DOCUMENT RESUME

ED 362 661 CE 064 633

AUTHOR Ormiston, Liz, Ed. TITLE Literacy Works. Volume 3. Fall 1991-Summer 1992. INSTITUTION Literacy Network, Saskatoon. REPORT NO ISSN-1183-3793 PUB DATE 92 NOTE 131p.; For volumes 1-2, see ED 343 452 and ED 348 892. AVAILABLE FROM Saskatchewan Literacy Network, Box 1520, Saskatoon, Saskatchewan S7K 3R5, Canada ($5 single copy; $20 annual subscription). PUB TYPE Collected Works Serials (022) JOURNAL CIT Literacy Works; v3 n1-4 Fall 1991-Sum 1992

EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Adult Education; *Adult Literacy; Adult Reading Programs; Annotated Bibliographies; *Educational Practices; Educational Research; Family Programs; *Females; Foreign Countries; Functional Literacy; Information Networks; *Literacy Education; Numeracy; Program Development; Program Effectiveness; *Resource Materials IDENTIFIERS Canada; *Family Literacy; *Plain Language; Saskatchewan Literacy Network

ABSTRACT These four issues of the quarterly publication of the Saskatchewan Literacy Network in Canada are each devoted to a separate aspect of literacy and literacy education. In addition to an editorial and series of articles on the issue topic, each issue includes book reviews and network news. Some issues also include interviews an' annotated bibliographies. The first issue, which is devoted to women and literacy, includes articles on literacy and abused women, women and literacy research, literacy needs of domestic workers, and women and mathematics. Included among the topics discussed in the issue devoted to plain language are the following: development of learner-written materials, clear language in government, advocacy for clear language, plain language and the law, plain language and the literacy community, and white collar illiteracy. Nine family literacy programs throughout Canada and one U.S. program are profiled in the issue on family literacy. The special issue on literacy resource materials includes 11 reviews of resources from the "Literacy Materials Bulletin" of (Canada) and 26 reviews by Saskatchewan (Canada) practitioners. (MN)

x*uw**ww**.gu,--*x).4****************************) c**.e.:.*************.i.... Reproductions supplied by EDRS are the best that can be made from the original document. * ******************************************************************** LITERACY WORKS VOLUME 3

FALL 1991 - SUMMER 1992

SASKATCHEWAN LITERACY NETWORK

U.S DEPARTMENTOf EDUCATION Off.Ce ol Educational Research and Improvement PERMISSION TO REPRODUCE THIS EDIJ AllONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) This document has been reproOuced as received from the person Or Ofganization eoginating CI Minor changes have been made to improve reproduction quality

Points of view or op(mons stated .n tn.SCIOCV men) do not necessarily represent official TO THE EDUCATIONAL RESOURCES OE RI position or pohcy INFORMATION CENTER (ERIC)"

2 1r7

Vol. 3, No. 1 A Quarterly Publication of the Saskatchewan Literacy Network Fall 1991

SO ''AVAWAN D

'THEENERN

'1,74,71 1 A 00444 341. 6*j. 1/11111.4447 'I

14: Women and

WOW Literacy

Price: $5.00 (includes tax) 3 Saskatchewan Literacy Network Membership/Subscription Request 1991-92

In an effort to simplify the collection of membership and subscriptionfees, the Network is now collecting only once a year. in the Fall. Please send me a one-year Saskatchewan Literacy Network membership.Membership includes monthly news bulletins plus a subscription to Literacy Works(published four times a year).

Our new membership rates are: $20 for individuals and organizations $ 5 for students/unemployed $20 subscription only (Copies of back-issues are available for $5)

Name Occupation

Address

City Province

Postal Code Telephone

Please indicate type of membership: ID Individual/Organization 0 Student/Unemployed

Please make cheques payable to Saskatchewan Literacy Network

Mail your completed cheque or maney order to: Saskatchewan Literacy Network, P.O. Box 1520, Saskatoon, Saskatchewan S7K 3R5

Charitable number: 0896225-21 Contents

EDITORIAL: Between Women and Literacy by Lorri Neilsen 2 A Survivor Speaks Out by Valerie Clowater 4 Literacy and Abused Women by Conrad E. Pura 5 Seniors Review Health Mater.ls by Elsie Petch 6 Women and Literacy Research: Moving into the Second Phase by Betty-AnnLloyd. 8 Nannies/Domestic Workers Have Specific Literacy Needs by Luisa Graybiel 10 Women and Mathematics: Getting Past the Fear by Margaret Kaye 12 Literacy and Women: A Bibliography by Ved Arora and Florence Duesterbeck 14 BOOK REVIEWS Something In My Mind Besides The Every Day review by Bonnie Pearson 17 You Can Be Free An Easy-To-Read Handbook for Abused Women review by Wendy Shaw 18 Women Learners Speak Up 20 Saskatchewan Literacy Foundation Announces 1991 Grants 23 Movement for Literacy (MCL) LINK by Elsie Livingston 24 Network News Fall 1991 26 Across the Network Desk 28

Literacy Works Editor: Liz Ormiston Editorial Committee for this issue: Hilary Craig, Pat Durey, Denise Hildebrand.Rosemary Isfan, Debbie Raton, Dale Carleton Cover illustration by Marcia McMurday: from the book Something in My MindBesides the Everyday by Jennifer Horsman, Women's Press, 1990.

Saskatchewan Literacy Network was established in September, 1989.It is a coalition of groups and individuals working for literacy. LITERACY WORKS is its quarterlypublication and focuses on a different aspect of literacy in each issue. The ideas expressed in this publication are not necessarily those ofthe Board or Newsletter Committee of the Saskatchewan Literacy Network. We welcome contributions and responses from students, practitionersor anyone interested in literacy. Articles :And letters may be sent to the Saskatchewan Literacy Network,P.O. Box 1520, Saskatoon, Saskatchewan S7K 3R5, or to Liz Onniston, Editor, 2349 RobinsonStreet, Regina, Saskatchewan S4T 2R3. For further information, call the Saskatchewan Literacy Network at (306)653-7368 or 653-7178. or call Liz Ormiston at (306) 757-7236. Fax c/o Hilary Craig (306)787-9560 Typing by: Model Office. SIAST Wascana Campus and Computer Skills Class,Bridging Program for Women. Regina, and Wendy Burke Desktop publishing by Lines & Letters. Regina Printing by SIAST Wascana Campus ISSN Number: 1183-3793 SLN Charitable Number: 0896225-21 EDITORIAL

Between Womenand Literacy

By Lord Neilsen A woman in Halifax wants to attend a responsible for literacy activities in our literacy program but she has no time and culture; and yet. as workers and decision- no money. She hasthree children to feed makers, women have the least access to and clothe, household chores to keep up decision-making and often the lowest with, and a husband who is rarely home. wages? Besides, her husband and her mother Many of us, as teachers, literacy don't think she should be going to school, volunteers, and researchers are seeking anyway. answers to these questions.But the A woman in Africa wants to learn to questions themselves are tangled, mixed read and write, but she must carry water with the flesh, blood, and tears of the several miles every day, and look after the lives of women we know or can imagine. children, the animals and the small crop What comes between women and literacy. near their home. She risesearlier than her it seems, is not simply opportunity. husband and children, and goes to bed Literacy programs are available. Nor is it later, as women do. She is frequently ability, as some women (and many men) pregnant, because death comes easily to believe. We've long since stopped debating infants in. her world. In her culture, if that foolish question. schooling is available, it is the male No, it's much more complex thanthat. children who go first. ;Vhat comes between women and literacy We know that the majority of the are attitudes about the worldthat value world's population of illiterate and poor the fist over the helping hand, money women are of colour. Weknow, too, that over the nourishment ofthe mind, and in North America, the largest groupof winning over the creating of peaceful co- people living below the povery line are existence. In real terms, it means that women (single mothers, inparticular). In countries around the world now spend our culture, just as incultures around over $20,000 a year on asoldier, but less the globe, poverty and illiteracy go hand than three hundred to educate a child. in hand. And the hands thai. havecarried (Think of the financial cost of the Allies' the burden are women's hands. need to win in the recent Gulf War.) It estimates, What comes between women and means that, according to some literacy? Why is a woman's right to read three out of ten women in Canada is her world denied, or placed second to battered or psychologically abused by her men's? What are the cultural mores that partner. It means that w:men in Canada convince a woman, her family, and her make 67 cents for even Iollar men make friends that learning is a gift she must and, worldwide, they make ten cents. It means that, in literacy as inlife, when a always forego for the sake of others? Why of gender as literacy volunteers, person is valued less because are women (or race or other human difference), clerical workers and secretaries, and something about our world is still terribly elementary school teachers primarily wrong.

2 It's easy to lose hope. Especially when we know that, for the cost of a seven-cent treatment administered by a mother who could read the medicine label, the life of a dehydrated child could be saved. Or, for the sake of a few hours a week and a husband who supports her efforts, a woman could earn her high school diploma, or upgrade her skills to find a job. But, fortunately, the values that have been preventing more women from becoming literate are being increasingly challenged everywhere we look. From the Berlin Wall, to Soviet restructuring, to voices raised in support for pay equity and women's right to be free of violence, the spirit of a new world is emerging. Politicians and power-brokers are at least talking about co-operation, if not prac- tising it. Alliances we couldn't imagine a decade ago are pulling us out of our traditional ways of thinking. Global awareness of the health of our planet is causing us all, from Moscow to Moose Jaw, Saskatchewan, to think about how we can work together to preserve the Lord (Boggs) Neilsen grew up in Saskatoon. world for our children. Young girls are She now lives in Hubbards, Nova Scotia where beginning to have dreams as big as their she researches and writes about women and brothers have. literacy. Her book, Literacy and Living, is a We can find hope in every word that study of literacy in the daily lives of adults. women learn to read and write. We can Dr. Neilsen works with teachers at Mount Saint find hope in their efforts to find a freer Vincent University and does presentations and world for their daughters. Between workshops on women and literacy across North women and literacy may be the pain and America. struggle of an unjust world. But between Lorri Neilsen's address: Box 38, Hubbards, you and me, if anyone can change the Nova Scotia, BOf 1TO. world for the better, it will be literate Telephone: (902) 857-3278 women.

3 A Survivor Speaks Out By Valerie Clowater

For most children, childhood is happy think I was stupid and people would and carefree. Bedtimes are a time of laugh. I couldn't have been more wrong. closeness as Mommy or Daddy tucks When I first got the nerve to tell someone them in and kisses them goodnight. I couldn't read I was shocked at her Mornings are full of hustle and bustle, response. She told me I was too smart not giggles and smiles. For me this was to be able to read. Not too long after that I not so. was hooked up with my first of two tutors. I am an adult child of sexual abuse. My Within eight months I went from a grade earliest recollection of my father touching two to a grade eight level in reading. My me was at about nine years of age. I confidence and self-worth sky rocketed. remember him sneaking into my room At 31, I went back to school (Adult Basic when everyone else was asleep and my Education) and finished my 10. 11, and mother was at work. At the age of 12 in two years. At 33, I took a course in fourteen. I became pregnant with his Life Skills Coaching. Now I am almost 35, child. I was snuck into the hospital for an have three children, a job as a Supportive abortion when I was about three-and-a- Independent Living Worker and run an half to four months pregnant. When I Open Custody Home for teenagers. returned home my father left me alone. I never linked my sexual abuse to my Alone at 14 to deal with the physical and low literacy skills until I was dealing with emotional pain. I had no one to turn to my abuse. It was then that I realized I and no one I could trust so I kept our didn't remember much about Elementary little secret to myself until I was 28 years or Junior High School. What I do remem- old. ber is that I would spend most of my days I was married, at 23, to an alcoholic. By daydreaming about a normal life and 26 I had two children and no life of my planning my escape. own. At 28, I left my husband, moved to When I look back, I can't believe how Regina and began my road to freedom of much I have learned in five years. I know body and mind. A year later my life I still have a long way to go and I am changed. okay. I no longer feel guilty and worthless My daughter was six and in grade one. because my Dad hurt me and I no longer I was 29 and couldn't read. When my six- think I am stupid and useless because I year-old began correcting me on a simple couldn't read. There are people who can child's bedtime story I became frustrated help if you are feeling the way I did. All and nervous. I thought my children would you have to do is ask.

Valerie Clowater,formerly a student with the Literacy Program at Parkland Regional College, 170winvolved in the program as a volunteer tut w. She was a member of the Saskatchewan Literacy Council and currently works as a life skills coach.

4 Women with Special Needs Literacy and Abused Women

By Conrad E Pura Prairie West Regional College (PWRC) 2. There is no identified cause and effect is a post-secondary training institution relationship between these two providing the adults of West Central phenomena. Saskatchewan with educational 3. Abused women value education and opporturfties and career counselling to training as the major mcans to enhance their employment potential. economic independence. In 1988, with funding from the National 4. Abused women have a multitude of Literacy Secretariat of the Department of barriers i Tith accessing education. the Secretary of State of Canada and with the assistance of the Saskatchewan 5. There is a shortage of services to assist Literacy Council, PWRC undertook a abused women especially in rural research project designed to investigate areas. the relationship between literacy and The study recommended that the abused women in rural Saskatchewan. Regional College develop and facilitate Considerable evidence existed which programs which will educate the commu- documented the need for literacy programs nity about the phenomenon of wife abuse. and services in rural Saskatchewan. It was also recommended that the Another social phenomenon, wife abuse programs developed specifically to meet or the abuse of women by their spouse or the literacy needs of abused women be male-friend, is also an aclmowledged especially flexible and include curriculum problem in rural Saskatchewan. Is there elements of life skills. independent living a relationship between these two skills, assertiveness training and job phenomena? search skills as well as academic remedial instruction. If a woman needs literacy services and she also is in a primary relationship which is abusive. in what way does this The research work which formed the initial situation change her willingness or her steps for this project was conducted by ability to access literacy programs and Barbara Park She engaged in an extensive services? literature search, the agency consultation and Twenty-two women who were/are the development of the questionnaire and victims of abuse were interviewed as part subsequent target clientele interviews. Also of a case study approach to under- involved in the project at various stages were standing these two phenomena. The Susan Hope and Laurie Sim. For additional interviewees consistently reported a lack information please contact Conrad Pura, of confidence in themselves, problems Marketing and Program Development, with self-esteem and feelings of power- Box 700, Biggar, Saskatchewan, SOK OMO. lessness. Telephone: (306) 948-3363. The findings were as follows: 1. There is a positive correlation between literacy needs and abuse in women. In Plain English Please Seniors Review Health Materials

By Elsie Petch People who read often have more Many of the written materials were con- information about their health and can sidered not satisfactory by the seniors for make better informed choices. This is one a variety of reasons. The language used in of the reasons good health is closely many of the pamphlets was not clear or linked with education. easy to read. Use of medical terms often South Riverdale Community Health made understanding even more difficult. Centre (SRCHC) in is located in Also, changes in vision associated with an area where literacy is a concern. With aging made reading pamphlets even more the assistance of the Seniors Indepen- challenging. Colour, glare, and style and dence Program funding, over 30 seniors size of print were barriers to obtaining recently became involved in a project to information. rate and review health information One of the more significant findings materials. was a pamphlet for seniors on how to A total of 42 different pamphlets, 15 apply for an income supplement. This films and 12 videos were reviewed by the pamphlet required a grade 13 reading seniors over a six month period of time. skill level. Case managers working in our community found many isolated seniors had not applied for the income supple- ment they were entitled to. These seniors did not read well and/or had difficulties with vision. As a result, these seniors were not receiving the additional supple- ment money needed for food and other 5outh basicsbasics which directly affected their health and well being. tverdale A range of ffims and videos were viewed by groups of 10 to 15 people. Any profes- sional who "spoke down" to the audience got "thumbs down: Clear messages received the most positive comments. Films, in which older people spoke about taking control, were received well. As the project neared completion, one of the SRCHC chiropodists, who was developing a pamphlet on foot care, asked Com muntv Health Centre for input from group members. The core group of 15 women had become very good at suggesting how to improve health messages by using "Plain English." News about the project brought in outside requests for pre-testing.

6 I 0 Now the group, which continues to Community based literacy and/or meet, includes pre-testing as one of its health groups are well positioned to issue activities. To date, group members have challenges and to provide the opportunity provided input for a home support poster, for partnerships in the development of a booklet on seniors' home safety checks, readable, relevant, and useful health and a book on common sense nutrition for related information. seniors, and other material for outside Improved accessibility to health infor- agencies. Group members are also mation enables more people to take currently involved in improving materials control over and to make better informed for SRCHC programs. choices about their health and well being. Hopefully, with dissemination of this -znd similar information, producers of Elsie Petch is a Community Health Promoter health and related materials will become working in South Riverdale Community Health more informed and arrange for pre-testing of written and visual materials with a Centre, 126 Pave Avenue, Toronto, Ontario, wide range of consumers. M4M 2V8. Telephone: (416) 461-2493.

Feminist Literacy Workers Network

Some women who met at the Literacy 2000 The steering committee includes Evelyn Conference in British Columbia have started toBattell (British Columbia), Frances Ennis talk about how women who work as feminists(Newfoundland), Lynn Fogwill (North West in the field of literacy can keep in touch withTerritories), Marie-Francine Joron (Quebec), each other. Michele Kuhlman (Ontario), Jenny Horsman The Canadian Congress for Learning(Ontario), Betty-Ann Lloyd (Nova Scotia), Kate Opportunities for Women (CCLOW) and someNonesuch (British Columbia). So far, we are of its members have started a network amongtalking about possible regional or national feminists who are working in literacy asmeetings, newsletters, etc. instructors, community activists, students, administrators, researchers, tutors, academics,If you want to discover more about this net- etc. The network is for women who say thatwork, please contact Ailsa Thomson, CCLOW, they are feminist and are working in literacy or47 Main Street, Toronto, Ontario M43 2V6. upgrading. Telephone: (416) 699-1909.

7 11 Women and Literacy Research: Moving into the Second Phase By Betiy-Ann Lloyd Last year, I talked with women in four One of the objectives of the second Canadian communities about their exper- phase research, therefore, is to provide ience in literacy programs. As a contract women with some support, some sense of researcher with the Canadian Congress community, as they reflect on how for Learning Opportunities for Women "woman-positive" programmteg might be (CCLOW), I was asked to explore how both similar to and different from issues of gender affect women's access to "community-based" and "learner-centred" and experience of literacy programs. How programming. do the power dynamics of male/female During the second phase of this relationships affect women as literacy research, women students and women students and women as literacy workers? workers will be able to define "woman- Based on this exploration, I was to positive* within the context of their pro- develop research questions and a method- grams and communities. We expect that ology for a long-term national action Inuit women, women who are incarcer- research project that would be carried out ated, women who live in public housing, in partnership with a variety of programs. women who live and work on the streets Both a final report about the first phase and women who are learning English as a and a funding proposal for the second second language will define "woman- phase would serve as documentation of positive" out of their own experience. the work. For some programs, the activity may be CCLOW has published the first phase a woman-only class, a healing circle, report "Discovering the strength of our writing group or weekly discussion group. voices" and we have received partial It could be the development of a sexual funding for the two-year second phase harassment policy, of a women's week- research. Outreach to programs end, of a community forum during Inter- interested in participating in this second national Women's Week. Some programs phase will be completed by the end of may want to collect or develop woman- September and we have planned the first positive curriculum materials. Others national workshop for women from these may want to make a video about the programs for November. It is all very experiences of women involved in their exciting. It is also somewhat daunting. program or to make a poster that can be We are asking women to commit them- used as part of the program's outreach to selves to developing, implementing and women. A group of women may decide to documenting a woman-positive activity look at specific issues such as violence within their programs' students during against women, women and welfare or the entire process. As women said during women and health. the first phase, this level of clarity about We will also have freedom of choice in being woman-positive involves a certain terms of how we will document the ways amount of risk. in which activities are planned and imple- mented. What we are asking is that the programs commit themselves to sharing

8 12 both the positive and negative experiences of the process so that others involved in this second phase may learn from that experience. We also want to provide some public form of documentation of what happens. What we want, in the end, is a better understanding of how women can work toward making programs more woman-positive. The National Literacy Secretariat is funding this CCLOW project. That means, of course, that the activity itself must become part of the ongoing work of the programs. We cannot contribute to the costs of developing and implementing it. We can, however, contribute to the train- As well as co-ordinating this research with ing and research component. We will pay CCLOW, Betty-Ann L1oyd is a Ph.D. student at expenses and per diems for two contact Dalhousie University in Halifax. She is looking women from each program to participate at federal employability enhancement policies in three national training workshops. We from the perspective of women who work in are also paying for one half-day a week of social assistance recipient programs for single reflection and documentation of the mothers. She is particularly interested in activity. Two teleconferences with other feminist, critical and traditional concepts of contact women throughout the process citizenship and justice. Betty-Ann completed will help deal with questions as they arise her M.A. at the Ontario Institute for Studies in and there will also be arrangements made Education, working in the areas of clear for follow-up once the project is completed. language and design, the social organization of Anyone who is interested in this literacy and the impact of the community research is welcome to write CCLOW for college system on literacy in Nova Scotia. further information. CCLOW is also Note: This article is a short version of an article providing administrative support for a appearing in the winter issue of Literacy/ Feminist Literacy Workers Network for Alphabetization, the journal of the Movement women who identify as feminists and who for Canadian Literacy (800 Wellington Street, work in literacy as instructors, commu- Suite 500, Ottawa, Ontario, KIR 6K7, phone nity activists, students, administrators, (613) 563-2464). The longer article explores the researchers, tutors, academics and question *What about the men?" and discusses advocates. For further information, please how programs that identify as *learner-centred" write: Aisla Thomson, CCLOW, 47 Main and "community-based" may not be °woman- Street, Toronto, Ontario, M4E 2V6, or call positive." (416) 699-1909.

9 3 Nannies/Domestic Workers Have Specific Literacy Needs

By Luisa Graybiel During the past ten their home. Yet, we expect these women years there has been a to integrate into Canadian life, to partici- significant increase in the pate in society, and to function intelli- number of nannies and gently and responsibly in a Canadian domestic workers coming setting. to Saskatchewan. Most of Domestic workers and nannies need these workers come from the the opportunity to enhance their abilities Philippines, the Caribbean islands to integrate into society. They need oppor- and some European and South tunities to prepare themselves for other American countries. The educational types of jobs and to apply some of the background of nannies and domestic skills they have acquired in their home workers varies from high school countries. gaduate to university degree holder. With technological advances and The Department of Employment and increasing amounts of information, Immigration requires that these nannies and domestic workers must be women speak, write and read English equipped to cope with change. They need to qualify for a working contract. orientation programs to make them aware Although foreign domestic workers do of the services and activities available to have basic literacy skills in English, most them in their own communities. They of them need literacy training that would need to develop skills in finding informa- increase their ability to function in tion and seeking assistance from govern- specific environments, either in their ment and non-government present employment or other types of agencies to help them employment they may wish to pursue break out of their isolation. once they become eligible for permanent Programs similar to the resident status. Bridging Program for Many of these workers need training Women at the Saskatch- classes in the spoken language, and ewan Institute of practical programs that would increase Applied Science and their ability to communicate and work Technology (SIAST) effectively with children. They need up- should be made grading classes in grammar, pronun- accessible, with ciation and conversation techniques. minimal restrictions, to Because of the nature of their jobs, nannies and domestic domestic workers are isolated and workers. More evening and restricted for most of the week. Their weekend English courses working environment limits them from should be made accessible having contact with other people outside to these learners.

10 4 With the assistance of the Employment Luisa Graybiel is president and Immigration Department, Immigrant of Immigrant Women of Women of Saskatchewan (IWS) will be Saskatchewan, Provincial offering orientation programs to nannies Board. She holds a Masters and domestic workers starting this Fall. in Library Science from the These programs will run for five months. University of Western Topics such as rights and responsibilities Ontario, 1981. Luisa as Canadian workers will be discussed. worked with the Regina The programs will also include areas such Public Library as an Adult as health, educational upgrading oppor- Program Coordinator in 1986-88 and was tunities, job search skills, social and involved in an ESL Tutor Training Program. cultural programs in the community, eic. Immigrant Women Centre, 2248 Lorne Street, We hope that these types of programs will Regina, Saskatchewan, S4P 2M7. Telephone: help these women develop independence, (306) 359-6514. and become more actively involved in our community.

V REGINA The Association for Adult Literacy = HOME ECONOMICS provincial conference FOR LIVING PROJECT (H.E.L.P.) Voyage into Literacy November 21 to 23, 1991 H.E.L.P.is an educational resource for low- Lethbridge Lodge income people and agencies that work with low-income people in the Regina community. Lethbridge, Alberta It is now an extension and education arm of the Regina and District Food Bank Inc. MAJOR STRANDS: Workplace Literacy H.E.L.P. provides education and training in the areas of: Food Shopping, Money Manage- Strategies for Coordinators and Tutors ment, Nutrition, Budgeting, Low Cost Food Student/Learner Interests Preparation and Ways to Cut Costs. ABEInstructional Strategies This information is available as: Group Aboriginal Literacy Classes, Training Workshops, Hands-on Visioning for the LiteracyDecade Instruction and One-to-one Instruction. New Literacy Projects and other topics FOR MORE INFORMATION CALL US AT 347-7877 For information contact OR Judy Lux at(403) 328-6444. WRITE US AT 1806 ALBERT STREET For a registration package contact REGINA, SASK. S4P 2S8 Caroline Wagenaar at (403) 329-7203.

11 1 5 Women and Mathematics: Getting Past the Fear By Margaret Kaye What do the following statements have that mathematics has been taught with in common? connections to cars, sports, outer space, "Boys are better in math than girls." etc., topics which have more appeal to males and in which male teachers feel "Math has nothing to do with anything more comfortable and competent. How- I'm interested in." ever, it is now time for the mathematics "Math classes are too scary." "circle" to be completed. Students need Yes, you're right. They're all about the opportunity to see and use mathe- math. BUT, they also all express a female matics in music, architecture, cooking, point of view about mathematics more sewing, dance, nature and interior design. than a male point of view. Female students would then have a much In fact, these statements reflect some of better chance of finding something of the specific beliefs girls have that result ininterest to them in their math classes. In their choosing to drop their math studies. fact, all students would benefit from this Lets have a look at these beliefs. broader and more realistic application of mathematics. Then, no one would say "Boys are better in math than girls." "Math has nothing to do with anything 'Of course, this is nonsense! Play habits I'm interested in." of little boys (racing cars up and around through the air) may contribute to boys "Math classes are too scary." having a more developed sense of spatial Everyone's afraid of the unknown. And relations, a valuable skill for the under- there's lots of unknowns in math! The standing of certain mathematics concepts fundamental unknowns in a math class (geometry). However, it is not something are: boys (as opposed to girls) are born with. It Is my answer right or wrong? is a learned skill and has nothing to do Did I do the questions the right way? 'with innate intellectual ability. The fact is Add to these unknowns the possibility of: that research on intellectual ability of males and females indicates no difference. being asked for your answer; "Math has nothing to do with anything being asked how you did the I'm interested in." question. Mathematics is found everywhere in the The result of the combination of the world around us. It is seen in the geo- above ingredients is FEAR Many metry of a spiders web, the algebra of the students worry that their "wrong" answer wave motion on a lake, the proportions of may be exposed to their classmates, or the ingredients of a gourmet recipe, as that their different approach to a problem well as day to day living activities. When might be ridiculed by the teacher or you consider that males have dominated students. More often than not these the entire history of mathematical students are girls. They have already been thought, mathematical texts, curricula influenced by patterns in our society and teaching methods, it is not surprising telling them math is for boys and, further,

12 16 have "discovered" that math is a subject Margaret Kaye is a former more in tune with the interests of boys. high school math and The stage is set for math anxiety, the fear science teacher. She of being exposed in the classroom. The curra-tly instructs in the resulting inability to focus on what is Bridging Program for happening in the classroom means Women, Saskatchewan students miss important explanations Institute of Applied and other students' answers. They soon Science and Technology fall behind in their skills and believe they (SIAST), Wascana cannot do math. They develop a dislike Campus, Regina, where for the subject. It is a vicious circle. she uses a "connected' Teachers could make a significant teaching approached in a difference here by showing sensitivity non-authoritarian environment. towards their students and imagination in their teaching techniques. Less emphasis on a right answer and greater emphasis on the process of problem solving would alleviate some of the pressure that students feel. Telling Our Stories Our Way In conclusion, mathematics is an essential component of a well-rounded A Guide to Good education. It is a necessary skill for daily Canadian Materials living. In today's world, high school math for Women Learning is a must in order to have access to good to Read employment opportunities, and it is a requirement for many post-secondary Telling Our Stories Our Way contains training options. Women have a right to reviews of selectedbooksand pamphlets of these opportunities. Exclusion from interest to women in literacy programs. mathematics based on false beliefs about $10 per copy for CCLOW members and intellectual ability, limited teaching community-based literacy programs methods, or a lack of versatility and $20 per copy for others caring in the classroom is unacceptable. (5% discount on bulk orders of 5 or more) Let us insist that our girls not eliminate Plus 10% for postage and handling mathematics from their studies. At the Please add 7% to the total for GST same time, we need to encourage Please send cheque or money order to: Canadian Congress for educators to examine their beliefs and Learning Opportunities critique their own teaching styles. All for Women students need to have a well-rounded 47 Main Street education that is enjoyable and Toronto, Ontario meaningful to them. M4E 2V6

13 1 7 BIBLIOGRAPHY Lheracy and Women: A Bibliography

By Ved Arora and Florence Duesterbeck

The annotations given come from various sources. Canadian library symbols areused to specify locations for these titles. These titles may also be found in someuncata- logued special collections. Matial included in this bibliography is availablethrough your local libraryit may be obtained on inter-libraryloan. Bateson, Mary Catherine. Composing a life. New York: Atlantic Monthly Press,cI989. ISBN 0871133342. 241 p. $18.95. This is a study of five artists engaged in the act of creation. The author uses the complex and varied lives of four women, as well as her own life, to explore the work in progess. Locations: SR, SS, MW, OH, 00C, BNVD, NSHV, OS Beck, Judy A. Wider opportunities: combining literacy and employment training for women: a program model. Washington, D.C.: Wider Opportunities for Women, 1988. 69 p. Locations: OOSS Doiron, Rose. My name is Rose. Toronto: East End Literacy Press, 1988. ISBN 0920013074. 5'7 p. $4.50. Written by an adult learner at the Toronto East End Literacy Project, the bookrelays a personal account of surviving physical abuseand life on the streets. The book is readability controlled and set in large type. Locations: OONL, OTNIMR Hirschoff, Paula. Wider opportunities: combining literacy and employment training for women: executive summary of the Female Single Parent Literacy Project case studies. Washington, D.C.: Wider Opportunitiesfor Women, 1988. 31 p. ED 300 553. Locations: SRED, OOSS, SRU. SSU Horsman, Jennifer. Something in my mind besides the everyday: women and literacy. Toronto: Women's Press, c1990. ISBN 0889611459. 238 p.$14.95. If we are to understand our students, we need to understand their social context. This work delineates the specific factors that drive and deter women learners. It further explores existing program delivery patterns and the way in which they help and hinder women. Locations: 00CC, OONL. NBSU, NSHL, NSHVTI'

14 8 Lloyd. Betty-Ann. Adult liteiacy basic education and academic upgradingin Nova Scotia: the role of the community college: a research report. [S.1.: LiteracyNova Scotia], 1989. 275 p. Locations: OONL, NSHVTT, NSHL Lloyd, Betty-Ann. Discovering the strength of our voices: women and literacy programs Toronto: Canadian Congress of Learning Opportunities for Women,1991. ISBN 002183091. 64 p. $11.77. This is the report of the first phase of a research report. Research was aconducted in four communities across Canada. Perhaps the most significant aspectof this report is not the answers, but the questions that are raised. The report is valuable reading for anyone who wants to understand the needs and aspirations of women learners. Locations: NSH Neilsen, Lorri. Literacy and living: the literate lives of three adults. Portsmouth: Heinemann, 1989. 150 p. $14.95. Locations: AEU, BVAS, AE, 00CC, SSU Robertson, Heather-Jane. L teracy and gender: making the connections: Conference on Literacy snd Schools, Chateau Laurier Hotel, Ottawa, May 14-16, 1990. Ottawt : Canadian Teachers' Federation, 1990. 32 p. Locations: SRED Safman, Phyllis C. Illiterate women: new approaches for new lives. [U.S.]: P. Safman, 1986. ED 275 856. "Presentation [at the] National Adult Education Conference, October 23, 1986." Locations: SRED, SRU, SSU Telling our stories our way: a guide to good Canadifa materials for women learning to read. Prepared by the CCLOW Literacy Materials for Women Project Working Group. Toronto: Canadian Congress for Learning Opportunities for Women, c1990. ISBN 0921283083. 101 p. $11.77. This anthology contains short excerpts and reviews of current Canadian materials. The excerpts are reproduced in original format, with illustrations a help for the librarian or program co-ordinator. It's a must for anyone in charge of a literacy program. Locations: OONL, 00C, MW, NSH, BVAU

continued ...

