From kweaver at vmlc.org  Wed Jan  2 09:37:49 2008
From: kweaver at vmlc.org (Kimberly Weaver)
Date: Wed, 2 Jan 2008 08:37:49 -0600
Subject: [Technology 1446] Re: One Last List -- The Best Internet Sites
	ForEnglish Language Learners 2007
In-Reply-To: <c25.26316c4b.349ed543@aol.com>
Message-ID: <200801021437.m02EbmaD027649@nlpi025.prodigy.net>

Thanks!

 

Kimberly Weaver

Volunteer Relations Manager

Vickery Meadow Learning Center

6329 Ridgecrest Dallas, TX 75231

214.265.5057 office  214.265.1666 fax

 <mailto:kweaver at vmlc.org> kweaver at vmlc.org     <http://www.vmlc.org/>
www.vmlc.org

  _____  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
Behalf Of LaFerlazzo at aol.com
Sent: Saturday, December 22, 2007 3:02 PM
To: undisclosed-recipients:
Subject: [Technology 1438] Re: One Last List -- The Best Internet Sites
ForEnglish Language Learners 2007

 

Hello, again, Everybody,

 

This is my last list for the day -- The Ten Best Internet Sites For English
Language Learners -- 2007:

 

http://larryferlazzo.edublogs.org/2007/12/22/the-best-internet-sites-for-eng
lish-language-learners-2007/

 

 

Larry Ferlazzo

  _____  

See AOL's top
<http://food.aol.com/top-rated-recipes?NCID=aoltop00030000000004>  rated
recipes and easy
<http://body.aol.com/fitness/winter-exercise?NCID=aoltop00030000000003>
ways to stay in shape for winter.

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From kweaver at vmlc.org  Wed Jan  2 15:54:12 2008
From: kweaver at vmlc.org (Kimberly Weaver)
Date: Wed, 2 Jan 2008 14:54:12 -0600
Subject: [Technology 1447]  Article on Teaching Verbs - ESL
In-Reply-To: <d23.109c1142.346cf49f@aol.com>
Message-ID: <200801022054.m02KsAVf009400@nlpi025.prodigy.net>

Has any seen an article online about the importance of teach Verbs to
advanced students? Or tips on how to teach irregular verbs. 

 

Thanks! :-) 

 

Kimberly Weaver

Volunteer Relations Manager

Vickery Meadow Learning Center

6329 Ridgecrest Dallas, TX 75231

214.265.5057 office  214.265.1666 fax

 <mailto:kweaver at vmlc.org> kweaver at vmlc.org     <http://www.vmlc.org/>
www.vmlc.org

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From pumarosa21 at yahoo.com  Wed Jan  2 16:33:16 2008
From: pumarosa21 at yahoo.com (Paul Rogers)
Date: Wed, 2 Jan 2008 13:33:16 -0800 (PST)
Subject: [Technology 1448]  Article on Teaching Verbs - ESL
In-Reply-To: <200801022054.m02KsAVf009400@nlpi025.prodigy.net>
Message-ID: <528855.68057.qm@web36905.mail.mud.yahoo.com>

I teach verb tenses and nearly all of the irregular verbs to beginning students and my curriculum can be found on my website, PUMAROSA.COM. 
  In my experience as a language learner, learning all the verb tenses came early in the course, say in the first 3 months. 
  Paul Rogers

Kimberly Weaver <kweaver at vmlc.org> wrote:
        st1\:*{behavior:url(#default#ieooui) }                Has any seen an article online about the importance of teach Verbs to advanced students? Or tips on how to teach irregular verbs. 
   
  Thanks! J 
   
    Kimberly Weaver
  Volunteer Relations Manager
  Vickery Meadow Learning Center
  6329 Ridgecrest Dallas, TX 75231
  214.265.5057 office  214.265.1666 fax
  kweaver at vmlc.org    www.vmlc.org

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
Email delivered to pumarosa21 at yahoo.com

       
---------------------------------
Never miss a thing.   Make Yahoo your homepage.
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From MMaralit at NIFL.gov  Fri Jan  4 08:17:34 2008
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Fri, 4 Jan 2008 08:17:34 -0500
Subject: [Technology 1449] Reminder: Part 2 of Reading Assessment Webcast -
	Jan. 11, 2008
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C51BB@wdcrobe2m03.ed.gov>

** Just a friendly reminder that registration is OPEN for the Reading
Assessment Webcast, Part 2 **

>From Assessment to Practice: Research-Based Approaches to Teaching Reading
to Adults
     Part 2: Specific Instructional Strategies for Fluency and Vocabulary

WHEN: Friday, January 11, 2008 

TIME:	       1:30 PM -  2:45 PM Eastern Time 
	 	12:30 PM -  1:45 PM Central Time 
	 	11:30 AM - 12:45 PM Mountain Time 
	 	10:30 AM - 11:45 AM Pacific Time 

Please join us for Part 2 of "From Assessment to Practice: Research-Based
Approaches to Teaching Reading to Adults" webcast. This follow-up webcast
will focus on specific instructional strategies for two other components of
reading, fluency and vocabulary. The presenters will show how all four
components provide a natural framework for assessing adult students' reading
ability, and how assessment results can lead seamlessly to a program of
instruction to improve students' reading.

REGISTRATION NOW OPEN
To register and for more information, please go to:
http://www.nifl.gov/nifl/webcasts/assesspractice2/webcast0111.html
Once you have registered, you will receive a confirmation email and a
reminder email before the event.

This seventy-minute webcast is a part two for the webcast presented on
September 28, 2007: From Assessment to Practice-Research-Based Approaches to
Teaching Reading  to Adults
<http://www.nifl.gov/nifl/webcasts/assesspractice/webcast0928.html>. The
main purpose of the first webcast was to present a compelling rationale for
the use of research-based principles for adult reading instruction. The
presenters used two components of reading, word analysis and comprehension,
as examples to illustrate research-based practices, focusing on specific
instructional strategies derived from the research. 

For more information, please contact info at nifl.gov or call 202-233-2025 or
visit us online at: http://www.nifl.gov/.

Thanks,
Jo Maralit
mmaralit at nifl.gov

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From gspangenberg at caalusa.org  Mon Jan  7 07:29:25 2008
From: gspangenberg at caalusa.org (Gail Spangenberg)
Date: Mon, 7 Jan 2008 07:29:25 -0500
Subject: [Technology 1450]  CAAL Releases New ESL Study
Message-ID: <CA2EFD1A-7541-42D3-B1C6-9C1A25681EAF@caalusa.org>

NEWS RELEASE (January 7, 2008 - NYC) -- The Council for Advancement  
of Adult Literacy today released PATHWAYS & OUTCOMES: TRACKING ESL  
STUDENT PERFORMANCE. It is a longitudinal study of adult ESL services  
at the City College of San Francisco (CCSF), completing a trilogy by  
CAAL about adult ESL service in community colleges. Its primary aim  
is to help those who plan and design community college ESL programs  
assess and develop effective services. But it will also help those  
who offer adult ESL services in other institutional settings, and  
policymakers and funding organizations. The authors note that CCSF's  
ESL program has features in common with many other community college  
programs, and point to the model's importance because so many ESL  
professionals across the country consider it to be "exemplary." It is  
both "a typical case and a best case of adult education ESL in the  
United States."

Steven Spurling and Sharon Seymour of the City College of San  
Francisco, and  CAAL's Forrest P. Chisman conducted the study. The  
report contains a wealth of highly detailed research information and  
analysis. It is groundbreaking in a number of respects. It may well  
be the most comprehensive, in-depth research ever conducted on any  
adult ESL program. It is based on College records tracking all  
students over a seven-year period who first enrolled in CCSF's credit  
and non-credit ESL programs in 1998, 1999, and 2000. More than 38,000  
non-credit and some 6600 credit ESL students make up the "cohort"  
that was examined. The primary focus is on persistence, learning  
gains, and transition to credit studies, and on the success in credit  
courses of non-credit ESL students. Major attention is given to the  
various features of CCSF's ESL program that affected student outcomes  
and pathways -- such as terms and hours of attendance, and program  
design and policy. CCSF's substantial data on "stop-outs" is also  
presented and analyzed in depth.

As the authors explain, PATHWAYS & OUTCOMES can be used and navigated  
in many different ways. It is organized to serve the needs of various  
kinds of readers. For some, the short Executive Summary will suffice.  
For others, selected chapters will be sufficient. Others will want to  
read the entire document and may be motivated to conduct additional  
analyses on their own.

This study was made possible by CAAL discretionary funds; a  
considerable amount of pro bono CAAL staff time and resources; and  
staff time, data, and computer resources provided by City College of  
San Francisco. Forrest Chisman was responsible for overall project  
direction. Steven Spurling (Institutional Research Officer, Office of  
Research, Planning, and Grants, CCSF) conducted the data analysis and  
had primary responsibility for interpretation of that analysis.  
Sharon Seymour (former Chair, ESL Department, CCSF) was  a key  
researcher in both of CAAL's prior ESL studies; she contributed to  
the study's design and interpretation of its findings. Her special  
insights into the College's ESL program helped shape findings about  
student performances and program features that influenced performance.

The report is available at no charge from the CAAL website  
(www.caalusa.org) as item ESL5 of the ESL section of the Publications  
page. It is optimized for printing and can be downloaded either as a  
single large document (212 pages) or in four smaller units. Bound  
copies of the publication can be purchased directly from CAAL  
(contact bheitner at caalusa.org for ordering instructions and price).

[The other two reports in this series are: "PASSING THE TORCH:  
Strategies for Innovation in Community College ESL" and "TORCHLIGHTS  
IN ESL: Five Community College Profiles." They are available from the  
CAAL website as items ESL2 and ESL4. Funding for the earlier reports  
came from the Hewlett Foundation, the Ford Foundation, CAAL  
discretionary funds from The McGraw-Hill Companies, and the Dollar  
General Corporation.]

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From mcnutt at utk.edu  Tue Jan  8 12:45:01 2008
From: mcnutt at utk.edu (McNutt Jr, William R)
Date: Tue, 8 Jan 2008 12:45:01 -0500
Subject: [Technology 1451]  Position Announcement
Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC0171CD73@KFSVS2.utk.tennessee.edu>

Reminder:  The Center for Literacy Studies at the University of
Tennessee, Knoxville, is currently soliciting applications for the
position of Center Director.  The last date to submit resumes for
consideration is January 16, 2008.

 

The Director oversees the work of the Center, raises funds through
grants and contracts, writes grant proposals and develops budgets,
approves expenditures of funds, negotiates subcontracts, hires and
discharges personnel, acts as principal investigator for grants, and
oversees a staff of thirty to assure project work is conducted in
accordance with contractual agreements with outside funders. Working
collaboratively with the Center's Senior Management Team, the Director
develops strategic plans, markets the Center, and integrates work with
the College of Education, Health and Human Sciences. The Director
oversees a budget that is in excess of $3 million annually. Currently,
major funders include the National Institute for Literacy, the Tennessee
Department of Labor and Workforce Development, the Tennessee Department
of Education, and the National Science Foundation.

 

For a complete job description, please see our on-line posting at
http://www.cls.utk.edu/director.htm

 

Bill McNutt

Technology Coordinator

UT Center for Literacy Studies

 

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From wmz at aol.com  Thu Jan 10 09:30:47 2008
From: wmz at aol.com (wmz at aol.com)
Date: Thu, 10 Jan 2008 09:30:47 -0500
Subject: [Technology 1452] Online Educational Comics Helping Families Write,
 Read and Tell Stories Both in English and Spanish;
 More Characters Introduced
Message-ID: <8CA21AC86D0C91A-F20-7DEA@webmail-mf09.sysops.aol.com>

Dear group members,
A year ago, when we first launched our comic strip generator -- 
www.MakeBeliefsComix.com -- you were among the first to give us your 
support and encouragement for providing a useful educational resource 
for ESOL and literacy students.
We have just upgraded the site to enable users to also write their 
comics in Spanish as well as in English -- a request made by many 
educators -- and we have added more fun characters in response to user 
suggestions.  Since the site was launched more 150,000  educators in 
more than 150 countries are using our free resource to encourage 
writing, reading and literacy.
I hope you will try out our new features and share them with your 
community of readers.
All good wishes to you for the new year, and thank you again for your 
support.
Bill Zimmerman

________________________________________________________________________
More new features than ever.  Check out the new AOL Mail ! - 
http://webmail.aol.com

From Diamondj at thecenterweb.org  Thu Jan 10 10:55:21 2008
From: Diamondj at thecenterweb.org (Judith Diamond)
Date: Thu, 10 Jan 2008 09:55:21 -0600
Subject: [Technology 1453] Re: Online Educational Comics Helping Families
	Write, Read and Tell Stories Both in English and Spanish;
	More Characters Introduced
Message-ID: <DDB3820159838B4594D5E87A48297CE5032C614C@web5.thecenterweb.org>

We will and we still love it.

Judith Diamond

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of wmz at aol.com
Sent: Thursday, January 10, 2008 8:31 AM
To: technology at nifl.gov
Subject: [Technology 1452] Online Educational Comics Helping Families
Write, Read and Tell Stories Both in English and Spanish; More
Characters Introduced

Dear group members,
A year ago, when we first launched our comic strip generator -- 
www.MakeBeliefsComix.com -- you were among the first to give us your 
support and encouragement for providing a useful educational resource 
for ESOL and literacy students.
We have just upgraded the site to enable users to also write their 
comics in Spanish as well as in English -- a request made by many 
educators -- and we have added more fun characters in response to user 
suggestions.  Since the site was launched more 150,000  educators in 
more than 150 countries are using our free resource to encourage 
writing, reading and literacy.
I hope you will try out our new features and share them with your 
community of readers.
All good wishes to you for the new year, and thank you again for your 
support.
Bill Zimmerman

________________________________________________________________________
More new features than ever.  Check out the new AOL Mail ! - 
http://webmail.aol.com
----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to jdiamond at thecenterweb.org

From mdyer at webster.edu  Thu Jan 10 12:19:15 2008
From: mdyer at webster.edu (Maggie Dyer)
Date: Thu, 10 Jan 2008 11:19:15 -0600
Subject: [Technology 1454] Martin Luther King Special Registration for 2008
 COABE/MAACCE Conference
In-Reply-To: <2559D479D4DDD511BA5E001083FC2D6F236618@mail.literacyprogram.org>
Message-ID: <C3ABAFB3.12AC5%mdyer@webster.edu>

MAACCE and COABE Members pay only $275 until January 21.

COABE and the Missouri Association for Adult, Continuing and Community
Education (MAACCE) invite you to register for the 2008 MAACCE/COABE National
Conference to be held in St. Louis, Missouri.  Conference dates are April
28-May 1, 2008 at the Adam's Mark Hotel.
 
Fifteen pre-conference sessions have been scheduled.  For details on these
exciting learning opportunities, visit http://www.coabe.org and click on
conference
for details.

  For the first time, a strand for students will be added, the Adult Learner
Leadership Strand will provide student friendly-centered workshops,
opportunities for students to volunteer, and for students to network with
others nationwide.  The benefits of this strand for teachers/administrators
are to broaden student's scope of adult literacy, generate student
leadership and promote advocacy and increase retention & expand
participation in your program.

Martin Luther King Special  Adult Learner Rate $185
 
Access further information and the registration form online at
<http://www.coabeconference.org/>.

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From LaFerlazzo at aol.com  Fri Jan 11 23:54:16 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Fri, 11 Jan 2008 23:54:16 EST
Subject: [Technology 1455] Re: The Best Writing Websites & The Best Health
	Sites
Message-ID: <bd7.24a4e0d4.34b9a1f8@aol.com>

I thought people might be interested in two more lists I've recently  posted:
 
The Best Websites For K-12 Writing Instruction/Reinforcement
_http://larryferlazzo.edublogs.org/2008/01/11/the-best-websites-for-k-12-writi
ng-instructionreinforcment/_ 
(http://larryferlazzo.edublogs.org/2008/01/11/the-best-websites-for-k-12-writing-instructionreinforcment/) 
 
The Best Health Sites For English Language Learners
_http://larryferlazzo.edublogs.org/2008/01/03/the-best-health-sites-for-englis
h-language-learners/_ (http
://larryferlazzo.edublogs.org/2008/01/03/the-best-health-sites-for-english-language-learners/) 
 
Larry Ferlazzo
_http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) 
_http://larryferlazzo.com/_ (http://larryferlazzo.com/) 

**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From LaFerlazzo at aol.com  Sat Jan 12 11:37:00 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sat, 12 Jan 2008 11:37:00 EST
Subject: [Technology 1456] Re: Best Websites for Writing
	Instruction/Reinforcement.
Message-ID: <c0c.275b4631.34ba46ac@aol.com>

 
I thought people might be interested in two more lists I've recently  posted:
 
The Best Websites For K-12 Writing Instruction/Reinforcement
_http://larryferlazzo.edublogs.org/2008/01/11/the-best-websites-for-k-12-writi
ng-instructionreinforcment/_ 
(http://larryferlazzo.edublogs.org/2008/01/11/the-best-websites-for-k-12-writing-instructionreinforcment/) 
 
The Best Health Sites For English Language Learners
_http://larryferlazzo.edublogs.org/2008/01/03/the-best-health-sites-for-englis
h-language-learners/_ 
(http://larryferlazzo.edublogs.org/2008/01/03/the-best-health-sites-for-english-language-learners/) 
 
Larry Ferlazzo
_http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) 
_http://larryferlazzo.com/_ (http://larryferlazzo.com/) 

**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From tsticht at znet.com  Mon Jan 14 15:44:39 2008
From: tsticht at znet.com (tsticht at znet.com)
Date: Mon, 14 Jan 2008 12:44:39 -0800
Subject: [Technology 1457]  Celebrating Cora Wilson Stewart
Message-ID: <1200343479.478bc9b7846f9@webmail.znet.net>

January 17, 2008 is the Birthday of Cora Wilson Stewart:
The Queen Mother of Adult Literacy Education in the United States.

Tom Sticht
International Consultant in Adult Education

Quote: "The elderly lady gently took the letter that she had just dictated.
Because she was blind, she had to be shown where to begin her signature.
Her hands trembled so that her writing, which had been so graceful earlier
in life, seemed shaky and uneven. Determined to complete the task, she
doggedly persevered; after carefully completing the signature, she rested
her pen." End quote. (Nelms, 1997, p. 3).

Only a few years later, in December of 1958, blind and infirm, Cora Wilson
Stewart, founder of the Moonlight Schools of Kentucky "for the emancipation
of adult illiterates," passed away.  Her death came just shy of half a
century after she had started the Moonlight Schools, which historian Wanda
Dauksza Cook (1977) said "
might well be classified as the official
beginning of [adult] literacy education in the United States." (p. 13).

Starting the Moonlight Schools for adult illiterates in Rowan County,
Kentucky, was the first of a long list of innovations for adult literacy
education that Stewart introduced: the first newspaper designed especially
for adult literacy students, called the Rowan County Messenger;  the first
reading series for adults comprised of three Country Life Readers; the
Soldier's First Book used during World War I, and the Mother's First Book:
A First Reader for Home Women.

In her approach to teaching adult literacy, Stewart explicitly recognized
the importance of not using materials for adults that were designed for
children. All of her materials integrated the teaching of literacy with the
teaching of important knowledge content in farming, healthy living, civics,
home economics, financial management, parenting and other functional
contexts. As Stewart (1920) stated, "
each lesson accomplished a double
purpose, the primary one of teaching the pupil to read, and at the same
time that of imparting instruction in the things that vitally affected him
(sic) in his daily life" (p. 71).

Striking out in a crusade against adult illiteracy in Rowan County Kentucky,
Stewart went on to convince President Hoover to create the first National
Advisory Committee on Illiteracy, she initiated a National Illiteracy
Crusade, chaired for five times the Illiteracy Section of the international
World Conference of Education Associations, spoke before the national
Democratic party convention in 1920, spoke at numerous meetings across the
United States, reached hundreds of thousands of listeners through radio
broadcasts, and inspired numerous other states to initiate campaigns to
combat adult illiteracy.

Along with her national and international accomplishments, perhaps one of
the most important things that Stewart did was to develop a simple method
of teaching adult learners how to write their names. She developed a
special tablet that had soft paper into which students' names were etched.
Then the students used thin paper to trace their names over and over until
they could write their names unaided.

Later this simple technique was picked-up by Wil Lou Gray of South Carolina
in her initiation of campaigns to teach illiterate adults to write their
names. In turn Gray taught this technique to Septima Poinsette Clark who
used it in the Citizenship Schools of the Southern Christian Leadership
Conference. Through this work, over 700,000 African Americans were taught
to write their names for voter registration, and this political empowerment
helped to stimulate the civil rights movement of the 1950s and 60s which
would eventually transform the political landscape of the entire Nation.

Cora Wilson Stewart was profoundly aware of the importance that learning to
sign their names had for the illiterate adults of the Moonlight Schools. It
was their means of escaping the stigma and humiliation of making their mark.
With her understanding of the importance of being able to write one's name,
it is no surprise that in her older age, and blind in both eyes, Stewart
clung to the power of the pen and insisted on signing her own name on
letters and important documents up to the end of her life.

The year 2008 marks a half century since Cora Wilson Stewart's death, but we
celebrate the 133 years since her birth on January 17, 1875, and the years,
approaching the century mark, following her founding of the Moonlight
Schools for adult literacy learners. No other person before or since has
more forcefully fought for, and won, the right to literacy education for
adults of all stripes: men and women; young and old, whites, blacks,
Hispanics, and Native Americans; prisoners, soldiers, urban, and country
folk.

On January 17, 2008 adult literacy learners and educators celebrate the life
of Cora Wilson Stewart, the woman who above all others may rightly be called
the Queen Mother of Adult Literacy Education in the United States.

References

Cook, Wanda Dauksza (1977). Adult Literacy Education in the United States.
Newark, DE: International Reading Association.

Nelms, Willie (1997). Cora Wilson Stewart Crusader Against Illiteracy.
London: McFarland &  Company.

Stewart, Cora Wilson (1922). Moonlight Schools for the Emancipation of Adult
Illiterates. New York: E. P. Dutton & Co.

Thomas G. Sticht
International Consultant in Adult Education
2062 Valley View Blvd.
El Cajon, CA 92019-2059
Tel/fax: (619) 444-9133
Email: tsticht at aznet.net

From LaFerlazzo at aol.com  Tue Jan 15 00:47:48 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Tue, 15 Jan 2008 00:47:48 EST
Subject: [Technology 1458] Re: Anybody Outside The U.S. Interested In a
	"Sister" Class Relationship
Message-ID: <cda.23624fca.34bda304@aol.com>

 
Hi, Everybody, 
I?ve been in touch with some teachers, and thought it wouldn?t hurt to try  
and connect with more.  
Both this semester and during the next school year I?ll have Intermediate  
English classes of 15-to-eighteen year olds studying Social Studies here in  
Sacramento, California.  This semester it will be government and next year  
probably U.S. History. 
I?d love to have my students connect with classes of Intermediate,  Advanced, 
or native-English speakers in a different country. 
This coming semester it would be great to share how our respective  
governments work, and how people make social change in our different  countries. 
Next school year I think it might be interesting to share how each of our  
countries is portrayed in the textbooks we use, as well as events that might  
have been occuring at the same times in our countries? histories. 
I?d certainly be open to other projects. 
Let me know if anyone's interested in exploring this idea further.   Feel 
free to contact me directly off the listserv. 
Thanks. 
Larry Ferlazzo
_http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) 
_http://larryferlazzo.com/english.html_ 
(http://larryferlazzo.com/english.html) 

**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From ra_duffy at comcast.net  Mon Jan 14 19:12:45 2008
From: ra_duffy at comcast.net (ra_duffynospam@comcast.net)
Date: Tue, 15 Jan 2008 00:12:45 +0000
Subject: [Technology 1459]  ENGLISH for the Office
Message-ID: <011520080012.22027.478BFA7D000BEDF10000560B22007358349700009A0BA10E9D@comcast.net>

Hi everyone,

I am going to be developing curriculum for intermediate to advanced ESL students wanting to work as an office assistant.  I am wondering if anyone is aware of any level appropriate textbooks and/or websites for this.  I have been trying to find some information without any success.  My part of the curriculum is focused on the language used in the office (role plays, case studies, etc.) while students are also learning the various computer applications.

Any help would be very much appreciated.  Thank you in advance.

--
Ruth Duffy
Shoreline Community College

 

-------------- next part --------------
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Subject: [EnglishLanguage 2054] Martin Luther King Special Registration for
	2008 COABE/MAACCE Conference
Date: Thu, 10 Jan 2008 18:00:40 +0000
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From MariannF at lacnyc.org  Tue Jan 15 09:55:38 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Tue, 15 Jan 2008 09:55:38 -0500
Subject: [Technology 1460]  Tech List Topics 2008
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB863FC6D@lac-exch.lacnyc.local>

Hello Tech list colleagues,

 

At the end of December I asked that list-members forward via the list or
to me directly, the topics you would like to see explored in 2008.
Following is a listing of those topics. If you have other requests
please send them to me or to the list by the end of the week and then we
will begin the job of arranging for discussions. 

If you see a topic that is of particular interest please feel free to
"second the motion" for that topic. If you would like to lead a
discussion or know someone who would be valuable to join the list on a
particular topic please let me know.

 

2008 nominated topics for discussion on the Technology List:

 

1. Social networking (this received the most requests so will be our
first discussion)

2. Desktop teleconferencing

3. Presentation software

4. Electronic Whiteboards

5. New Google features
6. Digital video

7. Online education games such as Free Rice http:// freerice.com/ or
World Map http://www.gamedesign.jp/flash/worldmap/ 
8. New Web 2.0 products such as Unitedstreaming videos

9. Pod casting sites like Grammar Girl

10. Competitive math sites like ThatQuiz 

11. The potential of the XO (The so-called $100 computer, actually $188)
and other inexpensive laptops for students and self-study learners in
adult and family literacy programs
12. Open Office and other Linux-based free software
13. Classroom videos
14. Integrating technology in the classroom 

15. New technologies. What new or improved technologies do you think
have promise for adult literacy education? How would you like to see
them used? 
16. Student-made slide shows (Power Points)

 

Regards,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

 

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From ESnay at qcc.mass.edu  Tue Jan 15 10:38:01 2008
From: ESnay at qcc.mass.edu (Eunice Snay)
Date: Tue, 15 Jan 2008 10:38:01 -0500
Subject: [Technology 1461] Re: ENGLISH for the Office
In-Reply-To: <011520080012.22027.478BFA7D000BEDF10000560B22007358349700009A0BA10E9D@comcast.net>
References: <011520080012.22027.478BFA7D000BEDF10000560B22007358349700009A0BA10E9D@comcast.net>
Message-ID: <7D243C93CC45DC47BD40B11C9D073BA905442916@HOBBES.campus.qcc.edu>

Ruth: 

This link is for an office simulation experience.
http://www.workingsimulations.com/dswmedia/working_simulations.html.

In settings you can set it to "Beginner" to "A walk in the park" to
"Busy" to "Very Busy" to finally "Hit the Fan".  So this website has
progressive levels of difficulty.

I'm not sure it's real intuitive for an ESOL student, but with a
teachers assistance to get started it can work for an Intermediate ESOL
student thinking about working in an office situation. 

Eunice Snay
Central SABES Regional Technologist
508-854-4514
esnay at qcc.mass.edu
 

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of ra_duffynospam at comcast.net
Sent: Monday, January 14, 2008 7:13 PM
To: The Adult English Language Learners Discussion List;
familyliteracy at nifl.gov; englishlanguage at nifl.gov;
professionaldevelopment at nifl.gov; technology at nifl.gov
Subject: [Technology 1459] ENGLISH for the Office

Hi everyone,

I am going to be developing curriculum for intermediate to advanced ESL
students wanting to work as an office assistant.  I am wondering if
anyone is aware of any level appropriate textbooks and/or websites for
this.  I have been trying to find some information without any success.
My part of the curriculum is focused on the language used in the office
(role plays, case studies, etc.) while students are also learning the
various computer applications.

Any help would be very much appreciated.  Thank you in advance.

--
Ruth Duffy
Shoreline Community College

 

From tkennell at alphaplus.ca  Tue Jan 15 11:00:38 2008
From: tkennell at alphaplus.ca (Trudy Kennell)
Date: Tue, 15 Jan 2008 11:00:38 -0500
Subject: [Technology 1462] Re: ENGLISH for the Office
In-Reply-To: <7D243C93CC45DC47BD40B11C9D073BA905442916@HOBBES.campus.qcc.edu>
References: <011520080012.22027.478BFA7D000BEDF10000560B22007358349700009A0BA10E9D@comcast.net>
	<7D243C93CC45DC47BD40B11C9D073BA905442916@HOBBES.campus.qcc.edu>
Message-ID: <F7F9CDE8B8844345896CE19F89446D6706F56B@sydney.appsontap.ca>

Hi Ruth, 
I worked on a project called Steps to Employment a few years ago. The
project produced manuals that could be used to present workshops to
internationally trained individuals in 18 occupations. One of the
manuals is for Financial clerks and another one is for Call Centre
workers. 
Each Workbooks is organized into ten units and a glossary. The first
five units contain basic orientation to the sector in Ontario (dated
now, but a good model for you). Units 6 to 9 introduce
occupation-specific terminology and workplace communication. The final
unit contains a self-assessment form and activities to guide the
participants in setting short-term goals. The Instructor Guide is a
framework for instruction that includes sources for background
information on the sector (dated too, but still useful), teaching
strategies appropriate to the content of the workshops, a guide to the
activities in the workbook, including answer keys, and a list of
authentic materials to use for each unit.
I think you'll find lots to help you with your curriculum development!
Here's the link: http://www.settlement.org/steps/main.html. This is the
main page for the manuals and explains more about them. Scroll down to
the bottom of the page and click on Steps Manuals to see the list of
occupations and download any of the manuals. 
Trudy

Trudy Kennell
Curriculum developer and editor
AlphaPlus Centre
161 Eglinton Ave E., Suite 704
Toronto, ON M4P 1J5
www.alphaplus.ca
tkennell at alphaplus.ca
416-322-1012 X 302

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Eunice Snay
Sent: Tuesday, January 15, 2008 10:38 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1461] Re: ENGLISH for the Office

Ruth: 

This link is for an office simulation experience.
http://www.workingsimulations.com/dswmedia/working_simulations.html.

In settings you can set it to "Beginner" to "A walk in the park" to
"Busy" to "Very Busy" to finally "Hit the Fan".  So this website has
progressive levels of difficulty.

I'm not sure it's real intuitive for an ESOL student, but with a
teachers assistance to get started it can work for an Intermediate ESOL
student thinking about working in an office situation. 

Eunice Snay
Central SABES Regional Technologist
508-854-4514
esnay at qcc.mass.edu
 

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of ra_duffynospam at comcast.net
Sent: Monday, January 14, 2008 7:13 PM
To: The Adult English Language Learners Discussion List;
familyliteracy at nifl.gov; englishlanguage at nifl.gov;
professionaldevelopment at nifl.gov; technology at nifl.gov
Subject: [Technology 1459] ENGLISH for the Office

Hi everyone,

I am going to be developing curriculum for intermediate to advanced ESL
students wanting to work as an office assistant.  I am wondering if
anyone is aware of any level appropriate textbooks and/or websites for
this.  I have been trying to find some information without any success.
My part of the curriculum is focused on the language used in the office
(role plays, case studies, etc.) while students are also learning the
various computer applications.

Any help would be very much appreciated.  Thank you in advance.

--
Ruth Duffy
Shoreline Community College

 

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to tkennell at alphaplus.ca

From gprice at famlit.org  Tue Jan 15 11:23:43 2008
From: gprice at famlit.org (Gail Price)
Date: Tue, 15 Jan 2008 11:23:43 -0500
Subject: [Technology 1463]  Verizon Tech Savvy Awards deadline extended
Message-ID: <7C9274B07D784549B01769932833AB9D8BF4CE@BE1.SynHost1>

Verizon Tech Savvy Awards Deadline Extended

        

The deadline for the Verizon Tech Savvy Awards has been extended!

        

The National Center for Family Literacy is accepting nominations for the

2008 Verizon Tech Savvy Awards through January 25, 2008, 11:59 pm (EST).

                

The annual awards-established in 2007 by the Verizon Foundation, NCFL,
and former First Lady of Iowa Christie Vilsack-are designed to recognize
outstanding programs that help parents bridge the widening gap between
adults' and children's understanding of technology.

                

One $25,000 national award and four $5,000 regional awards will be
presented at the National Conference on Family Literacy in Louisville,
KY, March 31, 2008.

        

For guidelines and to apply online, go to
http://www.famlit.org/techsavvyawards

 

 

Gail J. Price

Multimedia Specialist

National Center for Family Literacy

325 W. Main Street, Suite 300

Louisville, KY 40202

gprice at famlit.org

502 584-1133, ext. 112

 

 

Join us for the 17th Annual National Conference on Family Literacy!
"Literacy Grows Families and Communities"
March 30, 31, & April 1, 2008-Louisville, KY
Register online at www.famlit.org/conference

 

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From mthacher at otan.us  Tue Jan 15 11:15:36 2008
From: mthacher at otan.us (Marian Thacher)
Date: Tue, 15 Jan 2008 08:15:36 -0800
Subject: [Technology 1464] Re: ENGLISH for the Office
In-Reply-To: <011520080012.22027.478BFA7D000BEDF10000560B22007358349700009A0BA10E9D@comcast.net>
References: <011520080012.22027.478BFA7D000BEDF10000560B22007358349700009A0BA10E9D@comcast.net>
Message-ID: <fc.004c56fb032e55323b9aca00c409d095.32e55b9@scoe.net>

Hi Ruth,

Try the VESL Clearinghouse on the OTAN Web site. You will need to register
if you haven't been there before, but it's free. If you go to
http://tinyurl.com/2bkg3f and choose Office Skills, there are 71
curriculum resources there, with ordering information.

