more more long term studies in this fundamental qualities (Vrasidaseasily accommodate different area, as in so many other 1995, 4). Multimedia can also learning styles (for example, aspects of adult literacy more convincingly simulate, visual, kinaesthetic, auditory). education. and thus "bridges conventionalAll of the above characteristics learning and the workplace (or of multimedia can increase David Strong is an adult education wherever these skills might be learner motivation (Vrasidas teacher and researcher who has 1995; Moore 1993). Moore studied literacy and technology applied); building a real-world and developed software. He is a learning environment to which reported that students frequently arrived early, left trainer at the Centre for The New the learner can bring many Reading Disc. different skills" (Bixler and late, and worked through Spotts 1992, 14). breaks so they could have more 43 The Centre for Literacy Vol. 13 No. 2 1997 Literacy Across the Curriculum Media Focus 14 RESOURCES: ADULT LITERACY ANDTECHNOLOGY LAC The Centre for Literacy has Assessment. ERIC, ED361473. Hollin, Freda, et al. 1995. Basic recently added a number of Constanzo, William. 1994. Reading,skills software guide for the Apple resources to the vertical file writing, and thinking in an age of Macintosh, Acorn Archimedes, Rm section of our literacy & teaching electronic literacy. In Literacy and Nimbus, Ibm Pc and compatibles. 2d collection. computers: The complications of ed. London: Adult Literacy and teaching and learning with Basic Skills Unit (ALBSU). technology, eds. Cynthia Selfe and Adult literacy and Susan Hilligoss, 11-21. New York: Hopey. Christopher E. et al. technology: A selected Modern Languages Association of 1994.Voices from the field: The use bibliography America. of computer technology in adult prepared by David Strong, literacy. Philadelphia, PA: National De Bruijn, H.F.M. 1995. Cognitive Center on Adult Literacy. ERIC, researcher apprenticeship in a CAL- ED375248. enviromnent for functionally Anderson, Jonathan. 1991. illiterate adults. Instructional Technology and adult literacy. Kemp, Jerrold and Don Smellie. Science 23 no. 4: 221-241. 1994. Planning, producing, and London: New York: Routledge. using instructional technologies. 7th D'Ignazio, Fred. 1992. Teaching, ed. New York: HarperCollins. Bixler, Brett and John Spotts. learning, and the transformation of 1992. Integrating visual imagery knowledge. The Computing Teacher into workplace literacy computer 20, no. 2: 54-55. Logan, Robert K. 1995. The fifth software. In: Art. science & visual language: learning a living in the literacy: Selected readings from the Dryden, L.M. 1994. Literature, computer age. Toronto: Stoddart. annual conference of the student-centered classrooms, and International Visual Literacy hypermedia environments. In Mace, Jane. 1992. Talking about Association, Pittsburgh, PA, 30 Literacy and computers: The literacy: Principles and practices of September - 4 October. ERIC, ED complications of teaching and adult literacy education. London: 363319. learning with technology, eds. Routledge. Cynthia Selfe and Susan Hilligoss, Bixler, Brett and Eunice Askov. 282-304. New York: Modern McKeown, Sally. 1995. Literacy 1994. Characteristics of effective Languages Association of America. a talking cure. Times Educational- instructional technology. ERIC, Supplement (12 May): TES2-21. ED377377. Forth, Steven. 1996. Culture & convention in multimedia intey'ace Moeller, Babette. 1993. Literacy Bruce, Bertram and Andee Rubin. design. http:/ /dna.bc.ca/gallery and technology. New York: Center 1993. Electronic quills: A Situated /lisa.html (10 Dec.). for Technology in Education, Bank evaluation of using computers for Street College of Education. ERIC, writing in classrooms. Hillside, NJ: Gillies, Donald J. 1990. ED366316. Lawrence Erlbaum Associates. Technological determinism in Canadian telecommunications: Moore, Andrew. 1993. Computer Burge, Elizabeth J. et al. 1984. Telidon technology, industry and assisted instruction (ILS)for adults. Communications and information government. Canadian Journal of Paper presented at the annual technologies and distance educationCommunication 15 no. 2: 1-15. international conference of the in Canada. New technologies in National Institute for Staff and Canadian education series. Paper Gretes, John A. and Michael Green.Organizational Development on 5. Toronto: TV Ontario, Office of 1994. The effect of interactive CD- Teaching Excellence and Development Research. ROM/digitized audio courseware Conference Administrators, Austin, on reading among low-literate TX, 23-29 May. ERIC, ED377897. The Centre for Literacy. 1996. adults. Computers in the Schools 11 Evaluation of The New Reading no. 2: 27-42. Morris, J. Morgan. 1994. Computer Disc: Results of a survey from 38 training needs of older adults. Canadian sites, 1996. Montreal: Hedley, Carolyn, W. Eugene HedleyEducational Gerontology 20 no. 6: The Centre for Literacy. and Anthony Baratta. 1994. Visual 541-55. website:www.nald.nald.ca thinking and literacy. In Literacy: A /litcent.htm redefinition, ed. Nancy J. Ellsworth,National Literacy Secretariat, Carolyn Hedley and Anthony Ottawa. 1994. Guidelines and Congress of the U.S., Office of Baratta, 109-26. Hillside, NJ: Support Materials for the Acquisition Technology Assessment. 1993. Lawrence Erlbaum Associates. of Computer-Based Adult Literacy Adult literacy and new technologies: Systems. Ottawa: National Literacy Tools for a Lifetime. Washington, Secretariat. D.C.: Office of Technology 4

Literacy Across the Curriculum Media FocusVol. 13 No. 2 1997 The Centre for Literacy RESO CM: LIURNLOURACV A '0 MCHNOLOGY 15

Office of Technology Assessment. Tuman, Myron C. 1992. Word 1993. See Congress of the U.S. Pedect: Literacy in the computer age. Pittsburgh, PA: University of Papert, S. 1987. Computer Pittsburgh Press. criticism vs. technocentric thinking. Educational Researcher Turner, Terilyn C. 1993. Literacy 16: 22-30. Cited in Bruce and and machines: An overview of the Rubin 1993, 7. use of technology in adult literacy programs. Philadelphia: National Preston, Christina. 1995. 21st Center on Adult Literacy. ERIC, ED century a to z literacy handbook: 356408. Linking literacy with software. London: Project Miranda. Vrasidas, Charalambos and Bruce R. Harris. 1995. The development of Rachal, John R. 1995. Adult an interactive multimedia CD-ROM: reading achievement comparing Lessons learned. In: Eyes on the computer-assisted and traditional future: converging images, ideas, approaches: a comprehensive and instruction. Selected Readings review of the experimental from the annual conference of the literature. Reading Research and International Visual Literacy Instruction 34 no. 3: 239-58. Association, Chicago, 18-22 October. ERIC, ED391496. Rose, David, Anne Meyer and Bart Resource Pisha. 1994. Out of Print: Literacy Yaden, David B. et al. 1994. in the Electronic Age. In Literacy: AAuthentic literacy assessment: catalogue Redefinition, ed. Nancy J. NASA technology addressing adult Ellsworth, Carolyn Hedley and illiteracy. Computers in the Schools supplement Anthony Baratta, 55-60. Hillside, 11 no. 2: 73-83. NJ: Lawrence Erlbaum Associates. available The Centre for Literacy has produced a Supplement to its "Education and Resource Catalogue. The Supplement, which Technology Month" contains a listing of almost 500 new items that @The Centre for Literacy were added to the collection between June 1996, and June 1997 is February 15-March 15, 1998 available on-line at our web site: Try out a selection of over 75 software www.nald.ca/litcent.htm) products in adult literacy, math and basic skills A bound copy can be ordered for $5. The Take part in informal discussion groups around the impacts and implications of Supplement is technology in education. included at no extra Tuesday, February 17, 19982:30 4:30 p.m. charge with any order for Wednesday, March 4, 19987:30 9:30 p.m the full Catalogue at $25. Please make cheques Preview our Numeracy and payable to The Centre Technology Trunk for Literacy. Book appointment times with the Centre 4

The Centre for Literacy Vol. 13No. 2 1997 Literacy Across the Curriculum Media Focus ADULT COMPETENCY AC Adult competencyassessment: What is being measured? The case of CASAS [The following notes are excerpts The CASAS project: from several postings to the NLA completion, welfare, family listserv in February 1997 by Tom An overview literacy, employability, Sticht and Paul Erickson from the As a major part of its workplace literacy, English as a CWELL Action Research Center in competency-based adult second language. General San Diego.(E-Mail education initiative, in 1980 Education Development (GED) [email protected]) They are the California Department of preparation and adult basic reprinted with permission of Tom Education, Adult Education education (CASAS (June 1995). Sticht. Ed] Unit, initiated the California National Summer Institute Adult Student Assessment 1995: Assessment in an Era of In working on the Equipped for System (CASAS) Change. San Diego, CA: the Future (EFF) study of the CASAS) National Institute for Literacy inCASAS was designed to enable 1996, the CWELL reviewed adult educators to develop and CASAS has been validated as previous large-scale projects by evaluate a life skill curriculum an effective approach to adult federal and state governments linking instruction and literacy education by the US to provide a new adult literacy assessment. Today, CASAS Department of Education, and education system. In the light has participants in 49 states, is included in the National of recent calls for government and the name has been Diffusion Network. According action to provide leadership in changed to the Comprehensive to the CASAS Quarterly Report reforming adult literacy , Adult Student Assessment for Winter 1996-97, state-wide education, it may be useful in System. The CASAS testing adoption in more than 15 informing the present and curriculum referencing states use the entire CASAS discussion to review other majorsystem is used in adult system the CASAS projects by state and federal education programs for competency list, curriculum governments to implement the continuation high schools, materials, and tests on an reforms called "competency- juvenile court schools, ongoing basis. based adult education-CBAE" correctional institutions, [See Questions BOX] alternative high school Some "criticisms" of the CASAS project Questions Some of the criticisms concern the validity of the CASAS Research may find it useful to ask: "How goodwas and is competency tests, some the the initial and continuing research that provides the basis usefulness of the instructional for decisions costing millions of scarce adult guidance provided by the tests. education monies?" None of the criticisms are unique to the CASAS; they are Practitioners and administrators may fmd it useful to ask: applicable to the NALS (and its "What is the evidence being offered that new reform will commercial version the Tests of lead to different program content and methods that Ican Applied Literacy Skills) and use to improve other standardized (1) *participation* (including retention and attention) assessments using complex of students, tasks as test items. (2) *achievement* of learning and transfer of learning outside the classroom (including enteringnew education or training programs, attending college, Validity criticism: What is improving communities or improving adult's chances being tested? for employment and/or higher wages where theseare As noted in an earlier posting, goals), and the Adult Performance Level (3) *prevention* of learning problems of children in (APL) researchers stated, "The and/or out of school for those with childrenor who knowledge, skills, and abilities will have children?" that an adult possesses within 4 6a specific area overlap with knowledge, skills, and abilities Literacy Across the Curriculum Media Focus Vol. 13 No. 2 1997 The Centre for Literacy LATC14ADULT COMPETENCY 17 in other areas." The CASAS performing the various CASAS Though teachers may be manual for item writing (1983, test items ( and similar complexprovided with lists of the p.1) [See Box] makes a similar task oriented tests), teachers competencies that their point about the overlap of skillsoften do not know exactly what students did not perform well and knowledge within a given to teach even if they know whaton in a CASAS test, it has been "level" of instruction to assign noted that in many cases the test item: students. In a study of the tests do not contain enough items that measure the same This overlap of skills (reading, implementation of the CASAS assessment and other CBAE competency to provide a reliable writing, speaking listening) andmethods in California, ",the estimate of a person's content knowledge areas majority of instructors competence in the given area. illustrates one of the difficultiescommented in interviews that (Gregg Jackson, Chapter 3 in Tom in determining the validity of keeping records of individual Sticht(1990 January). Testing and assessments that use complex, Assessment in Adult Basic real world tasks (including the student competency attainmentEducation and English as Second APL and the recent NALS). Theparticularly in ESL classes Language Programs.Washington, problem is that it is not clear was "not helpful," "not DC: US Department of Education, attainable," or "not feasible." Division of Adult Education and what is being measured, and (p.22) Adult Education that is the determining feature Literacy.) of validity. That is, a valid test instructors "...frequently expressed the concern that a Criticism of the CASAS by the is one which measures what it competency-based life skills General Accounting Office is supposed to measure and approach, at least as defined byincluded comments by ESL only that! But as the CASAS extsting competency lists, was teachers who were dissatisfied test manual makes clear, when not appropriate for their with the CASAS test as a one has administered a CASAS students." (p.40) (It should be measure of how well adult test item, it is not clear just noted, though, that all ABE education students learned to what has been measured, and students interviewed reported communicate in English. Some this is especially important for that at least some of the "life employment training staff said godetermining what one should skills" education was useful.) teach when tasks are not that the CASAS test did not give (p.40) (Judy Alamprese & Others them sufficiently specific performed properly. (1987, March) CBAE Evaluation Study Report, Investing in Change: information about their clients Problems with Competency-Based Adult Educationor focused too much on life in California, San Diego, CA: skills. (General Accounting instructional Comprehensive Adult Assessment Office(1995, September), Adult decision-making System). Education: Measuring Program Possibly because of the Results Has Been Challenging unknown nature of just what (GAO / HEHS-95-153). competence is involved in

e OX A word of caution must, examinee answers the items Overlap of skills and however, be noted. The use of incorrectly, which one (or more) knowledge the functional transfer context of the following problems is the In a competency-based generally tests the use of two orcause? Is it the exarninee's instructional program, more skills. Therefore, this inability to read or comprehend assessment should reflect life context is not appropriate in the verbal material? Is it the skills as described by clearly itself for diagnosing examinee's lack of familiarity defined competency weaknesses in specific skills with the use of a checkbook or statements. A functional since it is difficult to determinelack of familiarity with the transfer, multiple-choice which skill was performed specific type used as the context is used [in CASAS incorrectly. illustration for the item? Or is it tests] because it measures a the examinee's inability to student's ability to transfer The following example of the compute the correct answer? learning from the classroom to functional transfer context can The specific skill diagnosis real-life situations (as illustrate this point. Suppose cannot be determined." simulated by paper and pencil an item requires the examinee Source: CASAS manual 1983 tests). to balance a checkbook. If the 4'7 The Centre for Literacy Vol.13 No. 2 1997 Literacy Across the Curriculum Media Focus 316 REV[IIEW AC gives examples of many test What do items with commentary. Part II EA adult literacy ' looks at several Special Topics ts 1105- :: s-: including studies of the 4 ,14"rofmr. assessments lt.i.l'avre.012.4 assessment of listening and reading skills of adults, the mean? intergenerational transfer of Adult Literacy in the United literacy, and relationships of States: A Compendium of literacy to occupations and job Quantitative Data and performance. Finally, Part III Interpretive Comments, Thomas offers data and comment on G. Sticht, Applied Behavioral & the Testing of Adult Literacy Cognitive Sciences, Inc. and Development in Education William B. Armstrong, San Programs using examples of Diego Community College changes in literacy skills in District, 1994. * programs from three states, as well as reading gain score data reviewed by Linda Shohet from around the US, and data on longitudinal changes as a This report recasts old function of participation in information to create new world" materials-- like those programs for up to three years. knowledge which should be in the 1993 National Adult part of the required knowledge Literacy Survey (NALS). They While there are many who base of any policy maker, survey the 1971 NAEP, the dispute the accuracy or researcher or teacher trying to 1971 Harris surveys, the early pertinence of standardized grasp the meaning of large- 1970's Adult Performance tests in general, and in scale literacy assessments in Literacy (APL) studies, the 1986particular, for adult literacy or relation to public policy, Young Adult Literacy survey basic education students, program development and that developed the Prose, there are few who would classroom practice. Document and Quantitative dispute that testing has been, scales used for the NALS in and remains, a driving force in Tom Sticht and William 1993. Although they completedAmerican education. In the Armstrong, with a grant from this text before the IALS was past decade, Canada, the UK the National Institute for released, their conclusions and Australia have been Literacy, though in no way would not be changed if it wereadopting literacy testing models reflecting the position of the added. and, since the International funder, have produced an Adult Literacy Survey, many invaluable reference text that The Compendium is divided OECD countries are following calls into question much into an introduction and three suit. current literacy assessment, parts. The introduction including the assertion that provides the theoretical You do not have to agree with testing with tasks from daily framework for their all the interpretations, but the life is a recent innovation. interpretations built on Sticht &Armstrong concepts drawn from the Compendium puts large-scale Outlining and commenting on cognitive sciences. These literacy assessment into major US adult literacy include emphasizing the role ofhistorical perspective and assessments from 1917 to knowledge in literacy, the raises some explicit questions 1993, Sticht and Armstrong developmental nature of about what these tests mean review early military tests literacy with adult ability and implicit questions about beginning with the World War I rooted in childhood processes, why they have been, and Army Alpha test for literates and the constructive and socialcontinue to be, given on a and Beta tests for non-literates,nature of cognitive developmentregular basis. [See BOX p. 191 and working through to the (including literacy). [LSI first civilian test designed by Guy Buswell in Chicago in Part I summarizes the major 1937 using "functional real assessments listed above and 4 8

Literacy Across the Curriculum Media FocusVol. 13 No. 2 1997 The Centrre for Literacy LACREVIEW 19

BOX Some of the findings & interpretative comments Most tests of "intelligence" or "aptitude" are Findings have remained similar over 75 remarkably like "literacy" tests, relying on years, e.g. higher educated adults perform various combinations of reading, writing, better than less educated; younger adults listening, or computational tasks. (xi) perform better than older; higher income groups perform better than those with lower Highly literate adults perform well and end incomes. up being rank-ordered in a similar manner across numerous tests of "intelligence," "This suggests that, if the concern is simply "aptitude" or "literacy." They do this because to identify adults who are high, medium or they possess an extensive knowledge base in low in literacy skills, consideration should be long term memory and an efficient given to research for identifying the most information processing system in cost-efficient methods of assessment. For working memory. (xi) instance, the very simple vocabulary and paragraph comprehension tests of the Armed To achieve high levels of literacy, adults must Forces Qualification Test (AFQT) produce develop an extensive knowledge base and about the same distribution of adults in five efficient information processing skills for literacy levels as does the more extensive reading and writing. Since these require (and expensive) National Adult Literacy development over time, "adult programs Survey (NALS)." (xii) must either retain adults for long periods of time, or stimulate adults to engage in In the adult literacy programs studied, data extensive reading and writing outside of from pre- and post-test scores and gains programs, or both. However, present adult showed programs are "uniformly successful literacy programs do not focus on developing in increasing adult literacy skills by 0.5 to any particular bodies of knowledge, except to 1.5 "years" in anywhere from 1 to over 200 a limited degree in GED preparation. hours of instruction. This observed gain is only minimally influenced by the entering When time is limited, programs may develop level of adult's skills or the hours of a fairly extensive body of knowledge in a instruction between pre- and post-tests." (xiv) restricted domain, in a fairly brief period...However, there is reason to question The data for those who remained in programs whether this new knowledge will be retained for more than a year were limited; however, unless it is actually used either in additional based on average scores for programs (as education and training programs or in opposed to individuals) students tended to day-to-day activities."(xi) show little gain after the first post-test. Generally, when "standardized testswere Practice in reading is important. criticized as invalid indicators of what was "[A]ssessments... show that years of actually learned, no alternative indicators of education, amount of practice and increased growth in achievement were reported." (xv) skill go together...Extensive free-reading practice may be as important as direct This document can be downloaded from the instruction in producing higher levels National Adult Literacy Database at www.nald.ca of literacy." (xii) It can be borrowed in hard copy from The Centre for Literacy. Despite debate about suitable test items, whether multiple-choice or constructed response, "academic" or "real world," there is a remarkable similarity among test items over the last 75 years. (xii)

The Centre for Literacy Vol. 13 No. 2 1997Literacy Aáross the Curriculum Media Focus 20 REVIEWLAC

Do referral The report is divided into three sections. services work? The first gives a general A study overview of the demographic findings of Increasing awareness for the survey and successful outcomes: Referral discusses responses services in Quebec, A Research from callers who called Report, by Mandie Aaron, the LEARN Line for Literacy Partners of Quebec, themselves, responses 1997. 26 pp. from callers who called to find services for someone reviewed by Linda Shohet other than themselves, and responses from In 1996, Literacy Partners of individuals who called to Quebec hired a researcher to volunteer their services. do a needs assessment of the telephone referral process for Another section discusses English-speaking adult interviews with the directors literacy learners in Quebec. of eight regional literacy They wanted to identify aspects councils to give an overview One of their referral procedures. of the LEARN Line process positive outcome of the Since there is no 1-800- which worked effectively and study is this publication whichnumber in the province, they those which needed refinement.should be useful to providers of The study examined what are responsible for referral in referral services. The questionstheir respective areas and do happens after the initial call to they asked are of broad interestnot follow a uniform procedure. the LEARN Line is made; [See BOX on UK referrals] and The final section is a summary whether or not callers continuethe findings, while disappointing,of recommendations and on to the next stage and why; ifcan be used to inform changes conclusions. Appendices not, why not. It asked how in practice not only by the include the interview protocol successful callers are in referral service providers but and the intake form used for accessing services and looked ultimately by the educators the LEARN line referral service. at what conditions led to who are supposed to be positive outcomes. providing the end-product. Excerpts from the ConclusionsOther issues raised by this study need to be addressed by the different literacy councils and ...the majority of respondents were very happy service providers themselves. The most to share their experiences. They were glad thatimportant issue... iswhy so few students in the someone had called to inquire about the Montreal area actually receive the help they are progress they had made and were pleased that seeking. In this study, 42 per cent (n=31) of someone was taking an interest in them. student callers received any form of help at all. Of those, only 7 per cent (n=5) were sufficiently While this study provided answers to many satisfied with the help to stay with it. Issues questions, it also raised many potential areas ofsurrounding tutor effectiveness, student inquiry. What, for example, is stopping people reliability, first-language of students, support from following through on the process? Why dofor tutors, motivation etc., are not part of the some tutors take the training and then LEARN Line's mandate and need to be withdraw before they are even matched with a examined by the literacy councils and service student? Why do some students remain with aproviders. Addressing these issues in a tutor or in a class while others drop after the cooperative manner could help significantly to first few sessions?... improve the literacy services offered in this 5 0 province.