15 1 9 Literacy and Women: A Bibliography continued

Women, literacy and action: a handbook. Coordinated and edited by Mary Breen. Toronto: Ontario Literacy Coalition. 1991. 63 p. Locations: OH Women and Literacy. Canadian Woman Studies. Vol. 9, no. 3 & 4 (Fall/Winter 1988). ISSN 0713-3235. 170 p. $10. This is a collection of articles which examines literacy as a woman's issue. T'hemes which recur throughout this collection of writings include: the isolation experienced by women enrolled in literacy programs, supports provided by these programs, the use of volunteers (primarily women) in literacy, and the special needs of women acquiring basic literacy skills. T,ocations: SRP, SSU, SRRI, SRDL, SRCB, Parkland Regional College Writing the circle: native women of , an anthology. Compiled and edited by Jeanne Perreault and Sylvia Vance, with a preface by Emma LaRocque. Edmonton: NeWest Pub., 1990. ISM 0920987886 293 p. $13.95. This is a collection of Ab,riginal writings which demonstrates a wide range of values attitudes, experiences, and political perspectives. Writing the Circle, a literary vx -k which gives voice to Native women who conventionally were silenced, brings the reader from the traditional past to the more contemporary present. Locations: OONL, SSU

Ved Arora is the Head of Bibliographic Services at the Saskatchewan Provincial Library and has been named as the Saskatchewan Library Association representative to the Saskatchewan Literacy Network Boarc.

Florence Duesterbeck is a librarian at the Provincial Library and co-compiled "Literacy materials in Saskatchewan: a bibliography", with Nayda Veeman recently.

The Saskatchewan Provincial Library The Provincial library is part of the Its address is: Saskatchewan public librar:r netArk. It Saskatchewan Library acts as a coordinating body and a Community Services ref- Iurce centre for the whole system. It 1352 Street provides "back up" library materials and Regina, Saskatchewan information services not easily obtained S4P 3V7 elsewhere in the province. Fax (306) 787-8866

16 BOOK REVIEWS

Something In My Mind Besides The Every Day By Jennifer Horsman, Women's Press, Toronto, Ontario, 1990, 238 pages. Review by Bonnie Pearson Jennifer Horsman has been involved inmajor contributing factor the literacy field, either as a volunteer or to their poor literacy a paid worker, since 1973. Something In skills. Dependence on My Mind Besides The Every Day examines men, on inadeqately paid the issues of illiteracy in rural Nova Scotia work and social service through interviews with 23 women in- assistance is threaded volved in literacy, upgrading, and training through the lives programs as well as 10 workers in these of many of these programs. While the research was under- women. The promise taken in 1986, the questions raised and of literacy allows problems identified are current in today's them to dream of a debates. different life when The failure of the education system to they improve their meet the requirements of these women is education level. strongly identified and left them feeling Literacy and that somehow they had failed. A conti- upgrading are part of the nuing conjecture, supported by the dream of independence. Women seek women's own words, identifies a system higher educations to enable them to get a which continues to place blame on the job. It is their experience that grade 12 women rather than recognize the socio- has become the minimum qualification economic reality of their lives. for entry level. Women without grade 12 Many of th,3 interviewed women were are often labelled illiterate. required by family and/or economic Horsman takesgeatexception to a situations to attend school intermittently. rigid definition of literacy. She questions The gendered organization of household whether literate or illiterate can be labour meant that when help was needed defined by any one critera, such as school at home, the girls were expected to help grade level completed, a basic education out. Some were in abusive situations and test, functionality, or the women's own left school to escape the abuse. The reports. Most often she speaks of limited education system labeled these women literacy" and, when using the term illiter- stupid or dummies. By failing to fulfill its ate, does not add "functionally" "as this responsiblity, the school contributed to term carries with it connotations of the isolation, and silenced these girls. incompetence which were not evident in Further, programs the women partici- these women's lives." Through their life pated in were frequently developed for experiences they may feel well educated, them by a network of professionals who but the lack of education leaves a feeling diagnosed their "needs." Yet these literacy of vulnerability the sense of otherness, programs were rarely set up with women's of being illiterate. real needs in mind. Horsman makes a compelling argument that the ineqality in women's lives is a continued...

17 Something In My Mind Besides The Every Day continued

'The Miter-ale is seen as lacking educa- minimum wage and are often seasonal. tion, and is considered either stupid or as Horsman argues that more of the dis- failing to exercise the will to become cussion about literate/ illiterate should be literate. Thus the illiterate can be blamed held in the context of sexism, racism, and for her or his lack of literacy. This focus of classism. The discussion, in the absence responsibility on the individual to improve of political analysis, distorts the demo- her or his literacy obscures the structural graphics level of literacy of Canadians inequalities which influence who becomes The special needs of women with literate and who does not The academic limited literacy skills have been well literature influences and to some degree is identified in the work force. Anyone influenced by the media, literacy policy involved in the literacy community would and literacy programming. These dis- be well served by the time taken to read courses form the subjectivity of women Horsman's work. who are judged or see themselves as having .limited literacy skills: The women come to consider themselves stupid or Bonnie Pearson is a Senior Staff Representative blameworthy." with the Grain Services Union. She has a The dominant theory implies that if you special interest in the literacy needs of workers. do not have a job, it is because of your Co-operation between the Saskatchewan Wheat inadequate education. This theory ignores Pool and the Grain Services Union has resulted the basic fact that in the Maritimes, for in pilot projects of the Saskatchewan Federation both men and women, there are few jobs. ofLabour's BEST program within the The jobs available often pay no more than workplace.

You Can Be Free An Easy-To-Read Handbook for Abused Women By Ginny NiCarthy and Sue Davidson, The Seal Press, Seattle Washington, 1989, 113 pages. Review by Wendy Shaw With increasing recognition of the attempting to help women identify the prevalence of violence toward women by abuse in their relationship and why it is their partners. it is appropriate that happening. In a style that is straight- literature would begin to emerge which forward. informal and personal, the book provides women with important also addresses leaving an abusive rela- information about what is happening in tionship and seeking help. their relationship. You Can Be Free, based It is well Imown that women remain in on the book Getting Free, fills a gap by abusive relationships for any number of

18 22 reasons. Sometimes, they are afraid of retaliation by their partner if they try to leave. Some women are ashamed they are treated this way. They may be afraid that no one will believe them or perhaps that people will think they are the cause of what is happening to them. A brief dis- cussion about societal expectations for the roles of men and women clarifies that attitudes and beliefs have an impact on abuse. The book touches on the prevalent myth that it is anger that is the problem and focuses on the struggle many women face of whether to leave the man they have loved and separate the children from their father. Emergency shelters, counselling and pages, the book successfully manages to support groups for women, treatment present a wide range of issues. programs for men and self-help groups Notwithstanding the book's many have abounded in the last decade. The strengths, the result of including such a authors also support the concept of wide range of issues results is an obvious women helping themselves by directing compromise in depth of content. their thoughts toward their own needs As well, the book was written for an and rights. However, they encourage American audience. Consequently, many women reaching out in crisis and finding terms and descriptions of procedures are necessary support. This book is an not applicable in Canada (e.g. order of important resource because it provides protection, no contract order, and practical suggestions for women to help national help lines). Another diqicit is the them get the help they need from profes- unfortunate absence of citations of recent sionals in their community. It cautions literature or a reference listing to facilitate women to be aware of the potential for expanding any of the issues only touched helping professionals, law enforcement on by the book. Nevertheless, the book is and justice officials to have sexist a useful resource addition. It is directed attitudes that may influence what they at women and will be of particular say to or do for them. interest to women currently in abusive or Two important, but seldom mentioned, violent relationships. areas are also addressed in this book. These are teen abuse, perhaps better known as dating violence, and lesbian Wendy Shaw, MSW, is the Program Manager of abuse. the Abuse Intervention Unit at the Regina The book is organized into a table of Mental Health Clinic. She has worked with both contents and 19 short chapters, short victims and perpetrators of violence and abuse. notes on the authors and a suggested list of other titles of interest. In 113 short

19 3 Women Learners Speak Up

The Bridging Program for Women isa pre- Brenda Storry's Story employment program for women who wish to Without an education and especially return to the workforce. Most of the learners are reading skills, life can tend to pass you women who have chosen to spend time as full by. Returning to school has given me time homemakers. more self esteem and the needed com- After completing the eight-week Career Plan- panionship of others with the same ning component, learners are able to enter general goal of upgrading and bettering other program components which are in keep- themselves. Until I decided to go back to ing with their career goals. Students receive a school, I was unsure of my ability to training allowance and assistance with child- learn. I soon found out that it was not as care expenses from Canada Employment. difficult as I imagined. The Bridging Program was originally started as a I think every woman should ha.ve the pilot project initiated by theCanadian Congress chance to go through the Bridging of Learning Opportunities for Women. Program for Women, even if for no other The three women whose stories we read below reason than learning to be a supportive were all students in the Bridging Program. One person and for gaining confidence in of the instructors at Bridging approached them herself. The program I entered has helped about contributing to this newsletter. They me to gain the courage to learn to trust agreed to share their stories. people. Although new support was very All the decisions about content v;lere made by important, / believe that without my the students, who met over the summer. The family's support things would have been only role the instructors played was to provide more difficult. some technical editing. With the help of great instructors in the program I chose the field of TV broad- casting. To gain experience in that field I Introduction by Brenda Storry had a work placement at Regina's com- munity channel, Cable 7. They gave me a In the month of July 1991, some production assistant's job. I learned many women participated in a taped discussion useful skills, from being a carneraperson for a radio documentary on women and to 'IV computer graphics and interviewing literacy. Most of us had similar stories techniques, lighting, audio and much, about childhood and life, resulting in our much more. I have now written and literacy problems. We decided not to focus passed my General Educational Develop- on the past, but on the present, and how ment (GED) (much to my surprise) and more education is helping to change us. I'm going into the Learning Centre to The Bridging Program for Women has upgrade my English and writing skills. helped many women to turn their lives around. Here are just three of us. I feel that I have grown considerably since my return to school and I know now

20 24 I have a fighting chance in life. You have not feeling like I'm alone, similar interests to make your own luck and now, with a and children to deal with. I feel that since better and continuing education I feel I I have come into the Bridging Program I have an added edge I never had before. have dealt with a lot of things, have learned through my mistakes and I have Vivian's Story come out a WINNER When my three girls were all in school I decided to do something with my life. My Tony Spencer's Story husband and I were going to a marriage I found out about the Bridging Program counsellor and she suggested I start out through Canada Employment Centre by going to The Bridging Program for (CEC). I had quit my job because I was in Women. My husband didn't really agree, a position that I was unable to handle due but because our marriage was not going to lack of education. I was with the same anywhere, he decided to give in. company for 6 years and took paperwork I went to the Career Planning class at home every night because I could not the Bridging Program for eight weeks. In read it. (I would get my husband to read it these eight weeks I did job research and for me.) I had a breakdown from the found several careers I was interested in. pressure and other reasons. But the job With the factors all weighed, I decided to was the main thing that helped to cause be a Medical Secretary. I had a three- my breakdown. month work placement at the Bridging When I started to recover, a worker Program office. I then wrote an entrance from CEC guided me into the Bridging exam to get into Secretarial Studies. I Program for Women. First I went through failed it, so I entered the Learning Centre a course which is no longer offered. It was with the Bridging Program. I then wrote a self-esteem course, and believe me, I my GED and passed everything but my could not have handled anything but that math. I plan to rewrite it. I am now in the at the time. Office Education program and am taking From there I went into the Learning typing and have some basic training in Centre, and that's where I felt some hope Word Perfect 5.0. come back into my life. I finally believed I The support I received was not from would learn so I could handle a job in a family, but from the instructors and better manner and not allow myself to get counsellors. They were very encouraging so stressed out. and helpful. No matter what I was going The Learning Centre (another compo- through, they supported me. They helped nent of the Bridging Program) was a me with my learning, my separation and whole new world for me and I felt many my mother's death. They were always different feelings while I was there. Some- there for me. times memories of my past would come to I feel that a program for women only is me - the years I spent in school (only a very good idea because there are a lot of five), my life in a very dysfunctional women out there who think they are not family. Believe me, it was not great! Then equal to men, and feel that they could not it seemed to me everyone else was moving share things in front of men. But I feel on and I didn't seem to be getting that the only way to overcome some of anywhere. What's wrong with me? Why these fears is to have some experiences in can't I learn? My one-year time limit for a mixed group. getting my GED was up. I wrote and The things that have helped me the most being in an all-women's group are: continued... 25 21 Women Learners Speak Up continued failed, but somehow it didn't surprise me. differently with men around without even Then they had me tested for learning dis- realizing it. And rm not sure I would have abilities. The results came back saying I found "Tony" if men were in the class. I could learn more from listening than from know men could benefit from a class like reading. I was so happy to find out that I this, but they would need space to find was still teachable, for I believe that is themselves and I believe women would what life is: a "learning process." interefere with their progress. So I went back in September, to con- I am only one person out of thousands tinue to work towards my goals. And I will of women that have gone back to school, achieve them, for I know there has to be a but I'm happy I was asked to share my better life than I had before. story with you. It helped me find out the I also went through a career planning things I like in my life. If this could help course which added another piece to the just one person it will be worth it to me. puzzle. am just one person who got her life I could never have gotten to this point back through the Bridging Program for in my life if it wasn't for Bridging. The Women. support I got is unbelievable. These people are my family today and I treat Conclusion them with high respect for they have by Tony, Vivian and Brenda given me a reason to fight on. The in- In closing, here are just a few things we structors I have dealt with work together thought we should mention. as a team to help make my goals and 1. We feel regular fitness classes should dreams come true. It's like a dream, but be mandatory in all adult learning it's real and I live it. progyams. I should mention here that Bridging 2. Some kind of counselling system has found special funds for my learning should be set up foz people who are programs, and that is why I can return to done their program, but want help school. available if they should need it. My two sons have their own lives and the way I see support from them is that 3. There should be more group my 18-year old has just graduated, and participation and help available my 14-year old wants to go to University. because we all learn differently and at Two years ago neither of them was doing our own level and speed. very well. But they have seen me fight. All 4. We are all adults and have many I went through has given them a reason responsibilities. School and our com- to stay in school. mitment to learning are only some of I'm not sure what I would have gained our responsibilities. Extra help from or if I would have gained anything from a instructors/counsellors should be mixed program. The Bridging Program available and time-lines should be has put me back in touch with women more flexible. The time is not always and how to trust. I find we all have prob- enough. lems and we deal with them. I feel that in a mixed program I might not have given The Bridging Program for Women is located at myself the chance to get close to others or 2505 23rd Avenue, P.O. Box 556, Regina, them to me. I think I would have acted Saskatchewan, S4P 3A3. Telephone: (306) 787-9084.

22 26 Saskatchewan Literacy Foundation Announces 1991 Grants The Saskatchewan Literacy Foundation Radius Tutoring $915 exists to advance literacy in Saskatch- To purchase a portable, electric ewan by providing funds to organizations typewriter, portable sound system involved in literacy work. The foundation and computer program. provides funds for materials, supplies, equipment, computer hardware and Ranch Ehrlo Society $11,200 software to support literacy instruction. To purchase six computer The Foundation is governed by a board systems and various software which is currently composed of five programs to enhance Literacy Directors: Richard Bonokoski (Regina). programs for disadvantaged Robin Stonehouse (Saskatoon). Ev McKay youth. (LaRonge), Peter Tarnowsky (North Battleford), Dick Thompson (Saskatoon). Regional College$7,200 The Foundation office is located in To purchase equipment for Regina. enhancing the Autoskill Component Reading Program Saskatchewan Literacy Foundation which includes two computers 1991 Grant Recipients complete with software, printers. headphones and tutor training Northlands College $37,000 resources. One Principles of the Alphabet Literacy System (PALS) 1/2 Lab Prince Albert Literacy Network $1,320 (mobile), which includes hardware To purchase books and activity and software. materials for the Family Reading Program. Cumberland Regional College $1,700 Basic Literacy and Native-oriented Saskatchewan Indian Institute learning material for the Kinistin of Technologies $10,000 Reserve. To develop a Literacy Resource Library and learning material by John Howard Society purchasing books, materials and of Saskatchewan $5,000 software. TO enhance the Literacy compo- nent within the odsting Youth Day Program by purchasing two computers with printers, software and miscellaneous supplies.

2 7 23 Movement for Canadian Literacy(Ma) LINK

By Elsie Livingston Just arrived hot off the press is A To pin knowledge we must remedy Policy and Practice Discussion Document deficiencies in our discipline, counter from the Movement for Canadian Literacy: obsolescence, and assure competence. Organizing Adult Literacy and Basic The Saskatchewan Adult Basic Education Education in Canada. It begins with Association (SABEA) efforts to improve this quotation from the Speech from the evaluation and placement in the Adult Throne to open the of Canada, Basic Education (ABE) system by May 13. 1991. scrapping the Canadian Test of Basic "My government recognizes that Skills (CTBS) is one example of assuming erh wation is a provincial responsibility responsibility for the system. Another is under the constitution and respects that the "English as a Second Language fact. My government also recognizes that Accreditation Review" undertaken by the Canadians are concerned about education, Saskatchewan Council for Educators of and would like to see Canada-wide goals Non-English Speakers (SCENES). I established, with provincial endorsement encourage our professional groups to and cooperation, for the year 2000. These share their knowledge with each other goals could include cutting illiteracy rates and study MCL's new Discussion in half " Document as well. Mary Keane, President of Teachers of Adult educators from all disciplines English as a Second Language (TESL) affirm the uniqueness of adults as Canada, hit the nail (pencil) on the head learners and understand the need for an when she addressed the issue of appropriate setting in which learning can "Advocating for Change" in Saskatoon in take place. To provide this we need to May, 1991. Mary clearly laid the responsi- pursue opportunities for personal bility for "professionalising" adult educa- enhancement and professional growth. tion on the shoulders of the institutions, The "public" system government, that is, governments, colleges, organiza- training institutions, SABEA, SCENES, tions and practitioners. "In order to MCL and the Saskatchewan Literacy professionalize androgogy (teaching of Network have all expressed the belief in adults)," stated Mary. "it is imperative providing professional growth; there has, that we gain knowledge, foster gxowth and however, been a huge gap between the facilitate change." belief and the 'bucks!" Each year the professional development funds have decreased or, at least, have not been available to meet the instructional needs of our practitioners. Practising educators have not fully supported their organiza- tions in many cases. And the "private"

24 28 colleges have, for the most part, neglected professional development. The present OrganizingAdultLiteracy and situation is debilitating our professionals Basic Education in Canada and eroding the adult literacy and basic A policy and practice discussion education system in our province. This is document supported by the conclusion *that there is a need for a comprehensive, coordinated. Single copies are available free from: fully accessible adult learning system . . ." Elsie Livingston in Literacy Learning in Saskatchewan MCL Provincial Representative (Hindle, 1990). #101 699 28th Street West I believe that our collegial action can Prince Albert, Saskatchewan facilitate change within the literacy and S6V 6K5 adult basic education system in Telephone: (306) 763-7745 Saskatchewan. It is clearly evident that the public must be informed of the For multiple copies (available at cost plus objectives and activities of adult educa- shipping) contact: tion if they are going to be willing to fund program initiatives with their tax dollars. TheMovement forCanadian Literacy Of course, we are the citizens, but we 880 Wellington Street have a unique responsibility to shape the Suite 500 system by reforming our practice and Ottawa, Ontario delivery of programmes and developing K1R 6K7 our own "mission:* Telephone: (613) 563-2464 Organizing Adult Literacy and Basic Education in Canada Ls available to promote discussion, provide a focus for literacy advocacy and, through improving organization and practice, narrow the gap between adult literacy education and all other areas of education. This seems to me what Mary Keane referred to when she challenged us to "professionalize" our profession and could assist in meeting our government's goal of cutting illiteracy rates in half during the Decade of Literacy.

29 25 NEWS

Community Initiatives The NETWORK NEWS Network will work with local interest groups to help set literacy goals, Fail 1991 objectives and action plans with the goal of greater self-reliance. 1. Student Support Interagency Co-operation The An exciting development this year is Network will explore ways in which it the plan to form a provincial learner can work with other provincial group. The Network will be helping agencies to support the cause of with: literacy and adult education in - a provincial meeting on Saskatchewan. September 27th selection of Saskatchewan's repre- sentative to the National Learner 4. Publications Action Group Literacy Works The Network is planning and organizing a 1992 pleased to announce that it has provincial conference. contracted Liz Ormiston to serve as The Network will continue to provide Editor for the 1991-92 year. Liz has support and consultation to local worked on the editorial committee student support groups upon during the past year and has exten- request. sive experience in the production of newsletters with other agencies. She works out of her home at 2. Activities for Practitioners 2349 Robinson Street, Regina, Sask. The Network is cooperating with S4T 2R3, telephone (306) 757-7236. Alberta and literacy Bibliography Saskatchewan workers in organizing the first ever Literacy Materials, available for $5 Prairie Literacy Institute (July 13- from the Network office. 27th, 1992 in Saskatoon). This was The Network has received $2,500 originally scheduled for July 1991 from the Canadian Give the Gift of but was postponed.to ensure an even Literacy for the publication of better event. Volumes I and II of the New Writers Are you planning tutor training this series, now entitled Memories and year? Remember to contact the Dreams. Watch for it. New adult Network if you would like assistance. writers in Saskatchewan are invited to submit works to the editor: Peggy 3. New Projects for 1991-92 Buckley, Adult Education Advisory Family Literacy The Network will Services (AEAS), 1078 2 St. East, be developing a handbook on family Prince Albert, Sask. S6V 0G7. literacy and publishing a column in Telephone 922-0551. "Query," the Saskatchewan Reading What's News we'll publicize Council newsletter. A pilot project upcoming literacy activities if you will be running at Mayfair School in send us details by the 15th of the Saskatoon which will attempt to month. bring together adult literacy and the K-12 system. If you would like El( re information, please call or write the Network office.

26 30 Ruth EpsteinSaskatchewan Council of Educators of Non-English Speakers Lori Stinson O'Gorman Saskatchewan Federation of Labour Ved Arora Saskatchewan Library Association Al Brown Saskatchewan Reading Council The Network has been invited to participate in meetings of the Saskatchewan Association for Life Long Learning and the Saskatchewan Reading Council. On Our Way celebrates first anniversary Saskatchewan learners have been reading On A board/staff retreat was held Our Way, the plain language newspaper for October 18th and 19th to review the adult learners, for a year. On June 25 in Prince activities of the Network and to plan Albert, anniversary celebrations were held. for 1991-92. Please contact the office Above, Peter Dubois (right), Sarkatchewan or any board member if you have Literacy Network president, presents Alan Kobe, thoughts about what the Network representing Saskatchewan learners, with a should or should not be doing. certificate of appreciation for learners' support of the newspaper. 5. Office News Network offices are rooms 139.10 and B9.14 in the basement of SIAST 4. Board News Kelsey at the corner of Idylwyld and The Network is a registered charitable 33rd St. in Saskatoon. organization as of August 111f you The office is open 8:30 to 4:30 appreciate the work of the Network Monday to Friday but please be please consider making a donation. patient when you try to phone usi Cheques should be made payable to Our phones have "call waiting" and "Saskatchewan Literacy Network" don't ring busy if we're talking to and tax receipts will be issued for all someone when you phone. Also, the donations of $10 and over. photocopier, mailroom and fax The Network is attempting to broaden machine are all a long way from the its contacts in the community by office so please leave a message if the inviting a variety of agencies to name machine is on. representative directors to the Board of Directors. We welcome the following new directors: Literacy Coordinators Pat Soiseth Saskatchewan Adult Basic Education Association Mike Ilanna Saskatchewan Association of Immigrant Settlement & Integration Agencies

27 NEWS

ACROSS THE NETWORK DESK SPECIAL NOTICE

1. SCIC Project Funds: The Saskatchewan Council for International Cooperation will provide up to $5000 (on a 3:1 LiteracyWorks matching basis) for education projects needs your help. that increase understanding of inter- national development and promote The editorial committee is looking for global co-operation. Contact Laurie in Regina at 757-4669 for more new members. This is a working information. committee which meets in Regina to 2. Literacy Advisory Committee: On plan upcoming issues and to review September 6th. Education Minister submissions. There are approximately Ray Meiklejohn announced the six meetings per year. formation of a committee to offer direction on literacy. 3. 1991 Literacy Awards of : Please call Liz in Regina Congratulations to the following: at 757-7236 Greg Daniels, Alan Kobe, Elsie Livingston, John Sokolowksi, Ruth if you would like to be involved. Thomson, Sylvia Vicq. The On Our Way newspaper team, CAMECO..

28 32 Future Issues of LiteracyWorks

The themes for our next two issues are: PLAIN LANGUAGE (winter) deadline for copy, December 1 LITERACY AND THE FAMILY (spring) deadline for copy, February 15

If you have ideas for other future issues, please contact: Liz Ormiston, Editor Hilary Craig, Newsletter Committee 2349 Robinson Street OR 124 Champlain Drive Regina, Saskatchewan Regina, Saskatchewan S4S 4Y9 S4T 2R3 Telephone: (306) 585-0981 (home) Telephone: (306) 757-7236 (306) 787-9155 (work) Fax: (306) 787-9560

ON OUR WAY SASKATCHEWAN'S LEARNERS' NEWSPAPER BOX 3003 PRINCE ALBERT, SASK. S6V 6G1

Subscriptions: September to June:$25for institutions (10 copies per month) $ 5 for individuals (1 copy per month) January to June: $12.50 for institutions $ 2.50 for individuals For more information call Sharon Skage in Prince Albert at953-3117

Attention Instructors and Coordinators! "bn Our Way" Needs You! Two pages are reserved in every issue of the provincial learners' newspaperfor classroom projects. For more information, or to sign up for a special feature, pleasecall Sharon Skage in Prince Albert at 953-3117 or Nayda Veeman in Saskatoon at 653-7178. ("On Our Way" also welcomes unsolicited learner-written material.If you know new writers who would like to publish their work in our paper, please tell them about usl)

33 ITERts:""kfORKS

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Price: $5.00 3 4 Contents EDITORIAL: Plain language: where is it taking us? by Sharon Skage 2 Working together: developing learner-written materials by Sharon Skage 4 A learner's perspective by Gail Bellegarde 5 Clear language in government by the Saskatchewan Family Foundation 6 Where have you been? Clear and simple 8 Advocating for clear language by Tracy Westell 10 Plain language has become a movement by Helen Lightbown 12 Plain language and the law: are lawyers paid by the word? by Janet Drysdale 14 Plain language and the literacy community by Gwen Davies 15 Combating white collar illiteracy: teaching the learned to write by Christine Mowat . 16 BIBLIOGRAPHY: Plain Language 18 INTERVIEW: Developing clear language materials with and for workers by Brenda Stony 20 BOOK REVIEWS Plain language clear and simple reviewed by Elizabeth Slater and Sheila Cressman 22 Clear writing and literacy reviewed by Elizabeth Slater and Sheila Cressman 23 Memories and dreams, volumes 1 and 2 reviewed by Yvonrie Ross and Elsa Turek 25 MOVEMENT FOR CANADIAN LITERACY (MCL) LINK by Elsie Livingston 27 NETWORK NEWS Winter, 1992 28 ACROSS THE NETWORK DESK 30 LETIERS TO LITERACY WORKS 31

Literacy Works Editor: Liz Ormiston Editorial Committee for this issue: Ved Arora, Hilary Craig, Denise Hildebrand, Elizabeth Slater Saskatchewan Literacy Network was established in September, 1989. It is a coalition of groups and individuals working for literacy. Literacy Works is its quarterly publication and focuses on a different aspect of literacy in each issue. The ideas expressed in this publication are not necessarily those of the Board or Newsletter Committee of the Saskatchewan Literacy Network. We welcome contributions and responses from students, practitioners or anyone interested in literacy. We reserve the right to edit articles. Major changes, however, will be discussed with the author. Articles and letters may be sent to Saskatchewan Literacy Network, P.O. Box 1520, Saskatoon, Saskatchewan 57K 3R5, or to Liz Ormiston, Editor, 2349 Robinson Street, Regina, Saskatchewan S4T 2R3. For further information call the Saskatchewan Literacy Network at (306) 653-7368 or 653-7178, or call Liz Ormiston at (306) 757-7236. Fax c/o Hilary Craig (306) 787-9560. 'typing by: Model Office, SIAST Wascana Campus and Computer Skills Class. Bridging Program for Women, Regina. and Gwen Davidson Desktop Publishing by Lines & Letters, Regina Printing by SIAST Wascana Campus ISSN Number: 1183-3793 SLN Charitable Number: 0896225-21

35 EDITORIAL

Plain language: where is it taking us?

