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TITLE Literacy across the Curriculum: Connecting Literacy in the Schools, Community and Workplace. Volume 8. INSTITUTION Centre for Literacy, Montreal (). PUB DATE 92 NOTE 98p. AVAILABLE FROMCentre for Literacy, 3040 Sherbrooke Street West, Montreal, Quebec, Canada H3Z 1A4 ( subscription, $10; back issues--vol. 1-8, $1 each). PUB TYPE Collected Works Serials (022) JOURNAL CIT Literacy across the Curriculum; v8 n1-4 Mar 1992-Win 1993

EDRS PRICE HF01/PC04 Plus Postage. DESCRIPTORS Adult Basic Education; Adult Literacy; Dropout Prevention; Dropouts; Foreign Countries; *High Risk Students; *Literacy Education; Mass Media Use; School Business Relationship; Secondary Education; Television Viewing; Womens Education IDENTIFIERS Canada; *Workplace Literacy

ABSTRACT The first of four issues in this volume consists of these articles: "The Fourth 'R'--Relating"; "On Baseball Cards and Literacy"; "On Literacy and Success"; "National Assessments: What They Can and Cannot Do"; and "In the Classroom: The Integrated Journal." It also contains two book reviews and a list of resources on adolescent literacy, at-risk youth, and dropouts. A supplement, Media Focus, contains "Exploding a Myth: TV Watching Is Not Passive" (Emery); "World View on Media Education"; "Commercial Advertising--Does It Have a Place in the Classroom? Two Views on Youth News Network"; and two book reviews. Issue 2 has these articles: "Concerning Literacy and Ethics"; "Ethics and Educators: Traveling in Hope"; "On Bamboo Literacy"; "On the Increasing Importance of Visual Communication"; "Drawing a Link to Literacy"; "Thinking about Writing and Thinking"; "Sponsorship and Education: Asking Some Questions"; and "Business-Education Partnerships that Work." The Media Focus supplement contains the following: "Will the Real Michelangelo Please Stand Up..."; "The Virtual Classroom--A Pilot-Project in Media Education"; "Highlights from 'Constructing Culture: Media Education in the 1990s"; "World View on Media Education"; five book reviews; and a list of conferences and events. Issue 3 contains the following: "Literacy Lessons from History"; "On the Principle (.,f Postmodern Literacy"; "On Pygmalion' as a Literacy Narrative"; "On Values in the Classroom"; "Sculpting Gender: Media, Muscle, and the Construction of Fit' Bodies"; two books reviews; summaries of presentations From the UNESCO conference on urban literacy; "Copyright: Educators Meet the Policymakers"; "Feminist Literacy Workers Network Holds Inaugural Conference"; and a list of resources on volunteers in education. Contents of the Media Focus supplement are as follows: "Mastermind on Media: Montreal May 1992"; highlights of the International Center of Films for Children and Young People conference, Children, Moving Images, and Their Future"; "Children and Critical Viewing: Media Literacy Conference"; "World View on Media Education"; and two book reviews. In Issue 4 are found the following: "Literacy and Human Rights"; "On Connecting Narrative,. Thinking, and Women's Ways of Researching"; "On Something Called Critical Thinking"; "Equity and Diversity--Principles of Good Workplace Education"; "Job Descriptions: Making Expectations Clear to Students"; "Literacy and Street Youth"; two book reviews; and "Beyond the Composition Ghetto." (YLB) Literacy across the Curriculum Connecting Literacy in the Schools, Community and Workplace

Volume 8 Nos. 1-4

Centre for Literacy Montreal, Quebec

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2 March 1992 'vol. 8 No. 1

Literacyacross I the curriculum Connecting Literacy in the Schools, Community and Workplace

The fourth 'IV relatingEven though some critics claim that the demand for higher and higher To prepare my schoolattending levels of credentials is another form generation of the nineties for its of inflation, there is general productive period in the twenty-first DIOPPIngOut Ar agreement that some minimum century, our educators should have and taken the trouble of rationalizing their DroppingIn level of basic skills is needed for the curriculums so that the elements meshed ...th constant retraining and upgrading and complemented each other...What that will characterize the workplace was missing was the discipline relating (see BOX 2). one body of knowledge to another. I a A never learned how to relate the Research and action: fundamental truths of the various courses I took.It was too late when I The gap discovered that my teachers and Last year I was sitting at a instructors had neglected the fourth "R" roundtable on literacy when one of education - Relating. participant said his board needed Noam Rabinovitch,student. money to do research on the reason for dropout. I suggested that there 'The Fourth `11,'" was written by a was already a substantial body of Montreal college student in 1991 as research. We know all the possible a submission to an essay contest reasons; it is a matter of finding (see BOX 1). The question was: How continued on page 2 can education in the1990s prepare frequently cancel one another out students for the 21st century? entirely. INSIDE This analysis of his school To ponder experience fit like a piece of the Dropouts This fragmentation can be studied 6 National assessments: what they puzzle into the larger analysis of can and cannot do literacy, schooling and public policy through the issue of dropouts. that is woven into this issue of LAC.Students who drop out are receiving 9 In the classroom: Not only do courses and programs increased attention recently in both The intergrated journal Canada and the U.S. People not relate, but curriculum and 10Reviews assessment do not relate; policy without a high school diploma are disproportionately represented from different branches of the same 12Resources: Adolescent literacy ministry do not relate; and policies among the unemployed and promise from different ministries and to become part of a permanent 13 Announcements different levels of government underclass of the undereducated, 15 Conferences unemployable of the future. The Centre for LitJracy Montreal Quebec

3 2 continued from page 1 Literacy" is examining the of many sources of information and which ones are most relevant to a connection between students' models. particular student population and reading/writing and eventual then implementing policy and dropout. Among their findings is Why, then, is so little research program change, some already the observation that almost all reflected in the government policies tested and known to work. The interventions come far too late. and pilot-projects on dropouts now gentleman ignored the comment Literacy is not necessarily the being funded? The Minister of State and we spent almost an hour primary reason for dropping out, for Youth has undertaken a Stay-in- discussing the matter. but it is a significant contributing continued on page 3 factor. This is an example of too much Literacy Across the Curriculum available information not getting to A large number of dropouts have The Centre for Literacy the people who need it.I can go to such serious difficulties with 3040 Sherbrooke Strcct West my library shelf and find in-depth reading that it influences their Montreal. Quebec. Canada H3Z 1A4 studies on dropouts and on a range eventual decision to leave school. Editor: Linda Shohet of intervention programs that have Many of these stuaents have Layout:PonetuatIon G R A F 1 X been successfully implemented already fallen at least a grade level Depot legalCtrImestre 1991 across the continent. The Center behind by third year elementary, Blbllotheque nationals du Quebec for Early Adolescence (p.12) at the and by the time they enter high University of North Carolina is one school, they are so weak that they of the outstanding centres which have little chance of coping with the has been researching, writing, and new demands. The Center in North testing pilot-projects for almost two Carolina has published decades on issues related to early recommendations for schools and year adolescence, including dropping out parents on many of the factors The Centre gratefully acknowledges the Their project on "Adolescent related to literacy. They are but one support of

The fourth "R" Mediterranean World, theother poets... I had "relater" with special an excerpt USSR, Society, Macro- memorized enough vital training and competence How would the fourth "R" Economics and statistics about the in two or three of the have helped me? Well, in Computers in the ModernMediterranean World and subjects I took. One my first semester in the World/WordPerfect 5.1. the USSR to earn a relater, for example, Social Sciences program, passing mark, and played would have been specially I registered for seven I passed all of these back my notes on Society qualified to highlight the courses organized in whatcourses individually, but and Macro-Economics parallels between the was called a grid 1-1.1(In't the foggiest idea of with enough accuracy not discipline of team sports arrangement. I had to how one interrelated with to have to repeat them. and the laws governing take two compulsory the other, how they The computer course society. Another might subjects - Freshman harmonized, how they required only learning by have made me aware of English and Phys. Ed. In collectively n,vealed a rote, a kind of self- the connection between addition, the program deeper meaning. Seven prograraming on the poetic sensibility and the called for two courses meant seven lowest level. wanderlust of seafaring Humanities, two Social teachers to satisfy. I or nomadic peoples, while Science "core subjects" satisfied my basketball Had an extra group of a third could have pointed and one elective. As a coach that I could do an instructors been added to out how the computer result, my weekly adequate lay-up and foul the staff who oversaw my was indispensable to the courseload comprised two shot. My English prof efforts, I would have development of our sessions each of agreed that I had touched gained much more from globally interdependent basketball, Dr. Faustus a minor truth here and that semester. Each economy. and selected English Lit there about the literary member of this group readings, the merits of Marlowe and would have been a Noam Rabinouitch, student , Montreal 3 continued from page 2 .130X 3 School initiative. Funding comes through local Employment and An integrated poll cy: A discussion of definition Immigration offices, theoretically to The word literacy" has come to represent all the foundational skills necessary to be more responsive to local needs. achieve the goal of being productive, responsible citizens. Consequently, it is The goal is admirable. The reality is impossible to establish an absolute and unqualified definition of literacy that that duplicative projects are being F;ttisfies the demands of all these expectations. . In Alberta we recognize that the funded all over the map without basic skills necessary for adult learning and development must be distinguished anyone asking whether each has into the categories of cf,,nmunication skills, living skills, and production skills. been done before, and whether it Literacy, the ability to read and write, is but one aspect of basic skills. Taken worked. together these basic skills make up the foundations for adult learning and development. If a particular program or strategy has been well-tested and found to Meaningful discussion and concerted action are made more difficult by the fact that the field of adult literacy is confounded by confused and contradictory work, it should become part of the definitions of terms. The result is that too often, without consideration of an permanent funding base from a individual's skills and circumstances, a person is labelled an "illiterate" when ministry of education. Stay-in- his/her level of schooling is below some arbitrary standard. Almost all universal school projects may be most measurements of "illiteracy" based on school completion or on tests of literacy effectively as partnership competence serve only to over-simplify complex issues by ignoring differences in endeavours, but they need culture, social expectations, and economic demands. permanent ongoing funding, not short-term project-based funding. The problem of "illiteracy" cannot be solved by deciding how many illiterates This is the problem that plagues there are and forcing them all into classrooms until they can meet some minimum adult literacy programming. Now it standard for reading and writing. Since very few Albertans are totally without reading and writing skills, it is a misnomer and disservice to label adults with low is being repeated with dropouts who basic skills as "illiterates". The further distinction between "absolute illiterates" will be part of the next generation of and "functional illiterates" does nothing to resolve the confusion about definition adult literacy statistics. nor to redress personal insult. The cause of adult literacy would be well served if Can policy relationships be made? we were to drop the word "illiterate" as well as a characterization of individuals from our voeablilary altogether. There are models. Before any 4,..- project is submitted for funding, Foundation% for Adult Learning and Development is a flexible, dynamic concept there should be a mandatory f! at can adapt to changing social values, economic demands, educational "literature search" to demonstrate expectations, and the needs of the individual. that all existing programs/models Government of Alberta, November 1991 have been examined and analysed. The National Literacy Secretariat isought to be a prerequisite for any and projects for students-at-risk; it now asking that anyone requesting project funded by government. insists that all these strands must be seen as part of one tapestry. In funds have consulted the National In the U.S., the State of Hawaii has Adult Literacy Database (NALD) to Canada, the province of Alberta has an integrated governor's literacy released one of the most coherent be aware of similar projects in the policy, linking adult literacy, country. Such preliminary research policies on adult education seen in workforce education, family literacy,this country. We have no evidence BOX 2 of what programs will evolve from these policies, but the attempt to Basic skills and future work "relate" what has prevously been Little evidence suggests that technological change wil' uire dramatic increases fragmented provides some hope. in the skills needed to obtain quality employment in the modern economy. In part, this conclusion reflects the tendency of technologies to develop in ways that We know what to do about dropout adapt to the available levels of job-related skills. On the other hand, basic skills and about a host of other education such as numeric reasoning, problem-solving capabilities, written communication, problems; we have yet to relate and literacy are likely to become even more important. The 20-30 percent of the what we know at the policy and displaced worker population with deficiencies in basic skills, as well as labor force funding levels.L.S. entrants lacking strong basic skills, will face difficulties in adjusting to technological and economic change. The Centre for Literacy has all (Issues in Science and Technology, p. 25, Fall 1987). documents mentioned in the article. TO PONDER pkai7.1,7, alNitISS, On baseball cards and literacy Whenever the subject of literacy comes up, what often pops first into 1,:. my mind is a conversation I overheard eight years ago between my son Sam and his best friend, Willie, aged six and seven, respectively: "Why don't you trade me Many Trails for Carl Yats... YesitsYastrum-scrum." "That's not how you say it, dummy, it's Carl Yes ...Yes...oh, I don't Know." Sam and Willie had just discovered baseball cards. Many Trails was their decoding, with the help of first-grade English phonics, of the advantage of, even robbed. Baseballdynamics of public space. He name Manny Trillo. The name theycards were the medium of his learned the meaning of expertise, of were quite rightly stumped on was economic life too. Nowhere better toknowing about something well Carl Yastremski. That was the firstlearn th^ power and arbitrariness ofenough that you can start a time I remembered seeing them putmoney, the, absolute divorce conversation with a stranger and their incipient literacy to their own between use value and exchange feel sure of holding your own. Even use, and I was of course thrilled. value, notions of long- and short with an adult especially with an term investment, the possibility of adult.... Sam and Willie learned a lot about personal values that are phonics that year by trying to independent of market values. Literacy began for Sam with the decipher surnames on baseball newly pronounceable names on the cards, and a lot about cities, states, ...And baseball cards opened the picture cards and brought him what heights, weights, places of birth, door to baseball books, shelves and has been easily the broadest, most stages of life. In the years that shelves of encyclopedias, magazines,varied, most enduring, and most followed, I watched Sam apply his histories, biographies, novels, books integrated experience of his thirteen arithmetic skills to working out of jokes, anecdotes, cartoons, even year life. Like many parents, I was averages and subtracting poems. Sam learned the history of delighted to see schooling give Sam retirement years from rookie years; American racism and the struggle the tools with which to find and I watched him develop senses of against it through baseball; he saw open all these doors. At the same patterning and order by rearrangingthe depression and two world wars time I found it unforgivable that. his cards for hours on end, and from behind home plate. He schooling itself gave him nothing aesthetic judgement by comparing learned the meaning of commodifiedremotely as meaningful to do, let different photos, different series, labor, what it means for one's body alone anything that would actually layouts, and color schemes. and talents to be owned and take him beyond the referential, American geography and history dispensed by another. ,-Ie knows masculinist ethos of baseball and its took shape in his mind through something about Japan, Taiwan, lore. Cuba, and Central America, and baseball cards. Much of his social Mary Louise Pratt, "Arts of the Contact life revolved around trading them, how men and boys do things there. Zone," Profession 91. Modern and he learned about exchange, Through the history and experience Language Association. fairness, trust, the importance of of baseball stadiums he thought processes as opposed to results, about architecture, light, wind, what it means to get cheated, taken topography, meteorology, the continued on page 5 TO PONDER 5 continued from page 4 office and the manager shook hands with him. "That's the most extraordinary thing 1 ever heard." "Mr. Foreman, I wanted to have a On literacy talk to you about the money you've "You see, it's like this, sir, I never and success got on deposit with us. D'you know `ad the opportunity until it was too exactly how much it is?" late and then some'ow I wouldn't. I [ "The2 Verger" by Somerset got obstinate-like." "Not within a pound or two, sir; but Maughham tells of a church I've got a pretty rough idea." employee who is dismissed after The manager stared at him as sixteen years as verger when the new "Apart from what you paid this though he were some prehistoric vicar discovers that the man cannot morning it's a little over thirty monster. read or write. The following excerpt thousand pounds. That's a very picks up Albert's story just after the large sum to have on deposit and I "And do you mean to say that you've dismissal] should have thought you'd do better built up this important business to invest it." and amassed a fortune of thirty He considered the matter from "I wouldn't want to take no risk, sir.thousand pounds without being able every point of view and next day he I know it's safe in the bank." to read or write? Good God, man, went along the street and by good what would you be now if you had luck found a little shop to let that "You needn't have the least anxiety. been able to?" looked as though it would exactly We'll make you out a list of suit him. Twenty-four hours later absolutely gilt-edged securities.. "I can tell you that, sir," said Mr. he had taken it andwhen a month They'll bring you in a better rate of Foreman, a little smile on his still after that he left St. Peter's, Neville interest than we can possibly afford aristocratic features. "I'd be verger Square, for ever, Albert Edward to give you." of St. Peter's, Neville Square." Foreman set up in business as a tobacconist and newsagent. His A troubled look settled on Mr. W. Somerset Maugham, "The wife said it was a dreadful come- Foreman's distinguished face. I've Verger," The Complete Short down after being verger of St. never 'ad anything to do with stocksStories, Vol.II, Peter's, but he answered that you and shares and I'd ave to leave it (Heinemann:London) 1973. had to move with the times, the all in your 'ands," he said. church wasn't what it was, and [Thanks to Gail Jarislowsky for The manager smiled. "We'll do bringing this story to my attention. LS] `enceforward he was going to rendereverything. All you'll have to do the unto Cmsar what was Caesar's. next time you come in is just to sign Albert Edward did very well. He didthe transfers." so well that in a year or so it struck him that if he could run two he "I could do that all right," said could run half a dozen, so he began Albert uncertainly. "But 'ow should walking about London, and I know what I was signin'?" whenever he found a long street that had no tobacconist and a shop "I suppose you can read," said the to let he took it. In the course of tenmanager a trifle sharply. years he had acquired no less than ten shops'and he was making Mr. Foreman gave him a disarming money hand over fist. He went smile. round to all of them himself every Monday, collected the week's "Well, sir, that's just it.I can't. I takings and took them to the bank. know it sounds funny-like, but there it is, I can't read or write, only me One morning when he was there name, an',nly learnt to do that paying in a bundle of notes and a when I went into business." heavy bag of silver the cashier told him t-i it the manager would like to The manager was so surprised that see 1 I. a. He was shown into an he jumped up from his chair.

7 6 National assessment: what it can and cannot do National assessments 4. What behaviors will be cannot inspire institutions promoted? (obedience? to do things very cheating? subversion? differently from the way individual initiative?) they have always done Experience has shown them, and they tend to be that some incentives will irrelevant to classrooms drive institutions to and teachers. But they produce exactly what is can create a public wanted. discourse and inform discussion of trends and Why do we need new directions. system change? These were some of the In the 1990s, there is a opinions offered by persistent call for Rexford Brown, formerly a systemic change. The test developer and report reasons cited are familiar. writer with the U.S. The student body is more National Assessment for diverse and multi-faceted. Educational Progress With an evolving world (NAEP), currently a economy based on researcher, policy analyst information, demands are growing for a broader and writer for the RexfordBrown Education Commission of critical literacy available the States Lsee Reviews, p. deeper understanding. project. to all students. The 111. Brown spoke at The trick is get the right 1. Is it intended to serve question to be asked: is Dawson College on kind of information. Most an internal or external this new literacy being January 30 as part of a institutions are not purpose? Internal implies developed? We find the discussion and getting what they need. it is intended to help practice of schooling and information evening on They get too much, most students; external, to the way we organize the planned 1993 of it never used. The answer rhetorical or knowledge in most parts Canadian School biggest problem NAEP political purposes. Either of the world are "out of Achievement Indicators has always faced is one is fine as long as the sync" with what we know Program (SAIP) being getting people to use the developers know the about learning. The designed by the Council ofavailable assessment answer. However, Brown question: is the system Ministers of Education of information; we tend to suggests, if you want to closing the gap? Test Canada (CMEC). Becauseforget that people need know about the students, scores from individual the CMEC ;epresentative experience and training toask teachers. They have students will not give us mistook the date, Dr. use that information, and the information you want. this information. resources are rarely Brown became the 2. What do you want to featured speaker. available to provide that. Assessing students We also forget that en courage? different groups need (centralisation? trust? as knowledge A rationale for different kinds of diversity?). Each of these workers assessment information. ends will necessitate a Education is the human Rexford Brown starts from different kind of resource development arm the premise that Questions to ask instrument. of the new knowledge institutions do need industry and students are information to inform before designing an3. How will the knowledge workers. We themselves about the assessment. information be used? need assessment that tells quality of the work they There are several key misused? Is it duplicative us whether students are doing and to lead to questions to ask at the of information already in continued on page 7 outset of an assessment existence? Characteristics of authentic academic achievement (as measured by professional standards for artists, lawyers, surgeons, engineers, journalists, computer programmers at the National Center for Effective Secondary Schools, University of Wisconsin.) L Those being assessed must produce, not just reproduce, knowledge, demonstrating: 4. It involves collaboration. disciplined inquiry/use of prior luiowledge/ in-depth understanding 5. It involves access to tools and resources integration/synthesis/procedural knowledge uniqud to the discipline. 6 It is measured against known performance standards. 2. Achievement has value beyond its demonstration; there are real consequences 7. It uses multiple indicators. (i.e. a lawyer wins a client's acquittal). 8. It involves human judgement. 3. It requires flexible use of time, not a rigidly timed exercise. continued from page 6 your calculator at home."); by constituencies about whether there requiring collaboration; and by should be large-scale assessments understand their knowledge. Brown examining multiple indicators. Lookat all. Assessments do not counsels educaton to examine the to these for inspiration, says Brown.overcome public inuifference or assessments developed in the The time has come to do new things confusion; they may in some ways professional and corporate (Xerox, in evaluation, to stop asking for contribute to it They form only part GM) worlds to evaluate both indicators about the past, and to of a much larger public discourse. systems and individual knowledge start developing assessments for theWhen we ask what we want young (see BOX 1) . These professional future. people to know, we have to practices provide a standard for recognize that test scores give only anyone developing an assessment. What assessment cannot do a minor, albeit useful, part of the There are some guidelines for what answer. These assessments are good tests should do (see BOX 2). characterized by real demands with No one assessment can answer National data are not good at real consequences; by access to tools all the demands. There will always continued on page 8 and resources (No one says, "Leave be aivisions among different

Writers car up on his blocks

Reprinted with permission from Writing on the edge, Volume 3, Number 1, Fall. 1991.

9 8 ourselves, to the highest ideals of S the profession and of our individual Setting standards disciplines. Tests must: He also calls for more systemic assessment. There should be ways 1. Tell us about quality of performance. of evaluating the performance of board members, of principals, of 2. Tell us if students understand and apply what they have been taught. central administrations. Much of the blame we attribute to a lack of 3. Be based on important achievements. individual will is misplaced; it belongs with the system. Until we 4. Tell us if students can make connections. find ways of assessing the largest human resource development 5. Tell us about a full range of competencies. system in the world, we will continue asking the wrong 6. Tell us about growth and change. questions and looking at the wrong indicators. Brown's closing words: 7. Be fair. "Bureaucrat, heal thyselfl" [For information cn the CMEC 8. Tell us whether some students are not getting a fair shake. Canadian School Indicators Program, contact: Provincial ministry or 9. Be easy to understand (have face validity). department of education or CMEC, 252 Bloor Street. West, Toronto, ON, M5S 10. Have construct validity. 1V5, Tel: (416) 964-2551.1 LS. 11. Be cost-effective. A videotape of Rexford Brown's 12. Exemplify what we're asking students to do (i.e. be thoughtful). presentation is available from The Centre for $12.50, includes postage and 13. Be learning experiences. handling. 14. Be examples of, and promote, high quality discourse.

Rexford Brown 1992 cuntinued from page 7 There are, however, uses for it.It inspiring local change or at driving can give some direction, point out a quest for quality education. We trends over time, and serve as a must acknowledge that national lightening rod for discussion. assessments serve several masters, one of them ideology. Everyone will Assigning responsibility use it to justify whatever purpose In the end, the most important and they want to use it for. Finally, the worst assessments are going on these assessments will never in our own classrooms. Brown resolve political debates or moral asserts that there is neither a problems. professional culture nor incentives to spur better classroom That said, assessment is not bad, assessment that would really tell us and concerns are often exaggerated what students have learned. He out of proportion. At worst, they are says that as teachers we have to irrelevant, not used, or wasteful of look at our own assessment energies better directed elsewhere. practices and begin to account to

10 IN THE CLASSROOM 9 of post-ped-day energy, I wrote a suggesting a week], topic. Each memo asking other faculty membersentry will be dated and labelled to The integrated whether they would be willing to indicate which course is being participate in this project. After all,commented upon. Teachers may journal interesting and important things choose to take in a particular entry, by Monique Polak happen in our own colleges, not just or any number of entries and they in places like Alverno! may or may not choose to assign At a workshop I recently gave on grades. Students will also be "Making the Most ofJournals," one encouraged to write "Read Me" on of the participants asked an Linking courses important question which has led toIf our students kept an Integrated entries they consider to be Journal, they'd be encouraged to seeparticularly important or the development of an Integrated interesting, and "Don't read this" on Journal project to be conducted at the links among their various courses, and perhaps more entries they wish to remain private. Marionopolis College during the The entire Integrated Journal will Winter 1992 semester. She asked importantly, the links between their courses and their own lives. And be submitted and assigned a grade whether students are in danger of at the er 4 of the "Diaries and over-dosing on journals a side reading and responding to the effect of the trend encouraging Integrated Journals would allow Letters" course. That should keep journal responses and reflections faculty to develop a fuller them writing! across the college curriculum. As understanding of what is going on in our own classes. What material Finally and perhaps most well, the new Quebec high school ambitiously, the participating English program emphasizes do our students find the most journal type responses, and even difficult? Most interesting? Do theyfaculty will be asked to keep their see the point of our courses at all? own teaching journals, in which elementary school students, as part they'll reflect, at least once a week, of the "whole language" appr:ach, So, in a new English course called upon each of their classes. We are writing journals. I certainly should end up with some interesting don't want my students to shrug "Diaries and Letters" which I began teaching as of January 1992, information about how our students disdainfully and complain, "Nut learn and about how we teach. And another Journal, Miss!" students are required to keep an integrated journal. The journal willif all goes well, I may be able to In the workshop, we discussed the consist of a large loose-1 of binder inpresent Part II of my Journal possibility of an Integrated Journal which students will be asked to workshop at next year's Conference. in which students could respond to reflect. upon each of their courses at all of their courses in a single least once a week. If their professor To be continued... journal. And that night, the in physics happens to be one who Marianopolis Integrated Journal has opted to participate in the Monique Polak teaches English at Project was "conceived." In a burst project, he may actually be Marianopolis College in Montreal.

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A block of writer's blocks reconverted into much-needed low -cost housing facilii;;::s 10 REVIEWS

Workplace Literacy, An __11116._ Introductory Guide for Employers,ABC Canada. Halifax, (1991). With the publication of Workplace Literacy, An Introductory Guide for Employers, ABC Canada, the private sector Canadian literacy foundation, has taken a giant step in providing some direction to business. Tucked into the lefthand pocket of a handsome folder, this extraoi di narily effective guide manages to present a complex issue in simple terms without being simplistic. Designed as a series of questions and answers under six headings, it is only nine pages long,but draws on the best current research. The first question sets the tone: Q: What kind of commitment must I make to improve literacy in my workplace? A: Literacy in the workplace requires a long-term commitment; there is no quick fix. Literacy skill upgrading should be built into your company's strategic plan. Literacy is not. an add it must be tied into existing priorities (p2). There are questions about cost, about assistance, about small businesses, about multicultural awareness, about how literacy fits into existing cards, snapshots of information on the need for collaboration between organizational and training Working for Change, Facts and management and union, about objectives. Individual assessments Figures, Defining Literacy...Dispelling educational partners, about needs should only come much later after Myths, The First Steps, Key assessment and types of programs, in employees have agreed to participate. Partnerships, and Making Words short, about almost every concern a The guide offers a strong rationale Work. business person might have before against the use of standardized tests starting a program. because they do not adequately Business people generally claim that, measure the complex set of skille that working under intense pressure, they In the true spirit of a guide, the enable people to do their jobs, do not have time to read extensive document is philosophically coherent because they measure grade levels studies and reports. ABC Canada has without being prescriptive. It does not which have little relevance to the responded. This first consumer guide recommei.d specific programs or needs of employees and their to workplace literacy for employers methods, but does present general workplace, because they can be should also please labour and principles: "Successful programs are threatening, and more. education. those that consider both L.S. organizational and worker In addition, there is a short list of needs."(p.5) There is, however, a contacts and a brief annotated clear position on every issue. For bibliography. In the right hand example, on needs assessment, it pocket of the folder are six summary recommends that one first determine continued on page 11

12 ll 11111111 1111111111111= vimmommilb continued from page 10 "talkinbout" than reading and writing ("because we saw so many people Schools of Thought: How talking about reading but not actually the Politics of Literacy reading, talking about writing but not Shapes Thinking in the actually writing.."), Brown Classroom, by Rexford nevertheless contends that; Brown, Jossey-Bass:San We know how to develop a Francisco, CA (1991), 290 pp. literacy of thoughtfulness. There are no secrets here. If you This book is a must-read for teachers want young people to think, you and policy-makers, but also for ask them hard questions and let parents and for anyone who professes them wrestle with the answers. to care about the new "higher-order If you want them to analyze literacy" that everybody seems to something or interpret it or agree ought to be taught today. evaluate it, you ask them to do so and show them how do it A senior policy analyst with the with increasing skill. If you Education Commission of the States, want them to know how to Rexford Brown was director in the approach interesting or late 1980s of a five-year, one-million- ..t;,.4 difficult problems, you give dollar grant from the John and them interesting or difficult Catherine T. MacArthur Foundation problems and help them develop a to investigate Policy and the Higher conscious repertoire of problem- Literacies. The main question was solving strategies. If you want whether the unprecedented amount of them to think the way scientists or educational policy activity since the What distinguishes this book is the historians or mathematicians do, late 1970s is leading (or is likely to quality of the analysis; very few you show them how scientists and lead) to a literacy of thoughtfulness. studies combine ilicisive policy historians and mathematicians analysis with insight and compassion. think, and you provide Schools of Thought, a profound and Very few analysts choose to present opportunities for them to practice readable study of education, is the their studies as narratives which and compare those ways of compelling record of the extended Brown has done in seven of the eight thinking (p.232). visits made by Brown and his team of chapters. The names and some of the researchers to schools in the United places have been changed "to protect For every objection voiced by those States and Canada. the innocent," but the observations, interviewed about why these things dialogues, and assessments ring true. cannot happen in schools, Brown In the Preface, Brown defines this offers a response. It cannot happen literacy of thoughtfulness that they Whether we are in the rural South without some profound change in were looking for as: struggling Co close historical racial attitude and policy, but the fact that and socio-economic gaps, or on a it could happen anywhere and is one that goes beyond basic skills native reservation discovering ways to happening in some places and includes enhanced abilities to preserve mother-tongue literacy and corroborates the sense of possibility think critically and creatively; to culture, or at a Toronto school board that informs this book. reason carefully; to inquire promoting a forward-looking cross- systematically into any important curricular literacy, we are always Schools of Thought is available at The matter; to analyze, synthesize, and watching, listening, and talking to Centre for Literacy. It can be ordered evaluate information and real teachers, principals, and policy- directly from The Education arguments; and to communicate makers attempting to make the best Commission of the States for US $20.00 effectively to a variety of audiences of what they have at hand. Brown plus $3.00 postage and handling. Send in a variety of forms. We have watches with a sensitive eye whether a money order to: ECS, 707 17th Street come to call it a literacy of he is observing a remarkable teacher #2700, Denver, CO, 80202-3427. thoughtfulness, since it involves or a dismally ineffectual one. both the exercise of thought and a All profits g- the John and certain amount of caring about The conclusions are sad and hopeful. Catherine Arthur Foundation. other thinkers in past and present Despite finding that most North communities. (p.xiii) American schools engage in more [LS]

13 BEST COPY AVAILABLE 12RESOURCES LeStein, Leah. (1986). "A Portrait of America's Future: The William T. Murphy, Helen Campbell, and Julie Resources: Young Adolescents in the 1980's." Grant Foundation Commission on Cool.(1991).Dropping Out and Carrboro, NC: Center for Early Work, Family and Citizenship. Dropping In: A Study of Youth and Adolescent Adolescence, University of North 130/23 Literacy.Ottawa: Canadian Youth Carolina at Chapel Hill. Foundation. literacy, at-risk 130/04 Venezky, Richard L., Carl F. Kaestle, Andrew M. Sum. (1987).The Subtle Structured Employment/Econemic youth, drop-outs Hill, John P. (). "Some Perspectives Danger: Reflectiona on the Literacy Development Corporation. (1087). on Adolescence in American Society." Abilities of America's Young Adults. What To Do About Youth Dropouts?: The resources in The Centre Ithaca, New York: Cornell University. Princeton, NJ: Center for Assessment A Summary of Solutions.New York, for Literacy are catalogued 130/05 of Educational Testing. 130/28 NY: SEEDCO. and may be borrowed through 270/03 inter-library loan at your Schell-Lipsitz, Joan. (1980). The Age Lipsitz, Joan, (Ed.). (1979).Barriers: Group.' Toward Adolescence: The A New Look at the Needs of Young George, Rosemary. (1987).Youth institution or by mail (postage Middle School Years," Chicago, IL: Adolescents.New York: Ford Policies and Programs in Selected covered by the borrower). National Society for the Study of Foundation. Countries.Washington, DC: Youth Documents can be consulted Education. 130/29 and America's Future: 'The William T. in The Centre from Monday - 130/11 Grant Foundation Commission on Friday, 9:00 a.m. - 4:00 p.m. I.ipsitz, Joan. (19841.Successful Work, Family and Citizenship. Hill, John P. (19801. "Understanding Schools for Young Adults.New 270/04 If you cannot get in during Early Adolescence: A Framework," Jersey: Transaction Publishers. those hours, special Carrbom, NC: Center for Early 130/30 Thomas, Audrey M. (1990). "The arrangements can be made to Adolescence, University of North Reluctant Learner." Victoria, BC: leave documents at the Carolina at Chapel Hill. Lipsitz, Joan. (1980).Growing Up Ministry of Advanced Education. 130/12 Forgotten: A Review of Research and 270/06 Reference Desk in the Dawson Programs Concerning Early College Library, 3040 National Association of Broadcasters, Adolescence.New Jersey: Transaction Policy Information Center. (1990). Sherbrooke Street West, 5th On-Air Initiatives.(1991).Focus on Books. "From School to Work," Princeton, floor. Literacy, Part 3: The Dropouts. 130/31 NJ: Educational Testing Service. 270/07 Literacy Assistance Center. Dorman, Gayle. (1987). 'Improving In addition to the materials (1990i."Youth and Literacy: A Critical Middle-Grade Schools: A Framework listed in the catalogue, we Issues Paper." New York: Literacy for Action," Carrboro, NC: Center for B. have directories of programs Assistance Center. Early Adolescence, University of A listing from the National and services, bibliographies 130/14 North Carolina at Chapel Hill. Adult Literacy Database 130/32 (NALD) of Canadian projects, on many subjects, Stiehl, Thomas G. et al. (1987).Cost- programs, and materials international periodicals and Off Youth: Policy and Training Atwell, Nancie. (1987).In the Middle: related to at-risk youth and newsletters, catalogues of Methods From the Military Writing, Reading, and Learning With literacy. This list can also be learning materials, Experience,New York: Praeger. Adolescents.New Jersey.. accessed directly from NALD tapes/videos, and boxes of 130/17 Boy n ton/Cook. 130/33 by subscribers. To obtain newspaper/magazine lieingold and Associates, Inc. (1989). Kirsch, Irwin S., Ann Jungeblut. information about NALD, call clippings. We are also "Current Federal Policies and (1986).Literacy: America's Young (619) 462-4446 or FAX (519) connected to the National Programs for Youth." Washington, Adults. Princeton, NJ: National 461 -8831. Adult Literacy Database. DC: Youth and America's Future: The Assessment of Educational Progress. William T. Grant Foundation 130/36 Commission on Work, Family and The entire catalogue listing Citizenship. 130/22 Camp, Catherine. (1980). "School almost 4000 items (as of Dropouts: A Discussion Paper." December 1990) may be Wetzel, James R. (1989). -American Alexandria, VA: Eric Document ordered for $10.00 or Youth: A Statistical Snapshot,' Reproduction Service No. ED 191 959. printouts on specific subject Washington, DC: Youth and 270/01 headings can be requested at cost. For information, please r call Catherine Duncan at I would like to order resource eatalogue(s) from (514) 931-8731, local 1415. The Centre for Literacy at $10.00 ea. Below is a selection of some of the resources listed under the I would like to receive an update of the catalogue (December 1991) at $3.00 ea. headings noted: (Prices include postage. and handling).