Literacy Across the Curriculum Media Focus Vol. 13 No. 2 1997 The Centre for Literacy REVIEW 21 Telephone interviews were usedThe researcher notes several to gather information from times that the percentage of Referral Services individuals who had respondents getting telephoned the LEARN Line information from radio and can be improved - during the twenty-four month television may be higher than an example period between March 1, 1994 reported, because those citing and February 29, 1996. 393 the Yellow PagesTM had to have The Basic Skills Agency calls were made during this been directed there, which is (formerly ALBSU) in UK has period. what the TV and radio ads do. run a 0800 Telephone Referral As determined in similar Service since 1980. When The researcher attempted to studies, TV and radio are they had it independently reach all 393. Calls were madeeffective ways of reaching this evaluated it in 1994, it was on different days and at target population. judged a disaster. "While the different times of the day, but telephone part of the service it was difficult to contact manyAmong the findings is that 32% operated fairly effectively, few of the individuals targeted. of the student callers do not of those who called the 0800 This is a mobile population. In follow up the referrals given. number were ever contacted." addition, due to assurances of 42% did receive services, but Although they considered confidentiality, it was not only 7% of them were still closing the service entirely, possible to leave a message for in classes or working with a they decided there were strong people when they were not at tutor when they were surveyed. reasons to have it and set home and they were left out of This moreor less confirms about correcting the the study after a minimum of general estimates of between weaknesses. When re- two attempts to contact them. 5% and 10% of adult literacy evaluated in 1997, although it In the end, 140 individuals students actually receiving still needs further attention, were interviewed, of whom 123 help. The researcher found the service was much provided pertinent information.that several students asked stronger. again for the referrals when she Findings in 1997: The researcher identifies one called. Among her 63% of callers were followed problem with the research recommendations was that a up compared to 22% in 1994. design. Direct comparisons follow-up call within two 54% were contacted within a cannot be made between months of the initial call could week of the call. services in Montreal (a large make a difference. This 75% called within a few days urban centre) and those in recommendation has already of finding out about the outlying regions (mainly rural, been acted upon according to Service. or if urban, then with the LEARN service. Other 39% found out about the extremely small English- conclusions have to be taken number through TV and speaking populations). For theup in other arenas [See BOX, 41% through radio ads. Montreal area, only those p. 20]. Naming the needs is a 86% rated the Service as seeking services , i.e. students first step. good overall compared with and tutors, were interviewed. 32% in 1994. No information was obtained 82% were satisfied with the from the service providers. In Copies of the report are follow-up. the outlying regions, only available for $10 (including 50% did not enrol in a administrators of the regional postage and handling) from course (33% of these had literacy councils were Literacy Partners of Quebec, been followed up anyway). interviewed. She suggests that,3040 Sherbrookes Street West, 31% were currently in a to make comparisons, further Montreal, Quebec, H3Z 1A4, course. All said they found research could include Tel.: (514)931-8731, ext 1413; the course useful. interviews with the Fax: (514) 931-5181 administrators in the Montreal Source: Basic Skills, area and with students in the September/October 1997, The 10 regions. Basic Skill Agency, pp. 4-5. 51

The Centre for Literacy Vol. 13 No. 2 1997 Literacy Across the Curriculum Media Focus 22 COMMENCESLAC Chr Each:Doke 32nd Annual Teachers of Commission on Adult Basic English to Speakers of Other Education Annual Conference Conference LAstAng Languages (TESOL) (COABE) L©tll Convention & Exposition April 9 -12, 1998 March 17 -21, 1998 Corpus Christi, TX Seattle WA Information: AAACE,-1200 19th Street The 23rd International Learning Information: Tel.: (703) 836-0774; NW, #300, Washington, D.C. Disabilities Association of Fax: (703) 836-7864; 20036,Tel.: (202) 429-5131; Quebec Conference (LDAQ) E-mail: conv@tesoLedu; Fax: (202) 223-4579 March 19 - 21, 1998 Web site: www.tesol.edu Montreal, QC National Conference on Information: LDAQ, Tel: (514) 847- Technology and Persons with Family Literacy 1324; Fax: (514) 281-5187 Disabilities April 19 - 21, 1998 13th Annual International Louisville, KY Illowd/antern tAmeall Conference Information: National Center for March 17 - 21, 1998 Family Literacy, Tel.: (502) 584-113 Writing Across the Disciplines , CA Conference Information: Tel.: (818)677-2578; Third Annual Conference "Making Connections VI" Fax: (818) 677-4929; Workplace Learning: Strategies E-mail: [email protected]; for Success February 13, 1998 Web site: www.csun.edu/cod/ Florida International University April 20 - 21, 1998 Information: Robert Ratner, Writing Milwaukee, WI Across the Disciplines, Florida MEDIA 98 Information: 1-800-446-0399; International University, Miami, An International Conference on Website: www.cew.wisc.edu FL 33199, media, culture, and education Tel.: (305) 348-3327 on the eve of the new milleniumInternational Reading March 20 - 22, 1998 Association (IRA) Fourth International Pedagogy University of London, UK May 3 - 8, 1998 and Theatre of the Oppressed Information: Cathy Bird, Conference Orlando FL Conference Office, Institute of Education, Information: IRA. Tel.: (302) 731-1600; March 5 - 7, 1998 University of London, 20 Bedford Way, Fax: (302) 731-1057; E-mail: University of Nebraska, OM London WC1H OAL, Tel.: (171) 612 [email protected]; 6017; Web site: www.ira.org Information: Rita Shaughnessy, Fax: (171) 612 6402; Tel.: (402) 595-2355; E-mail: [email protected]; 1998 Business, Education and E-mail:[email protected] Web site: www.ioe.ac.uk/media98 the Community Canadian Labour Force May 10 - 12, 1998 Association for Supervision and Ottawa, ON Development Board Curriculum Development (ASCD) Labour Market Partners' Forum Information: Joeanne Mahoney, March 21 - 24, 1998 Conference Administrator, March 9 -10, 1998 San Antonio, TX Tel.: (613) 526-3280, ext. 234; Toronto, ON Information: ASCD, 1-800-933-2723; Fax: (613) 526-4857; Information: Tel.: (613)233-5179; Fax: (703) 299-8631; E-mail: [email protected] Fax: (613)233-4766; 1-800-342-7146; Web site: www.ascd.org Web site:www.clfdb.ca Second World Meeting on Media 1998 CCCC Annual Conference Education The Second World Summit on "Ideas, Historias, Cuentos "Multimedia and Education in a Television for Children Breaking with Precedent" Global World; At the 50th Year of March 9 -13, 1998 April 1 - 4, 1998 Human Rights Declaration" London, UK Chicago, IL May 18 -19, and 20 -24, 1998 Information: The Second World Information: Victor Villanueva, Jr., Summit on Television for Children, Sao Paolo, Brazil Program Chair, NCTE, 1111 W. Information: Roberto Aparici, Spain c/o Event Organisation Company, 8 Kenyon Road, Urbana, IL 61801-1096, Cotswold Mews, Battersea Square, ([email protected]); Kathleen Tyner, or call Eileen Maley (217) 328-3870, USA (media [email protected]); London SW11 3RA, Tel.: 011 44 171 ext 286. 228 8034, Fax: 011 44 171 924 1790, Robyn Quin, Australia ([email protected]) E-mail: [email protected] 52

Literacy Across the Curriculum Media FocusVol. 13 No. 2 1997 The Centre Tor Literacy CONFERENCES 23

Canadian Association for S. Oneida Street, #325, Denver CO Summer Institutes 199 h Distance Education (CADE) 8024-2552, Tel.: (303) 756-8380; May 21 -24, 1998 E-mail: [email protected] The Centre for Literacy & Georgia Banff Centre, Banff, AB Tech Lifelong Learning Network Information: Lori Oddson, Learning International Reading Literacy & Technology: Services Outreach, Athabaska Association (IRA) Maintaining a Human Face University, 2nd Floor, North Tower, World Congress June 25 - 27, 1998 10030-107 Street, Edmonton, AB, July 21 - 24, 1998 Montreal, QC T5J 3E4 Oho Rio, Jamaica To be put on the mailing list: Information: IRA, 800 Barks dale Tel: (514) 931-8731, ext 1415; Fax Canadian Communication Road, PO Box 8139, Newark, DE (514) 931-5181; Association Annual Conference 19714-8139, Tel: (302) 731-1600 or E-mail:literacycntr@dawson Congress of the Social Sciences 800-336-READ. college.qc.ca and Humanities May 31 - June 3, 1998 Third International Conference NYU-London University Summer Ottawa, ON for Global Conversations on Abroad Program in Media Information: Roxanne Welters. CAA, Language and Literacy Education Liaison Officer, Département de August 57, 1998 June 27 - July 12, 1998 communications, Université de Bordeaux, France Teachers and Graduate students Montréal, C.P. 6128, Succ. Centre- Information: NCTE, 1111 W. Kenyon can eran NYU credits studying \Tulle, Montréal, QC, H3C 3J7, Road, Urbana, IL 61801-1096, with David Buckingham and other Tel.: (514) 343-6111, ext. 5434, Tel: (217) 328-3870, ext. 203; Fax: (514) 343-2298; leaders in media education. Fax: (217) 328-0977 Information: JoEllen Fisherkeller, E-mail:[email protected] Tel.: (2121) 998-5807; 47th Annual American E-mail: [email protected] Laubach Literacy Action 1998 Association for Adult and or Melissa Phillips, E-mall: Biennial Conference Continuing Education (AAACE) [email protected] June 11- 14, 1998 November 18 -22, 1998 Columbus OH Phoenix AZ SUMMER 1998 IInformation: Tel.: (315) 422-9376. ext. Information: Tel.: (202) 429-5131; Teaching with Mainstream 283; Fax: (315) 422-6369 Fax: (202) 223-4579 Media Undergraduate and graduate Media Literacy in the New National Council of Teachers of levels Millenium English (NCTE) Dates tba June 19 -20, 1998 November 19 -22, 1998 University of Arizona at Tucson, New York, NY Nashville, TN College of Education Information: Maddy Steinhart, United Information: NCTE, 1111 W. Kenyon Information: Dr. Richard Ruiz, Federation of Teachers, Road, Urbana, IL 61801-1096, Director of LrC, College of Education, Tel.: (212) 598-9298 Tel: (217) 328-3870, ext. 203; University of Arizona, Tucson, AZ Fax: (217) 328-0977 85721 4th International Partnership Conference Modern Language Association Writing Program Administration "New Alliances for Learning for (MLA) (WPA) Summer Workshop and the Next Millenium" December 27 - 30, 1998 Conference June 27 - July 1, 1998 San Francisco, CA "Making a Difference: Writing Trondheim, Norway Information: MLA, 10 Astor Place, Programs at Work" Information: Ragnhild Aamot, NW, PO New York, NY 1003-6981 July 13 - 16; July 16 -18, 1998 Box 2312 So 0201 OSLO, Norway, Tucson AZ Tel.: +47 22947500; International Federation of Fax: +47 22947501; Information: (520) 621-3371; Teachers of English (IFTE) E-mail: [email protected] E-mail: [email protected] July 7 - 10, 1999 Warwick, ENGLAND National Media Education Information: NATE, 50 Broadfield Rd., Conference Sheffield. S8-0XJ England. "A Paradigm for Public Health" Tel.: (0114) 255-5419; June 28 -July 1, 1998 Fax: (0114) 255-5296 IColorado Springs, CO Information: Conference Office, 2121 53 The Centne for Literacy VoL 13 No. 2 1997 Literacy Across the Curriculum Media Focus 24 ANNOUHCIEMENTS AC Workshops on Making Connections, Canadian Congress for LearningOpportunities for Women (CCLOW)announces cross Canada workshops on using woman-positivecurriculum Following the publication of Making Connectionsin late 1996, practitioners across the country asked formore guidance on using the materials in a variety of contexts. How couldone use it with mixed gender groups? How couldone use it where there was already a prescribed curriculum? How couldone adapt it to classrooms/one-on-one tutoring/different levels of instruction? In response to these and other requests, CCLOW,with support from the National Literacy Secretariat, has traineda group of facilitators to offer an initial series of workshopsacross Canada by June of 1998. The goal is to offer at leastone session in every province and territory. For information on workshops inyour province, contact Joanne Lindsay, CCLOW, Tel.: (416) 699-1909; Fax: (416) 699-2145 eoivNEeT. Call for Proposals National Newsletter for Technology & Adult Literacy 47th Annual American Association for Adult and The National Newsletter Continuing on Technology in Adult Education -AAACE 1998 Literacy Adult Learning A Joy, A Right & A To submit articles or request Shared Responsibility information: Connie Belanger, Editor, November 18 -22, 1998 CONNECT, Phoenix AZ Continuing Education Centre, Ottawa Board of Education, 515 Cambridge Information: Mike Perez, AAACE Program Chair, 1200 19th Street NW, Street, S. Ottawa, ON K1S 4H9, #300, Washington DC 20036-2422, Tel: (613) 239-2656; Tel.: (202) 429-5131; Fax: (613) 239-2429; Fax: (202) 223-4579 or AlphaCom: plarabee E-mail:[email protected] E-mail: [email protected] 54Deadline: February 1, 1998

Literacy Across the Curricu/um Media FocusVol. 13 No. 21997 The Centre Tor Literacy LACANNOUNCEMENTS 25

The Canadian Association of Literacy Educators (CALE) CALE has been formed to link literacy educators in Canada through a national body. The new organization offers: a Listserv - CALE (Canada Interact) through which educators can share and Virtual Celebrity Book Auction interact with each other on Check it out on www.nald.ca literacy issues in Canada; Plans and Problems Forum, A Celebrity Book Auction pioneered by the Canadian Congress of intended for researchers Learning Opportunities for Women (CCLOW) in the mid 1990s (including graduate will go electronic for 1998, in partnership with NALD and Literacy students) who wish ibLink Niagara. They will conduct the auction on the Net via feedback on research; lIFNALD's home page. Funds raised will benefit adult learners Peer Review, for feedback on across Canada through educational bursaries andliteracy manuscripts intended for programs. publication in a referreed journal; Letters requesting the donation of a favourite book were sent to Director's Direct, available celebrities from the arts, entertainment, and sports worlds, as only to the directors of the well as to authors, activists and politicians. Organizers expect to Association; and receive 150 books by the time of the auction in spring of 1998. The Canadian Journal of Literacy Educators (CJLE), a How to bid quarterly on-line journal. Visitors will be able to search the library by celebrity or by classification (music, movies, etc.) A click of a mouse will reveal Information about this the book's cover, the personal inscription and an accompanying journal: photograph. The bidding portion of the site will work like a silent e-mail [email protected]. auction. Visitors can browse the books and leave a secret bid in To submit an article, the guest book. The highest registered bid on each book will be e-mail a copy to: submit. automatically posted. For security purposes, no on-line fmancial [email protected]. transactions will take place. Bidders will be asked for identifying information only and winning bidders will be contacted after the Information: Website: www.nald.ca/ cale.htm auction is over to make arrangements for payment. or contact Dr. Bill Fagan, Visit NALD's homepagewww.nald.ca to preview items and Box 194 Faculty of Education, find the actual date of the auction, or contact Memorial University, Literacy Link Niagara, Room 202, St. John, NF AlB 3X8, Niagara College, St. Catharines Campus, Fax: (709) 895-2057; E-mail: 059 Wellandvale Road, St. Catharines, ON L2R 6V6, [email protected]. P'Tel.: (905) 641-2252 ext. 2222; Fax: (905) 682-2298; E-mail: [email protected] 55 The Centre for Literacy Vol. 13 No. 2 1997 Literacy Across the Curriculum Media Focus 26 ,..ttt;;;;tftW,Nt.;:, ozkehops at Me Centre Manteznese Challenging teachers: Students usinggraphics and web technology Leader: Lee Odell, Renssalaer Polytechnic Date: Thursday, February 5, 1998 Time: 5:30 - 9:30 p.m. Fee: $50.00 , (including materials and supper) . \Mktiti Writing words, writing worlds: Exploringpossibilities for Vite community writing

sttt>0..t. 0:41:£,:ettVf et. Jtf Leaders: Helen Woodrow and Mary Norton, St. Johns, NF and Edmonton, AB Date: Saturday, February 28, 1998 Time: 9:30 a.m.- 3:30 p.m. Fee: $90.00 (including materials, refreshments and lunch)

Women, literacy and art (with Canadian Congress for LearningOpportunities for Women CCLOW Quebec) Leader: Peggy Holt, adult education instructor and artist, Fredericton Date: Saturday, March 7, 1998 Time: 9:00 a.m.- 3:00 p.m. Fee: $90.00 (including materials, refreshments and lunch) Aiil'Ma Zama The Centre fore &Manley Working Papers in Literacy No. 1 Perspectives on IALS, Graff, Street, Jones No. 2 Media literacy, information technology andthe teaching of English Abbott and Masterman Paper No.1 is on our Web site. Print copies of both Papers can be ordered. .43;;MANS:WW:44,. Price: In Canada, $6; US, $7.: Overseas, $10.;prices include handling and postage 56 Literacy Across the Curriculum Media FocusVol. 13 No. 2 1997 The Centre far Literacy se: 27 t4;11, Read and Write Together: An activity pack for parents and children This kit was produced by The Basic Skill Agency and BBC Education in February 1995 for a national Family Literacy promotion campaign in the UK. Price: $15. plus $2 handling and postage.

The New Reading Disc The acclaimed UK multimedia product designed by CTAD to help adult basic learners improve their reading and writing. Built in Authoring Tool allows teachers to create local culturally appropriate materials.

he ?::ens1,,e5 The Numbers Disc A new multimedia resource from CTAD and British Telephone designed to help basic learners improve their math skills.

ma,;:.ring it IS NorriisP Ot LI.RE Le Logiciel Interactif de Réentrainement a l'Ecriture propose un Lezz nouveau concept qui, a travers l'utilisation d'ordinateurs Multimedia, permet a des personnnes d'améliorer leurs capacités a lire et a écrire en Egvtao français.

Coming in 1998 The American New Reading Disc (developed by CRT at Georgia Tech) INFORMATIONr- An American version of the original UK product with American topics and ONSOFTWARFL PRICINGAMY context, but the same prototype with Authoring Tool. ORDERS:: Detailed descriptions on our Web site include a 38-site Canadian Theteentrelifaz evaluation of the New Reading Disc: www.nakl.ca/litcent.htm Literucr.3040! ,Shertirrooke:Streee 4 WI",,MOntreal:,Cjc:4'- Health & Literacy bibliography Canadii;.H3r.1A4t, NOW available.on the web (514)93178731,. The bibliography on health and literacy produced by The e1415 *;-. Centre iri 1995 can now be downloaded directly from our Fax:: website: www.nald.ca/litcent.htm (514)93L-5181-;,- Bound copies can still be ordered for $5.00 from The Centre for LiteraCy, 3040 Sherbrooke Street West, literacycntr: Montreal QC, Canada, H3Z 1A4: , @dawsoncollegeL. qcca Make cheques payable to ;The Centre.for Literacy.

The Centre for Literacy Vol. 13 No. 2 1997 Literacy Across the Curriculum Media Focus

I. EST COPYAVA1111Alaif 28 9TH SUMMERINSTITUTE

MaintainingaHuman Face a ;The Centre in cooperation with 4% for Literacy LIFELONG LEARNING fr%__/ Montreal, Quebec NETWORKL Canada Georgia Tech Atlanta, Georgia

There is no empirical evidence that technology alone education and their impact on people in schools, can improve sustained learning outcomes. Contrary community and workplace settings. to the claims of promoters, the hype of the media and the dreams of some politicians and administrators, Part of each day is set aside to focus on participants' studies repeatedly confirm that the human factor questions/interests with time to discuss and to remains the key. The literacy sector has been drawn receive feedback from colleagues. into the larger technology/learning debate. Who is setting the technology agenda in education? Have we Research can be done after 3:00 p.m. in the resource been worrying too much about hardware and centre which houses one of the most extensive software, and too little about users? collections of documents and materials in the country. It also has a preview service for software. Program description The 1998 institute is designed to accommodate a Fees:$300. (Materials, Breakfast and lunch) limited number of participants in a collaborative settinglistening, discussing, exchanging and Details and registration forms: challenging ideas and practices connected to the usesTel: (514)931-8731, ext. 1415 of technology in adult literacy and basic skills FAX: (514) 931-5181; [email protected] 'to subscribe, complete this form and mail it withyour cheque to: The Centre for Literacy, 3040 Sherbrooke Street West, Montreal, Quebec, Canada H3Z 1A4 I enclose a cheque for U $16 U $80 U $150 (Please mark choice) Make cheque payable to The Centre for Literacy. Please enquire about international rates. Name: Institution: Dept: Address: City: Postal Code:i Tel: Fax: Single annual subscription $16 Multiple annual subscription (10) $80 Multiple subscription (20) $150 Back issues available Call (514) 931-8731, ext. 1415 5 8

AT 0rig:. www:Aatd;.:Ctillitcent.htm Literacy Across the Curriculum Media FocusVol. 13 No. 2 ° 1997 The Centre for Literacy VOLUME 13 NUMBER 3

c ,

111 Connecting literacy, media and technology in the schools, community and workplace

Composition and Communication Getting past either/or in April in which she called on English teachers to examine their own belief systems about the nature of literacy and their embrace or rejection OR of technology. (p. 3) She used recent statistics from several US states of expenditures COMP RS on adult literacy and on P_ F ONAIS technology to show that, despite the rhetoric, relatively VOLOWEERS WHOLE LAN A little has been allocated to the first, and that much of WOO EDUPATION the allocation to technology ONO has been diverted from other educational budgets such as libraries. Teachers seem to Information is not knowledge, created from this information, have created a choice for and knowledge is not wisdom. much of it complex and themselves of "either" humane Since they were severed contradictory. We have not text-bound literacy "or" from churches, schools have done much with the knowledge generally not been preoccupied we have. Why? with wisdom. But modern CONTINUED ON PAGE 2 schools have been concerned One reason is that we don't with both information and want to know. In general, knowledge, and have debated we don't want our beliefs the relationship between the challenged by knowledge, 3 To ponder two and how they inform the and when they are, beliefs 4 Behaviour and beliefs of philosophy of schooling. The still tend to win the day. volunteer literacy tutors best schools have moved Despite our passion for 9 Winter Institute: Adult beyond information. The "higher order thinking," education in the workplace best literacy practices have we still think more with our Equipped for the Future moved beyond decoding guts than with our heads. 11 New "systms" approach and memorization to the making of meaning. This issue looks at some 14 In the classroom: instances in the formal and Power Point and basic skills We have enormous amounts informal adult literacy sectors 17 Libraries in an electronic age of information about schooling,where beliefs take precedence 18 David Crystal on literacy about reading, about writing, over practice and talk over action.20 Reviews: about learning, about disabilities, On class size about the differences between Cynthia Selfe, researcher and The Literacy Audit Kit adults and children as learners,commentator on the connections21 Conferences the list goes on. No one could between literacy and technology, live long enough to digest it all.gave a keynote address to 24 Announcements Some knowledge has been the Conference on College 26 At The Centre 59 The Centre for Literacy Montreal,Quebec 2 LAC machine-driven technological schooling has become the norm. literacy. Governments have We do need to find ways to stop chosen to fund "either" books losing up to one-third of high The Centre for literacy "or" computers. school students in some parts 3040 Sherbrooke Street West, of the country. But today, the Montreal, Quebec, Canada, Catherine Hambly, a new theme is "lifelong learning." H3Z 1A4 researcher, examined the In adult basic education, the beliefs and behaviour of literacy student loss is closer to 90%. tutors in a volunteer program and found that their belief in We also need to know how to good will took priority over analyze expenditures on adult training and support (p.4). basic education at provincial Paul Jurmo, a longtime and state levels, we need to Editor: Linda Shohet practitioner-critic of workplace know that federal support for Media Editor Judy Brandeis basic skills education, research and awareness is a Layout & design: Ponctuation GRAFIX presented the Winter Institute necessary framework, but that Depot legal1991 an analysis of the shortcomings responsibility for ongoing of the current US system and a provision happens close to ISSN 1192-3288 vision of an alternative (p.11). home. When we accord adult Bibliotheque Nationale du Québec For different reasons, neither education the same attention the formal nor volunteer sector The Centre for Literacy/ we pay to the regular school has produced consistent, system, we will have achieved Le centre d'alphabétisation verifiable outcomes in literacy a victory. is a resource centre and teacher-training project designed to provide training, research, and and basic skills education. information services which promote and link the Yet, the debate on provision Whose interests are advancement of literacy in the schools, the is always presented in terms served by not knowing? workplace and the community. The Centit of "either" the volunteers "or" gratefully acknowledges the support of the the professionals. Governments who fund short- National Literacy Secretariat, Human Resources term or "feel-good" projects; Development Canada, and Dawson College. groups and businesses who What else do we need receive the short-term,"feel- to know? good" funding; and the media We need to know how to use who hype the "feel-good" stories. the information and resources It frees them from making we already possess. We need long-term commitments that to know that project funding don't play well on television. Literacy for the 21st century does not sustain provision. Literacy encompasses a complex set of abilities Nicki Askov spoke at the Winter When we can examine to understand and use the dominant symbol systems of a culture for personal and Institute about trying to appropriate roles for volunteers community development. In a technological atialyze the outcomes of and appropriate training for society, the concept of literacy is expanding to $130,100,000. of US Workplace teachers and workplace include the media and electronic text, in Literacy Project funding, educators, when we can see addition to alphabetic and number systems. and finding reports packed the new possibilities offered by These abilities vary in different social and in boxes, most of them technology and the challenges cultural contexts according to need and demand. Individuals must be given life-long learning insufficiently documented they present to formal opportunities to move along a continuum that to provide a research base. institutions, when we can stop includes the reading and writing, critical thinking in terms of "either/or," understanding, and decision-making abilities We criticize schools mercilesslywe will be closer to the vision they need in their community. based on test scores and drop- of a coherent system of adult out rates. Continual scrutiny education in North America. The opinions expressed in articles, other is necessary, although much than those signed by the editor(s), are those of the author(s) and do not of the criticism leveled at schoolsThe real questions are: necessarily reflect the philosophy or policy is too broad and neglects the Do we want to know? Can we of The Centre for Literacy. enormous successes as universalmove beyond beliefs? [LS] 6 Literacy Across the Curriculum Media FocusVol. 13 No. 3 1998 The Centre for Literacy LACVO PONDER0RECOMMENDED READINGS So how to begin? ... Here are instruction, evaluation and . On some of my suggestions. First assessment that would be of all, insist that all graduate as useful and transferable to preparing students in literature learn to those who will work in media, graduate write well enough to get paid business, not-for-profits, or for it, instead of encouraging government, as to future students them to write a cramped prose professors. The expanding job market for we have to be paid to read. We the future lies in what we still no longer have the luxury to Third, most radically, require revealingly call "alternative write only for one another or toall graduate students to take careers" - that is, stimulating, pretend that no one else sees a seminar on educational well-paid careers in business, what we write only for one organization, management, government, the media, and another; and our critical habitsand negotiation. Academia's technology. Mark Johnson, a of jargon, abstraction, and condescension toward such Ph.D. in English who has made corporate skills is notorious; the big leap, writes that "a big prolixity win us no friends elsewhere. As Louis Menand although professors spend portion of today's business large parts of their careers world clamors to hire observes, "Indifference and running committees, serving as employees equipped with the even hostility to academic chairs, or acting as deans, we intelligence, research skills, writing is not restricted to are expected to pick up the and drive of a Ph.D." (61). conservatives who regard the business of administration on Preparing students for these university as a refuge of left our own. Every department, opportunities is not just a wing thought. It is shared by and certainly every university, matter of repackaging resumesmany liberal nonacademic has experts who could teach or offering job-placement intellectuals as well" (78). these skills and prepare advice at the end of years of students to succeed in many academic apprenticeship. If Second, demand formal kinds of administrative roles. IIwe really want our students training in teaching in every to aspire to broader career graduate program....We need Elaine Showalter, "Let's Not Go horizons, we are going to broadly conceived pedagogical Gentle into That Museum," MLA have to change the culture training in public speaking, Newsletter, Spring 1998, p. 3. and climate of expectation in small-group dynamics, new Elaine Showalter is President of humanities doctoral education.media, modes of learning and the Modern Language Association.