I used to use the Business Information Technology modules from San Diego.
They are quite extensive, but you could pick and choose activities and
materials from them.

Marian
~~~~~~~~~~~~~~~~~
Marian Thacher, OTAN
P.O. Box 269003
Sacramento, CA 95826-9003
(916) 228-2597
www.otan.us
The Technology and Literacy Discussion List <technology at nifl.gov> on
Monday, January 14, 2008 at 4:12 PM -0800 wrote:
>Hi everyone,
>
>I am going to be developing curriculum for intermediate to advanced ESL
>students wanting to work as an office assistant.  I am wondering if
>anyone is aware of any level appropriate textbooks and/or websites for
>this.  I have been trying to find some information without any success. 
>My part of the curriculum is focused on the language used in the office
>(role plays, case studies, etc.) while students are also learning the
>various computer applications.
>
>Any help would be very much appreciated.  Thank you in advance.
>
>--
>Ruth Duffy
>Shoreline Community College
>
> 
>
>----------------------------------------------------
>National Institute for Literacy
>Technology and Literacy mailing list
>Technology at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/technology
>Email delivered to mthacher at otan.us

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From ra_duffy at comcast.net  Tue Jan 15 13:24:09 2008
From: ra_duffy at comcast.net (ra_duffynospam@comcast.net)
Date: Tue, 15 Jan 2008 18:24:09 +0000
Subject: [Technology 1465] Re: ENGLISH for the Office
Message-ID: <011520081824.15752.478CFA490005528A00003D8822064244139700009A0BA10E9D@comcast.net>

Thank you, Marian.  I am a member, so I'll check it out.

--
Ruth

 -------------- Original message ----------------------
From: "Marian Thacher" <mthacher at otan.us>
> Hi Ruth,
> 
> Try the VESL Clearinghouse on the OTAN Web site. You will need to register
> if you haven't been there before, but it's free. If you go to
> http://tinyurl.com/2bkg3f and choose Office Skills, there are 71
> curriculum resources there, with ordering information.
> 
> I used to use the Business Information Technology modules from San Diego.
> They are quite extensive, but you could pick and choose activities and
> materials from them.
> 
> Marian
> ~~~~~~~~~~~~~~~~~
> Marian Thacher, OTAN
> P.O. Box 269003
> Sacramento, CA 95826-9003
> (916) 228-2597
> www.otan.us
> The Technology and Literacy Discussion List <technology at nifl.gov> on
> Monday, January 14, 2008 at 4:12 PM -0800 wrote:
> >Hi everyone,
> >
> >I am going to be developing curriculum for intermediate to advanced ESL
> >students wanting to work as an office assistant.  I am wondering if
> >anyone is aware of any level appropriate textbooks and/or websites for
> >this.  I have been trying to find some information without any success. 
> >My part of the curriculum is focused on the language used in the office
> >(role plays, case studies, etc.) while students are also learning the
> >various computer applications.
> >
> >Any help would be very much appreciated.  Thank you in advance.
> >
> >--
> >Ruth Duffy
> >Shoreline Community College
> >
> > 
> >
> >----------------------------------------------------
> >National Institute for Literacy
> >Technology and Literacy mailing list
> >Technology at nifl.gov
> >To unsubscribe or change your subscription settings, please go to
> >http://www.nifl.gov/mailman/listinfo/technology
> >Email delivered to mthacher at otan.us
> 
> 
> 

-------------- next part --------------
An embedded message was scrubbed...
From: "Marian Thacher" <mthacher at otan.us>
Subject: [Technology 1464] Re: ENGLISH for the Office
Date: Tue, 15 Jan 2008 16:47:22 +0000
Size: 6235
Url: http://www.nifl.gov/pipermail/technology/attachments/20080115/fa9973dc/attachment.mht 

From ra_duffy at comcast.net  Tue Jan 15 13:24:57 2008
From: ra_duffy at comcast.net (ra_duffynospam@comcast.net)
Date: Tue, 15 Jan 2008 18:24:57 +0000
Subject: [Technology 1466] Re: ENGLISH for the Office
Message-ID: <011520081824.16747.478CFA790003A9E80000416B22064244139700009A0BA10E9D@comcast.net>

THANK YOU, Trudy!!

--
Ruth

 -------------- Original message ----------------------
From: "Trudy Kennell" <tkennell at alphaplus.ca>
> Hi Ruth, 
> I worked on a project called Steps to Employment a few years ago. The
> project produced manuals that could be used to present workshops to
> internationally trained individuals in 18 occupations. One of the
> manuals is for Financial clerks and another one is for Call Centre
> workers. 
> Each Workbooks is organized into ten units and a glossary. The first
> five units contain basic orientation to the sector in Ontario (dated
> now, but a good model for you). Units 6 to 9 introduce
> occupation-specific terminology and workplace communication. The final
> unit contains a self-assessment form and activities to guide the
> participants in setting short-term goals. The Instructor Guide is a
> framework for instruction that includes sources for background
> information on the sector (dated too, but still useful), teaching
> strategies appropriate to the content of the workshops, a guide to the
> activities in the workbook, including answer keys, and a list of
> authentic materials to use for each unit.
> I think you'll find lots to help you with your curriculum development!
> Here's the link: http://www.settlement.org/steps/main.html. This is the
> main page for the manuals and explains more about them. Scroll down to
> the bottom of the page and click on Steps Manuals to see the list of
> occupations and download any of the manuals. 
> Trudy
> 
> Trudy Kennell
> Curriculum developer and editor
> AlphaPlus Centre
> 161 Eglinton Ave E., Suite 704
> Toronto, ON M4P 1J5
> www.alphaplus.ca
> tkennell at alphaplus.ca
> 416-322-1012 X 302
> 
> -----Original Message-----
> From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
> On Behalf Of Eunice Snay
> Sent: Tuesday, January 15, 2008 10:38 AM
> To: The Technology and Literacy Discussion List
> Subject: [Technology 1461] Re: ENGLISH for the Office
> 
> Ruth: 
> 
> This link is for an office simulation experience.
> http://www.workingsimulations.com/dswmedia/working_simulations.html.
> 
> In settings you can set it to "Beginner" to "A walk in the park" to
> "Busy" to "Very Busy" to finally "Hit the Fan".  So this website has
> progressive levels of difficulty.
> 
> I'm not sure it's real intuitive for an ESOL student, but with a
> teachers assistance to get started it can work for an Intermediate ESOL
> student thinking about working in an office situation. 
> 
> Eunice Snay
> Central SABES Regional Technologist
> 508-854-4514
> esnay at qcc.mass.edu
>  
> 
> -----Original Message-----
> From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
> On Behalf Of ra_duffynospam at comcast.net
> Sent: Monday, January 14, 2008 7:13 PM
> To: The Adult English Language Learners Discussion List;
> familyliteracy at nifl.gov; englishlanguage at nifl.gov;
> professionaldevelopment at nifl.gov; technology at nifl.gov
> Subject: [Technology 1459] ENGLISH for the Office
> 
> Hi everyone,
> 
> I am going to be developing curriculum for intermediate to advanced ESL
> students wanting to work as an office assistant.  I am wondering if
> anyone is aware of any level appropriate textbooks and/or websites for
> this.  I have been trying to find some information without any success.
> My part of the curriculum is focused on the language used in the office
> (role plays, case studies, etc.) while students are also learning the
> various computer applications.
> 
> Any help would be very much appreciated.  Thank you in advance.
> 
> --
> Ruth Duffy
> Shoreline Community College
> 
>  
> 
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to tkennell at alphaplus.ca
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to ra_duffy at comcast.net

From ra_duffy at comcast.net  Tue Jan 15 13:25:52 2008
From: ra_duffy at comcast.net (ra_duffynospam@comcast.net)
Date: Tue, 15 Jan 2008 18:25:52 +0000
Subject: [Technology 1467] Re: ENGLISH for the Office
Message-ID: <011520081825.19608.478CFAB00009320200004C9822064244139700009A0BA10E9D@comcast.net>

Yes, I have looked at it, and it might be a possiblity for some in-class work.  Thank you.

--
Ruth

 -------------- Original message ----------------------
From: "Eunice Snay" <ESnay at qcc.mass.edu>
> Ruth: 
> 
> This link is for an office simulation experience.
> http://www.workingsimulations.com/dswmedia/working_simulations.html.
> 
> In settings you can set it to "Beginner" to "A walk in the park" to
> "Busy" to "Very Busy" to finally "Hit the Fan".  So this website has
> progressive levels of difficulty.
> 
> I'm not sure it's real intuitive for an ESOL student, but with a
> teachers assistance to get started it can work for an Intermediate ESOL
> student thinking about working in an office situation. 
> 
> Eunice Snay
> Central SABES Regional Technologist
> 508-854-4514
> esnay at qcc.mass.edu
>  
> 
> -----Original Message-----
> From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
> On Behalf Of ra_duffynospam at comcast.net
> Sent: Monday, January 14, 2008 7:13 PM
> To: The Adult English Language Learners Discussion List;
> familyliteracy at nifl.gov; englishlanguage at nifl.gov;
> professionaldevelopment at nifl.gov; technology at nifl.gov
> Subject: [Technology 1459] ENGLISH for the Office
> 
> Hi everyone,
> 
> I am going to be developing curriculum for intermediate to advanced ESL
> students wanting to work as an office assistant.  I am wondering if
> anyone is aware of any level appropriate textbooks and/or websites for
> this.  I have been trying to find some information without any success.
> My part of the curriculum is focused on the language used in the office
> (role plays, case studies, etc.) while students are also learning the
> various computer applications.
> 
> Any help would be very much appreciated.  Thank you in advance.
> 
> --
> Ruth Duffy
> Shoreline Community College
> 
>  
> 
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to ra_duffy at comcast.net

From LaFerlazzo at aol.com  Wed Jan 16 21:15:36 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Wed, 16 Jan 2008 21:15:36 EST
Subject: [Technology 1468] Re: The Best Websites For Learning About Civic
	Participation & Citizenship
Message-ID: <cce.239a51ec.34c01448@aol.com>

Hi, Everybody,
 
Another list I thought folks might be interested in:
 
The Best Websites For Learning About Civic Participation &  Citizenship
_http://larryferlazzo.edublogs.org/2008/01/16/the-best-websites-for-learning-a
bout-civic-participation-citizenship/_ 
(http://larryferlazzo.edublogs.org/2008/01/16/the-best-websites-for-learning-about-civic-participation-citizenship/) 
 
Larry Ferlazzo
Sacramento, CA

**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From mthacher at otan.us  Thu Jan 17 23:20:40 2008
From: mthacher at otan.us (Marian Thacher)
Date: Thu, 17 Jan 2008 20:20:40 -0800
Subject: [Technology 1469]  International Day for Sharing Life Stories
Message-ID: <fc.004c56fb032fe374004c56fb032fe374.32fe39b@scoe.net>

This could be a nice context for working on digital storytelling with
students. The Center for Digital Storytelling has done several workshops
for adult ed conferences in California. They have some wonderful examples
on their site storycenter.org, plus it's a really nicely designed site.

Marian
~~~~~~~~~~~~~~~~~~~~~~

From: Center for Digital Storytelling [[ mailto:info at storycenter.org
]mailto:info at storycenter.org] 
Sent: Tuesday, January 15, 2008 9:34 AM
Subject: International Day for Sharing Life Stories Launches Ausculti.org

Dear Friends,

We have a favor to ask. 

Find below and attached our press release for today's launch of [
http://ausculti.org ]ausculti.org, the home of our International Day for
Sharing Life Stories campaign. We would ask you to forward this to your
e-mailing lists, note this information in any upcoming newsletters, and
share this with your friends and co-workers. 

This campaign is about helping all of us to claim a day to step out of our
accelerated lives and celebrate each other's stories. We would like all
our friends to think about how they can use Friday, May 16 (or the weekend
of May 17-18) as a time for listening to stories, even it is just holding
a storycircle at lunch at work, or around the dinner table that night. 

We also hoping you and the organization's you work with will get involved
in the campaign by coming to the website to share stories and comments,
joining our Facebook community, or contacting us by email, [
mailto:internacionalday at museudapessoa.net
]internacionalday at museudapessoa.net to find out ways to help spread the
word, to endorse the campaign, or to let us know what events you are
planning for the day. Already over 150 organizations and individuals from
33 countries have endorsed the campaign.

Again, we appreciate whatever you can do to help us build this project,
and thank you for your ongoing support.

Joe Lambert, Executive Director
Center for Digital Storytelling

January 15, 2008
FOR IMMEDIATE RELEASE
Contact: [ mailto:internacional at museudapessoa.net
]internacional at museudapessoa.net
  

US and Brazilian Organizations Announce Campaign
Declaring May 16 an International Day for Sharing Life Stories

The Museum of the Person International Network (Brazil, Portugal, USA and
Canada) and the Center for Digital Storytelling (USA) have announced
Listen! ? International Day for Sharing Life Stories, an international
celebration of life stories to take place on May 16th 2008. They are
launching the project website, [ http://www.ausculti.org
]www.ausculti.org*, to assist with information sharing and coordination of
the campaign. The goal of the campaign is to gain broad recognition of May
16 as an annual day for sharing, listening to, and gathering the stories
of people?s lives.

?Our two organizations see the movement to share life stories as a
critical part of the democratic process,? states Joe Lambert, founder and
director of the Center for Digital Storytelling. ?As our own work has
expanded around the globe from our respective countries, we have found
ourselves in dialogue with colleagues who have countless different
approaches and perspectives to life story, but who share the sense that
this work is vital to our contemporary societies.? 

?What has been lacking is a common call to celebrate all these different
practices,? adds Karen Worcman, founder and director of the Museum of the
Person. ?Whether it is helping to collect a local oral history,
encouraging new learners to share their life in writing, producing stories
using analog or digital media, or exhibition of life stories online or
through mobile technologies, we felt we needed a day to bring all these
different practices ? different roads to the same destination ? together.
This is what inspired us to join in this call. We want this day to be
especially dedicated to celebrating and promoting life story projects that
have made a difference within neighborhoods, communities, and societies as
a whole.? 

CDS and the Museum of the Person are calling on people to gather in
community halls, classrooms, public parks, theaters, auditoriums on May 16
to share their stories. They are also calling on organizations to mark the
day on their websites and host virtual story circles via online chats and
exchanges, and publication of new stories. Some of the other activities
they are proposing include:

? Story Circles in people?s homes
? Public open-microphone performances of stories
? Exhibitions of stories in public venues as image, text, and audio-visual
materials
? Celebratory events to honor local storytellers, practitioners and
organizations
? Open houses for organizations with a life-story sharing component
? Online simultaneous gatherings, postings, and story exchanges
? Print, Radio and Television broadcast programming on life stories, and
documentaries that feature oral histories and story exchanges

Already, public events are being planned in globally in Sao Paulo, Cape
Town, Melbourne, Toronto, Stockholm, Hamilton, New Zealand, Los Angeles,
Washington D.C., Denver, Berkeley, Columbus, Ohio and Long Island, New
York. Since October, over 200 individual and organizational endorsements
for the International Day for Sharing Life Stories have been collected, so
far representing fifteen countries and 80 institutions. People are invited
to add their endorsement by registering at the site or writing to [
mailto:internacional at museudapessoa.net ]internacional at museudapessoa.net.

Throughout the campaign, CDS and Museum of the Person will be developing
special features, topics, and activities for the website, as well as
creating an events listing. They also hope to share thoughts about issues
in storytelling work, great storytelling examples and case studies,
curriculum for schools and other activities. 

Also, a special online celebration of the life and seminal work of oral
historians Studs Terkel and Paul Thompson will be developed for the day.
Studs celebrates his 96th Birthday on May 16, and Paul Thompson will be
holding his retirement celebration in England that day.

For more information about the day, please email: 
[ mailto:internationalday at storycenter.org
]internationalday at storycenter.org or [
mailto:internationalday at museudapessoa.net
]internacional at museudapessoa.net, or call Joe Lambert in the U.S., 510
548-2065, or Ana Nassar at the Museum of the Person in Brazil at +55 11
2144-7170. 

  

WHO WE ARE

Museum of the Person

The [ http://www.museudapessoa.net/ingles/about_the_museum.htm ]Museum of
the Person is an international network of virtual museums of life stories,
located in [ http://www.museudapessoa.net ]Brazil, [
http://www.museedelapersonne.ca ]Canada, the [
http://www.bloomington.in.us/~mop-i/ ]USA and [
http://www.museu-da-pessoa.net/ ]Portugal. Our mission is to contribute to
make every person?s life story valued by society.

Museu da Pessoa Brasil ? [ http://www.museudapessoa.net
]www.museudapessoa.net
Mus?e de la Personne ? [ http://www.museedelapersonne.ca
]www.museedelapersonne.ca
Museu da Pessoa Portugal - [ http://www.museu-da-pessoa.net/
]www.museu-da-pessoa.net/
Museum of the Person USA - [ http://www.bloomington.in.us/~mop-i
]http://www.bloomington.in.us/~mop-i/

Center for Digital Storytelling

The [ http://www.storycenter.org ]Center for Digital Storytelling is based
in Berkeley, California. CDS is a non-profit training, project
development, and research organization dedicated to assisting people in
using digital media to tell meaningful stories from their lives. Our focus
is on developing large-scale projects for community, educational, and
business institutions, using the methods and principles of the Digital
Storytelling Workshop. We also offer workshops for organizations and
individuals and serve as an international clearinghouse of information and
resources about storytelling and new media. 

[ http://www.storycenter.org ]www.storycenter.org

*Ausculti is the Esperanto word for ?listen.?

Selected Quotes from Endorsers

?I agree with Muriel Rukeyser that ?the universe is made of stories, not
atoms,? and that monumental changes are only possible when the stories
people tell each other about the world change. I wholeheartedly and
enthusiastically endorse the International Day for Sharing Life Stories? 
 
- Howard Rheingold, author, journalist, professor, Stanford University

?I can't imagine anything more appropriate than dedicating a day to
promoting all of these wonderful goals.  We live in a world where
person-to-person communication is often subsumed under the more pervasive
forms of mediated communication that we experience daily.  Intervening in
this dominant media landscape and bringing the focus back to intimate
dialogue between people is the first step to deconstructing the hegemony
of the mediated world.?  
 
-Gary Kolb, Dean, College of Mass Communications, Southern Illinois

"In the last few years there has been an increasing number of
organizations around the world interested in applying oral history, life
stories, oral testimony and voice-related activities in their work.  An
International Day will help to bring some of these far-reaching
experiences, organizations and individuals together to learn from each
other and to celebrate their experiences.  The day would also serve to
promote the value of life stories to a wide international audience and
thereby generate greater interest in, and support for this powerful
approach to communication, learning and social change.?
 
- Siobhan Warrington, Head of Oral Testimony Programme, Panos London,

Organizational Endorsers include
? The Center for Social Media, American University (Washington DC, USA)
? Centre d?Histoire de Montreal (Montreal, Qu?bec, Canada)
? Departamento de Museus e Centros Culturais do Iphan - Instituto do
Patrim?nio Hist?rico e Art?stico Nacional (Rio de Janeiro, RJ, Brasil)
? E-Knowledge for Women in Southern Africa (Harare, Zimbabwe)
? Funda??o Gen?sio Miranda Lins (Itaja?, SC, Brazil)
? Instituto Fazendo Hist?ria (S?o Paulo, SP, Brazil)
? International Storytelling Center (Jonesborough, TN, USA)
? [ http://Nabuur.com ]Nabuur.com ? The Global Neighbor Network
(Amersfoort, Netherlands)
? Panos (London, UK)
? Sonke Gender Justice Network (Cape Town, South Africa)
? Story Express (Wellington, New Zealand)
? Zone Zero (Mexico City, Mexico). 

Individual Endorsers include
? Sylvia Bolstad - Artmakers (Hamilton, New Zealand)
? Nur Abdi (Ramallah, Palestine)
? Dave Isay - StoryCorps (Brooklyn, NY, USA)
? Dave Eggers ? 826 Valencia Author, Heartbreaking Work of Staggering
Genius, (San Francisco, CA, USA)
? Susanne K. Jensen ? Copenhagen Immigration Museum (Copenhagen, Denmark)
? Monica E. Nilsson ? University of Blekinge (Blekinge, Sweden)
? Connie Regan-Blake ? Storywindow (Asheville, NC, USA)
? Ana Serrano - Canadian Film Centre (Toronto, Canada)
? Don Warrin - Regional Oral History Office, University of California
(Berkeley, CA, USA)
? Pip Hardy ? Patient Voices (Cambridge, England)
? Theo Hug ? University of Innsbrook (Innsbrook, Australia)
? Brenda Laurel - California College of the Arts (San Francisco, CA, USA)
? Thaddeus Miles ? Mass Impact (Springfield, MA, USA)
? Michelle Miller ? Service Employees International Union (Chicago, IL,
USA)

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From rasebastian at vcu.edu  Fri Jan 18 12:02:27 2008
From: rasebastian at vcu.edu (Richard A Sebastian/FS/VCU)
Date: Fri, 18 Jan 2008 12:02:27 -0500
Subject: [Technology 1470]  TappedIn: Adult Education online group
In-Reply-To: <mailman.111069.1200415569.788.technology@nifl.gov>
Message-ID: <OF3AC0591C.9FA523A7-ON852573D4.005ADD90-852573D4.005D9BCE@vcu.edu>

Would you like to join an online group of adult education professionals 
and teachers interested in or currently using distance learning in their 
GED, ABE, or ESOL programs? We have created a group called Adult Education 
online in the popular and free educational platform TappedIn to discuss 
issues and share resources related to supporting distance learning for 
adult education students. TappedIn allows group members to upload files, 
create and reply to discussion threads, conduct online chats, and share 
useful links with others in the group. Bringing together a community of 
people who have a common interest in distance learning for adult learners 
is a great way to make connections, build community, and establish new and 
successful partnerships in the field of adult and workplace education. 
TappedIn would be a great place to permanently house many of the topics 
and resources posted to this NIFL Technology list.

To check out TappedIn, or become a member, go to 
http://tappedin.org/tappedin/

To request to become a member of the Adult Education online group you can 
submit a request to join through TappedIn, or you can send an email to 
rasebastian at vcu.edu with your name and your email address. Those who 
request to join will receive an email with a link to the group. To join 
the Adult Education online group you must be a member of TappedIn.

Take care,

Richard Sebastian
Instructional Technology Specialist
Project Manager/eLEARN Virginia
3600 W. Broad St./ Suite 669
Richmond, VA 23230-4930
http://www.elearnva.com
(888) 589-9003 toll free
(804) 828-7537
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From MariannF at lacnyc.org  Fri Jan 18 12:23:18 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Fri, 18 Jan 2008 12:23:18 -0500
Subject: [Technology 1471] Save the dates: Discussion on Social Networking
	Sites
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB863FECC@lac-exch.lacnyc.local>

Hello Tech list Colleagues,

 

I am very pleased to announce the first planned discussion that will
take place on the Technology list in the New Year; a discussion on the
use of social networking sites in education settings. More information
will follow but for now please save the dates and begin thinking about
the questions and experiences you would like to share. Our guest will be
Emily May (bio below) from the community based organization
Opportunities for a Better Tomorrow (OBT). OBT is an education and job
training service provider for youths and adults, for more info you can
see their web site at: http://www.obtjobs.org/ <http://www.obtjobs.org/>

 

Emily May and OBT have been using My Space and LinkedIn with their
student population to achieve a number of learning and program goals.
Emily will be joining the Tech list from February 11th through the 14th.

 

I will forward more information as the dates approach. This discussion,
as with all we have on the list, will be made richer by your active
participation!

 

Regards,

Mariann

 

Biography: Emily May, Special Projects Coordinator at Opportunities for
a Better Tomorrow

 

Emily May has dedicated her life to developing creative solutions to
poverty.  She currently serves as the Special Projects Coordinator at
Opportunities for a Better Tomorrow, where she oversees the design,
development, and implementation of new projects and programs. Prior to
OBT, Emily was the Director of Development at the Northern Manhattan
Improvement Corporation. Emily also worked as Political Action
Coordinator at the New York City Employment and Training Coalition,
where she advocated on behalf of 200 workforce development programs to
improve funding and program support. In 2005, Emily founded
HollabackNYC.com, a blog dedicated to raising awareness about street
harassment. Working as HollabackNYC's media guru, Emily has been
featured on Good Morning America, MSNBC, the Today Show, the Paula Zahn
show, and has been quoted in a range of New York newspapers. Emily also
serves on the board of Girls for Gender Equity, nonprofit serving girls
in Bed-Stuy, Brooklyn. Emily has a BA from New York University and a
Master's Degree in Social Policy and Planning from the London School of
Economics. 

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

 

 

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From djrosen at comcast.net  Sat Jan 19 15:30:39 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 19 Jan 2008 15:30:39 -0500
Subject: [Technology 1472]  J. Michael Parker Award
References: <LYRIS-444-353671-2008.01.18-19.13.51--djrosen1#comcast.net@lists.scoe.net>
Message-ID: <72DBEC6B-0E27-460F-8AC8-FD90B321F538@comcast.net>

Colleagues,

Forwarded for Eric Jacobson to many discussion lists. Sorry if you  
get duplicate posts. Please get the word out to eligible colleagues.

From: ejonline at comcast.net
Date: January 18, 2008

National Reading Conference - J. Michael Parker Award
http://www.nrconline.org/awards/jmichaelparker.html

The National Reading Conference awards the J. Michael Parker Award to  
encourage research in adult literacy. The award is given to graduate  
students and untenured professors who present research on adult  
learning or education at the annual conference. The award was  
established in 2001 in honor of J. Michael Parker, winner of National  
Reading Conference?s Student Research Award. Recipients of the award  
receive a small cash award to be used for conference expenses and are  
recognized during a general session of the conference.

The award is presented to both papers with a single author and to co- 
authored papers. For single authored papers, the recipient will  
receive $500 and a plaque commemorating the award. For co-authored  
papers, the recipients will each receive a plaque and will decide  
amongst themselves how to divide the $500 award.

Committee members will rate the submissions on the following criteria:

1. The research is capable of making a significant contribution to  
theory and/or practice of adult learning and instruction.

2. The methodology is appropriate to the research question and of  
sufficient rigor.

3. Implications of the research are of a scope needed to impact the  
field.

Applicants will be notified of the results prior to the conference,  
and the plaque and honorarium will be presented to the winner during  
a plenary session at the conference.

Applicants are required to submit the full paper (25 pages or less)  
electronically by October 1st. Papers must be double-spaced and in 12- 
point font. The text limit does not include references and any  
appendices.

When submitting applications for the conference, those interested in  
the award should indicate that they will be applying for the J.  
Michael Parker Award (noted at the bottom of the personal information  
page).

Submissions and questions should be sent to the committee chair, Erik  
Jacobson, at jacobsone at mail.montclair.edu (replace at with @, no  
spaces).

Previous Winners

2007

Amy Johnson - ?Literacy as Answerable Response: A Life History  
Portrait of an African American Woman in a Rural Southern Community?

Kristin Perry - ?More than Language Translation: Culture, Text and  
Genre Aspects of Literacy Brokering among Sudanese Refugees?

2006

Robin Waterman - ?The Value of Mexican mothers, The Power of  
Effective Adult Education: Fueling viable parent involvement through  
school-based ESL classes?

From LaFerlazzo at aol.com  Tue Jan 22 22:48:07 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Tue, 22 Jan 2008 22:48:07 EST
Subject: [Technology 1473] Re: Best Websites To Help Beginning Readers
Message-ID: <bd5.23d1b3de.34c812f7@aol.com>

Hi, Everybody,
 
Here's the latest "The Best of..." list:
 
The Best Websites To Help Beginning Readers
_http://larryferlazzo.edublogs.org/2008/01/22/the-best-websites-to-help-beginn
ing-readers/_ 
(http://larryferlazzo.edublogs.org/2008/01/22/the-best-websites-to-help-beginning-readers/) 
 
I suspect there won't be a lot of surprises for many of you when you read  
this list -- most of the sites are pretty well-known.  There may be a few,  
though, that are new to you.  You might find it useful just to have them  all in 
one place, though.
 
Larry Ferlazzo
_http://larryferlazzo.com/english.html_ 
(http://larryferlazzo.com/english.html) 
_http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) 

**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From MariannF at lacnyc.org  Wed Jan 23 09:16:01 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Wed, 23 Jan 2008 09:16:01 -0500
Subject: [Technology 1474] Re: Best Websites To Help Beginning Readers
In-Reply-To: <bd5.23d1b3de.34c812f7@aol.com>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8640040@lac-exch.lacnyc.local>

Hello Larry,

Thank you for continuing to update the list on the additions to your
education blog. I'd like to encourage others to do likewise, so if you
are subscribed to the list and see an article, research piece, blog
entry, pod cast, etc...that is relevant to technology and literacy
please forward it.

Also, Larry could you tell us more about your blog? I'm thinking
specifically of the "how-to" of starting a blog. Any pointers will
hopefully encourage folks to get out there and start blogging!

 

Best,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of LaFerlazzo at aol.com
Sent: Tuesday, January 22, 2008 10:48 PM
To: undisclosed-recipients
Subject: [Technology 1473] Re: Best Websites To Help Beginning Readers

 

Hi, Everybody,

 

Here's the latest "The Best of..." list:

 

The Best Websites To Help Beginning Readers

http://larryferlazzo.edublogs.org/2008/01/22/the-best-websites-to-help-b
eginning-readers/

 

I suspect there won't be a lot of surprises for many of you when you
read this list -- most of the sites are pretty well-known.  There may be
a few, though, that are new to you.  You might find it useful just to
have them all in one place, though.

 

Larry Ferlazzo

http://larryferlazzo.com/english.html

http://larryferlazzo.edublogs.org/

________________________________

Start the year off right. Easy ways to stay in shape
<http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489>
in the new year. 

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From LaFerlazzo at aol.com  Wed Jan 23 17:17:07 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Wed, 23 Jan 2008 17:17:07 EST
Subject: [Technology 1475] Re: Starting a blog
Message-ID: <c0e.223cf424.34c916e3@aol.com>

Mariann,
 
I began my blog initially as a sort of service to teachers who use the  8,000 
categorized links on my website (_http://larryferlazzo.com/english.html_ 
(http://larryferlazzo.com/english.html) ).   I just began to share the newest 
links I would add to my site.
 
It became very clear soon that my students and I were also benefiting from  
it because having the blog challenged me to seek out and be more aware of  
newer sites, especially "Web 2.0" ones, that might have potential to be used  
effectively with English Language Learners.  It also intellectually  challenged me 
to be more creative in thinking about how technology could be used  in 
education.
 
I use my blog (_http://larryferlazzo.edublogs.org/_ 
(http://larryferlazzo.edublogs.org/) )  to share new links and how I would use or have used them with 
my students.   I also write for a group blog called In Practice 
(_http://inpractice.edublogs.org/_ (http://inpractice.edublogs.org/) )  that's shared by a 
group of teachers around the world who teach in low-income  communities.  I use 
that venue more for reflecting on my work -- primarily  (ironically enough) 
about some of the shortcomings of using tech in  education.  I feel that 
technology has its place, but also has to be kept  in its place.
 
If anyone is considering beginning a blog, I would very, very strongly  
encourage you to use Edublogs (_http://edublogs.org/_ (http://edublogs.org/) ).  
It's free, has no  ads, hosts blogs only related to education (100,000 plus so 
far), there's a  great sense of community, and has incredible technical 
support.  It's  super-easy, and you can start one in seconds.  
 
Larry Ferlazzo

**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From LaFerlazzo at aol.com  Wed Jan 23 23:36:41 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Wed, 23 Jan 2008 23:36:41 EST
Subject: [Technology 1476] Re: Best Websites For Beginning Older Readers
Message-ID: <cd4.22e2df61.34c96fd9@aol.com>

Hi, Everybody,
 
I received a lot of positive feedback to the list I sent out yesterday of  
the Best Websites For Beginning Readers.  Many people asked for suggestions  for 
the best sites for older readers, since most of the sites on my previous  
list were designed for younger children.
 
Since life is going to be a little hectic for me over the next few weeks, I  
decided to put together another list of the The Best Websites For Older  
Beginning Readers tonight:
 
_http://larryferlazzo.edublogs.org/2008/01/23/the-best-websites-for-beginning-
older-readers/_ (http://larryferlazzo.edublogs.org/2008/01/23/the-best-
websites-for-beginning-older-readers/) 
 
I hope you find it helpful.
 
Larry Ferlazzo
Sacramento, CA

**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From leslie.lpetty at gmail.com  Thu Jan 24 15:36:47 2008
From: leslie.lpetty at gmail.com (Leslie Petty)
Date: Thu, 24 Jan 2008 15:36:47 -0500
Subject: [Technology 1477]  Call for proposals about Web 2.0
Message-ID: <66d7e2a90801241236t77adcfbdr94518513cccca59e@mail.gmail.com>

*Hi. This is being posted on behalf of Kim McCoy, who is serving as the
program chair for the Special Interest Group (Adult Education and Family
Literacy) of the International Reading Association's 2009 conference and is
seeking proposals for a panel presentation. The panel will focus on the use
of Web 2.0 technologies in Adult Education, Family Literacy and ESOL
programs. Here's the information:*

The Adult Education and Family Literacy Special Interest Group (AEFL-SIG) is
currently accepting proposals for the International Reading Association
(IRA) Annual Convention (West) that will be held in Phoenix, Arizona
February 21-25, 2009.