Adolescent literacy, atrisk I enclose a cheque/money order for . Please mall to: youth, drop-outs Center for Early Adolescence. ( Name: "Talking With Young Adolescents About School.' Carrboro, NC: Center Address: for Early Adolescence, University of North Carolina at Chapel Hill. City: 130/01 Province/State Postal/Zip Code L ANNOUNCEMENTS 13 Minority language In conjunction with The Centre for Literacy, the coalition will establish A steering committee, formed in coalition defines its a clearinghouse that will receive February 1991with support from vision and disseminate information on the CCLOW,have begun a human and material resources, chainletter designed to draw more Literacy Partners of Quebec, services and training. women into the network. They Quebec's minority language define a literacy worker as someone coalition, held a team-building One of its first endeavours is doing work in literacy not event at Dawson College on conti development of the necessarily in a program and December 3 and 4 1991. Twenty- coalition. A project for 1992 will necessarily a paid staff person. eight people, representing member reach out to regional members to organizations including school support information sharing and to If you are interested in becoming boards, reading councils, promote coordination of community involved in the chainletter, send universities, colleges and a variety resource networks. The coalition your name and address to Aisla of community organizations, came met on February 28, 1992, to plan Thomas at CCLOW, 47 Main Street, together to define a vision and the outreach project and to discuss Toronto, ON, M4E 2V6, TEL: (416) statement of purpose(see BOX). models for a constitution. 699-1909. They also struck a constitution sub- committee to incorporate Literacy Feminists literacy workers Partners and to research models of network chainletter Canadian Literacy Thesaurus coalitions across Canada. The Feminists Literacy Workers Forthcoming Network has been created to allow The first edition of the Canadian The coalition decided to devote its women to begin to talk to each otherLiteracy Thesaurus/Thesaurus energies to increasing public across Canada about their work in canadian d'alphabetisation will be awareness of the literacy needs of literacy. The network started with aavailable in June 1992. The the community. It will highlight number of wandering books that thesaurus lists 3400 terms (1700 in prevention issues that relate to were sent out to women who had each language) that are commonly family, school and community, buildexpressed interest in the network atused by literacy specialists in Spartnerships with social and health the Literacy 2000 conference in Canada. It is expected to facilitate services, community organizations Vancouver(October 1990). In these the exchange of literacy-related and business and labour, and lobby books, women literacy workers are information across Canada and and advocate for good literacy writing about their experience as provide precise subject access to practices. women, their thoughts and feelings collections of materials in the field. about their work. Information: The Canadian Literacy Thesaurus Coalition, do Alpha Ontario, 21 Park Road, Toronto, Literacy Partners of Quebec: Vision statement Ontraio, M5W 2N1, FAX:(416) 397- Preamble 5915. Literacy is a human right. (U.N. Resolution). It gives individuals, regardless of age, the ability to function in their own environments, allowing for the Disabled protected in U.S. growth and development of their human potential within a learning culture. The United States passed a Vision comprehensive civil rights law in Our v4aion of the minority language coalition is one that supports good 1991(effective in 1992) to protect Engl', . language literacy practices by reaching out to individuals, groups the disabled from discrimination in and organizations across Quebec, thereby increasing collaboration. It is employment, public services and inclusive, promoting the sharing of and equal access to resources, information accommodations, and and expertise. Literacy Partners is committed to consensus in its decision- telecommunications. The Americans making process. with Disabilities Act (ADA) covers Statement of purpose schooling provisions for the learning Literacy Partners of Quebec is a coalition devoted to developing and disabled Public schools must supporting a network of groups representing literacy students, literacy provide special education where providers, policy-makers, community and business leaders and other required; but even private schools interested groups, and to maximizing the collective effort of the partners. are required to "take whatever steps continued on page 14 14 continued from page 13 are reasonable to accommodate A chance to react qualified disabled students." The Task Force Report: For information on ADA and its The Future of English effects on independent schools, write: NAIS, 11 Dupont Circle, The Quebec Association for Adult Learning (QAAL) has organized #210, Washington, D.C. 20036, a panel and open discussion on the recent report tabled by The TEL:(202) 265-3500. Task Force on English Education in Quebec Call for papers Dimensions of literacy in a Date:Saturday, April 25, 1992 multicultural society Place: Dawson College, Room 5B-16 Keynote: Henry Giroux Time: 9:00 a.m. - 2:00 p.m. October 2 - 4, 1992 Lunch and breaks provided. Montreal, Quebec Information on registration & fee: (514) 848-2036. Deadline: May 1, 1992. Information: GEMS, (514) 485-0855. Note: the deadline has been extended to May 1. The Centre for Literacy McGill writing seminars 1992 announces free admission Literacy: A Summer Institute Rhetoric, innovation and technology: The social, June 29 -July 10, 1992 economic,cultural, and reserach Montreal, Quebec implications of studying writing in organizations Stephen Doheny-Farina Collaborative learning supported Clarkson University by resources and expertise Friday, April 3, 1992 Backdrop: summer in Montreal 9:00 -11:00 a.m. Jazzfest and city's 350th birthday Faculty of Education 3700 McTavish Information: 938-6960. What past participants have said: "Challenged me to consider new models." "Although the institute had a focus on adult Tutor training literacy, I have acquired insight inot literacy one week intensive acrossthe curriculum for secondary students." June 15 - 19,1992 "Very effective atmospherewas safe and An outstanding, reearch-based comfortable and learning took place. People really model of training developed in felt the power of collaboration." Nova Scotia with support fromthe National Literacy Secretariat. Registration limited: 15 First time offered in Quebec For information: write The Centre for Literacy, Registration limited to 20 3040 Sherbrooke Street West, Montreal, Quebec, Information: H3Z 1A4; or call (514) 931-8731; (514) 931 -8731, or FAX (514) 931-5181. local 1415. CONFERENCES 15 Adult Basic Education policymakers, workplace teachers. Local Conferences Association of British Columbia 4e colloque annuel de "Co-operation in Adult Education: The Second North American l'association pour la recherche It's Time to Work Together" Conference on Media Education au collegial April 1 - 4, 1992 "Constructing Culture: La recherche au collegial Harrison Hot Springs Hotel Media Education in the 1990s" "Des realisations, un avenir" Information: Marilee Schell? Tel: May 13 -15, 1992 19 - 20, mars, 1992 (604) 324-2414; FAX (604) 324-9476 University of Guelpi1 Cegep de Trois-Rivieres Trois-Rivieres, Quebec National Center for Family 1992 Adult Education Research Literacy Conference Springboards $2 First National Conference on May 15 -17, 1992 Annual Confefence of Association ofFamily Literacy University of Saskatchewan Teachers of English in Quebec April 12 -14, 1992 Saskatoon, SK, Canada & Quebec Reading Association Chapel Hill, NC "Contexts for Learning" Information: National Center for 1992 Conference on Newspapers April 7, 1992 Family Literacy, Louisville KY, Tel: in Education and Literacy Palais des congres, Montreal (502) 584-1133 May 20 - 22, 1992 San Franscisco, CA Alphabetisation d'aujourd'hui etCanadian Council of Teachers demain of English Computers Across the May 13 -15, 1992 April 29 - May 3, 1992 Curriculum Hotel Renaissance Ramada Banff Alberta A Conference on Technology in the Montreal, Quebec Freshman Year Inkshed 9 May 29 - 31, 1992 Canadian Home and School "Textual Practices: Problems and New York Marriott Federation Possibilities" New York City Annual Conference: Science, Banff, Alberta Technology, and Education May 3 - 6, 1992 Association of Departments of "Literacy in the information age" English (ADE) May 24, 1992 8th Conference on Computers Summer Seminars - Midwest The Grand Hotel and Writing June 18 -21, 1992 Montreal, Quebec "Building Community" Waterloo University May 1- 3, 1992 Waterloo, Ontario The Annual Conference of the Indiana University-Purdue Summer Seminars - East Association of Canadian University at Indianapolis July 9 -12, 1992 Community Colleges Penn State University in cooperation with the International Reading Federation des and Association Writing in Engineering Design AQPC Preconference Institute June 2426, 1992 May 24 - 28, 1992 "Investigating Adult Literacy: Michigan Technological University Montreal, Quebec Research Updates" Houghton, Michigan May 3, 1992 Orlando, FL Writing Program Chronological Administration (WPA) Conference Listing"Learning to Build Workshop Communities" July 20 -23, 1992 College Composition and Whistler, B C. University of Denver Communication Annual May 10 -12, 1992 Conference For adult educators, community (WPA) Conference "Contexts, Communities, and development officers, correctional "Relevant Research in the `90's" Constraints" educators, educational July 23 -25, 1992 March 19 -21, 1992 administators, literacy instructors, Denver, Colorado Cincinnati, OH Native project workers, continued on pagel6

17 16CONFERENCES continued from page 14 Bard College Workshops Thinking in the Middle School; Call for Proposals May 1-3, 1992 Writing to Learn; Inquiry into Deadline: April 1, 1992 Writing and Thinking; Writing to Essay; Narrative Thinking; Visual New Directions in Portfolio Learn; Inquiry into Essay; Thinking; Teaching Poetry: Assessment Writing to Teach Math and Reading and Writing; Language: October 2 - 4, 1992 Science; Visual Thinking: The Power and Play; Writing Retreat Miami University Language of Seeing; for Teachers. Oxford Ohio 45056 Language: Power and Play Please note: Workshops are The 12th Annual International April 10, 1992 concurrent; participants in weekend Conference on Conference: and week -fang workshops register Critical Thinking and "Language and Gender in the for ONE WORKSHOP ONLY. Educational Reform Classroom" "Cultivating the reasoning mind: Simon's Rock August 1992: Ten-day Advanced Teaching, testing, Pn d a rd s , and (Great Barrington, MA) Workshop in Teaching Language assessment and Thinking (concurrent with August 9 42, 1992 July 3-17 Bard Freshman Workshop in Sonoma State University Week-long workshops in: Language &Thinking). Dates to be Rohner. park, CA Writing and Thinking; Writing and announced. Informatioii: (707) 664-2940. 1992 Society for Literature and 1992 Annual Conference Modern Language Association Science American Association for Adult 1992 October 811, 1992 and Continuing Education December 27 -30, 1992 Atlanta, Georgia "Achieving Competence in an New York, N.Y. Uncertain World" Details on all listings available from November 46, 1992 The Centre for Literacy, (514) 931- Anaheim, CA 8731, local 1415.

To subscribe, complete this form and mail it with your cheque to: 1 The Centre fer Literacy, 3040 Sherbrooke Street West, Montreal, Quebec, Canada H3Z 1A4 I enclose a cheque for $9.00 $50.00 $85.00 (Please circle choice) Make cheque payable to The Centre for Literacy. On multiple orders outside Montreal, please add $3.00 additional postage. Name: Institution: Address: Tel: Fax: .J Single subscription $9.00 Multiple subscription (10) $50.00 Literacy.ACross the Multiple subscription (20) $85.00 Curriculum Back issues (Vol. 1-6) available a $1.00/copy. (13 published four times during the For special prices on institutional subscriptions academic year by of 100 or more call (514) 931-8731 ext. 1415 The Ceritre for Literacy V 0 L 2 No.

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activity for the viewer Exploding a myth: whose mind is not challenged, but open to considerable manipulation. TV watching is not passive dupes young viewers by by Winston Emery the techniques and modes of discourse. Because they What the critics say watch TV passively and Contentions made by critics uncritically, they are ripe of the media about TV's for inculcation of the base negative effects on the values and anti-social behaviour and thought behaviour which TV processes of children regularly purveys. persistently nag at educators who advocate What the research serious classroom study of supports Otelevision by children and Despite Winn's appeal to adolescents. research, actual research into the direct effects of TV The Plug-In Drug by Marie on audience behaviour has Winn provides a barrage of been largely inconclusive. research evidence and This is also true of studies rhetoric to convince us that on violence, about which TV undermines family life the public and many and destroys children's educators have been in a capacity for independent moral quandary for some --Ight. Watching TV, principally responsible for to be, use foul language, time. ,-.,:cording to Winn, retards blurring the distinction have sex earlier and the development of the between adulthood and participate in social unrest Some recent research into brain, blunts the senses childhood, and for adults' and crime at an earlier age.audience behaviour call and encourages mental inability to keep 'secrets' into question Winn's notion laziness. It impairs from children and Critics like Ms. Winn and of viewing as a passive children's linguistic ability, protect them from (bad) Mr. Postman assume that activity and Postman's attention span, and sense adult ways. Thus, children TV viewing: position that young people of their own identity. have begun to dress like has a direct cause/effect are being duped by the Further, because of ';heir adults and vice versa, are relationship with the medium. The work of addiction to TV, children generally more ill- viewer. spend less time in the mannered than they used is essentially a passive CONTINUED ON PAGE 2 (necessary) interpersonal daily rituals of family life as well as at play, which Does commercial advertising develops the imagination. belong in the classroom? Neil Postman argues similarly in The Two views on Youth News Network (YNN). Disappearance of Childhood, that TV is 19 page 5 2 MEDIA FOCUS CONTINUED FROM PAGE 1 All the children in EastEnders, they are, at implausibility of some of Hodge and Tripp (1986), interviewed by Hodge and the same time, fully aware the scenarios and actions of Sefton-Green (1990), and Tripp displayed a solid of its construction as a TV the characters. Indeed, as Buckingham (1987, 1989, understanding of the program (N.B. Calista's Buckingham (1991) notes 1990), has shown that narrative structure of the comment that the of the viewers of many of the negative TV programs they talked producers will probably EastEnders, "...they premises are faulty. about. All were able to adopt a particular story displayed a considerable distinguish between the line in order to keep the degree of critical distance." Hodge and Tripp studied real world and the fantasy ratings up). how groups of Australian world of TV; all were aware Finally, the diversity of children (ages 6-12) of the fact that techniques In many ways the responses to the programs watched a cartoon show were employed by the responses in these studies was striking: readings of and what they observed makers of the program to point to the inadequacies ofthe ideological messages about it. Buckingham and convince them of the the views offered by the contained within the Sefton-Green concentrated verisimilitude of the TV Winns and Postmans of theprogram ranged from on how children's presentation. world. The young viewers sympathetic to negotiated interpretations of TV are were clearly not dupes of to oppositional. It appeared established in small-group In the discussion TV, passively absorbing its that the ways in which the talk. The studies looked at reproduced in BOX 2, the influence. They were awareviewers made sense of TV children's and adolescents' students demonstrate that the programs they programs were dependent (ages 7-17) responses to fairly sophisticated were watching were not merely on the TV texts popular drama and readings of the moral constructed. There was no themselves, but also on the situation comedies. issues raised by the confusion in their minds knowledge and experiences program, EastEnders. between the represented the viewers brought to These studies confirmed: They often test the reality world of TV and the real them. that children are usually of the moral dilemma and world. Viewers, while they active and powerful the responses of the enjoy these programs and This is hardly surprising to decoders of TV programs characters of the program identified with the those of us who have been [see BOX 1]. against the reality of their characters in them, were, using "response to that the programs they own world. Although they at the same time, critical ofliterature" approaches in watch are rich in meaning seemingly make some of the programs' partiality to our classrooms. (Young) and cultural value their judgments within the a particular view of the readers of TV, just as [see BOX 2]. logic of the fictional world world and the readers of literature do, reconstruct the text (TV BOX 1. program) at the efferent and aesthetic levels. Thus, readings will vary from Children's ability to decode TV individual to individual. What follows is an excerpt froin a conversation between a researcher and George, age 6. They are talking about the kinds of things that happen to people on TV. This is not to say that TV GEORGE: Urn, Zoltaire gets in G. Force. and then his robot, he's got that, does not influence the then he gets 'em and they grow small and they lie down, then behaviour of young they just jump down their heap again. viewers, but that the

INTERVIEWER:So does that sort of thing happen in life? CONTINUED ON PAGE 3 GEORGE: (Shakes his head) INTERVIEWER:What about if somebody gets killed on television? Media Fe-ems is publish(.four GEORGE: Um...They're not really killed. times/year as a INTERVIEWER:They're not really killed on television? supplement to GEORGE: They're just pretend bullets and they just pretend they're killed Literacy Across the and they all get dead on purposely. Curriculum. INTERVIEWER:I see...and what happens in life when somebody gets killed? Supplement editor: GEORGE: Um...they die. 2 0 Judy Brandeis All Articles/Events/Ideas (Hodge and Tripp,1986, p.112) welcome. MEDIA FOCUS 3

CONTINUED FROM PAGE 2 are constructed. For this Buckingham, D. (1991). Wirm, M. (1985). The Plug-in reason, Hodge and Tripp Conversation with the author, Drug, Hammondsworth: influence is far more November 4, 1991. Penguin (revised edition). complex than the simple conclude that "[t]he school is a site where TV should cause/effect model proposed Hodge, B. and Tripp, D. Winston Emery, Department by the alarmists, who makebe thoroughly understood (1986). Children and and drawn into the Television: A Semiotic of Curriculum and a direct connection between Instruction, Faculty of curriculum in a variety of Approach, Cambridge: TV viewing and violent, Polity Press. Education, McGill University, sexual and other "deviant" ways." (p.218). is a visiting fellow to the behaviour. Postman, N. (19831. The University of London, Institute References: Disappearance of Childhood, of Education, where he is For media literacy Buckingham, D. '1987). London: W.H. Allen. investigating how media Public Secrets: Ea..tEnders education is being studied in educators, one positive and Its Audience. London: Sefton-Green, J. (1990). finding of the research was teacher training and British Film Institute. "Teaching and learning about implemented at the secondary that the young people (1990). representation: culture and school level. studied expressed The Cosby Show in a North considerable curiosity Buckingham, D. (1990). London comprehensive," in about how TV messages Watching Media Learning. Buckingham. Basingstoke: Falmer Press.

Making meaning from TV David Buckingham's interviews with adolescents point to the active and sophisticated ways in which they view TV. The following transcript is taken from a discussion among five seventeen year-olds about EastErtders, a British soap opera. CALISTA:Michelle, in a way, is not the perfect teenager, is she? SANDRA:She's very selfish anyway. CALISTA:I think that's why she's using Lofty. SHEILA:She won't listen to anybody's advice. Her mum and her nan and her dad tried to sit down, tried to get to the clinic with her and she just didn't want to know. She just wanted to keep herself to herself, and now she wants Lofty to take the burden off her.... CALISTA: When she first found out she was pregnant, it was 'Oh gran, I'm pregnant, Oh gran, help!' or whatever, and then all of a sudden, it was 'my baby, my life, I'm going to do what I want to'... SHEILA:Her mum's got a lot of burden, right. She's just not taking her mum into consideration. Her mum has to go through a lot. Now supposing something happens to that baby, or if it dies or whatever, who's going to have to look after Michelle, to try and get her out of it? Her mum. Now when she wants to go out to parties, who's going to look after that child? Her mum. Everything falls on the mum, I reckon. Even though it's her baby, she's got her mum, she's got her gran, she's got her dad, she's got people around her to help her. Other people haven't got that, they're just there by themselves, they usually get chucked out or something. CALISTA: She's got to take the other people around her into consideration. I mean, it is her baby, it is her body, it is herlife, but these other people, she's living with them, and they're the ones who've got to bear the brunt of whatever is happening. She's going to have this baby, and she's too young to have a baby, anyway. DONNA: She's under age now, isn't she? She's still under parent's guard.... SHEILA:I think it was wrong that she didn't tell her parents who the father is. Any parent is going to find out. Any parent is going to drag it out of them. I mean, your parents know you better than anybody does. I think that the father should have the right to know. I mean, it would bring out more in Eastenders, wouldn't it? CALISTA: I suppose they're saving it really, to use later on. And if their ratings go down, then they're going to use that to pick up their ratings. SANDRA: I read somewhere that they're going to name the baby Victoria and then everyone's going to start saying `Aha! Victoria! It must be Den! (Laughter) DONNA: That's what it said, it's going to get some tongues wagging... SANDRA: But all the time, she keeps dropping hints. Like when she heard about Jan coming down to the pub, she sat down and started crying 7 mean things like that, you you would pick up these little pieces and start putting it all together. And I reckon Lofty should know who the father is. He should demand to know. CALISTA: Think about it though; why did Den give them that engagement ring? All these things! If it was me, I'd start thinking 'Why is he giving me this ring?" RODNEY: But Lofty's stupid in the first place! (Laughter) (Buckingham, 1987, pp. 171-172) 21 4 MEDIA FOCUS

Focus on more complex account of Media response to the role of television in Education: media texts and children's lives. insists that media England An Introduction. education must start from This project, primarily A new pack the student's own Television Literacy qualitative, concentrated produced by the understanding. The pack is Research Project, on the ways in which British Film not structured around a Institute of children's interpretations Institute and The series of theories, but Education, of television are Open University around classroom teaching; established and negotiated not just upon what you University of in small-group talk. It also ought to teach, but also London, London, In their attempt to upon what children might England looked at the role of social accommodate the growing class, gender and ethnic number of people who wantlearn. background in determining In 1989, the Economic and media education training, children's understanding BFI Education and the The pack of material, Social Research Council and use of the medium. available in Spring 1992 funded a two-year research Open University have contains: Workbook, Video project by David joined forces to prepare a The study looked at distance learning pack Tape, Audio Tape, Slides, Buckingham, Valerie Hey development of children's Course Reader (352 pp.). and Gemma Moss on "The which offers a thorough conceptions of television and accessible introduction The cost is expected to be Development of Television genres and narrative approximately £70. Literacy in Middle to the subject. This pack is forms; their judgments designed for teachers who Childhood and about the ways in which For more information: Adolescence," which realize the importance of a television represents the firm grounding in basic Barbara Mayor, School of studied the development ofsocial world; and their Education, The Open children's (ages 7-11) principles and strategies of understanding of the media education. University, Milton, Keynes, competencies as television processes of television 6AA, ENGLAND. viewers. productions, aspects that Media Education: An have largely been neglectedIntroduction contains Although the relationship or underestimated. between children and substantial theoretical television has been material; however, its Professor Buckingham is pedagogy is firmly rooted researched and debated completing a book based on over the last 30 years in in the student-centered the research, due out in approach. It begins with Britain and elsewhere, the Fall of 1992. agenda has continued to be the student's direct quite limited. Children are still often regarded as Review passive receivers on whom Choosing the News, compiled by The elementary school students, it is a unit television imposes its English and Media Centre, London, on teaching about how the news is harmful messages. 10 student booklets and Teacher's Notes, selected and constructed. £8.25 Only recently have some This teaching package provides each researchers and educators reviewed by Winston Emery pupil with the raw material from which begun to reconsider basic an editor would make up a front page of questions about how The English and Media Centre, formerly the newspaper: news stories, pictures, children process the of the ILEA (Inner London Educational headlines. Students are to choose which medium. New approaches Authority), and now a separate group, stories and pictures will be on the page, derived from semiotics and has produced Choosing the News. and what the stance of the paper is vis-a- discourse analysis have Designed for junior secondary or senior vis the story, i.e. what view point and prepared the ground for a 22 continued on page 8 MEDIA FOCUS Commercial advertising The does it have a place in the classroom? Centre Two views on Youth News Network (YNN) for As interest in media them if YNN is of benefit to education grows in Quebec, the students. Since YNN Literacy new issues and has yet to he broadcast, it controversies emerge. One seems difficult to judge its announces of the issues now facing educational value. Does it Quebec's educators, not deserve at least the a parents and opportunity to prove ONE- DAY professionals is itself? whether commercial WORKSHOP television news The producers have programming, as agreed to an proposed by Youth independent evaluation News Network (YNN), of the program within a belongs in the reasonable time frame. If classroom. YNN is vedagogically successful, those who YNN, developed by oppose the ads will have former CFCF the means to provide broadcaster, Rod students with a real MacDonald, is modelled developing an education by developing largely on Whittle advisory board of active critical thought on the Teaching Communication's Channel teachers, academics and issues presented and on the One, a commercial video media specialists who, ads. Those who accept the the Media service being shown in according to the producers, validity of YNN but still with some U.S. schools. will establish guidelines reject the ads will have to MacDonald's service like and advise program find alternative ways of LEN Whittle's includes executives on commercial supporting such a project. MASTERMAN equipment and news and editorial content. If YNN is to be rejected programming with the based on corporate (Nottingham stipulation that part of the Any debate about YNN sponsorship, we had better University) daily 12-minute classroom must begin with an take a closer look at many broadcast be two minutes ofunderstanding tt at of the materials od DATE: commercial advertising. education is not a neutral activities now in1, r Tuesday, institution, but rather, part.schools as well as at the May 19, 1992 Reaction to the project has of a larger industrial political economy of been mixed. Media Focus structure, acknowledging schooling. has invited the comments that YNN and education Registration below which represent two are both part of this larger Undoubtedly, YNN limited. distinct positions on the society. Obviously, this is provides a wealth of issues place of YNN in Quebec ideologically problematic tothat have far-reaching For information/ schools. They are reprinted education's traditional educational and social as written and express the approach to maintaining consequences. To try and registration forms, opinions of the authors. stability. In YNN's case, it debate each of these in the please call: [0] seems to have become the space provided would be basis for much cynicism grossly simplistic. YNN is (514) 931-8731, YNN - YES! and pessimism. simply a text that can act Local 1415 Lee Rother as a source for reading and FAX: While the position taken byanalysis. As such, YNN is Those who reject YNN -many of those who oppose an opportunity to help (514) 931-5181 speculate that it is an YNN's commercial content students become actors in intrusion into the may be virtuous, it ignores the economy rather than commercialism are here to educational system. YNN the opportunity for mere consumers as well as stay. It is not a matter of is still in its formative students to receive to influence the business print text vs. TV text, but a stages and there are many information in a form that community to take some broadening of the concept educational and they may actually accept. form of moral action in of literacy to include all commercial issues still Most who oppose the initialeducation, Those of us in modes of communication, evolving. It should be thought of the ads are the education must begin to as suggested by the pointed out that YNN is same who would accept realize that TV and CONTINUED ON PAGE 6

2:1 6 MEDIA FOCUS CONTINUED FROM PAGE 5 YNN NO! 13, 1991). And it's not to from the electronic news Dorothy Nixon teach current events, ao media. Providing a captive Ministry of Education Rod MacDonald of YNN audience with one, and Quebec Language Arts seems to believe when he only one, source of news guidelines. "First of all, I don't think that anyone could claim to rationalizes the need for isn't enlightenment; it's YNN by claiming that, propaganda. There has to We have three choices. We be media literate if he or she didn't understand that statistically, few children be a better way to teach can be cynical about our watch any news at all. media literacy in the ability to influence one of the principle functions of commercial Breadth is the key word in schools; perhaps starting commercial enterprise in with the old fashioned kind education. We can take the media is not so r .uch the media literacy. To be media provision of information or literate, one must analyze of literacythe one that easy way out by tolerating all aspects of the media encourages a certain and complaining about TV entertainment, but the segmentation and print, radio and TVnot tobreadth of knowledge and and commercialism as evil mention advertising and promotes critical thinking art forms, thus alienating packaging of audiences for delivery and sale to the many other facets of skills in thoughtful ourselves. We can take individuals. some form of calculated advertisers." popular culture. -Len Masterman action that just may Will students be Dorothy Nixon is a broadcaster encourage taking dominant encouraged to deconstruct with Mediawatch, a public culture forms like TV "We want our secondary students to be media and evaluate the YNN interest group in Montreal. journalism and advertising reports themselves, and mobilizing it into literate," says Mike attempts at cultural Kornecook of the Laurenvalcomparing YNN's version School Board, explaining to the CBC's or CNN's or to analysis. This need not be a the newspaper? Will complicated task directed why he has chosen to allow YNN into five of his high students be taught how by media specialists, as advertising influences the some teachers feel. We schools. must merely ask ourselves content of media, even whether we are ready to But, the purpose of media YNN, and encouraged to accept a critical pedagogy literacy is to encourage analyze the techniques that responds to, rather critical thinking about the YNN's advertisers have than resists, present media. It is not to create implemented in order to cultural structures. good consumers of the influence them? future, as Franeoise Achim Lee Rather is a teacher, with of Ecole Royal George, of A news junkie myself, I the Laurenval School Board, the South Shore Protestantthought YNN was a good Montreal, Quebec Regional School Board, idea until I reflected upon stated in La Presse (Oct. it, a skill I didn't pick up

BOX "Tuning in on current events": A survey A recent study conducted by Southeastern Educational Improvement Laboratory, Durham, North Carolina, indicates that commercial television news programming in the classroom does not necessarily increase high school students' knowledge of current events. Results are based on a 1990 survey of 3,000 school students and 140 teachers in 51 schools in Mississippi and North Carolina. Among the findings: Students who watched ONN Newsroom and Channel One were no more informed about current events than those who did riot watch the programs. Students in classrooms where teachers integrate video instruction into lessons learn more. Traditional advertising already permeates schoolsprior to the use of Channel One. Few teachers use the program's commercials as material for critical viewing. Students report that they believe products advertised in school are good for them. Students who read the newspaper are more informed than those who receive the news from TV. However, the reality is that 80% of students surveyed watch TV news more than twice a week and only 50% of them read the newspaper more than twice a week; 50% of these students watch more than 3 hours of TV on school nights and over 20% watch more than 5 hours on school nights.