knows that, as a group, this context, we divide On [English teachers] tend to ourselves into two meaningless hold in common a general camps those who use technology distrust of the machine, computers to teach classes and and literacy: that the preference for the those who don't. Both groups non-technological still feel virtuous about their The perils characterizes our community. choices, and both manage to lose sight of the real issue. of not paying ...Because we fail to address The computer-using teachers tteA tion the project to expand instruct students in how to in use the technology, but all (excerpts from a Preliminary Draft focused, systematic, and too often, they neglect to of Cynthia Selfe's keynote addresscritical ways within the teach students how to pay to the Conference on College professional arenas available critical attention to the issues Composition and Communication to us, English composition generated by technology use. (CCCC), National Council of The teachers who choose not to Teachers of English (NCTE), teachers have come to Chicago, April 2, 1998.) understand technology as "justuse technology in their classes another instructional tool" thatcontent themselves with the ...anybody familiar with the they can choose either to use mistaken belief that their values of traditional humanismor ignore. And, working from continued on page 13

The Centre for Literacy Vol. 13 No. 3 1998Literacy Across the Curriculum Media Focus 4 BEHAVIOUR AND BELIEFS OF VOLUNTEER LITERACY TUTORS AC Behaviour and beliefs of volunteer literacy tutors by Catherine Hambly, MA Introduction (McGill University 1998) Many adult literacy organizations use a one-on-one Summary model of instruction where the The thesis examined the organization recruits and trains behaviours and beliefs of a tutors who then meet with group of volunteer tutors to assigned learners for regular discover why they did not one-on-one learning sessions. maintain close contact with theirTutors will help learners plan training and support for their literacy organization. Studying and work towards their goals, volunteers and could ultimately the tutors' behaviour in the and act as partners in the improve the quality of tutoring. matches with learners, the learning process. While some study uncovered an apparent research is available on the Although a few studies have contradiction- that tutors desire adult learners in such been done on tutors, most are to help their learners but are programs, few studies, to date, outdated (Charnley & Jones, complacent about learners' have examined what their 1978; Trabert, 1986). Several progress. The thesis suggests tutors believe about literacy recent studies have addressed that a belief system shared by and how their beliefs affect the the roles of tutors in literacy the tutors [See BOX 1] underlies learner-tutor matches. organizations. Aaron (1997), their disinclination to seek while examining the referral supportfrom the organization. This study began with the system in the Montreal area, These beliefs are explored withinassumptions that tutors are highlights the need for more the context of one volunteer important actors in the tutor- tutor support in local literacy literacy organization and cannotlearner relationship; that their organizations. Sanders, Reine, be generalized to other beliefs and behaviour will affectDevins and Wiebe (1996) programs. However, the nature the tutoring relationship; and explore how applying 50/50 of the beliefs indicate that they that a better understanding Management principles could be present in other of how and why tutors act in (DuPrey, 1992) allowed them programs. Further research on certain ways could help the to maintain a balance between this topic is necessary. volunteer programs improve intake and support functions in their organization. Hayes Box 1 (1996) and D'Annunzio (1994) show how a literacy tutoring placement for university Tutors' beliefs in this study student tutors in a credit 1.Tutors believe that a learner who does not succeed course makes a positive impact in a classroom learning format will be helped by on the learners and on the one-on-one tutoring. students' own personal 2.Tutors, while recognizing the wide variety of learner development. Newman (1993) needs, rely on individual attention rather than specific documents how university training to function in the match. student tutors reproduce "teacher" roles when tutoring 3.Tutors value good will over good training. becomes difficult.These 4.Tutors defend their volunteer activities based on studies represent important perceived needs rather than demonstrable progress progress in our understanding and results. of tutors. This study builds on Source: Hambly 1998 that foundation by examining a 6,2

Literacy Across the Curriculum Media FocusVol. 13 No. 3 1998 The Centre ffor Literacy LAC BEHAVIOUR AND BELIEFS OF VOLUNTEERLITERACY TUTORS 5 central concern of many Research Site literacy organizations: how to The research site was a literacy support tutors when many While it is not true program organized and funded tutors do not keep in close of all tutors, nor of all by undergraduate students at contact with their organization. programs, it is a a Canadian university. The study focuses exclusively on While it is not true of all tutors, common phenomenon the approximately 40 tutors nor of all programs, it is a that many volunteer involved each year in their common phenomenon that tutors in one-on-one one-on-one literacy program. many volunteer tutors in one- This organization was chosen on-one literacy programs do literacy programs do because of its active and not keep in close contact with not keep in close well-established one-on-one their training agency, nor do contact with their tutoring program and because they rely on the support system its tutors and organizers available to them. This study training agency, nor are drawn from a relatively associates this behaviour, do they rely on the homogeneous population of which will be referred to as support system university students, allowing tutors "distancing themselves" available to them. for comparison of their beliefs from their organization, with a and behaviour. The researcher system of beliefs that was known to the organization influences a tutor to work cannot be generalized to as a former tutor with its independently of the other programs. However, program (1995-1996) as well organization, whether or not the pervasiveness of the beliefs as with a similar program on the match is proceeding well. among the tutor participants another campus (1993-1994). This relationship between and the nature of the beliefs The study was conducted beliefs and behaviour surfaced suggest that it could be presentin 1997-1998 with the in a case study of one volunteerin other programs. Further cooperation of the organizing literacy program and thus research on this topic is necessary.teams.

BOX 2

Although Seidman (1991) 1.If you had to write a letter How data recommends purposeful to the minister of adult were collected selection in qualitative education about adult research, random selection learners and literacy, what Data were gathered during was used where possible would you say? semi-structured interviews to avoid bias from the with eighteen tutors, organization toward tutors 2. Many adult educators don't including those who were known to them and to protect think volunteer tutors have entering the program and participant anonymity. enough training to be able being trained (4), those who to tutor adults effectively in had tutored for several Interviews ranged in length literacy, and that volunteers months (10), and those who from 45 minutes to one and should only be used as were learner-tutor coordi- a half hours. All interviews teacher's aides. How would nators (generally with a year'swere based on the same set you respond? tutoring experience) (4). of questions, although the Participants in the first two order in which they were All interviews were conducted, groups were randomly presented varied. The analysis taped and transcribed by the selected, while in the last of beliefs was based heavily researcher. Data analysis group all four coordinators on responses to the two followed. agreed to participate. following questions: 63

The Centre for Literacy Vol. 13 No. 3 1998Literacy Across the Curriculum Media Focus 6 BEHAVIOUR AND BELIEFS OF VOLUNTEER LITERACY TUTORS

Tutor behaviour Contact between tutors and indicates that tutors may not During an initial analysis of thethe coordinators monitoring see their match as part of the data[see BOX 2, p.5], a curioustheir matches is supposed work of a larger organization situation surfaced: almost all to occur in two ways: tutors that needs to keep records. tutors stated that their learnersare asked to submit monthly More importantly, it may signal had made little or no progress, progress reports, and that tutors are uncomfortable yet these tutors also had coordinators are supposed to with evaluating progress and made little effort to use the call the tutors to check in with reporting on the learning support and resources of the them at regular intervals. content of the match. The organization to encourage more coordinators who receive the learning. Given that people forms were also divided on the volunteer with a desire to help issue: one mentioned that it is someone, this lack of contact Some tutor comments: difficult to note progress every with the organization in face We do beneficial things, month, and that since tutors of questionable progress but I don't see a big are constantly changing during seems contradictory. improvement... the match, "Wondered whose progress is being evaluated?" It is important to note that One coordinator noted that the learner "progress" is not It's difficult to make forms only get done by those measured by the organization progress... it's not tutors who are dedicated to (using tests, portfolios, etc), something that's a huge the organization, drawing an and that the tutors' reports of aspect of [the learner's] interesting distinction between progress are subjective reports. tutors who are dedicated to Their learners could not be their learners and tutors who interviewed for this study. The It's difficult to advance are dedicated to both their tutors' reports of how much learner and the organization. progress their learner had with only two and a half s made indicated some tutor hours a week... dissatisfaction with the match. The level of phone contact Only one tutor was completely between coordinators and positive about the learner's Tutors rarely fill out the tutors was also low. The progress (and notably this monthly progress reports. Onecoordinators reported that learner was involved in tutor stated: "It forces me to although some tutors regularly formal education outside evaluate [the learner] and I discuss their matches, others the organization); all the don't want to". This tutor also only say "It's fine." Some other tutors gave a mixed commented: "It's constraining tutors do not perceive that report. Three tutors reported and silly.If I fill out a monthlythe coordinators can offer little progress; seven other report who beside me will knowadequate assistance. One tutors reported that they felt what's going on?" This tutor complained that the inadequate, lacked feedback rejection of "evaluation" coordinator had given a wrong from their learners, did not impression about a match, and have enough direction in the another stated that when asked tutoring, or sensed that the for advice, the coordinator gave learner was not committed to no constnictive help. the relationship or was not communicating their needs. Significantly, some tutors indicated that the lack of Despite poor assessement of contact (form/phone) was a their learners' progress, the function of themselves and not tutors did not turn to the the coordinators: the support coordinators or use other network seemed accessible, but resources in the organization the tutors decided they didn't for advice and support. 6 4 need it for their match.

Literacy Across the Curriculum Med/a FocusVol. 13 No. 3 1998 The Centre for Literacy LAC BEHAVIOUR AND BELIEFS OF VOLUNTEER LITERACY TUTORS 7

The preliminary analysis essential to literacy provision, lead these tutors to consider of data thus showed an and they are not aware of othertheir program as a necessary incongruity between the educational approaches for alternative. Faced with well- tutors' desire to help and their learners. Because the publicized, alarming figures commitment to the matches organization promotes people on the scope of "illiteracy" in time and energy, and their from tutors to coordinators and its impact on the adult acts of distancing themselves within the ranks of the learner, the tutors believe that from the organization despite program, little extra training is whatever help they can offer is expressed needs, necessary and must therefore

,r,Z2-F205.V, be good enough. Tutors' beliefs The data were then analyzed Faced with well- All of these beliefs interact to more deeply with a focus on publicized, alarming allow the tutor to keep the what the tutors believe about match outside the supervision their activities. This was figures on the scope ofof the organization. This is not fruitful: Four beliefs emerged "illiteracy" and its a good situation for the tutor, [See BOX 1, p.4] related to impact on the adult the learner, or the organization. two main features of the organization's program- learner, the tutors Recommendations individualized learning and believe that whatever Several suggestions can be volunteerism. These beliefs help they can offer is made on how to respond to help explain why tutors this system of beliefs: continue in matches while necessary and must at the same time not seeking therefore be good 1. Tutors should know support to improve their enough. from the start that they training and expedite the are accountable to learners' progress. the organization. The organization needs to Statements 1 and 2 are relatedavailable that would help the provide ongoing training, to the way literacy education program examine alternative require extra training is presented during training, systems of literacy education. as tutors take on new based on theories of Because specific training responsibilities, and forge individualized learning. closer links with specialists Statements 3 and 4 revolve cannot be given to each tutor for each specific learner, tutors who can serve as consultants. around perceptions of must trust that their common volunteer programs. sense and skills are sufficient. 2. Tutors need to learn about [The Working Paper presents the adult education sector a detailed analysis of the Public opinion on the state of and about the variety of data that support each belief education in Canada may also ways of offering adult statement.] literacy instruction. Conclusion 3. Tutors need to made aware The combination of these four that their efforts have an beliefs creates tutors who feel impact on the learner's life inadequate yet who function and future aspirations. This independently because they are should foster accountability motivated and believe there is to the organization and a no one better volunteering for desire to seek help for the the job. These beliefs are An, learner and ongoing training traced back to the nature of the for themselves. program: the volunteers have been told that they are continued on page 8

The Centre for Literacy Vol. 13 No. 31998Literacy Across the Curriculum Media Focus 8 BEHAVIOUR AND BELIEFS OF VOLUNTEER LITERACYTUTORSLAC More research is necessary to program. Journal of Reading, Ms. Hambly has just completed understand how tutors in the 37(6), 472-479. her MA at McGill University, volunteer sector believe and Faculty of Education, with a behave, given the economic Du Prey, Anne. (1992). Maintainingspeciality in adult literacy. This importance of volunteer work the balance: A guide to 50/50 article is based on her thesis. in Canada, and the fact that management. Syracuse. NY: Literacy Volunteers of America Inc. the volunteer sector is a A full Working Paper on the significant provider of adult Glaser & Strauss. (1967). The same subject is available. literacy. However, volunteer discovery of grounded theory: programs need to be able Strategies for qualitative research. to examine, in an objective New York: Aldine De Gruyter. manner, the functions and outcomes of their activities Hayes, Elisabeth. (1996). Learning before any research can be about adult literacy: A case study proposed. Unfortunately, of a college tutor. Journal of volunteer organizations Adolescent and Adult Literacy. often lack the financial and 39(5), 386-395. personnel resources necessary Merriam, Sharan B. (1988). for research projects. They Case study research. also often have a distrust San Francisco: Jossey-Bass. of formal research. Despite these obstacles, more Miles, Matthew B & Huberman, research is needed. A. Michael. (1984). Qualitative analysis: A sourcebook of new Programs can benefit from methods. Beverly Hills, CA: the results. The organization Sage Publications. involved in this study is currently evaluating their Newman, Anabel, P. et al. (1993) program in light of the findings,Student Literacy Corps. 1990- 1991. Final report. Indiana and is working toward University, Bloomington, School improving the training and of Education. (ERIC Document support of their tutors. Reproduction Service No. ED Ultimately, they hope to offer a 350 588) better service to their learners. Sanders, Maureen, Reine, References: Margaret, Devins, Susan, & Available Aaron, Mandie. (1997). Increasing Wiebe, Grace. (1996). from The Centre Awareness for Successful Testing the balance: 50/50 Outcomes: Referral Systems in management in a volunteer tutor for Literacy: Quebec. Montreal, QC:Literacy program Edmonton, AB: Prospects Working Papers Partners of Quebec. Literacy Association. in Literacy. Carpenter, Tracy. (1986). Tutor's Strauss, Anse 1m & Corbin. Juliet. No. 3 handbook for the SCIL program. (1990). Basics of qualitative Toronto, ON: Frontier College. research: Grounded theory Behaviour and procedures and techniques. beliefs of volunteer Charnley, A.H. & Jones, H.A. Newbury Park, CA: Sage literacy tutors (1978). Adult literacy: A study of Publications. its impact. London: National by Catherine Hambly Institute of Adult Education. Trabert, Judith Anne. (1986). Initial and continuing motivations D'Annunzio, Anthony. (1994). of volunteer adult literacy tutors. See p.27 for ordering College students as tutors for (Dod dissert., Syracuse University, instructions. adults in a campus-based literacy 1986). Dissertation Abstracts lattmational, 47 (8), 2878-AP 0

Literacy Across the Curriculum Media FocusVol. 13 No. 3 1998 The Centre for Literacy

MT COPYAYAILABILF. WINTER INSTITUTE

[The 1998 Winter Institute was adults play as workers, communicating with employers held in Atlanta hosted by the as parents/family members means making ideas and Georgia Tech 14e long Learning and as citizens/community information accessible in Network, (a new initiative whichmembers. formats that are familiar has incorporated the Satellite to them. The means of Literacy Program) and The Basic skills needs are identifiedoperationalizing this frame- Centre for Literacy. Focused on within the framework of three work and its relation to other workplace basic skills issues "role maps" which have been initiatives in adult education this year, the Institute gathered built by surveying adults in fueled considerable discussion. a small knowledgeable group ofselected communities across presenters to analyze current the US. The Equipped for the My interest in EFF is in the issues, examine some new Future (EFF) Development ways that the indicators might Partners initially identified be adapted to use in assessing initiatives and suggest some 25 activities common to outcomes of literacy and basic alternative directions. With all three roles, through a education programs. If some speakers like Tom Sticht, Nicki lengthy process of review and of these could be incorporated Askov, Sondra Stein, Paul comment, They then refined into evaluation schemes, in Jurmo, James Parker, Ed these to twelve core activities. place of, or in addition to, items Gordon, and Fiona Frank (UK) [See BOX 1]. NIFL hopes that such as "program completion" to name only afew, three days these role maps will figure in or "test score" or "grade level seemed barely enough. If there the realignment of adult basic attainment," we might have was one resounding message, iteducation systems that a more appropriate way of was that, except for some smalleveryone agreed was needed. measuring outcomes. If, as pockets of excellence, we have Each map identifies several many in the workplace insist, not done it right so far. But "broad areas of responsibility" performance is the goal, the there are some new efforts and lists key activities under indicators from the worker map which hold promisey'there is each. A further layer identifiesbecome demonstrations of the political will and considerable "role indicators" [See BOX 2, p.10]. adjustment from the field. In this issue of LAC, we present Sondra Stein, highlights of several sessions. the director Equipped for the Future We did not operate only at the of the project, Standards for Adult Performance level of ideas; participants presented asked for and offered many Equipped examples of good practice. for the One of them is shared in In Future in its the Classroom, p.14.] [LS] current stage, requesting This long-termresponse and project under-longer term taken throughreaction from the National participants. Institute One participant for Literacy from the (NIFL) manufacturing talks about sector found adult lifelongthe complexity learning in of the project terms of the daunting and roles that suggested that

The Centre lior Literacy Vol. 13 No. 3 1998Literacy Across the Curriculum - Media Focus

Y 1.0 WINTER INSTITUTE LAMM ability to "perform" the key This can be seen as positive if TZ '7779 activities as a worker. it reflects a sort of global "spontaneous combustion" of For information: Sondra Stein, common ideas; it can be seen UK Learning for the National Institute for Literacy, as disturbing if it indicates Twenty-First Century 800 Connecticut Avenue, NW, that rapid telecommuni- The First Report of the National #200, Washington, D.C. 20202- cations is robbing us of the Advisory Group for Continuing 7560, Tel.: (202) 632-1500; time to reflect and critique, Education and Lifelong Learning Fax: (202) 632-1512, The maps was released in November 1997. It and other materials can be and leading to a homogen- is a comprehensive document that accessed fromwww.nyl.gou ation of ideas in nations that looks at the next five years and Comment is invited through do not want (or want to be beyond, touching on challenges, a listsery at listproc.r4fLgou perceived) to be "left behind" obstacles, changing the culture, Subscribe tony1.4eff in this new world order. establishing core principles and Meanwhile, in Canada and "implementing lifelong learning for Lifelong Learning the US, the gap between the all." The part on implementation Reflecting the convergence ofvision and the reality has a section called "Promoting thinking about adult learningremains large. lifelong learning at the workplace" for the next century, there which examines the subject under has been a proliferation of Presenters Paul Jurmo and 14 headings. reports to governments James Parker addressed this around the world on the gap. (p.11) ELS1 This report can accessed at necessity for commitment to www.1ifelonglearning.co.uk/nagcel1/ lifelong learning [See BOX 3]. sect10.htm

EQUIPPED FOR THE FUTURE PARENT/FAMILY MEMBER ROLE MAP Each family member contributes to building and maintaining a strong family system which promotes growth and development.

NS181

Promote Family Member's Growth Meet Family Needs and Responsibilities Strengthen the Family System and Development Family members support the growth and Family members meet the needs and Parents and other family members create development of all family members, responsibilities of the family unit. and maintain a strong sense of family. including self.

Make and pursue plans for Provide for safety and physical needs. Create a vision for the family and the self-improvement. Manage family resources. work to achieve it. Foster informal education of children. Balance priorities to meet multiple needs Promote values, ethics, and cultural Support children's formal education. and responsibilities. heritage. Guide and mentor other family members. Give and receive support from outside Form and maintain supportive family relationships. Direct and discipline children. the immediate family. Provide opportunities for each family member to experience success. 68 Encourage open communication among the generations.