The Adult Education and Family Literacy Special Interest Group (AEFL-SIG)
panel presentations provide a forum for sharing information about specific
areas of interest among reading and literacy professionals.

*For 2009, the panel will focus on the use of Web 2.0 technologies in Adult
Education, Family Literacy and ESOL programs and how they are being
utilized.*

Web 2.0 refers to the second generation of the Web. This includes Web-based
communities and hosted services such as social-networking sites, wikis,
blogging, and tagging, just to name a few.  These technologies are aimed at
facilitating creativity, collaboration and sharing between users.

Being a part of the AEFL-SIG panel presentation is a great opportunity to??

   - Share your knowledge & experience with national and international
   colleagues
   - Interact and engage in critical dialogue and discussions as it
   relates to your pedagogy
   - Network with other Adult Education, Family Literacy and/or English
   Speakers of Other Languages practitioners

Based on pass experience, the panel presentation is around 1 hour and 15
minutes. This gives each panel member 20 minutes to share.  Q&A is usually
reserved for the end of the presentation.  The call for proposal deadline is
*Friday, February 8, 2008 (3:00 p.m. E.S.T)*.  If are you interested, please
complete the online form located at

* *

*http://www.surveymonkey.com/s.aspx?sm=myBE5cAG0h2A5EY3xzsDcQ_3d_3d *

More information about IRA is obtainable at *http://www.reading.org/*

If you have questions and/or concerns, pertaining to AEFL-SIG, please
contact Kimberly S. McCoy, Program Chair via e-mail at *ksmccoy at kent.edu*

-- 
Leslie Petty
Associate Director
Project IDEAL Support Center
University of Michigan
734-425-0748
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From LaFerlazzo at aol.com  Sat Jan 26 14:51:19 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sat, 26 Jan 2008 14:51:19 EST
Subject: [Technology 1478] Re: One Last List -- The Best Sites For
	Intermediate Readers
Message-ID: <bd8.28d481fb.34cce937@aol.com>

Hi, Everybody,
 
Here's my last list for awhile:
 
The Best Websites For Intermediate Readers
_http://larryferlazzo.edublogs.org/2008/01/26/the-best-websites-for-intermedia
te-readers/_ 
(http://larryferlazzo.edublogs.org/2008/01/26/the-best-websites-for-intermediate-readers/) 
 
 
I hope you find it helpful.
 
Larry Ferlazzo
_http://larryferlazzo.com/english.html_ 
(http://larryferlazzo.com/english.html)  (mailto:tell-ig at lists.catesol.org) 

**************Biggest Grammy Award surprises of all time on AOL Music.     
(http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp003000000025
48)
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From pshapiro at his.com  Mon Jan 28 08:46:14 2008
From: pshapiro at his.com (Phil Shapiro)
Date: Mon, 28 Jan 2008 08:46:14 -0500
Subject: [Technology 1479]  helen keller bio project
Message-ID: <1201527974.479ddca6ed613@webmail2.his.com>

hi nifl-tech community,
    
    for the past few months i've been working on a small project to create a
freely distributable narrated version of helen keller's autobiography.  other
people have done the heavy lifting on this project.

     maria uther, a volunteer with librivox.org, did a superb job with the
narration back in 2006. a teen in the community where i work, abreham, tsefaye,
chopped up this narration into 232 one minute segments -- using the free
Audacity audio recording and editing program.

      i'm now reassembling that audio with the associated text in a nice large
font -- using the free windows program called powerbullet, which creates flash
slideshows for the web. the resulting slideshow can be viewed online -- or
off-line, with any computer from the past 10 years that has macromedia flash on it.

     a newspaper in the washington dc-area printed a nice write-up of this
project at 

     see http://tinyurl.com/ypjpqj

       you can view the beginnings of the fruits of this project as a flash file at

      http://helenkellerbio.blogspot.com

            i'm doing the layout of the text screens using openoffice.org draw
program -- creating a jpeg graphics for each screen. if there's anyone here on
this list who would like to pitch in to help with this last stage, thanks for
sending me an email off-list.  i would send you 10 one minute mp3 files and then
you'd create the associated text screens for these using openoffice.org draw.

             i can coach you thru the process, which is fairly easy, but a bit
time consuming.

              the resulting final project will be accessible from the internet
archive and will be downloadable as a single zipped file for free distribution
via usb flash drives, cd-roms, refurbished computers, etc. 

               phil shapiro
               washington dc

-- 
Phil Shapiro  pshapiro at his.com
http://www.his.com/pshapiro/briefbio.html
http://philsrssfeed.blogspot.com
http://www.his.com/pshapiro/stories.menu.html

"Wisdom starts with wonder." - Socrates
"Learning happens through gentleness."

From Barry.Burkett at Franklin.kyschools.us  Tue Jan 29 09:37:13 2008
From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry)
Date: Tue, 29 Jan 2008 09:37:13 -0500
Subject: [Technology 1480]  Cell phone for the Blind
References: <1201527974.479ddca6ed613@webmail2.his.com>
Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC02780874@ED181X1.franklin.ketsds.net>

Hello all,

I was listening to NPR this morning when this report came up:

http://www.npr.org/templates/story/story.php?storyId=18504117

If the page doesn't come up search NPR's site with "Blind + Cell Phone"

THe title of the article, "Cell Phone Reads to the Blind."  How could/would this technology help our students?

Barry Burkett
Thornhill Education Center,
Frankfort, KY
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From LaFerlazzo at aol.com  Wed Jan 30 00:46:40 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Wed, 30 Jan 2008 00:46:40 EST
Subject: [Technology 1480] Re: The Best Music Websites For Learning English
Message-ID: <c21.16372ed8.34d16940@aol.com>

Hi, Everybody,
 
Here's another list, this time "The Best Music Websites For Learning  English"
 
_http://larryferlazzo.edublogs.org/2008/01/30/the-best-music-websites-for-lear
ning-english/_ 
(http://larryferlazzo.edublogs.org/2008/01/30/the-best-music-websites-for-learning-english/) 
 
 
Larry Ferlazzo
_http://larryferlazzo.com/english.html_ 
(http://larryferlazzo.com/english.html) 

**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From LaFerlazzo at aol.com  Fri Feb  1 02:17:45 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Fri, 1 Feb 2008 02:17:45 EST
Subject: [Technology 1481] Re: The Best Art Websites For Learning English
Message-ID: <ce1.21000cf5.34d42199@aol.com>

Hi, Everybody,
 
This, I promise, is indeed the last list for awhile:
 
The Best Art Websites For Learning English
_http://larryferlazzo.edublogs.org/2008/02/01/the-best-art-websites-for-learni
ng-english/_ 
(http://larryferlazzo.edublogs.org/2008/02/01/the-best-art-websites-for-learning-english/) 
 
Larry Ferlazzo (mailto:learningwithcomputers at yahoogroups.com) 

**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From MariannF at lacnyc.org  Fri Feb  1 10:13:42 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Fri, 1 Feb 2008 10:13:42 -0500
Subject: [Technology 1482] Re: The Best Art Websites For Learning English
In-Reply-To: <ce1.21000cf5.34d42199@aol.com>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86404E3@lac-exch.lacnyc.local>

Hello Larry,

Thanks as always for updating the list with the resources you find! I
would encourage you to continue posting and encourage others to also
send resources to the list.

 

Regards,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of LaFerlazzo at aol.com
Sent: Friday, February 01, 2008 2:18 AM
To: undisclosed-recipients
Subject: [Technology 1481] Re: The Best Art Websites For Learning
English

 

Hi, Everybody,

 

This, I promise, is indeed the last list for awhile:

 

The Best Art Websites For Learning English

http://larryferlazzo.edublogs.org/2008/02/01/the-best-art-websites-for-l
earning-english/

 

Larry Ferlazzo <mailto:learningwithcomputers at yahoogroups.com> 

________________________________

Start the year off right. Easy ways to stay in shape
<http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489>
in the new year. 

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From LaFerlazzo at aol.com  Sun Feb  3 01:05:32 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sun, 3 Feb 2008 01:05:32 EST
Subject: [Technology 1483] Re: One Location For All "Best Websites" lists
Message-ID: <c01.2bf98e5a.34d6b3ac@aol.com>

I just wanted to make sure that everyone knew that links to all of the  
different "Best Websites..." lists I've been posting about can be found in one  
place:
 
Websites Of The Year
_http://larryferlazzo.edublogs.org/about/websites-of-the-year/_ 
(http://larryferlazzo.edublogs.org/about/websites-of-the-year/) 
 
There are now twenty-two different ranked lists, including several I've  
added in the last week.  Going to that link will also provide information  about a 
webpage that's under construction designed to provide accessible student  
self-access to the sites highlighted in the lists.
 
I'll continue to add one or two new lists each month.
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

**************Biggest Grammy Award surprises of all time on AOL Music.     
(http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp003000000025
48)
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From MariannF at lacnyc.org  Mon Feb  4 09:40:20 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Mon, 4 Feb 2008 09:40:20 -0500
Subject: [Technology 1484] Adults Learning MathematicsInternational
	Conference
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8640580@lac-exch.lacnyc.local>

Hello Tech List Colleagues,
Please see the below announcement from Joanne Kantner.

Mariann Fedele
Director,
NYC Regional Adult Education Network
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

Joanne Kantner <jkantner at kishwaukeecollege.edu> sent the following:
------------------------------------------------------------
Adults Learning Mathematics Conference 

The fifteenth annual conference of Adults Learning Mathematics - A
Research
Forum (ALM), A Declaration of Numeracy: Empowering Adults through
Mathematics Education, will be held in Philadelphia, Pennsylvania from
June
30, 2008 to July 3, 2008. ALM is an international research forum that
brings
together those engaged and interested in research and developments in
the
field of adult mathematics/numeracy teaching and learning. The ALM
conference has not met in the United States since 2000 and offers
American
educators a unique opportunity to meet colleagues from around the world
who
share their interest in adult mathematics education. Information about
the
2008 conference can be found on the ALM website www.alm-online.net. The
conference organizer is Kathy Safford, ksafford at spc.edu. 

Katherine Safford-Ramus, Ed.D. 
Associate Professor
Mathematics Department
Saint Peter's College
Jersey City, New Jersey

CALL FOR PROPOSALS ALM-15
Researchers and practitioners in the fields of adult numeracy and
mathematics education and related disciplines are invited to submit
proposals for contributions to this international conference.
The organisers particularly welcome contributions from members and
non-members that help us to: 
* share good practice in adult mathematics teaching and learning, 
* take stock of our area/discipline as an evolving area of study and
research, 
* assess the nature and value of the combined contribution for adults
mathematics education/numeracy, and 
* chart future directions for development and research. 

Please submit abstracts of proposals for papers by 31 March 2008.
To: jkantner at kishwaukeecollege.edu  or
Joanne Kantner
Kishwaukee College
21193 Malta Road
Malta, IL 60150   
United States of America
_______________________________________________
National Institute for Literacy 
Moderators mailing list: Moderators at nifl.gov 
http://www.nifl.gov/mailman/listinfo/moderators 
Moderator's Resource Page: http://www.nifl.gov/lincs_dlms/contents.html
Moderator's List Archive page:
http://www.nifl.gov/mailman/private/moderators

From MariannF at lacnyc.org  Mon Feb  4 16:35:16 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Mon, 4 Feb 2008 16:35:16 -0500
Subject: [Technology 1485]  Discussion on Social Networking Sites
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86405F8@lac-exch.lacnyc.local>

Hello Tech list Colleagues,

 

This is a reminder that our first planned discussion for the year will
be taking place next week from Monday February 11th through the 14th!

The topic is use of social networking sites in education settings.
Please take some time and think about the questions and experiences you
would like to share. Our guest will be Emily May (bio below) from the
community based organization Opportunities for a Better Tomorrow (OBT).
OBT is an education and job training service provider for youths and
adults, for more info you can see their web site at:
http://www.obtjobs.org/ <http://www.obtjobs.org/> 

Emily May and OBT have been using My Space and LinkedIn with their
student population to achieve a number of learning and program goals. 

This discussion, as with all we have on the list, will be made richer by
your active participation!

 

Regards,

Mariann

 

Biography: Emily May, Special Projects Coordinator at Opportunities for
a Better Tomorrow

 

Emily May has dedicated her life to developing creative solutions to
poverty.  She currently serves as the Special Projects Coordinator at
Opportunities for a Better Tomorrow, where she oversees the design,
development, and implementation of new projects and programs. Prior to
OBT, Emily was the Director of Development at the Northern Manhattan
Improvement Corporation. Emily also worked as Political Action
Coordinator at the New York City Employment and Training Coalition,
where she advocated on behalf of 200 workforce development programs to
improve funding and program support. In 2005, Emily founded
HollabackNYC.com, a blog dedicated to raising awareness about street
harassment. Working as HollabackNYC's media guru, Emily has been
featured on Good Morning America, MSNBC, the Today Show, the Paula Zahn
show, and has been quoted in a range of New York newspapers. Emily also
serves on the board of Girls for Gender Equity, nonprofit serving girls
in Bed-Stuy, Brooklyn. Emily has a BA from New York University and a
Master's Degree in Social Policy and Planning from the London School of
Economics. 

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org <mailto:mariannf at lacnyc.org> 
www.lacnyc.org <http://www.lacnyc.org> 

 

 

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From LaFerlazzo at aol.com  Tue Feb  5 22:22:50 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Tue, 5 Feb 2008 22:22:50 EST
Subject: [Technology 1486] Re: Best Online Video Games For Learning Language
	& Content Knowledge
Message-ID: <d0f.1f6ab123.34da820a@aol.com>

Hi, Everybody,
 
Here's another "The Best..." list:
 
The Best Online Video Games For Learning Language & Content  Knowledge
_http://larryferlazzo.edublogs.org/2008/02/05/the-best-online-video-games-for-
learning-language-content-knowledge/_ 
(http://larryferlazzo.edublogs.org/2008/02/05/the-best-online-video-games-for-learning-language-content-knowledge/) 
 
Larry Ferlazzo
Sacramento, CA

**************Biggest Grammy Award surprises of all time on AOL Music.     
(http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp003000000025
48)
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From MariannF at lacnyc.org  Wed Feb  6 10:46:35 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Wed, 6 Feb 2008 10:46:35 -0500
Subject: [Technology 1487]  social networking sites
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86406F3@lac-exch.lacnyc.local>

Hello Tech list colleagues,

In advance of our discussion on social networking sites which begins
Monday, I wanted to provide some touch stones and background
information. These are some of the basics of a social network service,
sites, technology and uses. I'm sure many of you are already amply
familiar with this type of technology and may use it yourself socially
and/or professionally. Some of the most popular social networking sites
are Myspace, Friendster, Facebook, Classmates.com, and LinkedIn. Part of
the "Web 2.0" revolution which aims to facilitate creativity
<http://en.wikipedia.org/wiki/Creativity> , collaboration, and sharing
between users, social networking sites have been in existence since the
mid-nineties. 

If you have a resource that you think would be valuable to the group in
advance of our discussion please send it to the list!

A Wikipedia definition of this technology reads, "A social network
service focuses on the building and verifying of online social networks
<http://en.wikipedia.org/wiki/Social_network>  for communities of people
who share interests and activities, or who are interested in exploring
the interests and activities of others, and which necessitates the use
of software <http://en.wikipedia.org/wiki/Social_software> . Most
services are primarily web based and provide a collection of various
ways for users to interact, such as chat
<http://en.wikipedia.org/wiki/Online_chat> , messaging
<http://en.wikipedia.org/wiki/Messaging> , email
<http://en.wikipedia.org/wiki/Email> , video
<http://en.wikipedia.org/wiki/Video> , voice chat
<http://en.wikipedia.org/wiki/Voice_chat> , file sharing
<http://en.wikipedia.org/wiki/File_sharing> , blogging
<http://en.wikipedia.org/wiki/Blogging> , discussion groups
<http://en.wikipedia.org/wiki/Discussion_groups> , and so on...Users can
upload a picture of themselves and can often be "friends" with other
users. In most social networking services, both users must confirm that
they are friends before they are linked. For example, if Alice
<http://en.wikipedia.org/wiki/Alice_and_Bob>  lists Bob as a friend,
then Bob would have to approve Alice's friend request before they are
listed as friends...Social networks usually have privacy controls that
allows the user to choose who can view their profile or contact them,
etc." http://en.wikipedia.org/wiki/Social_network_service

An excellent resource to begin to focus on the current use and trends of
social networking sites in education is found in the 2007 Horizon Report
(a research oriented effort that seeks to identify and describe emerging
technologies likely to have a large impact on teaching, learning, or
creative expression within higher education) by the New Media
Consortium:  http://www.nmc.org/pdf/2007_Horizon_Report.pdf

Although the focus is on post-secondary students there is much that can
be gleaned about the potential value of this type of technology for our
adult and young adult students.  The report says of social networking
sites, "Increasingly, this is the reason students log on. The websites
that draw people back again and again are those that connect them with
friends, colleagues, or even total strangers who have a shared interest.
Social networking may represent a key way to increase student access to
and participation in course activities. It is more than just a friends
list; truly engaging social networking offers an opportunity to
contribute, share, communicate, and collaborate." 

 

And lastly, from the Classroom 2.0 (a social networking site for those
interested in the use of collaborative technologies in education) this
video submitted by a member on how he is using social networking
technology with his students:

http://www.classroom20.com/video/video/show?id=649749%3AVideo%3A32073

All the best,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

 

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From laferlazzo at aol.com  Wed Feb  6 10:54:35 2008
From: laferlazzo at aol.com (laferlazzo at aol.com)
Date: Wed, 06 Feb 2008 10:54:35 -0500
Subject: [Technology 1488] Re: social networking sites
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB86406F3@lac-exch.lacnyc.local>
References: <6E8BC13A30982C44BCD32B38FB8F5AB86406F3@lac-exch.lacnyc.local>
Message-ID: <8CA36EFB48135CA-A5C-77F0@webmail-nb19.sysops.aol.com>

Hi, Everybody,

Over the past month I've been working with several ESL/EFL teachers in other parts of the world to put together some kind of "sister class" relationship using social network tools.? I've written about the different applications we've been exploring, and thought people might find?those posts?useful prior to this discussion:

http://larryferlazzo.edublogs.org/?s=student+social+networks

Larry Ferlazzo

-----Original Message-----
From: Mariann Fedele <MariannF at lacnyc.org>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Sent: Wed, 6 Feb 2008 7:46 am
Subject: [Technology 1487] social networking sites

Hello Tech list colleagues,

In advance of our discussion on social networking sites which begins Monday, I wanted to provide some touch stones and background information. These are some of the basics of a social network service, sites, technology and uses. I?m sure many of you are already amply familiar with this type of technology and may use it yourself socially and/or professionally. Some of the most popular social networking sites are Myspace, Friendster, Facebook, Classmates.com, and LinkedIn. Part of the ?Web 2.0? revolution which aims to facilitate creativity, collaboration, and sharing between users, social networking sites have been in existence since the mid-nineties. 

If you have a resource that you think would be valuable to the group in advance of our discussion please send it to the list!

A Wikipedia definition of this technology reads, ?A social network service focuses on the building and verifying of online social networks for communities of people who share interests and activities, or who are interested in exploring the interests and activities of others, and which necessitates the use of software. Most services are primarily web based and provide a collection of various ways for users to interact, such as chat, messaging, email, video, voice chat, file sharing, blogging, discussion groups, and so on?Users can upload a picture of themselves and can often be "friends" with other users. In most social networking services, both users must confirm that they are friends before they are linked. For example, if Alice lists Bob as a friend, then Bob would have to approve Alice's friend request before they are listed as friends?Social networks usually have privacy controls that allows the user to choose who can view their profile or contact them, etc.? http://en.wikipedia.org/wiki/Social_network_service

An excellent resource to begin to focus on the current use and trends of social networking sites in education is found in the 2007 Horizon Report (a research oriented effort that seeks to identify and describe emerging technologies likely to have a large impact on teaching, learning, or creative expression within higher education) by the New Media Consortium: ?http://www.nmc.org/pdf/2007_Horizon_Report.pdf

Although the focus is on post-secondary students there is much that can be gleaned about the potential value of this type of technology for our adult and young adult students. ?The report says of social networking sites, ?Increasingly, this is the reason students log on. The websites that draw people back again and again are those that connect them with friends, colleagues, or even total strangers who have a shared interest. Social networking may represent a key way to increase student access to and participation in course activities. It is more than just a friends list; truly engaging social networking offers an opportunity to contribute, share, communicate, and collaborate.? 

?

And lastly, from the Classroom 2.0 (a social networking site for those interested in the use of collaborative technologies in education) this video submitted by a member on how he is using social networking technology with his students:

http://www.classroom20.com/video/video/show?id=649749%3AVideo%3A32073

All the best,

Mariann

?

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

?

----------------------------------------------------
ational Institute for Literacy
echnology and Literacy mailing list
echnology at nifl.gov
o unsubscribe or change your subscription settings, please go to 
ttp://www.nifl.gov/mailman/listinfo/technology
mail delivered to laferlazzo at aol.com

________________________________________________________________________
More new features than ever.  Check out the new AOL Mail ! - http://webmail.aol.com
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From MariannF at lacnyc.org  Wed Feb  6 11:01:04 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Wed, 6 Feb 2008 11:01:04 -0500
Subject: [Technology 1489] Re: social networking sites
In-Reply-To: <8CA36EFB48135CA-A5C-77F0@webmail-nb19.sysops.aol.com>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86406F8@lac-exch.lacnyc.local>

Thank you Larry! As always, your good work is a terrific resource and
jumping off point. 

Do others have resources you have developed or that you know of to share
with the list?

Best,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of laferlazzo at aol.com
Sent: Wednesday, February 06, 2008 10:55 AM
To: technology at nifl.gov
Subject: [Technology 1488] Re: social networking sites

 

Hi, Everybody,

 

Over the past month I've been working with several ESL/EFL teachers in
other parts of the world to put together some kind of "sister class"
relationship using social network tools.  I've written about the
different applications we've been exploring, and thought people might
find those posts useful prior to this discussion:

 

http://larryferlazzo.edublogs.org/?s=student+social+networks

Larry Ferlazzo

-----Original Message-----
From: Mariann Fedele <MariannF at lacnyc.org>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Sent: Wed, 6 Feb 2008 7:46 am
Subject: [Technology 1487] social networking sites

Hello Tech list colleagues,

In advance of our discussion on social networking sites which begins
Monday, I wanted to provide some touch stones and background
information. These are some of the basics of a social network service,
sites, technology and uses. I'm sure many of you are already amply
familiar with this type of technology and may use it yourself socially
and/or professionally. Some of the most popular social networking sites
are Myspace, Friendster, Facebook, Classmates.com, and LinkedIn. Part of
the "Web 2.0" revolution which aims to facilitate creativity
<http://en.wikipedia.org/wiki/Creativity> , collaboration, and sharing
between users, social networking sites have been in existence since the
mid-nineties. 

If you have a resource that you think would be valuable to the group in
advance of our discussion please send it to the list!

A Wikipedia definition of this technology reads, "A social network
service focuses on the building and verifying of online social networks
<http://en.wikipedia.org/wiki/Social_network>  for communities of people
who share interests and activities, or who are interested in exploring
the interests and activities of others, and which necessitates the use
of software <http://en.wikipedia.org/wiki/Social_software> . Most
services are primarily web based and provide a collection of various
ways for users to interact, such as chat
<http://en.wikipedia.org/wiki/Online_chat> , messaging
<http://en.wikipedia.org/wiki/Messaging> , email
<http://en.wikipedia.org/wiki/Email> , video
<http://en.wikipedia.org/wiki/Video> , voice chat
<http://en.wikipedia.org/wiki/Voice_chat> , file sharing
<http://en.wikipedia.org/wiki/File_sharing> , blogging
<http://en.wikipedia.org/wiki/Blogging> , discussion groups
<http://en.wikipedia.org/wiki/Discussion_groups> , and so on...Users can
upload a picture of themselves and can often be "friends" with other
users. In most social networking services, both users must confirm that
they are friends before they are linked. For example, if Alice
<http://en.wikipedia.org/wiki/Alice_and_Bob>  lists Bob as a friend,
then Bob would have to approve Alice's friend request before they are
listed as friends...Social networks usually have privacy controls that
allows the user to choose who can view their profile or contact them,
etc." http://en.wikipedia.org/wiki/Social_network_service

An excellent resource to begin to focus on the current use and trends of
social networking sites in education is found in the 2007 Horizon Report
(a research oriented effort that seeks to identify and describe emerging
technologies likely to have a large impact on teaching, learning, or
creative expression within higher education) by the New Media
Consortium:  http://www.nmc.org/pdf/2007_Horizon_Report.pdf

Although the focus is on post-secondary students there is much that can
be gleaned about the potential value of this type of technology for our
adult and young adult students.  The report says of social networking
sites, "Increasingly, this is the reason students log on. The websites
that draw people back again and again are those that connect them with
friends, colleagues, or even total strangers who have a shared interest.
Social networking may represent a key way to increase student access to
and participation in course activities. It is more than just a friends
list; truly engaging social networking offers an opportunity to
contribute, share, communicate, and collaborate." 

 

And lastly, from the Classroom 2.0 (a social networking site for those
interested in the use of collaborative technologies in education) this
video submitted by a member on how he is using social networking
technology with his students:

http://www.classroom20.com/video/video/show?id=649749%3AVideo%3A32073

All the best,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org <http://www.lacnyc.org/> 

 

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to laferlazzo at aol.com
________________________________

size=2 width="100%" align=center> 

More new features than ever. Check out the new AOL Mail
<http://o.aolcdn.com/cdn.webmail.aol.com/mailtour/aol/en-us/text.htm?nci
d=aolcmp00050000000003> !

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From jgreiner at proliteracy.org  Wed Feb  6 16:50:27 2008
From: jgreiner at proliteracy.org (Jane Greiner)
Date: Wed, 6 Feb 2008 16:50:27 -0500
Subject: [Technology 1490] Register for ESOL Technology Course by Monday 2/11
Message-ID: <DBF40CF21F685B45B1D163F82E43A22154E03B@miller.proliteracy.org>

Hello everyone,
There's still time to register for the online course "Creating Engaging ESOL Activities Using Computers." This course is "hands-on" with plenty of ideas and resource that you can apply immediately to your classroom. Please see the full course description below. 

All the best,
Jane

Jane Greiner
Professional Development Coordinator
ProLiteracy America
www.proliteracy.org 
jgreiner at proliteracy.org 
315.422.9121 ext. 283
 
Creating Engaging ESOL Activities Using Computers
Course Dates: February 11- March 7, 2008; Course webinar March 7, 1:00-2:00 p.m. (EST) 
Course Description
Research shows that interesting, engaging learning activities using productivity software increases students' motivation and helps them learn English for all the reasons they come to your classes. In addition, it's a fact that more and more jobs require computer skills. Students who can use computers effectively expand their career options in countless ways.
Through this course, you will integrate computer software into your ESOL instruction. You'll identify the steps necessary to incorporate computer software applications into lesson plans, including analyzing specific language and computer skills. You will finish the course having developed, tested, and refined a learning activity for your own classroom.
Objectives
Upon completion of this course you will be able to: 
1. Describe the benefits and challenges of using word processing, spreadsheets, and presentation software in ESOL instruction
2. Evaluate student use of productivity software
3. Analyze learning activities for language and computer skills
4. Convert a classroom activity to one that includes productivity software, test it with students, and evaluate the activity
Course Format and Schedule: facilitated, online
During this two-week course you will engage in self-paced activities and readings, as well as asynchronous discussions with the facilitators and course participants. The course will close with a scheduled webinar on March 7, 1:00-2:00 p.m. (EST). 
Course Facilitators: Diana Satin
Estimated Completion Time: 10 hours
Register at: http://www.newreaderspress.com/default.aspx?cat=prof&hid=289&pid=PLAEL10-F  
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From kbeall at onlyinternet.net  Thu Feb  7 15:45:12 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Thu, 7 Feb 2008 15:45:12 -0500
Subject: [Technology 1491] Multiple Intelligences and Differentiated
	Instruction--registration opens
Message-ID: <00f701c869ca$5901a750$030ba8c0@D14J7YD1>

World Education is pleased to offer Multiple Intelligences and
Differentiated Instruction as an online training. 

 

The course syllabus and registration details are attached. Contact Kaye
Beall at kaye_beall at worlded.org with questions.

************************

 

Adult Multiple Intelligences and Differentiated Instruction

 

Course Dates: March 12?May 13, 2008; Online chats during Lessons 3, 4, and 5

 

Course Description

Research conducted by the National Center for the Study of Adult Learning
and Literacy shows that instructional practices inspired by Multiple
Intelligences (MI) theory resulted in high levels of authentic instruction
and student engagement.

Integrate your understanding of Multiple Intelligences (MI) theory with the
power of differentiated instruction in this facilitated, eight-session
course. You?ll learn how to apply MI theory and differentiate instruction
for all levels of adult basic education and English for speakers of other
languages. The facilitator will guide you as you develop your own MI-based
lessons.

 

Objectives

Upon completion of this course you will be able to:

*Apply the theory of multiple intelligences (MI) to design learning
activities that match your learning objectives

*Use varying methods of differentiated instruction (DI) that address the
different skills and interests of your learners

*Apply knowledge of your own MI profile to your classroom teaching

*Produce and reflect on a lesson or unit using both MI and DI

 

Required Text:

Viens, Julie and Silja Kallenbach. Multiple Intelligences and Adult
Literacy: A Sourcebook for Practitioners. (New York: Teachers College Press,
2004. Copies of the required textbook can be obtained from the publisher,
Teachers College Press (TCP), the publisher at
http://store.tcpress.com/0807743461.shtml. The cost is $27.95 per copy.

 

Course Format and Schedule: facilitated, online

During this eight-week course, you will engage in self-paced activities and
readings, as well as asynchronous discussions with the facilitators and
course participants. Three synchronous chats will be scheduled during
Lessons 3, 4, and 5.

 

Syllabus: See attached PDF?AMI Course Details.

 

Course Facilitator: Wendy Qui?ones

 

Estimated Completion Time: 40 hours

 

Registration: Complete and return the attached registration form-[PDF].
Payment must be received prior to enrollment. Registration is limited to 20
participants.

 

Cancellation policy: World Education reserves the right to cancel the course
if the minimum number of registrants is not met by March 4, 2008.

 

Kaye Beall

Project Director

World Education

6760 West Street

Linn Grove, IN 46711

765-717-3942

kaye_beall at worlded.org

www.worlded.org

 

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From LaFerlazzo at aol.com  Sat Feb  9 09:55:16 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sat, 9 Feb 2008 09:55:16 EST
Subject: [Technology 1492] Re: The Best Ways For Students (and Anyone Else)
	To Create Online Content Easily
Message-ID: <bf3.24297369.34df18d4@aol.com>

Hi, Everybody,
 
This might be the most useful "The Best of..." list I've made so far.   It 
also has the longest title:
 
The Best Ways For Students (and Anyone Else!) To Create Online Content  
Easily, Quickly, and Painlessly
_http://larryferlazzo.edublogs.org/2008/02/09/the-best-ways-for-students-and-a
nyone-else-to-create-online-content-easily-quickly-painlessly/_ 
(http://larryferlazzo.edublogs.org/2008/02/09/the-best-ways-for-students-and-anyone-else-to-
create-online-content-easily-quickly-painlessly/) 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

**************Biggest Grammy Award surprises of all time on AOL Music.     
(http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp003000000025
48)
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From MMaralit at NIFL.gov  Fri Feb  8 16:12:49 2008
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Fri, 8 Feb 2008 16:12:49 -0500
Subject: [Technology 1493] LINCS Regional Resource Centers Sponsor Health
	Literacy Summits
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C53D3@wdcrobe2m03.ed.gov>

 

 

LINCS Regional Resource Centers Sponsor Three Regional Health Literacy
Summits 

 

The National Institute for Literacy through its LINCS Regional Resource
Centers is convening adult literacy and health professionals in three
locations in February and March to share information about the research on
health literacy and resources for implementing health literacy programming.

 

Health literacy is often defined as the ability to read, understand, and act
upon health-related information. Improving health literacy may improve the
health status and quality of life of America's adults, especially among
adults with marginal literacy skills. The National Assessment of Adult
Literacy (NAAL) reported the extent of low health literacy in The Health
Literacy of America's Adults: Results from the 2003 National Assessment of
Adult Literacy. About 22 percent of adults only had Basic health literacy
and 14 percent had Below Basic health literacy.

 

The LINCS health summits will share information on the state of health
literacy in the nation and address how partnerships among adult literacy
providers and health literacy providers can help in eliminating literacy
barriers in accessing quality health care. 

 

For contact information and registration, please go to: 
http://www.nifl.gov/nifl/news_events/02-08-08.html 

 

Region 3 will meet February 28, 2008 in San Francisco, CA. This summit is
sponsored by Literacyworks in partnership with San Francisco State
University College of Humanities, Center for Immigrant and Refugee Community
Literacy Education (CIRCLE); Community Engagement Program, University of
California San Francisco (UCSF); and Center for Vulnerable Populations,
UCFS/San Francisco General Hospital. Presenters include Dr. Dean
Schillinger, MD, University of California San Francisco Associate Professor
of Medicine, and various literacy providers and adult students.  