Reprinted fromStrategies(Fall, 1991, Vol. 4, No. 4), Sti ategies for Media Literacy: San Francisco, CA. MEDIA FOr 7.'S 7 Reviews willugarr ,,;v.'" A. t Teaching the Media, by Len Masterman, Comedia Publishers (London, 1989) A1134,1 1.171:/tAt';'71.18 268 pp. am, Teaching about Television, by Len Masterman, Macmillan Education Ltd. (London, 1980) 189 pp. reviewed by Michael Thomas

No one can hope to make sense of the world of the nineties unless s/he understands the nature of the media by which we interpret it. Not only do the media claim a large part of our time, but they also claim considerable A influence on the way we An ,,nperranr think and act, particularly new e Subie book on the way we buy and ct to dppeatthe mmostcomprehensIve vote. So it is hardly so lag tout surprising that a body like Len UNESCO urges competent Masterman authorities in all countries to "initiate and support comprehensive media a primer on teaching about connotation, discourse, designed to develop education programs" and British television that myth, narrative structure, "teleliteracy", from that many nations require makes rewarding reading code, sources...). The introductory exercises in attention to media in their for teachers in any culture. approach is basically perception to detailed curricula. rhetorical, but with special lesson plans for the In Teaching the Media, emphasis on the analysis of cultural codes in [Quebec teachers find that Masterman's posture is originators of the televised football games. requirement in the official essentially defensive, in themessages, figures of power There are also good Ministry of Education best tradition of Freierian dealt with under the materials on TV cartoons, Secondary English empowerment and heading of "Determinants." music programs and the Language Arts and Fine McLuhan's advocacy of Canadian followers of news. Arts program documents, "civil defence against Masterman will find this and if media education media fallout." The aim is part of the program heavierThroughout both texts, remains marginal in most to prepare students "to going than British teachers Masterman calls for the schools, it may be that apply critical judgments to for whom he hal compiled aenhancement of social, teachers still are not sure media texts" that they large annotated political and aesthetic how to deal with it.] encounter now and for the bibliography and awareness through media rest of their lives. Most of appendices of resources, studies across the Enter Len Masterman. A the book is devoted to including information on curriculum. lecturer in Education at elucidating a set of "core media conglomerates. But Nottingham University concepts" that Masterman there is no reason why localHeed that call, and it will after years of teaching in believes students must media education change your teaching life. British primary, understand in order to organizations cannot comprehensive and develop this critical prepare a similar resource. Michael Thomas is Senior grammar schools, he has autonomy. Language Arts Consultant at produced in these two Teaching About Television the Protestant School Board of volumes the most Many of these concepts are supplies, on familiar . comprehensive rationale already engraved on every theoretical foundations and theoretical framework English teacher's heart sketched in the first two for media studies that (genre, rhetoric, realism, chapters, a solid program teachers could ask for, and naturalism, denotation and of classroom exercises MEDIA FOCUS 8 Profile: Len Masterman. Len Masterman will spend a day in CONTINUED FROM PAGE 4 Montreal in May. ideology does it represent. Vast teaching experience, and extensive The students can, if they travel and research make Len MastermanPerspectives on wish, cut paragraphs from one of the most influential media the story and/or rearrang educators of our time. Described by the Media Education them, cut down headlines, Times Educational Supplement as "a Tuesday, May 19, 1992 and crop photos. In gifted and genuinely educative teacher," Time: 9:00 - 4:00 creating the front page, Masterman is best known in Canada for th-. :ome to three booksTeaching about Television, Session one: understand the process of Teaching the Media (see Reviews), and New approaches to teaching choosing the news. Television Mythologies: Stars, Shows, advertising and marketing Signs (editor) out of a lengthy list of The package consists of publications. Session two: student booklets, Thaching documentary containing the news Masterman's influence is international. stories, different headlines His work has been disseminated in for each story, photos of the fourteen countries, and his approach to Session three: Teaching media literacy events being described and media education has been endorsed by a blank layout of the front UNESCO and the Council of Europe. As page of The Camworth European liaison editor of Media For details/rer:istration forms: Gazette. The booklets also Information Australia, that country's (514) 931-8731, local 1415. contain instructions to the leading media journal, Masterman students. To counteract the regularly receives the most recent possibility that students literature from Europe, the U.S. and may lay out the front page Australia which he makes available to his without too much thought students. for the process, the booklets also provide a partial run-through of the Selected New Resources choosing process, asking students about their The Media. Education Journal, Autumn, 1991, No. 11 features a fascinating look choices. Accompanying the at Twin Peaks by Rick Instrell. His article presents theoretical observations about booklets is a single sheet the cult series and suggestions for teaching it. The issue also includes overviews of "Teacher's Notes" which media education in Norway, Spain, Sweden, Switzerland, Denmark, the states the purpose of the Netherlands, and France. These articles are interesting not only for what they say unit, introduces and about media education in these countries, but also for providing a basis for explains the key concepts comparison among different national programs. to be taught, lays out a step-by-step procedure and suggests follow-up activities. Conferences, events The package, consisting of 12th Annual Summer Institute of Melodrama: An International 10 student booklets and Film and Television Conference tind Festival Teacher's Notes costs £8.25 June 14 - 19, 1992 British Film Institute ($16.50 approximately) and Algonquin College July 5 - 11, 1992 is available from: Ottawa, ON London, England The English and Media Topics include: writing scripts for Information: Alpa Patel, Education Dept., Centre, Sutherland Street, children's TV; adapting your prose and British Film Institute, 21 Stephen Street, London, SW1V 4LH talents to screen stories; comedy-writing; London W1P1PL. English and Media Centre documentaries and non-theatrical videos. materials and catalogue is Information: Tel: (613) 598-4530; available in Canada FAX: (613) 598-4531. Australian Teachers of Media through Canadian Council 7th Annual National Media of Teachers of English National Council of Teachers of Education Conference 1992 (CCTE) publications. English "Facing the Future" Conference on Media and Language Arts October 1 - 4, 1992 June 26 -28, 1992 Perth, Western Australia Annenberg Center University of Pennsylvania Keynote: George Gerbner, Dean Emeritus Annenberg School of Communications 26 May 1992 Vol. 8 No. 2 Literacyacross the curriculum Connecting literacy in the schools, community and workplace mass literacy campaigns of the past Concerning literacy and ethics forty years were inadequate or misguided. Teaching people disembodied elementary reading and writing skills at a grade 5 level (1;:eBalms* take up this work In their own Interest. is not going to make them self- Maybe the election Is To sign one's name sufficient or politically autonomous. around the corner, means nothing. Methodologies and textbooks or perhaps there Is a Or to read a few words developed in a colonial language do government grant means nothing. not necessarily transfer to a native or something that must We agree to Join tongue. be utilized the classes What they taught If you teach us us was useless. how not to depend With the recognition by local and onnothersany more. international agencies that good bureaucrats intentions are not enough, more ommogoasza= recent Third World initiatives in Froma well-known poem written in a West Bengali adult educationclass literacy and education have concentrated on the learners' Education could be viewed as a giant In trying to reform the current personal and social needs; they research project, although we ourselves education system to meet the needs are not always clear about when it integrate the teaching of literacy of increasingly diverse students into the teaching of skills that crosses the line from what medicine callsbodies, we face questions about the "practice" to what it calls "research." continued on page 2 The new preoccupation with ethics has social and cultural values that drive raised our awareness that we can do schooling. Asking schools to make harm and create risk even when we an entire population highly literate INSIDE and critically autonomous is a new believe we are doing good. from a speech 3 Ethics and educators by Margaret Somerville, Centre for Medicine. Law, and revolutionary demand. The and Ethics, McGill current system was never designed 5 To ponder to do it and ad hoc reforms will not 6 In the classroom: Nowhere in education is the need produce the capability, particularly for ethical inquiry more pressing when the reforms often cancel each Drawing & literacy than in relation to literacy. In other out. 8 Thinkingabout writing &thinking trying to reach those who have not been served by the regular social or Third World and us 9 Sponsorship and education educational systems, we are dealingIn developing countries, where 10 Business-education partnerships with people who have needs that education has always been a luxury 14Announcements extend far beyond the requirements for the privileged, there is now some of basic reading and writing. recognition that many of the early 15 Conferences

The Centre for LiteracyMontreal, Quebec 2! 2 continued from page 1 creating a crisis around the issue of Despite disturbing contradictionsin literacy and education have school drop-outs. They talk about these studies, most media report concentrated on the learners' alarming drop-out rates, about the them without analysis, as "fact." personal and social needs; they long-term economic and social costs There are indeed many drop-outs, integrate the teaching of literacy consequences of an underskilled but overall the number of high into the teaching of skills that workforce when more jobs require atschool graduates in Canada has support a local economic or social least high school certification. been climbing steadily since the project. While these still tend to be 1950s. Not everyone is going to go sporadically available and poorly A recent report by the Economic through school in a linear sustained, they are responsive to Council of Canada castigated progression. How do schools need to local needs. schools for a drop-out rate of 30%. change to give a credible foundation The Conference Board of Canada to those who do stay or to meet the Because the literacy initiative in went further. It calculated the personal needs of those considering western countries is so new, so lifetime costs to the Canadian dropping out? fragmented, and, in some cases, so economy of the drop-outs from 1989 difficult to reconcile with the image alone at a staggering $4 billion. In an ethical framework, we are of being "developed," Canada has Their operational definition of a bound to ask questions about the not yet subjected her own drop-out was someone who did not nature of the social contract itself endeavours to ethical scrutiny. complete high school within four Who is defining literacy in Looking closely at the issue means years. When asked in a public particular contexts, and how do asking about the entire youth and forum whether they had figures for those definitions exclude or include adult education and training how many of those students certain groups or individuals ? Are systems and the social support eventually completed or returned to we increasing the marginalization networks. school, they admitted they had no of some groups in Canada using way of tracking. literacy/education as the measure? Drop-out and distortion What opportunities do we offer to There are some pernicious ideas The most recent study by Stats Can learners who do not learn in taking hold in the Canadian media reduces the figure to 24%, and notestraditional ways in school settings? and influencing public policy which that failure was cited by only one in What promises do we make to seriously threaten attempts to look ten as the reason for leaving; 30% learners about the outcomes of at education holistically. Two of said boredom drove them out. literacy and education, and can we these are related to initial schooling keep those promises? What portion and drop-outs. At the same time, the Ministry of of national resources are we willing The traditional North American Youth funds unevaluated "Stay-in to allocate to education as a lifelong model presents school as a place youSchool" initiatives across the integrated endeavour? [L.S.] attend in your youth. Formal country. This, while most education ends when you finish or provincial governments have cut Literacy Across the Curriculum funding for adult education, The Centre for Literacy leave, and you do this in linear 3040 Sherbrooke Street West progression from one level to the (particularly part-time students Montreal, Quebec, Canada H3Z 1A4 next on a single trade or which includes large numbers of literacy students ). Editor: Linda Shohet professional track. Layout: PonOtuatIon GRAFIX ( 5 1 4 )7 3 3 - 5 9 2 4 Future studies show another model The Conference Board, in claiming Depot legalVtrimestre 1991 emerging people will leave and that lifetime earnings for secondary Blbliotheque national. du Quebec return to some kind of formal or graduates are higher, shows a informal learning on a part-time graph that indicates 70% of jobs in basis throughout their lives as the 21st century will require a technological and social changes secondary education. That still demand new types of knowledge leaves 30% that will not. Why then and skills. do we want students to stay in school? It has to be for more than Yet working from the old model, economic reasons. The Centro for Literacy gratefully government and business agencies acknowledges the support of the National and editorial writers have been Literacy Secretariat and Dawson College Ethics and educators: travelling in hope Ethics is one of those words that we society, a loss of trust in politicians, use everyday, taking for granted a general rise in the level of public that we know what it means education, and the ubiquitous until we attempt to define and apply presence of media information, an it. Then we recognize how complex increased number of citizens feel a concept it is. Like "justice," we can competent and compelled to make identify its absence, but can rarely their own judgments. point out its presence. Yet there is a growing preoccupation with ethics The absence of even a facade of today in every profession and religion has lead us to realize that context. Margaret Somerville, we still have space for "spirit." noted McGill University ethicist, addressed the what, why and how of ethics in a recent Montreal speech. Ethics seems to promise the possibility of helping us fill that Somerville organized her talk / "space"through positive humane around five questions: What is .et,, Z decision-making. The search for ethics? Why is there a perceived .i4 ethics, argues Somerville, is part of need for ethics now? Has our search "st ---.0.0N:, our reaction to the increasing for ethics caused change? How have uniformity and depersonalization of new technologies given rise to this Margaret A. Somerville individuals in our world. She discussion of ethics? and, What that every situation must be pointed out that counter-trends of relevance does this have for analysed as it arises. Somerville individualism, self-determination, noted that in the past there have and autonomy, taken to extremes, ileducators? been battles among these schools, are equally isolating. What is ethics? but that today we should look for Somerville traced the historical integration, what she calls a "multi- In shifting from millenia of "blind" development of ethics from its variate" analysis. trust to an era of "earned" trust, we classical roots as a sub-discipline of need ways of judging trust based on philosophy to its contemporary The key to its place in society is thatactions rather than power/status. North American form as "applied it is concerned with ordinary values.Breaching ethics is antithetical to ethics." She characterized the shift The question we have to ask is: Whoearning trust, and the number of as the difference between talking decides what is ethical, on what contexts in which we have to make about and doing ethics, which wouldbasis, using which procedures? these judgments is growing, i.e. be roughly parallel to the distinction divorce, medical malpractice. between talking about and doing Why ethics now? law or psychology. The answer is complex. Somerville Ethics seems to offer us some, suggests the search for ethics has protection. We are seeking ways of She defined applied ethics as "the taken on urgency as a reaction to achieving collectivity that would exercise of disciplined, informed the decline in religious faith and a allow individuals to be most fully discrimination in order to examine recently shaken faith in the human. Hence the preoccupation decision options in situations of technology that had promised to with defining and applying ethics. conflict of moral values," and replace religion. There has been a stressed that ethics has to be realization over the last decades Has our search for ethics viewed as fluid, a continuum. Therethat technology carries some seriouscaused change? are at least four schools on that risks and can be used to carry out Somerville believes it has. She continuum, from the one that non-natural events (e.g. "male" believes we have reversed the order presents ethics as a fixed set of hermaphrodite giving birth). of questions we ask about law and obligations and rules that must be ethics and have begun to analyse applied in all instances to the one Together with a lack of consensus issues beginning with the ethical. that accepts no rules but insists on values in a multi-cultural What if something is ethical, but 4 not legal? She points to the education was implicit throughout The Centre for Literacy Canadian Charter of Rights and the presentation, Somerville drew Freedoms as a seminal ethical some specific inferences. announces its document. Educators are training those who Resource Teacher She asks whether educators have will search for ethics and will in made a switch to arguing from large measure define the Project Winter 1993 ethics to education rather than vice characteristics o the search versa. From one perspective, she methodology. She offered some suggests, education could be viewed starting points. Teachers/tutors/workplace as a giant research project. When trainers/volunteers from any does it cross the line from what The characteristics of the search medicine calls "practice" to what is will include intellectual integrity, discipline, any level of called "research?" The search for honesty, information, insight, education (elementary, ethics has raised our awareness intuition, and all "ways of knowing." secondary, post-secondary), that we can do harm and create risk The methodology will necessarily even when we believe we are doing demand transdisciplinarity. formal or informal, will have good. the opportunity to study, Somerville acknowledged the exciiange and develop Education is not neutral. The potential and the frightening professions are value-forming, possibilities presented by this projects related to literacy in value-carrying, and value-affirming."challenge to the human spirit." The the broadest possible Does our education build that nature of democracy is in flux. Can recognition into its programs? we maintain respect for both the context. individual and the collectivity? Will New technologies optimism still be possible? Requirements: and ethics a weeklycommitment of three New medical technologies has Without saying so specifically, hours on Wednesdays from intensified the discussion of ethics. Somerville is challenging education to redefine its mission. 10:00 -1:00, January - May 1993 They too are not neutral in terms of development of a project or impact and values. Consider the impact of the new birth Ethics should not be merely a topic materials to be shared in your technologies. or a subject of study. It must be the own milieu framework for the understanding We have been confronted by the and application of knowledge to underpin a humane twenty-first Fees: recognition that the more we know no charge the more we do not know, that we century I LS.] can be controlled through the use of organizational support Margaret Somerville, Director of the release time/substitution technology, and that we have access Centre for Medicine, Ethics and Law at to information we may not want to McGill University, addressed an know or that we may be better off audience of educators at the joint annual Information: not having. For example, do most conference of The Association of if interested, please call Linda people want to know how or when Canadian Comm unity Colleges (ACCC) Shohet, 931-8731 at local they will die? Can our psyches cope and L'Association quebecoise de with this knowledge? pedagogic collegiate in Montreal on 1411. We can provide details May 27, 1992. and tell you how to make your Ethics may offer us help in dealing official request for support from with the uncertainties, anxieties, your organ'? 'ion. and fears generated by these new capacities. Registration limited to Relevance for educators? ten participants. Although the relevance for _4,

30 TO .,PONDER 5

On bamboo literacy In the rugged mountains of Southwestern Mindoro live the Hanun6o, one of the least known of the eighty-odd ethnic groups inhabiting the Philippine Islands. Isolated geographically, self- sufficient to an amazing degree, having contact with exceedingly few outsiders, and without formal schooling of any sort, these five to six thousand mountain folk have nevertheless distinguished themselves among Philippine pagans as literate tribesmen. During 1947 I had the opportunity Bamboo lime tubes, tobacco containers and love letters inscribed in the of living with these interesting Fianunoo script. (Graphic based on photo byH.A. Figueras) people and learning about their unique way of life and, especially, lived with for several months, all of regarded as a visual medium. about their script. the adults except one were literate. Layout, design and typography are ... widely understood to be a ak [Their] highly stylized method of Harold C. Conklin, "Bamboo significant part of the total MIllr courting and serenading witnessed Literacy on Mindoro," Pacific communication process, whilst even during a pankidan [annual socio- Discovery, 3: 4-11, 1949. 8-9. the term 'print media' is frequently religious event]...brings us... to a misnomer, since in most texts the subject of bamboo literacy... print is rarely unaccompanied by [T]he popularity of both men and On the visual images. women during these get-togethers is largely determined by the number increasing Len Masterman, Teaching the of traditional love songs they are importance Media, (Routledge:London and New capable of singing and their ability of visual York) 1990. 13. to fit every occasion with a suitable chant. To collect and learn a large communication number of these chants it is most essential that one be able to read. Schools continue to be dominated by In other words, the incentive to print. To have difficulties in learn the use of their ancient decoding print is, in school terms, to syllabary does not stem from a he a failure. Outside of school the desire merely to preserve the old most influential and widely form of writing so much as it does disseminated modes of from the interest taken by young communication are visual. people of both sexes in building up a [T]elevision is probably the most repertoire of as many of the important source of political traditional love songs as possible. information in our society and it is also regarded by most people as the Some Hanun6o communities in the most reliable source of news, central area are more than 60 per perhaps because of its ability to cent literate! This includes women present a visual record of events. as well as men. In one family I Even print itself is coming to be

31 6IN THE CLASSROOM Drawing a link to literacy Background Each year a group of 'Resource- teachers" meet together weekly for one semester at The Centre for Literacy to study and discuss concepts and issues of literacy; each teacher develops a literacy-related project that can be shared with other teachers as models. The project described here was conceived in winter 1992 by Resource-teacher Catherine Bates, a recognized artist, poet, and Fine Arts teacher, working w Zth Linda Shohet front The Centre. Catherine began with her belief that the artificial separation between visual and verbal expression imposed by formal schooling ignores the human impulse to dra.vv which preceded literacy as a means of expressing 3,0 and preserving human communication. For this project, Catherine asked students in her Fine Arts classes to draw/paint something of meaning to ,A3 them and then ;,o write about the same subject. in any form they wished: poetry, narrative, words imbedded in the drawing, etc. We planned to analyse the work to see whether drawing and writing together gave added depth or dimension to the students' expression in either mode. We expected art students to resist writing as inappropriate in an art class. We were pleasantly stunned by the reaction. Although Catherine did not specify a personal subject, almost all the students drew /told a personal story [See BOX 1. Like lifest:'rying, this technique elicited athemselves and asked for more and E'6.0 more surprising was the powerful response students more class time to be allotted. leaped at the opportunity to explore Continued on page 7 7 experienced a sense of delight and empowerment in drawing and s sh,,c11,_ telling their stcries. "? .1.../.2/ Unlike many school situations when

"CS...1.1/3 students neglect to pick up ,-(/ assignments once they have been submitted, Catherine's students wanted these back. One young woman told her, "These are like pieces of ourselves we are just reclaiming ourselves." Catherine and I have applied for a grant to publish a selection of the student works or to mount an exhibit. We think that the topics are so universal that other teachers arid students will enjoy seeing and reading them. We also make a rationale for drawing or painting af, a link to, and in some ways, a f rrn of literacy, and argue that this idea can be applied effectively in informal or formal learning situationsfrom basic literacy classes to post-graduate interdisciplinary seminars. [L.S.] The drawing and poem were created by Shira Avni, a Fine Arts student Continued from page 6 language writes s, and some are at Dawson College peoplc who generally avoid reading frankness in choice of themes. Manyand writing. Yet they clearly of these students are second-

Teacher's comments on the process Frcm the beginning, students were interPf7t.--.:1 in this pro: ect and asked clarifying questions. They noticed the difference between it and the usu"rejects in a Fine Arts class i.e.working from a live model or from still life objects, or doing ,,ercises in colour and texture. It is rare, at least in terms of subject matter, that they are invited to focus so per- "nally or to draw on their own resources for direction. During the actual class time, students were unusually absorbed in their work, asking few questions, talking little among themselves. They took breaks irregularly, sometimes not at all, and work& through to the end of class t,iine and past. When they handed in the project, they were anxious to know when they would get them back. To my great surprise, students who were absent during the class came with the project completed to the next class. They all wanted to do it again. Catherine Bates, May 1992.

33 FROM AVVMA 8 Thinking about writing and thinking Challenges people how to use writing to learn before we can share effective Some beliefs that many teachers of philosophy. I don't actually write to learning strategies with our writing have come to accept as learn philosophy myself." And colleagues. "truths" may need to be Odell is not contemptuous of this Reassessing thinking reexamined. Lee Odell, a respected teacher. On the contrary, he teacher-researcher, who has suggests that he is becoming more cautious about encouraging an April workshop at The Centre devoted years of study to writing fir Literacy, Lee Odell presented an across the disciplines, writing in colleagues to use traditional LAC non-academic settings, and more strategies expressive writing, unconventional way of looking at recently, to critical thinking, is student voice, discovery journals thinking. Rather than rank to guarantee discipline learning. thinking as 'higher" and "lower- challenging two of these "truths." order" skills, which he finds One is that writing to learn works Odell draws on his own experience in all disciplines and all contexts. unhelpful in assessing what as a novice in a Buddhism class laststudents are actually doing, Odell The other is that thinking skills year. Journal writing, his favoured has culled five general clusters of have to be arranged and taught way of recasting knowledge for thinking strategies [see BOX]. hierarchically. himself, did not work. He was These clusters, he argues, include in Disciplinary thinking and heavily reliant on the authority of simplified form, all the strategies the teacher to explain meanings in that students of all ages use when "insider" knowledge the context of Buddhism; one of the Our "insider" knowledge as writers engaged in activities that we ways of making meaning was to characterize as thinking. has often informed our teaching of listen to his master. The first steps writing, Ode]] told a group of did not involve reflecting, By identifying which of the English teachers at a session at the reasoning, or questioning, but strategies students are using in Conference of College Composition mainly paraphrasing. particular pieces of work, we can and Communication (4Cs) in also identify what weaknesses they March 1992. What this suggests for him is that exhibit, and design assignments all the "truths" of the writing However, he claims that in his that force the use of a broader range teacher may not generalize. We of the clusters. Odell believes that experience with colleagues in need to have a little more humility, Writing Across the Curriculum, he the design of tasks determines to a and certainly have to become large degree the diversity of has come upon a different model "insiders" in a particular context the colleague who says, "I teach thinking that students develop. [LS] Synthesis of thinking strategies prepared by Lee Odell 1992 Selecting and encoding Creating/acknowledging dissonance Deciding what to include/exclude; what to attend Asking questions to/ignore or minimize Noting ironie,. paradoxes, conflicts, Summarizing, paraphrasing, translating from one inconsistencies medium to another; deciding how to phrase an idea, Acknowledging uncertainty, incompleteness feeling, observation, etc. Considering alternative perspectives 1 Drawing on Seeing relations Empathizing prior knowledge Looking for good news and Understanding or Comparing, classifying, creating analogies/metaphors, noting similarities bad; doubting and believing; responding to seeing pro and con new information in terms Looking for patterns or trends Noting contrasts, making distinctions Trying to find alternative of personal experience/ interpretations/explanations vicarious experience/ Observing how something changes over time academic learning Noting sequentialrelations/time/cause/effect/ hypothetical

34 9 Sponsorship and education: Asking some questions Some participants were initially dependent on sponsorship dollars, institution while serving two puzzled when author Len which often support better masters, whose interests are being Masterman focused both a recent programming and sometimes are served, and does the public lose out? media conference presentation and their sole means of survival. While educators and artists tend part of a Montreal workshop on the to judge their own work in terms of question of analysing sponsorship inA critical reading of its intrinsic worth or social value, culture and the arts. They were sponsorship sponsors tend to think of cultural skeptical about the connections To guide a critical reading of spheres as purely instrumental: Are between sponsorship and media sponsorship, Masterman listed these environments conducive for education. eleven principles, several of which selling our products? he elaborated in his presentations. This trend toward The point of departure for The first is that "The rich get instrumentalism is revealed in the Masterman is the definition of richer..." An activity is in the best language that has increasingly sponsorship. The lack of critical position to get support if it is permeated the arts and education response to sponsorship from the already successful, which sustains where talk now frequently centres education sector is attributable to an already disproportionate on "delivery" of "products." the fact that it permeates our allocation of funds. Sponsorship can create a two- society and that the world-wide Sponsorship exerts a strong tiered audience, those privileged shift to a market system has been conservative influence. Usually through connection to the sponsor assumed to be synonymous with sponsors are not interested in and the general paying public. greater democratization. The publicexperimentation and do not want to There is a danger that short-term generally perceives of sponsorship be identified with work that fails or market-driven sponsorship will as a form of charity or philanthropy.offends. This leads to support for replace permanent public funding Not so, says Masterman. It is a formthe tried and successful, a leaving both the arts and education of advertising or marketing which disastrous principle for the arts vulnerable. 410pays a company high dividends for awhich thrive on experiment and relatively small investment innovation. After considering the arguments compared to the costs of real There is always a danger of a Masterman presented, it was clear advertising space/time. sponsor influencing the project it that, whether we agree in whole, in supports, i.e.when grant applicants part, or not at all with the analysis Long an accepted and largely alter objectives to meet sponsor he offers, at the least educators unexamined practice in culture and interests rather than the logical need to develop some frame of sports, corporate sponsorship is nowdemands of the project itself. reference of our own for making becoming a trend in education. But, There is a danger of compromisingcritical judgments about the Masterman acknowledges, it is not integrity. In the arts or education, positive/negative implications of easy to mount a critique from Masterman posits, integrity is all corporate sponsorship, which is within sectors increasingly you have. If you work in a public being touted in more and more circles, including educational ones, BOX 1 as our salvation. [LS] Len Masterman presented a detailed Objectives f sponsorship as a marketing device analysis of sponsorship at the Guelph media education conference, May 13 -15, To generate awareness and public recognition level 1992, and at a full-day workshop at The ("Name the company you think of first.") Centre for Litei acy on May 22, 1992. A To attract media attention video of the May 22 workshop will be To target a specific audience available in summer 1992. To link the image of the company with the sponsored activity or event To provide opportunities for corporate hospitality (Give tickets to events, treat clients.)

35 10 (IMINENNEMNi Business-education partnerships that work Effective Reading in Content (E.R.I.C): A workplace literacy project of Syncrude Canada ltd. and Keyano College N The Conference Board of Canada chose an Alberta workplace literacy partnership as the recipient of one of its Business-Education Partnership Awards presented at its annual conference in Calgary in May. In 1988, Syhcrude Canada, Fort McMurray, Alberta, identified a reading comprehension problem among supervisors in the mine; since then, a comprehensive program has been developed by Keyano College in consultation with And Writing employees to address not only AssistedReading reading, but also writing arid oral Speech communications needs. The 16-hour writing workshop develops confidence and experience in composing workplace-related texts. The 24-hour oral communications component provides instruction and practice with speaking and listening one-to- one, and speaking and listening in groups. Workplace scenarios are Teacher/TutorManual constructed around such activities I as asking questions, giving instructions, and leading team meetings. Syncrude has recently signed an agreement with Keyano College to make the reading comprehension S.A.R.A.W.: Speech- speech-impaired woman component available free to Assisted Reading and laboriously sounds out her story employers across Alberta and Writing wins while writing on a computer screen, Canada. Keyano College will adapt ACCofliteracy award you are watching a dream fulfilled. the materials to specific workplaces This is a project that needs to be SARAW is a talking computer and provide instructor training on seen in action to uncic.:cand why it a consulting basis. program designed to teach basic deserved the 1992 ACCC Literacy reading and writing to adults with For information, contact Nancy Steel, Keyann Award. When a wheelchair-bound College, (403 I 791-8943. Continued on page 11

36 ll Continued from page 10 business partnerships to enhance the resources available to schools as severe physical disabilities who are well as to benefit the business non-verbal. It is made for students partners. who read and write at a grades 2 to 6 level. The initial objectives of the Meadowbrook-CIBA-Geigy Many of these learners are unable partnership were to expand and to turn pages, hold a pencil or en-ich the science program of the speak, but some of them can use school. non-traditional methods of communication such a Blissymbols Groups of Meadowbrook students or PICSYMS. SARAW is compatible regularly use the CIBA-Geigy with special software that allows laboratories to conduct controlled these students to use a computer experiments under the supervision even if they cannot use a standard of company scientists and keyboard. technicians who provide enrichment for gifted students as well as basic The software was developed by the additional equipment from Digital, science teaching. There is on-going Neil Squire Foundation in SARAW workshops will be collaboration with teachers to conjunction with Capilano College conducted at other community enhance their knowledge and in North Vancouver, B.C. The colleges in B.C. There is a plan to provide materials classroom science Foundation is recognized worldwide eventually share this program projects. Projects focus on for its development of technology foracross Canada with a SARAW base laboratory techniques, research people with physical disabilities. in community college in different methods and experimentation Capilano has many years provinces. around topics such as vitamin 0 experience creating and content, acid rain and water implementing literacy programs. The Centre for Literacy will include quality. an introduction to SARAW during Multiple partners its 1992 Summer Institute. Currently the two partners are Support for the design and collaborating to establish on development of SARAW was For information: Don Bentley, SARAW software developer, Neil Squire company premises a day care provided to the Foundation by the program and a computer lab Canadian Studies Directorate and Foundation, Tel: (604) 929-2455; FAX: (604) 929-3316, or John Potts, Dean of designed for the students. School the National Literacy Secretariat. ABE, Capilano College, Tel: (604) 984- fund-raising efforts are supported For the pilot-project, Capilano 4971; FAX: (614) 984-1718. by CIBA-Geigy whose employees received funding from the B.C. use the school gymnasium for Ministry of Advanced Education, fitness and sports. School parents Training, and Technology, and the and staff join company employees National Literacy Secretariat. In Meadowbrook School: CIBA-Geigy during annual CPR courses. The 1991, Digital Equipment of Canada, Meadowbrook choir and ukelele Ltd. donated computers to set up a Pharmaceuticals band perform several times a year SARAW lab at Capilano and to In 1987, a partnership was formed for CIBA-Geig,y employees. provide computers in students' between Meadowbrook Elementary homes while they are enrolled in School in Lachine Quebec and For information: Nancy Buzzell, the program. The Vancouver CIBA-Geigy Pharmaceuticals under Principal, Meadowbrook Elementary, Foundation and the University the auspices of Programme Lachine, QC, Mason's Lodge #91 made EdComm at the Protestant School Tel: (514) 637-5868. contributions to purchase special Board of Greater Montreal. adaptive equipment. Programme EdComm, established Sharing SARAW by the board and co-sponsored with From September 1992 to April 1993,the Montreal Board of Trade, promotes and coordinates school- through special grants and with Continued on page 11

37 BEST COPY AVAILABLE EMPLOYABILITY SKILLS PROFILE: The Critical thdllsRequired,of the Canadian Workforce

Academic Skills Personal Management Skills Teamwork Skills

Those skills which provide the basic The combination of skills, attitudes Those skills needed to work with foundation to get, keep and progress and behaviours required to get, keep others on a job and to achieve the on a job and to achieve the best and progress on a job and to achieve best results results. the best results

Canadian employers Canadian employers need a person Canadian employers need a person need a person who can: who can demonstrate: who can:

Communicate Positive Attitudes and Work with Others Understand and speak the Behaviours Understand and contribute to the languages in which business is Self-esteem and confidence organization's goals conducted Honestly, integrity and personal Understand and work within the Listen to understand and learn ethics culture of the group

Read, comprehend and use A positive attitude toward Plan and make decisions with written materials, including learning, growth and personal others and support the outcomes graphs, charts and displays health Respect the thoughts and Write effectively in the languages Initiative, energy and persistence opinions of others in the group in which business is conducted to get the job done Exercise "give and take" to Think Responsibility achieve group results Think critically and act logically to The ability to set goals and evaluate situations, solve priorities in work and personal Seek a team approach as problems and make decisions life appropriate

Understand and solve problems The ability to plan and manage Lead when appropriate, involving mathematics and use time, money and other resources mobilizing the group for high the results to achieve goals performance.

Use technology, instruments, Accountability for actions taken tools and information systems effectively Adaptability A positive attitude toward change Access and apply specialized knowledge from various fields Recognition of and respect for (e.g. skilled trades, technology, people's diversity and individual physical sciences, arts and differences social sciences) The ability to identify and Learn suggest new ideas to get the job Continue to learn for life done-creativity

Reprinted with permission of the Corporate Council on Education, The National Business and Education Centre, The Conference Board of Canada 255 Smyth Road, Ottawa, Ontario K1H 8M7. Copies in English or French can be obtained by calling (613) 526-3280 or faxing (613) 526-4857. In Montreal, The Centre for Literacy has copies.

36 13

Continued from page 10 Although The Conference Board tries to take a deliberately neutral or supportive stance towards the What the Conference Board education system, this document says about The does have an unarticulated sub- Employability Skills Profile: text. In presenting this document for consultation and discussion, The It may well be true that every Conference Board of Canada education department in the outlines its conception and its country claims to teach these skills possible uses. and that large employers across the country claim to require these skills They warn against trying to develop among employees; the reality is that these skills in a special skills class in most education systems and most in school. Rather, they suggest, they workplaces, the opportunities to should be developed through life develop or use many of these skills experiences provided by parents, are notably absent. through integrated approaches in schooling, through on-the-job A response to The Studies of high-performance support, and through formal and Employability Skills Profile: workplaces in North America have informal opportunities for estimated that only about 5% of upgrading over a lifetime. These skills have all been presented before in various formats; the best companies fit the description. High- known is probably the spiral performance schools are about as They note that employers regularly rare. So The Conference Board may assess the skills as part of the designed by Anthony Carnevale for the American Society for Training have wittingly or unwittingly interview and that thrown down the gauntlet to both education has assessments in place and Development (ASTD). However, The Conference Board schools and employers if they along the school and post-secondary both were to accept the challenge to continuum. They do recommend may have come up with a more usable model, given its goal to collaboratively examine their that employers and educators might assessment practices against this effectively collaborate on examiningcreate a "framework for dialogue and action." profile, they would find them assessment practices against the wanting. That could be the starting skills profile. point for a response that would I have never liked the word "skills" begin to build the learning Finally, they assert that all the because of the static mechanical connotations; for me, "abilities" environments that this document skills listed in the profile already calls for. appear either explicitly or implicitly seems to express more closely the in the general goal statements of all idea of flexibility and possibility. But given that "skills" is the word The Employability Profile is well the provincial and territorial worth bringing into Canadian education departments, with two most easily identified by most employers and by a good many classrooms and boardrooms as a main differences: that preparing catalyst for discussion. Parents, students for the workplace is only educators, The Conference Board has made the thoughtful choice to teachers, students, administrators, one of several important goals policy makers, and employers required of schools and that many ofrepresent the skills on a continuum rather than as a hierarchy. As could all measure their results the skills listed are developed in a against their rhetoric. [L.S1 variety of domains, including the foundational skills, communication, pursuit of other educa.:onal goals. thinking and learning remain the Their point is that promoting these key to all the others; unlike the skills is compatible with the other ASTD model, this one has goals and objectives of schools. subsumed "leadership" under the rubric of "Teamwork Skills," with the typical Canadian qualifier "when appropriate."