By Sharon Skage They who have grown accustomed to We are increasingly aware, however, the gaudiness and inane phraseology ofthat the need for plain language extends many modern writers, tf they persist in beyond the classroom. It is reassuring to reading this book to its conclusion, will, see the many recent initiatives, both no doubt, frequently have to struggle public and private, to implement plain with feelings of strangeness and language policies in written communica- awkwardness... tion. But there is still a lot of work to be ...I proposed... tochoose incidents done and a lot of questions to be resolved and situations from common life, and to about the use of plain language. relate or describe them, as far as was Call it "bureaucratise" of "baffiegab," possible, in a selection of language most of us have been irritated at one time really used by men... or another by trying to make sense out of Preface to Lyrical Ballads (1802) verbose, ostentatious written material. by William Wordsworth But writing need not be in "bureaucratise" and S.T. Coleridge to be difficult; unfamiliar vocabulary. complexity of structure, length, and It is interesting to see. in the views of a presentation can make reading frus- 19th century poet, the same concerns and trating, demoralizing and even dangerous theories as are prevalent in the plain to the thousands of Canadians with poor language movement today. Wordsworth reading skills. Our society is dependent rejected what he called "extravagant and on the written word for information absurd language," advocated writing that affecting our jobs, our families, our was simple and direct, and found every- health, and oui general well-being. So it day experiences to be the most effective is only reasonable to call for the use of vehicle for communicating his ideas. It all plain language to increase, if not ensure, sounds very much like the approach access to this information. taken in materials produced for adult But just what do we mean by "plain education and literacy instruction. language?" And to what range of written Material should this apply? Proponents of plain language will tell you about the need for consistency: forget variation for the sake of style, and refer to something by the same name to avoid confusion. Yet we have, ironically, "plain language," "clear language," "plain English," "graded language," "simplified writing," and "readability-controlled

36 2 writing." Certainly there are differences between some of these, but there is a need to clarify the terminology and the intent of the plain language movement as it gains momentum. When "plain language" is used in the educational context, the material can be suited to different levels of reading ability. But when the discussion refers to written material in the public domain, is it enough to say that these materials should be in clear, direct language? Should we consider this a temporary or permanent shift in the way we communicate? What implications does this have for language and education in a historical, develop- ment sense? For an issue about simplicity, plain language is really rather complex. There is a place, of course, for difficult, even esoteric language. It would be folly to say thatallwriting should be at a basic level. The English language provides a magnificent means of expressing our Sharon Skage is the editor of On Our Way, ideas, and we have created a diverse Saskatchewan's plain English newspaper. She vocabulary to suit our needs. There are has been involved in the Pine Grove Literacy many different styles of writing for Project for two and a half years, first through different purposes, and the appropriate SIAST Woodland Campus, and currently with style depends on the reader. When the the Saskatchewan Literacy Network. Sharon purpose is to reach as many people as holds a Bachelor of Arts degree in English from possible, or when it is not safe to assume the University of Regina. that the reader is capable of under- The address ofOn Our Way is: standing an advanced level of writing, the Box 3003 need for plain language is obvious. We Prince Albert, Saskatchewan can celebrate the advances made in S6V 6G1 promoting plain language, but we must carefully consider where we are going.

37 3 Working together: developing learner-written materials

By Sharon Skage On Our Way is a plain English news- The learner-written material sent in paper. Until December. 1991, it was from other programs is currently unedited published by a group of women in the except for spelling and punctuation. The Pine Grove Correctional Centre outside writing generated in the newspaper Prince Albert, and has since moved to project, however, is worked and reworked the Saskatchewan Institute of Applied until it is at a suitable level; the news- Science and Technology (SIAS'll paper is not only a vehicle of expression, Woodland campus in Prince Albert. In but an educational reading resource as both situations, the newspaper project well. The paper's readability must meet has had three objectives: to provide the needs of its audience, and so the material that is relevant to the exper- newspaper team learns to simplify written iences of and accessible to adult learners; material. These articles are then indexed to serve as a vehicle for the writings of according to the level of difficulty. these learners: and to provide a group of In addition to the value of the informa- people with the opportunity to grow and tion provided in a plain language news- benefit from the experience of publishing paper such as On Our Way, there are their own writings. many other benefits that result from The process used in producing the having a group of learners publish their plain English newspaper is simple and own material. It gives them an oppor- straightforward. The articles for the tunity to improve their own reading and newspaper are written by the newspaper writing skills; they learn important job team, contributors from programs around skills; and they benefit from working the province, and the editor. The news- together and meeting goals. Many of the paper team writes original articles, having people who have been involved in the done research and interviews to gather newspaper project have described the information, and they also adapt informa- boost in self-esteem that results from tion (with permission) from a variety of seeing the result of their efforts in print. Saskatchewan newspapers. The material In the words of one person who has sent in by learners is either part of a worked on On Our Way: classroom project or an individual I've a new sense of goodness about submission. myself. I'm happy because of the work I've been doing. It's seeing what I can accomplish and plan that makes me feel this way."

38

4 A learner's perspective

By Gail Bellegarde

First, I would like to thank Literacy Gail Bellegarde is from the Little Black Bear Works for giving me the opportunity to Indian Reserve not far from Regina. She writes write about my experiences on this poems and articles concerning Native issues. project. During my off-and-on Her goal is to become a well-known Native employment with On Our Way, I have journalist. At present, she is the Inmate learned valuable information that will Chairperson for the Pine Grove Correctional surely help me in my future endeavors to Centre. become a journalist. Working here has taught me to work much more on my own. I do things such as correct my own mistakes, simplify reading material for learners and search for information to help me write my own articles. It gives me satisfaction in myself because I am doing something to help learners. I have learned to do so many things. Most of my articles deal with the Indian land claims as I follow the striving for self-government. Working here has also given me the chance to learn more about the world itself and not only Canada. Reading other things from the Saskatchewan Literacy Network has also helped me to see how some articles are done. Journalism is something I have been interested in for a long time. Bringing the news to people makes me feel good. But bringing news to learners in plain simple language makes me feel even better. That way I know people are reading my articles.

39

5 Clear language in government: Saskatchewan leads the way

By the Saskatchewan Family Foundation Many people are demanding that Task Force was established to support the "plain" or "clear language" be part of their promotion of Plain Language and initiate contact with government. This means programs. Saskatchewan has many using simple words with common consumer information and education meanings, short and effective sentences materials in Clear Language. The program and avoiding the jargon, legal words or is co-ordinated by the Family Foundation. bureaucratic language that is often The benefits of Clear Language include: described as "baffiegab." Better customer service and Saskatchewan is the first province in relations. Communicating effectively Canada to start a government-wide Clear puts a human face on government Language Program. Every government and reduces the customer frustra- department and agency is expected to use tions and misunderstandings. Clear Language in all written material and Greater public access to programs. in public contacts. Everyday language and better print The Clear Language movement grew communications let more people with the consumer movement in the know about and use government 1960s and 70s when consumers began to programs. demand that all types of information on Major cost reductions in service the law, governments, courts and busi- delivery. Reducing errors in com- ness be written in easy-to-understand pleting forms and writing clear language. correspondence mean less time is In the 70s. several American States spent correcting errors or misunder- passed legislation requiring the use of standings. Clear and Plain Language in consumer Many provincial government depart- documents like contracts, residential ments and agencies have already trained leases, warranties, product safety notices, key staff to deliver Clear Language insurance policies and government training to everyone in their organization. information on regulations and policies. A Clear Language training manual is now In 1986, the Canadian Law Information in use across government. Council adopted the promotion of Plain Through a Clear language network, Language as a priority and opened the government people meet regularly to Plain Language Centre in 1988. The share information, ideas and report on Centre serves as an information clearing- the progress which has been made. One house and offers consulting and training important way of providing Clear services. Language services is by asking the public The same year, the Federal/Provincial to help and involving clients in the Consumer Education and Plain Language process. For eyample, Saskatchewan Energy and Mines is working with the petroleum industry in Saskatchewan to redesign the forms which must be used.

4 0 6 Most government publications and forms By working with the public and clients, are now being reviewed to ensure that Saskatchewan government agencies Clear Language is being used. expect to reduce and prevent many "Baffiegab" is slowly disappearing! problems. "ClearLanguage"is expected to People really are saying "plan" instead of save thousands of public dollars in the "strategize" and "pay" rather than process. "remuneration" when they speak to one another and to the public. Planning and For more information contact: organizing written materials in a positive, Saskatchewan Family Foundation simple and consistent way that avoids 2161 Scarth Street stereotypes is now expectedofevery Regina, Saskatchewan public employee in the provincial , S4P 3V7 government. Telephone (306) 787-0690; Fax (306) 787-0694

South Saskatchewan Reading Council presents the 23rd Annual Saskatchewan Reading Conference '92: Soaring Into Literacy oaring May 7, 8 and 9, 1992 Into Ramada Renaissance )7/1Literacy Regina, Saskatchewan Main Speakers: Donna Cochrane, Lynn Taylor, Bev Kula, Jo Phoenix Small Group Sessions: Language and Culture; Across the Curriculum; Support Roles; New Registrations received by April 1 will Language Arts Curriculum; Evaluation! be eligible for a draw. Mainstreaming; Family Literacy.

For registratkm information call Conference Fees: Dawn at 761-0641. Members$74.90 Send registrations to: Non-members$90.95 (includes membership) South Saskatchewan Reading Council Students$42.80 (includes membership) cio Dawn Kesslering Group rates and individual event rates also 2406 Crowe Bay East available. Regina, Saskatchewan S4V 0V7

41 7 Where have you been? Clear and simple:a newstandard for federal government publications found yourself re-reading sentences and paragraphs in reports, memos and manuals to try to understand them? wondered if what you have written is clear but concluded that it must be because everyone writes about the subject that way? Plain Language Guides If these situations are familiar, you will be pleased to know that two new publications, Plain Language; Clear and Simple and Pour un style clair et simple, will help us communicate more clearly. The National Literacy Secretariat of Multiculturalism and Citizenship Canada has taken a lead role by publishing these "You" have been missing from a lot of guides to help people write clearly and government documents lately. Have you simply. The guides suggest seven steps to noticed? How many policies, pamphlets, clearer writing and cover such subjects as guidelines and letters have you read that choosing simple words and explaining never refer to "your Many documents complicated ones, organizing documents talk about "recipients," "Canadians," or to meet readers' needs, and using a con- "employees," but they never talk to you, versational tone in writing. The guides even though they may concern you use examples from government and other directly. There is a movement afoot to sources to show even complex ideas can bring "you" back into the picture. be explained in a straightforward way. The federal government is getting They also offer suggestions on using serious about communicating clearly. familiar words instead of "new, improved" Many departments have recognized that jargon. All of the advice in the guides puts the information they produce is often too "you: the reader, first. difficult to understand, so they are taking The guides were developed by an action to get their messages across more advisory group representing 14 federal clearly. departments. This partnership helped ensure that the guides would be widely Have you ever? distributed throughout government and picked up a document on a subject that provided valuable contacts for advice on interested you only to put it down again their content and design. Public servants because it looked too complicated or at all levels contributed to the process by wordy? reviewing and commenting on draft versions of the guides. 42 8 Making a Commitment small steps in many departments. But the to Plain Language emphasis is on action. You can measure the success of all that activity by the That conimitment to plain language is clarity of the messages you receive in the spreading. Departments are preparing future. May the simple statement win. companion guides for their managers and employees to explain how the plain language techniques can be applied in their work. They are also planning how This article was prepared by Multiculturalism they can change their work standards to and Citizenship Canada, Ottawa, Ontario ensure that plain language writing is a K1A 0M5. Copies of Plain Language: Clear and priority, and they are organizing hands-on Simple andPourun style clair et simple may be workshops to introduce workers to the bought from the Canada Communication techniques. Group-Publishing, Ottawa, Ontario K1A 059. The federal government's plain The cost is $10.45 ($6.95 for the guide and language approach is low-key, involving $3.50 for shipping and handling) plus GST.

Prairie Literacy Institute July 13-24, 1992 University of Saskatchewan, Saskatoon

Focus on practice in adult literacyFor teachers, instructors, tutor coordinators, tutors

THREE COURSES: CERTIFICATION: Credit available through Literacy Development I: Jean Reston, N.W.T. Manitoba Literacy Office, Advanced Literacy Literacy Development II: Mary Norton, Alberta Certificate. Other certification is under discussion. Learning Differences, Challenges and Difficulties: Robin Millar, Manitoba SPONSORED BY: Saskatchewan Literacy Network, Literacy Workers' Alliance of Manitoba, REGISTRATION/TUITION: Literacy Coordinators of Alberta Registration limited Fee $200 Includes shared accommodation and FUNDED BY: National Literacy Secretariat most meals. Some travel bursaries for prairie literacy FOR MORE INFORMATION CONTACT: workers. Saskatchewan Literacy Network Registration packages will be circulated early P.O. Box 1520 in 1992. Saskatoon, Saskatchewan S7K 3R5 Telephone: (306) 653-7368 Fax: (306) 933-6490

43 9 Advocating for clear language

By Tracy Westell During the years I worked directly with Clear language and design can: adult learners, I was asked time and time demystify legal and medical information; again to explain government forms to clarify government policies; improve people. They were often impossible to public education about important issues; understand unless you knew the system. and enable people to take part more fully It became clear to my co-workers and I in the running of their communities. For that changing the system was a long-term all of these reasons, the Ontario Literacy goal but changing how forms were written Coalition has made a commitment to and designed could be done right away. It advocate for clear language and design would make an immediate difference to with their member groups and with thousands of people and their right to government. access public information. The Coalition is currently organizing Language is powerful. Through workshops for its members on clear language we can give and withhold language and on advocating for clear information; we can control how people language in their communities. Literacy are able to understand ideas. If people programs and learners can play an have access to a broad range of informa- important role in encouraging and tion in a clear style, they will be better educating community agencies and local able to make informed decisions about government to use clear language i.n their their lives; they will have choice and, publications. Learners are especially sometimes, control and, occasionally, important in the assessing and developing power. Clear conr:tunication of all sorts of materials that are aimed at people who will help to decrease conflict and frus- have low reading and writing skills. tration, increase understanding and At the provincial or regional level, personal choice and create more effective literacy organizations must push working and learning situations. government to create clear language policies. This means having internal and external government documents written and designed clearly. Many countries have already done this, probably the most notable being England. Imagine if documents, bills and reports brought before Parliament were written clearly; imagine if articles written about govern- ment policy were easy to understand;

4 4 10 imagine if politicians and bureaucrats shared their understanding in a clear way and therefore shared some of the control and power. Clear language policies in Ontario government are not the only answer for our current disappointment withpoliti- cians and government, but they can be Literacy part of the solution. The Ontario government is currently in Coalition7 the process of writing a clear language policy and the Ontario Literacy Coalition will be presenting a position paper to it about this issue. The implementation of & the policy will affect us, especially if the government sees the importance of consulting with adult learners and literacy workers. J Some of the best advocates for the use of clear language have been learners. Learners in Ontario have fought for clear language versions of: letters from their kid's school; posters for community events: policy statements on housing and social assistance: health information: and the Ontario Literacy Coalition's newsletter. With the help and support of other clear language advocates, they are slowly making a difference.

Tracy Westell is Public Education Co-ordinator for the Ontario Literacy Coalition, 365 Bloor Street East, Suite #1003, Toronto, Ontario M4W 3L4. Telephone (416) 963-5787; Fax (416) 961-8138.

45 11 Plain language has become a movement

By Helen Lightbown I bring you glad tidings: documents a growing number. Nancy Hopkins at from governments and law offices are Gauley & Company in Saskatoon is one. getting better. Perhaps you have noticed it Bill Riley at MacKinnon Phillips in Ottawa yourself. In the example that appears with and Wilf Jenkins of White Jenkins this article, you will see how an official Duncan & Ostner in Waterloo are others. bulletin from the Lotteries Branch, And then there is the pioneer, Robert C. Government of Ontario looked before and Dick at Rogers Smith Dick & Thomson in after its plain language facelift. The "after" Toronto. For more than a quarter of a is in use today. It was redone in January, century, he has been writing simplified 1991. legal documents for his clients. Says Mr. Dick: "It con be done. It will be done. Whole governments are changing So they (other lawyers) either get on the to the plain language style bandwagon or get left behind." A year ago, the Government of Imagine a world in which your lawyer Saskatchewan officially committed itself writes a will you can read and under- to use plain language in all of its commu- stand. A lease. A mortgage. A contract. Or nications with the general public. Alberta City Hall publishes a public notice that is did so recently. And Ontario is working on plain. A form letter. A parking ticket. a plain language policy as you read this. Someday, simplified legal and bureau- cratic documents will be the standard, There are lawyers who simplify too not a special order. I admit that these Did you know that the Canadian Bar initiatives are taking place inside govern- Association (CBA) formally endorsed the ment and legal circles. We are involved in use of plain language in legal drafting in these internal changes because we act as 1991? It had a committee of lawyers consultants and lobbyists for plain study the problem and publish a book on language. But we could not do it without the subject. The book is called The Decline you. People like you have complained loud and long about flawed forms and And Fall Of Gobbledygook and it was first ponderous prose, both to us, at the Plain printed in 1990. Language Centre, and to the many Now, there is a CBA task force on legal government departments and law firms literacy and the Plain Language Centre is that put out these bad documents. involved in this too. The task force is going to find out what barriers ordinary But we are also here for you. We are a people experience when they try to pursue public facility like your local library. You their rights under the law. can get photocopies of many of our examples. You can subscribe to our As to plain language lawyers in private newsletter, Clarity, for free. You can get practice, they are dotted across the revised copies of our bibliographies in country at the moment but they, too, are English or in French and you can borrow any of the books, articles or video tapes for the cost of shipping them to you. We consult with people like you across the country, perhaps not as often as we 4 12 to would like because we are constrained Government do our best to bulletin on lotterylicenses recover our costs. But we No. 005 stay in touch because peoplelike you Topk: Sports Organizations have armed us with many of the horrible To: Munfelpslitlee examples that get us a laugh or two in On March 6, 1987,Interpretation and training licensing officers Letter 003 was our speeches, presentations to assist them in sent to all municipal groups requesting deterrrening the lottery lottery licences. charitable eligibility courses. Nothing sells plainlanguage interpretation of of certain sections Ouestions havearisen over the real being encountered of this document, better than real examples sent with in detenrening with specific difficulties obtain charireble the eligibility of talk gaming licences. sports organizations anecdotes by real people. So, as the Interpretation to those Letter 003 statesin part that show hosts always say: please keep 'ANY PURPOSEBENEFICIAL a charitable object interpreted TO THE COMMUNITY: or purpose is: cards and letters (and bad documents) to include but isnot limited to This has been associations administering .. . amateur sporting leagues amateur athletic activities solelyfor children or corning. associations dedicated or youth development: levels of competition to provincial, national and playing by orinternational appropriate provincial non-modified sports governing rules sanctiooect The Entertainment body." by the Helen Lightbown is Communications the interpretation Standards Branch of this section. has taken the following Where tha applicant position on Co-ordinator for the Plain Language Centre league or association, organization is the association then they may a sporting (PLC) in Toronto. The PLC is an agencyof the supports programs qualify foe a lotteryhcence provided Adult recreational for youths that sports leagues (or or minors of amateurstatus. Canadian Legal Information Centre, a national justifiably charitable teams), or professional and are therefore individual teams athletics are not or Booster Clubs not eligble for lottery non-profit organization, 600 Eglinton Avenue established to licences, Similarly. teams, are toonarrowly focused support individual licences. and therefore do sports East, Suite 205, Toronto, Ontario M4P 1P3. not qualify for lottery Telephone (416) 483-3802; Certain typesof sports organizations, (some of whichare privately owned such as Junior Aor B Hockey teams the definition of franchises) do Fax (416) 483-4436. minor or amateur not completely fall athletics, since within are adults andtrsemi-rmfessional some members of players. Therefore, the team eligibility of Mesetypes of sports when considering granted in recognition organizations, lottery the sameauthor of their support licences may that the league for youth sporting be lotteriesbulletin or association is the prograrns provided letter for issued, theuse of proceeds is applicant organization. Explanatory Once a licence geared to developing limited to theminor sporting is young players program that is scholarships for . educational purposes in requesting recognized educational the form of Dear in obtaining needs of the players. institutions or for protectiveequipmere for letterot organizations While each Thank you of sports applicant should the et4bly or religious criteria should be be assessedon its own merits, clarification on to charitalole applied consistently the above be issued charitable for pertaining to athletic when making lotterylicences. can only aredeemed organizations. a licensing decision licences individual Lottery organizationshowever, Youth sport licences. considered Contact Applicable organizations. lottery to be to the Licensing Authority of obtaining In order be issued Date: September (Provincialor Municipal) the purposes few peopleshould only 19, 1990 benefit too recreational in Page: 1 of 1 sports teams lotterylicences they are Therefore, because charitable. eligible considered tall withinthe sport league not charitable. completely are and therefore not nature teams co of the team Junior A orB hockey someMembers Issue alottery sports since You may sports of minor players. types of for definition of these only used semi-professional raised is adults andlor orassociation money the league the lottery licence to prOvided that eligibility of program. to the organizationsascholarship with regards any further equipment or position if you have this claritiesour cati or write I hope feel free to Please sports teams. questions.

'lours truly,

4 7 13 Plain language and the law: arelawyers paid by the word? gICE813HVEIGI By Janet Drysdale The public often thinks that legal writing should be designed for easy use both by is all gobbledygook. Bad legal writing the public and by those who process them. commonly is wordy and confusing, full of A complex writing style may be appropriate herewiths, forthwiths and hereunders. when writing for a speclalized audience. Legal ideas are poorly explained if the At the Public Legal Education effort to explain things is made at all. Association of Saskatchewan we use plain Whether it's a traffic ticket or a contract, language in our publications. These anything written in a dense, legalistic booklets and pamphlets provide general style and printed in small print is hard to legal information to the public. Our read. Long or complex sentences mean readers sometimes hear legal terms from that a reader must work harder to lawyers, the courts or government. When understand what he or she is reading. we use legal terms in our booklets, we The plain language movement chal- define them and explain their context. lenges us to stop using legal gobbledygook. The plain language movement recog- Some lawyers and other legal professionals nizes that good legal writing is needed now recognize this. They advocate using everywhere. Think of your lease, a traffic plain language to help the reader under- ticket, your insurance policy or a loan stand what is written. Plain language is agreement with a bank or credit union. now used by many governments and Think also of various government forms, government agencies. It is also used by for example, a driver's licence application. private businesses and by law firms. You need to be able to understand what In Canada, the Canadian Legal you read. Plain language writers should Information Centre founded its Plain think of their audience as they write and Language Centre in 1988. The Centre co- plan their writing. ordinates groups using and researching The plain language movement aims to plain language and advocates for its use. stimulate writers to think of their audi- The Centre also provides writing services. ence. The audience too can contribute to It redesigns and rewrites documents and the process. The next time you read legal tests documents for readability. gobbledygook let the author know how Plain language is the name given to you feel about it! clear, understandable legal writing. Plain language writers use a vocabulary and a writing style that is suitable for the Janet Drysdale works with the Public Legal intended reader. Writers use short Education Association of Saskatchewan (PLEA) sentences and simple sentence structure. as a legal writer and editor. She trained as a They take the time to organize their lawyer in Ontario and worked in the Northwest thoughts. Good design and layout are Territories before joining PLEA. also a part of plain language. Public Legal Education Association of Legal writing for a general audience Saskatchewan avoids foreign words and phrases, jargon 210, 220 Third Avenue South and obscure terms. Government forms Saskatoon, Saskatchewan 57K 1M1 Telephone (306) 653-1868; Fax (306) 653-1869

14 48 Plain language and the literacy community By Gwen Davies The first several articles I read about Plain language works for forms too literacy were written in a fairly academic Plain language and forms is an area that style. They were not in academic is just starting to catch on. It is possible magazines, however: they were in literacy to design forms that people can fill in magazines. It didn't seem right to me. It easily and quickly. The process is similar wasn't long before I found others who to that of writing. Usually, you test the were talking about this issue. In fact, questions in a form first, and then test there were many people in the literacy the questions and desigrl together. Forms community who wanted to make sure seem to be something we all have to use anyone involved in literacy could read the and we all dislike using. I think it is a articles about it. This is where I first vital area for plain language work. discovered plain language. Should literacy programs be What is plain language? working with plain language? Plain language seems to mean different things to different people. To some people This brings us to the big question the it means creating a clearer text working literacy organizations I worked with had with more common words and shorter to ask. What is the place of plain sentences, organizing information so that language in the literacy community? it flows more logically, and designing the Not all literacy workers know how plain page so that it is easy to read. I believe language works. There are guidelines for this is an important step. working with written language to make it Plain language seems to go further clearer. It is useful for anyone to learn to when we look at it in terms of literacy. use these tools. When Mary Breen of Peterborough, But there are questions too. Should Ontario, wrote her health bookTaking literacy programs get involved in testing Care,she sat down with a group of materials, for example. If a program does women who would likely use the book. testing for local organizations, how does She asked them what information they the testing fit in with the work learners are wanted to be able to get from such a already doing? How does it get in the way? book. Then she began to write and Should literacy workers create plain organize the material. language for other organ1zatio.,3? What is When plain language is linked to the responsibility of the literacy commu- literacy it means starting a writing project nity to advocate for plain language? Does by finding out who the readers are, what plain language really solve problems for they already know and how they will use adult learners? What are the limits? the material. And it means testing. Testing involves asking typical readers Gwen Davies lives in Halifax, Nova Scotia. She to read what you have written. You know has worked in journalism, community literacy what parts of the materials work when and plain language, and has raised one curious you ask your readers what they think you child. All of this was good training for her are trying to say. Testing shows you present work as a plain ianguage instructor and where you make sense to your readers consultant, and fiction writer. and where you don't.

49 15 Combating white collar illiteracy: teaching the learned to write By Christine Mowat Since 1980, I have earned my living suspect that many academics would conducting writing workshops for corpor- express alarm if required to submit to ate professionals across Canada. White writing tests to qualify for university collkar literacy is in demand. I have worked teaching. with geologists, engineers, scientists, A second example, from government, lawyers, accountants, computer presents an easily recognizable bureau- specialists, medical and government cratic face: employees, politicians, middle and upper I utilize, and promote, a team orientated, management personnel and educators. participative style of management wherein The following three examples of busi- delegations and concomitant ness writing illustrate the accountability, in a results-orientated range that white collar environment, are instrumental in illiteracy entails. The first is attaining Departmental, and a category most people Corporate, objectives. immediately think of a The writer acknowledged that sentence with grammatical 4 what he meant was "My team and and punctuation problems: I work together to achieve company I am happy to be able to and departmental goals." What tell you that a book on the causes business people to create subject of equality and their own official dialect, lacicn with judicial neutrality edited by evasiveness, legalese, or Professor X and myself, will bureaucratese? be in print by October, Over the years I've noted that published by Carswells. business writers pad their "Myself' is non-standard writing with over-generalized usage here. You can use "me" language much the way but a more graceful rewrite of students do in essays to fill up the sentence is: "I am happy to the five-page assignment quota. As be able to tell you that Professor X well, they guess "what the supervisor and I have edited..." Comma before "will wants," as we used to guess the values be in print" separates the subject and and emphasis a certain professor verb. Delete comma. "wanted." The need to impress others, The source of the letter, a university, sound authoritative, and portray one's provokes an obvious question. How can work as complex and sophisticated universities ensure that faculty be results in a third category of white collar excellent writers? Since the English- illiteracy: across-the curriculum (an educational Our task is to identify opportunities for theory which claims, in part, that every leveraging the synergics inherent in our teacher is a teacher of writing) movement interdepartmental interfaces in order to began in Britain 15 years ago, I've seen maximize our customer need identification little public discussion of this issue. I potential

16 50 Such pretentious overwriting is students, many of whom are common, not just in corporate writing, inadequate writers themselves. but in academic writing, too. A more 7. Composition teaching continues to straightforward expression of the above play the handmaid role to the example is: "How can our departments supposedly higher status of literature sell more to our customers?" teaching in colleges and universities. Why do people in business and the Such teaching duties often fall to professions write poorly? There are sessional faculty. several reasons. 8. Writing instructors may be unfamiliar I. Few models of excellence in academic with writing research. Of the many texts or business writing exist. Some rich research themes over the past 25 of the worst writing emerges from years, perhaps the most persuasive is graduate theses, legal contracts, that writing is the sharpest tool we business letters, government reports have to develop thinking and explore or legislation itself. meaning. Descriptive and empirical 2. Academic writing, the model by which research into the composing, revising we largely learn to write, is a poor and editing processes provides writing model for business writers. Its convo- instructors with helpful new luted language, overuse of the passive directions. voice, lack of attention to design 9. The influence of legal writing on busi- features, and abstract and theoretical ness writing has both an honorable emphases are the antithesis of history and insidious consequences. forceful business writing. One of the workshops my company 3. The dominant form of writing in teaches is called "Improving Legal educational institutions is the essay, Writing: With its focus on the Plain a format whose use largely disappears Language policies and legislation when students emerge into the work- emerging in Canada it is testament to aday world. the growing democratization of legal 4. Many government and business language. managers or supervisors have little 10. It takes years to become a good writer knowledge of modern business format years of writing, reading, discuss- options and style changes. They ing, living and working. Like it or not, continue to insist on "my style," an writing mirrors a writer's persona, overly formalized and stilted written integrity, and clarity of thought. language, and consistently change the writing of those they supervise. Christine Mowat is the president of Wordsmith 5. A high percentage of Canadian Associates, a -based communications teachers of English have no formal consulting tirm. A longer version of this article training in English. appeared in the Queen's Alumni Review, 6. The bulk of undergraduate essay March-April, 1991. marking is assigned to graduate

51 1 7 BIBLIOGRAPHY Plain Language

General This bibliography is from Plain Language: Clear and Simple, National Literacy Secretariat, Minister of Supply and Services, Ottawa, 1991. We are using it with permission. Additional information about libraries which have the books was added by Florence Duesterbeck, Saskatchewan Provincial Library. All books listed below may be obtained through your local library or interlibrary loan. Initials show which libraries have the books. Codes for Saskatchewan libraries may be found at the end of the bibliography. Bailey, Edward, P. Jr. Writing Clearly: A Contemporary Approach. Columbus: Charles E. Merrill Publishing Company, 1984. Locations: SRP and other Canadian libraries. Baldwin, Ruth. Clear Writing and Literacy. Prepared for the Ontario Literacy Coalition, Toronto: 1990. Locations: OONL and other Canadian libraries. Bates, Jefferson D. Writing with Precision: How to Write so that you Cannot Possibly be Misunderstood; Zero base Gobbledygook. Washington: Acropolis Books, 1978, 1980, 1985. Locations: SPANC, SNB, SYP, SS, SR. SSU and other Canadian libraries; other editions at other Canadian locations. Birchfield, Martha J. The Plain Language Movement: Away from Legalese and Federalese: A Bibliography. Monticello, Illinois: Vance Bibliographies, 1986. Located in Canadian Libraries Canadian Bar Association and the Canadian Bankers' Association. The decline and Fall of Gobbledygook: Report on Plain Language Documentation. Toronto: 1990. Locations: OONL and other Canadian libraries. Collins, C. Edward and Hugh Read. Plain English: A Guide to Standard Usage and C/ear Writing. Scarborough: Prentice-Hall, 1989. Located in Canadian libraries. Cutts, Martin and Chrissie Maher. Gobbledygook. London, England: George Allen & Unwin, 1984. Located in Canadian libraries. Cutts, Martin and Chrissie Maher. The Plain English Story. Stockport, England: Plain English Campaign, 1986. Located in Canadian libraries. Dorney, Jacqueline M. The Plain English Movement. Clearinghouse on Reading and Communication Skills. Washington: Office of Education Research and Improvement. (ERIC ED #284273, EJ #373246) In: English Journal V.77 #3 March, 1988 pp.49- 51. Locations: SRED, SS, SRP, OONL and Canadian libraries. Dowis Richard. How to Make Your Writing Reader-Friendly. White Hall, Virginia: Betterway Publications, 1990. Located in Canadian libraries. Eagleson, Robert D. The Case for Plain Language. Toronto: Plain Language Centre, Canadian Legal Information Centre, 1989. Location: OONL and in Canadian libraries.