Region 2 will meet March 5, 2008 in Atlanta, GA. This summit is sponsored by
the Center for Literacy Studies, University of Tennessee, in partnership
with the Center for the Study of Adult Literacy, Georgia State University;
Office of Adult Literacy, Georgia Department of Technical and Adult
Education; and Literacy Action, Inc. (Atlanta). Presenters include Cynthia
Baur (US/DHHS) and Dr. Yolanda Partida, UCSF Fresno. 

Region 1 will meet March 25-26, 2008 in Indianapolis, IN. This summit is
sponsored by World Education and Kent State University/Ohio Literacy
Resource Center in partnership with Indiana Department of Education/Division
of Adult Education. Among the presenters are Paul D. Smith, MD, University
of Wisconsin (Health literacy: A clinician's point of view) and Andrew
Pleasant, Ph.D., Rutgers University (Advancing health literacy: Building
bridges). The summit will also highlight health literacy initiatives in
Wisconsin, New York, Iowa and Rhode Island. 

Jo Maralit

National Institute for Literacy

mmaralit at nifl.gov

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From MariannF at lacnyc.org  Mon Feb 11 09:18:44 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Mon, 11 Feb 2008 09:18:44 -0500
Subject: [Technology 1494]  Discussion begin today: Social Networking Sites
In-Reply-To: <bf3.24297369.34df18d4@aol.com>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8640879@lac-exch.lacnyc.local>

Dear Technology List colleagues,

 

I am very pleased to Welcome Emily from Opportunities for a Better
Tomorrow, an NYC-based education and job training service provider for
youths and adults. Starting today and going through Thursday, Emily will
discuss how at OBT they have been using My Space and LinkedIn with their
student population to achieve a number of learning and program goals.
Just a little later in the day Emily will be joining the list and giving
us some background on OBT programming, and the process of how they
decided to use social networking sites to advance student learning
goals. Emily will also avail herself to answer questions posed to her by
tech list subscribers. 

 

This discussion, as with all we have on the list, will be made richer by
your active participation!

 

Welcome Emily!

 

Regards,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

 

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From emay at obtjobs.org  Mon Feb 11 09:37:47 2008
From: emay at obtjobs.org (Emily May)
Date: Mon, 11 Feb 2008 09:37:47 -0500
Subject: [Technology 1495]  Social Networking Part I: Our Programs,
	our Students, and How Social Networking Fits In
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB8640879@lac-exch.lacnyc.local>
References: <bf3.24297369.34df18d4@aol.com>
	<6E8BC13A30982C44BCD32B38FB8F5AB8640879@lac-exch.lacnyc.local>
Message-ID: <C09762BFBC5B27409A52C45E9C8D237D278BBA@obts-exch.OFBT>

Thanks for the warm welcome Mariann!

Opportunities for a Better Tomorrow began experimenting with using
various social networking technologies, including MySpace and LinkedIn,
about 6 months ago.  Although we are really still in the beginning
stages of figuring out how to apply these technologies to our work
effectively, our early successes indicate that social networking
technologies can be a valuable resource for nonprofits.  More on that
later - first, I want to introduce you to our agency's work, culture,
and students:  

Our programs. Opportunities for a Better Tomorrow offers a range of
services to that are geared to helping people jump start their careers
including:

*	Youth Employment and Training Program.  This program serves 240
youth per year, ages 17 - 21, and provides an intensive business skills
training with an option for GED classes, if needed. Most of our job
placements are white-collar office related positions in financial
services firms, law firms, government, and other related businesses.
*	Adult Employment and Training Program. This program serves
adults over 100 adults per year, ages 18 +, and offers business skills
training and/or direct placement services.
*	Opportunity Knocks, Young Adult Internship Program.  This
program provides three weeks of business skills training followed by an
eleven week paid internship to 90 young adults, ages 17 - 24, per year.
*	Adult Literacy Program. This program provides ESOL, GED, and
Pre-GED classes to over 300 adults per year.

 Of these programs, our youth employment and training program is our
flagship program from which all culture, structure, and concept behind
the rest of our programs was born.  OBT's service model is unique among
youth programs due to its comprehensive scope of training and its
emphasis on personal discipline. The youth training model is an
intensive 20-week program that includes GED classes (if needed),
business math, business English, office procedures, computer classes (MS
Office), public speaking and communications, and a world-of-work module.
A simulated real work environment is an integral part of the entire
curriculum. For example, students punch in and out on a time clock each
day, dress professionally, and are given work assignments with timelines
for completion. Excessive lateness and absenteeism result in the student
being "fired" from the program; we offer few second chances. The model
is often referred as a "tough love" approach, but in our experience,
many young adults need discipline at this point in their lives. Students
that successfully complete the 20-weeks emerge with a General
Equivalency Diploma (GED) and the skills necessary to obtain and retain
employment. Most of our job placements are white-collar office related
positions in financial services firms, law firms, government, and other
related businesses. Our overall job placement percentage averages about
85% annually. A percentage of our graduates also go on to enroll in
college.

Our students. The majority of the participants in our four programs are
economically disadvantaged minorities with barriers to self-sufficiency
including lack of a high school diploma, deficiency in basic skills, no
marketable job skills, chronic unemployment, single parenthood, past
drug abuse and/or criminal records, and limited English proficiency. In
a survey of our youth, we found that 88% of them have MySpace pages.

 

How social networking fits in.  OBT's organizational culture is often
described as "tough love" and when we told our students that we were
launching an OBT MySpace page they were surprised, to say the least. For
us it was a way to reach them where they are at.  While at OBT, our
student dress and act like they are in the workplace.  But we understand
that even the most dedicated professional has a life outside their work.
MySpace was a platform for us to access their world, their space.  

 

Disconnected youth are a particularly vulnerable population, prone to
shifting in and out of programs due to the stressors of everyday life.
In the information age old forms of communication like phone calls and
letters have been replaced by text messages, MySpace, Instant Messenger,
Second Life, and email.  We needed a way to reach through this barrier
and reach out to youth that would never answer the phone without caller
ID, but who checks their MySpace page religiously. We have had
particular success using MySpace for engagement, communication, and
retention purposes.  

Examples of Other Organizations with MySpace pages:

*        NYU Recent Alumni Network.  620 friends.

*        ACORN United. 469 friends.

*        Working Families Party. 184 friends.

*        National Lawyer's Guild. 779 friends.

*        The Labor Movement. 1624 friends.

The other social networking tool that we have used is LinkedIn.
LinkedIn is a lot less about meeting students where they are at, than it
is getting them where we want them to go.  Its use, benefits, and
limitations are different than those of MySpace. For example, it's not
possible for organizations to have LinkedIn pages, only the people in
them.    

 

OBT's MySpace page: http://profile.myspace.com/obtjobs

 

Here is my Linkedin page: 
http://www.linkedin.com/profile?viewProfile=&key=12015366  (The 25 "OBT
Interns" listed under my contacts are all part of our young adult
internship program)

 

Over the next few emails today I will discuss more specifically what the
goals, the challenges, and the nitty-gritty details of how MySpace was
implemented.  Tomorrow I will discuss how we used LinkedIn and present
some research on other social networking sites that OBT hasn't tapped
into yet.

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org>  

 

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From emay at obtjobs.org  Mon Feb 11 10:35:38 2008
From: emay at obtjobs.org (Emily May)
Date: Mon, 11 Feb 2008 10:35:38 -0500
Subject: [Technology 1496]  Social Networking Part I: Our Programs,
	our Students, and How Social Networking Fits In
Message-ID: <C09762BFBC5B27409A52C45E9C8D237D278BC0@obts-exch.OFBT>

Thanks for the warm welcome Mariann!

Opportunities for a Better Tomorrow began experimenting with using
various social networking technologies, including MySpace and LinkedIn,
about 6 months ago.  Although we are really still in the beginning
stages of figuring out how to apply these technologies to our work
effectively, our early successes indicate that social networking
technologies can be a valuable resource for nonprofits.  More on that
later - first, I want to introduce you to our agency's work, culture,
and students:  

Our programs. Opportunities for a Better Tomorrow offers a range of
services to that are geared to helping people jump start their careers
including:

*	Youth Employment and Training Program.  This program serves 240
youth per year, ages 17 - 21, and provides an intensive business skills
training with an option for GED classes, if needed. Most of our job
placements are white-collar office related positions in financial
services firms, law firms, government, and other related businesses.
*	Adult Employment and Training Program. This program serves
adults over 100 adults per year, ages 18 +, and offers business skills
training and/or direct placement services.
*	Opportunity Knocks, Young Adult Internship Program.  This
program provides three weeks of business skills training followed by an
eleven week paid internship to 90 young adults, ages 17 - 24, per year.
*	Adult Literacy Program. This program provides ESOL, GED, and
Pre-GED classes to over 300 adults per year.

 Of these programs, our youth employment and training program is our
flagship program from which all culture, structure, and concept behind
the rest of our programs was born.  OBT's service model is unique among
youth programs due to its comprehensive scope of training and its
emphasis on personal discipline. The youth training model is an
intensive 20-week program that includes GED classes (if needed),
business math, business English, office procedures, computer classes (MS
Office), public speaking and communications, and a world-of-work module.
A simulated real work environment is an integral part of the entire
curriculum. For example, students punch in and out on a time clock each
day, dress professionally, and are given work assignments with timelines
for completion. Excessive lateness and absenteeism result in the student
being "fired" from the program; we offer few second chances. The model
is often referred as a "tough love" approach, but in our experience,
many young adults need discipline at this point in their lives. Students
that successfully complete the 20-weeks emerge with a General
Equivalency Diploma (GED) and the skills necessary to obtain and retain
employment. Most of our job placements are white-collar office related
positions in financial services firms, law firms, government, and other
related businesses. Our overall job placement percentage averages about
85% annually. A percentage of our graduates also go on to enroll in
college.

Our students. The majority of the participants in our four programs are
economically disadvantaged minorities with barriers to self-sufficiency
including lack of a high school diploma, deficiency in basic skills, no
marketable job skills, chronic unemployment, single parenthood, past
drug abuse and/or criminal records, and limited English proficiency. In
a survey of our youth, we found that 88% of them have MySpace pages.

 

How social networking fits in.  OBT's organizational culture is often
described as "tough love" and when we told our students that we were
launching an OBT MySpace page they were surprised, to say the least. For
us it was a way to reach them where they are at.  While at OBT, our
student dress and act like they are in the workplace.  But we understand
that even the most dedicated professional has a life outside their work.
MySpace was a platform for us to access their world, their space.  

 

Disconnected youth are a particularly vulnerable population, prone to
shifting in and out of programs due to the stressors of everyday life.
In the information age old forms of communication like phone calls and
letters have been replaced by text messages, MySpace, Instant Messenger,
Second Life, and email.  We needed a way to reach through this barrier
and reach out to youth that would never answer the phone without caller
ID, but who checks their MySpace page religiously. We have had
particular success using MySpace for engagement, communication, and
retention purposes.  

Examples of Other Organizations with MySpace pages:

*        NYU Recent Alumni Network.  620 friends.

*        ACORN United. 469 friends.

*        Working Families Party. 184 friends.

*        National Lawyer's Guild. 779 friends.

*        The Labor Movement. 1624 friends.

The other social networking tool that we have used is LinkedIn.
LinkedIn is a lot less about meeting students where they are at, than it
is getting them where we want them to go.  Its use, benefits, and
limitations are different than those of MySpace. For example, it's not
possible for organizations to have LinkedIn pages, only the people in
them.    

 

OBT's MySpace page: http://profile.myspace.com/obtjobs

 

Here is my Linkedin page: 
http://www.linkedin.com/profile?viewProfile=&key=12015366  (The 25 "OBT
Interns" listed under my contacts are all part of our young adult
internship program)

 

Over the next few emails today I will discuss more specifically what the
goals, the challenges, and the nitty-gritty details of how MySpace was
implemented.  Tomorrow I will discuss how we used LinkedIn and present
some research on other social networking sites that OBT hasn't tapped
into yet.

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org>  

 

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From emay at obtjobs.org  Mon Feb 11 12:41:03 2008
From: emay at obtjobs.org (Emily May)
Date: Mon, 11 Feb 2008 12:41:03 -0500
Subject: [Technology 1497]  Social Networking Part II: Our Goals
Message-ID: <C09762BFBC5B27409A52C45E9C8D237D278BC8@obts-exch.OFBT>

Goals.  The MySpace page was built to help us meet a number of
programmatic goals. We were able to use a lot of the "features" of
MySpace, such as the blog, announcements, comments, and friends section
to our advantage.  

*        To announce upcoming events or agency news. Any announcements
we post will be visible on our "friends" personal homepage and on OBT's
profile using the "Bulletin Board" and "Blog" features.  Announcements
will increase attendance and program awareness among allies. 

*        To educate current and past students on issues they may be
facing.  Using the blog, the OBT profile will make posts reminding
students of principles learned at OBT.  An example could be, "What to do
about that annoying co-worker." This will keep students linked in and on
track. 

*        To facilitate social networking among past and present
trainees.  On every profile is a place to list current and past
employment.  Trainees can search through OBT's list of friends to find
other OBT alumni who may be able to help them advance their career.

*        To compliment OBT's alumni program by facilitating easy access
to OBT after trainees graduate. Students will be able to look at their
colleagues and teachers profiles and send them messages using My Space's
messaging service.

*        To enhance agency marketing materials and proposals. Using the
comments section, "friends" can write testimonies about their
experiences with OBT that can be used in agency materials.

*        To give new recruits a way to explore OBT from a distance.
Current and past students may send OBT's MySpace page to new, interested
recruits.  Although a new website could also fill this void, "MySpace"
is a more youth-oriented and accessible approach to exposing youth to
OBT online. Note: It is possible but unlikely that new recruits would
find OBT online without being recommended by another student.

To see specifically how we used the various features to our advantage,
check out our MySpace page at: http://profile.myspace.com/obtjobs.  In
the next email I will address how we got students and staff on board and
some of the protocols we put into place.

But first, a question for the group:  Aside from what is listed here,
how else can you envision using MySpace to advance your organization's
goals?  

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

 

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From emay at obtjobs.org  Mon Feb 11 13:53:30 2008
From: emay at obtjobs.org (Emily May)
Date: Mon, 11 Feb 2008 13:53:30 -0500
Subject: [Technology 1498] Social Networking Part III: Getting Students and
	Staff on Board
Message-ID: <C09762BFBC5B27409A52C45E9C8D237D278BD2@obts-exch.OFBT>

 Getting Students and Staff on Board.  We launched the plan mid-cycle
and did a short survey examining how many of our youth had MySpace
pages. 88% admitted that they did, but a number of them were hesitant to
turn over their MySpace page information to us because of the content on
the page.  If you go to our MySpace page you will notice by looking at
the comments that not all the profile pictures are "appropriate." Among
staff we had to agree to overlook this in order to meet the goals of the
project. To balance this, we talk extensively in our classes about how
employers are increasingly looking at MySpace pages prior to hiring.  

Staff gathered together and developed a list of protocols for how we
were going to implement MySpace internally.  These protocols addressed a
number of challenges that we saw from the starting gate, including:
student privacy, professionalism, and defining appropriate
communication.  Here is what we decided:

1.	Staff will not use what is on trainee's MySpace pages against
them.  For example, if a student references drug or alcohol abuse on
their page, staff will not bring it up with the students. Remember,
MySpace is an "alternate reality" for many kids, and much of what is
said online may not be true. We need to make MySpace a safe space for
our trainees so that we can use this resource effectively to our
advantage.

 

2.	For trainees who are uncomfortable with the idea of giving staff
access to their MySpace page, encourage them to set up a separate
"professional" MySpace page.

 

3.	Despite OBT's involvement with MySpace, trainees will still not
be allowed to access their MySpace page during class time unless a staff
member specifically directs them to the page as part of an activity.
Trainees who wish to look at their MySpace page will be able to use
OBT's computers at the end of the day.

 

4.	Staff will be encouraged but not required to create a MySpace to
use with trainees. Staff wishing to be "friends" with OBT's MySpace page
must set up an OBT-specific MySpace page. You should not use your
personal MySpace page under any circumstances; even if your page is
professional, your friends' pages might not be. When creating your OBT
MySpace page, you must use your work email address and your headline
should be "Job Title" at Opportunities for a Better Tomorrow. The only
allowable friends are: trainees, alumni, or staff. All other friend
requests should be denied.

 

4.	Staff may use their OBT-specific MySpace page or the "OBT"
MySpace page to contact students.  All communications must be
professional.

 

5.	All trainees will be encouraged to switch their MySpace page to
a "friends-only" view (versus public).  This will help protect them in
the event that an employer looks them up on MySpace.

 

6.	All friend requests to the OBT MySpace page are vetted to ensure
that there is a genuine relationship with OBT.  This is done by sending
a message to friend prospects to confirm why they are interested in OBT.

 

To get staff not involved in the development process on board, we
developed and presented a PowerPoint presentation at our all-staff
meeting.  We explained that traditionally, OBT had two methods to get in
touch with our students: the phone and letters.  Now, we were expanding
to include email, MySpace and Instant Messenger.  We didn't mandate that
all staff use all the techniques.  Rather, our goal was to educate
staff, get some key staff on board, and then publicize among staff the
success stories.  We also designated three "MySpace Experts" to help get
staff uncomfortable or unfamiliar with the technologies set up and
adjusted.  Slowly, more and more staff have gotten on board -
particularly among our job developers and retention staff - as they
realize that these technologies make their lives much easier.  Staff
report using these technologies to inform our students about upcoming
interviews or contact them to see how they are doing on the job in
addition to our more "macro" goals listed above.

 

Outside of issues of privacy (addressed in the staff protocols) our
students were already essentially "bought-in" to the idea of MySpace.
We had students create and design OBT's MySpace page so that we could
more effectively "meet students where they are at." This helped to
improve student engagement and interest in the project.

 

Tomorrow, I will discuss how we used LinkedIn to meet a different set of
goals. I will also examine other social networking sites out there that
may be "hot" among the students you serve.

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

 

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From Tina_Luffman at yc.edu  Mon Feb 11 14:35:55 2008
From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu)
Date: Mon, 11 Feb 2008 12:35:55 -0700
Subject: [Technology 1499] Re: Social Networking Part II: Our Goals
In-Reply-To: <C09762BFBC5B27409A52C45E9C8D237D278BC8@obts-exch.OFBT>
Message-ID: <OF015F0D62.4A07D29E-ON072573EC.006AB3C9-072573EC.006BA8DC@yc.edu>

Hi Emily and all,

I am one of those mean teachers who does not let the students visit 
MySpaces.com during class time. I had too many young male students 
visiting unsavory material, so I told them they weren't allowed to visit 
pickababe.com, my nickname for MySpaces. They laughed and got the message. 
I do like your ideas using MySpaces, however, and agree that using sites 
like this one for class purposes can show students the value in creating a 
professional-looking place for future employers to visit and see the 
quality of their work online.  It can also create a great place to recruit 
students as many friends of our current students can get access to this 
means of "communication without committment" to rouse their curiosity 
concerning what goes on in an ABE classroom.

We as teachers also have to realize that putting ourselves out there in 
MySpaces can be risky. Students can send us all kinds of material we never 
wanted to see or say things about us we didn't want heard, but these are 
the same risks we face as classroom instructors. In fact, perhaps this 
type of activity does go on. For many, It seems like a safe place to act 
out in cyberspace. I do teach GED Online, and in so doing I make it a 
point to let students know that whatever they create electronically is not 
private. This message seems to really curb inappropriate communication 
between myself and the students, as well as between each other. Once they 
realize that their activity online is saved and that people at the college 
can download and see all of their work, they seem even more polite online 
than in the classroom.

These are my ideas about the challenge of using MySpaces, and I am glad to 
see someone out there having good response and success with this 
technology.

Tina

Tina Luffman
Coordinator, Developmental Education
Verde Valley Campus
928-634-6544
tina_luffman at yc.edu

"Emily May" <emay at obtjobs.org> 
Sent by: technology-bounces at nifl.gov
02/11/2008 10:44 AM
Please respond to
The Technology and Literacy Discussion List <technology at nifl.gov>

To
<technology at nifl.gov>
cc

Subject
[Technology 1497]  Social Networking Part II: Our Goals

Goals.  The MySpace page was built to help us meet a number of 
programmatic goals. We were able to use a lot of the ?features? of 
MySpace, such as the blog, announcements, comments, and friends section to 
our advantage. 
?        To announce upcoming events or agency news. Any announcements we 
post will be visible on our ?friends? personal homepage and on OBT?s 
profile using the ?Bulletin Board? and ?Blog? features.  Announcements 
will increase attendance and program awareness among allies. 
?        To educate current and past students on issues they may be 
facing.  Using the blog, the OBT profile will make posts reminding 
students of principles learned at OBT.  An example could be, ?What to do 
about that annoying co-worker.? This will keep students linked in and on 
track. 
?        To facilitate social networking among past and present trainees. 
On every profile is a place to list current and past employment.  Trainees 
can search through OBT?s list of friends to find other OBT alumni who may 
be able to help them advance their career.
?        To compliment OBT?s alumni program by facilitating easy access to 
OBT after trainees graduate. Students will be able to look at their 
colleagues and teachers profiles and send them messages using My Space?s 
messaging service.
?        To enhance agency marketing materials and proposals. Using the 
comments section, ?friends? can write testimonies about their experiences 
with OBT that can be used in agency materials.
?        To give new recruits a way to explore OBT from a distance. 
Current and past students may send OBT?s MySpace page to new, interested 
recruits.  Although a new website could also fill this void, ?MySpace? is 
a more youth-oriented and accessible approach to exposing youth to OBT 
online. Note: It is possible but unlikely that new recruits would find OBT 
online without being recommended by another student.
To see specifically how we used the various features to our advantage, 
check out our MySpace page at: http://profile.myspace.com/obtjobs.  In the 
next email I will address how we got students and staff on board and some 
of the protocols we put into place.
But first, a question for the group:  Aside from what is listed here, how 
else can you envision using MySpace to advance your organization?s goals? 
 
 
______________________________
Emily May
Opportunities for a Better Tomorrow
783 4th Avenue
Brooklyn, NY 11232
718-369-0303
emay at obtjobs.org
www.obtjobs.org
 

 
 ----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to tina_luffman at yc.edu

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From MariannF at lacnyc.org  Mon Feb 11 16:04:49 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Mon, 11 Feb 2008 16:04:49 -0500
Subject: [Technology 1500] Re: Social Networking Part II: Our Goals
In-Reply-To: <C09762BFBC5B27409A52C45E9C8D237D278BC8@obts-exch.OFBT>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86AEFCB@lac-exch.lacnyc.local>

Hello Emily and tech list colleagues,

 

Emily it is clear that you and OBT put a lot of for thought in to this
initiative. The Myspace page you created serves a multitude of purposes.

 

For list subscribers have you used Myspace or any similar site for
similar purposes? And to high light Emily's question below:

But first, a question for the group:  Aside from what is listed here,
how else can you envision using MySpace to advance your organization's
goals?  

 

Regards,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Emily May
Sent: Monday, February 11, 2008 12:41 PM
To: technology at nifl.gov
Subject: [Technology 1497] Social Networking Part II: Our Goals

 

Goals.  The MySpace page was built to help us meet a number of
programmatic goals. We were able to use a lot of the "features" of
MySpace, such as the blog, announcements, comments, and friends section
to our advantage.  

*         To announce upcoming events or agency news. Any announcements
we post will be visible on our "friends" personal homepage and on OBT's
profile using the "Bulletin Board" and "Blog" features.  Announcements
will increase attendance and program awareness among allies. 

*         To educate current and past students on issues they may be
facing.  Using the blog, the OBT profile will make posts reminding
students of principles learned at OBT.  An example could be, "What to do
about that annoying co-worker." This will keep students linked in and on
track. 

*         To facilitate social networking among past and present
trainees.  On every profile is a place to list current and past
employment.  Trainees can search through OBT's list of friends to find
other OBT alumni who may be able to help them advance their career.

*         To compliment OBT's alumni program by facilitating easy access
to OBT after trainees graduate. Students will be able to look at their
colleagues and teachers profiles and send them messages using My Space's
messaging service.

*         To enhance agency marketing materials and proposals. Using the
comments section, "friends" can write testimonies about their
experiences with OBT that can be used in agency materials.

*         To give new recruits a way to explore OBT from a distance.
Current and past students may send OBT's MySpace page to new, interested
recruits.  Although a new website could also fill this void, "MySpace"
is a more youth-oriented and accessible approach to exposing youth to
OBT online. Note: It is possible but unlikely that new recruits would
find OBT online without being recommended by another student.

To see specifically how we used the various features to our advantage,
check out our MySpace page at: http://profile.myspace.com/obtjobs.  In
the next email I will address how we got students and staff on board and
some of the protocols we put into place.

But first, a question for the group:  Aside from what is listed here,
how else can you envision using MySpace to advance your organization's
goals?  

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

 

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From MariannF at lacnyc.org  Mon Feb 11 16:08:01 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Mon, 11 Feb 2008 16:08:01 -0500
Subject: [Technology 1501] Re: Social Networking Part III: Getting Students
	andStaff on Board
In-Reply-To: <C09762BFBC5B27409A52C45E9C8D237D278BD2@obts-exch.OFBT>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86AEFCD@lac-exch.lacnyc.local>

Hi Emily,

This is a great set of protocols. Have you had any difficulties in
having staff and students meet and stay within the protocols?

Do list subscribers have any concerns related to Myspace or other such
sites that Emily can respond to?

Regards,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Emily May
Sent: Monday, February 11, 2008 1:54 PM
To: technology at nifl.gov
Subject: [Technology 1498] Social Networking Part III: Getting Students
andStaff on Board

 

 Getting Students and Staff on Board.  We launched the plan mid-cycle
and did a short survey examining how many of our youth had MySpace
pages. 88% admitted that they did, but a number of them were hesitant to
turn over their MySpace page information to us because of the content on
the page.  If you go to our MySpace page you will notice by looking at
the comments that not all the profile pictures are "appropriate." Among
staff we had to agree to overlook this in order to meet the goals of the
project. To balance this, we talk extensively in our classes about how
employers are increasingly looking at MySpace pages prior to hiring.  

Staff gathered together and developed a list of protocols for how we
were going to implement MySpace internally.  These protocols addressed a
number of challenges that we saw from the starting gate, including:
student privacy, professionalism, and defining appropriate
communication.  Here is what we decided:

1.	Staff will not use what is on trainee's MySpace pages against
them.  For example, if a student references drug or alcohol abuse on
their page, staff will not bring it up with the students. Remember,
MySpace is an "alternate reality" for many kids, and much of what is
said online may not be true. We need to make MySpace a safe space for
our trainees so that we can use this resource effectively to our
advantage.

 

2.	For trainees who are uncomfortable with the idea of giving staff
access to their MySpace page, encourage them to set up a separate
"professional" MySpace page.

 

3.	Despite OBT's involvement with MySpace, trainees will still not
be allowed to access their MySpace page during class time unless a staff
member specifically directs them to the page as part of an activity.
Trainees who wish to look at their MySpace page will be able to use
OBT's computers at the end of the day.

 

4.	Staff will be encouraged but not required to create a MySpace to
use with trainees. Staff wishing to be "friends" with OBT's MySpace page
must set up an OBT-specific MySpace page. You should not use your
personal MySpace page under any circumstances; even if your page is
professional, your friends' pages might not be. When creating your OBT
MySpace page, you must use your work email address and your headline
should be "Job Title" at Opportunities for a Better Tomorrow. The only
allowable friends are: trainees, alumni, or staff. All other friend
requests should be denied.

 

4.	Staff may use their OBT-specific MySpace page or the "OBT"
MySpace page to contact students.  All communications must be
professional.

 

5.	All trainees will be encouraged to switch their MySpace page to
a "friends-only" view (versus public).  This will help protect them in
the event that an employer looks them up on MySpace.

 

6.	All friend requests to the OBT MySpace page are vetted to ensure
that there is a genuine relationship with OBT.  This is done by sending
a message to friend prospects to confirm why they are interested in OBT.

 

To get staff not involved in the development process on board, we
developed and presented a PowerPoint presentation at our all-staff
meeting.  We explained that traditionally, OBT had two methods to get in
touch with our students: the phone and letters.  Now, we were expanding
to include email, MySpace and Instant Messenger.  We didn't mandate that
all staff use all the techniques.  Rather, our goal was to educate
staff, get some key staff on board, and then publicize among staff the
success stories.  We also designated three "MySpace Experts" to help get
staff uncomfortable or unfamiliar with the technologies set up and
adjusted.  Slowly, more and more staff have gotten on board -
particularly among our job developers and retention staff - as they
realize that these technologies make their lives much easier.  Staff
report using these technologies to inform our students about upcoming
interviews or contact them to see how they are doing on the job in
addition to our more "macro" goals listed above.

 

Outside of issues of privacy (addressed in the staff protocols) our
students were already essentially "bought-in" to the idea of MySpace.
We had students create and design OBT's MySpace page so that we could
more effectively "meet students where they are at." This helped to
improve student engagement and interest in the project.

 

Tomorrow, I will discuss how we used LinkedIn to meet a different set of
goals. I will also examine other social networking sites out there that
may be "hot" among the students you serve.

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

 

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From Tina_Luffman at yc.edu  Mon Feb 11 16:16:02 2008
From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu)
Date: Mon, 11 Feb 2008 14:16:02 -0700
Subject: [Technology 1502] Re: Social Networking Part III: Getting
	Students	andStaff on Board
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB86AEFCD@lac-exch.lacnyc.local>
References: <6E8BC13A30982C44BCD32B38FB8F5AB86AEFCD@lac-exch.lacnyc.local>
Message-ID: <OFC4D23C5A.7108A7A8-ON072573EC.00748BBA-072573EC.0074D342@yc.edu>

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From MariannF at lacnyc.org  Mon Feb 11 16:19:14 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Mon, 11 Feb 2008 16:19:14 -0500
Subject: [Technology 1503] Re: Social Networking Part III:
	GettingStudents	andStaff on Board
In-Reply-To: <OFC4D23C5A.7108A7A8-ON072573EC.00748BBA-072573EC.0074D342@yc.edu>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86AEFDE@lac-exch.lacnyc.local>

Thanks Tina,

I was wondering about the use of social networking sites as community
learning environments. Do others on the list have experience using sites
for instructional goals like Tina mentions? Are there sites that are
particularly well-suited for this?

Best,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Tina_Luffman at yc.edu
Sent: Monday, February 11, 2008 4:16 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1502] Re: Social Networking Part III:
GettingStudents andStaff on Board

 

Hi Emily and Mariann,

 

One great use of a social networking area such as MySpaces is to use it
for group discussions. Students can all be assigned a writing task. Then
they can post it to MySpaces. Students can then be assigned the
following task of making editorial comments to these writings.
Additionally, students can all be asked to read an article, poem, etc.
sent out by the instructor. Next, students can post responses to the
reading to their MySpaces site or to a linked blog. Students can create
a social network online that simulates what takes place in a
face-to-face classroom.

 

Tina

Tina Luffman
Coordinator, Developmental Education
Verde Valley Campus
928-634-6544
tina_luffman at yc.edu

 

-----technology-bounces at nifl.gov wrote: -----

To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
From: "Mariann Fedele" <MariannF at lacnyc.org>
Sent by: technology-bounces at nifl.gov
Date: 02/11/2008 02:08PM
Subject: [Technology 1501] Re: Social Networking Part III: Getting
Students andStaff on Board

Hi Emily, 

This is a great set of protocols. Have you had any difficulties in
having staff and students meet and stay within the protocols? 

Do list subscribers have any concerns related to Myspace or other such
sites that Emily can respond to? 

Regards, 

Mariann 

 

Mariann Fedele 

Director, 

NYC Regional Adult Education Network 

Literacy Assistance Center 

Moderator, 
NIFL Technology and Literacy Discussion List 
32 Broadway 10th Floor 
New York , New York 10004 
212-803-3325 
mariannf at lacnyc.org 
www.lacnyc.org <http://www.lacnyc.org/> 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Emily May 
Sent: Monday, February 11, 2008 1:54 PM 
To: technology at nifl.gov 
Subject: [Technology 1498] Social Networking Part III: Getting Students
andStaff on Board 

 

Getting Students and Staff on Board.   We launched the plan mid-cycle
and did a short survey examining how many of our youth had MySpace
pages. 88% admitted that they did, but a number of them were hesitant to
turn over their MySpace page information to us because of the content on
the page.  If you go to our MySpace page you will notice by looking at
the comments that not all the profile pictures are "appropriate." Among
staff we had to agree to overlook this in order to meet the goals of the
project. To balance this, we talk extensively in our classes about how
employers are increasingly looking at MySpace pages prior to hiring.  

Staff gathered together and developed a list of protocols for how we
were going to implement MySpace internally.  These protocols addressed a
number of challenges that we saw from the starting gate, including:
student privacy, professionalism, and defining appropriate
communication.  Here is what we decided: 

1.	Staff will not use what is on trainee's MySpace pages against
them.  For example, if a student references drug or alcohol abuse on
their page, staff will not bring it up with the students. Remember,
MySpace is an "alternate reality" for many kids, and much of what is
said online may not be true. We need to make MySpace a safe space for
our trainees so that we can use this resource effectively to our
advantage. 