39 14ANNOUNCEMENTS Canadian Literacy Call for Papers contact LPQ: a) to share ideas for Ninth Conference i)n projects needed in their Thesaurus Forthcoming communities, and The first edition of the Canadian Computers and Writing b) to provide names of Literacy Thesaurus/Thesaurus University of Michigan contacts/resource people to be canadian d'alphab Aisation will be Ann Arbor, MI included in the directory. available in summer 1992. The May 20 -23, 1993 Literacy Partners of Quebec can be thesaurus lists 3400 terms (1700 in Topics: Computers, writing, and reached at The Centre for Literacy each language) that are commonly K-12 classroom, Getting started, (Dawson College), used by literacy specialists in Applications of Hypertext, 3040 Sherbrooke Street West, Canada. It will facilitate the Explorations of the virtual Montreal. H3Z 1A4. exchange of literacy-related classroom, Promoting collaboration, information across Canada and Tel. (514) 931-8731 ext. 1413; FAX Effects on learning process, (514) 931-5181. provide precise subject access to Changing socio-political contexts for Attention; Michael Stephens and collections of materials in the field. computer use, & others. Marilyn Caplan, Outreach and Information: The Canadian LiteracyDeadline: October 15, 1992 Thesaurus Coalition, c/o Alpha Directory Coordinators. Ontario, 21 Park Road, Toronto, Summer 1992 Ontario, M5W 2N1. Native Adult Instructor Schools of Thought FAX:(416) 397-5915. Copies of Schools of Thought: How Diploma Program the Politics of Literacy Shapes A Program of the Ministry of Thinking in the Classroom, by Call for Proposals Advanced Education, Training, and Rexford Brown, reviewed in the Learning Assistance Technology of British Columbia, March issue, can be ordered directly Association of New will be offered in eleven sessions from The Centre for Literacy. England between June and August at four Send a money order for CAN $25.00 Ninth Annual Conference sites Prince George, Kelowna, plus $3.00 postage and handling to: Northeastern University, Vancouver, and Kamloops. The Centre for Literacy, Burlington, MA Application deadline: Two weeks 3040 Sherbrooke Street West, October 30, 1992 before the course. Montreal, Quebec, Canada, Topics include: Basic writing, For information: 1-800-665-9972. H3Z 1A4. Reading, Critical thinking, Testing & assessment, Developmental Literacy Partners of Video on national math, Developmental science, Quebec get started Tutoring, Learning disabilities, assessments Literacy Partners of Quebec On January 30, 1992, Rexford Learning & women, ESL, & others. (LPQ), the recently-formed Deadline: June 30, 1992 Brown presented an evening on coalition, is an umbrella group of national assessments: what they English-language reading councils, can and cannot do. A videotape of Call for Papers school boards, educators, learners the presentation is available from Lifelong Learning: Improving and community organizations The Centre. Academic Quality During a involved in literacy in the province. Send a money order for $12.50, Retrenchment Era including postage and handling to: 1993 Annual Conference To help promote and implement The Centre for Literacy, National University Research English literacy programming and 3040 Sherbrooke Street West, Institute networking in Quebec, LPQ is: Montreal, Quebec, Canada, February 10 -12, 1993 a) compiling a directory of resource H3Z 1A4. San Diego, CA people and organizations; and Themes: Diversity, Teaching, b) helping to identify and fund Delivery, Basics, several small project proposals to be Assessment,Technology. submitted from the various regions Deadline: July 1, 1992. of the province. Learners, educators and administrators are invited to

40 CONFERENCES 15 Local The Penn State Bard College Workshops Conference on Rhetoric & July 3-17 Conferences Composition Week-long workshops in: Pennsylvania State University Writing and Thinking; Writing and Dimensions of Literacy in University Park, PA Thinking in the Middle School; a Multicultural Society July 8 - 11, 1992 Writing to Learn; Inquiry into October 2 - 4, 1992 Essay; Narrative Thinking; Visual Concordia University Martha's Vineyard Thinking; Teaching Poetry: Reading Montreal, Quebec Summer Workshops and Writing; Language: Power and PACT-PAPT Teachers' 1992 Institute on Writing Play; Writing Retreat for Teachers. Convention and Teaching Please note: Workshops are concurrent; "Dealing with today..teaching for "Teachers Learning with Teachers" participants in weekend and week-long tomorrow" July 1 - 3, 1992 workshops register for ONE The Vineyard Sampler WORKSHOP ONLY. November 26 - 27, 1992 Making Connections: Reading, Montreal, Quebec Writing, Responding August 1992: Ten-day Advanced Springboards '93 Session IJuly 5 -16 Workshop in Teaching Language "Celebrating Language" Session II July 19 - 30 and Thinking (concurrent with Bard April 22 - 23, 1993 Credits available from NortheasternFreshman Workshop in Language & Montreal, Quebec University Thinking). . Speakers: Peter Medway, Norma Boston, MA The 12th Annual Michelson, Aviva Freedman For information: (617) 437-3637 International Conference Prairie Literacy Institute on Critical Thinking and Chronological Credits available from University ofEducational Reform Vonference Saskatchewan "Cultivating the reasoning mind: University of Saskatchewan Teaching, testing, standards, and Listing Saskatoon, SK assessment July 13 - 24, 1992 August 9 -12, 1992 Association of For information: (306) 933-6490 Sonoma State University Departments of English 1992 Summer Institute for Rohnert Park, CA (ADE) Literacy Professionals For information: (707) 664-2940. Summer Seminars - World Education Inc. & Literacy The Prince George Midwest Support Initiative Dyslexic Society Fourth June 18 - 21, 1992 Center for International Education Waterloo University University Of Massachusetts Annual Multi-Sensory Waterloo, Ontario Amherst, MA Learning Summer School Summer Seminars - East July 13 - August 15, 1992 August 10 - 21, 1992 July 9 -12, 1992 Prince George, B.C. Penn State University Writing Program Administration (WPA) New Directions in Writing in Engineering Workshop Portfolio Assessment Design July 20 - 23, 1992 October 2 - 4, 1992 June 24 - 26, 1992 University of Denver Miami University Michigan Technological University (WPA) Conference Oxford Ohio 45056 Houghton, Michigan "Relevant Research in the 90's" Critical Issues in Basic 1992 CAAE Conference July 23 - 25, 1992 Denver, Colorado Writing: 1992 "Equity and Access in Adult October 8 - 10, 1992 Education" The Gulf Coast Conference University of Maryland at College Regina, Saskatchewan Park June 17 - 20, 1992 on the Teaching of Writing Point Clear AL August 9 -12, 1992 continued on page 16

41 16 CONFERENCES continued from page 15 October 22 - 24, 1992 Modern Language 1992 Society for Literature Vancouver, B.C. vimAssociation 1992 and Science Language: The Power and December 27 - 30, 1992 "Nature, Values and the Rhetoric of New York, N.Y. Science" the Glory October 811, 1992 Dedicated to the work of The Teaching and Atlanta, Georgia James Britton Learning of Argument Ontario Council of Teachers of University of York The Writing Process: English March 29 - 30, 1993 Prospect and Retrospect October 29 - 31,.1992 England October 9 -11, 1992 Toronto, ON University of New Hampshire 1993 Conference on Durham, New Hampshire National Council of College Composition and For information: (603) 862-3963 Teachers of English Communication Organization for the Study(NCTE) San Diego, CA of Communication, November 18 - 23, 1992 March 31 - April 3, 1993 Language, and Gender Louisville, KY The Association for October 15 -17, 1992 14th Learning Disabilities Business Communication Hofstra University Association of 1993 Eastern Regional Conference Hempstead, NY Alberta Provincial Newport, RI Just Language Conference April 1- 3, 1993 "Collaboration '92" Information: Elizabeth Huettman, A conference on the theory and (607) 255-8374. practice of November 19 - 21, 1992 plain language in law, government, Edmonton, AB Details an all listings available from The Centre for Literacy, (514) 931.8731, and business local 1415. fo subscribe, complete this form and mail it with your cheque to: The Centre for Literacy, 3040 Sherbrooke Street West, Montreal, Quebec, Canada H3Z 1A4 I enclose a cheque for $9.00 $50.00 $85.00(Please mark choice) Make cheque payable to The Centre for Literacy. On multiple orders outside Montreal, please add $3.00 additional postage. Name: Institution: Address:(Please indicate work or home; Tel: Fax: L Single subscription $9.00 Multiple subscription (10) $50.00 Literacy Across the, Multiple subscription (20) $85.00 Curriculum Back issues (Vol. 1-7) is published four times during the available a $1.00/copy. academic For special prices on institutional subscriptions of 100 year by or more. call (514) 931-8731 ext. 1415 The Centre for Literacy

BEST COPY AVAILABLE 4 2 V 0 L 2 N 2

Will the real Michel rngelo please stand up... "...Our pedagogy invites is their use of the word children to bring their Barry Duncan, "not" at the end of a culture to the classroom...." President of statement, influenced by according to McGill Ontario's "Wayne's World," the Professor Claudia Mitchell. Asscciation for regular "Saturday Night With or without the Media Literacy. Live" feature, and more blessing of parents and recently, a movie. teachers, students draw from their leisure activities Another point Duncan for classroom discussion made was that Bart and writing activities. Ms Simpson, the two Mitchell stresses the characters of "Wayne "s importance of teachers World" and sports heros acknowledging the culture have all become part of the Sof students; only then, she celebrity phenomenon, as suggests, will students be kids "grab" popular culture more open to recognizing popular culture. In a small text and fashion and either the culture of their environments of workshop at the same reject or accept them; teachers. pedagogy, the conference, Duncan said either way, they are media and that the media and popularmaking a statement about Mitchell is right. Invited or popular culture culture have become the them. Pop culture is by not, icons of popular cultureblend. equivalent of the old-time nature conservative, with are regularly brought to the storytellers and can very one fad feeding off the last, classroom. Students wear Media and popular comfortably co-exist with none of them coming from their favourite characters culture the written word. "out of nowhere," although on T-shirts, use notebooks At a recent Montral it may often seem that way decorated with Ninja conference, Barry Duncan, Duncan suggested that to people unfamiliar with Turtles, sports heros or President of Ontario's young people's use of the phenomenon. rock stars to write about Association for Media language and the meanings Ninja Turtles, sports heros Literacy, grounded his they appropriate to certain On a more theoretical note, or rock stars. They do this keynote address on the words are among the many Duncan provided an as the wires of their relationship between mediaindicators of media overview of the concepts Walkmans dangle from the education and the cultural influence. Teachers in the media educators in Ontario small headsets sitting environment. He pointed workshop noted that at considered in developing around their necks. out that as media literacy times, their students' their media education continues to gain writing emulates the curriculum [see BOX 1). Current discussion of importance in the school violence they see in the popular culture calls into curricula, media studies aremedia; however, they call it question the traditional expanding to include "action." Another example CONTINUED ON PAGE 2 notion of "hi" and "lo" culture. Educators, who SPECIA.1. SECTION. historically have been ()entrusted to pass on the Highlights from "Constructing culture: best that has been thought and said, have tended to Media education in the 1990's" resist popular culture in The second North American conference on media education the classroom. This is becoming harder to do as the Pages 6 - 9 2 MEDIA FOCUS A model for media education elements becomes a part of HISTORY the culture. Although it is necessary to be critical at times, he stressed that we ANALYSIS must look for readable texts to use as teaching DE NOTATION CI. LTL RE CONNOTATION & e g race, Sass, age, toolse.g. commericals, CODES nationality, politics GENRE GENDER Bart Simpson. These are NARRATIVE TEXTUAL CON' ..TENCE VAI.L ES (general & speolnel the texts that produce COMMODITY PSYCH01,(X;Y INT ERIE ,C11 ALI FY e.g. pleasure, use meaning for our students, e.g. what else Is it like? SOCIAL FL NCTION PRODUCTION and the abiility to read and CODES & PRACTICES understand them is what e.g. mediumbased, will create a critical professional, technical OWNERSHIP CONTROL democracy. [JB.] FINANCE DISTRIBUTION LEGALITY TECHNOLOGY Claudia Mitchell, Associate Professor, Faculty of PRACTICE Education, McGill University, presented a paper entitled "Michelangelo takes on Barbie, HISTORY pleasure, politics, pedgagogy, and popular culture" at a :ReproduCed with permission from Eddie Pick, The Scottish Film Council conference on popular culture in Louisville, Kentucky in CONTINUED FROM PAGE 1 out that the place for Duncan ended the session March 1992. Using The Scottish Film students to begin is by by enjoining us to look at Council"s "triangle" !see doing first and analyzing the media positively as Barry Duncan was keynote above] to illustrate how after, making a production indicators of the ways a speaker at Springboards '92, analysis and practice are component integral to any society represents itself, its an annual Quebec English related to text and media education program. fears and desires. How the language arts conference, in audience, Duncan pointed media codifies these Montreal on April 7, 1992. "BOX 1 Concepts underlying Ontario media literacy curriculum All media products are constructions which are shaped Tools like demographic studies, market research and as a result of many decisions. Although they may appearbio-monitoring make ownership and control very to be reflections of reality, they are actually "seamless influential. extensions of reality." Deconstruction reveals the seam. Ideology and values create implicit messages about Audiences negotiate meaning and what individuals consensual views or reality. This underscores the fact bring to text depends on cultural or ethnic background, that texts are never neutral. The question of ideology age and individual experience. This points to the raises the question of power and how it influences what necessity for strategies to deal with racism, sexism, is taken for granted and what is implicit in a media text. violence, bias and stereotyping. Central to this are decisions about what is included and what is excluded. Mass media production has an economic base which affects content techniques and distribution. BOX 2 Media Focus is a supplement to Michelangelo who? Literacy Acrost the Curriculum published four times a year by When participants in Barry Duncan's workshop paired up to discuss signs of the media in The Centre for Literacy, Inc. our classrooms, my partner was an elementary school librarian who shared a delightful 3040 Sherbrwke Street, West anecdote. It seems that a very enthusiastic little boy came to her asking for books on Montreal, Qc., Canada, Fin 1A4 Michelangelo. Thrilled that he was showing such an interest in the great masters, she Editor: combed the stacks for books on Michelangelo. He, equally thrilled that so much had been Linda Shohet Supplement editor: written about one of his idols, wanted more. Now he wanted books on Raphael! It was at, Judy Brandeis this point in the mutually exciting experience that the librarian realized that their Depot legal: 4ieme trimestre 1991 respective cultural realities had created a communication breakdown. Bibliothiquenationale du auebec This was her introduction to the Teenage Mutant Ninja Turtles and the young man's introduction to "the real" Michaelangelo and Raphael. The Centre gratefully acknor,, the support of the National Literacy It leaves teachers and parents to ponder the question of whose cultural experience is Secretariat and Dawson College. "real." JB. MEDIA FOCUS 3

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Montreal communication arts students win international prize Students from the Communication [Media Focus Vol.1, No. 2, Nov19911. Another crew of thirteen produced a Arts Department at Laurier Students produced a video and a commercial on air pollution entitled, Macdonald High School in Montreal commercial about the deterioration of"It's Not Too Late." They were took first prize in two categories of anthe environment. helped by teachers Frank Tiseo, Leon international competition and exhibit Liewellyn and Cliff Hogan. of audio-visual productions entitled A four-minute video, "For Love of Our "Environment and mass media '92." Planet," was created by seven Prizes and medals were awarded on students to raise environmental May 23, 1992, at the Center for The competition was sponsored by awareness through images which Environmental Studies in Sorrento,' the City of Sorrento Italy, the portray a history of the planet from Italy. University of Naples and the Italian its beginnings to its present state of Center for Environmental Education. deterioration. Marshall McLuhan Distinguished Teacher Award goes to media and interdisciplinary approach to learning Murray Newell, a biology teacher with the South Shore of opportunities it offers students to assimilate Protestant Regional School Board in St. Lambert, knowledge, attitudes and skills. Besides watching the Quebec, has been awarded a 1991-92 Marshall McLuhan video, learners create pamphlets, comic strips, posters, Distinguished Teacher Award. With school nurse overhead transparencies, news magazines, board games Francoise Caron, Newell co-authored "The AIDS and their own dramatized video productions. Travelling Road ;Show" as an approach to peer education on AIDS awareness and prevention in the high school. It The program has been used since 1989 at Lemoyne includes a video and teacher's guide. D'Iberville High School in Longueuil (QC) as an integrated model of AIDS education in the Human Newell says they developed the package to show how Biology and Moral and Religious Education (MRE) curriculum can be adapted to meet the needs and courses at the Secondary 3 (grade 9) level. challenges of contemporary education. This model creates an interactive learning environment in which According to Newell, students exposed to the program students use print and the electronic media. become much more aware of AIDS-related issues than they do when presented the same information through a In keeping with the philosophy of peer education, "The traditional teacher-centred lecture method. AIDS Travelling Road Show" was produced by high school students using school equipment. On the video, student peer educators share their expertise on AIDS through dramatizations, demonstrations and discussion. COPY AVM ARLE Newell believes the strength of this program is the range 45 1.4.1..WW11.0 4 MEDIA FOCUS

the The virtual classroom generated by 390'1',111 the more and impressionsProduced by the images those pilot-project in media 9,,, Co You ti different from Aere hhe show? fiC videosegment of education .,rural news by Roxanne Deevey also their impact on perceptions and behavior. [In October 1991 Professor One must learn to "lead" Dov Shinar of the the media to be media Communications literate, and this involves we produced video footage that were of raw Department of Concordia understanding that media of thechotces what 90 minutesyou thi.nk kept and aPProeimatelythat (of what was University in Montreal products rely on countless From show. editing a 20 ninit,rega.:is to proposed a pilot project in decisions, juxtapositions made with left out)? media literacy to the and contexts which create 20t-J. 3 .:c.23..... \,, ,,.32._, ..":,);'",::'_5,51,-,-- Protestant School Board of meaning. This literacy, as -3.-0 -71-rcvx-r6f_v Greater Montreal. The on- an intrinsic part of formal -Zo-oz-,co.6 .....r.1-,,_1-)- going project was launched education, should make 't-0;3- n- 7:c vI.I., in January1992 linking a students more aware of . 1 .",_ f"")(-- class of fourteen French media mechanisms. -K_LL,-- do you made. hog immersion students at that were having seen choices you after Lachine High School, in the account the will Pe The project Talong intoFrench students Montreal suburb of think the Through communication s' Lachine, with a classroom the video? L,,s-:-., via electronic technology, ripat. T Vcia_ .pi...k...)-Lo in Dourdan, a largely rural --1-,-.---) ) two classrooms in different ,C,t town north of Paris. This countries can virtually x )..3-9--)8 was done with the constitute one. Hence, the t assistance of Odile title The Virtual Chenevez at the Centre de Classroom a project Liaison d'Education et In addition, questionnaires providing theoretical planned in three stages: and group discussions background on media. Moyens d'Information STAGE 1) producing and (CLEMI) in France. ed.1 serve as tools for observing exchanging "Video Visiting student learning Getting started Cards." throughout the project. Before receiving technical Background STAGE 2) establishing instruction in video The mass media play a and maintaining E-Mail Three graduate students production, both groups of significant role in (electronic mail) between from Concordia students were asked to informing the world, so it isclassrooms. University's Department of complete a questionnaire essential that people STAGE 3) producing and Communication Studies pertaining to student understand not only the exchanging a joint are participating by background and cross- language of the media, newspaper using E-mail teaching the students to cultural awareness. It images and soundbut and fax. use equipment and by CONTINUED ON PAGE 5 Montreal now home to international centre of films for children and young people The International Centre of Films for Children and film and television for children and youth. Young People, known by its French acronym, CIFEJ, was coordination of research concerning film and founded in 1955 under the auspices of UNESCO. After television in relation to children and youth. thirteen years in Brussels and twenty years in Paris, the development of media literacy in school settings head office is now located in Montreal. and through extra-curricular activities. encouragement of the creation of new centres CIFEJ subscribes to the fundamental principles of which share the principles and objectives outlined UNESCO and to the achievement of its aims by ensuring above. permanent international coordination of all activities coordination of contacts and exchanges between concerning films and television for children. countries whose activities and values reflect the Through member organizations in over forty countries, philosophy of CIFEJ. CIJEF undertakes the following activities: For information, contact: exchange and distribution of information (films, CIFEJ 3773 Saint-Denis Street, Suite 102 tv programs, video and other) about production, Montreal, Quebec, Canada H2W 2M1 research, legislation and other questions relating to Tel: (514) 284-9388; Fax: (514) 284-0168 MEDIA FOCUS 5 social customs, outside, the teacher cannot interpersonal relations and effectively carry out this community organizations kind of project, and as erPac, 11: than y-,n of the producers. However, momentum is lost, 1111r-P morecomplicated Prod-action students soon realized that enthusiasm wanes. For 11 thls:i'de° the videos could not future projects, a necessary , 'A possibly give an accurate component of the planning (1,Zoitt,.; .0.3,-- J.L. -t. portrayal of them or their process is either the -` ..._a_. \''''' ' '-' -, ,, - , , school, and they training of teachers in _Liu J.,,,._(-,-..'-'' _.-t, ...... x..0- .t..., ...a - understood that the video, technologies pertaining to t. ,....., _,..,Ct.) ..'-"''4.'1'(_,.,.,,,,; ''''''''' , ., , f. ". k as a medium, served only the project or support from 41' L';'''''''' as a representation of their specialists in the field. -, ,...... ,- reality. This limitation, time constraints and story Despite some problems of choices made them aware logistics, there seem to be have of situations faced by several positive results of which may professionals. the Virtual Classroom externalfactors finala" pr OdC, Project which touch not zl - Ciannf lue°n'ced_:,dentilY the .-t-t - The video from France was only un media literacy, but ,I. a 2.I. C. 56 3:,..t.t..i. - '':--'-'.'' very well done. Dourdan on cross-cultural i_t., ...t.., I- , (0-0- -,..tivt --.i. .,tt '..,' a)..1 students seemed more at awareness as well. .1.1 _I., _o-.., ,_-.-.._- k-,',....,,. LI " ' ,1, "''.0 .,i. ''' ease with the camera and ....X._t_ft. C.t., 1 C. o Q '' --"- ,x1,_,., ,0- ,..- - appeared to have access to Teacher Louise Pelletier j....i_-c.k.t.A. -,...,, .. .., ,....: k.f..,...CJ ,,._.,.. better facilities, as they observed that the class has ..k 0:.,...-k -...t. C., Ct, , . ,-1.-1- were able to include some become more cohesive as a 1...C.i '-'-' 0-', i...' 'V 'r:j.....,.k. special effects in their result of the experience, .1- production. After viewing and the students seem to the French video, the have gained self- Lachine High students confidence. [See sample discussed the two videos student evaluations.] and the project at length. CONTINUED FROM PAGE 4 technologies and computers A detailed report of the included knowledge of the and their peripherals. On Classroom E-Mail project is available at The Sother country. A media a more theoretical level, Centre for Literacy. students were also asked Stage II of the project, the literacy component was E-mail component, is included in the about their use of tv and its Roxanne Deevey, a student in influence. underway, but thus far has questionnaire to evaluate not been as successful as the Diploma Program in the familiarity with different the first stage.Difficulties Communication Studies forms of the media. Only Video visiting cards Department at Concordia have been due to the University, is one of the three the media related to the The first stage of the nature of the technology in project were addressed graduate students who project was the completion this stage, which demands assisted Dr. Shinar in this print, tv and its auxiliaries and exchange of student- that users be able to project. (videocamera, videocassetteproduced videos which overcome potential recorder and basic would give their audience complications. Without production equipment), fax an understanding of the adequate support from `Walking in Russian cinema:' theme of group tours to Moscow The CIS Cinema Clubs' Federation is The Federation will offer a film The cost of the program (excluding organizing a special program for program featuring a selection of travel expenses to and from Moscow) groups of ten or more people Soviet films made between 1989 and is US $150.00 per person which interested in combining study of 1991. These films will be screened in includes seven days' accommodation Soviet cinema with an opportunity to the Youth Palace, one of Moscow's and meals in a Moscow see Moscow. best halls, and translated boardinghouse and local simultaneously into English, transportation. For an additional US This is to be an annual event during German, French, Spanish and $50.00, participants may visit St. the second ten-day period of every Italian. Organizers will arrange Petersburg or Yaroslavi. Jar uary and April. During a one- meetings with film writers, film week stay, in addition to the planned makers, and editorial staffs of cinema For information, contact: film program, participants will visit magazines, and provide tours to film L. Ostrovskaya, museums, exhibitions and theatres studios, TV centers, and the Film The CIS Cinema Clubs' Federation, with a qualified guide/interpreter. Makers Union. Telex: 411263 Shebalin Alexander, Fax: (095) 230- 2735 BEST CopyAVAil. ARE 6 MEDIA FOCUS I Highlights from 'Constructing culture: Media education in the 1990's' The second North American conference on media education sponsored by the Association for Media Literacy, Ontario. University of Guelph May 13 - 15, 1992 The pastoral setting of the Guelph university campus, 114-4.t.N*M. the ideal weather and the ...... , impeccable organization and hospitality of conference chair . . ,,,,, John Pungente, SJ, and his NkraTM.i: , committee made this three t :V . ; days the epitome of a true 1k4.1 1 learning experience. plenary address, bigger is not The issues of media education areas of curriculum, policy 475 delegates from eight necessarily better and the key and gender, race and violence and evaluation. Canadian provinces, 20 US to this conference was not its recurred throughout the states and 15 other countries "bigness." Its success lay in conference. We were Media Focus has prepared made it the largest gathering the calibre of presenters and reminded that although we the following synopses of ever of media educators in the delegates who discussed the have made progress in keynote addresses and world. But as Barrie latest developments, issues, establishing the importance of selected sessions. There will McMahon of the Western curricula and problems in media education, this is not be further notes in the Australian Ministry of media education. the time for complacency. September issue. Education pointed out in one Challenges remain in the LENARY NOTES Pioneering work began in alliances during those sponsored two The Ontario in the mid-60s years, AML created international conferences, future- when the Canadian awareness and interest in and served as a catalyst for cultural Association for Screen the education ministry', andactivity in other provinces. studies Education(CASE), using when the Ontario Ministry mainly NFB films, decided to mandate media Future directions promoted teachingthrough education, the AML. was Duncan told participants Keynote: filmaboutmedia. Well- asked to write the Media that, despite the apparent Media education intentioned but naive, Literacy Resource Book. progress, this is no time to in Canada: CASE emphasized talk Ontario then became the be complacent. There is about social issues; their only educational still much to be done, for A history and aim to wean students jurisdiction in North example in lobbying future directions away from popular culture, America to make media against copyright laws. We a case study of "How Not education compulsory, also have to answer critics Speaker: To" teach the media. who label our pursuits Barry Duncan, In 1987, the University of trivial or left -wing. President, AssociationFrom 1972-77, a back-to- Toronto began to offer for Media Literacy basics movement forced a courses for media With media studies often retrenchment in media specialists; between 1988 taught by English teachers, History education, but in 1978, a and 1991, five media we have to guard against Barry Duncan opened the small interest group textbooks were published, the tendency of this group conference with an formed the Association for and in 1989 the Ministry to depoliticize media texts. historical overview of Media Literacy which grew Resource Guide was This year alone, Duncan media education in slowly to 600 members by released to general acclaim. Canada. 1985. 2hrough active The AML with a current Continued on page 7 lobbying and judicious 1000 members, has SPECIAL SECTION MEDIA FOCUS 7 Continued from page 6 New values?that the time and money the inequities that exist in Silence spent on eroticizing society. noted, several anthologies dominance and power could rre included media as a be spent eroticizing other Evaluating media egory of text following values. skills "stories" and "poems," the In Australia, McMahon accompanying activities Keynote: Cole looks to the classroom suggests, the legitimacy of have asked students to as the natural setting for media education has been trace themes or pick out Media and beginning the process for established. Now there is a literary devices. this shift in values. She need to evaluate. This is sexuality noted that the most avid driven partly by a world- He warned against "the consumers of pornography wide trend toward technicist trap" which has Speaker: are boys between the ages Susan G. Cole, senior accountability in education, fomented open warfare in of 15 and 18; research but also by a need for some schools between editor, Now Magazine, suggests that they do want media educators to know technical and subject Toronto; author of to talk about these issues. whether they have been departments over media Pornography and Where more logically than achieving what they education. Finally, he the Sex Crisis. in media education classes?intend. expressed concern about the lure of commercial Susan Cole, addressing the In 1991, Australia did a advertising in the issue of media and the state-wide assessment of classroom, recommending representation of sexuality, media analysis skills caution. noted that the Rodney King Critical among 15-year-olds. case reinforced our sense of autonomyMcMahon described the He added that media the media's power to move development, education needs to be and its capacity to be implementation, evaluation expanded across the manipulated. and results of the testing curriculum as well as in Keynote: program and summarized the elementary schools; at During the past year, three Directions in the findings. all levels, he called for cases Hill-Thomas, media education: The most significant more teacher in-service andKennedy-Smith, and Ihr serious attention from Tyson-Washington have The Australian variable was gender; girls Wculties of education. riveted our attention and experience were consistently superior. dispelled the myth that we Analysis showed that As for new directions, need fear only strangers on Speakers: neither literacy nor gender- Duncan pointed to the dark streets; in each case, Barrie McMahon and bias in the design of the tendency to locate media the victim knew the man. Robyn Quin, former test was a determining studies within cultural teachers of media factor. The researchers can studies which is, by its Of greater concern is the only speculate that since nature, cross-disciplinary; studies, researchers, girls do not have power in sense that the distinction co-authors of several Australian culture, they however, he stressed that between sexual assault andmedia education texts its dense academic sexuality is collapsing, with have been trained to be discourse must be brought assault being perceived as Barrie McMahon and more analytical of the to a level that teachers can sexuality. In Canada, Robyn Quin in the final media because they have understand. there is legislation pendingkeynote provided a more need to know. which asserts that silence theoretical framework Conversely, boys are In closing, Duncan does not equal consent. grounded in the Australian satisfied with the dominant suggested that while many These are issues, Cole experience but relevant to male representation and do of us look at mainstream believes, that need to be on all the conference not find issues of media for our material, we the public and education participants. masculinity significant. should be giving greater agendas. The vehicle is McMahon concluded by consideration to alternativemedia education. Goals of education saying that overall, media. McMahon began by Australian students have The media, she said, outlining several goals thatmastered lower-level skills. Media literacy discussions, perpetuate dangerous he identifies as common to They are good at spotting he said, may provide the sexual values such as male education in general and to stereotypes and points of only relevant instances of dominance/female media education in view in the tv they watch, critical thinking that manysubmission. Ads particular; these are but 96% cannot link these young people experience in "advertise" values as well critical analysis, critical to their social implications. Ole classroom. as products. For example, awareness, critical That, he said, is the there is the suggestion thatautonomy, analytical skills,direction on which our women in this culture are and literacy skills, all of teaching must focus. not allowed to age, while which should serve the menare. Cole suggested political goal of redressing Continued on page 8 8 MEDIA FOCUS I Continued from page 7 multiple other texts, or students develop an values/attitudes are that ask through whose understanding of presented in texts. Problems/proposals eyes/perceptions we are connotations and Students ahould he Robyn Quin continued the getting our information opposition. They must be encouraged to bring in address by categorizing theand representations, lead to understand the linktheir own materials. She fundamental shortcoming-. Through case studies, between a symbol and its does caution, however, the pointed up by the testing projects, we can analyze connotation, and to identifyneed for sensitivity in a program, These were the the institutions that patterns as constructions multicultural classroom social context; the ideology produce mainstream that reflect particular where we cannot always gap; and the non- ideology. And we can seek points of view. know where the students transferability of skills. Foralternative images by using are coming from. each set of problems, she radical texts that cut acrossIII. Transferability proposed some shift in the mainstream. teaching practice. Problem What is needed Students can deconsruct Overall, Quin stressed that I. Social context IL Ideology gap images and understand the Australian results were Problem symbols but cannot quite positive; students Problem Students have no transfer to other situations.have more skills than had Students lack awareness awareness of media as a been crea=ted. What is and understanding of the Proposal needed now : consciousness industry. We must ask more of social implications of the Proposal 1) To make the aims of stereotypes they easily textual analysis. We rely media education clearer to Teachers can use old texts. too heavily on school tasks identify. That is they are Students are better able to teachers and students; "decoders," not analysers. and ask too infrequently 2) To be more direct and identify old value systems that students relate the Proposal far removed from their varied in our approaches: While Quin suggested that analysis to their lives. If "texts are articulated in own. If they laugh, ask they leave school only able the problem is partly "what made you laugh?" relation to the questions attributable to maturity, to sk about and use the posed of them." This can offer a non- texts they have learned in she did recommend some threatening way into a 3) To recognize the need to actions. These include the classroom, we have evolve by questioning discussion of values. failed. Quin also asking,fferent questions Quin suggested that we existing programs. that demonstrate that recommends more rigour in find space in existing textual analysis. Ask how every text is the outcome ofmedia texts and help Panel: Evaluation-the key to legitimizing media education Panelists: Vince Filo-Carroll, teacher, Simcoe [ON] engaging students in the evaluation process 3) letting County Roman Catholic Separate School Board; students know what their teachers value; and 4) using Judy Coghill, English consultant Peel Board, co-operative learning to move students to independent Toronto; learning. These guiding points, she said, will bring us Len Masterman, professor of media education closer to accomplishing the goals of media education which Nottingham University, England, author of include developing self-aware students. Teaching the Media, Teaching About Television and Len Masterman claims that questions about evaluation Television Mythologies. are really questions about curriculum, masking things that Mr. Filo-Carroll began by stating his bias towards readinghave gone wrong in establishing aims and objectives. Too and writing. He pointed out that media education gives often the aims of media education are "grand objectives.. value to kids' work and stressed the need for practical couched in fuzzy terms" to serve political and/or rhetorical work as he illustrated how producing and analyzing media purposes. There should be, Masterman argues, a strong products are closely related to studying traditional aspects correlation between what we are evaluating and our aims. of print. Reading is the process of decoding letters in print, When objective are absolutely dear to both teachers and and decoding images, shapes and sizes in media products. students, the appropriate tools for testing become apparent. Ms. Coghill pointed out that many teachers are To help students create their "critical autonomy," uncomfortable with evaluation, perhaps because objectivity Masterman points to the need to teach for transfer. If what is not posssible. The thrust of her presentation was that we teach them has no effect on their daily lives, we are evaluation should measure learning and promote growth in failing. Modes of testing, he said, shouldn't evaluate students and teachers. As public accountability continues towhether kids can reproduce what they learn about the drive much evaluation, it is important to remember our mediait should be concept-based and ask whether they professional responsibility in the process and to understand can apply it. what we're doing and why. One way he sees of achieving this is to give students more In media education, she said, the issue of credibility is not power, to allow more negotiation, and to provide time ever as 'there" as it is in other subjects; this underlines the need day across the curriculum for pooling and sharing to continue talking about what we're doing. Coghill perceptions of the media. provided four points to consider about evaluation in media education: 1) assessing both process and product; 2) actively 50 I MEDIA FOCUS 9 SESSION