18 52 Einstien, Charles. How to Communicate: The Manning, Selvage and Lee Guide to Clear Writing and Speech_ New York: McGraw-Hill, 1985 Located in Canadian libraries. Flesch, Rudolf. How to Write Plain English: A Book for Lawyers and. Consumers. New York: Harper & Row, Publishers, 1979. Locations: SRDL, SSU and other Canadian libraries. Gowers. Sir Ernest. The Complete Plain Words. Harmondsworth: 1987. Locations: 1986 ed. held in Canadian locations. Earlier editions: SRL, SMJT, SMSP. SRAGR, SSM, SRPCRD, SMJP, SW. Gray, Lee L. Journal of Studies in Technical Careers. V.9, no. 1. pp 17-19. Wisconsin, 1987. Locations: SSSI, OONL and other Canadian locations. Health and Welfare Canada, Seniors Secretariat. Communicating in Print With/About Seniors. Ottawa: Supply and Services Canada, 1990. Locations: OONL and other Canadian libraries. Lutz, William. Doublespeak: From "Revenue Enhancement" to "Terminal Living" How Government, Business Advertisers and Others use Language to Deceive You. New York: Harper & Row, 1989. Locations: SSU, SR, SCR, SPANC, SWSE and other Canadian locations. Vernon, Tom. Gobbledygook. London: National Consumer Council Pamphlet Series, no. 756, 1980. Located at other Canadian libraries. Design Library Location Symbols Felker, D.B. (ed.). Guidelines for Document SCR Chinook Regional Library, Swift Current Designers. Washington, D.C.: SMJP Palliser Regional Library, Moose Jaw American Institute for Research, 1981. SMJT SIAST, Palliser Campus Library, Moose Jaw Located in Canadian libraries. SMSP St. Peter's Abby and College Library, Munster SNB Lakeland Library Region, North Battleford SPANC Wapiti Regional Library, Prince Albert Newsletters SR Regina Public Library, Regina These publications may be obtained SRAGR Agriculture Canada Research Station, Regina from the organizations that publish SRDL Saskatchewan Labour Library, Regina SRED Saskatchewan Education Library, Regina them. SRL Saskatchewan Legislative Library, Regina SRP Provincial Library, Regina Clarity. The Plain Language Centre News- SRPCRD Saskatchewan Power Corporation, Research letter, Canadian Legal Information and Development Centre, Regina Centre, 600 Eglinton Avenue East, SS Saskatoon Public Library, Saskatoon Suite 205, Toronto, Ontario M4P 1P3. SSM St. Thomas More College Library, Saskatoon SSSI SIAST, Kelsey Campus Library, Saskatoon PROSEBUSTI Prosebustersl a division of SSU University of Saskatchewan Library, Saskatoon B&B Editorial Consulting Ltd., SWSE Southeast Regional Library, Weyburn SYP Parkland Regional Library, Yorkton 563 Gladstone Avenue, Ottawa, OONL National Library of Canada, Ottawa Ontario K1R 5P2.

53 19 INTERVIEW Developing clear language materials with and for workers Towards the end of 1991, Brenda Stony interviewed Lori Stinson-O'Gormanabout the clear language materials which will be produced by theSaskatchewan Federation of Labour. The following excerpts are taken from that interview. BS: Who's actually writing the books? I get angry when the government LS:The participants. comes in and wants to translate everything into nice, clear English BS:So it could be anyone from any for people. And they do it in a very workplace? patronizing manner. Our program is LS: We bring in a few people who have a not like that. It involves putting history of labour involvement. For documents into clearer language instance, we have a woman who is a that's better for all of us to read. It retired Labour Standards Officer. doesn't mean just taking out all of She'll work with our groups in the difficult words. If I come upon a developing materials making sure word I don't understand, I can the books cover things people care simply keep looking at all the other about. She will not only put them in words around it, and I can figure it clear English, but in language that out from that. That's what good we can readily understand and readers do. There's no reason to access. assume that everyone can't do that. BS: Are there specific themes for the We stress right through the program workplace-based books? that we already know how to learn. LS:We're doing one series on different We've learned how to do our jobs: types of workplaces using material we've learned how to take care of specific to the workplace. We're our kids; we've learned how to also doing a few of them based on function in our communities. I different sectors such as the usually argue that it takes more healthcare industry, mining and intelligence to fill the demands of resource extraction, municipal your daily lives without reading services and the gain industry. and writing. People will base the books on their BS: You're hitting home for me with a lot own experiences working in those of the things you said because I industries. didn't learn to read or write until I The second series is about specific was 17 years old. I had to be things we need to know, as union inventive and get people to read me members or as workers in general: things. I used to dictate my reports! for instance, contracts and IS:Yeah, that's right! Imagine, there are arbitration. tons of people like that! I got way off topic, right? BS: Yes, the themes for the labour series material.

54 20 LS: I mentioned labour standards and BS: What is the completion date for any occupational health and safety. of these materials? What's happening is that people are LS:Materials are supposed to be done using literacy as the excuse for by April 30. everything. For example, we have BS: That's kind of close! high accident rates because workers can't read and write. That's LS: We should have a lot of it done. It's nonsense! We have high accident surprising when you sit down with a rates because of unsafe working class how quickly they can put conditions, not because, as workers, things together. some of us can't read and write! These are basically separate issues. Brenda Storry is a student in the Learning What we want to do is look at Centre of the Bridging Program for Women, occupational health and safety in SlAST, Wascana Campus. Brenda is planning the literacy context. What are the a career in journalism. legal standards? And what can we do. as individuals and collectively, to make workplaces safer? The program is very much about Coming up in "liberation education." It's been really interesting. As people have Literacy Works been improving their reading and writing skills, they've been getting The spring issue of Literacy Works will more and more active in their focus onFamily Literacy.Deadline for unions. They are trying to create submissions is March 1. more democratic unions that Ideas for themes for future issues of address their own interests. Literacy Works are welcome. Contact BS: What percentage of workers will be the Saskatchewan Literacy Network in directly affected by these materials, Saskatoon with your ideas, or call Liz do you think? Ormiston in Regina at 757-7236. 'LS:As many as want to be. The idea of the materials is not only that people Back issues available in our programs would be able to use them. We're going to try and lay The following back issues of Literacy them out so that they're not just Works are available for $5 each from the stories. They'll also give people Saskatchewan Literacy Network: examples of things they can do with Vol. 1, No. 2 Computers and Literacy their own stories, examples of how Vol.1, No. 4 Aboriginal Literacy they can discuss them and broaden Vol. 2, No. 1 Literacy and Health their own groups to bring in other Vol. 2, No. 2 Focus on the Learner people. Vol. 3, No. 1 Women and Literacy

55 21 BOOK REVIEWS Plain language clear andsimple

By NGL Consulting Ltd. and the National Literacy Secretariat of the Department of Multiculturism and Citizenship Canada, 1991 Review by Elizabeth Slater and Sheila Cressman At long last governments, businesses Plain language also saves time and and agencies are trying to make their money because the public has fewer written messages to the public easier to questions and there are fewer errors and read. This manual, produced by the misunderstandings. Department of Multiculturism and Chapter 2, "Before You Start Writing," Citizenship Canada, is written for public prepares the writer to draft the text. The servants. It is a guide to writing in plain key points are: or simple language. The manual tells us what the document is meant to do a Decima Research Study in 1990 found what your reader wants and needs to that more than three quarters of know Canadians think all government docu- what you need to say ments should be written more clearly. how you organize thk.; information The manual is divided into nine short Chapter 3 tells "How to Make Your chapters. Writing Effective" by: Chapter 1 explains why the manual has putting the most important ideas or been written and who its audience is. It information first defines Plain Language Writing and addressing your readers directly describes how the use of plain language using informal English where makes documents, forms and even possible. manuals easy to understand by people with a wide range of reading abilities. Clear and simple are the goals when writing Plain Language. Chapter 4 gives advice on writing paragraphs and sentences that say what they really mean. Chapter 5 discusses choices of words, probably summed up best by Emily Carr: "Get to the point as directly as you can; never use a big word if a little one will do." Chapter 6, "Appearances are Very Important," gives ideas for the best way to present information. It covers layout, type style and size and the use of graphics and illustrations. The final three chapters deal with the idea of checking with some of the target audience who will read the document; or a least getting feedback by showing the document to someone else. There is a

22 56 final check list and a list which contains In her letter of introduction to the information on available resources. manual Mary Gusella, Deputy Minister of Although this manual is written for Multiculturism and Citizenship Canada, public servants, it provides an invaluable says, "Only a well-informed public can guide for anyone communicating exercise its rights and make full use of information. All the examples are geared the opportunities provided by government to government documents but the basic programs and services." This is a prime advice can be used in many different reason for making sure people can read written texts. and understand information affecting their daily lives.

Clear writing and literacy

Prepared for the Ontario Literacy Coalition by Ruth Baldwin, 1990 Review by Elizabeth Slater and Sheila Cressman The author, owner of a literacy section describes what makes material consulting firm, has been working in hard to read. It also gives information on literacy since 1979. As far back as 1983 readability tests and how to use them. she developed a program to help Section Three gives practical sugges- community groups understand the link tions for changing your writing style so between clear writing and literacy. you can communicate more effectively The booklet is a "how to" manual: with more people. This is followed by a How to recognize clear writing section showing many useful examples of How to use it clear writing. How to convince others to use it. Section Five suggest ways of convincing Its aim is to give the reader "some ideas others in your community to begin using about what makes written material clear writing, and ways to involve difficult to read and some tips on how to information givers and learners. The last communicate better." section contains a list of books and There are six sections in the booklet articles which give sources of more and each one can stand on its own. The information about individual topics. first section defines clear writing and talks about its importance to workers in the literacy field and students. The next continued...

23 BOOK REVIEWS

Clear writing and literacy continued

The basic suggestions and advice given and the average number of words per in this booklet are very much the same as sentence. It could be a useful personal those given in Plain language, Clear and guide when you do any plain language Simple. However, this manual is written writing. for a much wider audience. It contains Baldwin suggests that literacy organi- more practical suggestions and examples zations can be the best advocates for dear for a variety of users. writing (page 49). This is because they are "What makes material hard to read and involved with many of the readers who understand who decides? (page 12) is benefit from this material. She reminds a particularly interesting discussion on us that *changing the way we write can why and when you must involve the make it easier for up to 22 per cent more readers and students in assessing written people to begin to get information from material. print!" Although the author points out that In conclusion, inI946 George Orwell readability tests have weaknesses, they wrote: may be used as one part of your analysis "If you simplify your English, you are of written material. The results of a Fry freed from the worst follies of orthodoxy readability graph, as described on ...and when you make a stupid pages 14 and 15, can measure_the grade remark, it's stupidity will be obvious, level required to read a text easily, but even to yourself." give no other information about that test. Politics and the English Language. Some computer programs are available which give a grade level assessment and Elizabeth Slater and Sheila Cressman are indicate complex sentences and passive instructorsofEnglish as a Second Language in construction. They may give you sugges- the Wascana Campus program at the tions as to how to improve your writing. Saskatchewan Instituteof AppliedScience and But you must consider all the basic Technology (SIAST). They have worked mainly suggestions to be able to give a good in the area of literacy for the past seven years. evaluation of a text. Another little tool, the Gobbledegook Detector, gives a quick check on the We are sorry to share the sad news that number of complex words you have used Sheila Cressman died on Thursday, January 16, aftera long fight with cancer. Sheila will be missed byher husband Doug, family in Scotland, and friends all over the world. Here in the Regina ESL/Literacy community, Sheila will be remembered by colleagues and students alike as a very professional, dedicated and caring teacher. We will miss you, Sheila!

58 24 Memories and dreams, volumes 1 and 2

Published by the Saskatchewan Literacy Network, 1991 Review by Yvonne Ross and Elsa Turek These two volumes would appeal to no "hard" words which can usually learners because they are written by be identified by the number of learners. The stories are varied and hold prefixes and suffixes. These built-up the interest of the reader to the end. words have a central meaning buried English as a Second Language (ESL) in the middle and present a general- learners can identify with the memories, ized concept, rather than the visual the fears, and the frustrations of the reality of "house" or "bus." writers. a lot of personal references are used Teachers of more advanced beginners (such as pronouns. names, "father," would find these volumes useful. Aside "mother") which humanize the text. from the classroom exercises, which could The generous use of personal be developed to go with the stories, the references does more than almost books could be read for sheer enjoyment. any other factor to make the text Following are some more specific readable as the learner is thinking in comments we have about the two volumes concrete rather than abstract terms. of Memories and Dreams: the stories are written in a conversa- appropriate use of "white space." tional style which is easier to under- Pages are not full of print which may stand than material written in a non- overwhelm the learner. oral style. The language used in the visual illustrations that accom- newspapers, for example, is far from pany each story help the learner being "speech" English. understand what he/she has read. the stories are meaningful and large print is used making the stories interesting to the learner as they easier to read. portray real life experiences. sentences are short and the structure material is aimed at adults whom of the sentences is simple. we feel would be at an advanced beginner level if they are ESL minimal use of contractions. The learners. learner who recognizes the word "does" may be confused by the word continued... "doesn't". few conjunctions. Learners have difficulties with such words as "if," "because," and "therefore" which require mental leaps backwards and forewards.

59 25 Memories and dreams, volumes 1 and 2 continued

we did not like the British spelling adding story endings. A lower level "aeroplane". class could do scrambled sentence if used in the classroom, a teacher's exercises. guide could be developed which would aid in giving teachers yarious Yvonne Ross has been teaching English as a ideas for exercises for multi-levels Second Language (ESL) since 1980. She has and contain exercises on comprehen- taught Literacy, Basic English, Occupational sion questions, "doze exercises" and English, English for Specific Purposes and "strip stories" (comprehension Employment Access. exercises used in literacy and language teaching). For example, a Elsa Turek has been teaching ESL since 1980. more advanced class could do exer- She has taught Basic English and Occupational cises using reported speech and English at Saskatchewan Institute of Applie Science and Technology (S1AST). Prior to 80, she tutored in an adult learn to read program at the Regina Public Library.

FRONTIER COLLEGE PRESENTS LINIES How to Compose and Design Clear Language Documents

Who: Human Resources Managers, Trainers, Consultants, and anyone interested in clear language training Where: Toronto When: February 20, March 26, April 23, May 28,1992 Learnabout: a simple and powerful approach to clear writing that will improve the lines of communication in your organization; literacy in the workplace and how clear language fits in; the basic principles of clear language writing and document design.

If you're interested in organizing dear language training opportunities in your region contact: Learning in the Workplace Frontier College 35 Jackes Avenue Toronto, OntarioM4T1E2 Telephone: (416) 923-3591 Fax: (416) 323-3522

26 60 Movement for Canadian Literacy (MCL)Link

By Elsie Livingston are involved in learning some of the same things: getting information from the library; getting involved in the political process; learning parenting skills: becoming better workers; travelling or exploring new interests. The Movement for Canadian Literacy aims to include all who support literacy. We must speak up to those around Lis friends, family, neighbours, co-workers. the media. Inform them so that they will join the "movement," too. They will learn Consider the three-legged stool model ofhow access to Adult Literacy and Basic bringing about change. During 1991 I Education can bring about change in a wrote in Literacy Works about students country like Canada. Then they will (Summer issue) and institutions (Fall realize the need to support literacy issue) involved in Adult Education. programs with our tax dollars. Most students are self-directed learners. They are discovering their power Elsie Livingston is Saskatchewan Representative and competence as they organize into to the Movement for Canadian Literacy (MCL). student groups. The task of institutions is to help students set goals, plan, and learn how to learn. Institutions include teachers, Organizing Adult Literacy and colleges, literacy networks and the Basic Education in Canada government. Therefore, institutions must A policy and practice discussion provide the resources and not be so document wrapped up in technicalities, marketing and budgets that they lose sight of what Single copies are available free from: Adult Literacy is about in the first place. Elsie Livingston Now let us focus on the public. You will MCLProvincial Representative recognize that we are all part of the public #101 - 69928th StreetWest as Canadian citizens. Dr. Allen Tough, a PrinceAlbert, Saskatchewan S6V 6K5 professor of Adult Education at the Telephone: (306) 763-7745 Ontario Institute for Adult Education, points out that about 90 per cent of For multiple copies (available at cost plus Canadian adults "are making a deliberate shipping) contact: effort to learn something each year." The Movement for Canadian Literacy I see a distinct similarity between the 880 Wellington Street general Canadian public and the specific Suite 500 learner with her tutor or the student in Ottawa, OntarioK1R 6K7 his Adult Basic Education class. We can Telephone: (613) 563-2464 identify with each other because all of us

27 NEWS

THANK YOU, THANK YOU, NETWORK NEWS THANK YOU! to our 1991 donors: Winter, 1992 Canadian Give the Gift of Literacy Foundation CBC Radio Saskatchewan 1. Board news COLES Bookstores We were very pleased with the large International Association of Business attendance at the Annual General Communicators Meeting which was held in Regina. Mary Scorer Bookstore, Saskatoon Workshops on the MCL Good Practice News Papers in Education, Saskatoon document, plain language and Star Phoenix proposal writing were very well 2nd Street United Church Women, received; a special drama workshop Saskatoon for learners was also popular with participants. The new board comprises people from 2. Student support across the province and from a wide The committee will begin meeting in variety of backgrounds and should January to plan for a provincial serve the Network well over the year. meeting in Spring, 1991. The goal is to We will soon begin planning for the establish a provincial learner action 1992 AGM: please let us know if there group. Committee members are: are special topics you would like to Sandra Byers Saskatoon have included in the program. Keppel Disney Saskatoon The board/staff retreat was held in Wilbert Genoves Swift Current October at Sage Hill Conference Larry Trines Saskatoon Centre. It served as an orientation and Alan Kobe Saskatoon get acquainted session and partici- Lynda Magerl North Battleford pants began planning for the year's Carlos Mendez Yorkton activities. The following committees Ken Severight Yorkton were established: Learners, Practi- Elsie Livingston (MCL) Prince Albert tioners, Communications and Sharon Skage (staff) Prince Albert Marketing, Fund-raising and Family Local support groups are meeting in Literacy. Retiring board members were Saskatoon, Yorkton and Regina. presented with a plaque in recognition of their service. 3. Practitioners The board has agreed that the Network Although the committee wffi not begin will be the provincial contact for the meeting until January, committee National Adult Literacy Database and members have already helped with we are lc oking forward to this reviewing terms for the National adventure into modems and electronic Literacy Thesaurus and resource mail. By January, 1992, the Network materials for Satellite Communications will be able to send faxes directly from Network. A main concern will be the the office as well as access information issue of accreditation for tutors and about literacy activities more quickly. practitioners.

28 62 The major event for practitioners this their perspectives and experience year will be the Prairie Literacy on this topic at a workshop in Institute (see advertisement in this Saskatoon. The Network will assist issue). The Institute will include three local communities in the courses plus afternoon seminars on development of partnerships. numerous ESL topics. Interagency Cooperation: The Local practitioners groups meet Network will be sharing office space regularly in Regina, Prince Albert and equipment with SCENES over and Saskatoon. the winter. Florence Sidorak will be working for SCENES on a part-time basis and will be answering phones 4. 1991-92 Projects for us. We look forward to further Family literacy: This is one of the discussions with SABEA and Network's most exciting projects SCENES about common problems this year. A number of excellent and strategies. presentations have been booked for We are still looking for committee the "Soaring Into Literacy" members from other regions. Please conference in Regina, May 7-9, 1992. contact the office if you would like Of special interest is a presentation more information. by Mary Gordon, of the Adult Outreach Department of The Toronto School Board. Mary is a strong 5. Publications advocate of family literacy. Memories and Drt...... ms (Volumes 1 Advisory Committees have been andj the first two volumes of the established in both Regina and New Writers series are now available. Saskatoon. These provide direction We are very proud of these books for the project and allow for sharing and look forward to the final 3 of information between participants. volumes in the series which will be The Network has provided assistance published in early 1992. to two school projects in Saskatoon On Our Way has moved to SIAST and will be supporting the develop- Woodland Campus in Prince Albert. ment of projects in Regina. The Its new phone number is 953-5308. Network is also interested in Its mailing address is still Box 3003, promoting family literacy workshops Prince Albert, Saskatchewan for Adult Basic Education programs. S6V 6G1. Coordinators who wish more infor- What's News remember to submit mation should contact the office. your news by the 15th of the month. Information about these projects will Our circulation is over 1000! be published through the provincial Reading Council's newsletter and in the next issue of Literacy Works. 6. Congratulations! Community Initiatives: Many Alan Kobe, of Saskatoon, who is well- literacy groups are anxious to known in Saskatchewan and national develop partnerships with other learner organizations, married Betty groups in their communities for the Peters on October 26, 1991. promotion of literacy. The staff of the Congratulations and best wishes to business literacy project of the Alan and Betty! Regina Public Library will be sharing

63 29 N EWS

program for adult educators which will be ACROSS THE broadcast on SCN in 1992. NETWORK DESK Canadian Association for Adult Education (CAAE) will hold an inter- Saskatchewan Adult Basic Education national conference, "Breaking the Association (SABEA) Conference will be Barriers- Equity and Access in Adult held February 26 to 28 in Saskatoon. ThisEducation," June17to 20 in Regina. tenth anniversary event will be an oppor- The conference will be of interest to tunity for adult educators to think about practitioners, instructors, students and and plan for the next decade of Adult administrators. Speakers will include Neil Basic Education. McDonald, Rosemary Brown, Pauline Coulture and Elijah Harper. For Saskatchewan Association of Life information telephone (306) 787-4281. Long Learning (SALL) will hold its 20th anniversary event, April 28 to 30 in Saskatchewan Council for Educators Saskatoon. All individuals interested in of Non-English Speakers (SCENES) has life long learning are welcome. The event published a 31-page booklet entitled will include workshops on Instructional Where to Learn Eneish as a Second Methods, Distance Education, Time Language in Saskatchewan." It's available Management and Adult Education. SALL from the Network office. Send $1 to cover will be developing a special 90 minute postage and handling.

REQUEST FOR EASY-TO-READ Ontario Public Health Association H EALTH MATERIALS Literacy and Health Project DO YOU KNOW OF ANY GOOD, EASY-TO-READ Phase II: Partners in Practice HEALTH MATERIALS? If so, Alpha Ontario and the CALL FOR COMMUNITY LITERACY Literacy and Health Project of the Ontario Public AND HEALTH PROJECTS Health Association would like to hear from you. We are working together to build a collection at Alpha One out of every five Canadian adults is an unskilled Ontario which will include: reader. Since most health and safety information is written for skilled readers, people with reading easy-to-read health materials (booklets, videos, problems have much less access to the information fact sheets); they need to make informed choices about their information about developing these materials; health. information on the relationship between literacy and health. The Literacy and Health Project is addressing this problem by encouraging partnerships between To make this collection as comprehensive as health and litcracy workers. By working together, possible, we need your help. If you know of any truly accessible materials and health promotion suitable materials in French, English or any other programs can be developed. For example, health language, we would like to receive copies to include workers at a prenatal clinic might work with a literacy in the collection. If this is not possible, please group to develop innovative ways to make their describe the materials (e.g. pamphlet, fact sheet) and information accessible to women with lower reading state author, title, publisher/producer/affiliated skills. Or, a literacy group might work with a work- organization. Please send any information to: place safety committee to develop readable safety Alice Freke, Project Assistant information. Literacy and Health Project If you are a health worker or a literacy worker who is c/o Ontario Public Health Association interested in developing a community-based literacy 468 Queen St. $202 and health project, please call either Mary J. Breen Toronto, Ontario M5A 1T7 or Alice Freke at the Literacy and Health Project, Telephone: (416) 367-3313 (416) 367-3313. Fax: (416) 367-2844

30 6 4 Letters to Literacy Works

Dear Literacy Works: are reading but who wish to get their I am very pleased and excited about the Learners License. Saskatchewan Literacy Network. As an I am now preparing a plain language instructor of Driver Education for a print publication, the "Driver's Guide" to number of years, I realize how important help people learn the information it is to understand the rules of the road necessary to obtain their Driver's License. and literacy plays a key role in helping I'd also like to share with Literacy Works people understand these rules. readers some information about Safety Students of any age can safely learn to City, to be built in Fort Qu'Appelle. The drive a vehicle, if they have perseverance intention of this program is to build a and appreciation of the rules that are so model city, hopefully in the Echo Valley necessary. In the early years of wheels, Centre area, where children, youth and there were not too many vehicles or roads other learners can become familiar with on which to drive them. The self-taught the street markings and traffic signs found driver could go from point A to point B on our highways and in our towns. The without encountering even one other Safety Reach Society has been working on vehicle, and the speed was much slower this project since 1986. The City would than today. Almost anyone could learn to give people of all ages the opportunity to stop and start the engine and, through learn traffic safety without the dangers of trial and error, move it along the country real traffic, but with the facffities of the roads. real traffic world. It would be an Today, with so many drivers and so "Educational Resort" with opportunities many vehicles on the roads, an under- for everyone. We hope that Saskatchewan standing of the more complex rules of the people, and especially the communities road is essential to safety. However, self- around Fort Qu'Appelle, will see the need taught drivers are still in the traffic scene to build this miniature city here. today, unfortunately. In addition, many I would like to take this opportunity to people who wish to learn to drive are encourage volunteers in all walks of life unable to do so due to lack of the basic and particularly in the field of literacy. It literacy skills needed to study the Drivers is rewarding! Handbooks and write the examination. Sincerely, To help some of these drivers, I made a request, in 1989, to the Saskatchewan Mrs. Doreen Harman Driver Education Government Insurance for permission to FORT OU APPELLE produce an audio cassette reading of "The SASKATCHEWAN Rules of the Road" included in the official Editor's Note: Audio cassettes of "The Rules of Saskatchewan Drivers Handbook. the Road" can be obtained for $10 from Doreen Permission was granted and this "plain Harman, Box 265, Fort Qu'Appelle, Sask. language" cassette has been useful to SOG 150. Proceeds from the cassettes go to the people who do not comprehend what they Safety City fund.

65 31 Saskatchewan Literacy Network Membership/Subscription Form

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Price: $5.00 for non-members (includes tax) 6 7 Contents

EDITORIAL: Breaking the cycle of illiteracy by Nayda Veeman 2 Family literacy takes off in Saskatchewan by Nayda Veeman 4 In Toronto. Ontario: Centres involve parents early by Mary Gordon 6 In North Battleford, Saskatchewan: Born to Read: a family literacy project by Ed Merkosky . 8 In Centralia, Illinois: Libraries seek to turn babies into lifelong readers by Josephine N. Thompson 9 In Lac La Martre, Northwest Territories: Mom's and Tot's Program prepares kids for school by Maureen Frizzell 11 In Regina, Saskatchewan: Day care workers get storytime tips by Helen Lerach 12 In Brooks, Alberta: Homespun: reading made in the home by Bonnie Anmcchiarico 14 In Prince Albert, Saskatchewan: Parents find pleasure in reading to their children by Lorraine Pass ler and Elsie Livingston 16 In Prince Albert, Saskatchewan: Wings to Fly International Year of Literacy Project by Linda L. Nosbush and Sandra Quayle 18 In Pincher Creek, Alberta: "Partnership Approach to Literacy" project helps school students by Muriel MacPherson and Kathy Day 21 BIBLIOGRAPHY: Family Literacy 22 RESOURCES: Family literacy resources reviewed by Norma Klassen 23 Robin Stonehouse receives Canadian Literacy Service Award 27 MOVEMENT FOR CANADIAN LITERACY (MCL) LINK by Elsie Livingston 28 CONFERENCE REPORT: SABEA Conference deals with roots of adult education crisis by Rick Hesch 29 NETWORK NEWS Spring, 1992 31 ACROSS THE NETWORK DESK 32

Literacy Works Editor: Liz Ormiston Editorial Committee for this issue: Ved Arora, Hilary Craig, Brenda Stony Saskatchewan Literacy Network was established in September. 1989. It is a coalition of groups and individuals working for literacy. Literacy Works is its quarterly publication and focuses on a different aspect of literacy in each issue. The Saskatchewan Literacy Network acknowledges support from the Department of Multiculturalism and Citizenship Canada. The ideas expre;sed in this publication are not necessarily those of the Board or Newsletter Committee of the Saskatchewan Literacy Network. We welcome contributions and responses from students, practitioners or anyone interested in literacy. We reserve the right to edit articles. Major changes, however, will be discussed with the author. Articles and letters may be sent to Saskatchewan Literacy Network, P.O. Box 1520, Saskatoon, Saskatchewan S7K 3R5, or to Liz Ormiston, Editor. 2349 Robinson Street, Regina. Saskatchewan S4T 2R3. Articles from Literacy Works may be reprinted without permission. An acknowledgement of Literacy Works as the source would be appreciated. For further information call the Saskatchewan Literacy Network at (306) 653-7368 or 653-7178, or call Liz Orrniston at (306) 757-7236. Fax c/o Brenda Stony (306) 787-9560. lyping and Desktop Publishing by Lines & Letters, Regina Printing by SIAST Wascana Campus ISSN Number: 1183-3793 SLN Charitable Number: 089622521

68 EDITORIAL Breaking the cycle of illiteracy

By Nayda Veeman Family literacy is one of the current in family literacy. On the one hand, buzz words in literacy circles. There are a children from so-called disadvantaged number of family literacy activities going backgrounds often have problems in on in Canada but only limited awareness school. Whether English is a second of them. What is "family literacy" anyway? language for them or they come from an Family literacy is the term used to refer oral tradition.3 these children present a to activities which encourage the develop- special challenge to the school system. On ment of literacy in children and their care the other hand, adults with very limited givers. The term "intergenerational reading skills may lack the confidence or literacy" is sometimes used to denote that motivation to participate in adult literacy adults other than parents may be programs and keeping them in the involved in family literacy programs. programs is often a problem. Personally, I think this word is too big so Adults with limited literacy skills are I prefer to use the term family literacy in often inhibited by the literate environment a broad sense. of the school. They may also have Family literacy programs are extremely negative memories of their own school varied but their main goal is to "break the experiences. They may have difficulty intergenerational cycle of illiteracy." In reading school newsletters and report many cases the participating adults may cards and, in general, avoid putting have extremely limited reading skills and themselves in situations where they will would not be interested in other types of feel uncomfortable. They usually do not literacy training.' The role of the family in believe they can offer much to help their school achievements cannot be under- children learn. emphasized as "reading aloud to children In family literacy programs, the is the single most important factor in emphasis is not on "fixing up" the parents preparing them to read."2 but rather on the fun of reading and School teachers and adult educators reading related activities. The key is to have their own reasons for being involved create a comfortable environment which welcomes the participation of the adults. Auerbach cautions against teaohing parents to do school-like activities at home. She argues for the need to respect the strengths of parents and to take the reality of their lives into account in the design of programs.4 Currently, most of the reference materials on family literacy are American.