 

2.	For trainees who are uncomfortable with the idea of giving staff
access to their MySpace page, encourage them to set up a separate
"professional" MySpace page. 

 

3.	Despite OBT's involvement with MySpace, trainees will still not
be allowed to access their MySpace page during class time unless a staff
member specifically directs them to the page as part of an activity.
Trainees who wish to look at their MySpace page will be able to use
OBT's computers at the end of the day. 

 

4.	Staff will be encouraged but not required to create a MySpace to
use with trainees. Staff wishing to be "friends" with OBT's MySpace page
must set up an OBT-specific MySpace page. You should not use your
personal MySpace page under any circumstances; even if your page is
professional, your friends' pages might not be. When creating your OBT
MySpace page, you must use your work email address and your headline
should be "Job Title" at Opportunities for a Better Tomorrow. The only
allowable friends are: trainees, alumni, or staff. All other friend
requests should be denied. 

 

4.	Staff may use their OBT-specific MySpace page or the "OBT"
MySpace page to contact students.  All communications must be
professional. 

 

5.	All trainees will be encouraged to switch their MySpace page to
a "friends-only" view (versus public).  This will help protect them in
the event that an employer looks them up on MySpace. 

 

6.	All friend requests to the OBT MySpace page are vetted to ensure
that there is a genuine relationship with OBT.  This is done by sending
a message to friend prospects to confirm why they are interested in OBT.

 

To get staff not involved in the development process on board, we
developed and presented a PowerPoint presentation at our all-staff
meeting.  We explained that traditionally, OBT had two methods to get in
touch with our students: the phone and letters.  Now, we were expanding
to include email, MySpace and Instant Messenger.  We didn't mandate that
all staff use all the techniques.  Rather, our goal was to educate
staff, get some key staff on board, and then publicize among staff the
success stories.  We also designated t hr ee "MySpace Experts" to help
get staff uncomfortable or unfamiliar with the technologies set up and
adjusted.  Slowly, more and more staff have gotten on board -
particularly among our job developers and retention staff - as they
realize that these technologies make their lives much easier.  Staff
report using these technologies to inform our students about upcoming
interviews or contact them to see how they are doing on the job in
addition to our more "macro" goals listed above. 

 

Outside of issues of privacy (addressed in the staff protocols) our
students were already essentially "bought-in" to the idea of MySpace.
We had students create and design OBT's MySpace page so that we could
more effectively "meet students where they are at." This helped to
improve student engagement and interest in the project. 

 

Tomorrow, I will discuss how we used LinkedIn to meet a different set of
goals. I will also examine other social networking sites out there that
may be "hot" among the students you serve. 

 

 

______________________________ 

Emily May 

Opportunities for a Better Tomorrow 

783 4th Avenue 

Brooklyn , NY 11232 

718-369-0303 

emay at obtjobs.org 

www.obtjobs.org <http://www.obtjobs.org/> 

  

<mailto:emay at obtjobs.org> 

  

 

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to tina_luffman at yc.edu

 

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From LaFerlazzo at aol.com  Mon Feb 11 16:21:04 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Mon, 11 Feb 2008 16:21:04 EST
Subject: [Technology 1504] Re: Social Networking Part III: Getting Students
	andSta...
Message-ID: <cf7.28e45dd9.34e21640@aol.com>

Thanks for sharing what you're doing -- it's both impressive and  creative.  
I can see how a social networking site like MySpace could be  another "arrow 
in your quiver" for communication.
 
Of course, few, if any, public school districts allow any of the more  
popular social networking sites through their content filters.  I  personally am 
having a hard enough time just getting a private Ning network  connected, and 
I've got a great relationship with our District's Technology  Director.
 
I'd be particularly interested in hearing about people's experience with  
Ning and Ning-like networks in an educational setting.
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA
 
 

**************The year's hottest artists on the red carpet at the Grammy 
Awards. Go to AOL Music.      
(http://music.aol.com/grammys?NCID=aolcmp00300000002565)
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From barry.bakin at lausd.net  Mon Feb 11 17:28:18 2008
From: barry.bakin at lausd.net (Bakin, Barry)
Date: Mon, 11 Feb 2008 14:28:18 -0800
Subject: [Technology 1505] Re: Social Networking Part III: Getting
	StudentsandStaff on Board
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB86AEFCD@lac-exch.lacnyc.local>
Message-ID: <3A1C7AD0D94A5548BD10739DF55BC6D8011086A1@MAILBE-LA07.lausd.net>

As Larry Ferlazzo mentioned, Myspace is not accessible within my
district so any use of it, for whatever beneficial reason, would have to
be done from a non-work location.  That in itself, would present
boundaries to implementation. Not only would keeping an eye on it
constantly to make sure that innappropriate postings did not slip
through be challenging, simply responding to any inquiries from
interested students in a timely manner would pose a problem.
 
Those difficulties not withstanding, there is certainly a valid argument
for attempting to meet the students where they are.  There is a certain
irony to the data mentioned that show that even though "majority of the
participants" face barriers including but not limited to a "lack of a
high school diploma, deficiency in basic skills, no marketable job
skills, chronic unemployment, and limited English proficiency" 88%
nevertheless have MySpace pages, which require at least some basic
skills and English proficiency and an investment of time and effort to
produce and update.  Perhaps an additional component of any program
making use of MySpace would be to show that the participants already do
have marketable job and basic skills and the time to develop them into
more efficient tools for their own advancement; they're just using their
time for socializing on MySpace instead.
Barry Bakin
-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Mariann Fedele
Sent: Monday, February 11, 2008 1:08 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1501] Re: Social Networking Part III: Getting
StudentsandStaff on Board

	Hi Emily,

	This is a great set of protocols. Have you had any difficulties
in having staff and students meet and stay within the protocols?

	Do list subscribers have any concerns related to Myspace or
other such sites that Emily can respond to?

	Regards,

	Mariann

	 

	 

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From bonniesophia at sbcglobal.net  Mon Feb 11 20:34:10 2008
From: bonniesophia at sbcglobal.net (Bonnie Odiorne)
Date: Mon, 11 Feb 2008 17:34:10 -0800 (PST)
Subject: [Technology 1506] Re: Social Networking Part III: Getting
	StudentsandStaff on Board
Message-ID: <109363.94477.qm@web83301.mail.sp1.yahoo.com>

I would add to Barry's post that very often limited English/Reading prioficiency students perform in work and in everyday situations more highly in terms of functionality than their "levels" would predict. I would not however discourage the "waste of time" on MYSpacem but simply give them the opportunity to empower themselves by prioritizing their skills and goals: very often skills students possess have to be explicitily expklained as transferable to another domain: ii.e. how MYSpace embodies communication, interpersonal and networking skills that transfer to the workplace. They would also need to be warned that employers (and others) do monitor MySpace sites for inappropriate posts, which could jeopardize employability. One could say similar things about Facebook, wikis, and other similar comunicvation spaces thast are not adequately moderated and thus represent abuse and even danger. But, parents especially have to be aqware of th dangers their
 chidlren could be by revealing bits of their "lives" to predators, and what better way than to participate themselves? At Post University, many students use FaceBook, and some of our student services have pages too in an attempt to reach students but the ethical questions have been raised about administration having access to these sites in view of potential infractions; the trust level would very quickly disappear.
Best,
Bonnie, Adjunct Faculty, Writing Center Director, Post University

----- Original Message ----
From: "Bakin, Barry" <barry.bakin at lausd.net>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Sent: Monday, February 11, 2008 5:28:18 PM
Subject: [Technology 1505] Re: Social Networking Part III: Getting StudentsandStaff on Board

As Larry Ferlazzo mentioned, Myspace is not accessible within my district so any use of it, for whatever beneficial reason, would have to be done from a non-work location.  That in itself, would present boundaries to implementation. Not only would keeping an eye on it constantly to make sure that innappropriate postings did not slip through be challenging, simply responding to any inquiries from interested students in a timely manner would pose a problem.
 
Those difficulties not withstanding, there is certainly a valid argument for attempting to meet the students where they are.  There is a certain irony to the data mentioned that show that even though "majority of the participants" face barriers including but not limited to a "lack of a high school diploma, deficiency in basic skills, no marketable job skills, chronic unemployment, and limited English proficiency" 88% nevertheless have MySpace pages, which require at least some basic skills and English proficiency and an investment of time and effort to produce and update.  Perhaps an additional component of any program making use of MySpace would be to show that the participants already do have marketable job and basic skills and the time to develop them into more efficient tools for their own advancement; they're just using their time for socializing on MySpace instead.
Barry Bakin
-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele
Sent: Monday, February 11, 2008 1:08 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1501] Re: Social Networking Part III: Getting StudentsandStaff on Board

Hi Emily,
This is a great set of protocols. Have you had any difficulties in having staff and students meet and stay within the protocols?
Do list subscribers have any concerns related to Myspace or other such sites that Emily can respond to?
Regards,
Mariann
 
 

-----Inline Attachment Follows-----

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
Email delivered to bonniesophia at sbcglobal.net
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From emay at obtjobs.org  Tue Feb 12 09:31:09 2008
From: emay at obtjobs.org (Emily May)
Date: Tue, 12 Feb 2008 09:31:09 -0500
Subject: [Technology 1507] Re: Social Networking Part III:
	GettingStudentsandStaff on Board
In-Reply-To: <109363.94477.qm@web83301.mail.sp1.yahoo.com>
References: <109363.94477.qm@web83301.mail.sp1.yahoo.com>
Message-ID: <C09762BFBC5B27409A52C45E9C8D237D278BD7@obts-exch.OFBT>

Dear all,

 

As Bonnie and Barry have rightly explained, it does take a number of
skills to be able to start and run a MySpace page. Oftentimes, students
with a MySpace page will have a basic understanding of blogging,
uploading photos, uploading videos, and even HTML (any MySpace page you
see with a photo posted in the comments section or a background with
photos in it requires the use of HTML).    Students learn these skills
because the benefits of learning them are clear, namely, more friends, a
cooler looking page, and individual expression.  Unfortunately, the
ability to maintain a MySpace page is not a "marketable job skills" to
employers if the student doesn't know how to use other programs such as
Microsoft Office and/or Quickbooks or if they aren't proficient in the
English language (MySpace is offered in multiple languages).

 

All of the students that we work with are capable of obtaining
marketable job skills.  MySpace can be an indicator for a students
potential and, if used thoughtfully, can be a solid foundation to build
student's confidence and skills on.

 

Emily

 

 

 

 

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Bonnie Odiorne
Sent: Monday, February 11, 2008 8:34 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1506] Re: Social Networking Part III:
GettingStudentsandStaff on Board

 

I would add to Barry's post that very often limited English/Reading
prioficiency students perform in work and in everyday situations more
highly in terms of functionality than their "levels" would predict. I
would not however discourage the "waste of time" on MYSpacem but simply
give them the opportunity to empower themselves by prioritizing their
skills and goals: very often skills students possess have to be
explicitily expklained as transferable to another domain: ii.e. how
MYSpace embodies communication, interpersonal and networking skills that
transfer to the workplace. They would also need to be warned that
employers (and others) do monitor MySpace sites for inappropriate posts,
which could jeopardize employability. One could say similar things about
Facebook, wikis, and other similar comunicvation spaces thast are not
adequately moderated and thus represent abuse and even danger. But,
parents especially have to be aqware of th dangers their chidlren could
be by revealing bits of their "lives" to predators, and what better way
than to participate themselves? At Post University, many students use
FaceBook, and some of our student services have pages too in an attempt
to reach students but the ethical questions have been raised about
administration having access to these sites in view of potential
infractions; the trust level would very quickly disappear.

Best,

Bonnie, Adjunct Faculty, Writing Center Director, Post University

----- Original Message ----
From: "Bakin, Barry" <barry.bakin at lausd.net>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Sent: Monday, February 11, 2008 5:28:18 PM
Subject: [Technology 1505] Re: Social Networking Part III: Getting
StudentsandStaff on Board

As Larry Ferlazzo mentioned, Myspace is not accessible within my
district so any use of it, for whatever beneficial reason, would have to
be done from a non-work location.  That in itself, would present
boundaries to implementation. Not only would keeping an eye on it
constantly to make sure that innappropriate postings did not slip
through be challenging, simply responding to any inquiries from
interested students in a timely manner would pose a problem.

 

Those difficulties not withstanding, there is certainly a valid argument
for attempting to meet the students where they are.  There is a certain
irony to the data mentioned that show that even though "majority of the
participants" face barriers including but not limited to a "lack of a
high school diploma, deficiency in basic skills, no marketable job
skills, chronic unemployment, and limited English proficiency" 88%
nevertheless have MySpace pages, which require at least some basic
skills and English proficiency and an investment of time and effort to
produce and update.  Perhaps an additional component of any program
making use of MySpace would be to show that the participants already do
have marketable job and basic skills and the time to develop them into
more efficient tools for their own advancement; they're just using their
time for socializing on MySpace instead.
Barry Bakin

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Mariann Fedele
Sent: Monday, February 11, 2008 1:08 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1501] Re: Social Networking Part III: Getting
StudentsandStaff on Board

	Hi Emily,

	This is a great set of protocols. Have you had any difficulties
in having staff and students meet and stay within the protocols?

	Do list subscribers have any concerns related to Myspace or
other such sites that Emily can respond to?

	Regards,

	Mariann

	 

	 

-----Inline Attachment Follows-----

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to bonniesophia at sbcglobal.net

 

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From kbeall at onlyinternet.net  Mon Feb 11 20:59:02 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Mon, 11 Feb 2008 20:59:02 -0500
Subject: [Technology 1508]  The Change Agent: Democracy in Action, March 2008
Message-ID: <00b601c86d1a$da6fdac0$030ba8c0@D14J7YD1>

COMING SOON: Democracy in Action
The Change Agent, March 2008

Thinking about how to integrate all the election-year buzz into your
classroom? Wondering how to invite students into a conversation about civic
participation that includes voting but goes beyond it as well? Looking for
lessons that evoke deep thinking about the meaning of democracy and the many
ways adults participate in public life? 

Like every issue of The Change Agent, the upcoming issue is packed with
student writing, multi-level articles and activities, graphics, quotes,
ready-to use lesson plans, math problems, and more! The Change Agent comes
out twice a year - in March and September. Each issue explores a topic
relevant to the lives of adult learners. 

And *unlike* any other issue of The Change Agent, the upcoming issue
features a brand new tool -- links to audio so that learners can listen to
student contributors read their pieces out loud. Now you can read the text
in The Change Agent *and* listen to it online! Plus, it's longer than a
typical issue -- over 80 pages!

ORDER NOW! Order for yourself (one or two year subscriptions are available
for $10 and $18 respectively), or get enough to share (bulk subscriptions
include 25 copies of each issue, 2 issues a year, for $60/year). Subscribe
by visiting our web site ( <http://www.nelrc.org/changeagent>
www.nelrc.org/changeagent) or calling 617-482-9485 ext. 3740.

 

Kaye Beall

Project Director

World Education

6760 West Street

Linn Grove, IN 46711

765-717-3942

kaye_beall at worlded.org

www.worlded.org

 

 

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From mthacher at otan.us  Mon Feb 11 20:23:16 2008
From: mthacher at otan.us (Marian Thacher)
Date: Mon, 11 Feb 2008 17:23:16 -0800
Subject: [Technology 1509] Re:
 =?iso-8859-1?q?Social_Networking_Part_III=3A_Getting_Students?=
 =?iso-8859-1?q?_and_=09Staff__on_B?=
In-Reply-To: <C09762BFBC5B27409A52C45E9C8D237D278BD2@obts-exch.OFBT>
References: <C09762BFBC5B27409A52C45E9C8D237D278BD2@obts-exch.OFBT>
Message-ID: <fc.004c56fb0338dfb83b9aca00b04e77f1.338e0db@scoe.net>

This is so interesting, Emily. The fact that 88% of your clients already
have MySpace pages makes it quite clear that you are meeting them where
they already are. Being a CBO is an advantage here, since as others have
mentioned you pretty much can't access MySpace through any school
district. But it is a place where young people hang out, and could be used
for professional networking. I can certainly see why many of the youth
wouldn't want to share their MySpace page with their school or future
employers, and that is a good argument for having them create a new
account for professional purposes.

This is a tension that we all feel, I think, as our lives take shape more
and more online and boundaries between personal and professional get
blurred until something happens that makes you realize how exposed you
are. You and your staff have thought through a lot of the issues, so
thanks for sharing your policies. I like that you don't use any of the
information you get from the students' profiles, and that you have staff
create separate profiles that are only for work. 

I can see where it would be a slow process to get all staff on board, and
it sounds like you have a good strategy for doing that. MySpace is
particularly problematic, it seems to me, because of all the
'inappropriate content' and because it has become so commercial and it's
so easy to have a chaotic and overcrowded homepage. I understand why you
chose it, since your clients were already there, but for other agencies
considering starting out with social networking I think considering
different services would be important. Ning, which has already been
mentioned, is an excellent possibility with a very robust set of features,
and they seem to be interested in working with education and responding to
our needs and suggestions, so it is being used more and more by educators. 

I'm a member of a few different Ning communities, but the one I visit the
most is http://www.classroom20.com/. This has been a great professional
development social network for me, and I can see creating something
similar for students. It can be open or closed, which is an important
feature. I like having my own home page there, but also being able to
start a community-wide discussion or respond to one from the home page. I
haven't really used the photo and video feature, but Mariann posted a good
example of a video that someone posted in this community about social
networking with the student writing project. 

Here is a list of education-related social networks, mostly using Ning but
also including some on Facebook and elsewhere:
http://socialnetworksined.wikispaces.com/
It's a wiki, so if you have one to add you can add it. It gives you an
idea of the breadth of social networks in education.