Deconstructing documentary: Separating fact from fiction Derek Boles, media teacher, Thornlea Secondary School, York Region Toronto. Television news: In describing a unit on the Documentary which he teachers senior English students, The inside track Boles defined Docudrama by category and contrasted it with dramas and documentaries, showing examples of each, In his unit, students select a docudrama of on fact versus their own to deconstruct. Boles assigns projects which require students to identify to fiction what extent the docudrama is constructed in favour of drama or documentary. Arnold Amber, Executive Producer, Discussion turned to some of the problems with docudramas and the media which CBC News Specials. included the media's tendancy to trivialize events; to emphasize the conflict of the situation; to ignore collective social action as a solution to social problems; to virtually Amber introduced the ignore the historic perspective; to lead people to remember the "docu" and forget the session by stating that "drama". there is no mystique about tv journalism; some of the myths attributed to the Screen acting and the case for the genre do exist, while others practical in media education: Theory and do not. He observed that practice many people seem to think Mick Ellis, audio-visual media and technology that news "just happens," consultant with the Saskatoon Board of Education when, in fact, journalists have control in two ways Ellis presented a convincing set of arguments on why teachers of media literacy in the agenda-setting and should include a major practical componenti.e. hands-on productionin their in the gatekeeping Surses. processes. As an example of how this theory might be applied, Mick "walked" participants After showing a videotape through a unit he designed and field-tested with grade 8 students in England and which illustrated how tv Saskatchewan. The unit prepares students to produce a short original screenplay news is gathered at CBC, called "Murder By Pizza," and teaches them the process by which single-camera film Amber spoke of the and tv drama/comedies are constructed. constraints of newsgathering which include slow news days, journalists' difficulty in achieving "objectivity" and Documentary as a classroom resource "balanced and fair" Arlene Moscovitch and David Adkin, __VIDEO reporting, and decisions on The National Film Board reporting or not reporting issues of national interest This session was a preview of the new NFB media resource package "The and/or security. Documentary: Reel Life" coming out early in 1993. Consisting of a 12-hour anthology Amber described tv news of film, excerpts, interviews and original productions (nearly all Canadian), the as "telling people stories," package focuses on ways in which film and video makers use images and soundto trying to make them document and interpret reality. A users' guide will accompany the six videotapes or dramatic and reaching laserdiscs. conclusions rather than presenting options. Reports/summaries: Judy Brandeis, Winston Emery, Linda Shohet. Discussion touched on violent images on tv news, specifically the Rodney King beating and its aftermath, the genre of "infotainment," and the degree to which the media can contribute to the escalation of issues or act 51 as a moderating force. 10 MEDIA FOCUS

provide first-hand video Because the Focus on experience in media programs. It treatment of education and form the also provides a media and its core of a media literacy library and content in Israel Israel curriculum for students, guidance center to necessarily involves youth groups, community encourage their use. participants in political, National Center for centers, army education ideological and values Media Literacy: courses and new A media literacy issues, curriculum A plan of action immigrants. These curriculum for developers believe their projects touch on diverse elementary schools programs must reflect the Dr. Yaron Ezrahi, issuesthe interaction of social reality. They Professor Elihu Katz, Dr. words and pictures, critical in Israel propose that a media Tamar Liebes, Mr. Avita] viewing skills, democracy education curriculum Mossinshohn, Dr. Tsiyona and a free press, to name a Recognizing that the State should evaluate students' Pe led, Dr. Itzhak Roeh and few. of Israel is undergoing a ability to analyze media Professor Dov Shinar media revolution, the content, their awareness of comprise the team which For information: Professor government has created a its relevance to their lives, has proposed a three-year Dov Shinar, The Open program in media and their ability to (1991-94) plan of action for University, Givat Rant, education for elementary recognize issues as Jerusalem, Israel Fax: 02- students. The stated aims presented in the media as the establishment of a 666804. National Center for Media are "to prepare students forsocio-cultural messages. Literacy in Jerusalem. a more democratic society, MochatIsrael to help students For information: Their ultimate goal is a Video Center for understand and confront Dr. Dafna Lentislz, The New curriculum that includes a Education and issues of social value, to School of Media Studies, advance educational College of Business series of creative learning Culture Administration, 9, Shoshana experiences through which instruction and to develop students' cognitive skills Persitz St. Kyriat Hachinuch, the concept of media Established in 1984 by a Tel Aviv, Israel. literacy can be made and expressive abilities in group with expertise in various media languages." tangible to the learner. education, communications This requires the and social affairs, Mochat's cooperation of experienced main purpose is to develop teachers who have an and enrich the scope of Recent educational and production interest in this area. education, culture and projects of Mochat: community life in Israel by Video and Choreography - a multi-phase educational The team has proposed producing and process for enhancing the creation of videodance in several projects that will disseminating educational Israel. "So Close and Yet So Far" (22 minutes) - twenty-four high school students, Israeli-born and new Russian Mochat activities include: immigrants, worked together as a creative team to studies carried out under the auspices of the produce this documentary video on the subject of Pedagogic Secretariat of the Ministry of Education social absorption. and Culture to locate needs and establish Study Kit in Current Affairs - daily news, covering priorities. selected issues, is re-edited by media experts and educators to form a video periodical for use in junior a subscriber service to hundreds of member and senior high schools. It explains current affairs schools offering specific materials and guidance processes and relates the events to concepts in the in the use of video materials in their classrooms. social studies curriculum. The kit comes with a It also serves forte government and municipal guidebook. pedagogic centers, themselves distributors of For information: Dr. Tsiyona Pekd, P.O. Box learning materials. 3649, 91033, Jerusalem, Israel Fax 972 -3. 617522 MEDIA FOCUS Li Reviews Rdeading the News .by Robert Manoff & Michael Schudson. Pantheon Books (New York, 1986) 246 pp. This collection of articles is written by six people, all of whom have wide experience in print media b1 as educators and/or practitioners. They approach the traditional "5 W's and H" in an untraditional manner; each contributor deals with one of these principles of journalism. The book, -Tr directed to an audience of teachers or advanced students, reflects American culture referring mostly to events which occured in the A 4 U.S.; however, the 11, references are familiar and accessible to readers. IJ.B.1 energies focused on isn't this all natural' ?" they about tv's influence on The Beauty Myth, ultimately unattainable ask. "Aren't women willingchildren and alerts readers goals so that they don't accomplices?" Arent to the still untapped Naomi Wolfe. \voinen, especially as potential of the medium. NI/byVintage Books (Toronto. threaten the male power portrayed in popular 1,1.B 1990) 291pp. structure. reviewed by Dorothy Nixon culture through the mass The beauty myth keeps media, inherently Media/Impact Women work harder than women poor intellectually narcissistic, masochistic by Shirley Biagi, men and always have. and economically. Naomi and passive? Wadsworth Publishing Wolfe contends. It also Company, (Belmont, This is a cross-cultural fact, DrPort hv Ni.rwr rs a jrwrriali.sr according to Naomi Wolfe works to divide us from one California. 1992). another in exhausting and runurturutatirms in her controversial book, consultant in AI, m Iva,' The Beauty Myth, and it is competition for male The second edition of this a fact that is not lost on approval. ch)ssroo text. introduces those who wield power in Literacy in the students to a study of the our society. Few can deny the evidence Television Age, media. It is appropriate at this 27-yeAr-old Rhodes by Susan B. Neuman, the senior secondary and It only follows, then, that Scholar and recovered Ablex Publishing junior college levels. I,J.B) the mass media's anorexic presents in her Corporation. (New Jersey ubiquitous idealthat exhaustively researched 1991) 230pp. "Writing Style pneumatic, yet pencil-thin, book. (Who can deny that Differences in eighteen-year-old, the ideal woman is This book provides an Newspaper, Radio and computer-enhanced becoming thinner and overview of theories and Television News", Irving "humanoid" female is no thinner?) research developed over theFang, Center for mere coincidence. It is not last twenty-five years on Interdisciplinary Studies of just a clever consumer age There is one point. television and children. Writing Monograph Series ploy to get the round, however, where Ms. Wolfe'sNeuman informs readers of No. 1, 1991. fleshy women of the world argument seems to fail for both positive and negative to spend vast amounts of many editorialists as well responses taken by the This monograph is a money on products they as ordinary folk in the re.-earchers such as collection of practical don't really need. Her audience of talk shows like Postman, Gerbrier, approaches to writing for existence, Wolfe argues, is "Oprah Winfrey"; this is Salomon, Winn, and each medium. Information a calculated strategy to with her claim that the Boorstin, among others. In is presented in a simple, keep the female beauty myth exists to keep her closing chapters, she direct manner, making it a population's considerable women powerless. "For takes a positive position useful "how to" guide. P.B.I 12 MEDIA FOCUS and broadcasting of Great CIFEJ (The Pittsburgh, Pittsburgh, PA Conferences/ Britain and British International Center 15260, Tel: (412) 648-7338; Film/Theatre. of Film for. Children FAX (412) 648-5911. events For information: Dr. Robert Greenberg, School of and Young People) Australian Thacher. The 12th Annual Communication and Theatre General Assembly September 19 - 23, 1992 of Media Summer Institute of Temple University, 7th Annual National Media Film and Television Philadelphia, P.A., 19122. Rimouski, Quebec. Education Conference 1992 June 1419, 1992 Tel. (215) 787-1902. CIFEJ Colloquium "Facing the Future" Algonquin College "Children, Moving Images, and Their Future" October 1 - 4, 1992 Ottawa, Ontario Melodrama: An Perth, Western Australia. For information: Toni International September 24 - 25, 1992 Shoebridge, Algonquin Conference and Montreal, Quebec. College, 140 Main Street, For information; Connie Second International Ottawa, Ontario K1S 1C2 Festival Tadros, CIFEJ, 3774 rue Conference on Three- Phone: (613) 598-4530; Fax (British Film Saint-Denis, 4102, Montreal, Dimensional (613) 598-4531 Institute) Quebec, Canada, H2W 2M1 Media Technology July 5 - 11, 1992 Tel. (514) 284-9388 Fax (514) 3DMT '92 National Council of London, England. 284-0168. November 3 - 5, 1992 Teachers of English For information: Alpo. Patel Sheraton Centre Hotel (Melodrama), Education The International Montreal, Quebec Conference on Media and Department, British Film Language Arts Visual Literacy For information: Hal June 26 - 28, 1992 Institute, Association Annual Thwaites, Department of 21 Stephen Street, London Communication Studies, Annenberg Center W IP 1PL Conference University of Pennsylvania "Imagery in Science and the Concordia Unversity, 7141 Keynote: George Gerbner, Arts" Sherbrooke Street West, Communication For A Montreal, Quebec. FAX: (514) Dean Emeritus, Annenberg New World Sept. 30 - Oct. 4, 1992 School of Communication. University of Pittsburgh 848-3492; E-Mail: Hal@VAX2 Mil Conference and General Concordia CA. Assembly of the International Pittsburgh, Pennsylvania Study British Media Association for Mass For information: Dr. Barbara (6 Undergraduate credits) Communciation Research Seels, Instructional Design July 181, 1992 and Technology, 4A16 Forbes Sesssions feature the press August 16 - 21, 1992 Sao Paolo, Brazil Quadrangle, University or Selected new resources New books: The following books on media and popular culture have Itudway, Janice A. Reading the romance: Women, reently been added to the collection. Books may be Patriarchy, and Popular Literature. The University of borrowed on two-week loan. North Carolina (Chapel Hill and London, 1991). 276 pp. Chomsky. Noanl. The Chwusby Reader. edited by James Schiller, Herbert I. Culture Inc. Oxford University Peck. Pantheon Books. Random 'louse (New York. 1987). Press (New York, 1989). 201 pp. 492 pp. Twitchell. James 13. Comical Culture. Columbia Grossberg, Lawrence and Cary Nelson, Paula Treichler. University Press (New York, 1992). 306 PP. Cultural Studies. Routledge (New York, 1992). 730 pp. Lusted, David. The Media Studies Book: A Guide fin. Teachers, Routledge (London and New York, 1991). 234 PP. ej- McMahon, Barrie & Robyn Quin. Stories & Stereotypes; A Course in Mass Media. Longman Cheshire (Australia, 1988). 204 pp. I'/ McMahon, Barrie & Robyn Quin. Real Images: Film & Television.. The Macmillan Company of Australia (Australia, 1991). 242 pp. Olalquiaga, Celeste. Megalopolis: Contemporary Cultural Sensibilities. University of Minnesota Press (Minneapolis, 1992). 112 pp. Postman, Neil. Technopoly; The Surrender of Culture to sh Technology. Alfred A. Knoff (New York, 1992). 222 pp. 5 FALL 1992 Vol. 8 No. 3 Literacyacross the curriculum Connecting literacy in the schools, community and workplace Literacy lessons from history and the proliferation of new [International perspectives on urban adult literacy was the theme of a "literacies," to which in 1992 alone have been added "emotional UNESCO conference held at the U.N. in ,4 ADULT Lo. August . Two hundred fifty delegates literacy," "ecological literacy," listened to four days of presentations by JQ 401- "teleliteracy," and "food literacy." researchers and practitioners from the industrialized and Third World. Many 0 Each of these strands, Graff questioned the tendency to generalize suggests, has its own developed from country to country and setting to rhetoric of crisis and decline, none setting. The first keynote highlighted freely interchangeable with the below was given by historian Harvey z other. This understanding provides Graff. Notes from selected sessions in some sense of how difficult it is to appear on pages 10-11.] deal with literacy. In order to reconstruct a workable model of Following an official from Canada literacy, he draws lessons from Post who presented the UNESCO FO s history pointing out myths that get conference organizers with copies of 4/ y. in the way of clear thinking. the now-famous lithograph of ' /0Ns AUG Among them are: the"bird" representing literacy as a "flight for freedom," Harvey Graff, continued on page 2 in his keynote address, suggested discourse of crisis and decline. He that this metaphor threatens to distinguished three among many take us out of touch with the strands that inform the current INSIDE "foundations" of the issue. debate first, the concept of 3To ponder 4 Literacy award As a social historian and student of elementary or basic literacy that literacy for more than two decades, underlies the testing drive to 5 In the classroom: Graff set out to bring the discussion measure school literacy and Phys. Ed: Sculpting gender functional abilities; second, the 6 Reviews: NFB films back to earth, to provide some presumed connection between the critical/historical "grounding" for condition of literacy and the 8 UNESCO: Urban literacy further deliberations. condition of civilization (democracy, 10Copyright Crisis and decline progress) when fears about literacy 12 Feminist literacy workers Graff cannot remember when mirror fears about the social order; 13 Announcements literacy was not a "crisis;" across third, the concept of many literacies 14Resourses: Volunteers centuries, he can trace a continuing(beyond the traditional alphabetic) 15Conferences The Centre for Literacy Montreal, Quebec

55 2 continued from page 1 backwards." Even within cities, . That will only happen when we Myth: Subjects such as literacy, levels differ from place to place with recognize that 19th century learning, schooling and respect to economics, ethnicity, and disciplines have outlived their education are simple gender. usefulness, and break the unproblematic notions. traditional disciplinary barriers. He Cities both push populations cites Henry Giroux's claim that "Not so," argues Graff. This idea towards rising levels of literacy and reconsituting literacy means ignores the fundamental complexitysimultaneously push them away. reconstituting the entire post- of each and the heated debate that Usually, although not always, they secondary endeavour (see p.3). surrounds such questions as do offer more opportunities, print is An historical education calls for language acquisition, written vs. more ubiquitous, and work is curricula that cultivate oral communication, or the available. On the other hand, cities consciousness, remembrance and relationship of literacy to social, often have overcrowded institutions,imagination. It is only within such economic, and political and fewer and less adequate ways ofa framework that literacy can be development. Even elementary surviving. Evasion of compulsory understood and advanced.[L.S.] alphabetic literacy is immensely schooling is easier, and at least in complex. Yet we continue to talk contemporary North American Suggested readings about "simple reading and writing" cities, it is easier to get information by Harvey Graff: by means other than print. The Literacy Myth: Literacy and adding to the sense of inadequacy Social Structure in the Nineteenth- often felt by those who did not Graff suggests that survival in the Century City (1979, 1991). master these skills in their city may depend on the ability to Literacy in History: An childhood. "read the city" far more than on Interdisciplinary Reserach Bibliography print literacy. (1981). Our presumption of the simplicity of The Labyrinths of History: Reflections literacy accompanies our notion of Myth: Literacy is neutral on Literacy Past and Present (1987). universal outcomes which rest far and beneficial. with Robert Arnove, National Literacy more on expectation and faith than Campaigns: Historical and Comparative on historical evidence. Graff warns No mode of learning is neutral. Perspectives (1987) of the risks of exaggerating or There are always biases with Harney Graff will animate a seminar inflating expectations of increased respect to transmission, e.g. the entitled "Literacy myths and legacies: literacy. textual bias of school literacy. In lessons from history" on April 1, 1993, making explicit written prose the 5:30 p.m. - 8:30 p.m. at The Centre. For Myth: There is a simple information: (514) 931-8731, local 1415. dichotomy between rural model of literacy, we have and urban literacy. downgraded the other modes of communication. Most of what we On the contrary, there are twisted mean by school literacy involves a links between cities and literacy. At narrow conception of Literacy Across the Curriculum times, urbanization has been a decontextualized words. The Centre for Literary cause of increased literacy; at times, 3040 Sherbmoke Street West Overvaluing alphabetic literacy has Montreal. Quebec, Canada H3Z 1A4 not. Graff notes that historians havehad massive human costs. It has traced the progress of Editor: Linda Shohet meant valuing the technology of the Layout: PonetuatlonGRAFIX alphabetization in French cities intellect over the human spirit. between the 16th and 19th ( 5 1 4 )733-5924 Rationalism has lead to the Depot legalCtrimestre 1991 centuries. While the Revolution reification of the written over the Bibliothique nationals du Oudbac sparked a faith that the gathering oral, the schooled over the together of people would foster the unschooled. Ironically, historians of spread of education, the reality was science now suggest that invention that results were mixed and varied. and discovery often depend more on visual abilities. It will be difficult The factors include cultural for us to expand our notions of composition and mix of classes as literacy, Graff says, without well as the size of the urban setting.understanding the broader contexts The Centre for Literacy gratefully Beyond a population size of 10,000 of communication. acknowledges the support of the National 20,000, literacy begins to slither Literacy Secretariat and Dawson College

56 TO PONDER 3 means," but then it is also the many consider a new American On the first continuation of literacy by other argument: that the rise in illiteracy principle of means. Electronic technology has is in part connected to the demise of Postmodern given the written word much the family in the United States. greater power, that many more Henry can justify his Literacy channels to proliferate. experimentation with Eliza because her "family" does not meet his My case for the immediacy of John Willinsky, "Postmodern Literacy: definitions... literacy in the postmodern era is A Primer,"* Our Schools I Our Selves, based on two points, one practical April 1992, pp. 35 -36. Jane Carey Eldred & Peter Mortensen, and one philosophical. The first is "Reading Literacy Narratives," College that the written word pervades the * A must-read essay for anyone English, Volume 54. Number 5, media today. The second is that interested in the changing dimensions ofSeptember 1992, pp.518-519. postmodern thinkers have made literacy and the possibilities for new text the central tool for forms of schooling. understanding how the world is put together. Let me explain how both On values in of these amount to an expansion of On Pygmalion the classroom the word and our understanding of 3 what it might mean to be a student as a literacy of literacy. narrative The real issue On one level, we continue to read is not whether this Image World, and do so by To Henry [Higgins], Eliza knows you are value- virtue of the very skills that drive nothing and is worth nothing: "She'sfree or full of the reading lessons that we have so deliciously lowso horribly values, but that taught the young for years, lessons dirty." In the figure of Henry, Shawyou are always in inference, deduction, and mirrors, albeit in exaggerated form, aware of the hypothesis-testing. The Image a characteristic trait of educational politics of your World certainly calls for the narratives: the progress plot. By position and constant application of irony and constructing some sort of low how those Author & teacher skepticism. But you may say that starting point (a pretest), Eliza's values relate to Henry Giroux this is reading in a metaphorical education and his sterling the greater sense. And I would reply that, in aperformance as a teacher can later community. We need to model for literal sense, with the pun intended,be measured (posttest); her students a relationship between our this Image World is exceedingly performance can be "assessed." teaching and some sort of vision, scripted. Teletransmissions are Consequently, everything she because schools always predispose a written out first. The word moves knows she owes to Henry; she is vision of the future, and nobody's through a dozen hands, from script filled up with his knowledge. And going to get away from that. I think to teleprompter, from the eyes of theso it is not surprising that Henry that you can do that without reader to our ear as we sit propped flirts with the idea of himself as an committing a kind of teacher up before the television set at the arList, the creator of something fromterrorism. To say that values end of the day. As it now stands, wenothing. Yet Shaw denies Henry matter is not to say that "you have are read to constantly by the media,this status by identifying his to believe in my values." It's to say like the patient children of attentivegestures with another mode of that "you have to come out of this parents. Bedtime stories. Can we creation, that of fathering, which in classroom believing that you have get to sleep without them? turn, the play associates with to make choices and that those bullying. Henry works through choices have consequences." That's At the heart of this teletransmissionpaternalistic condescension and a condition for critical autonomy. culture is the written word, draft bythreats, seeing education as a draft, as it is composed, rehearsed, system of ownership and orders. Henry Giroux, "Schooling for and revised to maximize its effect. Henry can assume his fatherly Citizenship," interview by Kathleen Postmodernism is post-literate only stance because Eliza has no family, Tyner, Strategies, Volume 5, Number 4, in this sense of the word writ large, as he defines it, or at least has no Fall 1992, Strategies for Media Literacy, only as it extends literacy beyond family that she should want to Inc, p.2. the page. Postmodernism may well belong to. Oddly enough, here we be, as Andrew Ross has put it, "the see played out in a British text continuation of modernism by other written early in the century what

J Drawing/literacy project wins grant and award ral

The Centre for Literacy is pleased to announce that it has received both a grant from the Canadian Give the Gift of Literacy Foundation and the 1992 Lydia Burton Award* from the Freelance Editors' Association of Canada to publish a book that links drawing and literacy.

The developmental work on this project was carried out in winter 1992 by Dawson teacher and artist * The Lydia Burton Award Catherine Bates in collaboration This award to encourage literacy CORRECTION with Linda Shohet through support projects was established to honour May 1992 issue from The Resource-Teacher project the memory of Lydia Burton after at The Centre. It was outlined in her death in April 1990. Burton was An article entitled "Business- the May issue ofLAC "In the a freelance editor, feminist, and education partnerships that Classroom" (pp.6-7). humanitarian known for her work," (p.10), indicated that E.R.I.C., a workplace literacy egalitarian and socialist project of Syncrude Canada and The grant and award will allow us perspectives. With a strong to publish a selection of student Keyano Col:ege, had won an commitment to the cause of literacy, award from the Conference Board drawings and writing with a brief she was chair of the Grants background paper and practical of Canada in May 1992. In fact, Committee of the Canadian Give they did not win an award, but suggestions for teachers. the Gift of Literacy Foundation, were highlighted in a special Publication is slated for June 1993. when it was first established. She session at the Calgary conference was also an active executive as one of twelve Innovative member of the Freelance Editors' Projects That Work. Association of Canada and chaired a LAC regrets the but hopes that it serves as a prophecy committee that produced Editing of the recognition due an Canadian English, a guide to outstanding Canadian program. Canadian English usage. IN THE CLASSROOM 5 Literacy in the Phys Ed classroom Sculpting gender: Media, muscle and the construction of 'fit' bodies [The materials highlighted in this issue were star power, plastic bodies, unreal different roles? presented at the Guelph conference on expectations Do athletes appear in aesthetically- media literacy in May 1992 by Margaret - gender differences mildly fluctuate pleasing poses and movement Macneill of the School of Physical and while the basic cultural gap is patterns, athletically-pleasing, or Health Education, University of Toronto. maintained and legitimated sexually provocative? She organized the workshop around the idea that the media "sculpt" gendered images of - political, economic, social: health young adults engaged in physical activity as potential, life-choices, consumption Re-connection: locates the media portrayed in fitness videos, television patterns text within broader social structures exercise shows, 'muscle mags,' aerobic trade such as the fitness and sporting goods journals and action advertising. Ms.Macneill Analytic aerobic marketplace, gender relationships, shows physical education (and other) health patterns... teachers how to use media literacy teaching workouts, selected strategies to help students become aware of questions, activities At this stage teachers can insert these social constructions, to help develop students' analytic abilities and to empower material on human sexuality, health them to make healthier lifestyle choices. De-construction: involves issues such as eating disorders or Below are samples of some of the concepts breaking apart the collection of media inactivity, teenage growth and and techniques that Macneill has techniques into categories, i.e. narrative development, ethnicity and culturally developed.] [L.S.] themes, editing and camera angles, etc. based movements, race and myths of in order to foreground the cultural the "natural athlete," violence in sport, To explore: choices made by producers and the athletic heroes and AIDS, etc... intent to "naturalize" one meaning out The media construct a narrow range of a range of possibilities. How does this image of activity of "appropriate" physical uses of the differ from images in old magazines, body and of "appropriate" ways for What title has been chosen to anchor videos, or newspapers? teens to spend their leisure time. the broadcast, article, or ad? How many pages/broadcast minutes Suggested class activity: Differentiate between sex and are devoted to sport/fitness vs. Have students play current rules gender, the confusion of nature and advertising? basketball and a few minutes of culture in the realm of physical How many women's vs men's events turn-of-the-century "girls rules." activity. are covered? What range of fitness This will help remind us that "preferred activities is offered to males images" of activity in the media and Current media images reproduce: and females? preferred practices in our gyms have Print: compare choice of words, use been historically developed and can be - stereotypes of feminine fitness of graphics, location of titles, logos, changed to suit current needs. involving the 3-Fs fitness-dance, photos. fear of fatness, and fantasy of sex- Visual : lighting, background, For more ideas, contact: appeal. framing, colour, camera angles, Margaret Macneill, School of Physical and - stereotypes of masculine fitness focus, camera scan... Health Education, University of Toronto, perpetuating the 3-Ms macho, Auditory: arena noise, music, 320 Huron Street, Toronto, Ontario, muscle, moves. commentator's speech patterns and M5S 1A1, Tel: (416) 978-0598. word choice, coachiathlete's speech. Other materials on phys. ed. are available at The Centre for Literacy. There are wider consequences to standardized images of fitness: Moving to re-construction - participation rates and choices Who is the intended audience? - ulterior motives for participating What is the key message? different - the ideology of "healthism:" layers of meaning? does ultra fitness = health? Who is the voice of authority? - the celebrity-expert phenomenon: Are males and females portrayed in

59 6 REVIEWS Media representations of literacy: NFB 1992 reviews of A Passage from Burnt Islands Ellen's Story

Literacy, as popularly understood, does not lend itself to dramatization. It is always most compelling to tell a personal story; but it is also easier to feed on and preserve the stereotypes than to explore the subtleties and incongruities of literacy as it manifests itself in real lives and spaces.

The National Film Board released three literacy films in 1992, two hour-long documentaries and one animated short film, which tried to push beyond the received. It rates an "A," and a "B-" for '410 A Passage from Burnt Islands and were tired and working on automatic, Ray Bown, in Montreal in September to Ellen's Story. the parents had no role at all in their launch this film, spoke to a group of children's education. teachers. With humility and candor, he In A Passage from Burnt Islands, talks about his work and tells his director Alan Handel has portrayed the Enter Ray Bown, native islander, son of audience "If you no longer feel a passion social, economic, and cultural a fisherman, the only educated member when you walk into the classroom, find dimensions of literacy through the story of his family, dedicated to learning. A another profession." of an inspired teacher and school teacher who takes over as principal in principal who transforms not only a Burnt islands, Bown within less than a A Passage from Burnt Islands was shot single school but an entire community. year engages the children and their before the closing of the cod fisheries Burnt Islands is an economically parents in his vision of a community this past summer, so it impossible to depressed Newfoundland fishing village that can take control of its destiny know whether the faith in Bown will whose bleak future is belied by the through education. survive or whether the community itself surrounding beauty of sea and rock. As will come through. Many of the the cod fisheries die, the people lose He inspiNb the teachers, shows the children interviewed on screen were their only source of livelihood and come children that they can learn, and that already saying that they did not expect face to face with their lack of education books are a pleasure, assures the to remain in Burnt. Islands when they and training to do anything parents that their children have a grew up; but most of them did expect to unconnected to the sea. future and that parental support is stay in Newfoundland. What is powerful needed and welcome. Without any about the story is the inherent vision Burnt Islands had one of the worst visible resources, the parents take the that the salvation of any community lies schools in Canada. Most of its challenge, give their time, raise money within itself; that its future is rooted in elementary graduates could barely read with sales and dances to buy equipment its own culture and any successful or write. Few continued on to high and books, and take responsibility not development must respect the literacies school; of those, even fewer finished. only for the schooi but for the continuity of both community and school. There was no incentive, the teachers of Burnt Islands itself.

60 7 - school. Where was and where is her husband? Did he play no role in his childen's lives and education? Is this another case of what Hannah Fingeret (p.10) calls the tendency to blame women for conditions they did not create, making them solely responsible for the literacy/success of their children?

It would be unfair not to mention the strengths of Ellen's Story. It offers an accurate portrayal of the sense of isolation, of feeling stupid and inadequate, of being ashamed, shared by many who cannot read or write well in a society that demands literacy for survival.It also presents a picture of the long struggle that an adult student faces in pursuing literacy and further education. Ellen is shown taking three years just to complete her high school equivalency before continuing. The job she finally gets is only a low-paying apprenticeship no illusions, guarantees or magic here.

But in the end, the documentary avoids the hard questions that it indirectly Ellen's Story has a narrower focus on mother, brother, and sister, it is clear raises. Do what degree was Ellen's lack of childhood opportunity determined by one woman's struggle to literacy. That that there is a congenital learning narrowness is its weakness. In glossing disability in the family (perhaps culture and class in England forty years over the social and cultural implications dyslexia); none of them ever learned to ago? What opportunities are available to working-class children in Canada that assert themselves in almost every read. Yet the film would suggest that today? Given that learning disabilities frame, the film distorts what otherwise all Ellen's later problems are attempts to be a sensitive portrayal. It attributable to her "dark secret" are now more openly recognized, are buys into many of the literacy myths illiteracy. there resources and will to respond? What kinds of jobs are available for identified by Harvey Graff (p.1). Several times the film teeters on the women like Ellen and women in worse positions? What about the new Ellen Szita is a middle-aged, formerly brink of the maudlinfor, oh, how middle-class, mother of four, reformed much can one woman suffer? There is generation of drop-outs and graduates pushed through school with literacy alcoholic, and secret illiterate. She grew alcoholism, lost children, school drop- up in working-class England, had out, broken marriage, a religious levels no higher than Grade 7? What limited access to schooling in a conversion and just when she seems to kinds of jobs will they have? Without confronting issues of class, culture, or classbound society and suffered from have overcome the worst, she discovers learning problems. Her father, absent a malignant lump in her breast. All gender, Ellen's Story glosses only the at sea for most of her formative years, attributable to her illiteracy. surface of Ellen's story. terrorized the family when he finally Despite the shortcomings, this film is returned home as a stranger to his The language and images in the opening children. Her mother was frequently ill, shots confirm aid stereotypes without effective in generating response. An forcing Ellen and her siblings to spend intention. It is a language of despair entire course on dimensions of literacy could be sustained from its explicit and some months of their lives in a and darkness; illiteracy is descibed as a Dickensian foster institution where she jailer, a thief. Ellen accepts blame for implicit messages. [L.S.] was physically and psychologically all the ills that befall her family, abused. From interviews with her especially for her children's failure in

61 BEST COPY AVAILABLE 8 UNESCO CONFERENCE-URBAN LITERACY AUGUST 1992 Economic consequences Alternatives: assessing of literacy literacy stories Richard Dayville, Carleton University, Ottawa Stan Jones, Centre for Adult Literacy, Carleton University, Ottawa Researcher Richard Darville, who has been tracking literacy as a Canadian public policy issue for almost Assessing student progress in meaningful terms two decades, has noted a shift of emphasis. While the continues to defy literacy teachers. While standarized idea of literacy as a human right connected to social tests do not give students usable information about justice has become part of the popular discourse, there their learning, funders want something more than has been a growing preoccupation with the economic anecdotal reports about students' personal goals. consequences. After working for years on both formal and informal A few years ago that preoccupation revealed itself as anliteracy assessment, Stan Jones has recently been exploring ways of formalizing the informal. He argues empitasis on the costs to government of social that the stories students tell about themselves reveal a assistance, welfare, prisons; now the central term is great deal about their literacy. For example, one 70- competitiveness, shifting the focus to people on the job year -old woman who had just completed a basic math and their ability to adapt to organizational and program proudly recalled a recent shopping trip when technological change. Another variation takes it to she had caught an error in a bill at The Bay. That national levels, insisting that those nations that story reveals not only a gain in skill but also a gain in implement new technologies most effectively will surge self-confidence that allowed the woman to question the ahead. There are positive and negative implications to salesclerk. this shift, says Darville. Unfortunately, funding agencies have no way of using On the negative side, it could reinforce a narrow, such stories. So Jones has been studying ways to competency-based focus on the specific skills required interpret stories to show something concrete about for specific tasks. The 20th century has witnessed a literacy gains. The context for this research has come history of deskilling to reduce training time to a from a program in Ontario that is trying to get minimum. For example, in the textile industry, the dislocated workers (e.g. gunsmiths) into retraining literacy component might mean merely taking a tag without lengthy prerequisites. Many of these people from one piece of the garment and attaching it to a formhave to "recover" or "discover" their literacy. (inventory control) or signing a form acknowledging a Jones constructs scales of difficulty for particular tasks mistake. In another domain, smelting companies have that are required for particular jobs; then he listens to been systematically reorganizing work so that stories students tell about what they actually do or can memorizing has replaced craft. do. He develops test items from these stories and shows students how to match story and scale. The method On the positive side, there is a promise of new holds much promise, he believes, of meshing student resources for training and development. With worker needs with bureaucratic demands. autonomy and team-based responsibility being promoted, there would be an obvious need for expanded Stan Jones will present a workshop on assessing literacy skills and abilities. However, Darville points out that stories at The Centre for Literacy from 5:30 - 8:30 p.m. on the ground is contested; it is far from clear that most November 18, 1992. Details: 931.8731, local 1415. employers will allow workers this power. Finally, there is an additional danger that public policy on literacy will focus only on the workplace and that the rest of the literacy endeavour will be forced to make do with extremely limited resources. He suggests, however, that it is still possible for literacy advocates to insert their voices in the debate and insist on the wisdom, even for economic goals, of producing a highly literate population.

64 UNESCO CONFFRENCE-URBAN LITERACY AUGUST 1992 9 `Born lucky' Literacy in Hannah Fingeret , Executive Director, Literacy South, Durham, North Carolina multicultural "Born lucky" is how Hannah Fingeret described herself multilingual settings in a presentation called "Women, Words, amd Power." She shared her reflections "as a woman involved in Serge Wagner, Universite du Quebec a Montreal literacy over a lifetime." Drawing on the experience of francophones in Canada, Coining from a comfortable, supportive family who Serge Wagner argued that to ensure the survival of encouraged her to believe that she could be whatever minority cultures, literacy training must be available in she chose to be, Hannah knows she was "born lucky." mother-tongue. He distinguished between two kinds of The refrain has characterized many of her life bilingualism positive and negative and three types experiences. Having a high school teacher who of illiteracy among francophones. One type is illiteracy recognized and nurtured her love of science was in mother-tongue; another is illiteracy in first and another stroke of "luck," getting a first-rate education second languages; the last is low-level literacy in both another. It was only in college, after working as a languages. volunteer literacy tutor with welfare women, that Hannah shifted her ambitions from science to literacy. Among these, Wagner makes further distinctions. She has never looked back. There are those who are illiterate because the minority have no access to schooling in mother-tongue; but there She still finds that too often literacy education for are those who remain illiterate as an act of resistance women teaches them how to keep their places, how to against the dominant language imposed on them. This, work in the system, rather than how to question what Wagner presents as positive. He suggests that the jobs are available. Too often, they are taught to serve, survival of the French culture in Canada was in part not to lead. assured by this resistance. Although the labels on literacy have changednow "family literacy" is valorized Hannah finds practices largely unchanged, "Family literacy" targets women and warns them, "Your children will fail unless you come to school." Many programs are simply copies of "Survival Skills" programs from the 1960s; they imply that women are carriers and causes of illiteracy rather than caught in a web of historically conditioned circumstances. Driven by the belief that "you shouldn't have to be born lucky to be able to dream," Hannah continues to teach, write, and advocate on behalf of those less lucky to change perceptions and practices of literacy.