Literacy Across the Curriculum Media FocusVol. 13 No. 3 1998 The Centrne for Iliteracy LAC WINTER INSTITUTE 11 What's wrowith. Wilder& Does Adult 8asic Education. current pr Fit in/tic New- "Systeme Approack adult baskedazatiolsv anAjob trainbfgr to WorkfriewDepelortcent? Critiques say that work-related by Paul Jurmo, This experience with adult education and job Learning Partnerships, workplace basic education training have too often: East Brunswick, NJ produced mixed results. On one hand, a cadre of ..not been intense enough. In the 1990s, policy analysts experienced workplace .. notbeen focused on the (Grubb 1996, Cole, Jones, educators was developed, skills people really need for McCain and Pantazis, Simon) along with contextualized work (e.g., transferable skills, have strongly argued that approaches to curriculum and computer skills, ...) the mishmash of job-training assessment. On the other, ..not been linked to job- programs begun in the many workplace basic skills training, employers, and 1960s is inefficient and needs programs didn't produce the other players in the workforce to be revamped through leaps in productivity and job development system. consolidation and integration. security which program The result of these changes funders had hoped for. ..not used "best practices" already developed, and would be a rational, well- relied on narrow, traditional organized "system" rather Analysts have now looked at concepts of "teaching" and than the current mix of often- that experience, questioned "assessment. redundant, out-of-sync some of the assumptions "programs." which underlie workplace ..not been geared to real, education, identified obstacles meaningful jobs. At the state level, policy which blocked success, and ..not acknowledged that makers have jumped on this identified factors that must be productivity and notion and begun developing in place for workers to benefit employability rely on many new workforce development job-wise from adult basic factors other than "skills." systems. Adult educators in education. These "necessary ..ignored the fact that many many cases feel left out as ingredients" include "internal" employers are looking for policies are made without factors within the control non-educational strategies to them and don't recognize the of a workplace program such enhance the bottom line. value of adult basic education as curricula that are really as a tool for workforce and geared both to the skills and . assumed that "low-literate" economic development knowledge workers need in equals "low productivity." (Jurmo, 1996). current and future jobs and ..ignored what really to workers' learning styles motivates workers and instead Historically, those entering and schedules; well-prepared pushed them to learn things adult basic education and supported staff; and they aren't interested in. programs have often done so involvement of employers ..ignored the particular with the hope of enhancing and workers in program learning styles of various their employment prospects planning and implementation. populations. and improving their job Successful workplace performance. The use of adulteducation programs also ..not given educators enough time to understand basic education for job-related require larger corporate the workplaces and workers purposes was given much and economic contexts visibility and support in the which support investment in they are trying to serve. past ten years by the National learning and provide stable Workplace Literacy Program, employment for workers to Source: Paul Jurmo and James state workplace literacy allow them to learn and di Parker, 1998 Winter Institute on initiatives, employer and unionsucceed (Castellano, D'Amico 1. Adult Basic Education in the and Schnee, Darrah, Folinsbee Workplace, Atlanta, GA investment in workplace January 28 - 30, 1998. education, and research projects.and Jurmo, Gowen and The Centre Tor Literacy Vol. 13 No. 3 e 1998Literacy Across the Curriculum - Media Focus 69 12 WINTER INSTITUTE Bartlett, Grubb 1997, Hart- learning needs of the people Landsberg and Reder, Hull, they serve. As a field, we need VISION Jurmo 1994). to be more clear about what pan& ofa. the job-related needs are of a In addition to the basic skills those we serve; identify what Kew- "systme of programs carried out in the factors need to be in place to workplace itself for already- help workers succeed in work-related employed ("incumbent") wamwommummmzmzmuzmuommwammgmam workers, adult educators have IL historically provided work- If adult educators don't related literacy and English for recognize the need to Speakers of Other Languages be more systematic 1. A clear sequence (ESOL) services in community- (hierarchy) of services based programs, prisons, and and pro-active in what geared to various levels other non-workplace programs. we do, we as a of need. This interest in using adult basic education to prepare profession will likely 2. Special services geared learners for the world of work continue to be to the special needs of is reflected in the growth in marginalized and the workers and employers. work-related curriculum materials (both print- and people we hope to 3. Clear standards for computer-based) which serve will not get the moving from one level publishers have generated to the next educational services since the mid-1980s. they need. 4. Appropriate tools to Adult educators have thus UMMIMM.,V.M.Z.,,,VMW2MMUMMVP,',..MMUsaMM.,,Mi'Ma assess learner and shown that they are willing meaningful, rewarding jobs; workplace needs. and able to use adult basic and educate policy makers education as a tool for about (a) the basic skills needs 5. A corps of professionals workforce and economic of the U.S. workforce, (b) what with the expertise, development. It seems logical adult basic education can commitment, and time that adult basic education accomplish for workers (both to provide high-quality would be a major player in the employed and unemployed) services. new workforce development and employers, and (c) the systems now being developed supports we need to do our 6. Efficient, user-friendly at the state level. As noted work effectively. mechanisms for linking earlier, however, that is often adult educators to other not the case. Adult basic We then need to work with education programs and education has, in fact, been policy makers to re-think to other players in the attacked as too weak an the roles that adult basic system. entity with irrelevant, education can play at various "decontextualized" curricula; levels and in various settings 7. Appropriate learning poorly-supported, part-time of the emerging workforce facilities and staff; based in institutional development systems. We technologies to enable settings physically and need to agree upon a "vision" busy workers to learn. psychologically remote from for work-related adult basic the job- training programs education [See VISION]. 8. Sustained, consistent, and workplaces which are at adequate funding from the heart of the employment If adult educators don't the public and private systems to be of much help recognize the need to be more sectors. to either workers or employers systematic and pro-active in (Grubb, 1996). what we do, we as a profession 9. A commitment will likely continue to be to making this Adult educators are thus7 0 marginalized and the people we system work. challenged to re-think how hope to serve will not get the they approach the job-related educational services they need.

Literacy Across the Curriculum Med/a FocusVol. 13 No. 3 1998 The Centrre for Literacy LACWINTER INSTITUTE 13 References Hull, Glynda (1997). "Hearing ...The perils of not paying Castellano, Marisa (1997). Other Voices" in Hull, Glynda attention continued from page 3 "It's Not Your Skills, It's the Test" (ed.) Changing Work. Changing in Hull, Glynda (ed.) Workers. Albany, NY: State choice to avoid technology Changing Work. Changing University of New York Press. use absolves them and the Workers. Albany, NY: State Jones, Roberts T. (March, 11, students in their classes University of New York Press. 1997). Testimony on Job from paying critical attention Cole, Paul F. (December 1997). Training Reform before the to technology issues. In "A New Vision for Workforce Subcommittee on Employment other words, both groups Development" Presented at the and Training, Committee on contribute to the very same end. December 1997 New York State Labor and Human Resources, workplace education conference, U.S. Senate. And when such things . Jurmo, Paul (1994). Workplace happen, when we allow D'Amico, Deborah and Schnee, Education: Stakeholders' ourselves to ignore Emily (1997). "It Changed Expectations. Practitioners' technological issues, when Something Inside of Me: English Responses. and the Role Evaluation Might Play. East we take technology for Language Learning, Structural granted, when it becomes Barriers to Employment, and Brunswick, NJ: Literacy Workers' Goals in a Workplace Partnerships invisible to us, when we Literacy Program" in Hull, Jurmo, Paul (October 1996). forget technology's material Glynda (ed.) Changing Work. State-Level Policy for Workplace basesregardless of whether Changing Workers. Albany, NY: Basic Education: What or not we use technology State University of New York Press. Advocates Are Saving. we participate unwittingly in Darrah, Charles N. (1996). Washington, DC: National the inequitable literacy Learning and Work: An Institute for Literacy. system I have just described. Exploration in industrial McCain, Mary L. and Pantazis, Ethnography. New York and Cynthia (1997). "Responding [After suggesting some London: Garland Publishing, Inc. to Workplace Change: directions for the profession, Folinsbee, Sue and Jurmo, Paul A National Vision for a System Selfe concludes]..It is my (1994). Collaborative Needs for Continuous Learning." hope, that by paying some Assessment: A Handbook for Alexandria, VA: American attention to technology, we Workplace Development Society for Training may learn some lessons Planners. Don Mills, Ontario: and Development. about becoming better ABC CANADA. Simon, Martin (February 21,1997). humanists as well. Gowen, Sheryl and Bartlett, Carol "Background Paper: Strategies (1997). "Friends in the Kitchen: for Investing Public Resources Lessons from Survivors" in Hull, in Incumbent Worker Training." The address offers a probing Glynda (ed.) Changing Work. Washington, DC: National analysis of current trends Changing Workers. Albany, NY: Governors' Association. in literacy and technology in State University of New York Press. the US, including examples Paul Jurmo is a researcher, of disproportionate state Grubb, W. Norton (1996). Learningwriter and consultant on worlybrce to Work: The Case for Integrating expeditures in both areas in the basic skills. He can be reached past three years. Thefull text Job Training and Education. at Learning Partnerships, New York: Russel Sage Foundation. is available on the NCTE web 14 Griffin Street East Brunswick, site at www.ncte.org Grubb, W. Norton (1997). "Dick NJ 08816-4806, Tel: 732-254-2237. and Jane at Work: The New Vocationalism and Occupational This paper was prepared for the Literacy Programs" in Hull, 1998 Winter Institute on Adult Glynda (ed.) Changing Work. Basic Education in the Workplace, Changing Workers. Albany, NY: Georgia Institute of Technology, State University of New York Press.Atlanta, Georgia, January 28-30, Hart-Landsberg, Sylvia and Reder, 1998. Stephen (1997). Teamwork and Literacy: Teaching and Learning at Hardy Industries" in Hull, Glynda (ed.) Changing Work,, 110 Changing Workers. Albany, NY: State University of New York Press. 71

The Centre for Literacy Vol. 13 No. 3 1998Literacy Across the Curriculum Med/a Focus 114 IN THE CLASSROOM M F 'Power Point' to the people: Technology ina basic skills program by Cherrye Witte, Flint River Thomaston Mills in Georgia at what they already do. Once Technical School, Georgia uses the TABE (Test of Adult enrolled, workers establish Basic Education) to evaluate their own goals which range [Cherrye Witte participated in workers; the score determinesfrom GED preparation (for the Winter Institute in Atlanta job placement. Based on those lacking a high school in January 1998 where she those scores, the Mill often diploma), introduction to the talked with excitement about recommends workers to computer or a general the Power Point presentations the company's Educational refreshing of academic skills, done by her Adult Basic Renewal Program at Flint as the name of the program students from a Georgia mill. River Technical School where implies. The curriculum is Many literacy instructors haveI teach. This program is developed to fit individual dtfficulty imagining how voluntary, with workers needs applying a functional students could use "high tech"coming on their own time context approach to make before being proficient at without pay from the company.each assignment relevant. reading and writing; Cherrye argued convincingly that the Their motivation for coming basic skills were reinforced is either personal satisfaction through technology use. She or a desire to improve TABE shares her experience here. score to qualify for promotion. LSI Many just want to to be better continued on page 16

A Job Description Presentation This is your project will be presented in a timed 5. Job summary (What do to create and produce a slide show and also printed you actually do?) description of the job you out as a graphic. You should 6. Tools and equipment used have with Thomaston Mills. include at least one graph or The Power Point presentationchart and about 4 graphics 7. Terms and definitions is a collection of slides, (clip art, pictures, or paint particular to your job handouts, speaker's notes, drawings). 8. Safety measures necessary and an outline, all in one file. 9. Summary of total Slides can have titles, text, Although your job is different presentation graphs, drawn objects, from anyone else's, you may shapes, clip art, drawn want to make slides covering original art, overhead the following information: When it's time to run through transparencies, or 35mm your Power Point Tutorial slides using film. 1. Title slide (your name, job, installed on your computer, date, etc...) you may need to do it a couple of times to feel really Remember that you know 2. Basic skills needed more about what you do than comfortable with the anyone else does, so please 3. Specific knowledge to be procedure. If you have any explain it to us. You should used questions or problems, your make at least 10 slides that 4. Necessary work behaviour7instructor will be glad to help.

Literacy Across the Curriculum Med/a Focus Vol. 13 No. 3 1998 The Centre Tor literacy IN THE CLASSROOM 15

A sample ofa Power Pointjobdescription

Sally Wright My Job Weavers' Skills Air Jet Operator Weaver Know where endsgo Thomaston Mills Keep all ends in theirplace 10-11-97 Tie (weave) knots Weave Department Build speed Get production

Specific KnowledgeNeeded Work Behavior How to start up How to stop c(7); Patient How to draw ends Polite How to keep endsstraight Persistent /1_11111h

Weavers MakeCloth For... Terms Particularto My Job Curtains Comforters Seconds-Imperfect cloth Sheets Thin places-Warpsrunning vertical Pillow cases Stringy selvages-stringson end of Shams roll of cloth Wavy cloth

Tools Needed Safety Measures Scissors Pencils (cloth) Watch for flashinglights - Danger Reed hook Stay away frommoving parts Clamps Stay alert Tie thread Keep hair short

The Centre for Literacy VoL 13 No. 31998Literacy Across the Curriculum - Media Focus Th IN THE CLASSROOM M F continued from page 14 One of the most successful Teaching and assignments has been a learning with the project to make a Power Point presentation of the Internet individual's job description. Teaching and Learning with NALD organizes I chose Power Point because Internet-Based Resources, it forces users to practice is a report from the National shareware using a wide range of Institute for Literacy (NIFL). Recognizing that there is academic skills emphasized Based on a project in Oregon indeed a wealth of adult in the course, including that asked 245 adult learnerseducational material already critical thinking, vocabulary, and 123 instructors what on the Internet, but that it is they would like to learn usinglargely unorganized and that graphs and charts, grammar, Internet-based resources, theinstructors rarely have the composition, and computer report describes the curriculartime to search and evaluate, literacy; yet, it requires the materials that were subsequentlyNALD has begun an on-going simplest of basic computer developed and the staff process of gathering and skills. development process that organizing shareware that helped implement the project could be of interest to the This assignment is only and evaluate the outcomes. adult literacy field. Ed Lowery, introduced when I feel that a dedicated New Brunswick the learner is somewhat The document provides easy- volunteer, is responsible for comfortable at the keyboard to-use guidance, including the project. He is working and would not feel how to use e-mail, electronic with a committee from the intimidated by the project. mailing lists and conferences,field across Canada, several The time frame varies with and how to search for and of whom are having their own the individual. Once the evaluate information on the students evaluate some of task is undertaken, Web. Written for beginners, itthe materials. Because of learners analyze their jobs, has lesson plans and activitiesthe sheer volume, NALD has organize their thoughts to and pays special attention to decided at this time not to communicate clearly with the adult literacy population. recommend software. Lowery brevity, and apply computer classifies it under headings, skills to create the product. "Lessons" from the project points to and describes it, They are given a sketchy suggest that a wealth of adultoften in the words of the outline of slides to include educational material already developer, allowing users to which I discuss to make exists on the Internet and decide its value. For materials that adult literacy, broadly that have been independently sure they understand. When defined, should be addressed evaluated, the reports are they complete this project, in educational activities in a included. most workers have increased variety of settings. self-esteem and pride in For shareware listings, their profession, as well as Teaching and Learning with visit the NALD Web site command of essential skills. Internet-Based Resources, www.nald.ca under by Susan Cowles, Literacy Resources. The written instructions Leadership Fellowship Program I give for the assignment are Reports, vol. III no. 2, can be in BOX 1, p.14. ordered from the National Institute for Literacy, 800 Connecticut Avenue, NW, #200, Cherrye Witte can be reached Washington, D.C. 20202-7560, at Flint River Technical School, Tel.:(202)632-1500; Fax: (202) (706) 646-6219. 632-1512, In the US, toll-free 1(800) 228-8813, Web site: www.nifl.gov 74

Literacy Across the Curriculum Med/a FocusVol. 13 No. 3 1998 The Centre for Literacy F LIBRARY 17 traditional hierarchies in The future of universities, at least insofar as teaching and mentoring libraries and go, as students become less and less dependent upon research in an the institutions they electronic age attend.(6) We expect that electronic -Ommunicati6,in [In 1996, a Task Force of the publishing will become Association of Universities more prevalent and will ( halielgs-s and Colleges of Canada and ultimately achieve wie/ e.hohr the Canadian Association of widespread recognition Research Libraries produced a as a legitimate form report on the future of scholarly of scholarly communi- communication and the cation.(6) ...[Among implications for university issues of concern are] research libraries. What does user acceptance, "" this have to do with more the future form of common forms of literacy? scholarly journals, the Everything. The observations long-term accessibility on the transformation of of electronic information, universities are relevant to all and the costs and benefits levels offormal education, to the academic community including adult basic education, of this new mode of scholarly established in print, for which is often left out of the communication. (6) .... the foreseeable future, even spectrum; the observations on [M]aterial found on the if available in electronic Othe organization of information Internet or found on Web form.(7) ...[T]hus, print and access apply to public home pages is not archived or publications will remain libraries and literacy resource organized bibliographically, for many years as the centres, physical and virtual. Ed.] and ...the search engines most common medium for now in existence are still scholarly communication. (7) Below are some excerpts not adequate for systematic from The Changing World scholarly searches....(6) The history of knowledge is of Scholarly Communication: [These new electronic replete with examples of Challenges and Choices journals do not carry the emerging technologies and for Canada same prestige or status as new storage and retrieval the traditional print journals, devices unable to access The net effect is that, in the particularly the long- previously encoded data. (7) mid 1990s, the university established journals.(6) library can best be thought of as a gateway to just-in- ...[I]ncreasingly, readers Can universities afford time resources rather than can find informal electronic to invest significantly in a repository of published reviews of the same books the required electronic knowledge.(5) posted perhaps only days infrastructure while or weeks after publication. maintaining support for Digitization further allows There are clear implications traditional publications? the integration of multiple for the future of the book Can they afford not to? information sources as reviews in established print What trade-offs will have needed and permits the journals and indeed for the to be made? Do scholars transmission of both source continued survival of some rely as extensively on print materials and customized Canadian journals.(6-7) holdings as they claim? (7) products via all types of telecommunications.(5) The most highly regarded O ...The result is a potentially work in a field, however, radical transformation of the will likely continue to be continued on page 19

The Centre for Literacy VOI. 13 No. 3 1998Literacy Across the Curriculum Med/a Focus 75 [DAV[10 CRYSTAL compared with a decade ago. world. But for the screen to be 6:3 All the indications are that the put to the service of literacy dramatic growth of the new education, the link has to be electronic medium, in all its perspicuously introduced. communicative versatility is set Children or, for that matter AM. to continue. But the implicationsadults have to be formally for literacy have only recently shown that the facilities of

Ann begun to be explored. the new medium can be used to develop a powerful and We have all heard a lot about sophisticated literacy. Already dab how demands of literacy we see this happening, in the have grown. Notions such form of new equipment and as 'functional literacy' have techniques in special-needs become increasingly complex settings, but there is an urgent to operationalise. People have need for information about what . encountered more graphic the medium can legitimately be variation on the physical page expected to do - which is why the than ever before, and have foundDocklands Learning Acceleration themselves in more settings Project, being carried out on where they need to respond to it.behalf of the National Literacy Association, is so important. Now a new range of graphic varieties is emerging, with even Fresh possibilities more variations, and introducingThe electronic revolution has new constraints on perception often been hailed as the end and intelligibility. The VDU of the book but this can screen, and the software that be taken with a large pinch of feeds it, is taking literacy in new salt, for every communication - and little analysed - directions. revolution has been heralded Consider the problems for as the end of something. The memory and comprehension printing press was condemned of scrolling - the sidewards or as the machine of the devil. downwards movement of text People thought film would on the screen. Consider the displace novels. They thought cognitive demands of TV would displace film. What superimposed windows or of actually happens is that a new Millennium has always split screens. Consider what medium settles down and takes been one of the most is involved when we process its place alongside the others, mis-spelled words, highlighted, coloured or offering fresh possibilities. In with its unusual animated text. And, above the case of electronic media, doubling of letters, and if there all, consider how we are to the strength is undoubtedly has been an unlooked-for benefitassimilate the novel features information retrieval - you of the current mania for the yearintroduced by the new medium, can look more things up more 2000 it is the unprecedented such as the use in e-mail quickly than ever before. This exposure which this word has messages of special graphic was always the weakness of received. I could never rememberconventions to capture spoken a book, notwithstanding the how many n's it had, and alwaystones of voice, or the flouting power of a good index. had to look it up but not of the standard conventions any more. It now spills onto of spelling and punctuation. The strength of the book, by my screen without a second contrast, is in presentation thought. And even if I did have It is unclear just how much of a and organisation. No screen second thoughts, a spelling- challenge this new perspective is ever likely to offer the visual checker would sort it out for me.will be for children. The screen, possibilities that are routinely and whatever is on it, has an available on a large printed Screens and spelling-checkers. intrinsic appeal to a generation page. No amount of windows Routine today, for many people, brought up in an electronic Ny manipulation can replace what b Literacy Across the Curriculum Med/a FocusVol. 13 No. 3 1998 The Centre for Literacy VICRYSTAL / LRAY continued 19 we do when we are working Libraries continued from page 17 on a project, and see our Choices Defining VP thoughts usefully littered across A major thrust is needed the desk scribbled on bits of to develop new tools that information paper. Nor is the screen likely can be applied to track the to replace the physical presence availability and use made of literacy of the book. Maybe one day we shall curl up in bed with a VDU, electronic publications, and A document entitled Student to address the question of Needs or take one in the bath - but not access to materials (9) for a while yet. in the 21st Century has been produced by the Association This special issue [of Literacy for ...[Humanities s]cholars for Teacher-Librarianship in All] gives us an opportunity to do not possess the same Canada and the Canadian take stock of where we are, in access to these facilities School Library Association. relation to literacy, and to think as their colleagues in the Included are a set of about the future. Its focus natural sciences, medicine professional and personal and engmeering. Universities competencies for teacher- enables us to focus on the great should ensure that such librarians, a Student Bill axiom of literacy that literacy discrepancies are corrected, of Information Rights, and underpins livelihood. Literacy and at the same time take a glossary of terms where educators have known this for steps to facilitate student "information literacy" is years, but the message still access to campus networks defined as follows: needs to be brought to the from on and off campus. attention of a larger public, and They should also develop The ability to: recognize the in particular to those controlling training programs to need for information to solve government purses. Literacy is develop literacy in the problems and develop ideas; at the heart of educational new electronic media.(9) pose important questions; progress. Support for literacy is use a variety of information the best way a government can ..[T]he technical and gathering strategies; locate Oinvest in the future of its people. legal obstacles to achieving relevant and appropriate And the message of the millennium this vision must not be information; assess is simple: the future is now. underestimated... (9) information for quality, authority, accuracy and Professor David Crystal OBE, authenticity. Includes the honorary Professor of Linguistics For commercial publishers abilities to use the practical at University of Wales, Bangor, and the entertainment and conceptual tools of is Chair of the National Literacy industry, ... the reproduction information technology, to Association (NLA) in the UK. of documents over the understand form, format, Professor Crystal is known for his Internet without charge is location and access methods, many publications on language. perceived to be harmful to how information is situated their sales of print works.(10) and produced, research processes, and to format The NLA is an umbrella of The educational and library and publish in textual and educational organizations, communities must therefore multimedia formats and to including five teachers' unions. continue to participate adapt to emerging technologies. It runs the Docklands Learning aggressively in current Acceleration Project, the biggest debates on reform of copyrightA text version is available at school literacy and technology legislation, and to press for a www.sbe.saskatoon.sk.ca/ project in the UK. fair and balanced copyright -atic / index.html and at regime in Canada. (11) www.geocittes.com/Athens / This article originally appeared Olympus / 1333 / competen.htm in Literacy for All, The Questions Available at www.aucc.ca. Publishing Company, for NLA, A print version can be ordered Copies can be ordered for $2. 1997, p.2. Reprinted with from AUCC, 600-350 Albert each from Lynne Lighthall, permission. Street, Ottawa, ON, K1R 1B1, School of Library, Archival & Tel.: (613) 563-1236; Information Studies, 831-1956 Fax: (613) 563-9745. Main Mall, BC, Canada V6T 1Z1

The Centre for literacy Vol. 13 No. 3 1998Literacy Across the Curriculum Media Focus 20 RIEvEM AC International research alternatives such as small On class size: consistently finds that group and individual tutoring moderately reducing class size which also involve cost but Data and valuesto numbers that exceed 17 has show greater payoff. However, only small impacts on student for many, small class size is an achievement; yet there is still idea that "feels" good, and "(als a strong demand for this with so many issues in "high-cost, low-return" education, the ultimate answers investment among parents, lie in values, not data."(7) [LS]