2 69 The main centres are the Push Literacy References Action Now in Washington and the 1.Thomas, A. (1990). "Family Literacy in National Centre for Family Literacy in Canada." Literacy, Vol. 12, No. 5, pp. 6-9. Kentucky. A high profile funding source is 2. Nickse, R.S., A.M. Speicher, P.C. Buchek the Barbara Bush Foundation for Family (1988). "An IntergenerationalAdult Literacy Literacy. Project."J. of Reading. Vol. 31, April, Family literacy initiatives in Canada are pp. 634-642. most numerous in Ontario. where a 3. Gee, J.P. (1989). "Orality and Literacy." J. of Family Literacy Coalition was established Education, Vol. 171, No. 1, pp.39-60. in 1988. In Pincher Creek. Alberta, 4. Auerbach, E.R. (1989). "Toward a Social- students from Grades 2-9 who were contextual Approach to Family Literacy." reading below grade level were matched Harvard Educational Review, Vol. 59, No. 2, with volunteer tutors: pairs met two to pp. 165-181. three times per week and in most cases there was significant improvement in reading levels (see article, page 21). This Nayda Veeman has been Executive Director of model could be adapted in parts of the Saskatchewan Literacy Network since its Saskatchewan where the number of founding. She has worked in adult education for tutors exceeds the number of partici- the past ten years. pating adult learners. In Saskatchewan, family literacy is in A longer version of this article was published in its infancy. In this issue of Literacy QUERY, 21:1, 1992, Saskatchewan Reading Works,you will find several articles on Council. new family literacy projects happening in Saskatchewan. Family literacy is a field of growing interest to adult educators and librarians. It has long seemed to me that the K-12 system and adult education work in splendid isolation of each other and I see family literacy as a win-win way of bridging the gap between the two. I am arguing for the need to take a more holistic view in the attempt to find new and more cooperative ways of dealing with old problems. I am convinced that the resulting synergy will more than offset the effort needed to get new programs started.

3 Family literacy takes off in Saskatchewan

By Nayda Veeman Over the past year, the Saskatchewan Saskatoon activities Literacy Network has attempted to In Saskatoon, the Network has initiated stimulate the development of family a literacy project at Mayfair Schooland literacy projects in the province. This has also served in a consulting role to article provides an overview of some of the staff at Bishop Roborecki School. The activities which have been conducted Mayfair School project is a pilot project under the auspices of the Saskatchewan which has relied on many of the ideas Literacy Network and other agencies. developed by teachers at Pleasant Hill Community School. (For more information Saskatchewan Literacy Network on these ideas see Graves. L.R Richert, activities "Promoting Reading: A Caring Partnership In July. 1991, the Saskatchewan Approach." Literacy in Classrooms, Literacy Network received funds from the Canadian Teachers Federation, June National Literacy Secretariat to promote 1991, pp. 1-60). family literacy. The project's goals are to Following are some of the activities increase awareness of family literacy which have been conducted at Mayfair activities through publications and and Bishop Roborecki Schools: meetings and to support the establish- reading incentives (small books and ment of family literacy programs. literacy materials donated by READ Advisory committees have been estab- Canada-Saskatchewan) lished in Saskatoon and Regina. The reading buddies (students paired committees bring together representatives with high school students) from immigrant settlement agencies, celebrity readers libraries, adult education programs, family night at the local branch newspapers and adult tutoring programs. library ($25 gift certificate donated by New comniittee members are always welcome. Please contact the Network Cole's Books) office if you would like more information. a serialized children's story published in the newspaper evening workshops for parents of KindergartenGrade 3 students conducted by resource room teachers. Topics include tips on reading and writing. A door prize donated by a local business resulted in 75 people attending the December workshop! a presentation by READ Canada on reading circles The classroom teacher at Mayfair Observations remarks that the attitude of children to During my work in this area, I have reading has changed markedly since the been forced to reexamine some of my activities started in late September. basic assumptions. Many parents do not recognize the importance of reading to Regina activities their preschoolers. Indeed, for those who There is interest in establishing a are embarrassed to read aloud, even community based program at the Albert reading simple books may be a big Branch Library. The library has been challenge. By modelling the reading of providing inservice training to day care children's books in workshops for parents workers (see article, page 12). and helping them build their oral reading confidence, educators can both reinforce Prince Aibert activities literacy skills in adults and encourage the levelopment of positive attitudes toward Three workshops were conducted for : eading in families. adult literacy students on "Reading with Your Kids." Evaluation suggested that a Nayda Veeman is Executive Director of the longer series of workshops would be Saskatchewan Literacy Network. This article preferable. READ Canada held a similar was originally written forQUERY,21:2, 1992, workshop for adult basic education students in Saskatoon. Saskatchewan Reading Council. READ Canada activities READ Canada is a branch of Frontier College and READ Canada activities are funded by Frontier College. There are two staff members based in Regina, Diane Heliwell-Cote and Leona Fayzant. They can be reached at 347-3077. Diane and Leona travel throughout the province promoting reading. Leona is responsible for rural reserves across the province and Diane is responsible for urban schools. Diane and Leona are willing to meet with any group interested in establishing a community based reading circle.

72

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Centres involve parents early By Mary Gordon Home may well be where the heart is Parents, usually mothers, grand- but it is also where the all important early mothers or babysitters, drop in to the literacy skills are learned. Every parent school with their children (infants to six tries to do their best for their child yet the year olds). The adults plan their own cards are dealt unevenly. Parents who are activities while the children enjoy a play illiterate pass on a legacy of illiteracy. based program. Information on a broad The preschool years spent in the home range of community resources is shared have a critical impact on the child's so that families can help themselves to potential to read. The family is not only the services they need. Bread and butter the security base for the child but it is issues are addressed before parenting within the family that attitudes toward issues are dealt with. reading are formed. The power of the The centres have a relaxed family family to influence the child's future atmosphere. The families are read to success in literacy has been given voice many times a day. Poetry, finger plays, by the family literacy movement. singing and music are a part of every The family literacy movement, or the session. Meaningful print is evident intergenerational approach, looks to the throughout the 30 centres. As these family as the change agent in breaking programs are multicultural and multi- the cycle of illiteracy. Research has lingual, the print is in the language of confirmed what we all know: children the participants as well as in English. brought up in a literate family environ- Teenage mothers as well as Portuguese ment where books, magazines and grandmothers have learned how to read newspapers are part of everyday life, are so that they can read to their children or likely to be literate. Conversely, children grandchildren. brought up in a print free environment, Each Parenting Centre has a multi- where reading is not valued, start school lingual book lending library for the at a five year disadvantage. children and low literacy books for the In 1981, the Toronto Board of Educa- adults. Text less books are the order of the tion initiated Parenting Centres in its day as every parent can have a successful inner city schools. The goal of the book experience with their child in the programs was to improve educational home while teaching them left to right outcomes for children by involving the progression and how to tell a story from family with the school early and by pictures. Story tapes are borrowed along offering support and information to with a children's tape recorder so that parents in their role of child rearing. parents are taught strategies which help them to read to their children. Books, magazines and newspapers are given to parents to keep at home. In support of play at home, each centre is equipped with a toy library. Working from the Parenting Centres with parents in a respectful, inclusive way

73 6 The key partners who need to com- municate to start the assault on illiteracy are the elementary school teachers who teach emergent literacy, the family which provides the backdrop for literacy acquisi- tion and the teachers of adult literacy and upgrading. In our schools, we need to help teachers see illiterate parents as being the possible cure for school failure rather than the cause. Perhaps an inter- VEIL ministerial approach to illiteracy would be a mom comprehensive way to address the problem. In Parenting Centres, families are given the encouragement. the information and the tools to transform their homes into places where literacy can flourish.

Mary (Dyer) Gordon grew up in Newfound- land. She has been involved with family literacy through the education system in Toronto since 1981. Maly is responsible for initiating and supervising inner city school-based parenting programs which support and promote family literacy. raises the parents' self-esteem and Mary Gordon's address: empowers them to be advocates for their Toronto Board of Education children's education. The informal visits Parenting Office from teachers and principals to the 375 Dovercourt Road, 2nd Floor Parenting Centres go a long way to even c/o Old Orchard Building the power imbalance that many low Toronto, Ontario literacy parents feel in our schools. M6J 3E5 We find that by demystifying the school Telephone: (416) 393-9618 system to parents they are far more likely Fax: (416) 393-9952 to become involved with their children's education. Parents will show up for interviews and help in the classroom when they understand jargon such as "literature-based reading programs" or nvented spelling" and when they feel welcomed by teachers.

7 4 7 (4..ls,14,44$41.1.4044, 54444c44)4+.

Born to Read: a family literacy project

By Ed Merkosky Illiteracy is a serious, universal problem We sought out and received assistance which is everyone's concern. It cannot be from a number of community groups: the ignored. It won't go away. Efforts to this hospital, nurses, library board and point to improve the situation have been workers, Read Battlefords volunteer successful only to a limited degree. It is tutors, students, and the regional college. necessary, therefore to find better ways to The media have indicated wholehearted tackle the problem. support. I'll try to encapsulate the project. Thinking about this can be very With grant money received from the depressing. But, feeling depressed doesn't Secretary of State, we will hire a coordi- help at all. So. positive action needs to be nator who will set up the program and taken. supervise it. Each mother of a new baby What better way to resolve a problem will be introduced to the program before than to get at its source? We must get the leaving the hospital. By blasting off on home more involved in the struggle September 8. 1992, we will get some against illiteracy. By creating an interest advantage from media coverage for in reading in very young children, we can National Literacy Day. This day will see get the parents to assume a greater role special programs at the hospital and in developing in their children a genuine library, with all the fanfare and hoop-la love for reading. Once the seed is planted, that such an occasion deserves. Each both parents and children will nurture it! mother and baby will be properly feted through recognition and appropriate gifts. Children from "Born To Read" homes will begin their school experience with the On her visit to each home, the health mindset that reading is macho ...great, nurse will be accompanied by a volunteer tutor who will outline what the library has ...the thing to do! Won't their teachers have a ball? (While writing this I got a call to offer for both mother and child. With from a tutor on another subject. I told her this arrangement, the nurturing of the what I was doing and here's what she mind as well as the body will be stressed. said. "I read to my little girl from when Four times during the year mothers she was tiny, and now she reads like and their infants will visit the library crazy!") where a special program will be I discussed my ideas with a few people presented. Appropriate reading material at work and from our combined reflection will be featured in an area of the library "Born To Read" came about. especially set up for "Born To Read." And, of course, there'll be gifts along with the program. On September 8, 1993 the first suc- cessful year of "Born To Read" will come to a close. The library will put on a huge birthday party for hundreds of mothers with their children. It'll go; wait and see! The impact of the first year on commu- nity groupsbusiness, social and others

8 75 will be such that, once initial funding ment, he felt he should find something leisurely from the Secretary of State has ended, to do which related to his earlier career. The community organizations will vie for the opportunity to work as Literacy Coordinator for privilege of becoming a part of "Born To the regional college in North Battleford seemed Read" and becoming its sponsors. ideal. The work is far from leisurely, but he enjoys it and feels he is contributing more than Ed Merkosky spent the working years of his he would by riding a golf cart or lolling in a adult life in the field of education. At retire- fishing boat waiting for a bite.

ee44444A, Libraries seek to turn babies into lifelong readers By Josephine N. Thompson Last year, the Centralia Public Library in Centralia, Illinois began its "Babies First" program to encourage parents of newborns to read to their babies. The library presents programs at prenatal classes and asks the parents to fill out a "Babies First" information sheet, thus establishing personal contact between the parent and the library. During the class, the library provides a flyer about the children's department of the library, a library card application, an easy-to-read board book, and a specially designed information calendar covering the first 14 months of a baby's development. Divided by stages, rather than by months, the calendar includes including guidelines and suggestions for parenting tips, a book list for parent and parents. On the baby's first birthday, the child, and encouraging words for parents. parents and child are invited to a party in When the baby is three months, six the library. The library photographs the months, nine months and 12 months baby, gives the parents another board old, the library sends out newsletters continued...

9 76 Libraries seek to turn babies into lifelong readers continued

book for the baby, and has "lap-sits" application, and some sort of book for the (story time) for the children and their baby. Melton called these programs an parents. "innovative idea because librarians have A Centralia librarian contacted byThe always wanted to make lifelong readers of Ladder said the program has reached their patrons, and this is a practical way about 750 families in its first year. An to do that." interesting point, she noted. is that if the A typical packet is distributed by mother wants to have someone with her Sterling Memorial Library in Baytown, in the delivery room, the law requires that Texas. The library's director of publication person to attend the prenatal classes with information distributes packets, packaged the mother. So the law has enabled in plastic bags labelled "The Library "Babies First" to reach additional people Welcomes Your Baby," through hospital beyond the mother. The estimated annual marketing directories, obstetricians and cost of the program is $3,000, exclusive of pediatricians, and new-baby nurseries at the library staffs salaries. The program is local hospitals within the library's service funded mainly by donations, and has area. The packets include a description of been endorsed by the library board, the library services for very young children, local hospital, the Salvation Army and the an invitation to story times when the Reading Link, an adult literacy program child turns three, and information on sponsored by the local community college. early childhood development and tips for The Centralia program is just one of reading to children. By mimeographing many library programs for parents of materials in the library on inexpensive newborns nationwide, according to the paper, printing costs are kept low. The "Action Exchange" column in the March annual cost of the packets is under 1991 issue ofAmerican Libraries $1,000. magazine. A librarian had written in to Libraries may see the descriptions and the column inquiring how many of her samples sent in to "Action Exchange" by peers have library programs for parents sending a request to the American Library of newborns. The magazine received Association (ALA) Headquarters Library about 30 responses to that question, on an ALA-approved interlibrary loan many more than could be published, form or via the OCLC ILL subsystem according to Emily Melton, editor of using the symbol IEH. "Action Exchange." Melton told The Ladder that the responses tended to come Josephine N. Thompson is a freelance writer from small towns and, although all areas living in Bethesda, Maryland. of the country were represented, the Midwest predominated. She added that This article is reprinted from The Ladder, most libraries responding said they May/June, 1991. The Ladder is published by included in their packets a bibliography, a Push Literacy Action Now, 1332G Street, SE, fact sheet about the library, a library card Washington, DC, 20003. Telephone (202) 547-8903.

1 0 7 7 14.Liz LA twilaa4t, Ne,ative,a Te.14;204t4 Mom's and Tot's Program prepares kids forschool By Maureen Frizzell Last year. as a volunteer literacy cookie break for all concerned, the worker. I had the opportunity to initiate parents and children took part in a joint the first Mom's and Tot's English Literacy activity associated with the skill. Program in the settlement of lac La In the language skill section, for Martre, Northwest Territories. instance, the parents discussed the topic, My work with the regular basic educa- listed questions they might ask about a tion class, and my conversations with the story, practiced sequencing and were school staff, led me to the conclusion that given a child's book to learn to read and the parents of the village knew little about talk about with their child. After the how to prepare their children for the break, each parent and child sat around world of school. Many of them were young the room in a comfortable spot to read mothers who would benefit by the and discuss the books. development of their own literacy skills. As we repeated the lesson later in the The Dogrib Divisional Board of Educa- week and with another group, it was tion had developed a preschool parenting possible for the parents to be helpers with kit called "Helping Our Children." We those children and experience the pre- used this as the basis for the program. school side of program. In it the five basic skills of self-help, body and movement, language, socialization Maureen Frizzellworked last year as a and thinking were studied. Volunteer-in-Ministry with the Lutheran The program became a cooperative Association of Missionaries and Pilots serving venture between the Dogrib Divisional as a literacy worker in Lac La Martre from Board, the Peter Gzowski Goff Tourna- September 1990 to July 1991. She is now in ment Fund, the Mezi Community School a one year term position as Coordinator of and myself. The idea had now mush- Community Literacy Programs for Arctic roomed from being a literacy program for College, Thebacha Campus, Fort Smith, N.W.T. parents centering on childhood develop- ment to include an accompanying pre- school for the children. With the assistance of the K-1-2 teacher, a program was developed for the preschool that would parallel the learning activities of the adults. For the first hour of the program, the parents studied the skill in the literacy classroom while their children practised the skill in the kinder- garten room. After a coffee, juice and

7 8 11 (4.RGS.4%Af5A441444044+

Day care workers getstorytime tips

By Helen Lerach Reading skills are learned long before a him to find meaning in life. This is the child goes to school. The home provides a most important aspect of reading picture child's first reading environment, because books to preschoolers. Language, thought literacy is about language. We use and feeling are inseparable. With so much ordinary language to get things done and more to learn and a greater need for to make connections and we read to a critical thinking, today's child needs child for the same reasons we talk to him books more than ever. or her. It all begins with the songs that a Libraries often offer storytime programs parent, grandmother or a babysitter sing for children and their parents. Realizing to a baby. And later on, the continuing that many children are unable to attend rhymes and stories that a child loves to these programs because many of them hear prepare him or her for patterns in are in day care centres, Regina Public literature. Listening comprehension must Library provides storytime sessions, come before reading comprehension. special puppet shows and selected collec- Playing with language, the sequence of a tions of materials to daycares. In 1989, story, the skills of prediction and con- these services were extended by the Day centration are subtly being developed Care Resource Project. Funded by the as an adult and a child share a most Child Care Initiative Fund of Health and pleasurable activity reading a book Welfare Canada, the project resource together. person assists day care workers in the Literacy has always been an inter- planning and delivery of storytime pro- generational concept. In early times, oral grams to three to five year old children in storytelling, street songs and games were their centres. The work includes demon- enjoyed and passed on part of tribal stration storytimes and workshops on and family traditions. The introduction of nursery rhymes. songs, feltboard stories the printing of books meant that many and other components of story programs. rhymes and stories would now become A Storytime Handbook for Day Care permanent treasures for future genera- Workers has been compiled as a con- tions. Modern technology has allowed us tinuing resource, and newsletters will to be exposed to stories from around the give more information on books and many world and from different eras. A new ideas for presenting lively programs. The literature-based curriculum is used in day care resource person trains workers schools, and libraries offer an appealing in nonprofit subsidized centres in collection of books and other materials southern Saskatchewan as well as free of charge. Regina. Literacy is more than mere decoding of In total, 42 day care centres are words. It is a social experience that serviced reaching approximately 300 develops a child's imagination and helps workers and 1.000 children. For both the caregivers and the children, reading is

12 7 9 portrayed as an enjoyable activity. It is hoped that in their centres day care workers will try to choose the best books and to plan storytime programs that are fun, varied and stimulating. There are some trends in society that have affected early exposure to books. The advent of television, sound cassettes and videos all new ways of storytelling mean that less time is available for personal conversation and book reading. The mass production of popular books, which are sold cheaply, makes them more available than the best ones which have beautiful illustrations and enchanting language. A greater number of parents are working outside the home, leaving them with little time or energy for sharing books. Nevertheless, reading good stories and poetry to a child in the first five years of his life has a most sigMficant impact because he or she is so receptive. Preschoolers who are consistently read to, and have paper, pencils and crayons to use, and who have books, newspapers and magazines surrounding them, have Helen Lerachis a former elementary and high an amazing headstart at becoming school teacher who has worked for Regina literate. It is an intergenerational Public library as a library assistant, presenting responsibility. All that children need are many book-related programs. She is presently enthusiastic storytellers parents, the Day Care Resource Person at Regina Public grandparents, day care workers, teachers, Library, and is enjoying her work with the librarians, older children. In these times. children and adults in day care centres. more than ever, it is a necessary partner- ship. Because of its patterns, sequences, For more information contact: details and connections, the picture book Regina Public Library is a lifeline to literacy and to self-directed P.O. Box 2311, 2311 - 12th Avenue learning. And besides, reading a picture Regina, Saskatchewan book to a preschooler can be one of the S4P 3Z5 best parts of your dayl (306) 777-6038

13 (44 g40044,tquovu

Homespun: reading made in thehome

By Bonnie Annicchiarico Parents are the first teachers children parents. Parents' own literacy behaviours meet. From birth on, children's exper- often changed as they became involved in iences affect their success in becoming responding to literature and modeling for literate individuals. The success of the their children. In requesting feedback school literacy program frequently from participants, parents reported that depends on the literacy environment at they: home (Morrow, 1989, 2.23). became more comfortable reading out Family literacy programs operate on the loud with their children belief that the roots of literacy are in the noticed changes in their own home. I have always been one to believe attitudes about reading. One parent in finding the root of the problem. As an in particular believes that she has adult literacy coordinator working with changed from a nonreader to a reader volunteer tutors and adults with reading because of Homespun difficulties. I soon realized that no matter felt successful as they helped their how much money was spent. no matter children how many volunteer hours given, we were not going to solve the literacy crisis within became interested in writing as a our nation by dealing with the results of result of the writing they did in class the problem. At Brooks Campus. for their children Medicine Hat College, we began to enjoyed taking the books home and investigate the alternatives. The result sharing them with their children was Homespun, a family literacy project received helpful ideas within class funded by the National Secretariat and and from other parents on how to Province of Alberta. improve their children's literacy Participants in the program meet experience weekly to read and discuss children's reported much more discussion with literature and share ideas on reading with their children about books children. Parents are encouraged to read shared ideas and values and write for themselves and their felt the quality of time with their children in order to be positive role models. Personal journals encourage children improved reflection and other parents in the felt their children asked more program provide support. At the culmina- questions about stories tion of the class, parents write books that reported that their children enjoyed tell the special and private story of their stories more child's birth. The hardcover books are As our first year of operation draws to a presented with great pride to each child. close, we are busy rewriting curriculum Results from the first year of Homespun and re-evaluating the program. One thing show positive effects in a number of we are certain of: family literacy is preven- areas. Parents learned to identify and tive. Programs such as Homespun reach respond to their children's literacy both parent and child and offer families behaviours. They learned to relate to their opportunities to communicate and children as they shared with other interact through the magic of reading.

14 Bonnie Annicchiarico is coordinator of the Homespun program in Brooks, Alberta. As a teacher and mother of three young children, Bonnie brings a number of perspectives to the family literacy concept. She is currently com- pleting her Master of Arts in Reading and Writing at the University of Calgary. For further information on Homespun contact: Homespun Brooks Campus, MHC 200 Horticulture Road, E Brooks, AB T1R 1E6 Telephone: (403) 362-7373

Prairie Literacy Institute Update The First Prairie Literacy Institute July 13-24, 1992 University of Saskatchewan, Saskatoon

COURSES Concurrent (9-12 each morning) AFTERNOON SEMINARS (2-5 pm) available Literacy Development I, Instructor: Jean Reston, free of charge to all PLI delegates; ($25 per Adult Education Consultant, NWT seminar for interested others). A course for new tutors and practitioners. July 14: Cross Cultural ComMunication, Literacy Development II, Saskatoon Open Door Society. Instructor: Mary Norton, PhD and July 15th: ESL: Pronunciation, Pam Ridgway, ESL Literacy Consultant, Alberta Instructor. A course for experienced tutors and July 16th: Strategies for ESL Learners, Jeanette practitioners. Dean, ESL Instructor. Learning Differences, Challenges, and July 22: Basic Numeracy Difficulties, Instructor: Robin Millar, July 23: Numeracy for Learning disabled Adult Learning Specialist, Manitoba Literacy Learners, Marla Kowalchuk, SIAST Instructor. Office.

REGISTRATION/TUITION FEE: $200. Includes one course and any afternoon seminars, accommodation for out-of-town delegates from prairies and Northwest Territories. REGISTRATION DEADLINE: April 15 for three prairie provinces and Northwest Territories registrants. (Each has 15 seats reserved; after April 15 registration will be open to others.) May ist, 1992 final registration. -- June 26th deadline for afternoon seminars only.

62 15 P/e.e. Atte Az SA4144e4wA4.

Parents find pleasure in reading to their children By Lorraine Pass ler and Elsie Livingston The Family Reading Program was shown how to en, nurage participation by developed and delivered by Elsie their children by asking them to read Livingston to give students in the Adult along, even if they only "read" the pictures Basic Education (ABE) program at S1AST, and made up their own text. The students Woodland Campus in Prince Albert a real were appreciative of learning the "how" of purpose for reading. and an immediate family reading. As one father of three reward in terms of the pleasure derived in preschoolers told us, "I tried this (reading reading to their children. Many of these to my children) last summer and I bought students had never been read to as some books for 25 cents at a garage sale. children and, therefore, did not know how But they just tore them up!" to reato their children. Because of their Three books were read at each work- low literacy skills, they were reluctant to shop session. Each student was given two try on their own. During one of the work- of the new books to take home to form the shops, the father of a three-year-old girl nucleus of a family library. Other books informed the group he looked over the were left in the classroom and could be books to make sure he knew all the words borrowed by the participants for reading before he read them to her. at home. Plans for the proposed project were At the final session, students were approved by the Prince Albert Literacy given an opportunity to learn some Network in May, 1991. Funding for the Christmas paper crafts using recycled purchase of books was made by the materials. These crafts were suitable for Saskatchewan Literacy Foundation. Easy teaching children at home. Many of the books of classic children's literature were students had never been given the oppor- purchased and some books were donated. tunity to make decorations before and An introductory session was held with they seemed truly delighted with the the ABE students to explain the purpose results. of the workshop, the voluntary nature of Students were then invited to partici- the program and the source of sponsor- pate in an evaluation of the workshops. ship. It was hoped that a core of students, One of the instruments was a checklist. serious about improving their families' Students seemed unsure of some of the literacy levels, would attend three concepts, but all agreed that books could workshop sessions. help them and their children learn new Ten students volunteered to take part. things and could provide enjoyment. Many of them agreed with the participant Some remarks and requests were: who stated, "You see, I was never read to "I never thought I'd see a story about when I was young." Three afternoon the Eskimos!" (A Promise is a Promise= sessions were held during regular class Munsch) time, two weeks apart. Books were read to the students while they followed the text. "Buy Too Much 71 (Barenstain). Difficult vocabulary was explained. Ways Everyone should have that!" in which books could be used to generate "Do you have any books about the discussion were modeled. Students were Windigo or Waysaysechak (Aboriginal legends)?" 16 3 shops will be held and ways explored to make links with the Public Library and the schools the studens' children attend. Two more Family Reading Programs are part of the 1991-92 project in the Prince Albert community. Three workshops were held in March with fifteen Workplace students in a Canadian Job Strategy program as part of the Life Skills component. The other one involved six peer tutors in the Learning Centre of the Prince Albert Men's Correctional Centre. In this case, an introductory session and five workshops were held. The program was adapted to meet the needs of the participants by packing 10 boxes of books There was high interest in traditional for the Family Visiting Units. Some books fairy tales and nursery rhymes from were reserved to be given to parents as English literature. Laughter and they rejoined their family upon release. chuckling was heard throughoutThe Follow-up is being considered to Emperor's New Clothes(Andersen), implement a writing program so that followed by discussion of how it reminds some of the men can "write their own us of present-day bureaucrats, hucksters stories" to share with the children of our and gullible people. society. All students were positive in their The Prince Albert Literacy Network has remarks concerning the value of the learned that the Family Reading Program Family Reading Program and the way in is rewarding to the participants and which it was presented. They expressed considers it a worthwhile project to the realization that their inability to read continue. In the words of one participant. and to write had hampered their full "I couldn't read to my own children, but participation in life within a literate I'm going to be a grandparent soon, so I'm society. They did not want their children practicing to read to my grandchild." to suffer in the same fashion. Funds will be sought and volunteers are The ABE Instructor of this class was required to work on the committee and pleased with the interest and involvement train to assist in workshop delivery. of the students. She felt they certainly would experience the fun of reading, and Lorraine Pass ler is a Reading Recovery tutor this would motivate them to improve their with the Prince Albert Public Schools and a reading abilities. However, it was felt that contract teacher of English as a Second more sessions were needed to capitalize Language for S1AST, Woodland Campus. She is on the interest shown by the students completing her requirements for a Master of and to give them confidence to start a Education in Curriculum and Instruction. reading habit in their homes, so necessary for the academic success of Elsie Livingston is a retired Adult Educator with children in schools. a Bachelor of Education from the University of Saskatchewan. She is currently working as a Follow-up activities are now being volunteer in adult literacy projects and planned to build on the positive exper- organizations as well as other groups in her ience of the Family Reading Program with community. these ABE students. Additional work- 17 S 4 (4.1)44,46 A1e4, 44144e4vAts Wings to Fly International Year of LiteracyProject

By Linda L. Nosbush and SandraQuayle What is honoured in society will be Our goal in the Wings to Fly project was cultivated there. Plato to enhance familial abilities to create a supportive literacy environment. In order The heartbeat of early literacy develop- to accomplish this, we reasonedthat each ment can be felt in the shared book child would need a significant partnership experience. Successful readers have with a more experienced reader who engaged in extensive shared reading from would require knowledge and skill beyond an early age and they come fromprint- that they currently demonstrated. In oriented homes. What do you do when addition, a way to provide literacy many children come from homesof materials in the home had to be devised. minimally-literate parents? How do you We understood that all the key players in help parents make their homes more the project would need to take ownership print-oriented when there are no literacy of the project and in some way feel materials presently in the home? How do connected to one another. Each of these you support families who live with con- aspects of our project will be described stant economic and social crisis without and will be followed by a discussionof the increasing stress? We struggled with results. these questions in our Prince Albert Public School Division and developed our Significant Partner Wings to Fly program to meet the needs of several young readers experiencing Young children need a continuous difficulty. supportive network within which to grow. Key to this network is a person with Literacy learning requires a support whom the child can bond over an system comprised of the family, the extended period of tline. Since many of school, the community and the children. the parents of at-risk children were Home and school roles are mutually themselves minimally literate, we supportive. This does not devalue the identified an older sibling within the need for a sound instructional program school (ranging from children who were within the school, but clearly indicates repeating Grade 1 to students in Grade9) that we cannot do the job alone. Parents who could engage in shared book help children believe that they can learn experiences with the child. An entire to read. While helping them to see that Grade 1 Transitional class comprised the reading is worthwhile and pleasurable. the parents serve as powerful role models at-risk group. and are able to provide many opportu- nities for practice. Emerging skills are Knowledge thus nurtured in a supportive a...Aps-, Sibling tutors required additional know- phere. ledge, skill and an awareness of their own reading processes. Prior to shared reading experiences, the older siblings metfor

18 half-hour sessions during which time they developed the skill and knowledge necessary to work with younger children. Even after they began shared reading these sessions were continued. The sessions initinlly dealt with very basic material such as who holds the books and who sets the direction for the shared reading and advanced to the complexity of encouraging children to use effective strategies. Children were encouraged to reread The reading partners did shared materials until they had mastered them. reading for 30 minutes per week at school There was always time to share old when both the classroom consultant and favourites. Repeated reading increased the classroom teacher were present to confidence and encouraged fluency, provide assistance. The sibling pairs comprehension and sight vocabulary engaged in shared reading in the home for development. at least 10 minutes each day. Literacy Celebrations Literacy Materials Five literacy celebrations were held Many children had few, if any, literacy throughout the year: the whole family and materials in the home. Initially, none of other key players were invited to partici- these children knew how to handle and pate. Sibling groups were encouraged to care for books effectively. While we share reading with other family members worked on developing these skills and over refreshments. Pictures were taken attitudes, we provided reproducible during these celebrations and later the materials that children could take home younger children wrote captions with the and make part of their personal collec- assistance of their teacher. A book was tion. In classrooms, children had expo- "published" and shared during the next sure to a variety of literature and had a literacy celebration. Before Christmas. number of books that they could share. money was made available for each child to receive a book (selected by the class- After Christmas. children. were encour- aged to take classroom books home. room teacher) and each other sibling Reproducible books were still sent Lome received an issue of a periodical (selected for weekend reading so that their personal by the teacher librarian), presented by supply of books in the home would our senior administration at the increase. At no time during the project did Christmas Literacy Celebration. we lose a book. Children became very responsible and monitored each other's continued.. . behaviour.