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Copyright: Educators Phase H will also include special measures body. Libraries and archival institutions meet the policymakers respecting the performance of a work, the will also be able to provide patrons with closed-circuit transmission on the premises one copy of certain periodical articles. On October 15, The Centre for Literacy and of the educational institution of such a Phase II will establish that libraries or the Association of Teachers of English of performance and the reproduction of this archival institutions will not be Quebec (ATEQ) through its Academic performance in school will all be covered by contravening the Copyright Act if a Alliance series sponsored a panel and an exception. For example, this provision reprography machine is on their premises, exchange on Canadian copyright legislation will permit th( reading of a story to a class, provided that there is a copyright warning as it affects educators. The Main the live performance of a play or the posted near the machine. All measures presentation was given by Adam Ostry, playing of sheet music on an instrument. proposed for libraries and archival Director-General, Cultural industries The presence of parents during the institutions will apply to non-profit Policy, Department of Communications, performance will not change the nature of institutions, including museum, which Canada; Mr. Ostry has overseen the these exceptions provided that other conduct activities of a similar nature. development and implementation of conditions of the exceptions are met, copyright legislation and is currently including that the performance is for Permanent working on the amendments in Phase II educational purposes. Consultative Committee expected to be tabled in Spring 1993. The In order to ensure that the reform process other panelists were Sheila Finestone, MP, Finally, the performance or closed-circuit begun in 1988 will be ongoing, the Mount Royal, the Liberal critic whose transmission of a work, performer's government announced in March of this mandate includes copyright, and James performance, sound recording or year, the creation of a permanent Taylor, Chair of the Department of communication signal, by means of a radio consultative committee on copyright. The Communications at Universite de Montreal or television set will also be exempt, so longcommittee is comprised of interested and President of the Canadian as it is done within the school for creator and user groups as well as Communications Association. Reprinted educational purposes. specialist practitoners... The committee will below are some of Adam Ostry's comments provide government with regular advice on on what educators can look forward to in Libraries and copyright reform in light of technological, Phase IL Archival Institutions social and economic changes during this and subsequent phases of revision. Amendments to copyright The other exceptions that will have an legislation PHASE II impact on education are those that will be Mr. Ostry heard from teachers about the accorded to libraries and archival difficulties they now face in their daily practice because of strict interpretation or The amendments will grant exceptions institutions. They will be granted exceptions in order to maintain and even misinterpretation of the current from certain rights accorded copyright legislation. Some of their comments will be owners for educational institutions, manage their permanent collections. For fair dealing purposes, libraries and archivalprinted in the Winter issue. In the libraries, archival institutions, and meantime, Mr. Ostry recommended that perceptually-disabled persons... institutions will be permitted to do that which is necessary to enable research or people who have comments or suggestions Educational Exceptions study except if prohibited in a legacy, gift should contact their representiues on the or other dispositions, or if the activity can consultative committee which includes 120 be authorized by a collective or a licensing national organizations; according to him, Educational institutions will be granted every sector of education has a voice. [L.S.] e:.ceptions when a creation is used by an educational institution on its premises for the purposes of education or training. The Defining copyright scope of these exceptions will be based on The essence of copyright is not to protect an idea, but rather its expression... the work of the consultations conducted Copyright embodies the legal rights of creators to control their creations and to during the lead up to C-60 as well as on the receive compensation for the use of their works. recommendations made by the consultative committees on exceptions in 1988. Copyright law allows for the exercise of economic right as well as moral rights. Economic rights may be sold, transferred or licensed by the creator to others to There will be exceptions from the facilitate economic exploitation. reproduction right for visual presentation of a work (e.g.writing a poem on a blackboard) and from all rights for the use Moral.rights encompass the right to claim authorship of one's work, and the right of creations in examinations or of integrity, that is, the right to restrain distortion of one's work. Moral rights belong to the creator and though they may be waived, they cannot be assigned to dictations. This exception, as with all others. others, applies only to educational institutions. Hence, commercial exam- preparing businesses will not be covered by Creators rely on this legal foundation which supports and protects both the the exception. integrity of their work and their financial interest. Adam Ostry, Montreal, October 15, 1992

64 II ACADEMIC ALLIANCE of ENGLISH TEACHERS Teachers Association of Teachers of English of Quebec (ATEQ) & The Centre for arid tutors Literacy, Dawson College 1 9 9 2 - 1 9 9 3 The video camera in the classroom "The best way to become media literate is to do." Michael Rubbo ACADEMIC ALLIANCE of ENGLISH TEACHERS AnimatorMichael Rubbo, children's filmmaker Association of Teachers of English Date: Tuesday, January 26, 1993 of Quebec (ATEQ) & The Centre Time: 7:30 P.M. - 9:30 P.M. for Literacy, Dawson College Place: Dawson College, Atwater Campus Lifewriting and Literacy: Michael Rubbo, working out of Montreal, is an internationally acclaimed Creating, Telling, and Sharing director of children's films including The Peanut Butter Solution, Tommy Tricker and the Stamp Traveller, and Vincent and Me. But he takes time the Stories of our Lives out from his own international travel schedule to work with teachers who Animator Sydney Butler, are educating the new generation of media consumers and media makers. University of British Columbia Date: Wednesday, In this workshop, using the video camera, Michael will show how media November 25, 1992 literacy connects whole language and elements of the media and how to Time: 7:30 P.M. - 9:30 P.M. integrate it into an elemntary or secondary classroom. Place: Dawson College, Atwater, Space limited to 20. R.S.V.P. 931-8731, local 1415. Rose Room, 7-05 3040 Sherbrooke Street W. (Atwater metro) A second session offered R.S.V.P. 931-8731, local 1415, by popular demand by November 23. The Centre for Literacy and Literacy Partners of Quebec are 1 9 9 2 - 1 9 9 3 pleased to bring back a week-long intensive tutor training Frontier College and The Centre for Literacy Literacy and Street Tutor and Instructor Training Youth - a Workshop for Adult Literacy Purpose: Leader: Phil Davison, Training Program Developer, To share the experience of Department of Education and Job Training, Frontier College's Beat the Streets Nova Scotia program in Toronto Time: January 1993, dates T.B.A. To give participants skills in integrating a literacy initiative This research-based model of training was developed as an International into existing outreach programs Literacy Year project in Nova Scotia with support from the National for youth in the streets Literacy Secretariat. The intensive week will prepare tutors to work Audience: Staff or volunteers with individual students and will also help teachers integrate more from social service agencies/ effective reading, writing, speaking, and listening strategies into regular projects that serve youth in classroom teaching. Montreal Dates: January 7-8, 1993 While addressed primarily to teachers/tutors of literacy and language, Place: Dawson College the program has been followed by teachers in other subject areas. It Animator Bill Worrell, provides ascaffold for learning across the disciplines and across grade Frontier College levels. The week can also be of interest to tutors who have taken previous For details of schedule training but who wish to enhance their repertoire of teaching strategies. and registration instructions, For details of schedule and registration instructions, call 931-8731, call 931-8731, local 1415. local 1415

65 l2 111111111111111111 Feminist Literacy Workers Network holds inaugural conference by Carol Potter BOX 1 The inaugural conference of the Feminist Literacy Workers Network (FLWN) attracted some eighty The two-day conference was organized into small-group women to Vancouver in May from discussions and speak-outs on topics chosen by the all the provinces and territories in delegates, including questions such as: Canada. The purpose of the conference was to give delegates the What does it mean to be'-,nrinist literacy worker? opportunity of talking together What are the frustrations and implications of being a feminist in communities about the problems and challenges and classrooms ? they share as women working in How is volunteerism a feminist issue ? literacy whether as one to one tutors, class or group leaders, What can we do to improve working conditions for feminist literacy workers ? teachers or program co-ordinators What do we know about how women learn? [see BOX 1]. What can we do to overcome student acceptance of stereotypical views of women? Delegates generally agreed that What are the special problems of women of colour ? literacy workers face three major What can we do about racism in our classrooms ? problems. First, literacy work is What is the role of literacy in the First Nations' progress another feminist ghetto (99% of literacy workers are women), and towards self-determination ? most of the work is done by What issues face lesbianism in the classroom ? volunteers. Paid jobs are few and poorly paid as funding for programs home by a wheel-chair bound address the interests and needs of is not easily available. woman who could not get to a feminist literacy workers in literacy group because there was no Canada. [See BOX 2] ramp to the building where Second, most literacy students are Carol Potter teaches study skills at also female as the twin constraints meetings were held. Dawson College and has tutored adult of child rearing and literacy literacy students for many years. In difficulties combine to keep women At the close of the conference participants agreed to establish 1992, she has been active in developing with low levels of literacy at home, a new women's literacy project at the either dependent or on welfare, FLWN as a permanent network to Y.W.C.A. in downtown Montreal. whereas men with the same level of ability are more likely to get jobs that do not require literacy. It was BOX 2 also pointed out that many women who enroll in literacy programs Objectives of the Feminist Literacy Workers Network (FLWN) suffer from abuse and violence in the home. The resulting poor self- 1)be a national voice for women's literacy needs; esteem is an important contributing 2)co-ordinate with other groups to lobby governments for factor in their difficulties with on-going funding and improved access for female learners; literacy. Delegates felt that a major aspect of literacy training must 3)raise awareness of feminist issues with other literacy organizations; focus on ways of helping students raise self-esteem. 4)provide ongoing personal and professional support for FLWN members; Third, the literacy movement is not 5)build the FLWN; working hard enough on behalf of 6)improve working conditions for FLWN members; women who are different, i.e. disabled women, women of colour, 7)promote a feminist conciousness through means such as the use of lesbians. This point was brought non-sexist material and non-sexist language and imagery.

66 S ANNOUNCEMENTS 13 Call for Papers Literacy Across the Evaluating writing Canadian Council of Teachers of Curriculum 1992.93 Leader: Lee Odell, Language Arts (formerly CCTE) for the Rensselaer Polytechnic May 1993 conference in Regina. Workshops Date: Friday, April 30, 1993 Proposal forms available from Salina Literacy assessments: Time: 9:00 a.m. - 4:00 p.m. Shrofel, Faculty of Education, University of Regina, Regina, large-scale and classroom REGISTRATION INSTRUCTIONS: Saskatchewan, S4S 0A2. I 3aders: Stan Jones, Carleton, Registration is limited to 25/workshop Deadline: November 15, 1992. Scott Murray, Statistics Canada (except Berger, limited to 20). For Date Wednesday, November 18, 1992 information, call Catherine Duncan, Commission on Adult Basic Time 5:30 p.m.8:30 p.m. 931-8731, local 1415. Education National Using writing in Conference teaching social sciences for June 7 -11, 1993 in New Orleans, LA. Leader: Douglas Vipond, St. Thomas Proposal forms available from Ann University, Fredericton Justice, 200.18th Street, Lafayette, LA, Date: Thursday, February 4, 1992 (318) 232-3849. Time: 5:30 p.m. to 8:30 p.m. Deadline: January 15, 1993. Say it right: Teaching Literacy Partners of Canadian Literacy Thesaurusstudents to speak Quebec(LPQ) now available better in the classroom First board elected The Canadian Literacy and on the job Leader: Harvey Berger, Vanier College Literacy Partners (LPQ), Quebec's Thesaurus/Thesaurus canadien English-language literacy coalition held d'alphabetisation is a bilingual Date: Friday, February 19, 1993 its first annual general at Dawson standardized vocabulary designed to Time: 9:00 a.m. - 4:00 p.m. College meeting on October 1, 1992 . help in organizing and finding N.B. This course will also be offered as aMore than fifty member groups ratified documents in the field of adult literacy. fifteen-hour PERFORMA course. The a constitution and elected its first board. remaining nine hours will be given over The executive are: Ann Gauvin, The thesaurus contains 1770 the following three weeks in weekly 3- descriptors in English and 1800 President; Linda Shohet, Vice descriptors in French. hour sessions. President; Ann Nayer, Treasurer; and Clare Slonosky, Secretary. The thesaurus is useful to individuals Shakespeare in the teepee who wish to acr literacy collections, a paradox? Directory of English index their c vn niaterials, or familiarize Native education in the schools Adult Literacy themselves with the Canadian & colleges The coalition has compiled its first terminology in the field. It will be a Leaders: Suzanne Smith Taylor and resource directory of English adult useful reference tool in literacy resource Janet Wood, literacy in Quebec listing both centres, in libraries with collections in Date: Thursday, March 4, 1993 organizations, groups, and individual literacy, and in literacy databases. Time: 5:30 pm to 8:30 pm. practitioners. To order a copy, contact To order, send a cheque for $40.00 per Literacy, myths and legacies: Michael Stephens, Outreach copy payable to the Canadian Literacy Coordinator, Literacy Partners of Lessons from the history of literacy Quebec, c/o The Centre for Literacy, Thesaurus Coalition. Return to: Leader: Harvey J. Graff, Canadian Literacy Thesaurus Coalition, 3040 Sherbrooke Street West, Montreal. Date: Thursday, April 1, 1993 H3Z 1A4. Tel. (514) 931-8731 ext. 1413; 21 Park Road, Toronto, Ontario, Time: 5:30 pm to 8:30 pm. Canada, M4W 2N1. Please allow 4 FAX (514) 931-5181. weeks for delivery. Video on national The Centre for Literacy thanks Canada Post assessments On January 30, 1992, Rexford Brown, for its gift of $300.00 awarded as a author of Schools of Thought : How the contribution to the Summer Institute in 1992. Politics of Literacy Shapes Thinking in It was used to help defray printing costs. the Classroom, presented an evening on continued on page 16

67 14ANNOUNCEMENTS 311111MINIIII1111111111111 continued from page 13 Bard College Institute ENFILOG: Newsletter "National assessments: what they can for Writing and Thinkingon networked writing and cannot do." A videotape of the presentation is available from The Workshops 1992.93 and teaching Centre for Literacy. Send a money order An acronym for Electronic Networks for for $12.50, including postage and December 4 - 6, 1992 and Interchange, ENFI means using handling to: The Centre for Literacy, April 30 - May 2, 1993 concurrent group communication in 3040 Sherbrooke Street West, Montreal, Writing and ThinkingWriting to writing on a local-area network (LAN) Quebec, Canada, H3Z 1A4. LearnWriting to Learn Math and to teach composition. Developers ScienceTeaching Poetry: Reading and originally began the project in the mid- Connecting writing WritingFictions: Memory and 1980s at Gallaudet University in programs across Canada ImaginationLanguage: Power and Washington to help the deaf become The Bridge is a newsletter to link Play expert in written English. Eventually, learning centres and writing programs April 2- 4, 1993 with funding, a consortium of interested in Canadian colleges and universities. researcher-teachers was formed at Edited by Katherine McManus at Writing and ThinkingWriting to several institutions. Since 1986, the Memorial University, it will be LearnRhetoric: Arguing Differently project has become part of mainstream published three times a year. Of special Narrative Thinking: Fact or Fiction? initiatives in computers and writing. interest to Montrealers, the first issue Visual Thinking (October 1992) features a profile of the ENFILOG is the latest effort by the July 12 - 16, 1993 ENFI movement to reach an enlarged Vanier College Learning Centre. Week-long workshops constitutency, Editor Trent Batson To receive The Bridge, send a donation Writing and ThinkingWriting to promises to print "news" about teaching of $10.00/year to cover printing and LearnRhetoric: Arguing Differently writing in network-based classrooms mailing to: Katherine McManus, Narrative Thinking: Fact or Fiction? everywhere. The newsletter will be The Writing Centre, Science Building., Visual ThinkingTeaching Poetry published four times a year and should Memorial University, St. John's, Inquiry into EssayWriting Retreat interest anyone working with computer- Newfoundland, A1B 3X9. for Teachers based literacy/writing at any level. To receive ENFILOG, write to: Trent Batson, ENFI Project, Gallaudet University, 800 Florida Avenue, NE, Washington, DC 2002-3695 or [email protected]. Coalition for Literacy. How to Lawson, V. K., McKallip, Resources: Form a Community Volunteer Jonathan. (1988). Management Literacy Program. Illinois: Handbook for Volunteer Volunteers in Education Coalition for Literacy. 107018 Programs. Syracuse, NY: The resources in The Centre for The entire catalogue listing almost Literacy Volunteers of America. Literacy are catalogued and may be 4000 items (as of December 1990) Contact Center, Inc. 10701 borrowed through inter-library loan may be ordered for $10.00 or at your institution or by mail (postage printouts on specific subject headings Getting yours: A Publicity and covered by the borrower). Documents can be requested at cost. For Fundraising Primer for Rangel Elizabeth. (June 1990). can be consulted in The Centre from information, please call Catherine Nonprofit and Volumtray "The Role of Volunteert Tutors Monday - Friday, 9:00 a.m. - 4:00 Duncan at(514)931 -8731, local 1415. Organizations. Lincoln NE: in Adult ESL Literacy p.m. If you cannot get in during Contact Publications. 107019 Programs," Minibib/ An three hours, special arrangements Atkinson Tannis et al. (Spring annotated mini-bibliography can be made to leave documents at 1989). Making Links: Gaughan, Karen K. (1985). from National Clearing house the Reference Desk in the Dawson Developing a Regional Literacy College Library, 3040 Sherbrooke Cornunity Relations Guide for on Literacy Education, an Street West, 5th floor. Network in Ontario. Ontario Volunteer Literacy Programs. adjunct ERIC clearinghouse. Literacy Coalition. [Includes section on volunteers]. Syracuse, NY: Literacy In addition to the materials listed in Volunteers of America.10705 Woods, Nancy. (1987). the catalogue, we have directories of Beginning a Literacy Program. programs and services, bibliographies Canada. Secretary of State. Kangisser, Dianne. (1985). Pittsburgh, PA: PLUS WQED. on many subjects, international (1984). Sources of Government periodicals and newsletters, Pioneers and New Frontiers: 107015. catalogues of learning materials, Support to Voluntary The Role of Volunteers in tapes/videos, and boxes of Organizations. Ottawa, Ontario: Combatting Adult Illiteracy. newspaper/magazine clippings. We Secretary of State. 107010 are also connected to the National New York: Business Council for Adult Literacy Database. Effective Literacy.10709

68 49,CONFERENCES 15 Fifth Annual Convention on Local Chronological Language in Education Conferences Conference Listing "English, Whose English?" March 22 - 26, 1993 The Children's Ten Years of Writing University of East Anglia Literature Conference and Thinking England "Words and Pictures" November 6 - 7, 1992 The Teaching and November 6 - 7, 1992 Bard College, Annandale-on-Hudson McGill University Keynote Speaker: Peter Elbow Learning of Argument Montreal, Quebec March 29 - 30, 1993 Association for Community- University of York PACT-PAPT Teachers' Based Education (ACBE) England Convention; "Dealing with Seventeenth Annual Conference 1993 Conference on today..teaching for tomorrow" November 11 -15, 1992 November 26 - 27, 1992 Washington, D.C. College Composition and Montreal, Quebec Communication National Council of March 31 - April 3, 1993 Learning Disabilities Teachers of English (NCTE) San Diego, CA Association of Quebec November 18 -23, 1992 18th Annual Conference Louisville, KY The Association for March 11 - 13, 1993 Business Communication Montreal, Quebec National Reading Conference 1993 Eastern Regional Conference 42nd Annual Meeting April 13, 1993 Springboards '93 Newport, RI Language" December 2 - 5, 1992 Information: Elizabeth Huettman, San Antonio. TX (607) 255-8374 "CelebratingINF April 22 - 23, 1993 Information: Dorothy Furmen, (312) Montreal, Quebec 329-2512 Teachers of English to Speakers: Peter Medway, Norma Michelson, Aviva Freedman Modern Language Speakers of Other Association 1992 Languages (TESOL) Canadian Association for December 27 - 30, 1992 April 1315, 1993 Adult Education (CAAE) New York, NY Atlanta, GA Sixth National Conference Information: TESOL, 1600 Cameron co-sponsored by The Quebec Association CCCC Winter Workshop Street, #300, Alexandria, for Adult Learning on Teaching Compositionto VA 22314-2751 "Citizen Empowerment" Undergraduates Keynotes: Ralph Nader, June Call wood, January 6 - 9, 1993 Second National Conference Monique Simard Clearwater Beach, FL on Family Literacy May 26 - 29, 1993 April 18 - 20, 1993 Montreal, Quebec National University Louisville KY Research Institute Information: National Center for Family 1993 Annual Conference Literacy, 410 South 4th Avenue, #610, "Lifelong Learning: Improving Louisville, KY 40202 Academic Quality During a Retrenchment Era" Learning Disabilities February 10 -12, 1993 Association of Canada San Diego, CA 9th National Conference April 28 - May 1, 1993 Richmond Hill, ON continued on page 16

6J 16 CONFERENCES Canadian Council of Information: Mary-Louise Craven, The Composition in Teachers of Language Arts Computer-Assisted Writing Centre, 530 the 21st Century (formerly CCTE) Scott Library, 4700 Keele Street, North "Crisis and Change" York, ON M3J 1P3; OR e-mail to Annual Conference October 8 -10, 1993 [email protected];OR Fax Leslis May 5 - 7,1993 Miami University Sander at (416) 928-0392. Regina, SK Oxford OH Ninth Conference on Association of Canadian Details on listings available from The Computers and Writing Community Colleges (ACCC) Centre for Literacy, (514) 931-8731, University of Michigan Annual Conference local 1415. May 20 - 23, 1993 "Connections: Campus & Community" Ann Arbor, MI June 6 - 9, 1993 Edmonton, AB Inkshed 10 Commission on On issues relating to Adult Basic Education National Conference May 27 - 29, 1993 June 7 -11, 1993 Ottawa, ON New Orleans, LA rTo subscribe, complete this form and mail it withyour cheque to: 1 The Centre for Literacy, 3040 Sherbrooke Street West, Montreal, Quebec, Canada H3Z 1A4 I enclose a cheque for $9.00 $50.00 $85.00 (Please mark choice) Make cheque payable to The Centre for Literacy. On multiple orders outside Montreal. please add $3.00 additional postage.

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7 0 V 0 L 2 N o . 3 FALL1992

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Masterman on media: Montreal May 1992 The media is not a the reality that the camera bandwagon which is canand doespresent a going to go away. certain authenticity. They Rather, it will are confronted with a difficult questionwhat do increasingly reflect these images actually history. mean? Because images are Len Masterman polysemic (have many Len Masterman wove the meanings), viewers require themes of a one-day a high degree of media workshop around the literacy to make sense of importance of media them. Having been education. Although he exposed to a great deal of remains one of the most visual text, most kids "'influential voices in the naturally assume that this field, Masterman would not text is true because they offer the answers or provide can see the proof. a neat package of classroomSession 1 compelling evidence than activities; his purpose was Media education is a Visual text and an eyewitness report culturally-specific activity. to pull out various issues its impact simply because of the Because issues vary from embedded in media popular assumption that culture to culture, it is education and to help Masterman began with a "the camera doesn't lie." important to remember teachers understand them. discussion of the impact of that particular meanings He organized the day into visual material, which he Media teachers who four sessions. are anchored to particular called "high status attempt to disprove the images and situations. material." A visual veracity of the camera find Noting that what we were As a prelude, he representation is more themselves at odds with emphasized media literacy actually discussing was the as a life skill, stressing the process of reading, he need to re-examine styles of linked media education and teaching. "Teaching media "For hundreds of years, society has valued traditional concepts of requires a style which goes readii.g and understanding the meaning of reading. In the case of beyond the concrete texts. Yet in today's society, visual image is visual text, we read images; specifics of each medium," arguably more important than the printed as with print, the process he said. "In fact, ther becomes problematic word. There has been no corresponding focus because of the ambiguity of needs to be a focus which on reading the meaning of visual images." goes beyond the teacher." the text and what the The nature of media Thaching the Media reader brings to it. promotes a democratic CONTINUED ON PAGE 2 model of teaching in which the expertise is not teacher S P E CI A L S'E C T 1 0 N centred. In the media studies classroom, both teacher and student FOCUS IN CANADA: possess knowledge, allowing them to exchange A review of media education perceptions and nurture 71 from coast to coast the quality of responses. 2 MEDIA FOCUS

CONTINUED FROM PAGE 1 minutes of "reality" has actually been seamlessly Session 2 "Tomorrow's world, in fact, will be constructed. Other Teaching about increasingly dominated by mass media conventions like sound, advertising and communications technologies. editing and setting up of shots are as important to Masterman grounded this Generations of the future the genre of documentary discussion in the fact that will need to understand how the tv as to any other genre, current teaching does not mass media influence society." simply because all tv must always reflect an be entertaining. understanding of current Teaching the Media marketing strategies. Masterman ended with a There is a difference his point by questioning He cautioned educators strong message that media between marketing and the extent to which the against allowing sponsors' literacy is crucial in today's selling. Selling, marketing system is conservative values to world. Although visual Masterman explained, is serving the needs of all. He inhibit cultural and artisticimages appear to be what ads used to do. They showed a video produced potential in the arts, mediasimple, they are overloaded were product-based and for British advertisers and education. Reconcilingwith information. Students product-centred, which raised questions the two often demands thatneed to know and discuss bombarding the consumer about the integrity of the educational institutions this. He urged teachers to with factual information production. Was the compromise the values andact as agents of change by about the qualities and narrator there to serve the integrity of their establishing the integrity of price of the product. viewers or the advertisers.?"products" as they feel media education. They can Marketing, however, is Having students re- compelled to serve two best promote enthusiasm consumer-centred and usesproduce commercials can masters.* among their colleagues and sophisticated methods of be a very valuable exercise, students, he suggests, by audience research to Masterman pointed out, if Session 4 being positive, helpful and discover audience needs. Itthey are aware of questionsTeaching documentary: constructive rather than assumes that if you like these and produce The myth of the "fly on purely theoretical.(JB) understand the audience, their commercials from a the wall" you can produce a product critical perspective. *For a fuller account, see which meets its needs; the Literacy Across the product will sell itself. The widely accepted Curriculum, Vol. 8 No. 2, p. 9. Session 3 assumption about Because of their impact on Sponsorship: documentary is that it is A 2-hr. videotape of the day audiences, modern Advertising thinly real because there is no is available for purchase advertising strategies have veiled commentary or script; ($12.00) at The Centre for because there is no Literacy. For information, call definite implications for 931-8731, Local 1415. media education. If, at first, this seemed like apparent mediator, the Promotional and marketingan unlikely topic at a viewer feels like the "fly on techniques have segmentedpresentation on media the wall." However, as Correction audiences, delivering them literacy, the connection Masterman noted, even Focus on Israel (Vol 2, for sale to advertisers. The quickly became clearer. though this objectivity is No. 2) please note the programs are no longer the what many teachers want correct spelling of In outlining the objectives of certain films, no film can MOCHOT and fax product, the audience is. number +972-2-617431. That audience is often of sponsorship as a aspire to it. marketing device, Media Focus regrets the children and adolescents. error. Ed. Masterman stressed that Masterman linked it to While there may be no no institutions, not even both education and commentary or script in a schools, are exempt front advertising. As governmentdocumentary, the concept Media Focus marketing developments. funding in education of the narrative underlies is a supplement to shrinks, the need to find all forms which LiteracyAcross theCurriculum Teachers must understand published four times a year by this when teaching alternate forms of funding communicate information. increases. He stressed that The Centre for Literacy, Inc. advertising. The camera establishes a 3040 Sherbrooke Street, West sponsorship is not a form ofpoint of view with every Montreal, Qc., Canada, H3Z 1A4 Masterman is concerned charity; it is a form of shot; as a result, it Editor. about the lack of critical advertising. The danger mediates the text. The Linda Shohet response to this reality, for educators is that what camera is intrusive, even in Supplement editor: began as topping up a documentary. Judy Brandeis and current controversy Depotlegal.4ieme trimestre 1991 money becomes core Masterman believes that about cornmericial Bibliotheque nationale du Quebec advertising in the funding, and the better we students need to The Centre gratefully classroom justifies this get at topping up, the less understand that editing acknowledges the support concern. funding governments will destroys the dimension of of the National Literacy give. time, e.g. that what Secretariat and appears to be three Dawson College. Masterman underscored ..111+ MEDIA FOCUS 3 Jacques Piette's approach Conference Highlights to children, violence and the media was somewhat "Children, Moving Images and their Future" different from Dr. International Centre of Films for Children and Cadotte's. While his intention was not to defend Young People (CIFEJ) violence in tv, and he Montreal, September 24 - 25, media on children by Dr. Cadotte is concerned agreed that the media often 1992, following the CIFEJ linking media education to that Canada's, (especially do present it needlessly, he general assembly in Rimouski, the ways we learn and the Quebec's), geographical believes that it is idealistic Quebec, attended by ways we perceive and makeproximity to the U.S. is too to presume that it will representatives from twenty- sense of our environments. strong an influence on our disappearfrom the media five member countries. culture. Between 1980-90, or in reality. It is omnipresent. CIFEJ (its French acronym) While many of Low's pointshe claimed that the rate promotes quality films and tv about learning and social (not number) of violent and programs for children as well development may not have gratuitous crimes in Because it is easy to find as media education. It been new to researchers Canada has doubled. This evidence to support or organizes workshops for adults and teachers, these reflects the U.S. reality contradict either position who wish to write for children, concerns have not often where rates are even in the debate on the gathers information about been discussed in the higher. influence of violence, Piette legislation which affects context of media educ. suggests that we divert children's productions and Media education is rarely Although he acknowledged more of our energy to the tracks current research. presented in relation to a poverty as a contributing possibilities of media CIFEJ has consultative status education as a more at UNESCO and UNICEF; society's historical factor in the increase of based in Montreal, it is the development, cultural crime, he pointed out that effective response to only international cultural artifacts and family values.culture is also critical. concerns about the organization to have its Low illustrated how these Pacijou defines culture as influence of tv. He stressed headquarters in Canaria. interact, making school "what is actually consumedthe importance of the new only one (and a relatively as intellectual fodder dimension of research on tv To reflect reality, media limited) source of film, tv, music, toys...." Dr. in the context of the family education must be placed knowledge. Cadotte expressed concern and on the important role in the larger context of about many U.S.-produced that parents must play in society. In bringing His presentation suggested films for their excessive their children's viewing. together health care that a multi-faceted and increasing violence. As professionals, educators, approach to the study of an illustration, he Media education and producers, filmmakers and the media will provide a compared acts of violence schools can play a crucial distributors as people who better understanding of its in clips of the 1966 and role. Programmes are share an interest in impact on children and a 1989 versions of Batman, currently being developed children and the media, more effective way of pointing out that while the in Quebec to help children CIFEJ recognized this achieving media literacy. later version contained understand and question need. Beside fostering the numerous scenes of the media by using critical kind of interaction integral violence and death, the skills which they will to successful initiatives in SESSION violence in the earlier transfer into other areas of media education, the NOTES version was at the level of their lives. As a result, conference also "silliness," and its effect they will become more underscored the value of Violence in popular more comedic than violent. critical adults, better able sharing perspectives and culture: What do to function in a rapidly creating new partnerships. children understand U.S. society, he said, changing world. about visual creates violence in its The incidence and impact productions? Should popular culture as well as In his closing remarks, on children of violence in tvadults intervene? politically. His message Piette pointed out that and film and the future of If so, how and where? was one of resistance media education is more the technology were the against the "imperialist than simply a reaction two main themes of the Dr. Robert Cadotte, cultural steamroller" that against violence. This is conference. psychologist, founding he contends is assaulting merely one aspect of media member of Pacijou. Pacijouus. They always present education; in the broader Keynote: is a collective dedicated to models of conflict and offer context, media education Powers, becomings, reducing violence and violence as a resolution. can encourage children to and film violent representations Cadotte called for the "littlereflect on how the media Ken Low, President, Action especially as they affect guys" to get together to are connected to their daily Studies Institute, Calgary children. ensure that children are lives. Jacques Piette, lecturer in taught that violence is not Ken Low approached the Communications at the the only way to resolve discussion of the impact of Universite de Montreal conflict. CONTINUED ON PAGE 4 4 MEDIA FOCUS CONTINUED FROM PAGE 3 Additional What Does the Future Foundation and Radio- Presentations Hold and How Can It Canada. The presenters Finally, he identified Empower Children? outlined their roles and copyright as a seriously Sylvie Lalonde, President, objectives in the underrated problem in The Kids Talk Back This panel was composed ofGroupe recherche et development of Videoway, Canada, indicating that it developpernent (ITV) and and illustrated their talk could be the main obstacle five articulate 11-15 year olds who addressed Dr. Andre Caron, Director, with clips from programs in hindering media Centre for Youth and currently in use. [J.B.] education. questions from the audience dealing with their Media Studies, University leisure activities, viewing de Montreal, described habits, favourite films and Videoway, Videotron's tv programs and their interactive tv initiative for experience with the media children. This is a joint at school. effort of the University de Montreal, the CRB News & Notes Harvard Graduate British Action for Children's Conferences School of Education Television (BAC-TV) The Northwest Media Summer Institute in BAC-TV aims to bring together all Education Conference Media Education those interested in children and July 1993 Sponsored by 911 Media Arts Centre, television and to support the needs of This nine-day institute will provide Seattle, WA and parents and children. They are teachers and administrators the currently developing outline plans for The National Alliance of Media Arts opportunity to design a a conference, "Children Television Centers (NAMAC) April 2 - 4, 1993 comprehensive media education and Literacy," sometime in 1993 on program for their high schools or the possible relationships between Seattle, WA. middle schools. Participants will Cost: $55.00 children's use of televsion and (excludes meals/lodging) meet in full groups, small teams and general literacy. attend panel discussions with Information: Chris Mottershead, General Information: Gloria De Gaetano, Secretary, do British Film Institute, 21 Train of Thought Consulting, POB 311, international leaders and faculty in Redmond, WA. 98073-011. media education including Dr. Renee Stephen Street, London W1P 1PL Tel: 071-255 1444 Tel: (206) 883-1544 Hobbs, Dr. Neil Postman, and Dr. Robert Kubey. Popular Culture Association Information: Dr. Renee Hobbs, Babson Genders and Genres: Reclaiming National Meeting College, Babson Park, MA, 02157-0310. His Stories 8th Annual Leicester Film and April 7 - 10, 1993 British Film Institute and TV Studies Summer School New Orleans Scottish Film Council Information: Popular Culture Center, July 25 - 30, 1993 Bowling Green State University, Bowling Easter School on Media University of Leicester, U.K. Green, Indiana, OH 43403 177/1532 Education Information: Summer School, Vaughan April 38, 1993 College, St. Nicholas Circle, Leicester, American Popular Culture- An introductory course for teachers U.K. LE1 4LB. New Zealand's 2nd Fulbright in primary, secondary and further American Studies Conference education to be held at West Park July 8 - 11, 1993 Centre, University of Dundee, University of Waikato Scotland. Papers will address the study of Information: Julian Bowker (Easter American popular culture (American School), BFI Education, 21 Stephen context); effects of American popular Street, London, W1P 1P1Tel: 071 -255- culture on those of N.Z.; film & media 1444 Fax 071 - 436.7950 studies, literature, history, politics, music, fine art. Information: Fulbright American Studies Conference, Department of English, University of Waikato, PB 3105, 7 4 Hamilton, N.Z. Inquiries to Drs. Jan Pilditch or Alan Riach, Department of English. MEDIA FOCUS 5 Children andcritical viewing: Media literacy conference sponsored by The conference report is Catherine C. Schifter, 3620 Walnut Street, The Annenberg Foundationbeing finalized and will be Assistant Dean, Philadelphia, Pennsylvania and The Annenberg School available upon completion. The Annenberg School for 19104-6220 for Communication, To receive a copy or for Communication, April 8 - 11, 1992 information, contact University of Pennsylvania, Thirty specialists in the BOX area of children and critical tv viewing skills, including Conference Recommendations critical viewing skills activists, child 1.Creation of a national alliance of concerned individuals and groups, including the development specialists general public, individual and organized activists, the academic community, and and producers of materials, mass media producers. met in April at The Annenberg School for 2.Creation of a resource directory to help further these goals and expand the base of Communication in concerned and involved citizens. Philadelphia. Their aim 3.Identification and reward of high quality efforts both in the media itself and was to encourage more mass media presentations among those working to promote media literacy. on the subject of critical 4.Communication with and support of concerned groups in the form of materials viewing for use in the home and resources. setting by parents and children of grades K-5. 5.Support and production of positive models (e.g. representing cultural and ethnic diversity, non-violent resolutions to conflict, etc.) in books, magazines, movies, Despite its stated aim, the newspapers, video games, computer software and all other media. conference generated twelve broad 6.Increased communicaUon of relevant academic research to the public. recommendations dealing with tv advertising, 7.Support for a ban on tv ads addressing children under age 8; guidelines for violent stenotyping, news, content of programs; clear program/commerical separators and disclaimers. educational programming and violence [see BOX 1]. 8.Support for media literacy PSAs on tv and radio; articles in mass media There was a general publications; free educational/informational videos distributed through libraries consensus that a multi- and video rental stores; media literacy tie-ins. faceted strategy is necessary to achieve media 9.Model conferences involving creative media producers and citizens to share literacy for all children and common concerns about the use of the media to persuade and encourage positive adults, and that it is role models for our youth. important to present working definitions of 10 Incorporating media literacy into teacher preparation and in-service programs, as "critical viewing," "media well as in teachers colleges' curricula and textbooks. literacy," and "media education," since these 11. Support for non-commercial tv as a high-quality alternative to market-driven terms are often used programming. interchangeably. [See BOX 2]. 12. Organized appeals to the government, foundations and corporations for support of media literacy and critical viewing programs.