I teachers and policy-makers. ,(0r")ss In the first of what will be a Suzanne Ziegler, "Class Size, series of occasional papers Academic Achievement and Public by the Canadian Education Policy," Connections Vol.1, No.1, ClassSize, Association on current public November 1997, Canadian A.clileveTnel't policy concerns, researcher Education Association. Academic Policy OAPublic Suzanne Ziegler reviews the literature on class size before This paper is available in English reaching her conclusion. While and French for $10, including smaller class size can have GST and shipping, from the CEA, suianneZiegler 252 Bloor Street West, #8-200, beneficial outcomes in terms Toronto, ON, M5S 1V5, of school morale and teacher Tel.: (416) 924-7721; retention, she argues, it is Fax: (416) 924-3188; almost always implemented in E-mail: [email protected]; the name of increased student Web site: www.acea.ca achievement, for which there is little evidence. There are other

and a rationale for doing The Literacy one, then how to conduct one, The Literacy Audit Kit can be and how to interpret results ordered for $40, including GST Audit Kit and respond. In the last two and postage and handling, from sections, users are educated the Alberta Association for Adult Alberta continues to develop Literacy, 605, 332 - 6 Avenue S.E., about current definitions, Calgary, AB, T2G 4S6, Tel,:(403) and produce outstanding and given succinct readable 297-4994; Fax: (403) 297-6037. literacy materials for those explanations of the many in the field and in the larger factors that cause low literacy, community. The Alberta plus information about Association for Adult Literacy additional resources. (AAAL) is not the first to produce an instrument for The video shows an audit in organizational literacy audits, action. An envelope of master but they have surpassed copies of key pages is included earlier ones with The Literacy in the kit with an invitation Audit Kit. to photocopy them for use. The Literacy Audit Kit is Using the combination manual graphically superb and and video, any organization embodies what it teaches can assess its own it presents a complex notion accessibility to clients with in plain language without limited literacy. The manual the loss of intelligence that is laid out in five sections opponents of plain language explaining what an audit is often fear. [LS] 7 8 Literacy Across the Curriculum Media FocusVol. 13 No. 31998 The Centre for Literacy C NIFERECES 21 Social Sciences Federation 4th International Partnership Media Education of Canada, 151 Slater Street, Conference w Conferences # 415, Ottawa, ON, KIP 5H3, "New Alliances for Learning Tel.: (613) 238-6112, ext. 312; for the Next Millenium" Quick list Fax: (613) 236-4853; June 27 - July 1, 1998 Web: [email protected] (see chronological listing for Trondheim, Norway information sources) Information: Ragnhild Aamot, NIF, Canadian Association for PO Box 2312 So 111, 0201 OSLO, the Study of Adult Education Norway, Education in late modernity: 18th Annual Conference Tel.: +47 22 94 75 00; beyond narrowing agendas May 29 - 31, 1998 Fax: +47 22 94 75 01; June 10 - 12, 1998, London UKOttawa, ON E-mail: [email protected] Information: Maurice Taylor, National Media Education University of Ottawa, 145 Jean National Media Education Conference Jacques Lussier, Ottawa, Conference June 28 - July 1, 1998, ON, KiN 6N5, "A Paradigm for Public Health" Colorado Springs, CO E-mail: [email protected] June 28 - July 1, 1998 Colorado Springs, CO NYU-London University Canadian Communication Information: Conference Office, Summer Abroad Program Association Annual 2121 S. Oneida Street, #325, in Media Education Conference Denver CO 8024-2552, June 27 - July 12, 1998, Congress of the Social Tel.: (303) 756-8380; London, UK Sciences and Humanities* E-mail: [email protected] May 31 - June 3, 1998 Teaching with Mainstream Ottawa, ON The Penn State Conference Media Information: Roxanne Welters. on Rhetoric and Composition SUMMER 1998, University CAA, Liaison Officer, Département July 4 - 7, 1998 of Arizona at Tucson, College de communications, Université Penn State University Park of Education de Montréal, C.P. 6128, Succ. Information: Roberta Moore, Centre-Ville, Montréal, QC, Conference Planner; E-mail: H3C 3J7 [email protected] Tel.: (514) 343-6111, ext. 5434; Chronological Fax: (514) 343-2298; Canadian Education Conference Listing E-mail: [email protected] Association July 9 - 11, 1998 Local Education in late modernity: Quebec City, QC Beyond narrowing agendas Information: Canadian Education June 10 -12, 1998 Association, Suite 8 - 200, National/InternationalUniversity of London, UK 252 Bloor Street West, Toronto, Information: Cathy Bird, ON, M5S 1V5 Canadian Association for Conference Office, Institute Tel.: (416) 924-7721; Distance Education (CADE) of Education, University of Fax:(416) 924-3188; May 21 - 24, 1998 London, 20 Bedford Way, London E-mail: [email protected] Banff Centre, Banff, AB WCIH OAL, Information: Lori Oddson, Tel.: 011-44-171-612-6017; Association for Information Learning Services Outreach, Fax: 011-44-171-612-6401; Technology in Teacher Athabaska University, 2nd Floor, E-mail: [email protected] Education (UK) 1998 North Tower, 10030-107 Street, "Moving Forward with IT Edmonton, AB, T5J 3E4 Laubach Literacy Action in UK, Europe and the World" 1998 Biennial Conference July 16 - 18, 1998 Congress of the Social June 11- 14, 1998 University of Amsterdam Sciences and Humanities* Columbus OH Information: Tony Haskins, ITTE May 27 - June 6. 1998 Information: Conference Co-ordinator, IM&C, University of Ottawa Tel.: (315) 422-9376, ext. 283; Liverpool Hope University College, Ottawa, ON Fax: (315) 422-6369 Hope Park, Liverpool, L16 9JD Information: Congress of the Social Sciences and Humanities, Humanities and 79

The Centre for Literacy Vol. 13 No. 3 1998L/teracy Across the Curriculum Media Focus 22 COMFEREMICES International Reading Tel.: (204) 895-721; Fourth National Writing Association (IRA) Fax: (204) 895-8889; Across the Curriculum World Congress E-mail: [email protected] Conference July 21 - 24, 1998 "Multiple Intelligences" Ocho Rio, Jamaica 47th Annual American June 3 - 5, 1999 Information: IRA, Association for Adult and Ithaca, NY 800 Barksdale Road, PO Box Continuing Education Information: 8139, Newark, DE 19714-8139, (AAACE) Tel.: (607) 255-2955; Tel: (302) 731-1600 or November 18 -22, 1998 Fax: (607) 255-2956; 800-336-READ. Phoenix AZ E-mail: [email protected] Information: Web site:www.arts.cornelLedu/ 11th Annual Adult Learning Tel.: (202) 429-5131; jskwp /wac99.html and Technology Conference Fax: (202) 223-4579 (ALT) 7th International July 28 - 31, 1998 National Council of Interdisciplinary Congress Michigan State University Teachers of English (NCTE) on Women Information: E-mail: November 19 - 22, 1998 June 20 - 26, 1999 [email protected] Nashville, TN Tromso, Norway or Michigan State Literacy Information: Information: NCTE, 1111 W. Tel.: +47 77 64 58 99; Resource Center (517) 774-1294 Kenyon Road, Urbana, IL 61801- Fax: +47 77 64 64 20; 1096, E-mail: 18th International Tel: (217) 328-3870, ext. 203; [email protected] Conference on Critical Fax: (217) 328-0977 Web site: www.skk.ult.no/WW99/ Thinking ww99.html August 1 - 4, 1998 Modern Language Rohnert Park, CA Association (MLA) International Federation of Information: December 27 - 30, 1998 Teachers of English (IFTE) Tel.:(707) 664-2940; San Francisco, CA July 7 - 10, 1999 Fax: (707) 664-4101; Information: MLA, Warwick, ENGLAND E-mail: [email protected] 10 Astor Place, New York, Information: NATE, 50 Broadfield NY 1003-6981 Rd., Sheffield, Third International S8-0XJ England, Conference for Global Ontario Council of Tel.: (0114) 255-5419; Conversations on Language Teachers of English Fax: (0114) 255-5296 and Literacy February 19, 1998 * Beginning in 1998, the August 5 - 7, 1998 Toronto, ON Congress of the Social Bordeaux, France Information: Alex Bostock, Information: NCTE, 1111 W. Tel.: (416) 393-5501; Sciences and Humanities Kenyon Road, Urbana, Fax: (416) 393-5631 replaces the former Learneds IL 61801-1096, Conference held annually in Tel: (217) 328-3870, ext. 203; Conference on College Canada since the 1930s. Fax: (217) 328-0977 Composition and Communication (4Cs) Summer Institutes Fourth National Literacy March 24 -27, 1999 1998 Conference Atlanta, GA "Between Standards Information: NCTE, 1111 W. Summer Institute for and Diversity" Kenyon Road, Urbana, Teachers of Literature (NCTE) Manitoba Association of IL 61801-1096, "Literature and Literacy in Teachers of English & Tel: (217) 328-3870, ext. 203; the Age of Technology: Canadian Council of Teachers Fax: (217) 328-0977 Translating Theory into of English Language Arts Classroom Practice October 23, 1998 May 31 - June 1, 1998 Winnipeg, MB Myrtle Beach SC Information: Debra Radi, Information: NCTE, 1111 W. Conference Chair, Fourth National Kenyon Road, Urbana, IL Literacy Conference, Oak Park 61801-1096, High School, 820 Charleswood Tel: (217) 328-3870, ext. 203; Road, Winnipeg, MB, R3R 1K6, so Fax: (217) 328-0977

Literacy Across the Curriculum Media FocusVol. 13 No. 3 1998 The Centre for Literacy CO FEENCES 23 Adult Education The Centre for Literacy National Writing and Thinking Summer Institute & Georgia Tech Lifelong Network Workshops in Writing wO Learning in the Workplace, Learning Network and Thinking for High Learning in the Community Literacy & Technology: School Students June 1 - 12, 1998 Maintaining a Human Face June - July Concordia University June 25 - 27, 1998 Sites in Illinois, Louisiana, Montreal, QC Montreal, QC Massachusetts, Minnesota, Information: 1998 Adult Information: Ohio,Oregon, Education Summer Institute, Tel: (514) 931-8731, ext 1415; Information: Judi Smith, Department of Education, Fax (514) 931-5181; Bard College, PO Box 5000, Concordia University, E-mail: literacycntr@dawson Annandale-on-Hudson, NY 1455 de Maisonneuve Boulevard college.qc.ca 12504-5000, W., Montreal, QC, H3G 1M8, Tel.: (914) 758-7484; Tel.: (514) 848-2029; Fax: (514) 848-4520; NYU-London University E-mail: [email protected] E-mail: [email protected] Summer Abroad Program in Media Education Teaching with Mainstream Sixth Annual Institute June 27 - July 12, 1998 Media in Management and Teachers and Graduate Undergraduate and Community Development students can earn NYU graduate levels June 15 - 19, 1998 credits studying with David University of Arizona at Concordia University Buckingham and other Tucson, College of Education Montreal, QC leaders in media education. Information: Dr. Richard Ruiz, Information: Institute in Information: Director of LrC, College of Management and Community JoEllen Fisherkeller, Education, University of Arizona, Development, Concordia Tel.: (212) 998-5807; Tucson, AZ 85721 University, Loyola Campus,7141 E-mail: [email protected] Sherbrooke Street West, CC 326, or Melissa Phillips, Writing Program Ai Montreal, QC, H4B 1R6, E-mail: Administration (WPA) (514) 848-3956; Fax: (514) 848-4598 [email protected] Summer Workshop and Conference Summer Institute Martha's Vineyard Summer "Making a Difference: for Teachers Workshops Writing Programs at Work" Computers in Writing- 1998 Institute on Writing July 13 - 16; July 16 -18, 1998 Intensive Classrooms and Teaching Tucson AZ with Dr. Cynthia Selfe & July 1 - 14, and July 16 -30, Information: (520) 621-3371; Dr. Gail Hawisher Information: E-mail: [email protected] June 15 - 26, 1998 Becky Mallaghan, Martha's Michigan Technological Vineyard Summer Workshops, University Dpartment of Englsih, 406 Holmes Houghton, MI Hall, Northeastern University, Information: Gretchen Janssen, Boston, MA 02115, Office of Conferences and Tel.: (781) 373-3637; Institutes, Michigan E-mail: [email protected]; Technological University, Web site: 1400 Townsend Drive, www.casdn.neu.edu/-englsih/ Houghton, MI 49931-1295; gradx.htm Tel.: (906) 487-2263; Fax: (906) 487-3101; E-mall: [email protected]

81 The Centre for Literacy Vol. 13 No. 3 1998Literacy Across the Curriculum Media Focus 24 AMMOUNCERIEKUS A

The Centre for Literacy of Quebec Participatory adult and Literacy Partners of Quebec invite you to literacy practice The First Global REFLECT Conference

November 3 - 7, 1998 collaborative process to °Liter rn. eiiec Bhubaneswar, Orissa, India capture the innovations by r hosted by ActionAid India practitioners around the at Cedarbrook Golf Club preceded by organized field world. The draft of the 300 Des Cedres, Ste-Sophie, Québec visits in Bangladesh, Nepal revised manual will be or India from October 25 - 31 available for review and discussion at the conference. Noxieg i'vtay 25,1198 REFLECT is a radical new approach to adult literacy andInformation: eds from 1998 social change developed Ms. Vasumati, REFLECT supporty through field practice in Global Conference, ActionAid & liter*i;t Uganda, Bangladesh and El India, 3 Rest House Road, Aprojects at:\ Salvador from 1993 to 1995. Bangalore 560 025, India, ntreal Gine' Following publication of the Tel.: 00 91 80 5596682 REFLECT Mother Manual, theor 5586583; d Jewiiii General llospitals, approach is being used in 25 Fax: 00 91 80 5586284; and Family Literacy countries with 95 different E-mail: projects in Quebec. organizations. [email protected] This meeting will provide an UK: Bimal Phnuyal/ David Montreal Host: opportunity for sharing the Archer, International Education Ono940 Dennis nodeau,. experiences. The Mother Unit, ActionAid, Hamlyn rv1.10 6Cable13CBC Newswatch, Manual is also being radicallyHouse, MacDonald, Archway, Montreal, revised through a London N19 5PG, UK

Workshops on Making Connections, Canadian Congress for Learning Opportunities for Women (CCLOW) organizes cross Canada workshops on using woman-positive curriculum Following the publication of Making Connections in late 1996, practitioners across the country asked for more guidance on using the materials in a variety of contexts. How could one use it with mixed gender groups? How could one use it where there was already a prescribed curriculum? How could one adapt it to classrooms/one-on-one tutoring/different levels of instruction? In response to these and other requests, CCLOW, with support from the National Literacy Secretariat, trained a group of facilitators to offer an initial series of workshops across Canada by June of 1998. The outcome will be a publication useful to teachers concerned with woman-positive literacy and basic skills education. For information, contact Joanne Lindsay, CCLOW, Tel.: (416) 699-1909; Fax: (416) 699-1245

Literacy Across the Curriculum - Med/a FocusVol.13 No. 31998 The Centre for Literacy LA ANNOUNCEMENTS 25 C adian Give the Gift of CALL FOR PAPERS Literacy Fourth National Writing Across the Foundation Curriculum Conference 1998 Grants "Multiple Intelligences" hosted by Cornell University with College of Charleston, The Citadel, and Clemson University Funding is available to non-profit community June 35, 1999 literacy groups to develop Ithaca, NY materials for adult learners The conference will consider relationships between and their teachers. There writing "across" the curriculum and writing "in" the are two types of grants: disciplines. It will address WAC issues such as 1. Seed grants up to $2500 administration, assessment, curriculum, economics, faculty to develop an idea, do a development, history of WAC, interdisciplinary collaboration, needs assessment student, learning, politics, research, school/college collaboration, and create a working teaching, technology, theory, writing, and other forms of sample of a project. communicating across disciplines. 2. Production grants of Information and proposal guidelines: up to $5000 to produce materials for adult Tel.: (607) 255-2955: Fax: (607) 255-2956; learners and their E-mail: wac99-conf@cornelledu teachers. Applicants Web site: www.arts.cornell.edu/jskwp/wac99.htm1 must submit a working sample of the project Deadline for proposals: October 1, 1998 materials. Deadline: June 30, 1998 Information: CanadianGive the Gift of Nat anal Adult Literacy Ditibeeo. Literacy Foundation, 35 Spadina Rooad, Virtual Celebrity Book Auction Toronto, ON, M5R 2S9, Check it out on www.nald.ca Tel.: (416) 975-9366; A virtual Celebrity Book Auction on the NALD site Fax: (416) 975-1839 will raise funds to benefit adult learners across Canada through educational bursaries and literacy programs. The sponsoring organizations are the Canadian Congress for Learning Opportunities for Women (CCLOW) and Literacy Link Niagara. Visit NALD's homepagewww.nald.ca to preview items and find the actual date of the auction, or contact 1177.11C111.1:1t..17- Literacy Link Niagara, Room 202, Niagara College, etaelaeolelleereacmem St. Catharines Campus, 59 Wellandvale Road, St. Catharines, ON L2R 6V6, t;), 44, Tel.: (905) 641-2252 ext. 2222; Fax: (905) 682-2298; E-mail: [email protected] 83 i $

The Centre for Literacy Vol. 13 No. 3 1998Literacy Across the Curriculum Media Focus 26

Literacy and Parenting Skills is an.innovative family literacy program which useslow-level literacy materials based on parenting topicS to strengthen the literacy skills of the parents andgive them strategies to model good literacy practices with their children.

Materials include:Building self-Esteem in Your Children, Positive Discipline, Anger Management, and Communication and LiStening Skills. The workshop will emphasize how to facilitate the LAPS program and other family literacyprograms. Topic and areas which may be covered include:' Facilitation vs. instruction Parenting, Strategies for working with at7risk, parents, Dealing with difficult people and learning styles, Literacy and This session should interest coordinators, instructors, facilitators, volunteer tutorS, and cornmunity workers Parenting Skills who work with at-risk parents (LAPS) The facilitators Family literacy for Elaine Cairns, BA, BEd., has worked in the field at-risk parents of literacy and English as Second Language for the last eight years. Over the.yèars,I Elaine has been a volunteer tutor, instructor, facilitator, ESL Date: Monday, June 15th, 1998administrator and literacy coordinator. Currently Time: 9:00 a.m. - 3:00 p.m. she is co-manager for the Literacy and Parenting Skills program at Alberta Vocational College, Calgary. Place: Dawson College, Room 5813 As co-manager of LAPS, Laureen MacKenzie, BA, Fee: $40.00 (includes materials BEd, MA, brings 29 years experience in the education and lunch) field as a teacher, administrator, facilitator, counselor, volunteer and program developer.

Travelling Resource Trunks )ro". As promised, a new trunk on Family Literacy and. Women's Issues is now available. Contact Beth Wall about borrowing. 0'"' Tel (514) 931-8731, ext. 1415 0

Literacy Across the Curriculum Media Focus Vol, 13 No. 3 1998 The Centre for Literacy ett caLir%"co Q.1-7 Read and Write Together: An activity pack for parents and children This kit was produced by The Basic Skill Agency and BBC Education in February 1995 for a national Family Literacy promotion campaign in the UK. Price: $15. plus $2 handling and postage. The New Reading Disc The acclaimed UK multimedia product designed by CTAD to help adult basic learners improve their reading and writing. Built in Authoring Tool allows teachers to create local culturally appropriate materials. Available from The Training to author on the New Reading Disc Centre for Literacy: The Centre can arrange for an instructor to Working Papers travel to your site to train users on authoring in Literacy with both the British and American versions of the New Reading Disc. Call us for details. No. 1 Perspectives on A The, IALS, Graff, Street, Jones

New ielicling Disc The American New Reading Disc No. 2 Media literacy, (developed by CRT at Georgia Tech) information technology An American version of the original UK and the teaching of product with American topics and context, English but the same prototype with Authoring Abbott and Masterman Tool. No. 3 Behaviour and L.I.R.E. Le Logiciel Interactif de beliefs of volunteer Réentrainement a l'Ecriture propose un literacy tutors nouveau concept qui, a travers l'utilisation by Catherine Hambly d'ordinateurs Multimedia, permet a des tri,,1t.;tit de, personnnes d'améliorer leurs capacités Paper No.1 is on our Web IViwitroinement 6 lire et a écrire en frangais. site: Print copies.of both FEt,riittre PaperS Can be ordered. Detailed descriptions on our Web site include Price: In Canada, $6; a 38-site Canadian evaluation of the New US, $7.:.:Overseas, $10.: - Reading Disc: www.nald.ca/litcent.htm prices criclude handling and postage

Softwareupdate:A selection of software recently added to our collection Information om and available for preview at The Centre: software pricing; and:orders:. Software . Subject Publisher The.Centre,for: Explore Canada Adult Geography/History Canadian Heritage/Parks Literacy, Canada 3040 Sherbrooke- SkillsBank 4 Basic Skills Adult workplace Career Systems Canada Street W:, Montreal; Reading the Signs: Adult literacy and culture Educational Planning gc; Canada,_ & Design Assoc H37,1A4t STAPLE vol 2 Teaching adult literacy Literacy Coordinators Tel.: (514) 931-8731, of Alberta ext. 1415; Lit-Link Literacy Program OM Corporation Fax:_(514) 931-5181; management E:maif:- textHelp Disabilities - Lorien Systems literacycntr@ dawson college: qc.cai Contact Beth Wall about previews. 8 5

The Centre for Literacy Vol. 13 No. 3 1998Literacy Across the Curriculum Media Focus 28 9TH SUMMER INSTITUTE LITERACY AND TECHNOLOGY: aintaininga Hu an Face Art) The Centre in cooperation with for Literacy LIFELONG LEARNING 02-L/6:01Montreal, Quebec NETW 0 R15. Canada Georgia TechAtlanta, Georgia , :::;"tr\:z.,',',

"s", " § 1 a 6 1 SED o NCL0 REGISTRAT

Ninth Summer Mark your calendar for the special Institute on Literacy 10th anniversarysummer institute is filled. on literacy: June 27th-30th 1999. r To subscribe, complete this form and mail it withyour cheque to: The Centre for Literacy, 3040 Sherbrooke Street West, Montreal, Quebec, Canada H3Z 1A4 N I enclose a cheque for D $16 Li $80 Li $150 (Please mark choice) Make cheque payable to The Centre for Literacy. Please enquire about international rates. Name: Nbio-/ Institution: Dept: Address: City: Postal Code:' Tel: Fax:

Single annual subscription $16 Multiple annual subscription (10) $80 Multiple subscription (20) $150 I Back issues available Call (514) 931-8731, ext. 1415 LOOK AT OUR WEBSITE AT www.nald.ca/litcent.tm

Literacy Across the Curriculum Media FocusVol. 13 No. 3 1998 The Centre for Literacy FST COPY AVM LE Volume, , 13 Number 4