s 6 19 Wings to Fly: International Year of LiteracyProjectcontinued

We always commented on positive good family relationships centeredaround behaviours and the development noted in shared reading. Many parents began to children's literacy learning. At one join the literacy circles in theirhomes. session, children received book marks, at Initially, withdrawing older children another paper and pencils, and at the once a week from theirregular program final session a book bag and a community was seen as a problem.However, once library card. During the fourth and fifth teachers witnessed the increased reading literacy celebrations, parents withdrew for capabilities of these children, they found five-minute sessions to discuss creating a they could work it. supportive environment for writing and All parents were very supportive of the reading development. program and could recognize improve- ment in both their own and their Ownership children's literacy skills. One mother School administration. the Community reported that she was going back to School Coordinator, Teacher Librarian school as a result of her participation in and Native Student Coordinator for the this program. All parents felt more district were key players in the program confident in supporting their children's in addition to the parents and sibling learning even if they did not have superior pairs. To help make the connection skills themselves. between home and school more positive, invitations to each literacy celebration Conclusion were hand delivered by the NativeStudent 1.,s we worked with children, parents Coordinator. Initially, he met with some and fellow professionals, we came to resistance until parents understood what recognize that literacy is a community we were about and then handswould responsibility; it is the sole arena of no reach out and say, "I'll have one of those!" one group. When wework together. we indicating parents were beginning to discover children do develop "wings to recognize the importance of their role in fly." Although this project concluded in their children's literacy learning. 1990, we have incorporated many aspects of family and community participation in Results our developmental programs. As the at-risk children's reading performance increased, the classroom Linda tqcsbush is the Elementary Classroom teacher reported increased self-confidence Consultant, Prince Albert Public Schools and as well as increased ability intracking Sandra Quayle teaches kindergarten in the print, word recognition, use of phonics morning and assists Linda in the afternoon.This and fluency. Interest in books fostered year, the focus has been nurturingliteracy in the early years.

t 20 tf,1%4,414,104a4,Atteyas "Partnership Approach to Literacy" project helps school students By Muriel MacPherson and Kathy. Day Seeing literacy needs as an adult Students are referred to PAL by their problem only is like shutting the chicken teachers, parents, or on their own house door after the fox is gone. Every request. and come from all grades. adult who comes to a literacy project for Volunteer tutors from the community help with reading, writing and/or math take 12 hours of start-up training and are knows that school did not work for him or offered inservice training throughout the her. There are many different reasons, school year. Training includes an under- almost as many as there are requests for standing of literacy, learning style help. Adult students often say: "Please strengths related to reading success (the help school kids so they won't have to go National Reading Styles Institute CARBO through what I have gone through." Reading Style Inventories are used to The community of Pincher Creek and provide reading style profiles) and district in southwestern Alberta has a strategies for reading development. Tutors special literacy project for school sign a confidentiality code before being students. The Partnership Approach to matched with a student. Literacy (PAL) Project began in 1988 in Tutors and students meet once or twice the public school system, which includes a week (usually during a period chosen by two elementary, one K-12 and one junior- the teacher) in the school l'brary, a quiet senior high school (also a community area at the back of the clasE.room, the PAL school). The proposal for PAL was offices, or after school hours at school or prepared by the literacy coordinator of the home. local adult literacy project (READ/WRITE) Teachers are closely involved by PAL and the community school's further staff in the selection and monitoring of education coordinator. Its purpose is to student/tutor pairs. Inservice training for prevent the growth of literacy problems in teachers is also an important part of PAL, school students from grades 1-12. including Professional Development Day PAL is a tutoring project designed for presentations or after-hours workshops students with low reading comprehension on reading methods and reading style skills. It provides one-on-one tutoring strengths. encouragement for those school students Funding came first through the who do not enjoy reading and who would National Literacy Secretariat, Secretary of seldom choose reading as a free-time State, and Alberta Advanced Education activity. PAL recognizes that most in their Literacy Partnerships Program. negative school experiences which result PAL was a pilot or demonstration project. in literacy problems stem from reading and was evaluated through research problems. PAL's goals are to help study by Dr. Michael Pollard, University students find enjoyment in reading. to of Lethbridge, Faculty of Education. For help them develop more positive attitudes the school years 1991-93 it is sponsored towards reading in school, to raise their by the Pincher Creek School Division, reading levels, and to help them see what with extra funds through the Wild Rose strengths they have which will help them Foundation and community groups. become good readers. Budget is $46,000 per school year for a

21 "Partnership Approach to Literacy" projecthelps school students continued

half-time teacher position, a project For more information about PAL, administrator, and secretarial help. Each contact Kathy Day, Project Administrator year, the project has matched an average and Muriel MacPherson, Project Teacher/ of 36 student-tutor pairs. Trainer at: Students see the tutors as their Box 1090 "reading pals." Parents see a change in Pincher Creek. Alberta TOK 1WO attitude about free reading, and teachers Telephone: (403) 627-3311 or 627-5711 report changed attitudes towards class- room behaviour. All this leads to more Muriel MacPherson is an English major teacher pocitive self-esteem and more successful with a Masters in Curriculum Development and students. a real concern for theat-risk student. Kathy Day PAL and READ/WRITE also offer Parent is a Science-Home Economics grad who has Training workshops for parents of school- worked as literacy coordinator since 1985, and age and preschool students to helpthe has the word "why" imprinted in her research- parents learn the benefits of shared oriented mind. We operate out of offices in the reading with their children. This school local schools, and can be reached as follows: year, a number of high schoolstudents Muriel: Monday-Friday mornings have also taken tutor training to do cross- Kathy: Monday-Thursday 9-12 a.m. and grade tutoring. 1-4p.m.

BIBLIOGRAPHY Family Literacy Compiled by Ved Arora, Hilary Craig and Nayda Veeman The following books may be obtained throughinterlibrary loan through your local library. I. Edwards, Patricia Ann. "Parents as Partners inReading". Chicago: Children's Press (1989) 2. Mc Ivor. M.C. "Family Literacy in Action". New ReadersPress (1990) 3. Taylor, D. "Family Literacy". Heinemann. Exeter.(1983) 4. Goody, J. "The Interface between the writtenand the oral" University Press. (1987) 5. Talan, Carole. "Family Literacy: Libraries doingwhat libraries do best". Wilson Library Bulletin (1990) 6. Weinberg. P. "Family Literacy and the school:how teacher can help". New Reader Press (1990) 7. Heitz, V. Stanley, L. "Family Literacy: a manualfor tutors and students". Napa City County Library, (1990) 8. Brings, Felicia. "Raising Readers: a compactguide for busy parents". Loiry Pub. House, (1986)

22 f753 RESOURCES Family literacyresourcesreviewed

By Norma Klassen

"Laying the Foundations: a description of the Take Up Reading A Parent-Child Literacy Training Kit" Now (TURN) projects at PLAN, and ideas for creating learning kits and; A publication. from PLAN (Push Literacy Action Now, Inc., 1332 G Street S.E., a list of family literacy resources. Washington, D.C. 20003), a aonprofit updated in 1990. voluntary literacy program founded in 3. "Reading and Learning Tips for 1972, serving low-literate adults in Parents" is an easy-to-read brochure Washington, D.C. designed to be used as a handout for "Laying the Foundations" was designed parents in a family literacy workshop for professionals and tutors working with or as a reading exercise in an adult parent-child literacy. It contains a literacy class. number of components for use as 4. "Read to Me" is an audio cassette tape resource material or directly with parent made by parents and children from the learners. They are: PLAN project. It stresses the impor- 1. "Like Parent, Like Child" is an tance of reading to children from introductory brochure which: infancy to prepare them for reading on their own. It has children and parents explains the importance of literacy reading nursery rhymes and songs training, parent advocacy and together. support services and 5. "AU About Me" is a model of a personal lists clearly ways in which book, homemade with parents and professionals and community children. It is designed to have organizations can become involved. personal meaning for the child and to 2. An eight-section training guide covers encourage positive feelings toward the following: reading. background insights learned from the As a relative newcomer to the Family lives and views of parents involved, Literacy movement, I found "Laying the including philosophical issues to Foundations" to be an excellent resource. consider before using the kit; It is designed to facilitate ease of use. The activities to encourage skill involvement of low-literate parents in the development in young children kit's development guards against "deficit- and developmental danger signs: view assumptions about what parents a curriculum outline, tools and hints who can't read can or cannot do for their for conducting parent workshops: children." 'laying the 1 oundations" is amazingly comprehensive for one kit. It steps in teaching a nonreader to read gives enough information on its own for children's books: an educator to begin work with a parent writing to be more readable for low- group. literate parents: pulling the community together to improve family literacy effectiveness; continued...

23 30 Family literacy resources reviewed continued z

"From the Crib to the Classroom" "Family Literacy in Action: A 12 minute video by Literacy Program, A Survey of Successful Programs" PLAN Inc., Washington, D.C., 1990 New RearlPrs Press, New York, 1990, "From the Crib to the Classroom" ISBN-0-88336-575-8 demonstrates the importance of parents This little booklet describes eight family as their children's first and most influen- literacy programs in the U.S. They wer e tial teachers. A parent learner narrates chosen by editor M. Conlan McIvor, after the video in an informal, straightforward two years of research to find innovative and personal manner. Showing a variety programs that would be "representative of of happy parent-child interactions, the the richness and diversity of family narrator discusses the crucial learning literacy programs" and that "could serve that is happening in each situation. Skills as an inspiration and an example to learned during play are clearly shown as others." For each project, the booklet necessary prerequisites to school work. gives information on clientele and need, Reasons for reading to children from project beginnings, funding sources, infancy are emphasized. Suggestions are recruitment and training, format and given for supporting children in home- components. and a summary of results. work and for making use of community The booklet would be of interest to people resources. The narrator stresses the wanting to design or evaluate family correlation between the ease of learning literacy programs. A similar booklet and feelings of happiness and security. describing Canadian programs would As an encouragement to parents, she certainly be useful here. suggests, "We do the best we can. I'm sure you do too." "Facilitator's Handbook for a Note: Students in an Adult Basic Family Literacy Program' Education classroom were asked to critique this video. Their reactions, for the By Christine Camilleri, Frontier College most part, were very positive. They all Press, 35 Jackes Avenue, Toronto, Ontario said they learned from the video, and that M4T 1E2 (1990) it should be shown to all parents. One This short handbook provides a student admitted she found the video very framework for anyone wishing to assist painful to watch because it reminded her parents who want to read to children. It of what she had missed as a child. contains a statement of purpose and Consequently, the thought of reading to goals for a family literacy program, a her own children was extremely uncom- typical session outline, ideas for group fortable, even though her reading skills activities, rationale for the workshop were adequate. This student went process, the role of the facilitator, reading through a significant grieving process tips for parents, tips for sharing books over her own loss as a child before she with babies, and needs assessment and was able to comfortably read to her evaluation sheets. children. This incident reminded me of the importance for facilitators to be aware and supportive of the dynamics involved in change, especially when breaking intergenerational cycles.

2 4 17 1c*\, ,\49 I -10"lam& "Breaking the Cycle" were of a visible ethnic minority. The only A I/ 2 inch VHS, 14 minutes by the men shown in the video were the princi- Kentucky Department of Education. pal of the school and a husband who available from the National Centre for talked only about his spouse and child's Family Literacy, 401 South 4th Avenue, learning. No mention was made that he Suite 610, Louisville, Kentucky 40202. also had something to learn. Also, no mention was made of the learning staff This video describes the Kenan Family must have i;ained from the parents. It Literacy Project in Kentucky, designed to would seem to me that "breaking the low- help break the cycle of illiteracy and literacy cycle" involves an issue of re poverty in low-literate families. The distribution of power and that a video project combines adult basic education made to show a "model" project should and early childhood education in the also "model" this distribution of power by same location. At the start of a typical showing staff as learners, men as day, parents work on basic skills and learners, and visible minority groups as employment preparation while children staff. are in preschool. Parents then join their children for learning activities under the *According to the booklet, "Family direction of an early childhood specialist. Literacy in Action," fathers are involved as This is referred to as "Parent As Teacher parent learners. This booklet gives more Time." After eating lunch together, factual details than the video about the children rejoin preschool activities, and Kenan Project. parents study or do in-house work experience. The day ends with parent "Story Time" discussion groups centered on parenting A 5 minute VHS available from Adult skills. Education Services, Eastern Townships This video would be of some benefit to School Board. 2365 Galt Street West, people wishing to start family literacy Sherbrooke, Quebec J1K 1L1 (1990). programs. Parent learners give insight as "Story Time" is a short video of adults to their feelings about reentering an comfortably reading to children, showing educational setting and their learning a variety of situations, ages, ethnic through the Kenan Project. Staff members groups, reading styles and reading talk about the goals and accomplish- abilities. The video has no commentary, ments of the project. What is missing is a only the sound of reading voices as one balance in the portrayal of gender, ethnic story line is followed. "Story Time" could groups and power. At least half of the parent learners, but none of the staff, continued...

92 25 Family literacy resources reviewedcontinued

be used effectively in family literacy message that only teachers should teach, groups to demonstrate that there are perpetuates the feeling of low self-esteem many "right" ways to read to children, of the parents. and that fluency is not necessary for Another article. "Education for Change" children and parents to benefit from by Ted Boweman. emphasized the reading together. necessity for those of us working with The "National Centre for Family families to be aware of the dynamics of Literacy" offers a monthly newsletter change. First of all, we must respect which gives information on literacy people's ability to share in or control projects, conferences, grants, training and decision making. Then we must appre- publications. It also contains articles and ciate some of the barriers to change: fear editorials on family literacy issues. of what is lost in making the change. December. 1991, Volume 3. Issue 3, actual or perceived loss of control or contained two articles which caught my power, fear of not achieving one's hope. attention. fear of still more demands on an already "Family Literacy and the Nations' Goals hectic life, the difficulty of changing a for Education" by Sharon Darling point of view and range of vision. Acknow- suggested that the nation's past solution ledgement of what change requires should for dealing with children at risk, that of be a first step in family literacy progams. putting children into educational institutions younger and younger, will not Norma Kiassen has worked in Adult Basic work. She suggested that it sends the Education for over ten years. She is the mother wrong message to parents bout the value of two preschool children, and is interested in we place on their ability to be their family literacy on both a professional and a children's most influential teachers. The personal basis.

COMING UP IN LiteracyWorks

The summer issue of Literacy Works will focus on teaching and learning resources for practitioners and learners. Deadline for submissions is May 15. Issues in the works for 1992-93 include: Literacy and Learning Disabilities Literacy and New Canadians If you would like to contribute ideas or articlesfor any of these issues, if you have ideasfor themes for other issues, or if you are interested in taking part in our editorial committee, please feel free to contact the Saskatchewan Literacy Networkoffice in Saskatoon, or call the editor, Liz Ormistonat 757-7236 in Regina.

26 Robin Stonehouse receives Canadian Literacy Service Award

Left to right: Robin Stonehouse, winner of award, is congratulated by Royal Bourk, -.dab president of the A tr Movement for Canadian Literacy (MCL) while Elsie Livingston, Saskatchewan «1..4 Z representative to tatg. MCL, looks on.

Meeting the needs of about 6.8 million them, a national group, Learner's Action adult Canadians who wish to advance Group of Canada (LAGOC) was formed their skills in literacy and basic education during International Literacy Year, 1990. requires accessible programs and caring Alan Kobe of Saskatoon is Chairperson of people. To encourage leadership, the the LAGOC. Movement for Canadian Literacy (MCL) Robin guided the Saskatchewan offers a yearly award. Last year. the Literacy Council as co-chairperson from Regina Public Library was the recipient. 1989 to 1991 as it sought to spread and this year Robin Stonehouse, adult awareness and initiate innovative projects educator at SIAST, Kelsey Campus, was in literacy. The Council served in an chosen by MCL to receive the Canadian advisory capacity to the Department of Literacy Service Award. Education to ensure a greater access to Robin's unique qualities of leadership adult students across the province. have guided the Saskatoon Literacy MCL President, Royal Bourk of Coalition, the Movement for Canadian Saskatoon, made the presentation of the Literacy for which he served as President. Canadian Literacy Service Award to Robin and adult learners as they have organized Stonehouse at the Saskatchewan Adult locally, provincially and nationally. Basic Education Association Conference Recognizing the strength in a shared held recently in Saskatoon for 250 voice from learners and those who teach educators from across the province.

9 4 27 Movement for CanadianLiteracy (Ma) Link

By Elsie Livingston influences the public through con- Moving On sultation with other national groups. At the February Board Meeting the supports the strategy of a shared Movement for Canadian Literacy (MCL) affirmed that the movement is moving onl voice with learners. MCL continues to take the issues of Adult offers a comprehensive body of Literacy and Basic Education seriously. knowledge about adult literacy issues We are the national literacy lobbying and to government officials in charge of advocacy network in Canada. adult literacy and basic education. MCL At the Annual Meeting of MCL, held in brings together people with similar Ottawa in February. Saskatchewan was adult well represented. Ved Arora attended for concerns and convictions about the Saskatchewan Literacy Network, and literacy. Alan Kobe. chairperson of the Learner Action Group of Canada, was elected to the Board of Directors. Royal Bourk, CALL FOR DONATIONS nominated by the Saskatchewan Adult The Network needs YOUR help to Basic Education Association, became president of MCL for the next two years. continue offering these services: I will continue as Provincial Representa- What's News Monthly Flyer tive until 1993. $ 10 Annual cost per individual The highlight of the Annual Meeting is On Our Way Plain English Newspaper Production and distribution cost the presentation of the Canadian Literacy for one (1) annual subscription $ 40 Service Award. It was very exciting to Actual cost of one (1) annual learn that Robin Stonehouse was this classroom subscription $ 400 year's recipient. Robin's respect for the Literacy Works Quarterly Journal gifts of learners, his knowledge so Actual cost per yearly subscription $ 50 generously shared, and his skills of New Writers' Publications leadership were suitably recognized in the Cost to publish three (3) volumes $6000 presentation. Office Equipment All those who support adult literacy in Costof modems to connect Saskatoon our province are invited to joinMCL as a and Prince Albert computers to each tangible expression of their support for other and to National Database $ 300 the efforts of the people giving leadership. Portable display hardware $1000 Send $15 ($40 includes four issues of the Tax receipts will be issued for all Journal), or get a staff membership for donations of $10 and over. Any and all contributions appreciated! $60, to: Send donations to: Movement for Canadian Literacy Saskatchewan Literacy Network 500 - 880 Wellington Street P.O. Box 1520 Ottawa.ON K1R 6K7 Saskatoon, Saskatchewan S7K 3R5 Phone (306) 653-7368 or 653-7178 Elsie Livingston is Saskatchewan Representative Fax (306) 933-6490 to the Movement forCanadian Literacy (MCL).

28 95 SABEA Conference deals with roots of adult education crisis

By Rick Hesch The following is a formal evaluation of the 1992 encourage the kind of collective informal Saskatchewan Adult Basic Education cultural exchange which occurred at the Association (SABEA) conference, held in conference. Saskatoon, February 26-28, 1992. The paper is Formal education is a site of cultural intended as a reflection on events which struggle, an ongoing contest over the emerged from, and during, the conference. questions of whose culture gets included References to the Aduft Upgrading Report are in the curriculum, and in what ways. The not intended to represent a complete analysis of practice of teaching can be seen as a kind it. Rather, they are intended to draw attention to of cultural work akin to the work of some contents and recommendations which the producing different forms of music, art or events of the conference suggest may be of magic. For teachers, whether we choose concern to provincial adult educators. to have classroom culture which facilitates cultural exchange between our The SABEA conference was unlike any students as a learning opportunity, or professional development conference I've promoe abstract individualism through been at in my 20 years of on-again off- competency-based education, is crucial. again teaching. For the first time in my The theme of Lily Stonehouse's experience, teachers were consistently presentation was that we are in a period and rigourously faced with an explicit or of transformation. She referred to the implicit politicized critique of existing and growing gap between the rich and the past practices. At the same time, we were poor, the "rhetoric of equal opportunities." affirming our selves in cultural ways. One example of transformation for adult Professional conferenceE are generally educators is losing a position as a teacher taken as opportunities to brush up on the of trades and transforming into an Adult most recent tricks of the trade. This Basic Education (ABE) instructor, without conference was about political, cultural, sufficient training for the new work. and social literacy. Our brushing up was Terry Wotherspoon spoke of how the not about tricks of the trade, but about dominant educational paradigm con- the nature, underlying character, and tinues to blame the students themselves some solutions to the crisis that SABEA for a perceived crisis in education. He president Donna Phillips referred to in her claimed that a common characteristic of opening remarks. the language of the dominant interest is The just released Adult Upgrading to pose education as neutral. He spoke of Report (Saskatchewan Education. 1992) four major strategies currently being repeats the same dominant paradigms employed in the restructuring and re- about literacy that Donna referred to as organization of education: greater "obsolete." Those dominant paradigms, centralization; downsizing of the educa- with reference to upgrading and tional apparatus; general fiscal restraint: opportunity, as well as schooling in and privatization, especially for those with general, have been technical rationality and individualism. This view does not continued.. .

29 96 SABEA Conference deals with roots of adult education crisis continued

greater education. He also said that he does not not recognize elsewhere. He schools are designed to help shape the supported the deepening of democracy in subjectivity of students. Each of these education, not only for students, through strategies has been employed in the classroom practice, but also in the public drafting of the Adult Upgrading Report. realm, for adult educators. He called for Brian Staples claimed that there are taking back the "language of excellence" two contrasting paradigms in education: from the conservatives in education. education that is about automobiles, or As important as the contribution of the training of workers for efficient and outside resource people, the small group profitable economic production in a meetings at the conference were even capitalist economy; and education for more important. One of the strengths of people who aim to lead their lives as fully the conference was the blending of and thoughtfully as possible. Staples outside knowledge and theory. through called for schooling that is not divorced resource people, and the practical from real life and school as a happiness- knowledge of conference participants. generator. He argued that "we cannot Another exciting development at the solve the problem of adult literacy with conference was the recognition of a need volunteers." He argued that schools must for greater cooperation between agencies transform from serving 20 percent of the with an interest in adult education. Plans population 20 percent of the time to for future interagency discussions were serving 100 percent of the population 100 made and a preliminary planning meeting percent of the time. will be held on March 13. George Martell said that adult The conference was attended by repre- educators bring to their work an assump- sentatives of the Saskatchewan Teachers' tion about the dignity of their students Federation who were very pleased to have and the social class they come from that been invited. SABEA members also remarked that they were very glad to see the STF represented. Perhaps the chasm between the K-12 system and adult education will finally be bridged.

Rick Hesch is a sessional lecturer in the College of Education, University of Saskatchewan, a member of the editorial collective for "Our Schools/Our Selves," and a member of CUPE Local 3287. Rick is a doctoral student at the Ontario Institute for Studies in Education.

Editor's Note: Because of space limitations, this report has undergone extensive editing. Readers who are interested in receiving a copy of the full report are invited to contact the Saskatchewan Literacy Network (306) 653-7368.

30 9 7 NEWS

be invited to choose three representa- NETWORK NEWS tives to attend the conference. Spring, 1992' 3. Practitioners committee The committee committee met in 1. Board News January and developed a list of The board welcomes two new board concerns which are common to adult members: educators. The Saskatchewan Adult Cecile Shatilla, representing the Basic Education conference held an Aboriginal Friendship Centres of interagency workshop on February 27 Saskatchewan. Cecile is the (see article, page 29). Executive Director of Buffalo Narrows An invitation is extended to interested Friendship Centre. practitioners to join this very important Larry Innes, the Saskatchewan committee. Meetings are held in representative to the Learners Action Saskatoon or are conducted by Group of Canada. Larry has been teleconference. appointed to fill a board vacancy until the next Annual General The committee has recommended that the summer issue of Literacy Works be Meeting. a special resources issue. This idea is In an effort to reduce expenses, the based on the Fall 1991 edition of the board decided to move to bi-monthly B.C. Literacy Bulletin, parts of which meetings. The executive committee will will be reproduced in our summer meet between regular board meetings. issue. This will be an important The next board meeting will be April 4 opportunity for practitioners to share at which time new project proposals information about their favourite will be considered. If you have ideas resources in time for the purchase of about what you would like the Network materials for fall programs. to be doing, please contact the office. The board will be directing its energies 4. Family literacy towards fundraising over the next few There is growing interest in family months. In particular, the Network is literacy. The results of the Mayfair seeking funds to continue the publica- Literacy Project will be highlighted at tion of "On Our Way: Current funding the Saskatchewan Reading Council will run out in July. conference on May 8 in Regina. Work- Another concern for the board is the shops on "How to Read to your Kids" increasing demand on the Network have been held for ABE students in office for information and referral. Prince Albert and for men in the Unfortunately, the Network does not Provincial Correctional Centre. The receive operation funding to provide response has been very positive and we this service as it is completely depen- look forward to further workshops for dent on project funding. ABE students throughout the province. A "Family Literacy Camp" for new 2. Student/learner support Canadians is being planned in Regina The committee is planning a conference this summer. Watch for more details in for learners to be held October 16-18 at the next issue. Camp Rayner. The conference will focus In Noi th Battleford, "Born to Read" kits on developing leadership skills to help will be distributed to new mothers in participants in organizing support the hospital. groups in their regions. Each region will

31 5. Publications Regina. Watch the next issue of "Struggle and Growth" the remain- Literacy Works for details on these ing three volumes of the New Writers events and information on how to publications are nearly ready to go to submit nominations for 1992. print. We are now looking for donors 2. Saskatchewan Literacy Foundation for the printing costs which are The Foundation held its first meeting estimated at $2,100 per volume. of 1992 on January 20 in Regina. 6. Office news Dennis Ball was elected chairperson. The Network has agreed to be the The Foundation and the Committee to Saskatchewan contact for the National Promote Literacy will be working Adult Literacy Database and has just together this year. received an iNet account. The next task 3. Partnerships project for office staff will be to learn this new Susan McNabb of Regina has been technology. contracted to compile a report on the We are also able to send faxes directly National Literacy Secretariat projects from our office now. This means that carried out in Saskatchewan from the 653-7368 number may be busy 1988 to 1991. This report should be with electronic communications. Please published in the near future. be patient. 4. Upcoming conferences 7. Thank you. The Saskatchewan Literacy The Saskatchewan Association for Network is grateful for a recent donation Lifelong Learning (SALL) will hold a in memory of Robert McLellan. conference entitled "Adult Education in a Learning Society," April 29 and 30 in Saskatoon. For information contact Glen Hass in Saskatoon at 966-5550 ACROSS THE "Soaring Into Literacy" is the titleofthe 23rd Annual Saskatchewan Reading NETWORK DESK Conference, to be held May 7 to 9 at the Ramada Renaissance in Regina. 1. The Committee to Promote Literacy For more information contact: Dawn Joan Berntson, Committee Chair- Kesslering, 2406 Crowe Bay East. person reports that the 1991 Gowski Regina. Sask. S4V 0V7, telephone Golf Tournament and Literacy Awards 761-0641. Dinner raised over '1,85,000. The funds "Breaking the Barriers: Equity and were allocated as hollows: Access in Adult Education." the 1992 Regional College Canadian Association for Adult $35.000 to purchase a PALS Lab Education Conference, will be held READ Saskatoon $25,000 for June 17 to 20 inRegina.For various projects information call 787-4281. Circle Project, Regina $10,000 Heartland Motion Pictures $10,000 to produce a motion picture on literacy in prisons Hilary Crai& one of the key volunteers on The remaining funds will be turned our Literacy Works newslettercommittee, over to the Saskatchewan Literacy is recovering from recent surgery. We miss Foundation. you, Hilary, and wish you all the best in The 1992 Golf Tournament and your recovery! Literacy Awards Dinner will be held in

32 9 9 JoinLiteracy Worksin compiling A comprehensive guide to relevant materials for literacy practitioners and learners

Our upcoming summer issue will be made up almost entirely of a listing and description of useful classroom materials: books, video and audio tapes, games and kits. We're asking for your help. Thanks to the B.C. Literacy Bulletin for inspiring the idea, and for providing a model for this form. Please fill out the following and send it to us by May 15. Recommended Literacy Materials Review Title Author Publisher Copyright Date Where is it available? Reading level: D Basic (Grade 0-3) 0 Functional (Grade 4-6) 0 Independent (Grade 7-9) 1. Describe the material

2. How do you use it?

3. Why does it work with learners?

4. What are the weaknesses, if any?

if reviewing print material, please attach a photocopy of the table of contents and a sample nage of the text, and feel free to elaborate on any aspect of the material. Recommended by \ ddress City Phone Organization (if any)

Submissions should be sent to: LA) Liz Ormiston, Editor, Literacy Works 2349 Robinson Street, Regina, SK S4T 2R3 Complimentsof Sask.LiteracyNetwork TERACyWORKS

Vol. 3, No. 4 A Quarterly Publication of the Saskatchewan Literacy Network Summer 1992

ir .-;-'4i

101 1,1 1 -.',itr 1 A 4. 7 ..7-g V t

SPECIAL ISSUE: literacyresources

Prke: $5.00 for non-members (includes tax) (2.

Saskatchewan Literacy Network was established :n September, 1989. It is a coalition of groups and individuals working for literacy. Literacy Works is its quarterly publication and focuses on a different aspect of literacy in each issue. The Saskatchewan Literacy Network acknowledges support from the Department of Multiculturalisrn and Citizenship Canada. The ideas expressed in this publication are not neces- sarily those of the Board or Newsletter Committee of the Saskatchewan Literacy Network. We welcome contributions and responses from students, practitioners or anyone interested in literacy. We reserve the right to edit articles. Major changes, however, will be discussed with the author. Articles and letters may be sent to Saskatchewan Literacy Network, P.O. Box 1520, Saskatoon, Saskatchewan S7K 3R5, or to Liz Ormiston, Editor, 2349 Robinson Street, Regina, Saskatchewan S4T 2R3. Articles from Literacy Works may be reprinted without permission. An acknowledgement of Literacy Works as the source would be appreciated. For further information call the Saskatchewan Literacy Network at (306) 653-7368 or 653-7178, or call Liz Ormiston at (306) 757-7236.