Operational Definitions Media literacy Media education Critical viewing the ability to choose, understand, teaching how to create media, the ability to use critical thinkingquestion, evaluate and respond lighting and other effects; how tv skills to view, question, analyze thoughtfully to the media we works; how to make a tv program and understand issues presented consume. It is mindful viewing, but not how to decipher media (overtly and covertly in tv reflective in judgement, intellectually. programming, including news, acknowledging and including the educational programming and role and impact of the mass entertainment. media. (National Telemedia Council Inc.) BEST COPY AVAILABLE 6 MEDIA FOCUS

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during that Focus decade they were used very little. 'While media on education is not mandated, in March 1991, the MEQ The Centre for Canada acknowledged the growing Literacy /Le centre importance of media d'alphabetisation Since education in education and This resource centre and Canada is a provincial strengthened its teacher-training project is matter, each of the commitment to this area by designed to provide linking, country's ten provinces establishing a Media training, research and and two northern Literacy Committee information services that working specifically support and promote the territories has its own Quebec through the Secondary advancement of literacy in system. As a result, English Language Arts the schools, the workplace media education has The English sector of the Programme (SELA). and the community. developed to varying Ministry of Education of [see BOX] degrees across the Quebec (MEQ) addressed In the area of media, the country. This overview concepts underlying media Association Centre organizes literacy as early as 1980 in Quebecoise pour workshops and other highlights the existing activities related to media programs. four Communication Arts reducation aux Guides (Newspapers and medias/Association education, and has made Mrgazines, Radio, for Media Educationcontact with media Television, Film); however, education groups/centers in Quebec across Canada, the U.S. (AQEM/AMEQ) Europe, Great Britain, BOX. This bilingual group has a Australia and New membership of teachers Zealand. The media and professionals at all collection includes a Quebec English Media levels from elementary growing number of Literacy Committee through university who are resources from these concerned with promoting centers, and regular PHILOSOPHY: COMPOSITION: media education. The aimscontact keeps it up to date Media literacy is achieved chaired by the Co- are to promote media with developments in through the acquisition of ordinator of Programs, education and to create a media education. The both critical thinking and English Language Arts; network to foster the Centre has also hosted production skills. includes three high school exchange of theory, several media-related programmes and presentations. MANDATE: teachers, two university to revise and/or rewrite professors, one language information. arts consultant The Centre publishes extant Communication Bi-monthly meetings, held Literacy Across the Guides in Montreal, combine The committee has Curriculum and Media to make recommen- business and educational Focus four times annually. dations regarding included activities which components and generally are designed to develop implementation of the feature a speaker or video Information: The Centre for media guide and combine skills in both to provide current Literacy, 3040 Sherbrooke St. to serve as resource analysis and production. information about issues, W., Montreal, Quebec, persons throughout Implementation is critical methods and Canada, I-13Z 1A4 production and during tentatively planned during available media resources. Tel: (514) 931-8731, loc. 1415; implementation of the 1992-1993 school year. Information: Lee Bother, Fax: (514) 931-5181 the media guide (514) 621-8267; Maureen CONTINUED ON PAGE 7 Baron, (514) 683-2001 76 MEDIA FOCUS 7 CONTINUED FROM PAGE 6 L'Association The Jesuit Evaluation - nationale des Communications Medias/Media Watchtelespectateurs et Project MediaWatch promotes telespectatrices The major work of the media literacy by fostering (ANT) Jesuit Communication critical awareness of the L'A.N.T. is a Quebec- Project is to encourage, images and messages that based, non-profit promote and develop media surround us and are organization providing education in schools across particularly crucial for education and information Canada. The Roman young people. about tv. Since 1979, Catholic Church has been A.N.T. has developed promoting media education MediaWatch has devised a activities which promote a since 1936 with the workshop for high-school greater awareness of tv and publication of Pius XI's and college students that its impact. Educators, Ontario encyclical on motion looks at music videos and media experts and pictures. advertising. Sessions interested individuals haveThe Association for provide an introduction to worked to encourage The Project offers the technical aspects of viewers to be actively Media Literacy workshops and talks on video which expands into a involved as consumers of tv (AML) many media topics across discussion of the so that this powerful Founded in 1978, the AML Canada, in Australia, New construction of images and medium can evolve to suit was the first comprehen- Zealand, Europe and the stereotyping. Students use their needs. sive organization for mediaUSA at in-services, a videocamera to literacy teachers in conferences, and understand the emotions In addition to lobbying Canada. conventions. The Project that can be evoked by against violence in tv, has over 2500 books and camera angles, lighting andA.N.T. defends the rights ofThe AML is concerned withperiodicals on the media, editing. These decoding view ers and works to the process of and files of materials on skills are then used to ensure responsible understanding and using media education programs analyze a slide show of children's programming the mass media as well as from around the world. The advertising images and and accurate information. with helping students JCP has also helped selected music videos. Education initiatives develop an informed and organize major North include preparation of a critical understanding of American conferences on For a nominal fee, comprehensive media the nature of the mass media literacy. MediaWatch facilitators literacy program for use in media and their present workshops in both secondary schools as well techniques. [see BOX] Information: John Pungente, French and English to S.J., Jesuit Communication as a series of workshops Project, 10 St. Mary St., Suite teachers or students. and lectures on subjects Since its inception, the Audiovisual materials are AML has organized six 500, Toronto, Ontario, Canada such as tv violence and conferences and numerous M4Y 1P9.Tel: (416) 923- also available for teachers sexist stereotyping in 7271; Fax: (416) 923-0862. who want to lead classroom music videos. workshops and is discussions on sexism in responsible for writing the the media. Membership in L'A.N.T. is critically acclaimed Ontario open to people who share Ministry of Education's. Information: Jeanne Media Literacy Resource Maranda, Evaluation the belief that tv can, and Guide. AML publishes Nationale des Images des must evolve into a medium Mediacy three times a year Femmes dans les Medias Inc. that serves its viewers. and maintains an updated (National Watch on Images of Women in the Media Inc.) Information: Francois Blain, bibliography. c.p. 552 succursale L'association nationale des Information: Barry Duncan, Outremont, Outremont, QC telespectateurs, 1340 The Association For Media H2V 4N4 Tel: (514) 270- Boulevard St. Joseph, Literacy, 40 McArthur Street, 7069. Montreal, Quebec. H2G 1M3 Weston, Ontario, Canada M9P Tel: (514) 522-6255. 3M7.Tel: (416) 394-6990 CONTINUED ON PAGE 8 Fax: (416) 394-6991. BOX Association for Media Literacy (AML) Mandate networks locally and internationally publishes newsletters and n.edia curriculum anthologies consults on media education communicates with government and media industry on organizes workshops and major North American mutual concerns conferences 8 MEDIA FOCUS CONTINUED FROM PAGE 7 presentations and of media education, has Media Literacy workshops for educators, been funded for 15 years. ItSaskatchewan parents and the general has tv studios and media public and plans to programs from (MLS) continue with more. Plans Kindergarten to Grade 12, This group, formed in 1988, also include assisting in theincluding one which brought together educators development of media teaches students about from the Saskatachewan literacy programs for screen acting techniques, Board of Education who Manitoba schools and representation, character had been working to providing in-service construction and video promote and develop media opportunities for teachers. productions. Mick Ellis, literacy. In 1991 the Currently, MAML has the Board's Educational organization became an published two editions of Consultant and one of its official special subject their newsletter, five media teachers, council of the Directions, and hopes to developed and piloted this Saskatchewan Teachers publish quarterly. program in London, Federation. The first England last year. annual conference was held Manitoba Information: Brian Murphy, in October, 1991; planning St. Paul's High School, 220 for the next one is Media literacy education is In addition to an extensive Grant Ave., Winnipeg, collection of print and non- underway. Media Literacy not mandated in Manitoba; Manitoba R3P QP8. Saskatchewan publishes what is being done is the print resources, the Board's fifty-three schools are well Media View, a quarterly result of individual teacher newsletter wit practical initiatives. However, in equipped to support practical work in media information, bibliographies, July 1992, the Faculty of reviews and lesson ideas. Education of the University education. All schools have of Manitoba held a at least a basic camcorder, Information: Mick Ellis, Summer Institute in Arts slide camera and audio and Saskatoon Board of Education, Education which featured a video playback equipment. 405 - 3rd Avenue South, full course in media All high schools also have Saskatoon, Saskatchewan literar; at the graduate video editing facilities for S7K 1M7 level taught by Fr. John students. 'ror several Pungente. This sparked years, the Board has listed new interest in media media and media education literacy, and there are now among its priorities for efforts to push the teachers seeking provincial Department of Saskatchewan educational leave or Education to include media bursaries. literacy education in the Saskatoon Board of Information: Mick Ellis, curriculum. Educational Consultant, AV Education Media and Technology, The Manitoba This Board, the province's Saskatoon Board of Education, Association for most advanced in the area Learning Resources Branch, 405-3rd Avenue South, Media Literacy Saskatoon, Saskatchewan S7K (MA1VIL) BOX 1M'7. MAML was founded in October 1990, the result of Goals of Manitoba a Special Area Groups Association for British Columbia Conference sponsored by Media Literacy the Art Educators Mission of The Canadian Association of Manitoba. To develop: Media Literacy Association for Several people interested skills, knowledge and Saskatchewan Media Education in media literacy met with attitudes necessary to to promote and develop (CAME) Fr. John Pungente S.J. and interpret ways in which media literacy across the Formed in 1991, CAME is Neil Andersen to form media construct reality province based in Vancouver. Its MAML which currently has an awareness of the to establish and three main objectives are: a loose affiliiation with social, cultural, political maintain communication to foster the study of AML. MAML promotes the and economic implications amongst educators media, to encourage aims of media literacy, in of these constructions and to advocate for the inclusiveness in media and particular to in their pervasive value development and to foster Canadian cultural examining the role of the messages integration of media expression in the media. media in our society. an appreciation and literacy in curricula CAME publishes a To date, MAML has aesthetic understanding to provide professional sponsored four of the media newsletter three times support CONTINUED ON PAGE 9 73 MEDIA FOCUS 9

CONTINUED FROM PAGE 8 annually and provides U.S. initiatives speakers to groups interested in learning more mark growing link about the media and its between media and impact. literacy vs. Information: Charles S. Unger leider, President, I. In response to the National Ln CAME, 1363 Fountain Way, Goals for Education in the U.S., Vancouver, B.C. V6H 3T2 Tel: the Institute for the Study of 604-734-9250 Fax: 604 -734- Adult Literacy is working with the 9251 Media and Learning Resource Division of WPSX-TV (Penn State SH National University), Project Literacy U.S. (PLUS) and WQED to produce six Canadian public service announcements, ME A Association of three documentaries and an 0 Media Education autumn teleconference. These O materials will disseminate STOR Organizations information to achieve National II (CAMEO) Education Goal # 5, which is Adult CAMEO was formed in Literacy and Lifelong Learning. May 1992. Its member They will target three audiences: organizations include workplace, community and family. media literacy associations In addition, WQED is developing a from Quebec, Ontario, newsletter to provide an overview Manitoba and of the history and background of Saskatchewan. Alberta public service announcements and Nova Scotia were produced for adult literacy represented at the awareness and recruitment at the founding meeting, although local, state and national levels. they currently do not have provincial organizations. II. The Family Literacy Alliance [see BOX] is a project to bring books to life on local public television stations. These shows are a valuable resource that can encourage Information: Mick Ellis, literacy and fun. "Show Me a Story" is a publication about this exciting new public Media Literacy Saskatchewan television partnership. It describes the project which enables adults to watch tv and acting chairperson of CAMEO, can be contacted at good tv with their children, and use it as another way of telling stories. The Saskatoon Board of Education, 405 - 3rd Avenue The reality is that the pressures of daily life often make it impossible for many adults South, Saskatoon, SK, S7K to introduce their children, to stories in the traditional manner. The magazine 1M7. illustrates how these broadcasts enable media and print literacies to complement one other, and describes tv as "... one place...where storytelling, reading and books are Canadian available to every family, but it's a place you may not have thought of...." Professional Media and Media This project allays fears that tv will usurp books. BOX Institutions Television can be "a bridge For many years Canadian to books," to encourage Goals of the Family Literacy Alliance teachers have used films dialogue between children and materials produced by and parents who would To encourage Public Television Stations to: the National Film Board of otherwise not discuss 1) bring the joy and fun of reading to families by Canada (NFB), the stories. These programs reaching new audiences Canadian Broadcasting also provide a forum for Corporation (CBC), Global children who are encour- 2) work with local agencies and organizations to Television Enterprises aged to write about their find ways of integrating their shows into existing (Toronto) and TVOntario. viewing experiences and community programs These have been most send them in. The writers, valuable to media teachers, producers, and actors 3) provide a resource to those agencies through especially due to current participate with parents broadcast schedules and access to tapes Canadian copyright laws. and children by sharing For more information their own experiences in 4) establish ties between the stations and concerning available developing and producing communities and populations that have not been materials, contact local offices part of the traditional PBS audience of the organizations. [J.B.] the broadcast. 10 MEDIA FOCUS workshops in re-creating Museum of Television & Radioradio for children ages 8- 13. If you plan to be in New York City, put the Museum Before or after using the of Televison & Radio on .5..g> library or attending your itinerary. The vision scheduled screenings, of CBS founder William S. visitors can walk through Paley is now a reality a the Steven Spielberg nonprofit institution which Gallery, a tribute to Jim welcomes people to Henson's World of experience its collection of Television which features over 40,000 television and photos of many Sesame radio programs and Street, Muppets and commercials. Fraggle Rock characters. To avoid disappointment, Having spent one visitors must be aware that afternoon there, I came this is not a traditional away with only a glimpse of museum where one what it offers and an wanders from room to room eagerness to come back or exhibit to exhibit. Being soon. [JB] a collection of television and radio artifacts, it is including ads, news, There are daily screenings The Museum Of Television & presented through its own drama, comedy and more. in the theatres or screeningRadio, 25 West 52 Street, New technologiescomputer, rooms. Schedules are York, N.Y. 10019 (212) 621 - television, wide screen and The Museum's library and provided for 45-minute 6800 Museum hours: radio. What appears to be aindividual viewing and sessions which cover a Tuesdays-Sundays 12:00-6:00 rather small building belieslistening consoles are easy range of topics, e.g. Bob & p.m.; Thursday evenings until the size of its contents. to use for research or Ray, Discussion 8:00 p.m.; Friday evenings entertainment. Visitors useSeries...Olivier on until 9:00 p.m. (theatres only) The collection is a computer to make up to Television, Sights and Closed on Mondays, four selections (two hours) Sounds of American Christmas and New Year's overwhelming. To even Days, Inclependene Day scratch the surface, plan to per viewing/listening Politics and Children's Thanksgiving Day (U.S.). return often and spend session. Those unfamiliar Specials. Admssion is $5.00 for adults, hours exploring the with computers or seeking $4.00 for students, and $3.00 archives which offer a specific information can An Education Department for children. plethora of possibilities get help from willing and offers group visits, public knowledgable staff. classes, seminars and The paper is also a call to action, as Gaston Gauthier proposes the The influence of TVon familiescreation of a Viewers' Council which The results of an investigative study telespectateurs; Nathalie N. would report to either the Executive sponsored by the Government of Bouchard, doctoral student, and Council or the Minister responsible Quebec, Conseil de la famille was Christiane Hardy, General Manager for family policy. This Council would published in May 1992. The 100 - of Hardy-Dubois and Counsellor in give family associations or groups of page document titled, "Families et cultural and municipal development.viewers from every region of the television" is innovative in that it is province the opportunity to influence based primarily on the viewer as a The consultations revealed the the content of programs from the member of a family. The authors complexity of the issues and point of view of the family. Until consulted with viewers' associations indicated the need to shift the focus now, content has been left to and parent groups to examine the of research from the point of view of broadcasters. effects of tv on behaviour, leisure, the producer to that of the viewer. and culture and family values. The document, available at the The document is limited by its The Centre for Literacy, is currently published in French only; however, an The research was conducted by intention simply to explore the English summary is being prepared. Gaston Gauthier, project co- questions; however it attempts to re- ordinator and consultant in family evaluate the viewer's traditional role Information: and community development at the and to make people more aware of Conseil de la famille du Quebec, Montreal Catholic School the need to become informed and Jean-Pierre Lamoureux, Commission and General Manager ofinvolved in order to influence the 1245 chernin Sainte-Foy, bureau 342, Domotique, a consulting group; media's effects. Quebec City, QC, Canada G1S 4P2. Michel Pichette, Past-President of ]'association nationale des (3 0 MEDIA FOCUS 11 Reviews

11110Cultural Studies , ed. by Lawrence Grossberg, Cary Nelson & Paula Treichler, Routledge (New York, 1992) 730 pp. Emerging questions about media education have brought a greater awareness of cultural studies,which seems to be experiencing a general

international popularity in . academic circles. Cultural studies defies traditional approaches, for it is a field which combines a myriad of theories, paradigms and issues, making it anti- disciplinary and interdisciplinary at the same time. Cultural Studies is a substantial anthology The Guide lists sixteen April 4 - 9, 1990, at the Generation, The Future of directed to a wide audience.headings [e.g.The History University of Illinois. A Television, The Canadian To suggest that it is an of Cultural Studies; Gendernumber of others were Voice. Participants "easy read" would be and Sexuality; Race and invited to submit papers forrepresent various interests misleading; the very natureEthnicity; Science, Culture the book. Stuart Hall, in the area of media, with of the field requires that and the Ecosystem; Simon Frith, Janice some of the panelists one not be deterred by the Pedagogy] and categorizes Radway, John Fiske and appearing on several of the density of some of the the essays according to Henry Giroux are among presentations; these theory. However, Cultural major focus. Because those included, include Barry Duncan, Studies succeeds in making cultural studies cuts acrossrepresenting both the President of the much of its content quite a variety of issues, it is British and American Association for Media accessible. Part of this difficult to be categorical perspectives, another Literacy (Ontari'; Derrick success can be attributed to about theories; therefore, strength of the book. deKerkhove, McLuhan its user-friendly structure. the User's Guide cross- Program, University of references essays. Readers For readers who seek a Toronto; Bruce Claasen, In keeping with recent can match them to better understanding of McKim Advertising; and college textbook design and particular interests. cultural studies,Culturul Angela Bruce, Creative recognizing that this Studies offers the option of Head of Children's TV, collection does not lend Many of the forty reading only selected CBC. Educators, young itself to being read in the contributors presented essays or of embarking people, researchers, and conventional manner, the these papers at an upon a more intense professionals in the fields editors included A User's international conference, reading of the entire book. of media and business Guide to This Book in "Cultural Studies Now and The latter is definitely an interact as a moderator addition to the Contents. in the Future" held from ambitious endeavour. (JB) fields questions and comment. BOX. Queen's University: Forum on Television With an emphasis on Schooling as cultural politics (video) CBC Canada and how it "By viewing schooling as a form of cultural politics, The Queens University: addresses issues radical educators can bring the concepts of culture, voice Forum on Television is a surrounding media and difference together to create a borderland where series of five one-hour videoliteracy, the series offers multiple subjectivities and identities exist as part of a panel discussions, some relevant insights. pedagogical practice that provides the potential to originally broadcast on The hour dealing with "The expand the politics of democratic community and CBC Newsworld, each Future of Television" pedagogy." segment focusing on a Henry Giroux, Cultural Studies, p.206. specific theme, e.g. The TV CONTINUED ON PAGE 12

BEST COPY AVAILABLE MEDIA FOCUS 12 CONTINUED FROM PAGE 11 and alters lifetstyles. BOX explores how future One of the strengths of the technologies will affect series is its potential to The stakes of cultural studies viewing habits and provoke discussion and lifestyles. create awareness of the "...there is something at stake in cultural studies, in a need for media literacy. way that I think, and hope, is not exactly true of many New developments in other very important intellectual and critical practices. interactive tv are bringing Information and copies of tapesHere one registers the tension between a refusal to close are available by writing to about change, and Queens University: the field, to police it, and, at the same time, a "watching tv" for Forum on Television, determination to stake out some positions within it and entertainment is being School of Policy Studies, argue for them." expanded to "using tv" to Queens University, Stuart Hall, Cultural Studies , p. 278 access specific information. Kingston, Ontario This adds to viewing time K7L 3N6.

roles of both the media and importance of the media as Manufacturing Consent: democratic societies in violentcultural products whose and oppressive actions. effects on society are Noam Chomsky and the Media Manufacturing Consent: profound. The producers call A feature documentary ?I- t Noam Chomsky and the for more education programs film by Mark Achbar and Media illustrates how he to meet the demands of Peter Wintonick responds to criticism, using developments in co-produced by his tremendous capacity for communications and media. Necessary Illusions and rational analysis as his best [J.B.J the National Film Board weapon. The film is available for 167 minutes One need not always agree purchase in all video formats "Judged in terms of the with Chomsky or his from The National Film Board. philosopy to appreciate the power, range, novelty and :e1111111 influence of his thought, Noam Chomsky is arguably the most important intellectual alive," claims The archival footage and New York Times Book represents the producers' Review. Borrowing its name decision to create consistency from the title of one of through themes and ideas Chomsky's 30 books, this filmrather than through visual is an ambitious and images and events. Although successful attempt to provide not an original concept, the insight into the result is effective. A viewer internationally acclaimed remains aware that this film, linguist, author and radical like any media product, has political philosopher. borrowed and used several cinematic "styles" to Achbar and Wintonick began construct its own reality. working on this project in However, because this 1987. They weave extensive characteristic of the media is (Left) Shelia Finestone, M.P. and Adam Ostry footage of Chomsky's Copyright information session interviews, lectures in the very essence of various parts of the world Chomsky's message, these October 15, 1992 and media appearances, effects underscore the need to together with biographical watch with a critical eye. In hosting this session, The Centre for Literacy and One recurring effect to Academic Alliance provided an opportunity for positive information, questions and emphasize the omnipresence answers, and critics' of the media is the "video dialogue between policy makers and educators on the comments to reveal how wall" which is actually complexities of the copyright issue and current Chomsky is revered by many, composed of multiple tv legislation. despised by some. In an screens, each often projecting attempt to preserve Members of the panel were: Mr. Adam Ostry, Director Chomsky's as the true voice a different image. of the film, he is the General, Cultural Industries Office, Department of "narrator" who presents his The film reveals Chomsky's Communications; Sheila Finestone, M.P. and Professor depth and unrelenting James R. Taylor, Chair, Communications Department, own arguments and attempts to point out that we comments. University de Montreal, Moderator was Linda Shohet, must all take responsiblity director of The Centre For Literacy. for our own actions and their The editing is not consequences. It also reveals chronological; it cuts back the unrelenting criticism he For a comprehensive account of the discussion, see this and forth between recent and meets as he questions the issue of Literacy Across the Curriculum., page 10 WINTER 1993 Vol. 8 No. 4 Literacyacross the curriculum Connecting literacy in the schools, community and workplace who don't read and write well Literacy and is often reminiscent of some of the most prejudiced ways in human rights which handicapped people or An economic model racial or other minorities are of literacy discussed.' The idea of literacy as a human right is losing ground in public It is not literacy programs alone discourse. Studies and policy that will transform an economy papers written in the past two or a society. years in the United States and Canada have consistently What about those who are not emphasized literacy as part of a in the workforce because there strategy for transforming economies are no jobs? The talk of a great from sluggish to pulsing, and skills shortage is difficult to capable of winning in a competitive document. There is a great global market. In too many cases, term commitment to coherent dislocation in the Canadian literacy organizations, anxious to education in the school system for economy, but no evidence to prove hold on to dwindling dollars or to children and youth where the that this is mainly attributable to increase their market share of sparks for later learning are an unskilled workforce. grants, have joined the game, kindled, not stamped out. diverting more and more of their continued on page 2 efforts into workplace and Frank Smith, one of Canada's workforce programs. outstanding scholars of reading and literacy has warned: INSIDE This is not to discount the economic 3 To ponder aspects of literacy or to deny the When literacy is promoted as the 4 Workplace principles quality of some workplace solution to all economic, social, 5 In the classroom: programs. It is imperative to have and educational problems, an educated workforce in a it is easy to assume that inability Job descriptions for students technological information-based to read and write creates those 6Literacy & street youth society. But an educated workforce same economic, social, and 8 Women & literacy is created and sustained by long- educational problems. Literacy 9 Student awards term -ommitment to adult becomes a caste mark, and those 10 Reviews: Legal literacy education, not by intermittent who haven't got it are 12Beyond the composition ghetto short-term reactions to immediate discriminated against... The problems. It is sustained by long- language used to describe people 13 Announcements 15Conferences The Centre for Literacy Montreal, Quebec

83 2 continued from page 1 Louise Miller, a long-time advocate Association published a report on On a 1992 visit to Calgary, I had for literacy and popular education, access to justice for those with low- breakfast with a human resources discussed literacy as a human right level literacy (see p. 10 ). Buried in executive from a large local in a 1990 study. She argues that a footnote of that report is the corporation. She spoke with dismay while efforts must continue to observation that some prisons in the of having signed 40 letters of improve literacy learning in schools U.S. have made literacy training rejection to job applicants before and increase access for adult mandatory as a condition for parole. coming to breakfast that morning. learners in both community and This passes without comment. But Another colleague from an Ontario workplace, we must ensure that there are human rights questions utilities company, asked with those with low-level literacy are not raised here too. More and more surprise, "Do you still acknowledge discriminated against. American programs are mandating applications? We've had to stop. literacy for single mothers on Last year, we received 40,000 for In relation to work, she suggests a welfare as well as for prisoners, and 800 jobs. It was all we could do to number of measures including many Canadians are calling for the open them, and of the ones I saw, unrestricted access to literacy same measures here. Making there were few who were not activities for the jobless who need programs available and providing qualified. It's tragic." These people them, and maintenance of support incentives is one thing. Threatening can compete, but have no jobs. over the time required to attain a sustenance or abrogating rights if reasonable level, likely more than someone does not seize these A human rights model one year. For those working, she opportunities is another. What do we offer to those who recommends incorporating literacy cannot compete? What do we offer into company or union training Louise Miller wrote in 1990. There to those who will never be able to programs or offering special are not many voices raised today on compete, no matter what training educational leaves. There are job behalf of the marginalized. It is not becomes available? requirement clauses that could be politically correct to discuss the reviewed to determine if literacy uncompetitive. Even schools are These are citizens who deal with requirements were inserted borrowing the rhetoric of government bureaucracies and with arbitrarily or reflect the real competition. It is time for literacy landlords; who have medical and demands of the job. and educational organizations to legal needs. Despite surveys on restore the balance. [L.S.] functional literacy, most of these Commenting on participation in democratic processes, Miller notes I Frank Smith, 'Overselling Literacy,' Phi Beta people have strategies for everyday Kappan, January 1989, p.355. Quoted in Louise living, and contribute to their that agendas and discussions often Miller, Illiteracy and Human Rights, The National communities and families. These focus on written materials. She Literacy Secretariat, 1990. are people who might not sign up suggests more use of the visual and for classes if they were available. audiovisual. Electoral ballots could But they are also people who often have photos of the candidates. In Literacy Across the Curriculum need some extra help to understand community organizations, there The Centre for Literacy could be more oral transmission of 3040 Sherbrooke StreetWest and to claim their rights. They Montreal, Quebec, Canada H3Z IA4 might be poor, minority, female, information, and simplification of 931-8731 ext. 1415 documents and procedures. The use single, elderly, disabled, homeless Editor: Linda Shohet (see p. ) or any combination of of plain language in government and legal communications is Layout: PonetuetionG R A F I X these. They cannot compete for new Depot legal-41rimestre 1991 information-based jobs; they cannot implicit. Bibllothique national. du Quebec help children with homework or read notes from school or talk Miller was not minimizing the comfortably to teachers; they cannotimportance of developing literacy a fill in medical forms or read the services when she made this case. a print on prescription labels. And She was intent on raising public they are people who are being awareness of the experience of those ignored in the shift to a purely with limited literacy to help eliminate the prejudice they face. The Centre for Literacy gratefully economic rationale for literacy. acknowledges the support of the National Literacy Secretariat, Multicultural & Citizenship In 1992, the Canadian Bar Canada and Dawson College

84 TO PONDER 3 On things. So narrative has become aPerspectives on Rhetoric and particularly important tool for Literacy, edited by Gary A. Olson connecting social scientists who are trying to and Irene Gale, Southern Illinois narrative, understand thinking. University Press (1991), p.29. thinking and [SEE REVIEWS, p. 11] Mary Fic;ld Belenky interviewed women's in "Composition, Collaboration, ways of and Women's Ways of Knowing," researching (Inter)views, Cross-Disciplinary

If you're engaged as I On While the world in general tends am in research that's embedded in to regard the way people think in interpretive-descrir tive processes, something terms of their motives, personality your major research tool is trying called criticalcharacteristics, or general to articulate clearly the competence, educators typically understandings that you're thinking perceive thinking in terms of coming to - and writing is integral skills and deficiencies of learning to this process. Interpretive- In education, however, and teaching. If students do not descriptive research is very concern with something specific behave in a certain manner, it is different from traditional research called critical thinking has assumed that they are unable to in the social sciences, which relies reached almost obsessive do so, not that they might prefer on statistical tools to communicateproportions. Statements of not to. findings. In the research that my education objectives, particularly colleagues and I do, we're in social studies and English, Frank Smith, To Think, Teacher's following in the steps of such often refer to a need for more and College Press (1990), p.92. social scientists as Piaget, Perry, better critical thought. Critical Kohlberg, and Gilligan. They all thinking is perceived as a are writing a story that grows out valuable skill, or set of skills, of conversation, and they Favor lacking in large numbers of the words of the people they've students from grade school to been interviewing, putting the university. words in the story line. It is assumed that the skills can The goal of their work is to be learned, and therefore taught, understand and describe people's and also measured in objective thinking, to try to understand the tests. But oddly enough, while the structures of the mind, so the onlyterm is so assertivelmployed, tool they have is language: there is great uncertainty about language for eliciting people's what it actually means, especially thoughts, language for trying to among people who are motivated understand the deep organizing to "improve education" or who are principles of thought, and finally, held responsible for the language for articulating these improvement.