LITERACY ACROSS THE CURRICULA/MEDIAFOCUS

Connecting literacy, media and technology in the schools,community and workplace By the light of localknowledge When Local Literacies arrived We also look at their social on my desk last month, most networks and local organiza- of this issue was already on tions. Beyond the data from diskette. The theme was com- interviews, questionnaires, munity learning and literacy; observations and analyses, it is it highlighted the ways people the fullness of their lives, the use text and media to make richness of experience and the sense of their lives and to variety of social practices that organize and empower their engage our attention. communities. After reading > Local Literacies, I have put it at These people share their sense the centre of this issue.It is of themselves, and their per- one of the most readable aca- ceptions about being educated demic studies of literacy to ; or "uneducated." Their lives appear since Shirley Brice take us beyond functionality Heath's Ways with Words, and as the authors hoped they should have as great an would. Barton and Hamilton impact in shaping future began with an "approach.... thought (and, dare one hope, strongly shaped by the insis- practice?). tent voices of practitioners and adult students in corn- Based on a longitudinal ethno- tA, wiikiy th,10;,1,t,j1,0,14 m unity-based adult educa- graphic study of Lancaster tion who reject definitions England in the 1990s, Barton of literacy in terms of skills, and Hamilton set out to "offer to write his functions and levels which do a detailed, specific description war memoirs; Shirley, a house-not fit their experience...."(5) of literacy practices in one wife with strong convictionson local community at one point many social issues and a com- If I had to choose one book to in time" and to show how mitment to her children's edu- explain literacy today to some- literacy is linked to other socialcation; June, a part-time mar- one unfamiliar with the field, practices. Recognizing that ket worker, who keeps careful I would pick Local Literacies. this account "is often at odds household accounts; and talk- Beside the study itself, the with the public image of ative Cliff, a man who has heldauthors have incorporated a literacy...in the media and many jobs from hairdresser to brief history of literacy studies, much current policy dis- shop steward, who loves the a discussion of different theo- course," they wish to "offer an race track and enjoys writing. retical perspectives, definitions alternative public discourse which foregrounds the role of INSIDE literacy as a communal Literacy for which millennium 3 IN THE CLASSROOM: resource contributing to the Health, communication and literacy 4 Technology for learning 16 quality of local life." TO PONDER: Local literacies 6 Tutor checklist 17 IALS at home and abroad 7 REVIEWS: Media for Action 19 The study looks closely at the Canadian print coverage RESOURCES: Health and literacy 21 on adult literacy 9 CONFERENCES 22 lives of four individuals Adult literacy and technology 10 ANNOUNCEMENTS 24 Harry, a retired fireman trying Community learning network 12 Happening at The Centre 26 Community video 14 Available at The Centre 27 THE CENTRE FOR LITERACY MONTREAL, QUEBEC 8 7 of complicated terms such as Connectingto LACMF "literacy event" and "literacy Many articles in this issue practice," and exploration of reflect the concerns raised in seemingly uncomplicated Local Literacies. terms such as "community" and "networkiSee To Ponder, Literacy is integrated into p. 6 I.They include questions health education (p. 4) for further study and a com- A British statistician cri- prehensive bibliography. tiques the IALS model and similar studies and suggests In one of several appendices, that more complex models now they also connect theory to exist to represent the complex- practice, although that was notity of real world literacy (p. 7) Beside the study Communities across Canada an original goal of the book. itself, the authors Here they argue that these neware setting up learning net- views of literacy can be appliedworks to meet the needs of have incorporated in nursery, primary, secondarytheir members outside tradi- a brief history of and post-secondary education, tional institutions. (p.12) as well as adult education. Some communities in rural literacy studies, a They link adult basic students Newfoundland use video and discussion of different learning to write with univer- community television for local sity students learning to write development. (p.14) theoretical perspect- in new ways. In all these accounts, func- ives, definitions of tional notions of literacy are complicated terms such Policy implications of their questioned and we are invited as "literacy event" and work touch on institutional to see "by the light of local frameworks for literacy as well knowledge." "literacy practice,"and as government policy direc- tions. Finally, they make LACMF always suggests that exploration of seemingly connections with everyday life there are multiple literacies, uncomplicated terms such from home support for schools but that they can and should as "community" and to interactions with govern- be linked. These links cannot ment and legal systems. They be made unless those of us "network." also note a need for critical involved in literacy work in examination of media repre- every context understand the sentation of literacy issues. different, often contradictory, models which currently shape practice. (LSI

Board Members of UTERACY ACROSS THE CURRICULUMEDIA FOCUS The Centre for literacy 1998-2000 ..4#64P. The Centre for Literacy, 3040 Sherbrooke Street West, Montreal,Quebec H3Z 1A4 Editor: Linda ShohetLayout & design: Ponctuation Grafix President: Dr. David Dillon, '9Wr. Depot legal 1991 ISSN 1192-3288 Bibliotheque Nationale du Québec McGill University Past President: Dr. Anne Blott, Literacy for the 21st century Vanier College The Centre for literacy is literacy encompasses a complex set of abilities to understand Vice-President Dorothy Nixon, /Treasurer committed to supporting and and use the dominant symbol systems of a culture for personal Freelance journalist Members Ruth Bradford and community development. In a technological society. the improving literacy practices in Consultant concept of literacy is expanding to include the media and schools, community and work- 1.jonel Emond electmnic text, in addition to alphabetic and number systems. place. It is dedicated to increasing Project Manager, :These abilities vary in different social and cultural contexts Diane Hawryluck, public understanding of the :acOonding to need and demand. Individuals must be given changing definition of literacy Dawson College ...fife-long learning opportunities to move along a continuum Peggy Sangster, itt a complex society. ...:..that includes the reading and writing, critical understanding, Montreal General .:and.decision-making abilities they need in their community. Hospital ThlettpimmtsiestiresmItimarticlesttothelathtimthtistisignetVlilth&edlitrimare.ititilsemfitliettutli;r1;47iafrScre 401.,,n, - BevSmith, duinotinecesatrtlyAre ltw,t41 CNinIlfe4c.entrectilivl-iter Retired teacher 2LITERACY ACROSS THE CURRICULUMEDIA FOCUS 8 8 aCEICU wllflll agafillllmanfimm

Despite all the talk about Take the claim that a written learning across the curricu- document is more valid than a The new work order, in propos- lum, boundaries between disci-sign; it is certainly easier to ing teams and projects working plines are still strong although forge documents and signa- across place and time, calls for they are less rigid than they tures than swords. Or the new communicative skills that were a decade ago. Among a claim that literacy is neutral; mix the literate, oral and visu- small number of researchers it is almost always associated al. The new technologies have who have crossed boundaries with power. Or the claim that heightened our awareness of with ease are Brian Street and literacy is independent; it is the relationship between word Shirley Brice Heath. They are almost always linked to other and image.Street points out favoured speakers at English media. Or the claim that it is that the alarms in the UK, the teaching conferences as teach- fixed; it is always changing. US and Canada about falling ers recognize that the findings standards and functionally of ethnographers of literacy illiterate populations are mis- connect to classroom teaching The new work order, in guided. They miss the com- at all levels. Street and Heath proposing teams and plexities of literacy. Agencies opened and closed the recent and governments today, Street NCTE International Conference projects working across said, are engaged in a struggle on Language and Literacy in place and time, calls to name what counts as I) Bordeaux (August 1998). literacy practices and to for new communicative exclude all others. In his presentation -- "Literacy skills that mix the for which millennium?" -- Like Barton and Hamilton, he Street guided listeners on a literate, oral and visual. too calls for an alternative dis- historical journey to the start course that recognizes what of this millennium focusing on With the Industrial Revolution, people do, and need to do, with the shift to a literate mentality as time was measured and literacy. He also distinguishes that took hold in England after commodified and people had tobetween "multiple literacies," William the Conqueror created punch time cards to be paid, a an ethnographic term which legal requirements for written new concept of literacy became suggests that different groups material. embedded in our mentality. have different sets of literacy practices, and "multi-literacies" Citing historian Michael Street noted that in our own which refers to different chan- Clanchy, Street recalled a time time, the concepts of job and nels such as print, media, or when a sign or symbol, such workplace literacies are diverg- electronic means. Even as a sword, served as a "signa- ing. Studies have shown that "academic literacy" is not a ture" for a jury. After William many jobs often have only the single entity, but a variety of the Conquerer, petitioners most minimal literacy require- practices in different parts of needed a piece of paper ments. Workplace literacy institutions connected to the validated through a formal focuses on procedures, safety power relations among them. system of courts. and education needs identified by unions. Employers have Literacy for the next millenni- Many contemporary unchal- begun to give literacy tests um, Street suggests, should lenged claims about literacy unrelated to the job because have teachers concerned with are rooted in this shift, and, they are familiar with models communicative practices, flexi- Street insists, most of them of traditional literacy and bility, multiple and multi-lit- are wrong. believe it indicates discipline. eracies, home/school/work- place links and continuing professional development. ELS) 8 0 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 3 , e -4-41"n , " TueSday, september8. isie On September 8, International Literacy Day, The Centre for Literacy, in co-operation with Nursing Staff Developmentat the Montreal General Hospital, launched an updated LS ArNOON annotated bibliography on Health, Communication and Literacy rontresit Gmerai Itiato Lobby pftai and a Travelling Resource Trunk on Health, f 'mar Aseptic

Communication and Literacy at the Montreal 12:M) mum: General Hospital, part of the new ,1 ri McGill University Hospital Centre. 1,6514724'.13"*... e:71:J.71.7:1::

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Above: The launch at noon. The press conference was covered by CTV for their PULSE newscast. They produced an excellent report on health and communication which was aired that evening. PULSE has the largest English-language viewership of any newscast in Montreal.

Right: Linda Shohet, (1.) Peggy Sangster has been coordinating a Health, Director of The Centre for Communication and Literacy project at Montreal General. Literacy, with Peggy Sangster, Nursing staff have participated in a workshop and have begun to (r.) Director of Nursing Staff examine their own practices in communicating with patients. Development, Montreal General Hospital. Peggy has recently joined the board of The Centre for Literacy.

4 LITERACY ACROSS THE CURRICULUMEDIA FOCUS 0 0 EST COPY MARLALE The Centre for Literacy & the Montreal General Hospital of the MUHC International Literacy Day Event

9Co lion Literacy '':""tr..,41/7/nerr-- Below:An information display was set up in the main lobby of the hospital from noon until 4:30 p.m. Hundreds of people stopped to talk and pick up information.

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Above: , Marlene Jennings, M.P., NDG- Lachine, spoke at the press conference about the impor- tance of keeping literacy on 0.. the political agenda. She underlined the connections to social issues such as health and justice. (7 br- ;

In the nextissue: Review of Empowerment Health Education in Adult Literacy: A Guide for Public Health and Adult Literacy Practitioners, Policy Makers and Funders (1998), by Marcia Hohn, Ed. D.It describes a participatory action research project on health and adult literacy which involved members of the target community in developing twoprograms, one a cancer education program for early detection of breast, cervical and testicular cancers, and oneon family violence.

UTERACY ACROSS THE CURRICULUMED1A FOCUS 5 EST COPY AVAILABLE TO PONDER iOn literacy in On community On networks real lives ...The first point to make To describe how people Sitting at our kitchen is that the term usually relate within social table I see notices and has positive connota- groups we have drawn reminders stuck on our tions. As Raymond on the concept of make-shift bulletin board: emer- 2 Williams put it...,'unlike all other networks... The strength of the gency medical telephone num- terms of social organisation (state,notion of networks is that it bers, the number to the poison nation, society, etc.) it seems provides a simple way of moving control center (left over from when never to be used unfavourably' beyond a focus on individuals and our children were very small ...), (1976:76). As a word which can individual encounters, towards shopping coupons, announce- have both positive and negative one which shows how literacy ments about upcoming events at connotations we might add the links across people and our synagogue, my sons' high term family localities... school soccer schedules...and my daughter's track schedule. The original title of our research .... We can see networks in family There's a list of my sons' school project was Literacy in the life and in the workings of local mates and their addresses and organisations. We see in our telephone numbers and a notice Community, using the word community in a general research how networks have a of a fiddle contest in Franklin. function for people in many Hanging off the bottom are greet- unanalysed sense. We are aware ing cards, pictures, and a list of of the variety of meanings of the activities: in getting things done restaurants we cut from the word community, its general in groups, when finding out infor- newspaper that we thought we positive connotations, the fact mation, in providing mutual might try out if we ever get a that the term implies homo- support... In addition, we see how Saturday night and enough ener- geneity, and the problems of networks can also involve coer- gy and money to go. Stuck defining community boundaries. cion and exclusion, and can be underneath some coupons is a Despite these complexities it normative and controlling. torn envelope with a return proVides a useful starting point. Network, like community, is a address of a friend from England We initially defined our cosy and beguiling word, but who I haven't seen in four years community in two ways: firstly in closely structured local social and with whom I lost contact geographical terms, as a small relations can also be oppressive, because I lost his new address.... town and as a neighbourhood disruptive or resistant to There's a cartoon making fun of within that town; and secondly in individuals' needs for change. the proposed 'English Only' social class terms, as a working- amendment and a reminder to do Barton & Hamilton, Local Literacies, class community. Soon we p.16. what I said I would for the became aware of the complexity of National Yiddish Book Center. the term as we contrasted On print and It's my lifeat least in part on community with family and with that bulletin board, except for neighbourhood, and as we other media work and bills and the govern- uncovered many communities of ment (taxes and the monthly junk interest which cross geographical Print literacy is often mail we get from our representa- boundaries. In carrying out the interchangeable with tives and civil servants). These research it was in fact useful not other media in achieving don't get to go on the bulletin to have a precise definition of particular goals, such as commu- board. Work papers are kept on community at the beginning. nication, finding out information, my desk at the office, bills and etc. In their everyday lives people taxes in a special folder out of Barton & Hamilton, Local Literacies, move unconsciously between p.15. media, and mapy people do not sight... and the government junk privilege literacy, but evaluate its mail in the waste basket. worth in relation to available Each piece of paper on the bul- alternatives. This supports letin board leads to people and notions of teaching literacy in the connects me with them if not context of other media and directly...then emotionally... These exploring the ways in which these are connections that we have other media are structured and made and chosen my family their meanings in people's lives. and me. What's on this bulletin In general, a social approach board is our use of literacy to de-emphasises the differences make our world... between speech, writing, and other non-verbal means of David Bloome, "Foreword," Local Literacies, Reading and Writing in One expression. Community, by David Barton and Mary Hamilton, (Routledge: London Barton & Hamilton. Local Literacies. and New York) 1998, p xiii. 9 2 p.283. 6 UTERACY ACROSS THE CURRICULUMEDIA FOCUS that constitutes educational Measures a' literacy: systems we require modeling tools that involve a compara- Elt )©_ ble level of complexity (p.2). The alternative he offers anemzeffie is a more recent method- ology called multilevel Two and three years after pub- analysis. lication of the first IALS reports, further analyses of the Goldstein uses IALS as a data continue to appear in case study of a psycho- Canada (See Further Readings'). Alternative comments and metric model which interpretations continue to reduces a complex phe- come from the European nomenon, in this case lit- Union where a research project eracy, to a set of numerical is evaluating and reassessing scores. He describes the way the IALS, incorporating some the IALS scores were obtained He shareQ and compared across new survey work and reanaly- with sis.It is being administered countries as an example the of "psychometric reduc- by the Office for National expo- Statistics in the UK. Reports tionism that excludes or down- nents of qualitative weights some components that are expected in 1999. research the belief that much quantitative measurement is do not fit its simplistic One member of the EU techni- simplistic and reductionist assumptions." (p.4) cal team writing reports on [See The Inadequacy of psycho- IALS is Harvey Goldstein, metrics]. But he wants to One component that greatly Professor of Statistical demonstrate that quantitative concerns him is the issue of Methods at the Institute of models do not need to oversim-whether translated materials 11/ Education, University of used in a common set of tasks London. A longtime researcherplify reality in the ways they across different cultural, social on school effectiveness, often do: and educational settings can Goldstein has been a strong provide a basis for comparison. critic of reductionist models in In the social sciences, and Who, he asks, is advantaged educational testing, frequently especially in Education, and disadvantaged in this writing comments in the main- descriptions which have process? He considers this the stream British press2. Among possessed elegant simplicity key question in the field of other targets, he has spoken have often also been wrong. international comparisons. out against publication of ...I will argue that in order to But he is most bothered by the school ranking lists and describe the complex reality fact that the IALS relegates against the most recent UK curriculum reforms (1996) that Measuring educational outcomes: begin testing children at young The inadequacy of psychometrics ages measuring them against "Key Stage" achievements. Psychometrics has enjoyed a highly privileged status within education as a mathematically based discipline which seeks to provide a formal structure for making statements about On July 1, 1998, Goldstein mental abilities and student achievements. To be sure, it delivered a Professorial Lecture has achieved a certain level of technical sophistication, but at the Institute of Education on closer examination this sophistication resides in thedex- on alternative models for terity required to do the computing necessary to obtain measuring complex social decent numerical results from the models used to describe realities. The University has the data. The models themselves..have remained at a sur- recently published it as a prisingly simple level of description; so much so that they monograph. In his lecture, stand little chance of adequately representing the complex Goldstein uses IALS as one reality of the real world. Unlike many parts of the physical example of the reductionist world, the social world does not lend itself, in my view, to models of measurement that description in terms of simple formulae. he opposes. Goldstein, "Models of reality," p.3 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 7 83 these issues to the "periphery technical team on IALS, he (Willms, 1997) and Employee of technical appendices would be interested in Training: An International which...few will ever read."(p.4) exploring the potential for Perspective (Kapsalis, 1997). using multilevel analysis as a Another of Goldstein's con- way of measuring adult 2Professor Goldstein has been a cerns is the reliance on an literacy. colleague and co-researcher with Peter Mortimore on school effec- item response model "which tiveness. His Web site has the makes the really simple Whether qualitative texts of relevant newspaper arti- assumption that the responsesresearchers will fmd multilevel cles he has written: to the tasks are all determinedmodeling more reassuring thanwww.ioe.ac.uk/hgoldstn/ by just one underlying 'factor' the current statistical models or ability or proficiency."(p.4) remains to be seen. Still, it is 'Further background on multi- worth knowing that there are level modeling can be found at: In lecture format, Goldstein some statisticians trying to www.ioe.ac.uk/multilevel/ or did not have time to explore in merge the two worlds. [LS] www.ioe.ac.uk/mlwin/ depth the historical reasons for Statisticians at the Université de the persistence of these modelsFurther reading: Montréal are also involved in but did suggest a few [See BOX research on multilevel modeling. below.l. ' See, for example, The Value of These sites are of interest to Words: Literacy and Economic school effectiveness research. Multilevel analysis: Security in Canada, by Vivian Shalla and Grant Schellenberg, An alternative model Harvey Goldstein, "Models for reality: Goldstein's main claim is that Centre for International Statistics new approaches to the understanding at the Canadian Council on Social of educational processes," based on a there are alternative quantita- Development. Statistics Canada, Professorial Lecture delivered on tive models that will allow for Human Resources Development July 1, 1998. The monograph description of complexity. The Canada, National Literacy (ISBN 0 85473 568 2) is available for remainder of his lecture Secretariat, May 1998. 67 pp. E3.00 from the Bookstore, Institute of describes multilevel modeling2 ISBN 0-660-17523-1. Also avail- Education, University of London, 20 which has been developed over able at www.statcan.ca as Bedford Way, London WC IH OAL, UK. the past fifteen years and used Catalogue no. 89-552-MIE. Inquire about postage and handling. in trying to measure school Earlier monographs include effectiveness in the UK. In Literacy Skills of Canadian Youth brief, these models allow for the simultaneous introduction of several outcomes in different Why have simple-minded models of areas of schooling and sub- analyses of the impact of each evaluation persisted? factor. The model can be applied to studies outside The most obvious feature of the statistical models I have education as well, such as been describing is their apparent technical complexity, disease control, health care despite their simplistic approach to their subject matter. distribution or fertility This immediately puts them beyond critical comment for patterns, to name a few. the vast majority of subject matter specialists, in literacyor whatever, who have no means of understanding the Although he acknowledges that technicalities. This sets out fertile ground for the no description can ever be psychometrician to dominate the debate, invoking the high perfect, Goldstein argues that status generally associated with mathematical reasoning. the "use of quantitative Powerful commercial interests in the shape of the, largely methodologies which are rich US, testing agencies are also important here since it isvery enough to match the real much in their interests to act as providers of sophisticated complexities of the social world know-how... may eventually allow us to The other point, of course, is that it is really quite difficult bridge the gap" between to provide mathematical or statistical models which do quantitative and qualitative begin to approach the complexity of the real world, and researchers. even when this can be done, the costs of obtaining adequate data to test out these models is very high. This is, Outside the context of this however, no excuse for perpetuating inadequate modelsas if lecture, Professor Goldstein they were realistic descriptions. says that, after meeting his Goldstein, "Models of reality," p.5,6. current commitment to the EU 8 UTERACY ACROSS THE CURRICULUMEDIA FOCUS D4 1..ApMF, Summer 1998 Morning Edition; A3 CairiAdian

0000- tia To get a sense of the way literacy has been represented in Articles on adult literacy (a) * in Canadian print media 1982-1996: print media to the general Total Total NumberPercentage public in Canada, researcher number numberNumber negativenegative Catherine Hambly analyzed the Year on literacy on AL "OK" on AL on AL entries that appeared under the subject heading "literacy" in the 1982 2 2 0 2 100 Canadian Index for the years 1983 12 11 1 10 91 1982-1996. She separated the 1984 12 11 3 8 73 entries referring to adult 1985 31 30 11 20 66 1986 42 32 11 21 66 literacy from those referring to 1987 144 129 60 69 53 literacy for children and adoles- 1988 45 41 12 29 71 cents and categorized the adult 1989 43 31 11 20 64 literacy entries into two groups, 1990 65 50 25 25 50 6. negative"and "OK." In the 1991 37 24 12 12 50 negative" group, she included 1992 31 17 11 6 35 1993 86 52 34 18 35 entries that used the term 1994 91 27 21 6 22 "illiteracy" or used a "negative" 1995 97 42 34 8 19 word or image (such as "battle," 1996 77 28 21 7 25 "fight," "plague," etc.) in the 'This chart categorizes articles listed under the subject heading literacy" in the headline. All other headlines Canadian Index. were labeled "OK;" in this group, she included those that articles. The headline also sets most headlines on"literacy" she found positive as well as the mood and thus shapes how referred to adults. The surge of those that might be "somewhat the article will be read. interest in 1987 coincides with negative," but did not draw on publication of the Southam metaphors of war or violence. Analysis Report. Since 1990, the head- Hambly used this work as lines have focused increasingly Several examples below illus- background for her thesis and on children and adolescents. trate the categories. Key word(s)did not comment directly on This may reflect a shift in are in bold type. her findings, but several pat- public attention to early inter- terns are worth noting. First, vention in reading instruction Hambly explains how she it must be understood that this in the regular school system. decided on categories and why list does not include all print However, in those articles she focused on headlines: articles during those years which do deal with adults, the discussing literacy in Canada, percentage of negative head- The categories serve as a general but only those listed under the lines has been declining which indicator of the tone of the head- subject heading "literacy" in themay indicate that efforts to line. The rationale for using Canadian Index. Still, they do change public perception are headlines rather than analyzing reveal something about media beginning to take effect. At the whole text is that many understanding of the word. least some printlournalists people read the headlines but a Between 1982 and 1990 have changed their view. smaller number read entire (International Literacy Year), Detailed content analysis of the NEGATIVE CATEGORY "OK" CATEGORY articles themselves would tell us more, and inclusion of rep- 1 Coalition demands action toLearning to Read is a big step fight illiteracy resentations of literacy in the visual media during those years 2 Illiterate Newfoundlanders Second chance at reading, would yield a broader picture. cracking the books writing skills: Newfoundlanders (LS) netting long-forgotten literacy Research: Catherine Hambly, McGill 3 Reading problems Reading difficult for 4 out of 10 University (M.A. 1998) plague Canada Canadian adults