Marian

P.S. I am mthacher on classroom20. Please add me as a friend or leave a
note on my page if you join.
~~~~~~~~~~~~~~~~~
Marian Thacher, OTAN
P.O. Box 269003
Sacramento, CA 95826-9003
(916) 228-2597
www.otan.us

The Technology and Literacy Discussion List <technology at nifl.gov> on
Monday, February 11, 2008 at 10:53 AM -0800 wrote:
[Image]
>Getting Students and Staff on Board.  We launched the plan mid-cycle and
>did a short survey examining how many of our youth had MySpace pages. 88%
>admitted that they did, but a number of them were hesitant to turn over
>their MySpace page information to us because of the content on the page. 
>If you go to our MySpace page you will notice by looking at the comments
>that not all the profile pictures are ?appropriate.? Among staff we had
>to agree to overlook this in order to meet the goals of the project. To
>balance this, we talk extensively in our classes about how employers are
>increasingly looking at MySpace pages prior to hiring.  
>
>Staff gathered together and developed a list of protocols for how we were
>going to implement MySpace internally.  These protocols addressed a
>number of challenges that we saw from the starting gate, including:
>student privacy, professionalism, and defining appropriate
>communication.  Here is what we decided:
>
>
>1.	Staff will not use what is on trainee?s MySpace pages against them. 
>For example, if a student references drug or alcohol abuse on their page,
>staff will not bring it up with the students. Remember, MySpace is an
>?alternate reality? for many kids, and much of what is said online may
>not be true. We need to make MySpace a safe space for our trainees so
>that we can use this resource effectively to our advantage.
> 
>
> 
>
>
>2.	For trainees who are uncomfortable with the idea of giving staff
>access to their MySpace page, encourage them to set up a separate
>?professional? MySpace page.
> 
>
> 
>
>
>3.	Despite OBT?s involvement with MySpace, trainees will still not be
>allowed to access their MySpace page during class time unless a staff
>member specifically directs them to the page as part of an activity.
>Trainees who wish to look at their MySpace page will be able to use OBT?s
>computers at the end of the day.
> 
>
> 
>
>
>4.	Staff will be encouraged but not required to create a MySpace to use
>with trainees. Staff wishing to be ?friends? with OBT?s MySpace page must
>set up an OBT-specific MySpace page. You should not use your personal
>MySpace page under any circumstances; even if your page is professional,
>your friends? pages might not be. When creating your OBT MySpace page,
>you must use your work email address and your headline should be ?Job
>Title? at Opportunities for a Better Tomorrow. The only allowable friends
>are: trainees, alumni, or staff. All other friend requests should be
>denied.
> 
>
> 
>
>
>4.	Staff may use their OBT-specific MySpace page or the ?OBT? MySpace
>page to contact students.  All communications must be professional.
> 
>
> 
>
>
>5.	All trainees will be encouraged to switch their MySpace page to a
>?friends-only? view (versus public).  This will help protect them in the
>event that an employer looks them up on MySpace.
> 
>
> 
>
>
>6.	All friend requests to the OBT MySpace page are vetted to ensure that
>there is a genuine relationship with OBT.  This is done by sending a
>message to friend prospects to confirm why they are interested in OBT.
> 
>
> 
>
>To get staff not involved in the development process on board, we
>developed and presented a PowerPoint presentation at our all-staff
>meeting.  We explained that traditionally, OBT had two methods to get in
>touch with our students: the phone and letters.  Now, we were expanding
>to include email, MySpace and Instant Messenger.  We didn?t mandate that
>all staff use all the techniques.  Rather, our goal was to educate staff,
>get some key staff on board, and then publicize among staff the success
>stories.  We also designated three ?MySpace Experts? to help get staff
>uncomfortable or unfamiliar with the technologies set up and adjusted. 
>Slowly, more and more staff have gotten on board ? particularly among our
>job developers and retention staff ? as they realize that these
>technologies make their lives much easier.  Staff report using these
>technologies to inform our students about upcoming interviews or contact
>them to see how they are doing on the job in addition to our more ?macro?
>goals listed above.
>
> 
>
>Outside of issues of privacy (addressed in the staff protocols) our
>students were already essentially ?bought-in? to the idea of MySpace.  We
>had students create and design OBT?s MySpace page so that we could more
>effectively ?meet students where they are at.? This helped to improve
>student engagement and interest in the project.
>
> 
>
>Tomorrow, I will discuss how we used LinkedIn to meet a different set of
>goals. I will also examine other social networking sites out there that
>may be ?hot? among the students you serve.
>
> 
>
> 
>
>______________________________
>
>Emily May
>
>Opportunities for a Better Tomorrow
>
>783 4th Avenue
>
>Brooklyn, NY 11232
>
>718-369-0303
>
>[ mailto:emay at obtjobs.org ]emay at obtjobs.org
>
>[ http://www.obtjobs.org ]www.obtjobs.org
>
> 
>
>[ mailto:emay at obtjobs.org ]mailto:emay at obtjobs.org
>
>  
>
> 
>
>----------------------------------------------------
>National Institute for Literacy
>Technology and Literacy mailing list
>Technology at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/technology
>Email delivered to mthacher at otan.us

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From MariannF at lacnyc.org  Tue Feb 12 09:43:21 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Tue, 12 Feb 2008 09:43:21 -0500
Subject: [Technology 1510]  Social Networking Discussion Day 2
In-Reply-To: <C09762BFBC5B27409A52C45E9C8D237D278BD7@obts-exch.OFBT>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86AF019@lac-exch.lacnyc.local>

Dear Tech list colleagues,

 

I would like to welcome Emily May from Opportunities for a Better
Tomorrow back to the Tech list to begin day two of our discussion on the
use of social networking sites in educational settings. 

As Emily shares her program experiences, everyone on the list is
encouraged to share your experiences using social networking sites and
technologies with your students. Have you attempted a project with
students using social networking sites? How did it go? What were some of
the benefits, some of the obstacles?

 

Welcome back Emily!

 

Best,

Mariann

 

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

 

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From emay at obtjobs.org  Tue Feb 12 09:41:22 2008
From: emay at obtjobs.org (Emily May)
Date: Tue, 12 Feb 2008 09:41:22 -0500
Subject: [Technology 1511] Re: Social Networking Part
	III:GettingStudents	andStaff on Board
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB86AEFDE@lac-exch.lacnyc.local>
References: <OFC4D23C5A.7108A7A8-ON072573EC.00748BBA-072573EC.0074D342@yc.edu>
	<6E8BC13A30982C44BCD32B38FB8F5AB86AEFDE@lac-exch.lacnyc.local>
Message-ID: <C09762BFBC5B27409A52C45E9C8D237D278BD8@obts-exch.OFBT>

Tina, thanks for the great suggestion on how to use MySpace in a
classroom environment.

 

MySpace pages can also be set up for a classroom (instead of for an
organization).  You can invite only the people in the classroom to be
your "friends" and set the page to "friends-only" view so that it won't
be seen by anyone except those who are in the class.  The teacher can
run the page, and post, as Tina suggested, poems and articles using the
"blog" function of MySpace. Using this function, students can comment on
each blog post and read the comments of others.  You can also post
pictures of class trips and make classroom announcements using MySpace.

 

At the end of the class, your MySpace page will be a "living" yearbook,
documenting what you learned and the experiences that you shared.

 

Has anyone tried starting a social networking page in a classroom
setting? If so, we'd love to hear your experiences with it.

 

Emily

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Mariann Fedele
Sent: Monday, February 11, 2008 4:19 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1503] Re: Social Networking Part
III:GettingStudents andStaff on Board

 

Thanks Tina,

I was wondering about the use of social networking sites as community
learning environments. Do others on the list have experience using sites
for instructional goals like Tina mentions? Are there sites that are
particularly well-suited for this?

Best,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Tina_Luffman at yc.edu
Sent: Monday, February 11, 2008 4:16 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1502] Re: Social Networking Part III:
GettingStudents andStaff on Board

 

Hi Emily and Mariann,

 

One great use of a social networking area such as MySpaces is to use it
for group discussions. Students can all be assigned a writing task. Then
they can post it to MySpaces. Students can then be assigned the
following task of making editorial comments to these writings.
Additionally, students can all be asked to read an article, poem, etc.
sent out by the instructor. Next, students can post responses to the
reading to their MySpaces site or to a linked blog. Students can create
a social network online that simulates what takes place in a
face-to-face classroom.

 

Tina

Tina Luffman
Coordinator, Developmental Education
Verde Valley Campus
928-634-6544
tina_luffman at yc.edu

 

-----technology-bounces at nifl.gov wrote: -----

To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
From: "Mariann Fedele" <MariannF at lacnyc.org>
Sent by: technology-bounces at nifl.gov
Date: 02/11/2008 02:08PM
Subject: [Technology 1501] Re: Social Networking Part III: Getting
Students andStaff on Board

Hi Emily, 

This is a great set of protocols. Have you had any difficulties in
having staff and students meet and stay within the protocols? 

Do list subscribers have any concerns related to Myspace or other such
sites that Emily can respond to? 

Regards, 

Mariann 

 

Mariann Fedele 

Director, 

NYC Regional Adult Education Network 

Literacy Assistance Center 

Moderator, 
NIFL Technology and Literacy Discussion List 
32 Broadway 10th Floor 
New York , New York 10004 
212-803-3325 
mariannf at lacnyc.org 
www.lacnyc.org <http://www.lacnyc.org/> 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Emily May 
Sent: Monday, February 11, 2008 1:54 PM 
To: technology at nifl.gov 
Subject: [Technology 1498] Social Networking Part III: Getting Students
andStaff on Board 

 

Getting Students and Staff on Board.   We launched the plan mid-cycle
and did a short survey examining how many of our youth had MySpace
pages. 88% admitted that they did, but a number of them were hesitant to
turn over their MySpace page information to us because of the content on
the page.  If you go to our MySpace page you will notice by looking at
the comments that not all the profile pictures are "appropriate." Among
staff we had to agree to overlook this in order to meet the goals of the
project. To balance this, we talk extensively in our classes about how
employers are increasingly looking at MySpace pages prior to hiring.  

Staff gathered together and developed a list of protocols for how we
were going to implement MySpace internally.  These protocols addressed a
number of challenges that we saw from the starting gate, including:
student privacy, professionalism, and defining appropriate
communication.  Here is what we decided: 

1.	Staff will not use what is on trainee's MySpace pages against
them.  For example, if a student references drug or alcohol abuse on
their page, staff will not bring it up with the students. Remember,
MySpace is an "alternate reality" for many kids, and much of what is
said online may not be true. We need to make MySpace a safe space for
our trainees so that we can use this resource effectively to our
advantage. 

 

2.	For trainees who are uncomfortable with the idea of giving staff
access to their MySpace page, encourage them to set up a separate
"professional" MySpace page. 

 

3.	Despite OBT's involvement with MySpace, trainees will still not
be allowed to access their MySpace page during class time unless a staff
member specifically directs them to the page as part of an activity.
Trainees who wish to look at their MySpace page will be able to use
OBT's computers at the end of the day. 

 

4.	Staff will be encouraged but not required to create a MySpace to
use with trainees. Staff wishing to be "friends" with OBT's MySpace page
must set up an OBT-specific MySpace page. You should not use your
personal MySpace page under any circumstances; even if your page is
professional, your friends' pages might not be. When creating your OBT
MySpace page, you must use your work email address and your headline
should be "Job Title" at Opportunities for a Better Tomorrow. The only
allowable friends are: trainees, alumni, or staff. All other friend
requests should be denied. 

 

4.	Staff may use their OBT-specific MySpace page or the "OBT"
MySpace page to contact students.  All communications must be
professional. 

 

5.	All trainees will be encouraged to switch their MySpace page to
a "friends-only" view (versus public).  This will help protect them in
the event that an employer looks them up on MySpace. 

 

6.	All friend requests to the OBT MySpace page are vetted to ensure
that there is a genuine relationship with OBT.  This is done by sending
a message to friend prospects to confirm why they are interested in OBT.

 

To get staff not involved in the development process on board, we
developed and presented a PowerPoint presentation at our all-staff
meeting.  We explained that traditionally, OBT had two methods to get in
touch with our students: the phone and letters.  Now, we were expanding
to include email, MySpace and Instant Messenger.  We didn't mandate that
all staff use all the techniques.  Rather, our goal was to educate
staff, get some key staff on board, and then publicize among staff the
success stories.  We also designated t hr ee "MySpace Experts" to help
get staff uncomfortable or unfamiliar with the technologies set up and
adjusted.  Slowly, more and more staff have gotten on board -
particularly among our job developers and retention staff - as they
realize that these technologies make their lives much easier.  Staff
report using these technologies to inform our students about upcoming
interviews or contact them to see how they are doing on the job in
addition to our more "macro" goals listed above. 

 

Outside of issues of privacy (addressed in the staff protocols) our
students were already essentially "bought-in" to the idea of MySpace.
We had students create and design OBT's MySpace page so that we could
more effectively "meet students where they are at." This helped to
improve student engagement and interest in the project. 

 

Tomorrow, I will discuss how we used LinkedIn to meet a different set of
goals. I will also examine other social networking sites out there that
may be "hot" among the students you serve. 

 

 

______________________________ 

Emily May 

Opportunities for a Better Tomorrow 

783 4th Avenue 

Brooklyn , NY 11232 

718-369-0303 

emay at obtjobs.org 

www.obtjobs.org <http://www.obtjobs.org/> 

  

<mailto:emay at obtjobs.org> 

  

 

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to tina_luffman at yc.edu

 

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From emay at obtjobs.org  Tue Feb 12 10:02:56 2008
From: emay at obtjobs.org (Emily May)
Date: Tue, 12 Feb 2008 10:02:56 -0500
Subject: [Technology 1512] Re: Social Networking Part III: Getting
	StudentsandStaff on Board
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB86AEFCD@lac-exch.lacnyc.local>
References: <C09762BFBC5B27409A52C45E9C8D237D278BD2@obts-exch.OFBT>
	<6E8BC13A30982C44BCD32B38FB8F5AB86AEFCD@lac-exch.lacnyc.local>
Message-ID: <C09762BFBC5B27409A52C45E9C8D237D278BDA@obts-exch.OFBT>

On getting students and staff to stay within the protocols:

 

Out of the starting gate we had a few issues with staff wanting to
confront students about things listed on their MySpace pages.  This
issue is particularly poignant for our agency.  We help these young
folks get jobs, and our job developers don't want to ruin their contacts
by sending over someone who isn't ready for the workplace.  Oftentimes
MySpace pages can uncover drug or alcohol abuse and/or gang involvement.
As a staff we decided that it was hard to tell how real these claims are
on a MySpace page because MySpace serves as an "alternate reality" for
many youth.  We also decided that our experience with them in our
program was a much better judge of their character than what we read
on-line.

 

On the student side of things, one of the reasons we knew that MySpace
was so hot among our trainees was that they were always sneaking a peak
during class!  That issue continues, but now we have a way to fight
back.  Our secretary monitors our MySpace page from the front office.
When a student is on MySpace, a little icon shows up on our friends
list.  If that student is supposed to be in class, our secretary will
contact the teacher and let them know that the student is on MySpace.
Sneaky, I know, but practical!

 

Emily

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Mariann Fedele
Sent: Monday, February 11, 2008 4:08 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1501] Re: Social Networking Part III: Getting
StudentsandStaff on Board

 

Hi Emily,

This is a great set of protocols. Have you had any difficulties in
having staff and students meet and stay within the protocols?

Do list subscribers have any concerns related to Myspace or other such
sites that Emily can respond to?

Regards,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Emily May
Sent: Monday, February 11, 2008 1:54 PM
To: technology at nifl.gov
Subject: [Technology 1498] Social Networking Part III: Getting Students
andStaff on Board

 

 Getting Students and Staff on Board.  We launched the plan mid-cycle
and did a short survey examining how many of our youth had MySpace
pages. 88% admitted that they did, but a number of them were hesitant to
turn over their MySpace page information to us because of the content on
the page.  If you go to our MySpace page you will notice by looking at
the comments that not all the profile pictures are "appropriate." Among
staff we had to agree to overlook this in order to meet the goals of the
project. To balance this, we talk extensively in our classes about how
employers are increasingly looking at MySpace pages prior to hiring.  

Staff gathered together and developed a list of protocols for how we
were going to implement MySpace internally.  These protocols addressed a
number of challenges that we saw from the starting gate, including:
student privacy, professionalism, and defining appropriate
communication.  Here is what we decided:

1.	Staff will not use what is on trainee's MySpace pages against
them.  For example, if a student references drug or alcohol abuse on
their page, staff will not bring it up with the students. Remember,
MySpace is an "alternate reality" for many kids, and much of what is
said online may not be true. We need to make MySpace a safe space for
our trainees so that we can use this resource effectively to our
advantage.

 

2.	For trainees who are uncomfortable with the idea of giving staff
access to their MySpace page, encourage them to set up a separate
"professional" MySpace page.

 

3.	Despite OBT's involvement with MySpace, trainees will still not
be allowed to access their MySpace page during class time unless a staff
member specifically directs them to the page as part of an activity.
Trainees who wish to look at their MySpace page will be able to use
OBT's computers at the end of the day.

 

4.	Staff will be encouraged but not required to create a MySpace to
use with trainees. Staff wishing to be "friends" with OBT's MySpace page
must set up an OBT-specific MySpace page. You should not use your
personal MySpace page under any circumstances; even if your page is
professional, your friends' pages might not be. When creating your OBT
MySpace page, you must use your work email address and your headline
should be "Job Title" at Opportunities for a Better Tomorrow. The only
allowable friends are: trainees, alumni, or staff. All other friend
requests should be denied.

 

4.	Staff may use their OBT-specific MySpace page or the "OBT"
MySpace page to contact students.  All communications must be
professional.

 

5.	All trainees will be encouraged to switch their MySpace page to
a "friends-only" view (versus public).  This will help protect them in
the event that an employer looks them up on MySpace.

 

6.	All friend requests to the OBT MySpace page are vetted to ensure
that there is a genuine relationship with OBT.  This is done by sending
a message to friend prospects to confirm why they are interested in OBT.

 

To get staff not involved in the development process on board, we
developed and presented a PowerPoint presentation at our all-staff
meeting.  We explained that traditionally, OBT had two methods to get in
touch with our students: the phone and letters.  Now, we were expanding
to include email, MySpace and Instant Messenger.  We didn't mandate that
all staff use all the techniques.  Rather, our goal was to educate
staff, get some key staff on board, and then publicize among staff the
success stories.  We also designated three "MySpace Experts" to help get
staff uncomfortable or unfamiliar with the technologies set up and
adjusted.  Slowly, more and more staff have gotten on board -
particularly among our job developers and retention staff - as they
realize that these technologies make their lives much easier.  Staff
report using these technologies to inform our students about upcoming
interviews or contact them to see how they are doing on the job in
addition to our more "macro" goals listed above.

 

Outside of issues of privacy (addressed in the staff protocols) our
students were already essentially "bought-in" to the idea of MySpace.
We had students create and design OBT's MySpace page so that we could
more effectively "meet students where they are at." This helped to
improve student engagement and interest in the project.

 

Tomorrow, I will discuss how we used LinkedIn to meet a different set of
goals. I will also examine other social networking sites out there that
may be "hot" among the students you serve.

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

 

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From leslie.lpetty at gmail.com  Tue Feb 12 10:31:49 2008
From: leslie.lpetty at gmail.com (Leslie Petty)
Date: Tue, 12 Feb 2008 10:31:49 -0500
Subject: [Technology 1513] Re: Social Networking Part III: Getting
	StudentsandStaff on Board
In-Reply-To: <C09762BFBC5B27409A52C45E9C8D237D278BDA@obts-exch.OFBT>
References: <C09762BFBC5B27409A52C45E9C8D237D278BD2@obts-exch.OFBT>
	<6E8BC13A30982C44BCD32B38FB8F5AB86AEFCD@lac-exch.lacnyc.local>
	<C09762BFBC5B27409A52C45E9C8D237D278BDA@obts-exch.OFBT>
Message-ID: <66d7e2a90802120731n6eae82a5maff4744f8608d5ad@mail.gmail.com>

The discussion thus far has suggested some very innovative uses for MySpace
in adult education.  I have very little experience in social networking
sites, however, and wonder about privacy and safety in using these sites.  I
think the points already made about keeping personal and professional
personae separate and about how information is available to anyone is
important.  This article in this morning's New York Times about the
challenges faced by those who want to remove themselves from Facebook (
http://www.nytimes.com/2008/02/11/technology/11facebook.html?ex=1218344400&en=3509c270367a4099&ei=5087&WT.mc_id=TE-D-I-NYT-MOD-MOD-M032-ROS-0208-HDR&WT.mc_ev=click&mkt=TE-D-I-NYT-MOD-MOD-M032-ROS-0208-HDR
)
made me wonder if MySpace has similar problems and if so, if those might be
problematic for teachers and students?  Does anyone have any knowledge or
thoughts about this?

Leslie Petty

On Feb 12, 2008 10:02 AM, Emily May <emay at obtjobs.org> wrote:

>  On getting students and staff to stay within the protocols:
>
>
>
> Out of the starting gate we had a few issues with staff wanting to
> confront students about things listed on their MySpace pages.  This issue is
> particularly poignant for our agency.  We help these young folks get jobs,
> and our job developers don't want to ruin their contacts by sending over
> someone who isn't ready for the workplace.  Oftentimes MySpace pages can
> uncover drug or alcohol abuse and/or gang involvement.  As a staff we
> decided that it was hard to tell how real these claims are on a MySpace page
> because MySpace serves as an "alternate reality" for many youth.  We also
> decided that our experience with them in our program was a much better judge
> of their character than what we read on-line.
>
>
>
> On the student side of things, one of the reasons we knew that MySpace was
> so hot among our trainees was that they were always sneaking a peak during
> class!  That issue continues, but now we have a way to fight back.  Our
> secretary monitors our MySpace page from the front office. When a student is
> on MySpace, a little icon shows up on our friends list.  If that student is
> supposed to be in class, our secretary will contact the teacher and let them
> know that the student is on MySpace. Sneaky, I know, but practical!
>
>
>
> Emily
>
>
>
> ______________________________
>
> *Emily May*
>
> *Opportunities for a Better Tomorrow*
>
> 783 4th Avenue
>
> Brooklyn, NY 11232
>
> 718-369-0303
>
> emay at obtjobs.org
>
> www.obtjobs.org
>
>
>
> <emay at obtjobs.org>
>
>
>   ------------------------------
>
> *From:* technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] *On
> Behalf Of *Mariann Fedele
> *Sent:* Monday, February 11, 2008 4:08 PM
> *To:* The Technology and Literacy Discussion List
> *Subject:* [Technology 1501] Re: Social Networking Part III: Getting
> StudentsandStaff on Board
>
>
>
> Hi Emily,
>
> This is a great set of protocols. Have you had any difficulties in having
> staff and students meet and stay within the protocols?
>
> Do list subscribers have any concerns related to Myspace or other such
> sites that Emily can respond to?
>
> Regards,
>
> Mariann
>
>
>
> Mariann Fedele
>
> Director,
>
> NYC Regional Adult Education Network
>
> Literacy Assistance Center
>
> Moderator,
> NIFL Technology and Literacy Discussion List
> 32 Broadway 10th Floor
> New York, New York 10004
> 212-803-3325
> mariannf at lacnyc.org
> www.lacnyc.org
>   ------------------------------
>
> *From:* technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] *On
> Behalf Of *Emily May
> *Sent:* Monday, February 11, 2008 1:54 PM
> *To:* technology at nifl.gov
> *Subject:* [Technology 1498] Social Networking Part III: Getting Students
> andStaff on Board
>
>
>
> *Getting Students and Staff on Board.**  *We launched the plan mid-cycle
> and did a short survey examining how many of our youth had MySpace pages.
> 88% admitted that they did, but a number of them were hesitant to turn over
> their MySpace page information to us because of the content on the page.  If
> you go to our MySpace page you will notice by looking at the comments that
> not all the profile pictures are "appropriate." Among staff we had to agree
> to overlook this in order to meet the goals of the project. To balance this,
> we talk extensively in our classes about how employers are increasingly
> looking at MySpace pages prior to hiring.
>
> Staff gathered together and developed a list of protocols for how we were
> going to implement MySpace internally.  These protocols addressed a number
> of challenges that we saw from the starting gate, including: student
> privacy, professionalism, and defining appropriate communication.  Here is
> what we decided:
>
>    1. Staff will not use what is on trainee's MySpace pages against
>    them.  For example, if a student references drug or alcohol abuse on their
>    page, staff will not bring it up with the students. Remember, MySpace is an
>    "alternate reality" for many kids, and much of what is said online may not
>    be true. We need to make MySpace a safe space for our trainees so that we
>    can use this resource effectively to our advantage.
>
>
>
>    1. For trainees who are uncomfortable with the idea of giving staff
>    access to their MySpace page, encourage them to set up a separate
>    "professional" MySpace page.
>
>
>
>    1. Despite OBT's involvement with MySpace, trainees will still not
>    be allowed to access their MySpace page during class time unless a staff
>    member specifically directs them to the page as part of an activity.
>    Trainees who wish to look at their MySpace page will be able to use OBT's
>    computers at the end of the day.
>
>
>
>    1. Staff will be encouraged but not required to create a MySpace to
>    use with trainees. Staff wishing to be "friends" with OBT's MySpace page
>    must set up an OBT-specific MySpace page. You should not use your personal
>    MySpace page under any circumstances; even if your page is professional,
>    your friends' pages might not be. When creating your OBT MySpace page, you
>    must use your work email address and your headline should be "Job Title" at
>    Opportunities for a Better Tomorrow. The only allowable friends are:
>    trainees, alumni, or staff. All other friend requests should be denied.
>
>
>
>    1. Staff may use their OBT-specific MySpace page *or* the "OBT"
>    MySpace page to contact students.  All communications must be professional.
>
>
>
>    1. All trainees will be encouraged to switch their MySpace page to a
>    "friends-only" view (versus public).  This will help protect them in the
>    event that an employer looks them up on MySpace.
>
>
>
>    1. All friend requests to the OBT MySpace page are vetted to ensure
>    that there is a genuine relationship with OBT.  This is done by sending a
>    message to friend prospects to confirm why they are interested in OBT.
>
>
>
> To get staff not involved in the development process on board, we
> developed and presented a PowerPoint presentation at our all-staff meeting.
> We explained that traditionally, OBT had two methods to get in touch with
> our students: the phone and letters.  Now, we were expanding to include
> email, MySpace and Instant Messenger.  We didn't mandate that all staff use
> all the techniques.  Rather, our goal was to educate staff, get some key
> staff on board, and then publicize among staff the success stories.  We also
> designated three "MySpace Experts" to help get staff uncomfortable or
> unfamiliar with the technologies set up and adjusted.  Slowly, more and more
> staff have gotten on board ? particularly among our job developers and
> retention staff ? as they realize that these technologies make their lives
> much easier.  Staff report using these technologies to inform our students
> about upcoming interviews or contact them to see how they are doing on the
> job in addition to our more "macro" goals listed above.
>
>
>
> Outside of issues of privacy (addressed in the staff protocols) our
> students were already essentially "bought-in" to the idea of MySpace.  We
> had students create and design OBT's MySpace page so that we could more
> effectively "meet students where they are at." This helped to improve
> student engagement and interest in the project.
>
>
>
> Tomorrow, I will discuss how we used LinkedIn to meet a different set of
> goals. I will also examine other social networking sites out there that may
> be "hot" among the students you serve.
>
>
>
>
>
> ______________________________
>
> *Emily May*
>
> *Opportunities for a Better Tomorrow*
>
> 783 4th Avenue
>
> Brooklyn, NY 11232
>
> 718-369-0303
>
> emay at obtjobs.org
>
> www.obtjobs.org
>
>
>
> <emay at obtjobs.org>
>
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to lpetty at twmi.rr.com
>

-- 
Leslie Petty
Associate Director
Project IDEAL Support Center
University of Michigan
734-425-0748
-------------- next part --------------
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From emay at obtjobs.org  Tue Feb 12 10:50:25 2008
From: emay at obtjobs.org (Emily May)
Date: Tue, 12 Feb 2008 10:50:25 -0500
Subject: [Technology 1514] Re: Social Networking Part III:
	GettingStudentsandStaff on Board
In-Reply-To: <66d7e2a90802120731n6eae82a5maff4744f8608d5ad@mail.gmail.com>
References: <C09762BFBC5B27409A52C45E9C8D237D278BD2@obts-exch.OFBT><6E8BC13A30982C44BCD32B38FB8F5AB86AEFCD@lac-exch.lacnyc.local><C09762BFBC5B27409A52C45E9C8D237D278BDA@obts-exch.OFBT>
	<66d7e2a90802120731n6eae82a5maff4744f8608d5ad@mail.gmail.com>
Message-ID: <C09762BFBC5B27409A52C45E9C8D237D278BE5@obts-exch.OFBT>

Good find on the article.

 

I know a few people who have ended their MySpace accounts. Essentially
what happens is that you just "disappear," meaning that you disappear
from your friends "friends" lists, all your announcements and comments
disappear, etc.

 

The article says:

"Other social networking sites like MySpace
<http://topics.nytimes.com/top/news/business/companies/myspace_com/index
.html?inline=nyt-org>  and Friendster, as well as online dating sites
like eHarmony.com, may require departing users to confirm their wishes
several times - but in the end they offer a delete option."

 

On a personal note, I find my relationship with google (I use gmail,
blogger, google documents, google spreadsheets, picasa, and the list
goes on...) to be far more creepy than my relationship with MySpace.  

 

Has anyone heard anything else on this front?

 

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Leslie Petty
Sent: Tuesday, February 12, 2008 10:32 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1513] Re: Social Networking Part III:
GettingStudentsandStaff on Board

 

The discussion thus far has suggested some very innovative uses for
MySpace in adult education.  I have very little experience in social
networking sites, however, and wonder about privacy and safety in using
these sites.  I think the points already made about keeping personal and
professional personae separate and about how information is available to
anyone is important.  This article in this morning's New York Times
about the challenges faced by those who want to remove themselves from
Facebook
(http://www.nytimes.com/2008/02/11/technology/11facebook.html?ex=1218344
400&en=3509c270367a4099&ei=5087&WT.mc_id=TE-D-I-NYT-MOD-MOD-M032-ROS-020
8-HDR&WT.mc_ev=click&mkt=TE-D-I-NYT-MOD-MOD-M032-ROS-0208-HDR)
made me wonder if MySpace has similar problems and if so, if those might
be problematic for teachers and students?  Does anyone have any
knowledge or thoughts about this?

Leslie Petty

On Feb 12, 2008 10:02 AM, Emily May <emay at obtjobs.org> wrote:

On getting students and staff to stay within the protocols:

 

Out of the starting gate we had a few issues with staff wanting to
confront students about things listed on their MySpace pages.  This
issue is particularly poignant for our agency.  We help these young
folks get jobs, and our job developers don't want to ruin their contacts
by sending over someone who isn't ready for the workplace.  Oftentimes
MySpace pages can uncover drug or alcohol abuse and/or gang involvement.
As a staff we decided that it was hard to tell how real these claims are
on a MySpace page because MySpace serves as an "alternate reality" for
many youth.  We also decided that our experience with them in our
program was a much better judge of their character than what we read
on-line.

 

On the student side of things, one of the reasons we knew that MySpace
was so hot among our trainees was that they were always sneaking a peak
during class!  That issue continues, but now we have a way to fight
back.  Our secretary monitors our MySpace page from the front office.
When a student is on MySpace, a little icon shows up on our friends
list.  If that student is supposed to be in class, our secretary will
contact the teacher and let them know that the student is on MySpace.
Sneaky, I know, but practical!

 

Emily

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Mariann Fedele
Sent: Monday, February 11, 2008 4:08 PM

To: The Technology and Literacy Discussion List

Subject: [Technology 1501] Re: Social Networking Part III: Getting
StudentsandStaff on Board

 

Hi Emily,

This is a great set of protocols. Have you had any difficulties in
having staff and students meet and stay within the protocols?

Do list subscribers have any concerns related to Myspace or other such
sites that Emily can respond to?

Regards,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Emily May
Sent: Monday, February 11, 2008 1:54 PM
To: technology at nifl.gov
Subject: [Technology 1498] Social Networking Part III: Getting Students
andStaff on Board

 

Getting Students and Staff on Board.  We launched the plan mid-cycle and
did a short survey examining how many of our youth had MySpace pages.
88% admitted that they did, but a number of them were hesitant to turn
over their MySpace page information to us because of the content on the
page.  If you go to our MySpace page you will notice by looking at the
comments that not all the profile pictures are "appropriate." Among
staff we had to agree to overlook this in order to meet the goals of the
project. To balance this, we talk extensively in our classes about how
employers are increasingly looking at MySpace pages prior to hiring.  

Staff gathered together and developed a list of protocols for how we
were going to implement MySpace internally.  These protocols addressed a
number of challenges that we saw from the starting gate, including:
student privacy, professionalism, and defining appropriate
communication.  Here is what we decided:

1.	Staff will not use what is on trainee's MySpace pages against
them.  For example, if a student references drug or alcohol abuse on
their page, staff will not bring it up with the students. Remember,
MySpace is an "alternate reality" for many kids, and much of what is
said online may not be true. We need to make MySpace a safe space for
our trainees so that we can use this resource effectively to our
advantage.

 

2.	For trainees who are uncomfortable with the idea of giving staff
access to their MySpace page, encourage them to set up a separate
"professional" MySpace page.

 

3.	Despite OBT's involvement with MySpace, trainees will still not
be allowed to access their MySpace page during class time unless a staff
member specifically directs them to the page as part of an activity.
Trainees who wish to look at their MySpace page will be able to use
OBT's computers at the end of the day.

 

4.	Staff will be encouraged but not required to create a MySpace to
use with trainees. Staff wishing to be "friends" with OBT's MySpace page
must set up an OBT-specific MySpace page. You should not use your
personal MySpace page under any circumstances; even if your page is
professional, your friends' pages might not be. When creating your OBT
MySpace page, you must use your work email address and your headline
should be "Job Title" at Opportunities for a Better Tomorrow. The only
allowable friends are: trainees, alumni, or staff. All other friend
requests should be denied.

 

4.	Staff may use their OBT-specific MySpace page or the "OBT"
MySpace page to contact students.  All communications must be
professional.

 

5.	All trainees will be encouraged to switch their MySpace page to
a "friends-only" view (versus public).  This will help protect them in
the event that an employer looks them up on MySpace.

 

6.	All friend requests to the OBT MySpace page are vetted to ensure
that there is a genuine relationship with OBT.  This is done by sending
a message to friend prospects to confirm why they are interested in OBT.

 

To get staff not involved in the development process on board, we
developed and presented a PowerPoint presentation at our all-staff
meeting.  We explained that traditionally, OBT had two methods to get in
touch with our students: the phone and letters.  Now, we were expanding
to include email, MySpace and Instant Messenger.  We didn't mandate that
all staff use all the techniques.  Rather, our goal was to educate
staff, get some key staff on board, and then publicize among staff the
success stories.  We also designated three "MySpace Experts" to help get
staff uncomfortable or unfamiliar with the technologies set up and
adjusted.  Slowly, more and more staff have gotten on board -
particularly among our job developers and retention staff - as they
realize that these technologies make their lives much easier.  Staff
report using these technologies to inform our students about upcoming
interviews or contact them to see how they are doing on the job in
addition to our more "macro" goals listed above.

 

Outside of issues of privacy (addressed in the staff protocols) our
students were already essentially "bought-in" to the idea of MySpace.
We had students create and design OBT's MySpace page so that we could
more effectively "meet students where they are at." This helped to
improve student engagement and interest in the project.

 

Tomorrow, I will discuss how we used LinkedIn to meet a different set of
goals. I will also examine other social networking sites out there that
may be "hot" among the students you serve.

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

 

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to lpetty at twmi.rr.com

-- 
Leslie Petty
Associate Director
Project IDEAL Support Center
University of Michigan
734-425-0748 

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From emay at obtjobs.org  Tue Feb 12 10:56:22 2008
From: emay at obtjobs.org (Emily May)
Date: Tue, 12 Feb 2008 10:56:22 -0500
Subject: [Technology 1515]  Social Networking Part IV: LinkedIn
Message-ID: <C09762BFBC5B27409A52C45E9C8D237D278BE6@obts-exch.OFBT>

LinkedIn.  Compared to MySpace, which is about meeting students were
they are at, LinkedIn is about getting students where you want them to
go.  LinkedIn, despite appearance, is set up dramatically similarly to
MySpace.  The difference being instead of listing your favorite bands
you list your responsibilities at your last job.  

 

Here's some facts on LinkedIn:

 

*	The average number of LinkedIn connections for people who work
at Google is forty-seven; the average number for Harvard Business School
Grads in 58.
*	People with more than twenty connections are 34 times more
likely to be approached with a job opportunity than people with less
than five.
*	All 500 of the Fortune 500 are represented on LinkedIn. In fact
499 of them are represented by Director level or above employees.

 

Many of our young adults have an innate understanding of MySpace, but
think that professional networking seems "fake" or "not their style."  I
recently did a lesson on networking for a group of thirty young adults,
ages 17 - 24.  To be frank, the lesson bombed.  The students thought
that networking was totally beyond their scope.  When, they wondered,
were they ever going to just "bump into" people with job opportunities?
Sure, they agreed, their classmates might be able to help them out five
years from now, but what about now?

 

When I took the students into the computer lab to introduce LinkedIn and
to give them an opportunity to set up their personal pages, suddenly
everything clicked.  The student's experience with MySpace and other
social networking technologies made LinkedIn, and professional
networking more generally, make sense to them.

 

To check out how our students set up their LinkedIn pages, check out
Jeffrey's page:

http://www.linkedin.com/profile?viewProfile=&key=18757824&authToken=7AQ5
&authType=name&trk=ape_f000001a

In addition to setting up a great page, Jeffrey also recognized the
"recommendation" feature on the site and requested a recommendation from
me that you can click on and read.  Jeffrey is in our Opportunity
Knocks, Young Adult Internship Program, so I had them designate
themselves as "Interns" at OBT.  All the interns linked to all the other
interns, so at the end of the class they walked out "being "34 times
more likely to be approached with a job opportunity" than they were when
they walked through the door.  Last week, he got a great job at a bank.
He started Monday.

 

This lesson accomplished several goals.  First, it made students feel
that networking was within their reach.  Second, it gave students a
formal outlet that they can use to develop their network, and third,
they walked out the door with an already established network that, with
little work, could led them to career opportunities.  One hour in the