85 4 4=11=111111i111111i Equity and diversityprinciples of good workplace education Notes from a conference presentationat the level of organizational taking a multi-pronged approach by Sue Folinsbee Waugh, consultant change. Among these large issues which offers different kinds of with ABC Canada, at "Dimensions is the problem of systemic basic skills/upgrading programs, of Literacy: Literacy in a discrimination that creates and and integratin, basic skills and Multicultural Society," Concordia maintains barriers to equality of diversity issues nto in-house University, Montreal, October 1992 opportunity for certain groups. training. In guiding the discussion, These barriers may be formal or Folinsbee stressed the principles informal, and may have evolved BOX. over time. They may not, in fact, of equity (including history, Ten key features of a model religion, language, age, sexual have been discriminatory in intent, but have become so in workplace education program: orientation) and diversity (in- 1.equitable chiding gender, geography, practice. 2. endurable education, culture, and more), as underlying any workplace Second, those implementing a 3.goal-oriented education initiative. basic skills program must be 4.inspiring sensitive at every step of the 5.multi-faceted According to Folinsbee, two process to the diversity of the 6.needs-oriented considerations precede the start ofpeople they work with. This will 7. ongoing any program. First, basic skills mean identifying needs across the upgrading alone will not meet all organization with input from a 8.participatory individual and organizational representative sample of 9.realistic goals. There are larger systemic employees. It also necessitates 10. worker-centred issues that need to be addressed ABC Canada and The Centre for Literacy announce A Summer Institute-Workforce Education: Developing a Vision June 27 - 30, 1993 - Montreal Objectives: Presenters: Philosophical Sue Folinsbee, ABC Canada; Linda Shohet, The To build consensus around principles of good Centre for Literacy; guest presenters practice To create awareness of the conflict between the Who should register? economic and social dimensions of literacy People who work in coordinating positions in Practical: government, educational institutions, community- To learn how to plan and implement a based organizations or industry and are comprehensive workforce program, from needs responsible for designing, implememting, or assessment to evaluation. supervising workplace/workforce literacy, basic Personal: skills or upgrading To allow participants the opportunity to identify Registration limited to 15 - 20. Applicants will be and address critical issues in their own context. accepted based on their ability to influence thinking or Participants will leave with materials, plans, anda practice in their milieu. commitment for continued consultation from the leaders at ABC Canada. For information/details: Linda Shohet: (514) 931.8731, local 1415 or Sue Folinsbee: (416) 442-2292

IMMINIMIN

8G IN THE CLASSROOM 5 What is the function or purpose? ensure the production of a good Job descriptions: What type of audience do you wish magazine to attract? supervise and assist the other Making expectations What is the personality of the editors and staff in writing and clear to students magazine? research and in other areas as What is the magazine's formula? needed and requested (When History 'Humanities teacher Anne Will it contain advertising? MacLennan developed a course on Printing When and how often will it appear?ART DIRECTOR and Publishing, she tried to involve the What kind of format design and The art director is responsible for the students in projects that would force them to typography will be used? overall design of the magazine. This put their learning into practice. The includes the philosophy, formula, highlight is the production of a magazine, for What kind of editorial style which MacLennan provides an extended decisions will be made? format, page design, selection of art and outline including a set of job descriptions for Consider these questions carefully and selection of type. He or she must work the members of each working group. explain why your decisions are very closely with the editor-in-chief to consistent and appropriate. make these decisions, as well as invite While the job descriptions have been created the input of the rest of the staff. The for an idealized simulation, the concept can [The outline details the precise execution of the design requires that the be adapted to any type of group assignment. requirements for each magazine.] art director also work closely with the Reproduced here are an abbreviated segment of MacLennan's project overview and two of Job descriptions layout artist and with the remainder of the job descriptions handed out to students at ...Suggested job descriptions follow. the staff to ensure that the research and the beginning of the course.] Keep in mind that few if any of you will copy fit into his or her concept of the be able to carry out all the tasks and design. Final Project responsibilities at the outset of the A small magazine will be the focus of semester. You should, however, be able Qualifications: the final project. Many of the skills and to acquire all the skills during the good creative instincts planning techniques acquired during semester. initiative the semester will be put into action. sense of design EDITOR-IN-CHIEF Tasks & responsibilities: You will not be required to produce the The editor-in-chief is responsible for the content for the entire magazine, but learn to operate Macintosh entire project. He or she leads the (software programs specified) certain minimum content and planning group and is effectively "the boss." The standards must be met. acquire knowledge of design editor-in-chief must try to make the acquire knowledge of typography You may work alone or in groups to group function well together. In acquire knowledge of art produce the magazine. If produced by addition to his or her supervisory role, conceive design one student, the magazine should be the editor-in-chief must try to smooth ensure execution cf the design approximately eight to twelve 81/2" x out wrinkles in the operation by philosophy 11" pages. If two students work providing expertise and assistance to contribute to the proposal together, it should be the size. the staff. supervise and assist in the Should the group be larger, the work execution of the design should increase by approximately Qualifications: select art twelve pages for each additional leadership skills assist in writing and research and student. interpersonal skills in other areas as needed and supervisory skills requested by other editors You must submit a written proposal knowledge of all processes and the with each magazine to explain its ability to assist in every area [Other job descriptions included philosophy. Develop a formula. Make good command of the English its target audience an organization, Managing Editor, Layout Artist, language Chief of Research, and Copy Editor.] special interest or hobby group, to whichTasks & responsibilities: you belong or for which you have a learn to operate Macintosh Anne MacLennan taught this course special affinity. Your proposal should (software programs specified) at Champlain College, St. Lambert Campus identify possible financial backers. acquire knowledge of design in Longueuil, Quebec. She is now a member In writing your proposal you should acquire knowledge of printing of the History Department at Dawson make some long-range decisions acquire knowledge of typography College. including: acquire knowledge of art coordinate the staff ensure the production of a well-written proposal

87 6

Bill Worrell of Frontier College recently led a two-day workshop at The Centre on setting up a literacy outreach program for street youth. Participants from social service agencies, community centres, human rights and tutoring projects came to find ways of integrating relevant components of Frontier's Beat the Streetprogram into local initiatives.

Beat the Streetis a storefront program in downtown Toronto that offers warmth, coffee and no questions a safe place for street youth. Staff and volunteers (former street kids, if possible) will offer an ear, tutoring in reading or writing, and a connection back to the mainstream for anyone who asks; but essentially they do not push anything. As long as kids follow the houserules no racism, sexism, drugs they can come and go at will, A few have enrolled in an informal formal education project called "Ambassadors" which gives participants credits recognized as pre-requisites for further schooling. Most do not enroll in anything that structured. They are a transient population living a precarious life. No adventure, but plenty of danger. (L to R) Bill Worrell, workers from Le Bon Dieu dans la Rue, (Front) Dave Shilton. Dave Shilton, a 21-year-old tutor at might be ready to make the move. "It's hard for someone on BTS and "Ambassador" who has He spared little detail in describing the street to say I care survived some rough years on the his life to the workshop group, and about something, because streets, is fighting his way back and cautioned people not to go out as if you say I care, it's going using his considerable insight and "do-gooders" trying to save lost to be gone." strength to help other kids who souls. At best, efforts have minimal

Beat the Street: Some policies for students, staff and volunteers ... Beat the Streetis open to anybody on the street. If you want to join as a student tutor or volunteer you are welcome. Nobody here is too bad, too good, too smart, too stupid, too Black, too Native, too crazy, too slow, too fast, too gay, too female, too male. We ask you, please: no putdowns, and no discriminating words....

BEST COPY AVAILABLE 88 7

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impact and are u'ually impossible Street walk lead by two volunteers from Le Bon to see. Speaking about his own On the second morning, we took a Dieu Dans La Rue, a project that hesitation to say that the program metro to the corner of St. Laurent drives and parks a van in several matters to him, Dave explain ed,"It'sand St. Catherine in the heart of a spots each night from midnight to hard for someone on the street to district peopled each night by the 4:00 a.m.to offer food and a few say I care about something, because pimps, hookers, and homeless youth minutes of human and physical if you say I care, it's going to be of Montreal. From there we made a warmth. In the morning,there was gone." street walk of the several blocks, no sign of anyone. But walking through the cold, slushy January Resources on youth literacy streets, we shuddered at the thought of kids huddling beneath broken staircases in dark alleys to shoot up or rolling victims in deserted lots to get a day's keep.

riLDr.(, rii IIIR \( ACY As,1 s,N.11 t(q, At the end of our time together we A Training CurrItulum IOWA GI: %of, to Community Leaders understood that working on the _MANUAL streets has its own code of conduct and that success is not measured in grand transformations but in small Literacy Assessment for the human victories easy to miss Building Youth Literacy: entirely. [L.S.] A Training Curriculum for Middle Grades, The Center Community Leaders, The for Early Adolescence, Center for Early Adolescence, University of University of North Carolina, 93North Carolina, 1993

Student-Centred There are more resources Indio dualized Learning, available in the collection. Frontier College. Toronto.

89 BEST COPY AVAILABLE 8 The Canadian Congress for Learning Opportunities for Women (CCLOW) & Woman and CCLOW activities: research and publication Literacy - Quebec initiatives on women's learning issues; As a national body pledged to disseminatng the results of a achieve social, political, and three-year literacy project advocacy work on public and economic equality for women in directed by Betty-Ann Lloyd of institutional policies; Canada through improved and Halifax. Lloyd's work will be expanded learning opportunities, described in the spring issue of The Canadian Congress for LAC. The Centre for Literacy is development of training Learning Opportunities for pleased to be working in programs and models, and Women (CCLOW) has made a consultation with CCLOW on creation of resource tools for special commitment to literacy as Quebec-based programs and women's learning; the foundation for further projects in women's education. learning. The organization is pledged to operation of the Women's build its membership in Quebec Learning Resource Centre Women make up a significant during 1993. and publication of Women's majority of literacy workers and Education des femmes,a in many settings a majority of For information on activities across quarterly magazine. students. Besides addressing the Canada/memberships/subscriptions: broader issue of women and Aisla Thomas, CCLOW, 47 Main literacy, CCLOW is raising public Street, Toronto, ON, M4E 2V6. forming networks of awareness of the learning needs Tel:(416) 699-1909. In Quebec, volunteer groups, and Linda Shohet is the provincial working cooperatively with of both students and workers, representative on the CCLOW Board and creating resources which of Directors for 1992-95. other women's, adult have been identified by the Write c/o The Centre for Literacy, or education, and literacy literacy community as crucial to Tel: (514) 931-8731, local 1411. organizations. their work. They are now The Canadian Congress for Learning Opportunities forWomen (CCLOW) & The Centre for Literacy - present a discussion and debate Self-confidence in Women's Education: A Feminist Critique Animators:Fran Davis & Arlene Steiger, Vanier College Date: Tuesday, March 2, 1993 Time: 7:30 P.M. - 9:30 P.M. Place: Dawson College, Atwater Campus Rose Room, 7C-5, 4001 de Maisonneuve (or Atwater metro) Research over the past two Davis and Steiger will give an Fran Davis & Arlene Steiger are decades has suggested that womenoverview of the literature on self- completing the third year of a grant for approach their education with confidence and discuss some research in feminist pedagogy; the focus is on the physical sciences in the lower levels of self-confidence than preliminary results of their own college. Since 1988, they have lectured men. Fran Davis and Arlene research on feminist pedagogy in and given workshops for university, Steiger raise some fundamental the classroom. They explore college, and high school teachers across questions about the way this self- reasons for developing a fuller Canada. They have also published confidence has been described and feminist critique of the whole numerous articles on various aspects of measured, suggesting that much ofquestion. The presentation of the their research. Fran teaches English it is invalidated by sex biases in argument will take 30 minutes. and Arlene teaches Humanities at research methodology and in the The remainder of the evening is Vanier College; both arc also actively entire educational enterprise. open for discussion and debate. involved in Women's Studies. R.S.V.P. 931.8731, local 1415, by FricLiy, February 26. 40 9 Student writers claim awards Illustrating the danger of generalizing about the writing abilities of young adults, 175 Quebec students submitted entries to the seventh annual Writing Across the Curriculum contest in 1992. Sponsored by The Gazette, Educational Services, The Centre for Literacy, and Dawson College, the theme was "Language as an Instrument of Social Change " The genre was newspaper editorial 0 comment such as appears daily on the OpEd page. This year was the first time the contest was opened to2Front: (L to R) Winners Laliv Clenman, Prosanto Chaudhury, Vani Radnakrishna. senior high school students; in the °- Honourable mentionsback: (L to R) Melissa Sabourin, Brigit Ann Sellskar. past, it was restricted to the BOX colleges. Justifying the expansion, two high school students placed First Prize: $750.00 among the honourable mentions. Winner: Vani RadnalErishna, John Abbott College, Ste-Anne-de-Bellevue, QC Second Prize: $300.00 General topic: Ethics and Biomedical Technology Winner: Laliv Clemnan, Dawson Specific topic: Potential for Disaster a sperm-bank for super-intelligent College, Montreal babies General Topic: Violence, sexism, ..... racism in popular culture: how can The Repository for Germinal Choice is brought to us, not by frenetic society protect itself? politicians, but by calm, pragmatic, ethically-correct doctors and business Specific topic: Violence and sexism people who speak of improving the quality of society. The Brave New in popular culture: reflections of a World that looms in their utopia will not be forced upon us by radical society skinheads, but by men and women in white lab coats who cajole us into believing that the birth of every superchild is a step forward for Third Prize: $200,00 humanity. Winner: Prosanto Chaudhury, More pressing is what these scientists do not say. Why should they stop Marianopolis College, Montreal at choosing criteria for the creation of new generations? The same General topic: General topic: Ethics standard that manages the birth of perfect infants could easily be and Biomedical Technology extended to death as well. Specific topic: The Ethics of Redesigning Man Without respect for each individual, for the variety in mental and physical capabilities that each person brings to the world, we succumb to Honourable Mention the model of sameness proposed by industrialized civilization. Graham's latest model in designer babies, courtesy of the Repository for Germinal (in alphabetical order): Choice, reflects the idea that all that ails the world can be changed in a Matthew Bell, Marianopolis; Fiona cold, antiseptic lab. Brooks, Sacred Heart School; Clara Campanile, Dawson College; Ryan It's not that easy. Ortiz, Vanier College; Lily Ryan, Turning parents into experimental variables and children into laboratory Dawson College; Melissa Sabourin, rats only leads to the dehumanization of the wonderful process called life. Champlain College, St. Lawrence Campus; Brigit Ann Seliskar. Where is the intellegcoce in that? Vincent Massey Collegiate.

91 10 REVIEWS

Reading the Legal World: literacy workers seeking legal rights Literacy and Justice in information to share with their Canada - Lire les lois: Justice learners, the report lists contact et alphabetisation au Canada. organizations in every province. Report of the Canadian Bar Association Recommendations at the end are Task Force on Legal Literacy, directed to the Canadian Bar The Canadian Bar Association, Association, individuals lawyers, Ottawa, Ontario, August 1992. professional and public legal education, law societies, foundations and fundings Access to justice is a fundamental right agencies, and government. They touch in Canada. But as a Task Force on on increasing awareness, creating Literacy of the Canadian Bar materials/documentation in plain Association discovered, Canadians who language, and working with existing do not read or write very well often do agencies and organizations to co- not know what their legal rights are, ordinate and use resources related to generally avoid exercising them when limited literacy and the law. they do know, and are disadvantaged within the system if they do exercise If only some of these suggestions find them. their way into practice, justice may Canadian Bar Association respond to become a little more accessible to some This task force of lawyers and literacy of the marginalized. The most unusual specialists supported by a grant from the needs of those with limited literacy. They fulfilled their mandate to produce aspect of this report, considering its the National Literacy Secretariat was source, is its unspoken assumption that asked to examine the relationship a succinct readable document as open to a lay reader as to a lawyer or judge. there will always be individuals who between literacy and the law as the law cannot read or write well enough to serves people with limited reading While the report does not undertake complex analysis or social critique, it claim their rights, and that a society is ability; to support the work of obligated to make accommodations for community groups that help these provides an introduction for readers who know little about the subject. For these people without stigmatizing them. people use the legal system; and to anyone interested in learning more, [L.S.] sensitize the legal community to the there is a short bibliography. For issue and help members of the continued on page 11

Findings of the Canadian Bar Association Task Force on Legal Literacy From research with the literacy community: 2. Lawyers are not yet aware of the extent to which people 1.Virtually all legal material is written, and it is in a with limited literacy skills have serious problems manner peculiar to the legal system. This creates undertaking the 'search' that is a central part of using formidable obstacles for people with limited literacy who legal information and the legal system. Lawyers are not try to use the system. aware of the nature of the difficulties that these problems create for the lawyer-client relationship. 2.Adults with limited literacy are intimidated by the legal system and avoid initiating legal action. 3.Lawyers presume a level of background competence in identifying legal problems that people with limited 3.Adults with limited literacy do not perceive that lawyers literacy skills do not have. and the legal system are there to help them. 4.While recognizing that it is important to accommodate the needs of the individual clients with limited literacy From research with the legal community: skills, practitioners who were surveyed rely on 1.More than seven lawyers in ten (73 per cent) have had adjustments to practice procedures that still presume an experience with a client or witness with limited literacy. ability to deal with written material.

92 ll 11111111. continued from page 10 questions that leave no room for question, "Do you consider yourself a (Inter)views: reaction or response to the unexpected social constructionist?" Rorty asks, Cross-Disciplinary or the unclear. Even with two "What's a social constructionist ?" commentators "responding" to the Commenting on Bruffee's use of social Perspectives on Rhetoric andinterviews after the fact, there is not a constructionism to justify collaborative Literacy, edited by Gary A. Olson real feel for speech. Occasionally I learning and peer tutoring, Rorty and Irene Gale, Southern Illinois wondered whether the interviewer was counters, ".. I guess I'm suspicious of University Press, 1991. reading the questions from cue-cards. theoretical justifications for practice." There is no way that anyone could "I remember that one day some years spontaneously utter such convoluted Derrida is revealed as having a strong ago...I asked myself, 'Why not start queries. I also hate the word classical training, without which he speaking books instead of exclusively "compositionist." advises against deconstruction. Belenky writing them?' Of course, I never clarifies a misreading of her position on thought that we should stop writing in Despite these cavils, I was engaged by the doubting and believing games. favour of speaking books, but why not the quality of thought in a single Chomsky, commenting on "the do the two things from time to time, and volume and surprised to hear some metaphorical extension" of his concept even simultaneously?" widely-held interpretations corrected or of "deep structure," offers a comment denounced by the scholars to whom theythat all of us should mount above our This is how Paulo Freire, in response to have been facilely attributed. Originally desks: his interviewer, recalls the beginning of published as a series in The Journal of ...I think you've got to be careful. In his experimental dialogues that Advanced Composition, these interviews the case of "deep structure," I simply produced Pedagogy in Progress with examined some of the many intellectual stopped using the term because it was revolutionary Mario Cabral or A perspectives that have been absorbed being so widely misunderstood. "Deep Pedagogy for Liberation with Ira Shor. into rhetoric and literacy studies. structure" was a technical term. How scintillating it would have been if ...It's very rare that you ever get a the interviewer(s) of this collection had These seven thinkers rank among the free ride from some other field. People borrowed the form to produce a authorities most frequently quoted; if who think they're talking about "free speaking book with the seven scholars Bahktin were alive, I imagine he might will" because they mention represented here. have beenthe eighth. Much current Heisenberg usually don't know what's composition/rhetoric/literacy theory is going on. Or people who say, "Well, Instead, Mary Field Belenky, Noam built on a foundation of their ideas. In people aren't computers. Remember Chomsky, Jacques Derrida, Paulo this collection, philosopher Richard Godel." That's too easy. Life isn't that Freire, Clifford Geertz, Richard Rorty, Rorty is dismissive of the interviewer easy. You'd better understand it and Gayatri Chakravorty Spivak, are and of the uses that have been made of before you start drawing conclusions lead through a series of predetermined his thought. In response to the from it. Sometimes people who do understand can make plausible suggestions or even inferences or BOX 2, guesses from outside the field. That's not impossible, but first you've got to Bow literacy can affect legal cases understand what you're talking about....(pp.94-95). Some people who do not function in print may not recognize the differences between words that sound the same. The story is told of a person who entered This collection should provoke serious a guilty plea to arson because on the night the house burned they were "arsin consideration among people in the around." Reading the Legal World, Note 15, p. 65. "fields" of composition and literacy about applications of borrowed theory ...Had respondent not been illiterate, he would have certainly not had an and about what defines genuine cross- excuse for spreading the product over his fields without looking at what was disciplinary thinking. [L.S.I printed in larger letters on each bag. In my opinion, under present-day conditions, illiteracy does not excuse him from taking the elementary precautions of informing himself as to the instructions printed on the bags delivered to him. --Judgment. of the Supreme Court of Canada, Agricultural Chemicals vs. Boisjoli in Reading the Legal World, Note 22, p. 68.

93 1111111111111111111111111111=11111Y INIINSIONNIMININSIMINI100111011 Research would look to the history of Beyond the composition ghettoliteracy and forms of written Notes from Charles Bazerman communication to understand how practices arose within different [Charles Bazermn, cornpositon theorist, It would look to cognition and the cultural settings and social projects. writer, and teacher at Georgia Tech, relations between literacy and the It would examine how literacy is presented a paper called "Refraining mind, but not only with respect to how deeply implicated in institutions and Composition Studies"at the 1992 Modern a student's mind might be organized mechanisms of society, culture and languageAssocicition (MLA) conference. to write a freshman composition self-formation. He challenged curriculum designers to paper. It would look at the processes rethink the entire framework for teachingof literate construction and meaning- Research would also look at the writing at the undergraduate and making in many scenes through graduate levels. His vision carries over changing technologies of to every level of teaching L.S..) society, realizing many forms of communication, the implications, interaction. It would examine how possibilities, and consequences. different kinds of literacies help shape the different selves and the worlds of ..[Mor us to understand writing, for us Research would look into most meaning they inhabit. It would fundamental theories of society, even to understand how to frame consider how individuals project freshman writing courses so as to be psychology, culture, text, language most useful for students throughout themselves onto social spheres of and communication in order to help us the university and life beyond, we action through writing and who they understand our literate practice. need to begin to understand how the become as they do.it... We would make available to graduate world works through writing. ... But it wouldalso look to those who If we were to take this as our primary students what we had learned to that task, to understand how the world have been marginalized and excluded point, but would more importantly set works through writing, and then to from powerful literate practices to see them out with research tools to extend what the consequences of exclusion the questions and knowledge. consider the undergraduate writing are, what the barriers have been and curriculum as the point of support for the whole universe of literate how the barriers may be overcome. The main aim of doctoral education would be to strengthen the practices of practices that create, maintain and Research would also look to the reconstruct our world, what would we writing and teaching of writing limitations and costs of various throughout society, but we would no have to know? What kind of research discursive systems, how they might be would we need? How should we teach longer confuse the training of teachers our graduate students to carry out transformed, and what the results of with a research degree. Of course this research? These are the reformulated practices might be.... graduate students ought to learn all questions we ought to ask if we wish Research would look to enhance we know useful about the teaching of to do something more than advanced choices and motivate reforms. writing and ought to be deeply training in commodified practices. experienced in the practice of writing Research would look to schools as sitesas well as the practice of teaching of of socialization into language uses. It writing. Moreover, they need to come Having stuck my neck out so far, I willwould examine the relation between propose some answers. to understand writing practices in school literacies and other forms of relation to the various pedagogical social literacies. It would of course First research would attend to all the sites we have created or may in the sites of reading and writing in our examine the techniques for supportingfuture create. But if we see doctoral society. Moreover, it would attend to literate success both throughout the studies in rhetoric and composition those sites at which power, prestige, school buildings and beyond. It would primarily as a training ground for finances and knowledge are traded, examine how schools could make teachers, with a little bit of research for these would reveal the literate literacy available to all and deepen technique on the side, so that transactions most, influential in the practice of literacy for everyone. graduates can struggle through tenure But it would also consider how to have processes, not only will we never learn maintaining the shape of our society. school literacies make more sense in Research would look at the careers of what we need to learn, we will never terms of the literate development of challenge students to think deeply people who spend much of the day individuals and society. It would writing and would look at the systems about writing. And the practice of the of communications that structure and consider the schools' impact on teaching of writing will suffer from the literacy throughout society and shallowness of any commodified magnify literate activity. It would throughout life, as lived within the look to systems of culture and roles of practice. How can teachers of writing powerful roles for literacy within our draw out the most thoughtful writing literacy in it. It would look to the society. literate forms by which individuals from students if they themselves have participate in work and society. not become as thoughtful as they can about writing?

04 ANNOUNCEMENTS 13 Call for Papers Literacy, myths Bard College Institute and legacies: for Writing and Thinking 1993 Annual Adult Lessons from the Workshops 1992.93 Education Conference history of literacy April 30 - May 2,1993 November 18 -20, 1993 Leaders: Harvey J. Graff, Writing and Thinking Dallas TX University of Texas at Dallas Writing to Learn In addition to 200 concurrent sessions Date: Thursday, April 1, 1993 Writing to Learn Math and Science and roundtables, the conference has Time: 5:30 pm to 8:30 pm. Teaching Poetry: Reading and Writing been designed to allow participants to Fictions: Memory and Imagination follow an in-depth exploration in one of Evaluating writing Language: Power and Play three tracks: Diversity as a our Leader: Lee Odell, strength; Meeting the needs of Rensselaer Polytechnic April 2-4, 1993 allworkers; Organziations as learning Date: Friday, April 30, 1993 Writing and Thinking institutions. Time: 9:00 a.m. - 4:00 p.m. Writing to Learn Rhetoric: Arguing Differently Proposal forms available from MACE, REGISTRATION INSTRUCTIONS: Narrative Thinking: Fact or Fiction? 2101 Wilson Blvd.,#925, Arlington, VA Registration is limited to 25/workshop. Visual Thinking 22201, Tel: (703) 522-2234; fax: (703) For information, call Catherine Duncan, 522-2250. 931-8731, local 1415. July 12 - 16,1993 Deadline: March 15, 1993. Week-long workshops McGill Writing Writing and Thinking Introducing a new journal Writing to Learn "The Journal of Language and Learning Seminars 1993 Rhetoric: Arguing Differently across the Disciplines" is a forum March 5 Narrative Thinking: Fact or Fiction? concerning interdisciplinarity, situated Reader-response Visual Thinking discourse communities, and writing in corporate settings: Teaching Poetry across the curriculum programs. Research methods Inquiry into Essay The journal will publish articles dealing Jane Ledwell-Brown (McGill Writing Retreat for Teachers with issues in learning theory, discourse University), Graham Smart (Bank of analysis, participation in disciplinary Canada) discourse, and the social, intellectual For International and political locations of WAC March 12 Women's Day programs. Writing in university & For information or to subscribe, write: workplace settings McGill Students for Sharon Quiroz and Michael Pemberton, in four disciplines Editors, Journal of Language and Aviva Freedman, Peter Medway, Literacy sponsor Learning across the Disciplines, 1025 Christine Adams (Carleton)Graham Angell Hall, Ann Arbor, MI 48109-1003. Smart (Bank of Canada), Patrick Dias, "Women and Literacy" Jane Ledwell-Brown, Anthony Pare Literacy Across the (McGill University) Speaker: Curriculum Jennifer Horsman, March - April 1993 Workshops March 26 author of Something on my Writing, science and gender Mind Beside the Everyday Shakespeare in the Fran Davis, Arlene Steiger (Vanier teepeea paradox? College) Date: Monday, March 8, 1993 Native education in the All seminars are held on Friday Place: McGill, Leacock 232 schools & colleges mornings at the Faculty of Education, Time:5:30 p.m. Leaders: Suzanne Smith Taylor and 3700 McTavish, Room 233, 9:30.11:00 Janet Wood, John Abbott College Information: 398.5100 Date: Thursday, March 4, 1993 Time: 5:30 pm to 8:30 pm. cont nued on page 14ANNOUNCEMENTS continued from page 13 Literacy Partners of writing development and English as Summer Programs Quebec (LPQ) a second language. For information, contact Richard Darville or Stan Jones, Department of Linguiustics For those interested in portfolio LPQ and Applied Language Studies, assessment in language and literacy Carleton University, 1125 Colonel A London Summer Institute By Drive, Ottawa, ON K1S 5B6. at The Center for Language Directory of English Tel: (613) 788-282; in Primary Education Adult Literacy Fax: (613) 788-2642. The coalition has compiled its first resource directory of English adult Native Adult Instructor CLPE literacy in Quebec listing Diploma Program Primary Language Record organizations, groups, and July 12 - August 20, 1993 July 5 -9, 1993 individual practitioners. To order Okanagan University College A five-day course in London with the a copy, contact Michael Stephens, Kelowna, BC development team of the Primary Outreach Coordinator, Language Record assessment Literacy Partners of Quebec, Offered by the Native Adult Education framework. c/o The Centre for Literacy, Resource Centre of Okanagan College in For information: Myra Barrs, Director, 3040 Sherbrooke Street West, six 1-week modules. All six modules and CLPE, Webber Row, London SE1 8QW Montreal. H3Z 1A4. the practicum must be taken to obtain England. Tel: 071 401 3382/3 Tel: (514) 931-8731 ext. 1413; the diploma. However, individuals may Fax: 071 928 4624. Fax: (514) 931-5181. attend specific modules and receive credits throught the Continuing Graduate Study Education Department of Okanagan Adult Literacy University College. Carleton University Ottawa This M.A. program in Applied Relevant to anyone, Native or non- Language Studies gives Adult Native, working in adult instruction or Literacy practitioners the with First Nation adults in community opportunity to concentrate on development or education. Registration adult literacy, and related areas of limited. Information: Rita Jack, (604) 376-0450. Canada Post Corporation: L'Association des Bibliothecaires du Flight for Freedom Literacy Awards Quebec/The Quebec Library Canada Post has announced the establishment of four awards to celebrate excellence in the field of literacy. Association have produced "Read:' a The awards and categories for eligibility are: guide to quality children's and young adults books. With brief 1. The Governor General's Flight for a non-profit literacy for Freedom Award organization established before descriptions of more than 150 June 1, 1988. books, information about reading 2. The Corporate Canada Literacy Award for a corporation/business that level, for-nat, and publishers, the established a workplace literacy or guide is useful for parents, teachers skills upgrading program before January 1, 1992. or librarians. The Centre for 3. The Literacy Education Award for an individual contribution in Literacy was one of the supporting program development or teaching. sponsors for this guide. To order: 1-5, $3.00/copy; 6-10, 4. The Individual Achievement Award for a learner vho.'aas participated in a literacy programa and $2.50/copy; 11+, $2.00/copy. Postage demonstrated improved skills. and handling will be added. Send Deadline for application: April 30, 1993 cheque to: ABQ/QLA, P.O. Box 1095, Pointe Claire, QC, I-19S 4119. Information/application forms arc available from: Flight for Freedom Awards, Station 490, Canada Post Corporation, 720 Heron Road, Ottawa, ON K1A 081.

96 CONFERENCES 15 Local 1993 Conference on College Learning Disabilities Conferences Composition and Association of Canada Communication 9th National Conference Learning Disabilities San Diego, CA April 28 - May 1, 1993 Association of Quebec March 31 - April 3, 1993 Richmond Hil, ON 18th Annual Conference The Association for Business Canadian Council of Teachers of "Right to Success" Language Arts March 11 -13, 1993 Communication Montreal, Quebec 1993 Eastern Regional Conference (formerly CCTE) Information: Gail Desnoyers, Tel:(514) 847- April 1 - 3, 1993 Annual Conference 1324; Fax: (514) 281-5187 Newport, RI May 57 , 1993 Information: Elizabeth Huettman, Regina, SK (607) 255-8374 Springboards '93 Ninth Conference on Computers "Celebrating Language" April 22 - 23, 1993 NATE 30th Annual Conference and Writing Montreal, Quebec "Taking English On" University of Michigan Speakers: Peter Medway, Norma Michelson, April 5 - 8, 1993 May 20 - 23, 1993 Aviva Freedman Sussex University Ann Arbor, MI Brighton, UK The Canadian Association for American Newspaper Publishers Adult Education (CAAE) Teachers of English to Association (ANPA) The Quebec Association for Speakers of Other Languages Conference on Newspapers in Adult Learning (QAAL) (TESOL) Education and Literacy May 26 -28, 1993 "Citizen Empowerment: A National April 13 -15, 1993 Atlanta, GA Washington, D.C. Conference" Information: Gwen Kirk, (703) 648-1251. May 26 - 29, 1993 Information: TESOL, 1600 McGill University Cameron Street, #300, Alexandria, VA Montreal, Quebec 22314-2751 Association of Canadian SSpeakers: Ralph Nader, June Callwood, Community Monique Simard Sixth Annual NYIT Literacture, Colleges Annual Conference Information: Tel: (514) 485-0855; Fax: (514) Computers and Writing "Connections: Campus & Community" 487-6725 "Computers and Whole Language Literacy" June 6 - 9, 1993 A preliminary perspective on the use of Edmonton, AB Chronological Conference computers to enhance learning in the classroom International Symposium Listing April 16, 1993 on Adult Education New York Institute of Technology Third Annual Conference June 7 -11, 1993 Old Westbury, NY Shenyang, China on Education for Information: Ann McLaughlin, Homeless Adults (516) 686-7557 Commission on Adult Basic February 28 - March 2, 1993 Education National Conference Phoenix, AZ Second National Conference on June 7 -11, 1993 Information: Marcia Newman, Family Literacy New Orleans, LA Tel. (602) 256-0784 April 18. 20, 1993 Louisville KY Fifth Annual Convention on Information: National Center for Family Higher Education and Language in Education Literacy, 410 South 4th Avenue, #610, Workforce Development "Real problems/real solutions" "English, Whose English?" Louisville, KY 40202 June 16 -18, 1993 March 22 -26, 1993 Saratoga Springs, NY University of East Anglia International Reading England Association Annual Conference Australian Reading Association April 26 -30, 1993 Literacy for the New Millenium The Teaching and Learning July 6 -9, 1993 of Argument San Antonio, TX Information: 1-840-336-7323, ext 216 Melbourne, Australia March 29 -30, 1993 University of York, England continued on page 16

9 16 CONFERENCES continued from pagel5 13th Annual Second National Writing gasat 7 International Conference Conference Gender and Science and on Critic II Thinking & "Building Bridges" Technology Conference Educational Reform October 20 -23, 1993 sponsored by the Ontario Women's "Educational Reform for the 21st Century" Winnipeg, MN Directorate "The New Global Economic Realities" "Transforming Science & Technology. August 1 - 4, 1993 1993 Annual Adult Education Our Future Depends on It" Pre-conference workshops, July 30 & 31 Conference July 31 - August 5, 1993 Sonoma State University November 18 -20, 1993 University of Waterloo Rohnert, Ca Dallas TX Waterloo, ON Information: (707) 664-2940. See Announcements fir more detail. United Kingdom Reading Composition in the Details on listings available from Association 21st Century The Centre for Literacy, (514) 931-8731, July 30 - August 2, 1993 "Crisis and Change" local 1415. Cambridge,U.K. October 8 -10, 1993 Miami University Eighth European Conference Oxford OH on Reading August 1- 4, 1993 Copenhagen, Denmark To subscribe, complete this form and mail it with your chequeto: 1 The Centre for Literacy, 3040 Sherbrooke Street West, Montreal, Quebec, Canada H3Z 1A4 I enclose a cheque for $10.00 $55.00 $95.450 (Please mark choice) rim Make cheque payable to The Centre for Literacy. On multiple orders outside Montreal, please add $3,50 additional postage.

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