UTERACY ACROSS THE CURRICULUMEDIA FOCUS 9 Adult literacy and technology-Testing claims In 1995-96, researcher Diane Millar nent of literacy education and exam- study and a sense of the kinds of carried out a 20-week study in inedfour variables. (See 5 systems/ questions to be asked in challenging Manitoba adult literacy progarns 4 variables.) claims and assumptions about com- comparing the use of integrated learn- puter instructionfor literacy. ing systems (ILSes) and stand-alone Despite the acknowledged limitations software for adult literacy. Testing [see Limitations], this study is an As with all short-term studies, the common claims about the advantages important source of informationfor most it can do is to point to patterns and disadvantages of each, she any program considerng investment or trends. With this in mind, the examined the five ILSes being used in in ILSes or software. It offers a strongExecutive Summary below outlines the province. The study focused on literature review, a compilation of thefindings which should help guide reading instruction as a major compo- information on the five ILSes in the future studies. (LS1 The Use of Educational Software in Adult Literacy Programs: A Comparison of Integrated Learning Systems and Stand-alone Software Executive Summary It may be difficult to ILSes are much more integrate the software expensive than stand-alone Final Comparison of ILSes packages into the program's packages, ranging anywhere and Stand-alone Software curriculum effectively. The from $8,000 to $100,000, The points below briefly easiest packages to integrate whereas stand-alone packages summarizes the advantages are more generic packages, range from $25 to $300. and disadvantages of using such as word processing computers in adult literacy packages, whereas packages Source: Millar, 1996. programs that were validated with prescriptive curriculums by this study. are more problematic. Diane Millar, The Use of Educational Software in Adult Literacy Programs: A Comparison Valid advantages The Similarities and of Integrated Learning Systems Students acquire basic Differences between and Stand-alone Software, computer skills. using ILSes and (National Literacy Secretariat: Computers give students Stand-alone Software Ottawa, Ontario) July 1996. NLS, privacy if they want it. ILSes are not any more Tel.:(819) 953-5280; Fax: (819) Computers are prestigious effective than stand-alone CAI 953-8076; for the programs and they software packages in terms of E-mail: [email protected]; attract more students. the reading gains made by Web site: www.nald.ca/n1s.htm Computers provide fast feed students, the students' atti- back for each student. tudes towards computers, Related reading of interest students' self esteem, or the Integrated Learning Systems: Valid disadvantages computer skills learned by Report of the Pilot Evaluation of The software packages may students. ILSes do provide ILS in the UK, January 1994 to not be appropriate for adult student records so that July 1994. National Council for students, in that they may bestudents and teachers can see Educational Technology (NCET: based on an instructional their progress. ILS vendors Coventry UK) 1994. approach that is incom- provide training in using their patible with both a learner - packages, whereas at this time centered program and an there is no training available Integrated Learning Systems: understanding of reading as for teachers wishing to use Report on Phase II of the Pilot a meaning or schema based stand-alone CAI or word Evaluation of ILS in the UK. process. processing software packages. (NCET: Coventry UK) 1995. Limitations of study In the full report, Millar is very clear about the limitations (p.43) and generalizability of the study.She acknowledges that the study was conducted starting from a particular theoretical position and that a dif- ferent theoretical base might have yielded a different interpretation of findings. Although this is true of all studies, it is not always explicitly stated and readers unfamiliar with research methods do not automatically understand this. Further limitations were the lack of random sampling, the limited number of subjects and the attrition rate of students.It was also impossible to control for the total instruction time over the 20 weeks or for time on computers. 10 UTERACY ACROSS THE CURRICULUMED1A FOCUS FIVE SYSTEMS/FOUR VARIABLES N.B. NCET has recently merged with other agencies in the UK to Basic become BECTa (British Achievement computer Invest: Star TRO: PLATO Educational Communication 2010 in reading skills Technology Agency). Their Web gain acquired site: www.inclusive.co.uk/ support/ncet.htm Copies of all documents can be borrowed from TheCsare. 5, Columbia ,1 Computer Curriculum Package :4 $

I Changes in student *; Unysis: Changes in A UNION USES Pathfinder Autoskill attitudes student towards self-esteem TECHNOLOGY computers FOR LEARNING VOICE SOFTWARE: One Manitoba program that A Comparison of Current uses technology to meet stu- Products dent needs is the Learning Experience Centre in. Local Learners Advisory Network, Literacy Technologies Series 459 of UNITE (Union of Number 1, Movement for Canadian Literacy, June 1998 Needletrades, Industrial and Draft. Textile Employees). Before The Learners Advisory Network which represents learners establishing the Centre, the from across Canada at the Movement for Canadian Literacy organizers made use of Diane (MCL), has begun to gather information about technology Millar's ILS review. They that is helpful to adult literacy students. They will produce ended up creating a strong periodical Fact Sheets in their newsletter, Learners in peogram for UNITE members ACTION, and will post them on the MCL web site. and their families which they The first Fact Sheet compiles current information on voice believe links essential com- software including "Text to Speech," "Speech to Text," and munication skills as used in Computer Screen Readers. They list products and prices the workplace, Aome and from nine producers with Internet addresses and indication community. At the Summer of whether a demo is available online. They also have a Institute of The Centre for selected list of organizations and centres engaged in Literacy, UNITE educator research. All the information has been taken from producers' web sites. Greg Maruca challenged par- ticipants to question both A needed next step is systematic reviews of the software by definitions of literacY that panels of learners using criteria they have helped to develop Stereotype individuals and to test the claims of the producers. rigid program designs that present barriers for learners. Movement for Canadian Literacy web site: www.literacy.ca

97 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 11 Community Learning Networks Recognizing the diverse and Learning Networks from Marchof different networks to meet innovative ways in which many27-29, 1998. and share their experiences. Canadian communities are making learning opportunities Although the concept of com- The Discussion Guide available to their members out-munity learning networks acknowledged that "community side traditional structures and (CLNs) has not been formally learning networks (CLNs) are institutions, the Office of established, the OLT saw an not yet well established in all Learning Technologies (OLT), emerging pattern across the parts of Canada...[and that Human Resources country, commissioned a dis- t)here is no one model..."But Development Canada organ- cussion paper and guide earli- it also suggested that CLNs ized the first Pan-Canadian er this year and then invited "can best be described as Forum on Community representatives from a number emerging, hybrid, complex, Community learning networks: Conceptual foundation The limited literature avail- To be relevant, community As the authors note, not all able on CLNs is scattered learning networks must oper- "community learning net- across a variety of sources, ate within the confines of a works" that they have identi- conceptually inconsistent, geographically circumscribed fied in their report meet the and lacks a common defini- community, defined also as a criteria of this definition. tion, model, goal or pur- community of interest. pose. There is an underpin- Defining CLNs is problematic: ning of community develop- Technologies, including what is it that all, or perhaps ment, but the inclusion of telecommunications tech- most, of these organizations and focus on lifelong learn- nology, may or may not play ashare? What are the common ing, public and private part-central role in community elements of these organiza- nerships, institutional col- learning networks. When they tions that create the laboration, and telecommu- do, they support and enable appearance of being a nications infrastructures either the networking or the community learning network? appear to be creating a newlearning function, or both. Are there common goals? In concept. There are many what sense does "community" configurations and types of On the basis of this working or "learning" operate as a organizations, each as dif- definition, the authors devel- unifier? In what sense are ferent as the communities oped a framework to account these organizations they serve. And, there are for the three main dimensions "networks?" The issue here is somewhat different goals for community, network and not superficial and not these various organizations learning - and one emerging semantic; it's very much - from broad community dimension technologies: related to why organizations development goals to the that appear to have something improvement of access to Community: geographical in common might want to learning opportunities. communities and communitieswork together to further their of interest must be consideredown ends. A common shared A working definition of com- purpose can do much to drive munity learning networks: Network: either physical or collaboration. A conceptual CLNs are community-con- virtual, determined by the useframework that is accepted trolled structures and sys- of technologies across Canada can be the tems aimed at furthering basis for broader recognition community development Learning: a combination of and support. and enhancing the lives of formal, informal, and non-for- their constituencies by sup-mal Technologies: level of porting and encouraging intensity, nature, and focus - Source: Models of Community: lifelong learning. network-specific or learning- Learning Networks in Canada specific - need to be taken into(Discussion Guide, pp. 8 -9) consideration 12 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 98 The Guide raised questions around six issues: Office of learning Coordination technologies Contact North s Access Collaboration and and well poised to contribute granting policies have to realizing a society based on Partnerships generated financial and human knowledge." [See Conceptual Roles waste. When programs die, foundation] Sustainability the learning and expertise are Accountability often lost; yet many of these Over two days participants programs are resurrected as tried to tease out common some patterns were evident. "pilot or innovative projects"in ground, respond to the issues A few networks are older, more other jurisdictions and funded raised and add their own per- established and have either all over again. In addition, spectives. Assuming that morebuilt strong community there is no quality assurance. communities are going to want support or evolved an The excellence or achievement to take control of local learninginfrastructure that makes of a project is incidental. needs as new technologies survival possible. More net- spread, the group developed works were relatively new and Lucille Pacey, Vice-President of the framework for a kit that supported entirely by grants. the Open Learning Agency in could help guide the process of BC, highlighted the issue of setting up CLNs. sustainability in her closing Short term granting summary of the Forum. Project One concern about the policies have generated grants was one of her research paper is that due to financial and human concerns. Can a learning time and cost constraints, it waste. When programs society, she asked, operate was developed entirely from die, the learning and with short-term thinking and source materials provided by expertise are often lost; funding? the networks themselves and yet many of these pro- did not involve visits or exter- grams are resurrected This question is not restricted nal assessments. However, as "pilot or innovative to community learning net- many of the presentations at projects" in other works. Many of the most the Forum were powerful. One jurisdictions and thoughtful initiatives in our of the most dynamic was the funded all over again. schools are run this way, and Port au Port Education In Canada, partly to respect or no one needs to be reminded Initiative in Newfoundland circumvent jurisdictional man- that short-term project grants (See p.14 ). dates, partly for immediate are the foundation for many, if political impact and partly to not most, literacy organiza- Underpinning the Forum avoid commitment, govern- tions created in Canada over exchange was a keen sense of ments give out hundreds of the past decade. Some new those who do not or cannot millions of dollars in short- flexible models are needed. [LS] participate in either traditional term project grants or seed or new learning opportunities. grants. This has created It was obvious, although not organizations without stability, Models of Commartity: Learning explicitly stated, that literacy has consumed the energies of Networks in Canada was prepared was central to many of these by Doug Knight, Ph.D., Contact competent people who must North/Contact Nord Research, endeavours, and that media keep reapplying for grants Associate for the Office of and new technologies were which may disappear overnight Learning Technologies. December changing the nature of local with a change of government 1997. Human Resources literacies. Development Canada: Hull. policy as happened with An electronic discussion of CLNs women's programs in recent took place in late June. See the Can project grants take us years. OLT web site: into the future? http:/ folt-bta.hrdc-drhc.gc.ca This Forum confirmed the If a means to sustain success- hypothesis that learning net- ful seed projects is not built works are a varied and as yet into the original plan, most of undefined phenomenon. Still, these also die. Short term 9 LITERACY ACROSS THE CURRICULUMEDIA FOCUS 13 o--- itvieo: A route to democ tic litecy The Ne oundld eerience by Fred Campbell, Port au Port communications into communityand its media unit began to Community Education Initiative education, however, it is essen- experiment with a television tial to humanize and demystify transmitter in rural [The Port au Port Initiative was the technology. The technology communities. These experiments one of the community learning described here is video used in evolved into phone-in community networks highlighted at the an interactive, participant-con- forums on local issues and March Forum, p. 12. trolled local television environ- needs. Typically the projects Newfoundland is often used as a ment. began with discussions between case study on literacy. Their field workers and community development of community-based Participatory communications representatives, which resulted media raises some provocative in Newfoundland: in the media unit bringing in a questions about the notions of A 30-year history producer and technicians to what counts as literacy. LSI In 1967, the Memorial University pre-tape programming and pro- Extension Service (MUN) and the duce live television in a commu- The process of bridging NFB collaborated on a film proj- nity hall. Local people appeared community learning and ect designed to convey the collec- on-camera, operated cameras communications technology has tive voice, in analysis and dia- and provided cultural input. been happening in Newfound- logue, of the people of Fogo This process provided delivery of land and Labrador for about 30 Is Urid. information to the community years and is perhaps unique to and an opportunity for residents the culture of this province. In an early attempt to humanize to engage in dialogue and plan communications technology, Specifically, we are talking about they established principles such the future. adult, non-formal, community- as the need for a sensitive film based learning. The common crew. Later during the Port au Between 1983 and 1989, there ground between learning within Choix project, they introduced were eleven transmitter projects a community education context the "approval screening" where focusing on public discussion of and the methodology of partici- participants in the films were issues facing rural communities. patory communications is given the opportunity to judge if But by the end of the 80s, there respect for local knowledge and the fllin actually represented was a shift of focus from media local ways of doing things. what they wanted to say. technology to popular education Learners and facilitators are the people took control of the peers in a long process of self Today, the "Fogo Process" is technology. development and social aware- known globally in adult ness. The process mobilizes indi- education and participatory There were several reasons for viduals to analyze and plan for communications circles. ' this. Financially, the media unit their own future and the future had been eliminated and of their communities. Extension could no longer afford In order to plug participatory In 1979, the Extension Service professional technicians. Technologically, the proliferation of local cable systems meant the Local comments on the 1993 Port au Port technology was already in the Community Forums community ready to be tapped. Philosophically, there was a A week after the Forum, local residents commented. move to a popular education Cecilia Bennett, Piccadilly, said she realized what it is to be a methodology. Newfoundlander. "It made me feel as if I had been away from Port au Port for a long time and I just came back." By 1989, Extension workers had Annette Ryan, Port au Port, said it was important that not perceived that one danger of someone "from the city" but "our own people" were expressing using video in a community is themselves. "We realized we have similar problems." that the technology is often con- Mark Felix liked the involvement of young people. "Such a trolled by outsiders. With resource for the future." popular education methodology, Michelle Jesso appreciated "the fact that it was an opportunity it is essential that people do their for the community to actually have a voice." own media. This not only ensures ownership of the process, but in itself develops 14 UTERACY ACROSS THE CURRICULUMEDIA FOCUS I 0 0 self-confidence, self-reliance and pride. Using the tools of Grassroots communication technology, the community takes tools and activities control of its own learning Tools: Newsletter; community radio; black and white photography; process. Then, from a position of posters; brochures; video letters; problem-oriented skits; and com- self-confidence and control, the community can work with munity television. external agencies and facilitators Activities: Live phone-in public meetings on community cable tele- to design programs which meet vision systems; students videotaping interviews, "streeters" and its needs and aspirations. cultural events; community round tables; workshops on group development; students producing video dramas to send to other The experience of the local- communities; forming black and white photography groups; pro- television community-dialogue ducing posters and brochures to publicize local events and festi- process, facilitated collaboratively by volunteers and extension vals; transforming a corporate newsletter into a community workers in the early 1990s, newsletter; assisting a colleague to produce a regional newspaper; exemplifies the principles and regional steering committee meetings of volunteers to discuss assumptions of community common issues and strategies. learning currently being realized by the Port au Port Community However, communities use a recipients of information from Education Initiative. wide variety of grassroots media and educational communication tools [See BOX institutions. Therefore it requires The Port au Port Community above]. Training combining a major effort to understand why Education Initiative formal programs with hands-on it is futile to expect communica- Since 1991, the Port au Port activities involves much more tion or education to effect a posi- Community Education Initiative than acquiring new technical tive change unless the people Inc. has involved 27 agencies skill in video and television pro- themselves perceive the process working to connect community duction. It also highlights com- as meeting community needs needs and educational programs,munication skills required by and being "from here." although its mandate is much individuals and groups broader than the process committed to their communities; The practice of respect for local described here. The Initiative ways of working in teams to plan ways of doing things - the com- recognizes that traditional defini- common goals, and strategies formon ground between community tions of learning do not hold true getting community involvement education and participatory in community education. in survival projects. communications technology - is essential for all educators and In 1993, the first community tel- There are no professionals in communicators who want to evision forums were organized in gyassroots participatory commu- participate in development five communities on the Port au nications; ordinary people plan processes which meet the needs Port Peninsula. The purpose wasthe programming and operate of our rural communities. The to inform the residents about thethe equipment. Resource people community can and must take work of the Education Initiative work mostly with youth and ownership of its own but, more importantly, to involve women in the communities communication process. them in the planning process participants are students, [See Local comments on...]. itinerant farm workers, ' The "Fogo Process" became known housewives, teachers, fishermen, thanks in great part to the work of the In 1995, the Initiative co-spon- Don Snowdon Centre at Memorial unemployed fish plant workers, University. .In 1995, the University sored another grassroots processunion officers, small business closed the Centre. It has been resur- called the Communiquer Pour operators. rected in Ontario by the University of Survivre/Cotnmunication for Guelph. Survival Initiative. This process Trying to ensure that as many is based on the premise that In 1996, Fred Campbell gave a presen- constructive dialogue and com- people as possible participate in tation in Sao Paolo at a Workers School munication are the key to the the community communication where Paulo Freire was executive direc- process is a priority. "All the tor. Fred works with ryakuga, a grass- ability to plan together for a voices" is an essential roots, not-for-proflt communications better future. Designed as a organization based in Stephenville. NF. collaboration between sponsors, component of grassroots com- Further information, examples of and a community partners, partici- munication. But it's not easy. guide to community productions can be pants and initiators, it promotes Ordinary people are not used to found at their web site: the sharing of experiences and being asked to speak publicly on www.web.net/ -ryakuga plans within and between issues and, when they do, socommunities. One of its tools is nobody listens. small format video and community controlled television. We are all conditioned by our Working from grassroots life-long experience as passive 1 0 1 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 15 VME CLASZEOON Technology for learning: Contentprecedes technique by Dirk Schouten and Rob Watling [This is an excerpt from Media Action Projects, A Model for Integrating VideoinProject- based Education, Training andCommunity Development, by Dirk Schouten and Rob Watling, of The Urban Programme Research Group at the School of Education, University of Nottingham, UK [See Review, p. 19]. It is a handbook for edu- cators, trainers and community developers about creating media projects that lead to social action. The authors because it is accessible to tions do arise, but always out stress that educators do not everyone. It is common pro- of a specific context: need great technical expertise, perty. Everyone may write on and that the key to successful it, everyone can read from it. A group wanted to make a projects is knowing your con- recording in a very small house, tent before making decisions The model continually makes but the camera could not see about technique. Their advice room for deliberations in the enough of the room. Then (and is transferrable to many learn- early stages. Again and again only then) the group discussed ing situations involving specific it has been shown that talking the possibilities of a wide-angle technologies. LS] about content and discussing lens. They searched one out and the way the subject should made the recording they wanted. On technique develop make it much easier in It is too easy, as we have seen, the later stages to select and Finally, it is worth saying that to start your project with tech- use the most appropriate groups are seldom advised to nique. After all, you only knowtechniques for the job in hand.use a tripod. Experience has a little bit about it and you are In Holland there are seldom shown that they are likely to sure you are going to need it, complaints from adults or chil-set it up in one place, stick the so it is obvious that you dren about the cumbersome camera on it and never move it should start by looking at the equipment (Camera of 2kg, until the end of the recording. equipment.Before you know U-Matic recorder of 10kg, Everything would be recorded where you are, you have cables, headphones and from one viewpoint and the started making some trial microphone). Groups only startgroup would be unlikely to recordings, tried out the to use the equipment when move it around and use it as a microphone ("Testing, one, they know what they want to good research tool. In the two, three") and practised a make with it, when the model it is important for the few zooms and pans with the progress of the project calls for group to be able to get close camera. Playing around with it, and when they are ready to (physically and culturally) to techniques can consume quite use the equipment on their the people they are working a lot of time, time that might terms, not on its own. with. It's important too, for more usefully be spent on the camera operator not to feel content. Using video isolated or to become This actually make explana- intimidating, but to be a Our advice is to start with tions about the equipment a participant in the discussions. content, and to keep techniquemuch simpler task, and is Hence the need for flexible off the agenda for as long as much better than learning the approaches to the use of the possible. Start instead with technique and then adapting camera. talking, with discussion. The the content to the technical only aid necessary is a black- possibilities of the equipment. board (not pencil and paper) In this model, technical ques- 16 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 10 2 A tutoring service checklist by Edward E. Gordon, Imperial What does the Chamber of Educational Corporation, Commerce know about the Chicago business operation? [The checklist below has been III. Licensing/Credentials reprinted with permission from fiN Educators' Consumer Guide Is the service licensed by the to Private Tutoring Services state/province or accredited which was published in 1989. by an accrediting agency ? While the original was intended What are the educational to be a guide for parents to the qualifications of the growing number of private director/administrator of tutoring services, many of the the service? items provide a useful touch- What percentage of the stone for consumers of volun- service's staff are certified asV. Contracts and teer services as well. They can teachers? Guarantees also apply to adult clients. The Are the tutors certified to [In a volunteer setting, the quality of service being offered teach in the subject areas in concept of a contract will by volunteer tutors is a topic of which they are tutoring? dffer. But the services and discussion in both the school [What types of training have testing prodedures should be and adult literacy sectors. As volunteer tutors been given?]clearly stated.) volunteers are recruited toil!! Is the tutoring staff If the tutoring service uses a the gaps left by funding cuts supervised on a regular contract, are the terms and to substitute where profes- basis? spelled out in language that sional services are unavailable, is easily understood by the it is increasingly important to W. Program Content average parent [or adult hold organizations accountable and Goals learner]? for the quality of services If the contract contains a offered. Free or low-cost should Do the promotional guarantee clause, does it not mean inferior. LACMF has explain what kinds of tests brochures, catalogues, and or other evaluation inserted afew items or notes other literature describe indicated with U. Make the clearly the program instruments will be used to adaptations you think appropri- and policies of the tutoring measure student progress ate for your own milieu. LS] and thus meet the terms of service? the guarantee? Is an attempt made to If pre- and posttest scores I. Basic Information collect a complete learning profile of the student during on standardized tests are How long has the tutoring the intake procedures? used to determine whether service been in operation? the guarantee has been met, Does the service provide an will parents [or adult How many students have individual diagnosis of the been served? student's learning needs? learners] be allowed to Who owns or operates the compare these test results Is the instructional model with those given at service? primarily one-to-one, small Is the service part of a large school and with the corporation? group, computer programs, student's overall academic or a number of these? progress in school? II. References Does the service provide a variety of learning resources VI. Fees and testing instruments that Is the service known to local are appropriate for a [In a volunteer setting, this public or private school section would not apply] educators? student's educational needs? What do other parents Does the service offer Are the fees charged by a [people] who have used the flexible scheduling that is tutoring service spelled out service have to say? convenient for students and in detail at the time when a What does the Better their parents? parent makes a decision to Business Bureau know use the service? For about the service's business example, is the cost per practices? 103 course or the cost per LITERACY ACROSS THE CURRICULUMEDIA FOCUS 17 Tutoring checklist cont'd tutor or administrator of the service? hour specified? Does the service have a Is the parent [adult learner refund policy in case a made aware of the total parent [adult learner] decides cost of a typical to cancel the tutoring program? tutoring program might be before signing a contract? If the student needs IX. Providing A Safe additional assistance, Environment is there provision for If a student's tutoring extending the tutoring at a sessions are held at a reasonable fee? centre, does the site comply If additional fees, not with local/state safety included in the basic regulations for operating tutoring package, are a public facility? charged for materials or How long after a student Is the centre clean and special testing, are parents completes the tutoring attractively decorated? [adult learners] alerted to program can the parent Are restrooms available? Are this when they sign the [adult learner) and school they kept clean and stocked contract? expect to receive a with the necessary supplies? What options are there for written report? What procedures does the paying fees? Must they be Does the tutoring service tutoring service have for paid up front as a single have a system for storing a screening its staff in order to payment, or is payment by lessen the possibility of child installments allowed? Will student's records for future credit cards be accepted? reference? [or other forms of] abuse? VIII. Handling Questions and The items of this checklist can VII. Reporting Student Complaints serve as a guide when Progress counseling parents who are If a student's parents considering using a tutor or Does the tutoring service [adult learner] or teachers tutoring service for their chil- have a plan for reporting call the tutoring service with dren. student progress in a timely a question or complaint, do manner both during and they have easy access to the [The number of parents seeking after completing the tutors for children with program? learning disabilities has grown Does the plan include Tutoring: Its history enormously over the past reporting to both parents decade. Many of the items in [adult learner] and the and current modela the list are also useful for adult student's teacher(s)? April 19, 1999 7:30 - 9:30 p.m. learners who are making What is included in the agreements with paid or report and how is it volunteer tutoring services.] interpreted to parents Edward Gordon will lead a Centre on [adult learner] and discussion at Th Educators' Consumer Guide to the school? tuteniarytoprinorg: its;noh.icesitioye and con- Private Tutoring ,Services. by Is the tutoring program bGoot rhd p a i d Edward Gordon. Phi Delta Kappa coordinated with the and volunt Educational Foundation: student's academic work at written a hi Bloomington, Indiana, 1989. school? For example, is the hctuasotnosringumearseGWere.11Dstr°17°f Library of Congress Catalog Card tutor willing to attend a staff uideabovee.as th °Hne Number 88-64032. conference at school to 1 21 vl u natt r ISBN 0-87367-285-2 review the report? Is the tutor prepared to °mPanenYfrii : make referrals to other Chicagng als;e1w;r0otnfen professionals if the student wanodr.m.SpzeieHee'dil'asen exts . needs psychological basicskili.ucatio.and counseling or other forms of assistance? 18 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 104 REVIEWS Media for action: Applying critical pedagogy