Contributors this issue B.C. Literacy Bulletin and Maureen Stephens, Loraine Wong, Barbara Bate, Basha Rahn, Thomas Quigley, Laurie Gould, Lorraine Fox, Joan Acosta, Andrew Kennedy Saskatchewan contributors: Bobbie Baker, Yvonne L. Ross, Carole Michaels, T. Jelinski, g4e4.44441.4 Roshan Hemani, Elizabeth Slater, Nayda Veeman, Tony Spencer, Elsie Livingston Anne Truss ler (from "Literacy Action," Alberta) l4/0444 Editorial committee this issue 44/4a4016 Ved Arora, Hilary Craig, Pat hoffman, Debbie Purton, Brenda Storry The following back issues of Literacy Literacy Works Editor Works are available for $5 each from Liz Ormiston the Saskatchewan Literacy Network: Typing Vol. 1, No. 2 Computers and Literacy Model Office, SIAST Wascana Campus and Vol. 1, No. 4 Aboriginal Literacy Lines & Letters Vol. 2, No. 1Literacy and Health Printing Vol. 2, Nu. 2 FocLs on the Learner SIAST Wascana Campus Vol. 3, No. 2 Plain Language ISSN Number: 1183-3793 Vol. 3, No. 3 Family Lite! acy Saskatchewan Literacy Network Charitable Number: 0896225-21 Contents

Resource Reviews from the Literacy Materials Bulletin of B.C. Helping You Bank 2 It's Your Right! 2 Let's Work Safely! 3 How Two-Feather Was Saved from Loneliness 3 Enwhisteetkwa 4 My Name is Louis 5 Reclaim Bibliography of Canadian High Interest, Low-Level Novels for Adults . 5 The Spirit of Vocabulary (Canada) 6 Words on the Page. the World in Your Hand 7 Not Only Me 7 The Gift of Literacy: Books to Share with Children Bibliography 9 Resource Reviews from Saskatchewan practitioners 10 Bringing Literacy Within Reach: Identifying and Teaching Adults with Learning Disabilities 10 Global Stories of People Working for Change 10 Reading for Concepts 11 Money Makes Sense, Pacemaker Practical Arithmetic Series 12 Writers' Voices Series 12 Memories and Dreams, Volumes 1 and 2 12 Fundamentals of English Grammar (second edition) 13 In Your Own WordsA Writing Skills Program for Adults, Volumes 1 and 2 ... 13 Spellbound Phonic Reading and Spelling 14 The Spell of Words 14 Working On Words 15 Pronunciation Curriculum for Beginning and Intermediate Students of English as a Second Language 15 Reading and Critical Thinking Book 2 15 Reading from Scratch 16 Lifelines 1 (second edition) 16 Laubach Way to Reading Series 17 Word Attack Plus 17 Basic ESL Resources 18 New Herizons in English, Book 1 (third edition) 18 Focus on Phonics 1 18 Jazz Chants 18 Everyday English Book 1 18 Grammar Work Book 1 - English Exercises in Context (first edition) 19 Images English for Beginners, Book 1 19 Survival English English Through Conversations 19 Family Literacy: American Style 20 WRITE ON: A learner's perspective on family literacy 22 MCL LINK 23 LETTERS TO LITERACY WORKS 24 NETWORK NEWS Summer, 1992 26 ACROSS THE NENTORK DESK 28

1 03 Re404.4a, RlAg24414

The followingreviews are from the Fall 1991 and Spring 1992 issues ofthe Literacy Materials Bulletinof British Columbia. Thanks to the committee which publishes the Bulletin for permission to reprint. For more information on the LiteracyMaterials Bulletincontact: Laurie Gould, chairperson, Literacy Materials Committee, Basic Education Department, Community College (KEO, 1155 East Broadway, Vancouver, British Columbia V5T 4N3

Helping You Bank It's Your Right! Publisher: The Canadian Banker's Authors: Jim Bell and Marjatta Holt Association, 1989 Available: Human Rights Directorate, Available: Box 348, Suite, 600, 2 First Department of Sc3etary of State, Canadian Place, Toronto, Ottawa, Ontario KM OM5 Ontario M5X 1E1 Price: Free Price: Free Reviewed by: Laurie Gould Reviewed by: Barbara Bate Level: Basic, Functional and Level: Functional (Grades 4-6) Independent Helping YouBank teaches adults about It's Your Right!focuses on those human bank accounts. Topics covered include: rights issues that affect the lives of many how to choose a bank account, how to adult students: employment rights, open a bank account, how to use a bank tenant rights, age, sexual harassment, account, how to make the most of a bank equal pay. disability, basic rights and account, interest, and the automated freedoms, as well discrimination based on banking machine. In addition, there are race, colour, and ethnic origin. These sections on banking terms, other banking materials were designed for use in services, and the chartered banks of Canadian Adult Basic Education classes. Canada. The student book consists of eight The book is Canadian-produced. Its modules that explore each of these issues friendly cover and good use of graphics in depth. The modules are packaged and colour make it attractive to learners. together in an attractive spiral-bound Large print on plenty of white background notebook. Careful attention has been is an additional bonus. given to format, size of print, and white It is suggested that instructors/tutors space. The reading level is fairly easy, but work through the book with learners the way relevant issues are dealt with on since each section is quite detailed and different levels of abstraction makes the the vocabulary can be challenging. The book useful for a range of abilities. book received favourable reports from A separate teachers' guide has back- both literacy and ESL instructors. They ground information on human rights recommend asking learners to bring in issues and legislation, worthwhile sugges- forms from their respective banks, so that tions for use, and some helpful ideas on each adult becomes comfortable with the how to handle sensitive issues in ABE procedure at his or her bank. classes. Another suggestion is to invite bank or Instructors and students sayIt's Your credit union personnel to visit the class Right!is interesting. informative, true to and talk about banking or to take the life, and well laid out. In-ztructors report class to visit a bank or credit union. In that the topics generate ei:citing discus- either case, the practical applications of sion. Students say they enjoy the interest- this resource are invaluable. ing variety of materials and exercises. These include letters to newspapers,

2 1 (.1 4 t/S4A0*- Lat41444/ HAVAZAts $441.414.21, friends, and employers; statements to and yet forcefully, and to insist on getting the from the Human Rights Commission: an safety equipment they need. The pictures accident report: WCB forms: and cross- allow students the opportunity to recog- word puzzles. Although /t's Your Right! nize unsafe conditions, and the dialogues has been used successfully in on-to-one give them the language they need to insist situations, it seems to work best in on safe working conditions. groups where students can share their The book is intended for adult ESL experiences and ideas. It is a particularly students, but many learners can benefit useful resource to have on hand when from the study of generic safety concepts one of these human rights issues comes and safety language. up in class. The book was field tested in a number of classes. It was tested in two bridge classes and in a class of mentally handi- capped adults reading at a Grade 2-,? UI level. Students seemed interested in the material and teachers liked "the use of illustrations* and "the simple, straight- forward comprehension questions." All the teachers who tested the book Equal Pay Disability said they felt the text became too difficult by the end of the book. Also it was noted that teachers would need to ensure that Let's WorkSafely! the safety content accurately reflects the safety rules and practices in the students' Author: Linda Mrowicki workplaces. Publisher: Monarch Books Available: Monarch Books Ltd., There is a slim, spiral-bound Teacher's 5000 Dufferin Street, Book with answers as well as some Downsview, Ontario M3H515. suggestions for role play and follow-up. It Telephone (416) 663-8231 was not field tested for this review. Fax (416) 736-1702 Price: $11.95 Reviewed by:Joan Acosta How Two-Feather Was Saved Level: Functional (4-6) from Loneliness Let's Work Safely!, subtitled English Author: C.). Taylor Language Skills for Safety in the Publisher: Tundra Books Workplace, introduces safety concepts as Available: Bookstores well as the language skills necessary to Price: $12.95 function safely in the workplace. Recommended by: Lorraine Fox The chapters cover proper safety Reviewed by: Loraine Wong clothing, safety procedures (how to lift Level: Functional (4-6) and move heavy objects), unsafe working conditions (poor lighting or handling The Abenaki legend of the first gifts of fire flammable materials), and how to handle and corn is retold here as a poignant love accidents. The book gives new workers story, wonderfully filustrated with the language they need to accept safety colourful paintings. C.J. Taylor has woven directions gracefully, clarify directions, a story of love and magic, recounting Two- complain about unsafe conditions politely Feather's loneliness and first meeting

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with the Corn Goddess. As his love for the the colours of the four directions. These Goddess grows, Two-Feather follows her colours red, yellow, black and white on a long journey. Unable to stay with are intrinsic to many native cultures. The Two-Feather, the Goddess creates fire and author is also responsible for inside corn as a gift to him, making communal illustrations. life easier, and so saving 1\vo-Feather The story is told to us by a young from loneliness. Okanagan girl named Enwhisteetkwa. We The story is told in simple, descriptive learn about the traditions of the Okanagan language with effective use of direct people and follow their daily lives with the speech. The illustrations are bright and unfolding of each of the four seasons. striking and add a richness to the book. Their activities include food gathering The book may at first appear to be a and preparation, crafting and repair of child's book. One student did report that household items, delighting in and he felt offended by being given a "kid's respecting nature, and observing the book". An introduction or explanation of traditional ceremonies and legends of legends and storytelling might offset this the Okanagan people. reaction. This material could be used as a com- Most students in both native and non- ponent of native studies, as a theme unit native centres enjoyed the book. One (native cultures of B.C.) or as reading class even discussed why Two-Feather material. It works with native learners was not used as a plural. because it was written by an Okanagan Other comments included: native woman who is able to bring us a It's short and easy to read, and I really genuine picture of the traditional life of liked the pictures. her culture. As well, the language is at a level that is easily understood by Because the story is short, you could accomplished readers and would be remember it and tell it when in circle or at sweat. suitable for new learners, if assisted. It is enjoyable to non-native readers as Good pictures to emphasize the it offers a look into a lifestyle that is often growing season. mysterious and it does this in plain I liked reading about the author. It's language. important that the author is native.

Enwhisteetkwa through me 0wind Itreminded grand- Author: Jeanette C. Armstrong soft. svatched my and was I hemp l'he song%listened as out 0the Publisher: Okanagan Indian Curriculum in and like OW pinetrees. fl ying fingers wee Project, 1988 mother's weaving:They and curling she SOS crackling warm Available: Theytis Books, P.O. Box 218, tole bag Ille trewas I was birds. everywhere.soft voice brown pictures Penticton, B.C. V2A 5P9 and sMoke grandmother's owl light MY thewicked Price: $5.95 hring.ea eo-La, wanted and dreamto me0 Sica-L egirts. She bad littl so Reviewed by: Lorraine Fox wassinging tocatch waiting andrespectful woman clean Level: Functional (4-6), begood and get me. me to weuidn't Independent (7-9) Ska-Loo-la

Ertwhisteetkwa has a glossy cover with EnwhisteetkWa the author's biography on the back and Front an illustration on the front incorporating

4 1 (' 6 ((too..xl.e.Lavii,e1 F-14e4uts F41144. 0/ R.C.

The learners who used this book did RECLAIM Bibliography of Canadian not express any weaknesses and felt it to High Interest, Low-Level Novels be an excellent example of written native for Adults, 1990 edition material. Author: Rosalie Bean Available: RECLAIM, 3449 University Avenue, Montreal, Quebec My Name is Louis H3A 2AB Author: Janet Craig James Price: Free Publisher: Penumbra Press, 1990 Reviewed by: Thomas Quigley Available: Bookstores Level: (1-4), (4-8) Price: $9.95 Finding Canadian Reviewed by: Basha Rahn Death material to use overMontreal Level: Independent (7-9) Geoffrey Bilson with adult literacy Kids Can pntoress Level4.7 My Name is Louisbegins as a story about students is an Toro 106 ongoing task. The Douglas (1982) pages the anger of a native Indian youth against fortune family and comes local land development in his small and this work by Which to escape to Canada was spreadingthe deadly to seek Rosalie Bean is Montreal cholera their northern Ontario community. In a is more across epidemic imagined. difficult Europe. landscape ruined by intruders, Louis is very useful for Cholera than they But lifein Seenthrough had beaten hadever also suffering a troubled relationship with doing just that. the eyes them thestnq of teenagerto Canada/ mid-ninetPaints his father and the poor health of his The two books eenthapicture Jamie century.of Montreal Douglas, mother. With his neighbour, who was at are the prod- life inthe uct of a pro- A Childin Prison first the enemy, Louis learns to share his Shizuye Camp private passion for drawing and painting. ject spon- Takashima TraundSocks Level sored by the Montreal, 4.7 This friendship leads to possibilities for P.O. 97 Pages moving to the city to pursue his career Reading Eventhough 0971) for "children'sthis bookhas and gain respect as a man and as an Council for adults, literature", won international as welL it IS wortholle awards artist. Louis has difficult choices to make. Literacy words As anadult, reading and pahtings the auThor for aninternment what it records Advance camp. was like in This book is beautifully written for it isabeautif 30 years to be (RECLAIM) ulstory. earlier. a child readers at an independent level. Some of atriumph simply. in of thehuman told, readers thought it was an accurate with joint spirit. portrayal of the turbulence of adolescent funding from years. One reader expected violence the Quebec Provincial between natives and non-natives to Government and the National Literacy develop at any moment and when it Secretariat. Bean only includes Canadian- didn't, he felt the approach was positive. produced reading material in the form of The ending is not a pat, happy one and it novels, short story collections, self-help leaves questions for thought and discus- guides, poetry or plays. Books that focus sion. The themes are topical and the book on, or include, skill-building exercises are can be used as part of an English curric- not listed. All texts were rated for read- ulum or with native studies. However, the ability using the Gunning-Fox Readability language is difficult for new readers. Index. Chapter head lettering by Lionel Each volume is arranged by reading LeMoine Fitzgerald and the watercolour level; the second volume actually starts at cover art by Judy Pennanen contribute to 4.4, not 4. The first volume has 79 the appeal of this book. entries: the second, 65. All entries include author/title and publishing information, level, length, and an annotation. The

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annotation gives a summary of the book's to test comprehension, build vocabulary content, and includes comments on and practise writing. A teacher's manual format, and the presence of illustrations and answer key are available. and vocabulary/new words aids. There is The Spirit of Vocabu/aru(Canada)is an no indication of availability. At the back of attractively-presented vocabulary and each volume there is a list of the pub- reading book. Students liked the look of lishers' addresses cited in the particular the book, the contemporary content, and volume: 17 in volume 1; 24 in volume 2. the exercises. They found the material There are only eight publishers listed in challenging as well as informative, educa- both volumes. The majority of the tional. and stimulating. The use of repeti- material included is student writing tion in the exercises increased student published by local community literacy learning. Some students liked the pronun- councils or programs. There are only a ciations of highlighted words provided with few items from commercial publishers. each story. The most appealing feature for While some titles will be only of local students was the Canadian content. interest, others will appeal to students anywhere in Canada. There is a good mix The reading skills required may limit of collections and individual authors. the use in beginning literacy classes. The Most material listed was published in the book could be used as an independent mid-1980's, but the second volume has a workbook, as an instructional tool on a strong selection of items published in the on-to-one basis or as a class resource for 1970's. readings and topical discussions.

The Spirit of Vocabulary (Canada) Authors: Ken and Cecile Weber Publisher: Globe/Modern Curriculum Press, Cote 1991 Apple Major I threw Available: Clarence vqbenI tnished, Globe/Modern, 3771 Victoria the ootemtetd. road Park Avenue, Scarborough, Up the ut over a c°.;:a.tch bled(birds ° tow to Ontario M1W 2P9 saw ol a theglbu edge Telephone: 1-800-263-4005 on the trtore One box. but it toall)"61 Price: $11.95 I gotthere When new atew Reviewed by: Andrew Kennedy the birds teet away, Level: Functional/Independent side. other the box. auIA:no° s fn° 1111,13g to the down in ISBN 0-88996-228-6 , I looked red apples Therewere still " ancole The Spirit of Vocabulary (Canada) with stems t vialte carrying is the ripe, cafile uP, on them. first of six books in The Vocabularyof boxsaid the Gore' oss on the on abt Canada series. This workbook presents A sign I-le new Take One. 0.,e told, 21 stories on past and present Canadian took one. So thIs °It giZe tti, it washeavy, %nut twoe theds personalities and events. Each story bit intoit, and when his own Pea includes photographs and several pages would notbelieve of exercises. The stories are written in ott a suchsweetness. on, journalistic style with simple sentence I to a down structure at a Grade 7 level. eating the core. The exercise pages are typical of read- you r Han dS So& Onothe PJQ ing workbooks and use various activities Words on

6 o (two. 4 Ule.v.el H4eilt44$4.lieg..4, c .C.

Words on the Page, Not Only Me the World in Your Hand Author: Paul Kropp Edited by: Catherine Lipkin and Publisher: Collier Macmillan Canada, 1987 Virginia Solotaroff Available: Maxwell MacMillan, 539 Collier Publisher: Perennial Libraty, Harper & Row, MacMillan Drive, Cambridge, New York, 1990 Ontario N1R 5W9 Available: Bookstores or 1-800-387-0117 Telephone: 1-800-465-5273 Price: $9.50 Price: $5.95 Reviewed by: Loraine Wong Reviewed by: Laurie Gould Level: Functional/Independent Level: Functional ISBN 0-06-096368-9 ISBN 02-953500-X Words On the Page isa collection of prose Not Only Me isa novel that deals with the and poetry for adult new readers. The difficult subject of child sexual abuse. It editors noted a lack of meaningful and tells the story of Lynn, a young woman stirnulating material available for adult who has left home. Lynn's nine-year-old beginning readers in their programs. sister, Chrissie, keeps phoning and Attempts at writing their own material begging her to come back. Chrissie finally were unsuccessful, so the editors discloses what Lynn has at some level contacted several hundred professional known all along their step-father is a writers for help. The results were child abuser. Lynn must now acknow- encouraging, and writers responded with ledge her own pain and help her family new or adapted material that was suitable deal with this crisis. for literacy students. Literacy instructors and students have The material is published in three shown a lot of interest in Not Only Me. volumes, with a complimentary teaching One instructor commented, "I liked the manual available. Each book has a good lean and forceful writing, the way the selection of poetry and prose from a author provided just ;trough detail to variety of sources. Although there are no establish the characters and setting. This graphics, the selections are well laid out book is very clear in making its point that with lots of white space. the cover-up of sexual abuse only serves At first, students may need to be shown to perpetuate the problem and damage that the books are anthologies, and not the lives of more children. one long story. A student in one program Literacy students have been enthusias- was reluctant to use the book, as he tic in their comments: thought he would have to read the "whole "I have never read such an intensifying book." Classes that field tested the books book. It's simple, straightforward, found that the subjects covered (e.g., understandable. There's truth, reality parenting, aging, even creation stories), . ..The book serves as a tool to break provoked a lot of discussion. Students out of the pattern of 'secrets'." enjoyed the variety of writing styles, and appreciated having adult material that "It's very dramatic and the narrator was not stilted and over simplified. keeps you curious to continue reading the story." There is a range of reading levels in the books, so most students can find a suit- There have been few negative comments able selection. While these books might about NotOnlyMe. One student was not be part of an entire curriculum, they concerned that some people might find certainly would be a valuable addition to the subject upsetting. An instructor made a class library.

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the point ihat "the ending seemed too Canada Votes: easy." But even these two felt the book How We Elect Our Government was valuable for opening discussion and shedding some light on a topic that has Author: Linda Gran field been taboo for so long. Instructors who Publisher: Kids Can Press, 1990 choose to use this book with students Available: Bookstores might find some helpful suggestions for Price: $9.95 dealing with the difficult subject of child Reviewed by:Maureen Stephens abuse in the resource book, Let the Level: Functionaj/ Heating Begin. ISBN 0-921103-88-3 Not OnlyMecomes in a pocketbook Canada Votes focuses on the federal format with an appropriate print size and election process and how we elect our plenty of white space. illustrations are federal government. This topic is difficult included every few pages. to make readable and interesting to fundamental students, but Canada Votes is a reference book that makes learning about federal politics fun. The book is divided into 19 sections. These sections 7 and Ilett deal with such topics as Who Can Vote?, Cbapter rr,i morn from Getting on A Voters' List, How Do I Look? time*Alen Chrissie past dinner picked up way Ne torsomething (politicians and their image), etc. The It was night. endy's that went toW thehosPal ttvan nd we topics do not follow any particular house, talk.A Janie's 0 ustime to under- sequence. An informative glossary and to eat. the three I tnallY been IguessJack has index are at the back of the book. The Ihat gaveevenitv.ing. tor her . a through this was I-le'd been talked awful all years. layout of the book is very appealing to the last seven outside stood how tor the rat least her lite good tattle, all that adult reader. Comical cartoon illustra- halt 0 a her tothrow husband,easy tor tions appear on each page and break up 000d work. prettY It wasn't would thehouse. else the print. This book was used extensively nothing atameeting TRW!. sheknew be out wrong. by an English 670 class and their But now wood ligured thatJack But we Jact( ftgured home. could see comments reflect its true value. Ne wegot We time thekitchen. "Now that I have been introduced to by the on in thedriveway.readY to light was pulled Into wasn't Ihe we like she how election and Canadian politics even as soared, lni%de locked hand. My mom her operate, I look at politics more yet. so.seezingtot braver tac,e him OA.; Itold her,sounded a positively." *Wel be now! I in thistogether "It is about time there was a book like *We're this for people who are not strong nodded. Momlust readers, but who want to know more Me Not Only about govermnent." Vforn 1 feel that it got my interest up in wanting to learn more about today's politics." "I never cared for voting or government before. I wouldn't of even voted but I voted (B.C. election, October '91). I found it very interesting to see how the different parties started."

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The Gift of Literacy: Books to Share with Children Bibliography Author: Terry Clark Available: , 750 , Vancouver, B.C. V6K 105 Reviewed by: Thomas Quigley Terry Clark, head of the library's Youth Division, created this bibliography as a book selection tool for Invergarry Learning Centre, and the Centre has graciously agreed to share it with any other group or individuals who might find it useful. It lists quality children's literature that The titles portray a wide variety of adult learners might want to share with cultures and abroadrange of lifestyles. their children. Books were chosen on the While most are picture books at the Basic basis of their appeal to adults, not kids. level, there are some controlled vocabu- The 246 titles are presented in one lary readers and short children's novels at sequence in alphabetical order by author. the Functional level. There are no annotations. Canadian titles You are welcome to come to the are included, and are indicated in the list. Vancouver Public Library and photocopy All books were in print at the time the list the list at your own cost. If that isn't was created; ordering information is possible, go to your local library and included, with an emphasis on paperback request this bibliography through inter- editions. library loan.

The Roots of Literacy a family literacysymposium October 2 and 3, 1992 Brooks Campus, Medicine Hat College, Brooks, Alberta featuring Ruth Nickse, Ph.D., family literacy researcher and author of "The Noises of Literacy: An overview of Intergenerational and Family Literacy Programs" also: The foundations of family literacy Family literacy in Alberta: What's happening? The future of family literacy: Where to now?

For further informationcontact: The Roots of Literacy Symposium Brooks Campus, MHC 200 HorticultureRoad East Brooks, Alberta T1R 1E5 (403) 362-7373

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The following publications have been suggested andreviewed by Saskatchewan lite,,,cy practitioners and administrators. We hopeyou find them helpful as you plan your next courseyear. Where possible, we have listed prices andISBN numbers. One or more of the following reading levels are indicated for most of theseresources: Basic (meaning Grades 0-3); Functional (meaning Grades 4-5); and Independent (meaning Grades7-9).

Bringing Literacy Within Reach: I use all or part of the screeningques- identifying and Teaching Adults tionnaire to assess most students. If a with Learning Disabilities learning disability is suspected, I setup additional appointments for in-depth Publisher: Learning Disabilities Association interviews using the checklists and of Canada, 1991 per- Available: formance tasks. The checklists providea 323 Chapel Street, Suite 200, guideline to discover exactly how students Ottawa, Ontario ION 7Z2 learn and pinpoint the skills students do Telephone: (613) 238-5721 Price: and do not possess. The students then $25 understand how they can use existing Reviewed by: Bobbie Baker Level: Any level strengths to learn more. Theycan also see their existing skills, and theones they ISBN: 0-919053-25-4 must work on. This is a good motivation This 180-page book identifies and assists and lets the students know theyare not individuals with learning disabilities. Half "dumb" and that the new tasks are finite. the book is devoted to checklists and One drawback is that the assessor various tasks which discover exactly what must be familiar with the entire field of students are able to do and where the adult learningbarriers, processes and problems lie. The remainder of the book learning disabilities to gain all the describes practical teaching strategies for necessary information and to interpret each problem. the results to set up a program. note ofany make reading, student is repetitions,Ong b)White the orMssions,inversions including:bigfor dig), might be cnisrearAngs,tor dog; or Global Stories of People Working ls (god Substitutionsfor lend) reversa substiWtions.should; king for Change tor On);and tor Sonletmes form(shouldn't forcastle). -- based on mat; palace Authors: (mg for thesubsttuAon June Dragman a 4 Michael Szasy mearatg provoked forhome). Publisher: hard totell whichof both(house CoDevelopment Canada A is such peMaps acombination Available: 1672 East 10th Avenue, duringreading tor behaviours of lit)s note ofany ormovemeM Vancouver, B.C. V5N 1X5 with Anger c) Make along Price: see ad, next page asfollowing note ofthe.. Reviewed by:Yvonne L. Ross subvocalizattons. Maxe verbatim. each type Level: Functional responses answerirgl idea), d)Rec,ord difficulty in main or interental, correctness,(I.e.,tactual, This moderately-priced, softcover reader ot questions det0, andsummarize is appropriate for ESL students atan Mtort to key Ideas ahe find the rs ability to Mad anderro intermediate level. It contains short correctly cannot information, material read (e.g., stories from around the world about based on could not errors incorrectlybecause people working together to make their based onmaterial of Maincharactercould not citNie name versus lives better. It also shows how Canadians correctly, agar read name correctky support the plans of local people in other eventhough remember countries. Reach read), Within literacy FrothBrinOng 10 1 1 2 IF'INALLY: Reading for Concepts AN ESL & LITERACY TEXT WITH AN Author: Wiliam Liddle INTERNATIONAL PERSPECTIVE Publisher: Phoenix Learning Resources, Global Stories of People Working for Change is a unique and 1988 engaging textbook for ESL and literacy students. This 64-page book explores current international events and M.C1.11 Issues using both Available: McGraw-Hill Ryerson, personal anJ global perspectives. Written lot intermediate level students 300 Water Street, Whitby, Suitable for adult and high school learners Ontario L1N 966 Excellent selection ot black 6i. white photos Telephone: (416) 430-5000 PRICELIST Price: $17.70 each (15% discount for No. of copies COST Please make cheque or educational institutions) 1 $7.00 each money order payable to: Reviewed by: Carole Michaels 2 - 9 $4.00 each CoDevelopment Canada 10 - 19 $3.00 each 1672 E. 10th Ave. Level: Basic, Functional a:4 20 + $2.00 each Vancouver, BC, Canada Independent V5N 1X5 Price includes postage & handling wenn Canada. Orders to overseas or- Use US. Tel: (604) 873-5011 This is a series of eight books that allows mg be charged ad:ktional postage Fax: (604) 872-0709 learners to work through increasingly more challenging reading levels. It gives I use the reader for oral and silent read- learners the opportunity to expand their ing, comprehension, vocabulary acquisi- knowledge of history, biology, economics, tion, making inferences, discussions en anthropology, mathematics and geo- cultural differences and opinion stating. graphy. It has a repetitive, high interest Some of the vocabulary and concepts format with short, factual stories for are difficult and it uses a lot of acronyms. reading comprehension and factual Some people would find it too negative questions after each story. It also allows and political. For example, it is negative the learner to work on competence with about free trade, government bureaucracy structural skills, inference making, and women's hardships, and promotes finding main ideas and understanding unions to an extreme degree. vocabulary.

The Earl Was Busy Find the Answers

The Earl of Sandwich was busy. He was playing 1. The Earl asked for cards. He liked games. He played all day. He did a) eggs and milk b) cake not stop to eat. He played all night. He did not c) meat between bread cl) apples sleep. At last the Earl was hungry. He did not want to 2. The word in the story that means meat between take time for dinner. slices of broad is `Bring me my meat," he said. "Put it between two pieces of bread.' 3. The story says, 'The Earl of Sandwich was The Earl ate his bread and meat. The meat did busy. He was playing cards.' The word he not get on his fingers. He kept on playing cards. means the 'That looks good,' his friends thought. They put their meat between two pieces of bread, too. They 4. Which of the following doel; this story lead you liked the way it tasted. 'What a wonderful way to to believe? eat,' they said. a) The Earl of Sandwich had no friends. Other people liked this new way of eating, too. b) The Earl of Sandwich was not a very They wanted their bread and meat fixed the way smart man. the Earl of Sandwich had his. What did they ask c) The sandwich was named for a for? Ead of Sandwich.