computer lab gave students tangible results that they could feel.

 

For those of you who aren't able to access MySpace at your school, I'm
curious to know if you are able to access LinkedIn.  Part V will look at
other social networking sites that may be useful to you that the school
officials haven't banned (yet).

 

 

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

 

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From barry.bakin at lausd.net  Tue Feb 12 11:45:03 2008
From: barry.bakin at lausd.net (Bakin, Barry)
Date: Tue, 12 Feb 2008 08:45:03 -0800
Subject: [Technology 1516] Re: Social Networking Part IV: LinkedIn
References: <C09762BFBC5B27409A52C45E9C8D237D278BE6@obts-exch.OFBT>
Message-ID: <3A1C7AD0D94A5548BD10739DF55BC6D8010B406B@MAILBE-LA07.lausd.net>

LinkedIn is available from our district as of yet (you never know when some previously accessible resource moves from the acceptable to the blocked list until it happens).  Jeffrey's case is a stunning success of course and it might actually lead to overly optimistic expectations by everyone else in the class, but can you clarify if the new job was directly a result of his LinkedIn page (the employer responded to his LinkedIn profile without being contacted by Jeffrey) or whether having a profile was just one aspect of the employer's decision to hire him (he applied to the bank separately and as part of the interview process the bank saw his profile?

Barry Bakin
Pacoima Skills Center
Division of Adult and Career Education

-----Original Message-----
From: technology-bounces at nifl.gov on behalf of Emily May
Sent: Tue 2/12/2008 7:56 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1515]  Social Networking Part IV: LinkedIn
 
LinkedIn.  Compared to MySpace, which is about meeting students were
they are at, LinkedIn is about getting students where you want them to
go.  LinkedIn, despite appearance, is set up dramatically similarly to
MySpace.  The difference being instead of listing your favorite bands
you list your responsibilities at your last job.  

 

Here's some facts on LinkedIn:

 

*	The average number of LinkedIn connections for people who work
at Google is forty-seven; the average number for Harvard Business School
Grads in 58.
*	People with more than twenty connections are 34 times more
likely to be approached with a job opportunity than people with less
than five.
*	All 500 of the Fortune 500 are represented on LinkedIn. In fact
499 of them are represented by Director level or above employees.

 

Many of our young adults have an innate understanding of MySpace, but
think that professional networking seems "fake" or "not their style."  I
recently did a lesson on networking for a group of thirty young adults,
ages 17 - 24.  To be frank, the lesson bombed.  The students thought
that networking was totally beyond their scope.  When, they wondered,
were they ever going to just "bump into" people with job opportunities?
Sure, they agreed, their classmates might be able to help them out five
years from now, but what about now?

 

When I took the students into the computer lab to introduce LinkedIn and
to give them an opportunity to set up their personal pages, suddenly
everything clicked.  The student's experience with MySpace and other
social networking technologies made LinkedIn, and professional
networking more generally, make sense to them.

 

To check out how our students set up their LinkedIn pages, check out
Jeffrey's page:

http://www.linkedin.com/profile?viewProfile=&key=18757824&authToken=7AQ5
&authType=name&trk=ape_f000001a

In addition to setting up a great page, Jeffrey also recognized the
"recommendation" feature on the site and requested a recommendation from
me that you can click on and read.  Jeffrey is in our Opportunity
Knocks, Young Adult Internship Program, so I had them designate
themselves as "Interns" at OBT.  All the interns linked to all the other
interns, so at the end of the class they walked out "being "34 times
more likely to be approached with a job opportunity" than they were when
they walked through the door.  Last week, he got a great job at a bank.
He started Monday.

 

This lesson accomplished several goals.  First, it made students feel
that networking was within their reach.  Second, it gave students a
formal outlet that they can use to develop their network, and third,
they walked out the door with an already established network that, with
little work, could led them to career opportunities.  One hour in the
computer lab gave students tangible results that they could feel.

 

For those of you who aren't able to access MySpace at your school, I'm
curious to know if you are able to access LinkedIn.  Part V will look at
other social networking sites that may be useful to you that the school
officials haven't banned (yet).

 

 

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

 

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From matt at neable.org  Tue Feb 12 12:39:30 2008
From: matt at neable.org (Matt Gambrill)
Date: Tue, 12 Feb 2008 12:39:30 -0500
Subject: [Technology 1517] Re: Social Networking Part
	III:GettingStudentsandStaff on Board
In-Reply-To: <C09762BFBC5B27409A52C45E9C8D237D278BE5@obts-exch.OFBT>
Message-ID: <069901c86d9e$38e548f0$6432a8c0@Technology>

Google makes money by identfying users' tracks so they can target
advertising to them.  Most of what you do on google is used for that
purpose, even my gmail sells me stuff with its banner scrolling
headlines.  It is creepy to think about, but that is probably paranoia
(don't watch the Matrix and Terminator back to back so often).  Unless
you really enjoy reading User Agreements, you will probably not notice
that much of your information is used for purposes you would not have
anticipated.  That is the realm of cyberspace and product development.
Sometimes, this may be how the tech company makes its money and helps
gather feedback on how their product is functioning.  You also have to
consider these things are services, often provided to the user for free
and the creators want to make money somehow (we don't work for free, at
least many of us).  
 
Maybe you can avoid some of this stuff by taking more control over your
systems.  Instead of using facebook, try using Ning thats lets you
create your own social network and have more control aover who and what,
etc.  I'm not sure about the details, but I think this might help clear
some things up.
 
matt
Northeast ABLE Resource Center
www.neable.org 
 
 -----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Emily May
Sent: Tuesday, February 12, 2008 10:50 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1514] Re: Social Networking Part
III:GettingStudentsandStaff on Board

Good find on the article.

 

I know a few people who have ended their MySpace accounts. Essentially
what happens is that you just "disappear," meaning that you disappear
from your friends "friends" lists, all your announcements and comments
disappear, etc.

 

The article says:

"Other social networking sites like
<http://topics.nytimes.com/top/news/business/companies/myspace_com/index
.html?inline=nyt-org> MySpace and Friendster, as well as online dating
sites like eHarmony.com, may require departing users to confirm their
wishes several times - but in the end they offer a delete option."

 

On a personal note, I find my relationship with google (I use gmail,
blogger, google documents, google spreadsheets, picasa, and the list
goes on.) to be far more creepy than my relationship with MySpace.  

 

Has anyone heard anything else on this front?

 

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

 <mailto:emay at obtjobs.org> 

  

  _____  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Leslie Petty
Sent: Tuesday, February 12, 2008 10:32 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1513] Re: Social Networking Part III:
GettingStudentsandStaff on Board

 

The discussion thus far has suggested some very innovative uses for
MySpace in adult education.  I have very little experience in social
networking sites, however, and wonder about privacy and safety in using
these sites.  I think the points already made about keeping personal and
professional personae separate and about how information is available to
anyone is important.  This article in this morning's New York Times
about the challenges faced by those who want to remove themselves from
Facebook
(http://www.nytimes.com/2008/02/11/technology/11facebook.html?ex=1218344
400
<http://www.nytimes.com/2008/02/11/technology/11facebook.html?ex=1218344
400&en=3509c270367a4099&ei=5087&WT.mc_id=TE-D-I-NYT-MOD-MOD-M032-ROS-020
8-HDR&WT.mc_ev=click&mkt=TE-D-I-NYT-MOD-MOD-M032-ROS-0208-HDR>
&en=3509c270367a4099&ei=5087&WT.mc_id=TE-D-I-NYT-MOD-MOD-M032-ROS-0208-H
DR&WT.mc_ev=click&mkt=TE-D-I-NYT-MOD-MOD-M032-ROS-0208-HDR)
made me wonder if MySpace has similar problems and if so, if those might
be problematic for teachers and students?  Does anyone have any
knowledge or thoughts about this?

Leslie Petty

On Feb 12, 2008 10:02 AM, Emily May <emay at obtjobs.org> wrote:

On getting students and staff to stay within the protocols:

 

Out of the starting gate we had a few issues with staff wanting to
confront students about things listed on their MySpace pages.  This
issue is particularly poignant for our agency.  We help these young
folks get jobs, and our job developers don't want to ruin their contacts
by sending over someone who isn't ready for the workplace.  Oftentimes
MySpace pages can uncover drug or alcohol abuse and/or gang involvement.
As a staff we decided that it was hard to tell how real these claims are
on a MySpace page because MySpace serves as an "alternate reality" for
many youth.  We also decided that our experience with them in our
program was a much better judge of their character than what we read
on-line.

 

On the student side of things, one of the reasons we knew that MySpace
was so hot among our trainees was that they were always sneaking a peak
during class!  That issue continues, but now we have a way to fight
back.  Our secretary monitors our MySpace page from the front office.
When a student is on MySpace, a little icon shows up on our friends
list.  If that student is supposed to be in class, our secretary will
contact the teacher and let them know that the student is on MySpace.
Sneaky, I know, but practical!

 

Emily

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

 <mailto:emay at obtjobs.org> 

  

  _____  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Mariann Fedele
Sent: Monday, February 11, 2008 4:08 PM

To: The Technology and Literacy Discussion List

Subject: [Technology 1501] Re: Social Networking Part III: Getting
StudentsandStaff on Board

 

Hi Emily,

This is a great set of protocols. Have you had any difficulties in
having staff and students meet and stay within the protocols?

Do list subscribers have any concerns related to Myspace or other such
sites that Emily can respond to?

Regards,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

  _____  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Emily May
Sent: Monday, February 11, 2008 1:54 PM
To: technology at nifl.gov
Subject: [Technology 1498] Social Networking Part III: Getting Students
andStaff on Board

 

Getting Students and Staff on Board.  We launched the plan mid-cycle and
did a short survey examining how many of our youth had MySpace pages.
88% admitted that they did, but a number of them were hesitant to turn
over their MySpace page information to us because of the content on the
page.  If you go to our MySpace page you will notice by looking at the
comments that not all the profile pictures are "appropriate." Among
staff we had to agree to overlook this in order to meet the goals of the
project. To balance this, we talk extensively in our classes about how
employers are increasingly looking at MySpace pages prior to hiring.  

Staff gathered together and developed a list of protocols for how we
were going to implement MySpace internally.  These protocols addressed a
number of challenges that we saw from the starting gate, including:
student privacy, professionalism, and defining appropriate
communication.  Here is what we decided:

1.	Staff will not use what is on trainee's MySpace pages against
them.  For example, if a student references drug or alcohol abuse on
their page, staff will not bring it up with the students. Remember,
MySpace is an "alternate reality" for many kids, and much of what is
said online may not be true. We need to make MySpace a safe space for
our trainees so that we can use this resource effectively to our
advantage. 

 

2.	For trainees who are uncomfortable with the idea of giving staff
access to their MySpace page, encourage them to set up a separate
"professional" MySpace page. 

 

3.	Despite OBT's involvement with MySpace, trainees will still not
be allowed to access their MySpace page during class time unless a staff
member specifically directs them to the page as part of an activity.
Trainees who wish to look at their MySpace page will be able to use
OBT's computers at the end of the day. 

 

4.	Staff will be encouraged but not required to create a MySpace to
use with trainees. Staff wishing to be "friends" with OBT's MySpace page
must set up an OBT-specific MySpace page. You should not use your
personal MySpace page under any circumstances; even if your page is
professional, your friends' pages might not be. When creating your OBT
MySpace page, you must use your work email address and your headline
should be "Job Title" at Opportunities for a Better Tomorrow. The only
allowable friends are: trainees, alumni, or staff. All other friend
requests should be denied. 

 

4.	Staff may use their OBT-specific MySpace page or the "OBT"
MySpace page to contact students.  All communications must be
professional. 

 

5.	All trainees will be encouraged to switch their MySpace page to
a "friends-only" view (versus public).  This will help protect them in
the event that an employer looks them up on MySpace. 

 

6.	All friend requests to the OBT MySpace page are vetted to ensure
that there is a genuine relationship with OBT.  This is done by sending
a message to friend prospects to confirm why they are interested in OBT.

 

To get staff not involved in the development process on board, we
developed and presented a PowerPoint presentation at our all-staff
meeting.  We explained that traditionally, OBT had two methods to get in
touch with our students: the phone and letters.  Now, we were expanding
to include email, MySpace and Instant Messenger.  We didn't mandate that
all staff use all the techniques.  Rather, our goal was to educate
staff, get some key staff on board, and then publicize among staff the
success stories.  We also designated three "MySpace Experts" to help get
staff uncomfortable or unfamiliar with the technologies set up and
adjusted.  Slowly, more and more staff have gotten on board -
particularly among our job developers and retention staff - as they
realize that these technologies make their lives much easier.  Staff
report using these technologies to inform our students about upcoming
interviews or contact them to see how they are doing on the job in
addition to our more "macro" goals listed above.

 

Outside of issues of privacy (addressed in the staff protocols) our
students were already essentially "bought-in" to the idea of MySpace.
We had students create and design OBT's MySpace page so that we could
more effectively "meet students where they are at." This helped to
improve student engagement and interest in the project.

 

Tomorrow, I will discuss how we used LinkedIn to meet a different set of
goals. I will also examine other social networking sites out there that
may be "hot" among the students you serve.

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

 <mailto:emay at obtjobs.org> 

  

 

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to lpetty at twmi.rr.com

-- 
Leslie Petty
Associate Director
Project IDEAL Support Center
University of Michigan
734-425-0748 

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From emay at obtjobs.org  Tue Feb 12 12:20:21 2008
From: emay at obtjobs.org (Emily May)
Date: Tue, 12 Feb 2008 12:20:21 -0500
Subject: [Technology 1518] Re: Social Networking Part IV: LinkedIn
In-Reply-To: <3A1C7AD0D94A5548BD10739DF55BC6D8010B406B@MAILBE-LA07.lausd.net>
References: <C09762BFBC5B27409A52C45E9C8D237D278BE6@obts-exch.OFBT>
	<3A1C7AD0D94A5548BD10739DF55BC6D8010B406B@MAILBE-LA07.lausd.net>
Message-ID: <C09762BFBC5B27409A52C45E9C8D237D278BED@obts-exch.OFBT>

To clarify, yes, I believe Jeffrey's LinkedIn profile was just one small
aspect. Interviews, cover letters, experience, and education will
probably always trump any form of social networking technology.  What
will be more interesting if Jeffrey's case will be if he and his fellow
interns continue to stay in touch through LinkedIn over the years, and
if they are able to help each other get new jobs as they climb the
career ladder.  Granted, they knew each other as people first.  But
without social networking technologies, they may never have stayed in
touch.  

 

LinkedIn sends you updates about job postings and alerts you when your
"contacts" get new jobs, which can help to jog your memory about folks
who you may have otherwise forgotten or lost touch with.  LinkedIn, like
all social networking technologies, solidifies social networks that you
already have.  Jeffrey's employer may have used LinkedIn as a tool to do
background research on Jeffrey, but at the end of the day Jeffrey
wouldn't have gotten the job if he wasn't already a great candidate.
LinkedIn was just another tool in Jeffrey's tool belt to help him score
that great first job.

 

Emily

 

 

 

 

 

 

______________________________

 

Emily May

 

Opportunities for a Better Tomorrow

 

783 4th Avenue

 

Brooklyn, NY 11232

 

718-369-0303

 

emay at obtjobs.org

 

www.obtjobs.org

 

 

 

 

 

  

 

 

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Bakin, Barry
Sent: Tuesday, February 12, 2008 11:45 AM
To: The Technology and Literacy Discussion List
Subject: RE: [Technology 1515] Social Networking Part IV: LinkedIn

 

LinkedIn is available from our district as of yet (you never know when
some previously accessible resource moves from the acceptable to the
blocked list until it happens).  Jeffrey's case is a stunning success of
course and it might actually lead to overly optimistic expectations by
everyone else in the class, but can you clarify if the new job was
directly a result of his LinkedIn page (the employer responded to his
LinkedIn profile without being contacted by Jeffrey) or whether having a
profile was just one aspect of the employer's decision to hire him (he
applied to the bank separately and as part of the interview process the
bank saw his profile?

 

Barry Bakin

Pacoima Skills Center

Division of Adult and Career Education

 

 

-----Original Message-----

From: technology-bounces at nifl.gov on behalf of Emily May

Sent: Tue 2/12/2008 7:56 AM

To: The Technology and Literacy Discussion List

Subject: [Technology 1515]  Social Networking Part IV: LinkedIn

 

LinkedIn.  Compared to MySpace, which is about meeting students were

they are at, LinkedIn is about getting students where you want them to

go.  LinkedIn, despite appearance, is set up dramatically similarly to

MySpace.  The difference being instead of listing your favorite bands

you list your responsibilities at your last job.  

 

 

 

Here's some facts on LinkedIn:

 

 

 

*     The average number of LinkedIn connections for people who work

at Google is forty-seven; the average number for Harvard Business School

Grads in 58.

*     People with more than twenty connections are 34 times more

likely to be approached with a job opportunity than people with less

than five.

*     All 500 of the Fortune 500 are represented on LinkedIn. In fact

499 of them are represented by Director level or above employees.

 

 

 

Many of our young adults have an innate understanding of MySpace, but

think that professional networking seems "fake" or "not their style."  I

recently did a lesson on networking for a group of thirty young adults,

ages 17 - 24.  To be frank, the lesson bombed.  The students thought

that networking was totally beyond their scope.  When, they wondered,

were they ever going to just "bump into" people with job opportunities?

Sure, they agreed, their classmates might be able to help them out five

years from now, but what about now?

 

 

 

When I took the students into the computer lab to introduce LinkedIn and

to give them an opportunity to set up their personal pages, suddenly

everything clicked.  The student's experience with MySpace and other

social networking technologies made LinkedIn, and professional

networking more generally, make sense to them.

 

 

 

To check out how our students set up their LinkedIn pages, check out

Jeffrey's page:

 

http://www.linkedin.com/profile?viewProfile=&key=18757824&authToken=7AQ5

&authType=name&trk=ape_f000001a

 

In addition to setting up a great page, Jeffrey also recognized the

"recommendation" feature on the site and requested a recommendation from

me that you can click on and read.  Jeffrey is in our Opportunity

Knocks, Young Adult Internship Program, so I had them designate

themselves as "Interns" at OBT.  All the interns linked to all the other

interns, so at the end of the class they walked out "being "34 times

more likely to be approached with a job opportunity" than they were when

they walked through the door.  Last week, he got a great job at a bank.

He started Monday.

 

 

 

This lesson accomplished several goals.  First, it made students feel

that networking was within their reach.  Second, it gave students a

formal outlet that they can use to develop their network, and third,

they walked out the door with an already established network that, with

little work, could led them to career opportunities.  One hour in the

computer lab gave students tangible results that they could feel.

 

 

 

For those of you who aren't able to access MySpace at your school, I'm

curious to know if you are able to access LinkedIn.  Part V will look at

other social networking sites that may be useful to you that the school

officials haven't banned (yet).

 

 

 

 

 

 

 

 

 

______________________________

 

Emily May

 

Opportunities for a Better Tomorrow

 

783 4th Avenue

 

Brooklyn, NY 11232

 

718-369-0303

 

emay at obtjobs.org

 

www.obtjobs.org

 

 

 

<mailto:emay at obtjobs.org> 

 

  

 

 

 

 

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From emay at obtjobs.org  Tue Feb 12 13:08:12 2008
From: emay at obtjobs.org (Emily May)
Date: Tue, 12 Feb 2008 13:08:12 -0500
Subject: [Technology 1519] Social Networking Part V: What about other kinds
	of Social Networking Sites?
Message-ID: <C09762BFBC5B27409A52C45E9C8D237D278BEE@obts-exch.OFBT>

What about other kinds of social networking sites? With new social
networking sites popping up everyday, it can be hard to know which ones
to use.  For the US overall, here are the statistics in terms of
popularity:

 

For more, click here
<http://www.emarketer.com/Article.aspx?id=1005844&src=article1_newsltr>
. 

 

Facebook has its origins on college campuses, and although a growing
number of non-college folks on getting on board now, Facebook still
doesn't have the same level of popularity among our target population.
Recent research demonstrates "The goodie two shoes, jocks, athletes, or
other "good" kids are now going to Facebook. These kids tend to come
from families who emphasize education and going to college. They are
part of what we'd call hegemonic society. They are primarily white, but
not exclusively. They are in honors classes, looking forward to the
prom, and live in a world dictated by after school activities. MySpace
is still home for Latino/Hispanic teens, immigrant teens, "burnouts,"
"alternative kids," "art fags," punks, emos, goths, gangstas, queer
kids, and other kids who didn't play into the dominant high school
popularity paradigm. These are kids whose parents didn't go to college,
who are expected to get a job when they finish high school. Teens who
are really into music or in a band are on MySpace. MySpace has most of
the kids who are socially ostracized at school because they are geeks,
freaks, or queers."  Here's an article on the popular blog
boingboing.net that speaks to this more deeply: 
http://www.boingboing.net/2007/06/24/myspace_facebook_mir.html . 

 

Another article called "Whose Space? Differences Among Users and
Non-Users of Social Network Sites": 
http://jcmc.indiana.edu/vol13/issue1/hargittai.html also suggests that
Facebook and MySpace usage are divided by race/ethnicity and parent
education (two common measures of "class" in the U.S.). The author's
findings are based on a survey of 1060 first year students at the
diverse University of Illinois-Chicago campus during February and March
of 2007.

 

Antidotal evidence from the students that we serve indicates that these
race/ethnicity boundaries may be shifting.  The use of Facebook,
although still relatively small, is on the rise among our target
population.  Facebook offers a range of different features that are
attracting youth, including games and the ability to search people by
high school.  OBT is currently looking into the possibility of starting
a Facebook page in anticipation of Facebook newcomers.

 

There are also a range of social networking sites that are
content-centric (such as LinkedIn, discussed in the previous email).
One of the most notable ones for ESOL learners is MIXXER: 
http://www.language-exchanges.org/  Students learning another language
can join a community in that language, where they will be exposed to
conversational and colloquial reading and writing, learn about daily
life, and establish friendships with native speakers. The MIXXER is a
site devoted to helping language students find conversational partners
and connecting them using voice-over-IP software (i.e. Skype).
Additional sites content-specific sites that are on the rise can be
found here: 
http://chimprawk.blogspot.com/2006/06/social-networking-five-sites-you-n
eed.html.  Many of these have a broad international base and your ESOL
students could be familiar with them. Also, Mashable.com
<http://www.mashable.com/>  provides day to day updates in trends in the
social networking sphere.  There is a lot of room to be creative in the
kind of social networking tools you implement into your program. At the
end of the day, what you choose will be depend of what your goals are
for your specific program.

 

I encourage anyone who has experimented with different social networking
sites to tell their story!  We are really only at the tip of the iceberg
for what social networking can mean for adult literacy.

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

 

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From vtrott at ntl.sympatico.ca  Tue Feb 12 13:15:57 2008
From: vtrott at ntl.sympatico.ca (Vicki Trottier)
Date: Tue, 12 Feb 2008 13:15:57 -0500
Subject: [Technology 1520] Re: Social Networking Part V: What about other
	kindsof Social Networking Sites?
In-Reply-To: <C09762BFBC5B27409A52C45E9C8D237D278BEE@obts-exch.OFBT>
References: <C09762BFBC5B27409A52C45E9C8D237D278BEE@obts-exch.OFBT>
Message-ID: <018201c86da3$518533c0$db5065d0@Vicki>

In Canada, Facebook is hugely popular. I don't have the statistics handy,
but from what I have read recently, Canadians as a group are the largest
Facebook users. Anecdotally, I know very few people who still use MySpace;
most have switched to Facebook, and others who would never consider using
MySpace have joined Facebook.
 
Vicki Trottier
Writer/Researcher
Getting Online
www.nald.ca/gettingonline

 

 <mailto:emay at obtjobs.org> 

  

 

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From MariannF at lacnyc.org  Tue Feb 12 13:19:22 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Tue, 12 Feb 2008 13:19:22 -0500
Subject: [Technology 1521] Re: Social Networking
	PartIII:GettingStudentsandStaff on Board
In-Reply-To: <069901c86d9e$38e548f0$6432a8c0@Technology>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86AF063@lac-exch.lacnyc.local>

Hi Matt,

Can you tell the list a bit more about Ning? Is it open source? Have you
given it a try before, if so what are your thoughts and recommendations
to the group?

Best,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Matt Gambrill
Sent: Tuesday, February 12, 2008 12:40 PM
To: 'The Technology and Literacy Discussion List'
Subject: [Technology 1517] Re: Social Networking
PartIII:GettingStudentsandStaff on Board

 

 

Google makes money by identfying users' tracks so they can target
advertising to them.  Most of what you do on google is used for that
purpose, even my gmail sells me stuff with its banner scrolling
headlines.  It is creepy to think about, but that is probably paranoia
(don't watch the Matrix and Terminator back to back so often).  Unless
you really enjoy reading User Agreements, you will probably not notice
that much of your information is used for purposes you would not have
anticipated.  That is the realm of cyberspace and product development.
Sometimes, this may be how the tech company makes its money and helps
gather feedback on how their product is functioning.  You also have to
consider these things are services, often provided to the user for free
and the creators want to make money somehow (we don't work for free, at
least many of us).  

 

Maybe you can avoid some of this stuff by taking more control over your
systems.  Instead of using facebook, try using Ning thats lets you
create your own social network and have more control aover who and what,
etc.  I'm not sure about the details, but I think this might help clear
some things up.

 

matt

Northeast ABLE Resource Center

www.neable.org 

 

 -----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Emily May
Sent: Tuesday, February 12, 2008 10:50 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1514] Re: Social Networking Part
III:GettingStudentsandStaff on Board

	Good find on the article.

	 

	I know a few people who have ended their MySpace accounts.
Essentially what happens is that you just "disappear," meaning that you
disappear from your friends "friends" lists, all your announcements and
comments disappear, etc.

	 

	The article says:

	"Other social networking sites like MySpace
<http://topics.nytimes.com/top/news/business/companies/myspace_com/index
.html?inline=nyt-org>  and Friendster, as well as online dating sites
like eHarmony.com, may require departing users to confirm their wishes
several times - but in the end they offer a delete option."

	 

	On a personal note, I find my relationship with google (I use
gmail, blogger, google documents, google spreadsheets, picasa, and the
list goes on...) to be far more creepy than my relationship with
MySpace.  

	 

	Has anyone heard anything else on this front?

	 

	 

	 

	______________________________

	Emily May

	Opportunities for a Better Tomorrow

	783 4th Avenue

	Brooklyn, NY 11232

	718-369-0303

	emay at obtjobs.org

	www.obtjobs.org

	 

	<mailto:emay at obtjobs.org> 

	  

	
________________________________

	From: technology-bounces at nifl.gov
[mailto:technology-bounces at nifl.gov] On Behalf Of Leslie Petty
	Sent: Tuesday, February 12, 2008 10:32 AM
	To: The Technology and Literacy Discussion List
	Subject: [Technology 1513] Re: Social Networking Part III:
GettingStudentsandStaff on Board

	 

	The discussion thus far has suggested some very innovative uses
for MySpace in adult education.  I have very little experience in social
networking sites, however, and wonder about privacy and safety in using
these sites.  I think the points already made about keeping personal and
professional personae separate and about how information is available to
anyone is important.  This article in this morning's New York Times
about the challenges faced by those who want to remove themselves from
Facebook
(http://www.nytimes.com/2008/02/11/technology/11facebook.html?ex=1218344
400&en=3509c270367a4099&ei=5087&WT.mc_id=TE-D-I-NYT-MOD-MOD-M032-ROS-020
8-HDR&WT.mc_ev=click&mkt=TE-D-I-NYT-MOD-MOD-M032-ROS-0208-HDR)
	made me wonder if MySpace has similar problems and if so, if
those might be problematic for teachers and students?  Does anyone have
any knowledge or thoughts about this?
	
	Leslie Petty

	On Feb 12, 2008 10:02 AM, Emily May <emay at obtjobs.org> wrote:

	On getting students and staff to stay within the protocols:

	 

	Out of the starting gate we had a few issues with staff wanting
to confront students about things listed on their MySpace pages.  This
issue is particularly poignant for our agency.  We help these young
folks get jobs, and our job developers don't want to ruin their contacts
by sending over someone who isn't ready for the workplace.  Oftentimes
MySpace pages can uncover drug or alcohol abuse and/or gang involvement.
As a staff we decided that it was hard to tell how real these claims are
on a MySpace page because MySpace serves as an "alternate reality" for
many youth.  We also decided that our experience with them in our
program was a much better judge of their character than what we read
on-line.

	 

	On the student side of things, one of the reasons we knew that
MySpace was so hot among our trainees was that they were always sneaking
a peak during class!  That issue continues, but now we have a way to
fight back.  Our secretary monitors our MySpace page from the front
office. When a student is on MySpace, a little icon shows up on our
friends list.  If that student is supposed to be in class, our secretary
will contact the teacher and let them know that the student is on
MySpace. Sneaky, I know, but practical!

	 

	Emily

	 

	______________________________

	Emily May

	Opportunities for a Better Tomorrow

	783 4th Avenue

	Brooklyn, NY 11232

	718-369-0303

	emay at obtjobs.org

	www.obtjobs.org

	 

	<mailto:emay at obtjobs.org> 

	  

	
________________________________

	From: technology-bounces at nifl.gov
[mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele
	Sent: Monday, February 11, 2008 4:08 PM

	
	To: The Technology and Literacy Discussion List

	Subject: [Technology 1501] Re: Social Networking Part III:
Getting StudentsandStaff on Board

	 

	Hi Emily,

	This is a great set of protocols. Have you had any difficulties
in having staff and students meet and stay within the protocols?

	Do list subscribers have any concerns related to Myspace or
other such sites that Emily can respond to?

	Regards,

	Mariann

	 

	Mariann Fedele

	Director,

	NYC Regional Adult Education Network

	Literacy Assistance Center

	Moderator,
	NIFL Technology and Literacy Discussion List
	32 Broadway 10th Floor
	New York, New York 10004
	212-803-3325
	mariannf at lacnyc.org
	www.lacnyc.org

	
________________________________

	From: technology-bounces at nifl.gov
[mailto:technology-bounces at nifl.gov] On Behalf Of Emily May
	Sent: Monday, February 11, 2008 1:54 PM
	To: technology at nifl.gov
	Subject: [Technology 1498] Social Networking Part III: Getting
Students andStaff on Board

	 

	Getting Students and Staff on Board.  We launched the plan
mid-cycle and did a short survey examining how many of our youth had
MySpace pages. 88% admitted that they did, but a number of them were
hesitant to turn over their MySpace page information to us because of
the content on the page.  If you go to our MySpace page you will notice
by looking at the comments that not all the profile pictures are
"appropriate." Among staff we had to agree to overlook this in order to
meet the goals of the project. To balance this, we talk extensively in
our classes about how employers are increasingly looking at MySpace
pages prior to hiring.  

	Staff gathered together and developed a list of protocols for
how we were going to implement MySpace internally.  These protocols
addressed a number of challenges that we saw from the starting gate,
including: student privacy, professionalism, and defining appropriate
communication.  Here is what we decided:

	1.	Staff will not use what is on trainee's MySpace pages
against them.  For example, if a student references drug or alcohol
abuse on their page, staff will not bring it up with the students.
Remember, MySpace is an "alternate reality" for many kids, and much of
what is said online may not be true. We need to make MySpace a safe
space for our trainees so that we can use this resource effectively to
our advantage. 

	 

	2.	For trainees who are uncomfortable with the idea of
giving staff access to their MySpace page, encourage them to set up a
separate "professional" MySpace page. 

	 

	3.	Despite OBT's involvement with MySpace, trainees will
still not be allowed to access their MySpace page during class time
unless a staff member specifically directs them to the page as part of
an activity. Trainees who wish to look at their MySpace page will be
able to use OBT's computers at the end of the day. 

	 

	4.	Staff will be encouraged but not required to create a
MySpace to use with trainees. Staff wishing to be "friends" with OBT's
MySpace page must set up an OBT-specific MySpace page. You should not
use your personal MySpace page under any circumstances; even if your
page is professional, your friends' pages might not be. When creating
your OBT MySpace page, you must use your work email address and your
headline should be "Job Title" at Opportunities for a Better Tomorrow.
The only allowable friends are: trainees, alumni, or staff. All other
friend requests should be denied. 

	 

	4.	Staff may use their OBT-specific MySpace page or the
"OBT" MySpace page to contact students.  All communications must be
professional. 

	 

	5.	All trainees will be encouraged to switch their MySpace
page to a "friends-only" view (versus public).  This will help protect
them in the event that an employer looks them up on MySpace. 

	 

	6.	All friend requests to the OBT MySpace page are vetted
to ensure that there is a genuine relationship with OBT.  This is done
by sending a message to friend prospects to confirm why they are
interested in OBT. 

	 

	To get staff not involved in the development process on board,
we developed and presented a PowerPoint presentation at our all-staff
meeting.  We explained that traditionally, OBT had two methods to get in
touch with our students: the phone and letters.  Now, we were expanding
to include email, MySpace and Instant Messenger.  We didn't mandate that
all staff use all the techniques.  Rather, our goal was to educate
staff, get some key staff on board, and then publicize among staff the
success stories.  We also designated three "MySpace Experts" to help get
staff uncomfortable or unfamiliar with the technologies set up and
adjusted.  Slowly, more and more staff have gotten on board -
particularly among our job developers and retention staff - as they
realize that these technologies make their lives much easier.  Staff
report using these technologies to inform our students about upcoming
interviews or contact them to see how they are doing on the job in
addition to our more "macro" goals listed above.

	 

	Outside of issues of privacy (addressed in the staff protocols)
our students were already essentially "bought-in" to the idea of
MySpace.  We had students create and design OBT's MySpace page so that
we could more effectively "meet students where they are at." This helped
to improve student engagement and interest in the project.

	 

	Tomorrow, I will discuss how we used LinkedIn to meet a
different set of goals. I will also examine other social networking
sites out there that may be "hot" among the students you serve.

	 

	 

	______________________________

	Emily May

	Opportunities for a Better Tomorrow

	783 4th Avenue

	Brooklyn, NY 11232

	718-369-0303

	emay at obtjobs.org

	www.obtjobs.org

	 

	<mailto:emay at obtjobs.org> 

	  

	 

	
	----------------------------------------------------
	National Institute for Literacy
	Technology and Literacy mailing list
	Technology at nifl.gov
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/technology
	Email delivered to lpetty at twmi.rr.com

	
	
	
	-- 
	Leslie Petty
	Associate Director
	Project IDEAL Support Center
	University of Michigan
	734-425-0748 

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From MariannF at lacnyc.org  Tue Feb 12 13:21:12 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Tue, 12 Feb 2008 13:21:12 -0500
Subject: [Technology 1522] Re: Social Networking Part V: What about
	otherkindsof Social Networking Sites?
In-Reply-To: <018201c86da3$518533c0$db5065d0@Vicki>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86AF064@lac-exch.lacnyc.local>

Hi Vicki,

 

What do you think accounts for the appeal of Facebook over Myspace, and
do you thin it would be a good fit for an education setting/learning
community?

Best,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Vicki Trottier
Sent: Tuesday, February 12, 2008 1:16 PM
To: 'The Technology and Literacy Discussion List'
Subject: [Technology 1520] Re: Social Networking Part V: What about
otherkindsof Social Networking Sites?

 

In Canada, Facebook is hugely popular. I don't have the statistics
handy, but from what I have read recently, Canadians as a group are the
largest Facebook users. Anecdotally, I know very few people who still
use MySpace; most have switched to Facebook, and others who would never
consider using MySpace have joined Facebook.

 

Vicki Trottier

Writer/Researcher

Getting Online

www.nald.ca/gettingonline

 

 

<mailto:emay at obtjobs.org> 

  

 

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From vtrott at ntl.sympatico.ca  Tue Feb 12 13:50:09 2008
From: vtrott at ntl.sympatico.ca (Vicki Trottier)
Date: Tue, 12 Feb 2008 13:50:09 -0500
Subject: [Technology 1523] Re: Social Networking Part V: What about
	otherkindsof Social Networking Sites?
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB86AF064@lac-exch.lacnyc.local>
References: <018201c86da3$518533c0$db5065d0@Vicki>
	<6E8BC13A30982C44BCD32B38FB8F5AB86AF064@lac-exch.lacnyc.local>
Message-ID: <01a301c86da8$17d7efa0$db5065d0@Vicki>

Good questions!

 

I think Facebook is appealing to an older audience (like me!) who are put
off by all the sparkly, flashing things on MySpace. I've also heard from
former (young) MySpace users that they felt MySpace wasn't very secure and
there is a higher risk of viruses. They also feel more in control with
Facebook in terms of choosing who is a friend and who can read your personal
information. There are also controls over appropriate/inappropriate pictures
that seem to be strictly enforced. Recently, there was a controversy over a
group of women posting pictures of them breastfeeding their children.
Pictures were deemed inappropriate and removed; some users disagreed with
that decision and petitioned Facebook, but I believe they stood by their
decision.

 

It is interesting that Facebook has taken off so widely in Canada. There
could be some interesting social commentary as to why Canadians have
embraced it so much more than other countries.

 

Personally, I find Facebook much easier to manage for pictures, friends
lists, etc. It can take on a life of its own, however, with add-ons!

 

I have heard, through some of my research, of educational settings using
Facebook as an add-on to online courses. It gets used, for example, as a
discussion area for group work or as a place to form community for online
students.

Vicki

  _____  

From: Mariann Fedele [mailto:MariannF at lacnyc.org] 
Sent: February 12, 2008 1:21 PM
To: vtrott at ntl.sympatico.ca; The Technology and Literacy Discussion List
Subject: RE: [Technology 1520] Re: Social Networking Part V: What about
otherkindsof Social Networking Sites?

Hi Vicki,

 

What do you think accounts for the appeal of Facebook over Myspace, and do
you thin it would be a good fit for an education setting/learning community?

Best,

Mariann

 

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From MariannF at lacnyc.org  Tue Feb 12 14:00:23 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Tue, 12 Feb 2008 14:00:23 -0500
Subject: [Technology 1524] Re: Social Networking Part V: What
	aboutotherkindsof Social Networking Sites?
In-Reply-To: <01a301c86da8$17d7efa0$db5065d0@Vicki>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86AF074@lac-exch.lacnyc.local>

Thanks Vicki,

At the end of your message you mention your research. What type of
research work are you doing related to the use of social networking
sites/tech?

Best,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Vicki Trottier
Sent: Tuesday, February 12, 2008 1:50 PM
To: 'The Technology and Literacy Discussion List'