Media Action Projects, A Model for Integrating Video in Project-based Education, Training and Community Development, by Dirk Schouten and Rob Watling. The Urban Programme .c> Research Group, School of so Education, University of /. Nottingham. UK. 1997. 92 pp ISBN: 0-85359-209-8. reviewed by David Dillon, McGill ii University - A recurring question over the I last several decades has been for imple- how to operationalize or menting project-based transplant critical pedagogy in or action research approaches inter- the developed world, particu- to teaching. The steps are est to learners; (2) larly in more formal education-clearly and concisely finding a problem in the topic al settings. This text contri- explained, and richly of conflicting issues between butes greatly to the answer. illustrated with descriptions of people and hypothesizing what work engaged in by the two that problem is; (3) finding out At first glance, this book is an authors with a range of learn- more about the problem excellent handbook and prac- ers from children to adults, in through direct research and tical guide for educators who a range of settings from analysis; (4) deciding on action want to use video in what the schools to community-based that could be taken by certain authors call project-based projects. The extensive people to improve the problem; education, training, and experience and thoughtful and (5) targeting that group's community development reflection of the authors as awareness and perception of across a range of age groups practitioners in both England the problem through the and educational settings. A and Holland are revealed in creation and presentation of a closer look, however, reveals it some of the best practical media production. as a powerful explanation and advice I have read on working advocate for critical pedagogy; with groups in an approach One detailed example recounts it offers clear and accessible such as this. They include the experience of a class of 11- explanations and descriptions topics such as fostering group 13 year-olds in a Dutch school of working with groups, and of consensus, helping groups who started with the topic of a facilitating rather than problematize topics, and nearby airport, problematized instructing as a teacher. Such organizing time and resources; it around the recent proposal an accomplishment is especial-They also offer detailed practi- to expand the airport, ly commendable in light of the cal advice on working with researched the different per- glut of professional materials audiovisual equipment, movingspectives and facts around the discussing critical pedagogy in from initial learning to group issue (primarily those in favour vague, theoretical and jargon- preparation and presentation of expansion for economic laden prose that has alienated of final products. [SeeIn the reasons and those opposed to interested readers more often Classroom,p. 161 it on the basis of environ- than enabling them. mental and social disruption At the heart of this model is anreasons). They produced and The heart of this handbook is essential pedagogy of showed their final video to an a 12-step pedagogical model (1) starting with a topic of audience of parents, 1 0 t: UTERACY ACROSSTHE CURRICULUMEDIA FOCUS 19 REVIEWS workplace, or communityto begin using or refining their use of project-based, critical pedagogy through the more traditional media of reading and writing or through other more recent technologies of audio recording, photography or Internet. All in all, Media Action Projects is an exceptional and usable publication that should be of interest and value to both media educators and to educators interested in applied critical pedagogy. David Dillon is a professor in the Faculty of Education, McGill University, Montreal, and a past neighbourhood residents, and become clear only toward the editor of Language Arts. He is airport officials. The showing end as the reader begins to seepresident of the board at The provoked dialogue, awareness the whole picture. The Centre for Literacy. and changed opinion. As the experience for a reader is very authors stress, the project is much like following a new Media Action Projects can be not a simulation or an recipe and not being sure what ordered for £10 from: exercise. It is not playing. Rob Watling, The Urban It is the outcome will be until one Programme Research Group, a real piece of communication has almost completed it.Yet, School of Education, dealing with real issues and this takes away very little from University of Nottingham, problems. (13) the strengths of the book. Nottingham NG7 2RD. Tel.: 0115 9514543; Media Action Projects has an I was struck by its E-mail: attractive, clean, and easy-to- inclusiveness and its potential [email protected] follow lay-out and a text ripple-out effect on educators Inquire about overseas postage written in a concise, clear, andbeyond those already and handling. accessible fashion.It is truly acomfortably using video. Yes, model for the construction of experienced media educators handbooks. should benefit from the wealth of experience and careful If the text has any shortcom- reflection. However, even ing, it is that it is almost too newcomers should feel not procedurally oriented. That is, only inspired, but enabled to it emphasizes the steps of the start working with video model and how to use video equipment. (An important equipment with groups, but feature of the text is a self- says little explicitly about the instructional chapter for purpose and theoretical under-readers who have not worked pinnings of this approach to with video equipment before.) teaching. What the pedagogy Beyond the realm of video, this is really about and why the text would allow many steps are in the order they are educatorsin schools,

NEXT ISSUE: Review of A Community-Based Approach to Litercay Programs: Taking Learners' Lives into Account (1996), edited by Peggy Sissel.

20 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 1 06 WE COPYAVA1 Health and Literacy The Centre launched its Travelling Trunk The Centre for Literacy on Health and Literacy on September 8. has recently added a It has been designed to circulate among number of resources to hospitals, community clinics and the vertical file section health-related programs in colleges and universities. Below is a selection from the of our literacy and 128 items included in the Trunk. teaching collection.

Adult Literacy and Basic Brandes, Wendy L., ed., Face to face: A video guide on dear Skill Unit, Making It Happen: Literacy, Health, and the Law: An communicationfor health professionals Improving Bsic Skills Within the Exploration of the Law and the Plight of (order form), CPHA Resource Centre. Health Service, London UK, 1994. Marginal Readers Within the Health Literacy and Health Care System, Irgarmcition Ktts and School Ambrosio. Eileen, et al Philadelphia. PA. 1996 Package Kit Ottawa, ON: Canadian The Street Health Report A Strut of Public Health Assodation the Health Stab is and Barriers to Breen. Mary, Wornen's Health Health Care of Homeless Women and Syracuse, NY: New Readers Press, Rosenblum, Laurie B. Men in the City of Toronto, Toronto, 1997. Breast and Cervical Cancer Resource ON: Street Health, 1992. Kit Annotated Bibliography, Cusson. Shirley, Boston,MA: World Education, 1995. AMC Cancer Research Center, I've Been Mere, Boston, MA: Beyond the Brochure: Alternative HEAL/World Education, n.d. Sandy Hill Health Centre. Approaches to Effective Health Plain Facts series, Ottawa ON Communication, Denver, CO, 1994.

Health, communication and literacy: An annotated bibliography Studies show that levels of There is a growing body of research supporting education and health can be these claims. This Bibliography, an updated version correlated and that communi- of the 1995 bibliography, contains 23 additional cation between clients and annotations on selected articles written after 1995 health care providers in on the subject of literacy and health published in both oral and written forms ---professional health journals. can make a difference in the quality of care and in the The bibliography has been produced with support reduction of errors in follow- from Canada Post and from funds raised at Quebec up and preventive health care.Golf Day for Literacy 1998. Samples of the annotated entries in the bibliography: Keywords Keywords PATIENT LITERACY: DIABETES, HYPERTENSION ASSESSMENT : PLAIN LANGUAGE MATERIALS Authors: Williams, M. V., Baker, D. W., Parker, R Authors: Glazer, H. R., Kirk, L. M., & M., & Nurss, J. R. (1998. January) Bosler, F. E. (1996). Title: Relationship of functional health Title: Patient education pamphlets about literacy to patients' knowledge of their prevention, detection, and treatment chronic disease. of breast cancer for low-literacy Source: Archives of Internal Medicine, 158. women. pp. 166-172. Source: Patient Education and Counseling. 27. pp. 185-189. Annotation Annotation A group of researchers, focusing on patients with Researchers looked at nineteen information diabetes and hypertension, have determined that pamphlets on presentation, detection, and patients with inadequate literacy skills are unable treatment of breast cancer. The pamphlets were to effectively control the physical manifestations of determined to be written at a 9th-grade level, their illness even after receiving educational whereas, the women tested possessed, on average, a material and/or classes. 6th-grade reading level indicating a need for better assessment of future written material. l LITERACY ACROSS THE CURRICULUMEDIA FOCUS 21 CONFERENCES National/International20th International Media Education Conference of the Council International Conference on for Learning Disabilities Conferences Quick list the Social Impact of November 5 - 7, 1998 Information Technologies Albuquerque, NM CIFEJ featuring John Naisbitt and Information: Council for Learning Centre International du Film Don Tapscott Disabilities, PO Box 40303, pour l'Enfance et la Jeunesse October 11 - 14, 1998 Overland Park, KS, USA 66204, International Centre of Films University of Missouri Tel.: (913) 492-8755. for Children and Young People St. Louis, MO General Assembly Information: www.umsl.edu/ Society for Literature October 15 - 19, 1998 -conted / inticonf. htm and Science Oslo, Norway Thinking the Brain Information: CIFEJ, 200- 3774 Fourth National Literacy and Beyond St-Denis, Montréal, QC, Canada, Conference"Between November 5 - 8, 1998 H2W 2M1, Tel.: (514) 284-9388; Standards and Diversity" University of Florida, Fax: (514) 284-0168; Gainesvile E-mail: [email protected]; Manitoba Association of Information: Jim Paxson, Web site: www.odyssee.net/-cifeJ Teachers of English & Department of English, University Canadian Council of of Florida, Gainesville, FL, USA Third Annual Conference of Teachers of English 32611-7310; the New Mexico Media Language Arts e-mail: [email protected] OR Literacy Project October 23, 1998 [email protected] Culture, Media and Education: Winnipeg, MB Vital Solutions Information: Debra Radi, Oak 49th Annual International October 21 - 24, 1998 Park High School, 820 Dyslexia Association Albuquerque, NM Charleswood Road, Winnipeg, MB, Conference Information: Tel.:(505) 828-3264 R3R 1K6, Tel.: (204) 895-721; (formerly The Orton or E-mail: [email protected] Fax: (204) 895-8889; Dyslexia Society) E-mail: [email protected] November 11 - 14, 1998 Chronological San Francisco, CA International Society for Information: IDA, 8600 LaSalle Conference Listing Technology in Education Rd., Chester Bldg.,# 382, Tel-Ed 98 (ISTE) Baltimore, MD USA 21286-2044, Local October 29 - 31, 1998 Tel.: (800-ABCD123 or (410) 296- New Orleans LA & Victoria BC 0232; E-mail: [email protected] PACT-QAPT Annual Teachers Information: www.iste.org or Web site: www.interdys.org E-mail: Convention [email protected] "New Realities: New 47th Annual American Challenges" Association for Adult and November 12 - 13, 1998 The First Global Continuing Education Montreal, gc REFLECT Conference (AAACE) Information: November 3 - 7, 1998 November 18 - 22, 1998 Rod Elkin at QPAT Bhubaneswar, Orissa, India Phoenix AZ (514) 694-9777 or 800-361-9870 preceded by organized field Information: ; or Donal Irving at PACT visits in Bangladesh, Nepal or Tel.: (202) 429-5131; (514) 252-7946 India from October 25 - 31 Fax: (202) 223-4579 Information: in UK: 13imal Learning Disabilities Phnuyal/David Archer, National Council of Teachers Association of Quebec International Education Unit, of English (NCTE) (LDAQ) 24th Annual ActionAid, Hamlyn House, November 19 - 22, 1998 International Conference MacDonald, Archway, London Nashville, TN N19 5PG, UK. In India: Information: NCTE, 1111 W. on Learning Disabilities Ms. Vasumati, REFLECT Global Montreal, QC Kenyon Road, Urbana, IL Conference, ActionAid India, 3 61801-1096, March 25 - 27, 1999 Rest House Road, Bangalore 560 Information: LDAQ, Tel: (217) 328-3870, ext. 203; 025, India, Tel.: 00 91 80 Fax: (217) 328-0977 Tel.: (514) 847-1324; 5596682 or 5586583; Fax: 00 91 Fax: (514) 281-5187 80 5586284; E-mail: [email protected] 22 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 1 0 CONFERENCES E-mail: [email protected] Modern Language ICAE Sixth World Assembly Association (MLA) May 16 - 24, 1999 December 27 - 30, 1998 Ocho Rios, Jamaica San Francisco, CA includes Learning for the Information: MLA, 10 Astor Millenium First International Place, New York, NY 1003-6981 Follow-up to CONFINTEA V May 18 - 20, 1999 Technology, Reading and Information: !CAE, 720 Bathurst Learning Difficulties Street #500, Toronto. ON 17th Annual International Canada, M5S 2R4. Conference Tel.: (416) 588-1211; January 28 - 30, 1999 Fax: (416) 588-5725; San Franscisco, CA E-mail: [email protected] Information: Diane Frost,( 510) 594-1249; Fax: (510) 594-1838. Fourth National Writing Across the Curriculum Ontario Council of Conference Teachers of English "Multiple Intelligences" February 19, 1999 June 3 - 5, 1999 Toronto, ON Ithaca, NY LIFELONG LE: Information: Alex Bostock, Information: Tel.: (607) 255-2955; Tel.: (416) 393-5501; Fax: (607) 255-2956; E-mail: NETWO K Fax: (416) 393-5631 wac99-conf@cornelLedu Web site: www.arts.cornell.edu/ Conference on College jskwp/wac99.html Composition and technolo Communication (4Cs) 7th International March 24 -27, 1999 Interdisciplinary Congress Can less be Atlanta, GA on Women Iriformation: NCTE. 1111 W. June 20 - 26, 1999 more? Kenyon Road, Urbana, IL Tromso, Norway 61801-1096, Information: Tel.: +47 77 64 58 Tel: (217) 328-3870, ext. 203; 99; Fax: +47 77 64 64 20; E-mail: Adapting Fax: (217) 328-0977 [email protected] to current social demands.. Web site:www.skk.ult.no/ 44th Annual Convention WW99/ww99.html International Reading Adapting Association International Federation of to the realities of teacher May 2 - 7, 1999 Teachers of English (IFTE) knowledge.. San Diego, CA July 7 - 10, 1999 Information: IRA, 800 Barksdale Warwick, ENGLAND Rd., PO Box 8139, Newark, DE Information: NATE, 50 Broadfield Adapting 19714-8139, USA Rd., Sheffield. S8-0XJ England, to current fuqding levels.. Tel.: ((302) 731-1600 or Tel.: (0114) 255-5419; (800) 336-READ. The Centre for Literacy Can adult basic education Computers and Advanced THANKS adequately serve its growing Technology in Education clientele? (CATE) '99 The British Council May 5 - 8, 1999 for providing a travel grant Philadelphia PA, that allowed Dr. Maggie A participatory institute Information: International Holgate and Jacquie Disney, June 27- 30, 1999 Association of Science and co-founders of the Parent Montreal, QC Technology for Development, 1811 Information Network (PIN), West Kate Ila Avenue, #101, to participate in the Anaheim, CA, USA 92804, 1998 Summer Institute Details in January 1999. Tel.: (714) 778-3230; on Literacy and Fax: (714) 778-5463; Technology.

UTERACY ACROSSTHE CURRICULUMEDIA FOCUS 23 BEST COPY AVAILABLE ug ANNOUNCEMENTS

in cooperation Georgia Tech with The Centre LIFELONG LEARNING for Literacy34130.cel Is NET WORK Trite

1999 Winter Institute British Council International Seminar January 27-29, 1999, Atlanta GA Technology and Adult Basic Education:Developments in The Changing Role of Teachers basic education: raising literacy and As the use of technology proliferates in the adult basic education classroom, some educators suggest that teachers may be expected to shift roles from a numeracy standards traditional didactic to a more facilitative one. February 7-12, 1999 The 1999 Winter Institute will provide a forum where the ramifications of technology on adult basic education teaching can be explored. London

Guiding questions include: This seminar, directed by Alan Does the use of technology in Adult Basic Education (ABE) Wells, a founder and current require changes in instructional approaches? in student assessment? in program evaluation? If so, what specific changes are called for? Director of the Basic Skills What research and information support proposed changes in any of Agency in the UK, is designed for these areas? "senior government officials and Has the use of technology in ABE resulted in changes in any education policy makers, as well of these areas so far? as senior practitioners and Information: Barbara Christopher, Georgia Tech's Lifelong Learning Network, researchers involved in the field of Tel.: (404)894-0561 or Email:[email protected] education." Among the topics are early prevention, developments in primary and secondary schools, The Center for the Study of Adult the post-16 sector, the world of Literacy at Georgia State work, parents, quality assurance, in collaboration with and involvement of non- Georgia Tech Lifelong Learning Network, educational organizations. Laubach Literacy Action, The Centre for Literacy Participation is limited to 50. of Quebec and The Canadian Congress for Learning Opportunities for Women (CCLOW) Information: International Seminars, The British Council, International Conference on Women and Literacy 1 Beaumont Place, Oxford January 24 - 26, 1999 OX12PJ, United Kingdom, Atlanta GA Tel.: (011)-44-1865 316636 Fax: (011) 44-1865 557368 (immediately preceding the Winter Institute) E-mail: international.seminars The program will focus on Women and Literacy as related to Welfare Reform, Domestic Violence, Health, and Ethnicity. @britcoun. Web: www.britcoun.org/seminars/ Information: Sandy Vaughn, Center for the Study of Adult Literacy, Georgia State University, University Plaza, Atlanta, GA 30303-3083, Fax: (404) 651-1415;

24 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 1 ANNOUNCEMENTS CALL FOR PAPERS Trawzilling Resource Tn Tliese trunks provide resourCes to teachers and tutors who do not Learning Disabilities have easy access to materials due to time or distance. Although Association of Canada they are designed for providers of literacy and adult education, (LDAC) many of the materials are usable by teachers and coordinators in high school, college and community-based 12th International settings. All trunks contain sources and Conference ordering information for items. There "Learning Disabilities are currently 7 trunks in circulation and ADHD: Transitions and others being developed in response to demand. They include: through Life" Learning Disabilities (2) New Materials Sept. 30 - Oct. 2, 1999 Numeracy and Technology (2) Winnipeg, MN NEW Ea 1998 LDAC invites proposals from Family Literacy & Women Trunk Canada and the US for This trunk focuses on the issues and practices around family liter- acy, including ways in which parents can be involved in children's workshops, instructional learning.It also provides materials and information on women's sessions, symposia, panels or literacy programs and basic skills upgrading in women's education. poster sessions. Some possible strands include: 77Health, Communication & Literacy Diagnosis / Asse ssrnent,Cu rrent This trunk has been designed for people working Research, Behaviour, in the health-care sector as well as for teachers Transitions, Instruction, who want to include health-related materials in Health. their literacy or basic skills teaching. It has Advocacy and Technology. communication background on providing health information to More details on themes and and Literacy:clients with low literacy or no literacy in the offi- criteria for submissions are cial languages.It contains guidelines on writing. available from LDAC. patient information in clear language and using visual media, and provides examples from many settings. Files are organized by subject with sev- Deadline: October 31, 1998 eral focusing on areas such as cancer, women's health, and others. 17... Mtn! Celebrity rig Attocilout Check it out on www.nald.ca/book auction The virtual Book Auction you have been waiting for will be launched this fall. Celebrities from near and far have donated autographs, photographs, and books they have written or books that have inspired them. diktats 1 4- The funds raised by the auction will benefit adult learners 11-.1 litlit, Iff across Canada through educational bursaries and literacy . N programs. Sponsoring organizations: Canadian Congress for Learning Opportunities for Women (CCLOW) and 14161104: Literacy Link Niagara. Visit the site listed above or the CCLOW homepage-- www.nald.ca/cclow.htm -- to preview items, or contact Literacy Link Niagara, Tel.: (905) 641-2252, ext. 2222; Fax: (905) 682-2298; E-mail: [email protected] 111 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 25 ESTCOPY AY 1LAa.LE \ " , t r F

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1 . ; Oftgrdia-st-,.% 5 't : F;ordetails;,visi site . 6- ; For informat1orit4ca1ltRetitV I. : Tel.:,(514) ,9arr,8761:.gidari:41.5. I Is ..Fci(514)-.931q.t811; literaeycntr@ dawsonc011bge'*:ca';';:::;4t, nr)-; ..4

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\ 4\ AVAILABLE AT THE CENTRE Working Papers in Literacy No. 1 Perspectives on IALS, Graff, Street, Jones

1 No. 2Media literacy, information technology and the teaching of English, Abbott and Masterman

1 No. 3Behaviour and beliefs of volunteer literacy tutors, 1 ) Hambly 1

1 1 Paper No.1 is on our Web site. Print copies of all Papers can be ordered. Price: In Canada, $6; US, $7.: Overseas, $10.; prices include handling and postage Health, communication and literacy: An annotated bibliography, 2nd edition Produced with support from Canada Post A bibliography with annotations on 30 articles was published by The Centre in 1995. This new edition contains the original entries plus 23 additional entries on selected articles which have appeared in health journals since 1995. It includes a list of further articles on the subject and web sites of interest. Price: $10. includes handling and postage. Read and Write Together: An activity pack for parents and children This kit was produced by The Basic Skills Agency and BBC Education in February 1995 for a national Family Literacy promotion campaign in the UK. Price: $15. plus $2.50 handling and postage. As of May 1, 1998-- PRICES REDUCED ON: The New Reading Disc

Th..04..., The acclaimed UK multimedia product designed by CTAD to help adult basic learners improve their reading and writing. New RoAing Disc. Built in Authoring Tool allows teachers to create local Adult culturally appropriate materials. liat=rxtthr Learaiag The American New Reading Disc (developed by CRT at Georgia Tech) An American version of --411/11111-7-` the original UK product with American topics and context, but the same prototype with Authoring Tool. 1444:;,ie rAtvw,Mt L.I.R.E. Rearqratnet cora $. Le Logiciel Interactif de Réentrainement a l'Ecriture propose E'otturo un nouveau concept qui, a travers l'utilisation d'ordinateurs Multimedia, permet a des personnnes d'améliorer leurs capacités a lire et a écrire en francais. Detailed descriptions on our Web site include a 38-site Canadian evaluation of the New Reading Disc: www.nald.ca/litcent.htm

Information on software pricing and orders: The Centre for Literacy, 3040 Sherbrooke Street W., Montreal, QC, Canada, H3Z 1A4. Tel.: (514) 931-8731, ext. 1415; Fax: (514) 931-5181; E-mail: literacy cntr@dawsoncollege. qc.ca

EST COPY AVM BLE 1 3 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 27 Friens cam ai n t T eentre This year is the tenth anniversary of The Centre, and wxe are using the occasion to examine our first decade and plan for ir the next. Part of our plan involves new partnerships and initiatives in areas where literacy touches large community ing and social issues, such as health, workforce education, and the community technological change. Our work takes us to our own neighbourhoods as well as across provincial and national through services, boundaries. training and information about communication To mark the decade, The Centre has launched a Friends skilisfor and Campaign to help us generate new income to meet the tomormw increasing demands for our resources and services. Charitable receipts will be issued. Ask us about becoming a Friend in 1998-99. Friends automatically receive our newsletter.

"..t\tigt*Z..41r, complete; thisiiforrm 1011Et c . ,41,4 . '46 *. *, . . . eg The Centre for Literacy, 3040 Sherbrooke Street West, Montreal, Quebec, Canada H3Z 1A4

I enclose a cheque for U $18 U $80 i:j1 $150(Please mark choice) Make cheque payable to The Centre for Literacy. Please enquire about international rates.

Name: Institution. Dept: Address: Province/State: City. Postal Code: Tel: Fax.

Single annual subscription $18 Multiple annual subscription (10) $80 LITERACTAC05$:THE CURRICULUME0Ik F.Q.C1J5:i Multiple subscription (20) $150 Back issues available Call (514) 931-8731, ext. 1415

LOOK AT OUR WEBS1TE AT:www.nald.ca/Iitcent.htm

'` _4. -% , I 28 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 114 e0-7 U.S. Department of Education Office of Educational Research and Improvement(OERI) National Library of Education (NLE) Educational Resources Information Center (ERIC) REPRODUCTION RELEASE (Specific Document) I. DOCUMENT IDENTIFICATION:

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