From Reading for Concepts

11 HSI COPY AVAILABLE 113 Re40444CG RC444W4

Writers' Voices Series Publisher: Literacy Volunteers ot :gew York City, 1991 Available: LiteracyVolunteers of America, Inc., 5795 Widewaters Parkway, Syracuse, New York, NY 13214 Telephone: (212) 925-3001 Price: US $3.50 Reviewed by: Roshan Hemani Money Makes Sense, Pacemaker Level: Functional Practical Arithmetic Series This is a versatile series of popular works Authors: Charles H. Kahn and by contemporary writers, offering adult J. Bradley Hanna students high interest, low-level reading. Publisher: Copp Clark Pitman Ltd., Toronto, It includes background to the stories,pre- Ontario, 1982 reading and post-reading notes anda Available: 2775 Matheson Boulevard East, glossary, thus providing a sound frame- Mississauga, Ontario L4W 4P7 work for understanding and enjoying Telephone: (416) 238-6074 reading. This series works with learners Price: $14.38 (20% discount for because it has the look and feel of other educa ;onal institutions) popular novels, and offers an incredible Reviewed by: T. Jelinski variety of high interest material. Level: Basic and Functional ISBN: 077301465-9 The following review is reprinted with This is a math series which consists of: permission from the March, 1992 issue of "Literacy Action," published by the Alberta 1. Money Makes Sense Association for Adult Literacy. 2. Using Dollars and Sense 3. Working Makes Sense Memories and Dreams, This series deals extensively with Volumes 1 and 2 Canadian coinage. It helps students Publisher: Saskatchewan Literacy Netwcrk, recognize coins through visual lessons 1991 using pictures of actual-size coins. Available: Box 1520, Saskatoon, Sask. Students learn to identify coins, count S7K 3R5 money, make change and purchase Telephone: (306) 653-7178 goods. Price: $5 per volume I use the series as an individual math Reviewed by: Anne Trussler aid for students who require helpin Level: Functional counting money and making correct If you are teaching ESL students, these change. We supplement this with actual two books will appeal to them. They hands-on money so that studentsare given an opportunity to reinforce their contain about 20 stories written by recent skills. immigants to Canada. ESL students will like the stories. I asked two to read them Money motivates us all! The coinsare and give their opinions. They liked them Canadian and life size. The situationsare because the stories described experiences real and the problems are such that and emotions that they themselves have students can relate to them. had, for example, homesickness, financial problems, and the constant struggle to

12 1 1 4 tfu'ok 5414444(4 vs4.etiaAlto make a new life. Their only criticism of Fundamentals of English Grammar the stories was the similarity of them all. (second edition) The two students I interviewed said that Author: Betty Schrampfer Azar they really like to write and talk about Publisher: Prentice Hall Canada, 1992 their lives here. Therefore, as a teacher, Available: Prentice Hall Canada, ESL I would first of all brainstorm about Division, 1870 Birchmount students' experiences in Canada and then Road, Scarborough, Ontario read a couple of the stories. M1P 2J7 Follow up orally with a comparison of Telephone: (416) 293-3621 their experiences and the writers'. Next Price: $35.33 ($26.50 for educational have them write about this comparison. institutions) You could follow up by typing the stories Reviewed by: Bobbie Baker to share with other students. Level: Basic to Functional Why not do a lesson on emotions? ISBN: 0133327507 Develop vocabulary together to express This text concisely explains the funda- emotions and then look for different mentals of grammar and provides excel- emotions expressed in the stories. lent guided practice in its everyday use. Isn't the weather a constant complaint It uses common language in believeable, in the west? The many comments in the informal, adult situations. It is suitable stories on the weather will .ad to a good for newcomers with limited skills as well discussion and a lot of op !. dons to write as for individuals who are perfecting their about. speech. It provides instruction informa- The books offer a very positive attitude tion, guided practice and excellent sug- towards Canada and are written in simple gestions for student-initiated dialogues. English. A few words are difficult, but It seems toclarifygrammar in a way no generally the stories are written for a high other text has done. basic, low intermediate ESL student who reads at about a Grade 4 level. Don't just let your students read them, In Youe Own Words but use them to get your students to write A Writing Skills Program for Adults, and talk about what they know best: Volumes 1 and 2 themselves. Authors: Seymour Goldberg and Jack Norman Publisher: Cambridge The Adult The Saskatchewan Literacy Network Education Company needs funds for the publication of Available: 888 7th Avenue, New York, Struggles and Growth, Volumes 1 to 3. NY 10106 Telephone: (201) 592-3267 These are writings by learners. (extension 4358) Cost for the publication of Price: US $4.50 each volume is $2,700. Reviewed by: T. Jelinski All donations are tax deductible. Level: Basic and Functional Send cheques to the: ISBN: Vol. 1 0842-897291 Saskatchewan Literacy Network Vol. 2 0842-897305 (indicate for Struggles and Growth) This is quite a structured workbook that P.O. Box 1520, Saskatoon, Sask. S7K 3R5. aids adult students in learning the

13 1.1. 5 Re44444a. Rt.t6l44/4

process of writing. It helps students learn designed for adults who read at a low to write better sentences and to revise level and can be used independently or and edit them. with a tutor. I use it specifically for I've used it with students who are just students whose spelling skills are much learning to write but can speak English lower than their reading abilities and who fluently. There is a brief introduction in need a great deal of practice in order to each chapter with a summary and easy- remember. Rules are clearly explained to-understand concepts. Exercises are and illustrated Each rule or exception is provided for reinforcement and a practiced many times. contextual writing activity brings it ail This book cannot be used in Its entirety together at the end. I use it with students by students with average spelling ability who can work independently and for as the practice is tedious. However, it can small group teacher-directed lessons. be adapted for their use. The exercises in this publication work because they are directly related to adult experiences and thus succeed in moti- vating the students. They do not burden The Spell of Words students with technical explanations but give basic instructions with opportunities Author: Elsie T. Rak to apply the concepts. Publisher: Educators Publishing Service, Inc., 1P79 (Workbook), 1984 (Teacher's Guide) Available: 1100 Birchmount Road, Scarborough, Ontario M1 K 5H9 Telephone: (416) 755-0591 Price: Workbook one to five copies $9.75, six or more copies $7.25; Teacher's Manual $5.30 Reviewed by: Bobbie Baker Level: Independent Spellbound This is a student workbook plus a teacher's guide which teaches spelling to. Phonic Reading and Spelling people who have developmental dislexia, Author: Elsie T. Rak or to any poor spellers. The rules are Publisher: Educators Publishing Service, clearly explained and illustrated. Inc., 1977 (Workbook), 1981 Sufficient practice exercises are provided. (Teacher's Manual) As it uses fairly difficult words for Available: 1100 Birchmount Road, illustration and practice, it is used mainly Scarborough, Ontario MIK5H9 with students reading above a Grade 4 Telephone: (416) 755-059 I level. They can use it with a tutor or Workbook one to five copies independently. $9.70, six cr more copies $2.25; Teacher's Manual $6.05 The rules, the way they are presented, Reviewed by: Bobbie Baker the type,; of practice exercises, and the Level: types of words themselves are all geared Rasic to people who need specific methods This is a studrsnt workbook plus a before spelling can make sense to them teacher's manual which teaches spelling and before they can remember how to by grouping words according to rules. It is spell.

14 1I6 1(1004, 5,44444W#4 1,4144*04%t114

To use these words correctly, these patterns. you need toknow Pronunciation Curriculum for 1. Thewords enthusiastic and enthusiasm Beginning and Intermediate Students follow thesepattern:4 enthusiastic of English as a Second Language enthusiastic+ about + noun + about + verb enthusiasm + -ing Author: Eva Williams + for + noun enthusiasm Publisher: ESL Vocational Department, + for + verb+ ing Examples: Vancouver Community College, We are not enthusiastic 1985 We arenot enthusiasticabout baseball. playing baseball. about Available: King Edward Campus Bookstore, We haveno enthusiasm 1155 East Broadway, Vancouver, tor baseball. We haveno enthusiasm baseball. tor playing B.C. V5T 1Y8 We do notusually say Telephone: (604) 871-7333 We need 'have enthusiasm.' something between Price: $2.50 per level; $49 for complete Examples: these twowords. five-level set including teacher's We havegreat enthusiasm for baseball. guide We havelittle enthusiasm for baseball. Reviewed by: Bobbie Baker Level: From Working Basic and Functional on Words This is a five-level curriculum which provides instruction and practice Working On Words activities in listening, speaking, spelling Authors: John F. Canney, J. Philip Goldberg and dictionary use (as it relates to and Diane D. O'Connor pronunciation). Each level has teacher's Publisher: Gallaudet College Press, 1981 notes and alternate lessons for additional Available: 800 Florida Avenue N.E., practice. As the lessons are short, they Washington, D.C. 20002-3695 can be incorporated into each classroom Telephone: (202) 651-5488 or tutorial session. Price: US $19.95 (10% discount for This structured curriculum is easily schools and libraries) used by tutors and easily understood by Reviewed by: Carole Michaels students. Unfortunately, it doesn't Level: Functional and Independent include diagrams to show how each ISBN 0-913580-72-4 sound is actually produced. This workbook focuses on vocabulary development. Each lesson includes word definitions, parts of speech, sentence Reading and Critical Thinking Book 2 usage and examples. Students are asked to use the new words in controlled Authors: Donald L. Barnes and exercises and finally in a free writing Arlene Burgdorf assignment. I've found this publication Publisher: Educational Design Inc., 1988 extremely useful for work with ESL Available: Monarch Books of Canada, 5000 students, aboriginal students, and all Dufferin Street, Unit K, students with limited vocabulary. The Downsview, Ontario M3H 5T5 exercises are particularly useful for Telephone: (416) 663-8231 developing correct sentence structure. Price: $7.95 The workbook includes comprehensive Reviewed by: Bobbie Baker information with extensive opportunities Level: Independent to use the new words in a variety of ISBN: 0876940009 exercises. It can also be used by students Ibis book explains the various compre- at home. hension skills in such a way that the

15 1 7 ge404441.4 RC46414/4

reader understands how to do them and Lifelines 1 (second edition) why they are necessary for reading. Publisher: Prentice Hall Canada, 1992 Explanations and examples are followed Available: Prentice Hall Canada, ESL by a short story, questions and an answer Division, 1870 Birchmount key. The book can be used in a class, a Road, Scarborough, Ontario tutorial or independently. The explana- M1P 217 tions of each skill are clear and seem to Telephone: (416) 293-3621 make sense to the students. The stories Price: $18 ($13.50 for educational and practice exercises are short, interest- institutions) ing and varied. Reviewedby: Bobbie Baker This is an excellent resource, but it is Level: Basic to Functional unfortunate that it is written only for an ISBN: 0135295386 independent reading level. These four workbooks integrate life skills with language, vocabulary and cultural information. The information, words, Reading from Scratch structures and practice exercises are Author: Dorothy van den Honert simple, relevant and clearly laid out. They Publisher: Educators Publishing Service are well illustrated and provide some Inc., 1986 speaking, reading and writing practice Available: 1100 Birchmount Road, with emphasis on vocabulary and Scarborough, Ontario, M1K 5H9 grammar. I use the workbooks as a basis Telephone: (416) 755-0591 for instruction in part-time classes and Price: $44.80 for complete set; books tutorials, but find I need to supplement can also be purchased them with additional information and individually exercises. Reviewed by:T. Jelinski Level: Functional ISBN: 81755 items below. model withthe menu This is a reading series which includes: PrddiCC this _. . want youreggs' 1.Word Lists and Sentences for Dictation A.. Hodo you 2. Workbook I (student) Scrambled__ please. 3. Workbook II (student) 4. Words, Lists, Phrases and Sentences for ReadIng 5. Teacher's Manual It's a structured reading program for a new reader who is in a one-to-one or small group situation which allows for maximum listening and speaking. Students learn through specific listening exercises with opportunities to decode sounds and letters. The series works because it is fairly structured and sequential. Students are given the opportunity to interact with the instructor or tutor thus allowing for continual feedback.

1 6 118 (MO.- 54444414,11M4 1.4A4X044/14

Word Attack Plus Publisher: Davidson and Associates, Inc., 1988 Available: P.O. Box 2961, Torrance, California 90509 Telephone: (310) 793-0600 Canadian distributor: Beamscope, 35 Ironside Crescent, Scarborough, Ontario M1X 1G5 Telephone: 800-268-5535 Price: US $49.95 Reviewed by:Bobbie Baker Level: Functional and Independent Laubach Way to Reading Series This is an IBM compatible computer Authors: Frank C. Laubach, program which presents 700 words Elizabeth Mooney Kirk and representing 10 levels of difficulty. Robert S. Laubach Students can work on it alone or in pairs Publisher: New Readers Press, 1982 to build their vocabulary and improve (revised, 1991) their reading rate. Both ABE and ESL Available: Laubach Literacy of Canada, students benefit from its use. P.O. Box 6548, Station A, Saint John, New Brunswick E2L 4R9 Five main activities provide sufficient Telephone: (506) 634-1980 and varied practice. The activities are: Price: moderately priced, varies from word display (the word, its meaning, and level to level a sentence illustrating its use), a multiple Reviewed by:Bobbie Baker choice quiz, sentence completion, word Level: Basic matching, and an arcade type of game. The program is easy to use, fun and This is a four-level series including work- challenging. All the words, along with a books, teachers' manuals and correlated brief meaning, are listed in the guide. It readers for each level. It teaches phonics prints out the problem words for at-home and methods for analyzing words into practice. their component parts (and putting them together again) in a structured, sequential The program lacks a pronunciation manner. It presents information in very guide. which ESL students have said they small units and provides a lot of repeti- would find helpful. tion and practice. The series is too slow-paced for the average learner. It is best used in tutorials with older students who have few skills. These include ESL students who have few literacy skills in their own language. The older students seem to need the structured, slow-paced approach. Although the majority of the reading is designed to reinforce the phonics lesson, reading for everyday life sections (for example. menus), is included in each chapter.

11.9 17 Re4444'ze,ReA41,W4

Basic ESL Resources

Regina ESL teacher Elizabeth Slater recommends the following resources. All are at a basic level. New Herizons in English, Book 1 (third edition) Author: Michael Mellgnen Publisher: Addison-Wesley Publishing Company, 1991 Available: School Division, Box 580, 26 Prince Andrew Place, Don Mills, Ontario M3C 2T8 Telephone: (416) 447-6480 Price: Text$12.17; Workbook- $6.94; Teacher's Guide - $16.47 Jazz Chants (15% discount available for educational institutions) Author: Carolyn Graham ISBN: Textbook53500; Workbook - Publisher: Oxford University Press, 1978 53502; Teacher's Guide - 53501 Available: 70 Wynford Drive, Don Mills, Ontario M3C 1J9 I use this textbook and workbook to teach Telephone: (416) 441-2941 basic English to ESL students. It has Price: $20.95 (20% discount available good illustrations and is well laid out. for educational institutions) Five other levels are available in this series. ISBN: 19-5024079 This includes a book and tape on rhythms of American English for ESL students. I use it as a supplementary activity to pro- Focus on Phonks 1 vide a change of pace. It's fun, meaningful Author: Gail V. Rice and practical. Publisher: New Readers Press, 1983 (revised, 1991) Available: Laubach Literacy of Canada, Everyday English Book 1 P.O. Box 6548, Station A, Saint John, New Brunswick E5L 4R9 Authors: David Krulik and Barbara Zaffran Telephone: (506) 634-1980 Publisher: National Textbook Company, Price: Workbook$5.30; Teacher's 1991 Manual - $8.35 Available: Voluntad Publishers Inc., National Textbook Company, This is a series of phonics workbooks Division of NTC Publishing correlated to the Laubach Way to Reading Group, 4255 West Touhy (see review, page17).I use it to reenforce Avenue, Lincolnwood, Illinois basic sounds and for pronunciation drills 60646-1975 and spelling Telephone: (708) 679-5500 Price: US $7.95 American This workbook teaches basic vocabulary in a theme structure. The illustrations are good and students enjoy the puzzles.

18 1 Z 0 SA4441404. ekAaazo..e.14

Grammar Work Book 1 Survival English English Exercises in Context English Through Conversations (first edition) Authors: Lee Mosteller and Bobbi Paul Author: Pamela Breyer Publisher: Prentice Hall Canada, 1985 Publisher: Prentice Hall Canada, 1982 Available: 1870 Birchmount Road, Available: 1870 Birchmount Road, Scarborough, Ontario M1P 2J7 Scarborough, Ontario M1P 217 Telephone: (416) 293-3621 Telephone: (416) 293-3621 Price: $16.67 ($12.50 for educational Price: $15 ($11.25 for educational institutions) institutions) ISBN: 0138791724 ISBN: 0133622789 This is a workbook with basic conversa- This workbook includes basic grammar tions organized by theme. I use it to exercises that are well organized with stimulate conversations and for guided good examples. It has clear directions conversations. The book is well organized that are easy to follow. with good illustrations. The vocabulary is very basic and the grammar exercises are well laid out. Images English for Beginners, Book 1 Author: Guenther Zuern Publisher: Addison Wesley Publishing 444/e, 4e44 Company, 1985 Available: School Division, Box 580, 26 Prince Andrew Place, Don Mills, Lakft4e4/ tv.444 Ontario M3C 2T8 Telephone: (416) 447-6480 Issues planned for the Price: $11.23 (15% discount available 1992-93 year include: for educational institutions) Literacy and New Canadians ISBN: 90804 Literacy and Learning Disabilities This book is for students who have no previous knowledge of English. I use it to If you would like to contribute ideas teach basic functions, guided conversa- or articles for these issues, if you tion and listening exercises. The photo- have ideas for themes for other graphs are excellent and convey real-life issues, or if you are interested in situations. The accompanying audio tapes taking part in our editorial com- are very good. The dialogues are based on mittee, please feel free to contact the realistic situations. The book and tapes Saskatchewan Literacy Network are good for multi-level classroom use. office in Saskatoon, or call the editor, Liz Ormiston, at 757-7236 in Regina. Vir<"

19 CONFERENCE REPORT

Family Literacy: American Style

Nayda Veeman, executive director of the Saskatchewan Literacy Network, attended the First National Conference on Family Literacy in Chapel Hill, North Carolina, April 12 to 14. Here, she reports on some of the highlights. A longer version of this article will appear in Query, Volume 21, Number 3, 1992.

Why the need for a strong focus on Research family literacy in the United States? "While faniily literacy is very important, Sharon Darling, executive director of the it should not be thought of as a 'silver National Center for Family Literacy, which bullet' which will solve all problems and has played a key role in encouraging the ensure success: many factors contribute development of family literacy programs to a child's achievement, the literacy level through the United States, had this to say of parents being only one. For programs at the conference: to be successful, it is critical that parents "23 million Americans do not have be involved in planning and deciding on adequate literacy skills after a decade of their own goals." Heather Weiss, Direct educational reform and early childhood Harvard Family Research Project programs for the disadvantaged. There- "In dysfunctional families, we need to fore, the focus of educational intervention consider the possible role which older must shift from one which isolates siblings can play since parents may be children and adults to once which focuses unwilling/unable to participate because on the family. The parents must be of drug or alcohol problems; 12-24 year encouraged to develop positive attitudes olds should be considered as possible toward education." partners in family literacy programs." The conference provided the first oppor- Shirley Brice Heath, anthropological tunity for practitioners, administrators linguist, Stanford University and researchers from a diversity of programs and locales to meet and share "There are very significant differences in ideas about family literacy. The 45 parti- the achievement of minorities in different cipants came from as far away as Hawaii. cultural settings. The historical relation- Alaska and England as well as from ship of the minority to the dominant across mainland USA. Canadians from group is important. For example. Jamai- Ontario, B.C. and Saskatchewan cans do much better in the USA than they attended. do in England. Immigrants and refugees also differ reflecting the fact that imrni- The conference was divided into three grants choose their new home whereas streams: research, policy and practice. refugees do not." John Ogbu, Professor Following are some highlights. of Anthropology, University of California "It is important that programs are developmentally appropriate since research indicates that very directive preschool programs may result in more alienation and juvenile delinquency. In addition, students sometimes do very well in very poor school situations, for

20 122 example, Vietnamese boat children in Policy slum city schools with disruptive peers. I have chosen to include only one policy The importance which family places on issue which has relevance for Canada. It education seems to be more important is essential to decide who will define the than external factors." David Weikart, goals of family literacy programs. Adults President, High/Scope Education do want to help their children but they Research Foundation may not realistically see much chance of improving their job prospects through Practice literacy; their goals may be limited to What is family literacy? Sharon Darling being able to help their children. Politi- spoke about the Keenan Model of Family cians and the business community argue Literacy, which comprises the following for improved literacy levels in order to elements: improve the skills of workers and thereby 1. An adult education component in enhance productivity. Program evaluation which parents participate in literacy will depend on who sets thegoals. activities which may include prevoca- tional, parenting or literacy upgrading Note: The Saskatchewan Literacy Network training. office now has a number of resources on family 2. An early childhood component for literacy. These are available on loan to Network children from birth to seven years of members and may be used in the office by non- age. members. 3. A parent/child interaction component in which there is reciprocal learning and teaching. ge4444tHea4i 4. A parent/parent interaction component where parents can support each other. (144 C0+04444 learn about and discuss life and Mark your calender now parenting issues. so you can attend the According to Darling, successful pro- Saskatchewan Literacy Network AGM grams involve the collaboration of adult and Conference at the educators, teachers, community agencies Saskatoon Inn on September 26. and business. For example, Toyota Don't stop there. corporation has provided $225.000 in a Mark the evening of September 25 three-year grant to each of five cities to and join us for the opening reception! establish family literacy programs. A pre- requisite for Toyota grants is a commit- Watch for further details in the ment by local groups to commit their own upcoming What's News monthly flyer. time and money to the program. See you there!

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? 3 21 WRITE ON!

A learner's perspective on family literacy By Tony Spencer I feel literacy problems do pass from decided to get help for him and me. I went generation to generation. I know in my back to school and spent a lot of time family of eight, reading is a problem for six getting him the help he needed in school of us. My mother had Grade 3 and my and at home. I worked hard with the father Grade 12. Back in those days it teachers so they helped me help him. And was up to the father to be the bread winner then I realized I broke the pattern of my and that's exactly what he did. Now, going past. My second child had it much easier back even further, my grandmother on with more support. By this time the my mother's side only had her Grade 3 so problem of knowing how to read was already we have started problems. getting better. How can we encourage our own In my family of eight, we were discour- children or provide help when we were not aged to learn. In my family today, my shown how? We never had story telling or boys are encourged. My 19-year-old story albums which I think would of graduated last year and now is talking helped. I remember wanting so bad to about going back to school for he feels he learn and be like the rest of the kids, but doesn't know enough. My 15-year-old in that was never to be possible for me as a Grade 9 works very hard for he has seen child. I used to ask to stay after school for how hard myself and his brother had to more help but no one had the time. I felt work. He's talking university. I don't need stupid because I never knew what was to fight with them to learn and I'm sure going on. I felt different. I didn't fit in, in that's partly because I'm continuing to any of my five gades. Yes, I spent two learn myself, and they are following that years in Grade 4 and two in Grade 5 and pattern instead of the drop out pattern. I then I quit. I remember they brought in a used to feel like such a failure in life but slower class but would not allow me to today I feel I will never fail as long as I enter it. I believe that had something to keep trying. do with my Indian background. I guess I I believe the change needs to start haven't mentioned my mother was Indian somewhere if we are not happy and if we but my father was Irish and English, so can find the strength within ourselves for it's hard to tell by looking at me that there the fight ahead it's well worth it. Today I is Indian blood, so we were not too know that I am never alone. Maybe I am popular at the school. alone to do the foot work, but I always So for 38 years I went though life know there is a power greater than myself pretending I could read the menus, takingguiding me and I think that's what gives work home every night so I could have it me my strength to carry on. I'm very translated so I could understand what grateful for all the support I have received was expected of me. A lot of engery went from the Bridging Program. Without them into keeping a job and it was very stress- I still would have been fighting for my ful finding out the truth about me. dreams to come true. Thank You. Now, I have two children of my own and Tony Spencer is a learner in the Bridging the first one suffered in school for the first Program for Women in Regina. We apologize five years for the same reasons I did. that we were unable to publish Tony's article in When I realized that I was watching my the Spring issue of Literacy Works, which life repeat itself though him then I focused on family literacy. 22 124 MCL LINK

By Elsie Livingston I feel a sense of excitement as I plan for MCL works in close conjunction with the June Board meeting of the Movement the National Literacy Secretariat, our for Canadian Literacy! For the first time, I major funding body. Communication with will be joined by two others from this the Secretary of State, the Hon. Gerry province: Alan Kobe, board member and Weiner, and the Minister of Employment Roy Bourke, president. Saskatchewan is and Immigration, the Hon. Bernard contributing a generous share of leader- Valcourt, helps them keep a finger on the ship on the national scene for adult pulse of adult education. literacy and adult basic education. My work with the policy committee will In spite of cutbacks in grants from the focus on the "Discussion Document for Literacy Secretariat, the executive and Good Practice." Please get your individual administration personnel have been busy, or group responses to the MCL office by cementing partnerships with the Cana- October. dian Alliance for Literacy (CAL). CAL is a united lobby group for national bodies Elsie Livingstonis Saskatchewan Representative interested in adult education. It is neutral to the Movement for Canadian Literacy (MCL). politically and is, therefore, effective in scrutinizing the policy and actions of government without the threat of budget cuts. MCL plays a strong leadership role Organizing Adult Literacy and in CAL. Basic Education inCanada MCL board members and staff have A policy and practice discussion undertaken to collect and draft responses document to the Employment and Immigration Single copies are available free from: Canada policy papers "Employment Policy Elsie Livingston on Worker Literacy" and "Learning Well MCLProvincial Representative ...Living Well" from the Prosperity #101 -69928th Street West Secretariat. Prince Albert, Saskatchewan 56V 6K5 In February, the Prosperity Secretariat Telephone: (306) 763-7745 held a National Consultation, "Round For multiple copies (available at cost plus Table on Learning." Eighty people from all shipping) contact: sectors of society were invited to attend. The Movement for Canadian Literacy MCL appointed delegates Jerry Lee Miller 880 Wellington Street from Toronto and Lynda Magerl from Suite 500 North Battleford to represent adult Ottawa, Ontario K1R 6K7 learners, and Robin Stonehouse from Telephone: (613) 563-2464 Saskatoon, a past president of MCL.

1 95 23 Letters to Literacy Works

Dear Literacy Works: I am forwarding information on a recent event held by the Literacy Program of Southeast Regional College which you may wish to share with Network members. In recognition of Education Week and to celebrate our move to a new office within the Souris Valley Campus at Weyburn we held a coffee party on March 10. Staff, instructors and students were invited to drop by to see the facility, look at the displays and to enjoy coffee and cake. Copies of the recipe for the cake were available. What a letdown when people discovered they couldn't read the directions! "This is the most frustrating thing that's ever happened to me," exclaimed one would-be cook. "This cake is so good, and I don't know how to make it!" Some people tossed the recipe aside; a determined few set to work to decode the instructions and nearly everyone got the message that not being able to read could be a problem for even the simple everyday tasks. (A few days later a memo was circulated with the actual recipe and the added thought that perhaps when- ever the baker prepared this "literacy cake" it would be a reminder of the difficulties the non-reader faces.) This cake recipe is a hand-out I plan to use when addressing ladies' groups and I am pleased to share this idea with anyone who may be able to use this as a means of getting the literacy message across. Also attached is the recipe in its original form a 30-year-old stand-by from my family recipe box. Bake and enjoy! Perhaps each time you do make this cake you will think of the frustration, embarrassment and limitations that people who do not read or who have poor literacy skills experience in their daily lives.

Sincerely, Jacqueline Lenz Acting Literacy Coordinator Souris Valley Campus, Weyburri

24 126 1 P.111-i-e--, ,,,,

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CoffeeCake #1 (19oz.) cakemix white oryellow 1 vanillapudding 1instant 4 eggs andtop mazola middle 1/2 cup water bottom, warm sugarfor 1 cupluke and ofcinnamon cinnamon Mixture Putpart together. morecinnamon ingredients batter.Add sprinkle firstfive pouron andthen Mix bottom; ofbatter on balance mixture pouron ontop. andsugar, mixture hour. ofcinnamon about1 balance ovenfor tin 350°F AngelFood Bakein

25 1 ?? NEWS

Travel expenses and a subsidy for child NETWORK NEWS care will be available upon request. Summer, 1992 Committee members are available to explain and promote the conference at regional meetings. The selection of 1. Board News regional delegates will take place in The 1992 AGM and conference will be September; selection will be made by held in Saskatoon on September 25 committee members and Literacy and 26. The Network board is now Coordinators. If you or someone you calling for nominations. Please know would be interested in attending, consider putting your name forward. please contact the Network office so For more details see page 27. that we can put you in touch with the The board is pleased to announce that Literacy Coordinator in your region. the AGM is being held in conjunction with the AGM of Saskatchewan Council for Educators of Non-English 3. Family Literacy Speakers (SCENES). The Network and The Mayfair Literacy Project is nearing SCENES have been sharing clerical the end of its first year. Barb Wright, support staff since January and we the Grade 5 teacher who carried out look forward to ongoing collaboration the project, remarks that her students in future. are now "readers." reading for enjoy- 1992-93 project proposals are ready for ment and with improved attention submission to the National Literacy spans. Secretariat. Details will be published Thanks to the Mayfair Public Library, as soon as funding is approved. The the Soroptomists of Saskatoon, the board has been working to diversify its Star Phoenix, READ Canada and funding sources and to reduce Westgate Books for their support of the expenses. A recommendation has been project. The Saskatoon and District made that What's News no longer be Reading Council gave its 1992 circulated on a complimentary basis. A Celebrate Literacy Award to Barb fmal decision will be made at the June Wright, Georgie Kyle of the Star board meeting. Phoenix and Nayda Veeman of the Saskatchewan Literacy Network for the Mayfair Project. 2. Learner Support There is growing awareness of how The Learners Committee has plans well important parents are in the education underway for "Learners Today: Leaders of their children. At the same time, Tomorrow." the provincial leadership many educators do not seem to be conference for learners. Please note a aware of Canadian literacy statistics change in the dates: Thursday, and of their impact on student achieve- October 15 to Saturday, October 17. ment. The Network will continue to The registration fee of $10 will include work toward greater awareness and to a one year subscription to On Our Way. foster cooperation between the K-12 All meals and accommodation at the system and adult education. conference will be paid by the Network.

26 128 M81/

Congratulations to the South Saskatchewan Reading Council on a very successful and well organized CAtte 04NOtt.:444;4,4.4 conference. One keynote speaker The Saskatchewan Literacy Network emphasized the important role which takes pride in having a board of directors parents play in education of their that includes: learners, people from children. The next task will be to raise colleges, school districts and commu- awareness about the number of nity-based programs, libraries, business, parents who lack sufficient literacy labour, and other interest groups. This skills to be involved with the education diversity serves us well, so we can serve system. your literacy needs. It is an interesting coincidence that the We continue to need people like you on school dropout rate is around 30 per the Saskatchewan Literacy Network cent and around 25 per cent of Cana- dian adults are less than functionally board.Consider joining us in September! literate. It would be interesting to know For more information and to receive the literacy levels of the parents of a nomination form contact:: dropouts since every indication is that SLNoffice in Saskatoon at literacy problems are intergenerational. 653-7368or653-7178 Lillis Lawrence in Prince Albert 4. Prairie Literacy Institute, at 953-8500 July 13 to 24, Saskatoon DoreenAnderson in Saskatoon The Network welcomes Nicole at242-5122 Staresina, a summer student hired as conference assistant. Nicole will complete planning and organization of the Institute. It promises to be an excellent event and we are looking forward to meeting all the registrants. Prairie literacy Institute

5. Thank You !!!! July 13 to 24,1992 The board wishes to thank SaskTel for University of Saskatchewan a donation of $600. This will help us to upgrade our computer equipment with Saskatoon the establishment of a provincial Fee: $200 literacy database in Saskatchewan. Union leaders have donated $450 to Three courses and an exciting series the publication of On Our Way, and of afternoon seminars are offered. donations are still coming int Thanks A few spaces are still available. to the Saskatchewan Federation of For information call Nicole at the Labour for publicizing this need. Saskatchewan Literacy Network office in Saskatoon, 653-3290.

99 27 Peter Dubois, president of the Saskatchewan Literacy Network,accepts a donation of $735 from Maureen Taylor of CBC's The Morning Edition.

3. Rosemary Sturge Isfan will be retiring ACROSS THE from her position at SIAST Wascana at the end of June. Rosemary has worked NETWORK DESK in adult education for many years; she served on the SABEA executive and on 1. The Saskatchewan Literacy Awart,s the board of the Network in 1990-91. of Merit Dinner will be held in Regina We hope that she will still have time for August 12. The Aminal Gowski Golf literacy in some capacity. Thanks and Tournament will be held August 13, best wishes Rosemary! also in Regina. For more information and tickets contact Joan Bernston at 652-9029. 4. Southea8t Regional College has established the Io Powell Award in honour of long time educator Io Powell 2. Sylvia Vicq, 1.1teracy Coordinator of who retired last year. The award will be READ Saskate5a, was named Woman made annually to a student or tutor of the Year at the Annual Awards involved in literacy or adult basic dinner of the YWCA. Congratulations education in the Southeast region. Sylvia!

28 it4Hun4444.Re44e/4v47"..0%e!

Dear Literacy Works Reader: Just a brief note to remind you that your Saskatchewan Literacy Network membership/ subscription will expire in September, 1992. Renew now and be sure to receive the upcoming four issues of this interesting and informative journal. In the 1992-93 year we will focus on such topics as Literacy and Learning Disabilities and Literacy and New Canadians.Your continued support is very important to usl Please fill in the attached form and renew your membership today. Help us to keep building a strGng Network for Literacy in Saskatchewan! 1992/93 Membership/Subscription Request Form (includes 4 issues of Literacy Works) Name: Occupation: Address:

City: Postal Code: Home Phone: Work Phone: Employer/School:

Please indicate type of payment: General Membership: $20- 1 copy of Literacy Works Journal per quarterly issue. Student Membership: $10- 1 copy of On Our Way plain English newspaper monthly (9 issues). Subscription Only: $20- 1 copy of Literacy Works Journal per quarterly issue. Donation - Charitable Registration number 0896225-21 (receipts issued) Actual cost annually to produce quarterly journal forone subscription is $50, so please consider making a donation to cover costs.

Mail with your completed cheque or money order to: Saskatchewan Literacy Network, PO Uox 1520, Saskatoon, Sask. S7K 3R5 131