Subject: [Technology 1523] Re: Social Networking Part V: What
aboutotherkindsof Social Networking Sites?

 

Good questions!

 

I think Facebook is appealing to an older audience (like me!) who are
put off by all the sparkly, flashing things on MySpace. I've also heard
from former (young) MySpace users that they felt MySpace wasn't very
secure and there is a higher risk of viruses. They also feel more in
control with Facebook in terms of choosing who is a friend and who can
read your personal information. There are also controls over
appropriate/inappropriate pictures that seem to be strictly enforced.
Recently, there was a controversy over a group of women posting pictures
of them breastfeeding their children. Pictures were deemed inappropriate
and removed; some users disagreed with that decision and petitioned
Facebook, but I believe they stood by their decision.

 

It is interesting that Facebook has taken off so widely in Canada. There
could be some interesting social commentary as to why Canadians have
embraced it so much more than other countries.

 

Personally, I find Facebook much easier to manage for pictures, friends
lists, etc. It can take on a life of its own, however, with add-ons!

 

I have heard, through some of my research, of educational settings using
Facebook as an add-on to online courses. It gets used, for example, as a
discussion area for group work or as a place to form community for
online students.

Vicki

 

________________________________

From: Mariann Fedele [mailto:MariannF at lacnyc.org] 
Sent: February 12, 2008 1:21 PM
To: vtrott at ntl.sympatico.ca; The Technology and Literacy Discussion List
Subject: RE: [Technology 1520] Re: Social Networking Part V: What about
otherkindsof Social Networking Sites?

Hi Vicki,

 

What do you think accounts for the appeal of Facebook over Myspace, and
do you thin it would be a good fit for an education setting/learning
community?

Best,

Mariann

 

 

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From matt at neable.org  Tue Feb 12 14:03:16 2008
From: matt at neable.org (Matt Gambrill)
Date: Tue, 12 Feb 2008 14:03:16 -0500
Subject: [Technology 1525] Re: Social
	NetworkingPartIII:GettingStudentsandStaff on Board
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB86AF063@lac-exch.lacnyc.local>
Message-ID: <06e401c86da9$ecec5130$6432a8c0@Technology>

I have not had the chance to use this, just heard about it recently.
I've thought of setting one up for our ABLE region in Ohio.  Basically,
it would be an ABLE social network for the Northeast Ohio region, or all
of Ohio (sometimes it is good to set boundries).  You would be the
social network, like a mini-"facebook" specific to your social
networking population.  Beyond that, it is up to the "social network" to
really drive the concept, which seems to be the subject of this
discussion before i jumped in.  I can't recommend anything on
implementation, I'm really a librarian, not an educator.
 
Start here:
http://www.ning.com/
 
Examples here:
http://www.ning.com/home/networks?tag=education
 
The FAQs mentioned you can request access to source code.  Ning runs on
their hardware, and the software is regularly updated, so tweak at your
own discretion.  More answers may be found here
http://developer.ning.com/.   Hope this helps.  
 
Matt Gambrill
Northeast ABLE Resource Center
www.neable.org 

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Mariann Fedele
Sent: Tuesday, February 12, 2008 1:19 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1521] Re: Social
NetworkingPartIII:GettingStudentsandStaff on Board

Hi Matt,

Can you tell the list a bit more about Ning? Is it open source? Have you
given it a try before, if so what are your thoughts and recommendations
to the group?

Best,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

  _____  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Matt Gambrill
Sent: Tuesday, February 12, 2008 12:40 PM
To: 'The Technology and Literacy Discussion List'
Subject: [Technology 1517] Re: Social Networking
PartIII:GettingStudentsandStaff on Board

 

 

Google makes money by identfying users' tracks so they can target
advertising to them.  Most of what you do on google is used for that
purpose, even my gmail sells me stuff with its banner scrolling
headlines.  It is creepy to think about, but that is probably paranoia
(don't watch the Matrix and Terminator back to back so often).  Unless
you really enjoy reading User Agreements, you will probably not notice
that much of your information is used for purposes you would not have
anticipated.  That is the realm of cyberspace and product development.
Sometimes, this may be how the tech company makes its money and helps
gather feedback on how their product is functioning.  You also have to
consider these things are services, often provided to the user for free
and the creators want to make money somehow (we don't work for free, at
least many of us).  

 

Maybe you can avoid some of this stuff by taking more control over your
systems.  Instead of using facebook, try using Ning thats lets you
create your own social network and have more control aover who and what,
etc.  I'm not sure about the details, but I think this might help clear
some things up.

 

matt

Northeast ABLE Resource Center

www.neable.org 

 

 -----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Emily May
Sent: Tuesday, February 12, 2008 10:50 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1514] Re: Social Networking Part
III:GettingStudentsandStaff on Board

Good find on the article.

 

I know a few people who have ended their MySpace accounts. Essentially
what happens is that you just "disappear," meaning that you disappear
from your friends "friends" lists, all your announcements and comments
disappear, etc.

 

The article says:

"Other social networking sites like
<http://topics.nytimes.com/top/news/business/companies/myspace_com/index
.html?inline=nyt-org> MySpace and Friendster, as well as online dating
sites like eHarmony.com, may require departing users to confirm their
wishes several times - but in the end they offer a delete option."

 

On a personal note, I find my relationship with google (I use gmail,
blogger, google documents, google spreadsheets, picasa, and the list
goes on.) to be far more creepy than my relationship with MySpace.  

 

Has anyone heard anything else on this front?

 

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

 <mailto:emay at obtjobs.org> 

  

  _____  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Leslie Petty
Sent: Tuesday, February 12, 2008 10:32 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1513] Re: Social Networking Part III:
GettingStudentsandStaff on Board

 

The discussion thus far has suggested some very innovative uses for
MySpace in adult education.  I have very little experience in social
networking sites, however, and wonder about privacy and safety in using
these sites.  I think the points already made about keeping personal and
professional personae separate and about how information is available to
anyone is important.  This article in this morning's New York Times
about the challenges faced by those who want to remove themselves from
Facebook
(http://www.nytimes.com/2008/02/11/technology/11facebook.html?ex=1218344
400
<http://www.nytimes.com/2008/02/11/technology/11facebook.html?ex=1218344
400&en=3509c270367a4099&ei=5087&WT.mc_id=TE-D-I-NYT-MOD-MOD-M032-ROS-020
8-HDR&WT.mc_ev=click&mkt=TE-D-I-NYT-MOD-MOD-M032-ROS-0208-HDR>
&en=3509c270367a4099&ei=5087&WT.mc_id=TE-D-I-NYT-MOD-MOD-M032-ROS-0208-H
DR&WT.mc_ev=click&mkt=TE-D-I-NYT-MOD-MOD-M032-ROS-0208-HDR)
made me wonder if MySpace has similar problems and if so, if those might
be problematic for teachers and students?  Does anyone have any
knowledge or thoughts about this?

Leslie Petty

On Feb 12, 2008 10:02 AM, Emily May <emay at obtjobs.org> wrote:

On getting students and staff to stay within the protocols:

 

Out of the starting gate we had a few issues with staff wanting to
confront students about things listed on their MySpace pages.  This
issue is particularly poignant for our agency.  We help these young
folks get jobs, and our job developers don't want to ruin their contacts
by sending over someone who isn't ready for the workplace.  Oftentimes
MySpace pages can uncover drug or alcohol abuse and/or gang involvement.
As a staff we decided that it was hard to tell how real these claims are
on a MySpace page because MySpace serves as an "alternate reality" for
many youth.  We also decided that our experience with them in our
program was a much better judge of their character than what we read
on-line.

 

On the student side of things, one of the reasons we knew that MySpace
was so hot among our trainees was that they were always sneaking a peak
during class!  That issue continues, but now we have a way to fight
back.  Our secretary monitors our MySpace page from the front office.
When a student is on MySpace, a little icon shows up on our friends
list.  If that student is supposed to be in class, our secretary will
contact the teacher and let them know that the student is on MySpace.
Sneaky, I know, but practical!

 

Emily

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

 <mailto:emay at obtjobs.org> 

  

  _____  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Mariann Fedele
Sent: Monday, February 11, 2008 4:08 PM

To: The Technology and Literacy Discussion List

Subject: [Technology 1501] Re: Social Networking Part III: Getting
StudentsandStaff on Board

 

Hi Emily,

This is a great set of protocols. Have you had any difficulties in
having staff and students meet and stay within the protocols?

Do list subscribers have any concerns related to Myspace or other such
sites that Emily can respond to?

Regards,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

  _____  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Emily May
Sent: Monday, February 11, 2008 1:54 PM
To: technology at nifl.gov
Subject: [Technology 1498] Social Networking Part III: Getting Students
andStaff on Board

 

Getting Students and Staff on Board.  We launched the plan mid-cycle and
did a short survey examining how many of our youth had MySpace pages.
88% admitted that they did, but a number of them were hesitant to turn
over their MySpace page information to us because of the content on the
page.  If you go to our MySpace page you will notice by looking at the
comments that not all the profile pictures are "appropriate." Among
staff we had to agree to overlook this in order to meet the goals of the
project. To balance this, we talk extensively in our classes about how
employers are increasingly looking at MySpace pages prior to hiring.  

Staff gathered together and developed a list of protocols for how we
were going to implement MySpace internally.  These protocols addressed a
number of challenges that we saw from the starting gate, including:
student privacy, professionalism, and defining appropriate
communication.  Here is what we decided:

1.	Staff will not use what is on trainee's MySpace pages against
them.  For example, if a student references drug or alcohol abuse on
their page, staff will not bring it up with the students. Remember,
MySpace is an "alternate reality" for many kids, and much of what is
said online may not be true. We need to make MySpace a safe space for
our trainees so that we can use this resource effectively to our
advantage. 

 

2.	For trainees who are uncomfortable with the idea of giving staff
access to their MySpace page, encourage them to set up a separate
"professional" MySpace page. 

 

3.	Despite OBT's involvement with MySpace, trainees will still not
be allowed to access their MySpace page during class time unless a staff
member specifically directs them to the page as part of an activity.
Trainees who wish to look at their MySpace page will be able to use
OBT's computers at the end of the day. 

 

4.	Staff will be encouraged but not required to create a MySpace to
use with trainees. Staff wishing to be "friends" with OBT's MySpace page
must set up an OBT-specific MySpace page. You should not use your
personal MySpace page under any circumstances; even if your page is
professional, your friends' pages might not be. When creating your OBT
MySpace page, you must use your work email address and your headline
should be "Job Title" at Opportunities for a Better Tomorrow. The only
allowable friends are: trainees, alumni, or staff. All other friend
requests should be denied. 

 

4.	Staff may use their OBT-specific MySpace page or the "OBT"
MySpace page to contact students.  All communications must be
professional. 

 

5.	All trainees will be encouraged to switch their MySpace page to
a "friends-only" view (versus public).  This will help protect them in
the event that an employer looks them up on MySpace. 

 

6.	All friend requests to the OBT MySpace page are vetted to ensure
that there is a genuine relationship with OBT.  This is done by sending
a message to friend prospects to confirm why they are interested in OBT.

 

To get staff not involved in the development process on board, we
developed and presented a PowerPoint presentation at our all-staff
meeting.  We explained that traditionally, OBT had two methods to get in
touch with our students: the phone and letters.  Now, we were expanding
to include email, MySpace and Instant Messenger.  We didn't mandate that
all staff use all the techniques.  Rather, our goal was to educate
staff, get some key staff on board, and then publicize among staff the
success stories.  We also designated three "MySpace Experts" to help get
staff uncomfortable or unfamiliar with the technologies set up and
adjusted.  Slowly, more and more staff have gotten on board -
particularly among our job developers and retention staff - as they
realize that these technologies make their lives much easier.  Staff
report using these technologies to inform our students about upcoming
interviews or contact them to see how they are doing on the job in
addition to our more "macro" goals listed above.

 

Outside of issues of privacy (addressed in the staff protocols) our
students were already essentially "bought-in" to the idea of MySpace.
We had students create and design OBT's MySpace page so that we could
more effectively "meet students where they are at." This helped to
improve student engagement and interest in the project.

 

Tomorrow, I will discuss how we used LinkedIn to meet a different set of
goals. I will also examine other social networking sites out there that
may be "hot" among the students you serve.

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

 <mailto:emay at obtjobs.org> 

  

 

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to lpetty at twmi.rr.com

-- 
Leslie Petty
Associate Director
Project IDEAL Support Center
University of Michigan
734-425-0748 

-------------- next part --------------
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From vtrott at ntl.sympatico.ca  Tue Feb 12 14:10:32 2008
From: vtrott at ntl.sympatico.ca (Vicki Trottier)
Date: Tue, 12 Feb 2008 14:10:32 -0500
Subject: [Technology 1526] Re: Social Networking Part V:
	Whataboutotherkindsof Social Networking Sites?
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB86AF074@lac-exch.lacnyc.local>
References: <01a301c86da8$17d7efa0$db5065d0@Vicki>
	<6E8BC13A30982C44BCD32B38FB8F5AB86AF074@lac-exch.lacnyc.local>
Message-ID: <01c801c86daa$f0c30640$db5065d0@Vicki>

I'm not actually researching social networking per se, but rather the
broader scope of online training/distance education, particularly as it
impacts the Canadian literacy field. Our project is a national one and is
called Getting Online. You can find more information at
www.nald.ca/gettingonline.
 
One of the things we are researching is the type of technology that is being
used both by the literacy field and also by similar fields (not-for-profits,
small organizations, etc.). Social networking is just one of the "add-on"
type features that we have seen, along with podcasts, wikis and so forth. I
haven't seen a lot of examples of it, but then I haven't been specifically
looking for it at this point. I think it is being used, when it is being
used, by educational institutions such as universities and colleges, and
those aren't the focus of our research. But I have definitely seen a lot of
references to social networking through various lists and online articles
that I come across; it is certainly a growing area of interest, particularly
in terms of moving from the realm of "fun sites" to useful sites that link
in with work, education, etc.
Vicki

  _____  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
Behalf Of Mariann Fedele
Sent: February 12, 2008 2:00 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1524] Re: Social Networking Part V:
Whataboutotherkindsof Social Networking Sites?

Thanks Vicki,

At the end of your message you mention your research. What type of research
work are you doing related to the use of social networking sites/tech?

Best,

Mariann

 

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From MariannF at lacnyc.org  Tue Feb 12 14:23:46 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Tue, 12 Feb 2008 14:23:46 -0500
Subject: [Technology 1527] Re: Social Networking Part
	V:Whataboutotherkindsof Social Networking Sites?
In-Reply-To: <01c801c86daa$f0c30640$db5065d0@Vicki>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86AF07B@lac-exch.lacnyc.local>

Vicki thank you for sharing this information! This looks both
tremendously interesting and important to the field (in Canada and
beyond). From the time line presented on the GO main page it looks like
a number of key materials including the research report and a Promising
Practices manual will be published this year. Please, use the Tech list
as a means of disseminating information and keep us abreast of your
work. I recommend that tech list subscribers take a look at
www.nald.ca/gettingonline <http://www.nald.ca/gettingonline>  for more
information.

Regards,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Vicki Trottier
Sent: Tuesday, February 12, 2008 2:11 PM
To: 'The Technology and Literacy Discussion List'
Subject: [Technology 1526] Re: Social Networking Part
V:Whataboutotherkindsof Social Networking Sites?

 

I'm not actually researching social networking per se, but rather the
broader scope of online training/distance education, particularly as it
impacts the Canadian literacy field. Our project is a national one and
is called Getting Online. You can find more information at
www.nald.ca/gettingonline.

 

One of the things we are researching is the type of technology that is
being used both by the literacy field and also by similar fields
(not-for-profits, small organizations, etc.). Social networking is just
one of the "add-on" type features that we have seen, along with
podcasts, wikis and so forth. I haven't seen a lot of examples of it,
but then I haven't been specifically looking for it at this point. I
think it is being used, when it is being used, by educational
institutions such as universities and colleges, and those aren't the
focus of our research. But I have definitely seen a lot of references to
social networking through various lists and online articles that I come
across; it is certainly a growing area of interest, particularly in
terms of moving from the realm of "fun sites" to useful sites that link
in with work, education, etc.

Vicki

 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Mariann Fedele
Sent: February 12, 2008 2:00 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1524] Re: Social Networking Part V:
Whataboutotherkindsof Social Networking Sites?

Thanks Vicki,

At the end of your message you mention your research. What type of
research work are you doing related to the use of social networking
sites/tech?

Best,

Mariann

 

 

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From MariannF at lacnyc.org  Tue Feb 12 14:26:35 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Tue, 12 Feb 2008 14:26:35 -0500
Subject: [Technology 1528]  research on social networking sites?
In-Reply-To: <01c801c86daa$f0c30640$db5065d0@Vicki>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86AF07C@lac-exch.lacnyc.local>

Thanks to Vicki for sharing the below information about the research
being done through the Getting Online project. Do others on the list
know of or are themselves conducting research on social networking or
related technologies?

 

Best,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Vicki Trottier
Sent: Tuesday, February 12, 2008 2:11 PM
To: 'The Technology and Literacy Discussion List'
Subject: [Technology 1526] Re: Social Networking Part
V:Whataboutotherkindsof Social Networking Sites?

 

I'm not actually researching social networking per se, but rather the
broader scope of online training/distance education, particularly as it
impacts the Canadian literacy field. Our project is a national one and
is called Getting Online. You can find more information at
www.nald.ca/gettingonline.

 

One of the things we are researching is the type of technology that is
being used both by the literacy field and also by similar fields
(not-for-profits, small organizations, etc.). Social networking is just
one of the "add-on" type features that we have seen, along with
podcasts, wikis and so forth. I haven't seen a lot of examples of it,
but then I haven't been specifically looking for it at this point. I
think it is being used, when it is being used, by educational
institutions such as universities and colleges, and those aren't the
focus of our research. But I have definitely seen a lot of references to
social networking through various lists and online articles that I come
across; it is certainly a growing area of interest, particularly in
terms of moving from the realm of "fun sites" to useful sites that link
in with work, education, etc.

Vicki

 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Mariann Fedele
Sent: February 12, 2008 2:00 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1524] Re: Social Networking Part V:
Whataboutotherkindsof Social Networking Sites?

Thanks Vicki,

At the end of your message you mention your research. What type of
research work are you doing related to the use of social networking
sites/tech?

Best,

Mariann

 

 

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From MariannF at lacnyc.org  Tue Feb 12 14:35:18 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Tue, 12 Feb 2008 14:35:18 -0500
Subject: [Technology 1529] Re: Social Networking Part V: What about other
	kindsof Social Networking Sites?
In-Reply-To: <C09762BFBC5B27409A52C45E9C8D237D278BEE@obts-exch.OFBT>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86AF081@lac-exch.lacnyc.local>

Thank you for this catalog Emily and thanks to matt for bringing Ning to
our attention. 

Do others on the list have preferences in terms of social networking
sites? If so what are some of the qualities that make a site of
particular value? 

 

Best,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Emily May
Sent: Tuesday, February 12, 2008 1:08 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1519] Social Networking Part V: What about other
kindsof Social Networking Sites?

 

What about other kinds of social networking sites? With new social
networking sites popping up everyday, it can be hard to know which ones
to use.  For the US overall, here are the statistics in terms of
popularity:

 

For more, click here
<http://www.emarketer.com/Article.aspx?id=1005844&src=article1_newsltr>
. 

 

Facebook has its origins on college campuses, and although a growing
number of non-college folks on getting on board now, Facebook still
doesn't have the same level of popularity among our target population.
Recent research demonstrates "The goodie two shoes, jocks, athletes, or
other "good" kids are now going to Facebook. These kids tend to come
from families who emphasize education and going to college. They are
part of what we'd call hegemonic society. They are primarily white, but
not exclusively. They are in honors classes, looking forward to the
prom, and live in a world dictated by after school activities. MySpace
is still home for Latino/Hispanic teens, immigrant teens, "burnouts,"
"alternative kids," "art fags," punks, emos, goths, gangstas, queer
kids, and other kids who didn't play into the dominant high school
popularity paradigm. These are kids whose parents didn't go to college,
who are expected to get a job when they finish high school. Teens who
are really into music or in a band are on MySpace. MySpace has most of
the kids who are socially ostracized at school because they are geeks,
freaks, or queers."  Here's an article on the popular blog
boingboing.net that speaks to this more deeply: 
http://www.boingboing.net/2007/06/24/myspace_facebook_mir.html . 

 

Another article called "Whose Space? Differences Among Users and
Non-Users of Social Network Sites": 
http://jcmc.indiana.edu/vol13/issue1/hargittai.html also suggests that
Facebook and MySpace usage are divided by race/ethnicity and parent
education (two common measures of "class" in the U.S.). The author's
findings are based on a survey of 1060 first year students at the
diverse University of Illinois-Chicago campus during February and March
of 2007.

 

Antidotal evidence from the students that we serve indicates that these
race/ethnicity boundaries may be shifting.  The use of Facebook,
although still relatively small, is on the rise among our target
population.  Facebook offers a range of different features that are
attracting youth, including games and the ability to search people by
high school.  OBT is currently looking into the possibility of starting
a Facebook page in anticipation of Facebook newcomers.

 

There are also a range of social networking sites that are
content-centric (such as LinkedIn, discussed in the previous email).
One of the most notable ones for ESOL learners is MIXXER: 
http://www.language-exchanges.org/  Students learning another language
can join a community in that language, where they will be exposed to
conversational and colloquial reading and writing, learn about daily
life, and establish friendships with native speakers. The MIXXER is a
site devoted to helping language students find conversational partners
and connecting them using voice-over-IP software (i.e. Skype).
Additional sites content-specific sites that are on the rise can be
found here: 
http://chimprawk.blogspot.com/2006/06/social-networking-five-sites-you-n
eed.html.  Many of these have a broad international base and your ESOL
students could be familiar with them. Also, Mashable.com
<http://www.mashable.com/>  provides day to day updates in trends in the
social networking sphere.  There is a lot of room to be creative in the
kind of social networking tools you implement into your program. At the
end of the day, what you choose will be depend of what your goals are
for your specific program.

 

I encourage anyone who has experimented with different social networking
sites to tell their story!  We are really only at the tip of the iceberg
for what social networking can mean for adult literacy.

 

 

______________________________

Emily May

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org

www.obtjobs.org

 

<mailto:emay at obtjobs.org> 

  

 

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From mthacher at otan.us  Tue Feb 12 15:45:06 2008
From: mthacher at otan.us (Marian Thacher)
Date: Tue, 12 Feb 2008 12:45:06 -0800
Subject: [Technology 1530] Re: [SPAM] Re: Social
	NetworkingPartIII:GettingStudentsandStaf
In-Reply-To: <06e401c86da9$ecec5130$6432a8c0@Technology>
References: <06e401c86da9$ecec5130$6432a8c0@Technology>
Message-ID: <fc.004c56fb03393dba3b9aca0065a1dd29.339413c@scoe.net>

As I mentioned before, I think social networking sites like Ning could
actually replace the email lists like this one that we are subscribed to
now. For example, on the Classroom 2.0 site, http://www.classroom20.com/,
I can have responses to any of the many discussions initiated there
emailed to me if I choose. I can also easily browse different topics and
groups, as well as initiate my own topic or group. If NIFL Technology was
a Ning group, I could also see photos of all of you, along with relevant
photos and videos that you might post. Mariann included a video that was
posted on Classroom 2.0 in her initial email about preparing for this
discussion.

I've used this site in the same way I use this list, to keep up with new
developments, to ask and answer questions, and to get a sense of other
people who are interested in the same things I am. 

On the Classroom 2.0 Ning site, the creator, Steve Hargadon, has done a
very good job of facilitating and making administrative decisions. So the
role of the moderator or teacher is definitely still needed. I used to
recommend Yahoo Groups for creating an online community for students or
teachers, but now I would recommend Ning - so many more features, less
advertising, and easy to use. Has anyone tried it?

One thing I like from a classroom perspective is that every member
automatically has a blog within the Ning site, so it would be easy for all
members to read and respond to each other.

Marian Thacher

The Technology and Literacy Discussion List <technology at nifl.gov> on
Tuesday, February 12, 2008 at 11:03 AM -0800 wrote:
>I have not had the chance to use this, just heard about it recently. 
>I've thought of setting one up for our ABLE region in Ohio.  Basically,
>it would be an ABLE social network for the Northeast Ohio region, or all
>of Ohio (sometimes it is good to set boundries).  You would be the social
>network, like a mini-"facebook" specific to your social networking
>population.  Beyond that, it is up to the "social network" to really
>drive the concept, which seems to be the subject of this discussion
>before i jumped in.  I can't recommend anything on implementation, I'm
>really a librarian, not an educator.
> 
>Start here:
>[ http://www.ning.com/ ]http://www.ning.com/
> 
>Examples here:
>[ http://www.ning.com/home/networks?tag=education
>]http://www.ning.com/home/networks?tag=education
> 
>The FAQs mentioned you can request access to source code.  Ning runs on
>their hardware, and the software is regularly updated, so tweak at your
>own discretion.  More answers may be found here [
>http://developer.ning.com/ ]http://developer.ning.com/.   Hope this
>helps.  
> 
>Matt Gambrill
>Northeast ABLE Resource Center
>[ http://www.neable.org ]www.neable.org 
>
>
>
>
>-----Original Message-----
>From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
>Behalf Of Mariann Fedele
>Sent: Tuesday, February 12, 2008 1:19 PM
>To: The Technology and Literacy Discussion List
>Subject: [Technology 1521] Re: Social
>NetworkingPartIII:GettingStudentsandStaff on Board
>
> 
>
>
>
>
>Hi Matt,
>
>Can you tell the list a bit more about Ning? Is it open source? Have you
>given it a try before, if so what are your thoughts and recommendations
>to the group?
>
>Best,
>
>Mariann
>
> 
>
> 
>
>
>
>
>Mariann Fedele
>
>Director,
>
>NYC Regional Adult Education Network
>
>Literacy Assistance Center
>
>Moderator,
>NIFL Technology and Literacy Discussion List
>32 Broadway 10th Floor
>New York, New York 10004
>212-803-3325
>[ mailto:mariannf at lacnyc.org ]mariannf at lacnyc.org
>[ http://www.lacnyc.org ]www.lacnyc.org
>
>
> 
>===========================================================================
>
>
>From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
>Behalf Of Matt Gambrill
>Sent: Tuesday, February 12, 2008 12:40 PM
>To: 'The Technology and Literacy Discussion List'
>Subject: [Technology 1517] Re: Social Networking
>PartIII:GettingStudentsandStaff on Board
>
>
>
>
> 
>
> 
>
>
>
>
>Google makes money by identfying users' tracks so they can target
>advertising to them.  Most of what you do on google is used for that
>purpose, even my gmail sells me stuff with its banner scrolling
>headlines.  It is creepy to think about, but that is probably paranoia
>(don't watch the Matrix and Terminator back to back so often).  Unless
>you really enjoy reading User Agreements, you will probably not notice
>that much of your information is used for purposes you would not have
>anticipated.  That is the realm of cyberspace and product development. 
>Sometimes, this may be how the tech company makes its money and helps
>gather feedback on how their product is functioning.  You also have to
>consider these things are services, often provided to the user for free
>and the creators want to make money somehow (we don't work for free, at
>least many of us).  
>
>
>
>
> 
>
>
>
>
>Maybe you can avoid some of this stuff by taking more control over your
>systems.  Instead of using facebook, try using Ning thats lets you create
>your own social network and have more control aover who and what, etc. 
>I'm not sure about the details, but I think this might help clear some
>things up.
>
>
>
>
> 
>
>
>
>
>matt
>
>
>
>
>Northeast ABLE Resource Center
>
>
>
>
>[ http://www.neable.org ]www.neable.org 
>
>
>
>
> 
>
>
>
>
> -----Original Message-----
>From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
>Behalf Of Emily May
>Sent: Tuesday, February 12, 2008 10:50 AM
>To: The Technology and Literacy Discussion List
>Subject: [Technology 1514] Re: Social Networking Part
>III:GettingStudentsandStaff on Board
>
>
>
>
>
>
>Good find on the article.
>
> 
>
>I know a few people who have ended their MySpace accounts. Essentially
>what happens is that you just ?disappear,? meaning that you disappear
>from your friends ?friends? lists, all your announcements and comments
>disappear, etc.
>
> 
>
>The article says:
>
>?Other social networking sites like [
>http://topics.nytimes.com/top/news/business/companies/myspace_com/index.html?inline=nyt-org
>]MySpace and Friendster, as well as online dating sites like
>eHarmony.com, may require departing users to confirm their wishes several
>times ? but in the end they offer a delete option.?
>
> 
>
>On a personal note, I find my relationship with google (I use gmail,
>blogger, google documents, google spreadsheets, picasa, and the list goes
>on
) to be far more creepy than my relationship with MySpace.  
>
> 
>
>Has anyone heard anything else on this front?
>
> 
>
> 
>
> 
>
>
>
>
>______________________________
>
>Emily May
>
>Opportunities for a Better Tomorrow
>
>783 4th Avenue
>
>Brooklyn, NY 11232
>
>718-369-0303
>
>[ mailto:emay at obtjobs.org ]emay at obtjobs.org
>
>[ http://www.obtjobs.org ]www.obtjobs.org
>
> 
>
>[ mailto:emay at obtjobs.org ]mailto:emay at obtjobs.org
>  
>
>
> 
>###########################################################################
>
>
>From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
>Behalf Of Leslie Petty
>Sent: Tuesday, February 12, 2008 10:32 AM
>To: The Technology and Literacy Discussion List
>Subject: [Technology 1513] Re: Social Networking Part III:
>GettingStudentsandStaff on Board
>
>
>
>
> 
>
>The discussion thus far has suggested some very innovative uses for
>MySpace in adult education.  I have very little experience in social
>networking sites, however, and wonder about privacy and safety in using
>these sites.  I think the points already made about keeping personal and
>professional personae separate and about how information is available to
>anyone is important.  This article in this morning's New York Times about
>the challenges faced by those who want to remove themselves from Facebook
>([
>http://www.nytimes.com/2008/02/11/technology/11facebook.html?ex=1218344400&en=3509c270367a4099&ei=5087&WT.mc_id=TE-D-I-NYT-MOD-MOD-M032-ROS-0208-HDR&WT.mc_ev=click&mkt=TE-D-I-NYT-MOD-MOD-M032-ROS-0208-HDR
>]http://www.nytimes.com/2008/02/11/technology/11facebook.html?ex=1218344400&en=3509c270367a4099&ei=5087&wt.mc_id=TE-D-I-NYT-MOD-MOD-M032-ROS-0208-HDR&wt.mc_ev=click&mkt=TE-D-I-NYT-MOD-MOD-M032-ROS-0208-HDR)
>made me wonder if MySpace has similar problems and if so, if those might
>be problematic for teachers and students?  Does anyone have any knowledge
>or thoughts about this?
>
>Leslie Petty
>
>
>
>
>On Feb 12, 2008 10:02 AM, Emily May <[ mailto:emay at obtjobs.org
>]emay at obtjobs.org> wrote:
>
>
>
>
>On getting students and staff to stay within the protocols:
>
> 
>
>Out of the starting gate we had a few issues with staff wanting to
>confront students about things listed on their MySpace pages.  This issue
>is particularly poignant for our agency.  We help these young folks get
>jobs, and our job developers don't want to ruin their contacts by sending
>over someone who isn't ready for the workplace.  Oftentimes MySpace pages
>can uncover drug or alcohol abuse and/or gang involvement.  As a staff we
>decided that it was hard to tell how real these claims are on a MySpace
>page because MySpace serves as an "alternate reality" for many youth.  We
>also decided that our experience with them in our program was a much
>better judge of their character than what we read on-line.
>
> 
>
>On the student side of things, one of the reasons we knew that MySpace
>was so hot among our trainees was that they were always sneaking a peak
>during class!  That issue continues, but now we have a way to fight
>back.  Our secretary monitors our MySpace page from the front office.
>When a student is on MySpace, a little icon shows up on our friends
>list.  If that student is supposed to be in class, our secretary will
>contact the teacher and let them know that the student is on MySpace.
>Sneaky, I know, but practical!
>
>
>
>
> 
>
>Emily
>
> 
>
>
>
>
>______________________________
>
>Emily May
>
>Opportunities for a Better Tomorrow
>
>783 4th Avenue
>
>Brooklyn, NY 11232
>
>718-369-0303
>
>[ mailto:emay at obtjobs.org ]emay at obtjobs.org
>
>[ http://www.obtjobs.org ]www.obtjobs.org
>
> 
>
>[ mailto:emay at obtjobs.org ]mailto:emay at obtjobs.org
>  
>
>
> 
>###########################################################################
>
>
>From: [ mailto:technology-bounces at nifl.gov ]technology-bounces at nifl.gov
>[mailto:[ mailto:technology-bounces at nifl.gov
>]technology-bounces at nifl.gov] On Behalf Of Mariann Fedele
>Sent: Monday, February 11, 2008 4:08 PM
>
>
>
>
>
>To: The Technology and Literacy Discussion List
>
>
>
>
>Subject: [Technology 1501] Re: Social Networking Part III: Getting
>StudentsandStaff on Board
>
>
>
>
> 
>
>Hi Emily,
>
>This is a great set of protocols. Have you had any difficulties in having
>staff and students meet and stay within the protocols?
>
>Do list subscribers have any concerns related to Myspace or other such
>sites that Emily can respond to?
>
>Regards,
>
>Mariann
>
> 
>
>
>
>
>Mariann Fedele
>
>Director,
>
>NYC Regional Adult Education Network
>
>Literacy Assistance Center
>
>Moderator,
>NIFL Technology and Literacy Discussion List
>32 Broadway 10th Floor
>New York, New York 10004
>212-803-3325
>[ mailto:mariannf at lacnyc.org ]mariannf at lacnyc.org
>[ http://www.lacnyc.org ]www.lacnyc.org
>
>
> 
>===========================================================================
>
>
>From: [ mailto:technology-bounces at nifl.gov ]technology-bounces at nifl.gov
>[mailto:[ mailto:technology-bounces at nifl.gov
>]technology-bounces at nifl.gov] On Behalf Of Emily May
>Sent: Monday, February 11, 2008 1:54 PM
>To: [ mailto:technology at nifl.gov ]technology at nifl.gov
>Subject: [Technology 1498] Social Networking Part III: Getting Students
>andStaff on Board
>
>
>
>
> 
>
>[Image]Getting Students and Staff on Board.  We launched the plan
>mid-cycle and did a short survey examining how many of our youth had
>MySpace pages. 88% admitted that they did, but a number of them were
>hesitant to turn over their MySpace page information to us because of the
>content on the page.  If you go to our MySpace page you will notice by
>looking at the comments that not all the profile pictures are
>"appropriate." Among staff we had to agree to overlook this in order to
>meet the goals of the project. To balance this, we talk extensively in
>our classes about how employers are increasingly looking at MySpace pages
>prior to hiring.  
>
>Staff gathered together and developed a list of protocols for how we were
>going to implement MySpace internally.  These protocols addressed a
>number of challenges that we saw from the starting gate, including:
>student privacy, professionalism, and defining appropriate
>communication.  Here is what we decided:
>
>
>1.	Staff will not use what is on trainee's MySpace pages against them. 
>For example, if a student references drug or alcohol abuse on their page,
>staff will not bring it up with the students. Remember, MySpace is an
>"alternate reality" for many kids, and much of what is said online may
>not be true. We need to make MySpace a safe space for our trainees so
>that we can use this resource effectively to our advantage. 
>
>
> 
>
>
>2.	For trainees who are uncomfortable with the idea of giving staff
>access to their MySpace page, encourage them to set up a separate
>"professional" MySpace page. 
>
>
> 
>
>
>3.	Despite OBT's involvement with MySpace, trainees will still not be
>allowed to access their MySpace page during class time unless a staff
>member specifically directs them to the page as part of an activity.
>Trainees who wish to look at their MySpace page will be able to use OBT's
>computers at the end of the day. 
>
>
> 
>
>
>4.	Staff will be encouraged but not required to create a MySpace to use
>with trainees. Staff wishing to be "friends" with OBT's MySpace page must
>set up an OBT-specific MySpace page. You should not use your personal
>MySpace page under any circumstances; even if your page is professional,
>your friends' pages might not be. When creating your OBT MySpace page,
>you must use your work email address and your headline should be "Job
>Title" at Opportunities for a Better Tomorrow. The only allowable friends
>are: trainees, alumni, or staff. All other friend requests should be
>denied. 
>
>
> 
>
>
>4.	Staff may use their OBT-specific MySpace page or the "OBT" MySpace
>page to contact students.  All communications must be professional. 
>
>
> 
>
>
>5.	All trainees will be encouraged to switch their MySpace page to a
>"friends-only" view (versus public).  This will help protect them in the
>event that an employer looks them up on MySpace. 
>
>
> 
>
>
>6.	All friend requests to the OBT MySpace page are vetted to ensure that
>there is a genuine relationship with OBT.  This is done by sending a
>message to friend prospects to confirm why they are interested in OBT. 
>
>
> 
>
>
>
>
>To get staff not involved in the development process on board, we
>developed and presented a PowerPoint presentation at our all-staff
>meeting.  We explained that traditionally, OBT had two methods to get in
>touch with our students: the phone and letters.  Now, we were expanding
>to include email, MySpace and Instant Messenger.  We didn't mandate that
>all staff use all the techniques.  Rather, our goal was to educate staff,
>get some key staff on board, and then publicize among staff the success
>stories.  We also designated three "MySpace Experts" to help get staff
>uncomfortable or unfamiliar with the technologies set up and adjusted. 
>Slowly, more and more staff have gotten on board ? particularly among our
>job developers and retention staff ? as they realize that these
>technologies make their lives much easier.  Staff report using these
>technologies to inform our students about upcoming interviews or contact
>them to see how they are doing on the job in addition to our more "macro"
>goals listed above.
>
>
>
>
> 
>
>Outside of issues of privacy (addressed in the staff protocols) our
>students were already essentially "bought-in" to the idea of MySpace.  We
>had students create and design OBT's MySpace page so that we could more
>effectively "meet students where they are at." This helped to improve
>student engagement and interest in the project.
>
> 
>
>Tomorrow, I will discuss how we used LinkedIn to meet a different set of
>goals. I will also examine other social networking sites out there that
>may be "hot" among the students you serve.
>
> 
>
> 
>
>______________________________
>
>Emily May
>
>Opportunities for a Better Tomorrow
>
>783 4th Avenue
>
>Brooklyn, NY 11232
>
>718-369-0303
>
>[ mailto:emay at obtjobs.org ]emay at obtjobs.org
>
>[ http://www.obtjobs.org ]www.obtjobs.org
>
> 
>
>[ mailto:emay at obtjobs.org ]mailto:emay at obtjobs.org
>  
>
> 
>
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Technology and Literacy mailing list
>[ mailto:Technology at nifl.gov ]Technology at nifl.gov
>To unsubscribe or change your subscription settings, please go to [
>http://www.nifl.gov/mailman/listinfo/technology
>]http://www.nifl.gov/mailman/listinfo/technology
>Email delivered to [ mailto:lpetty at twmi.rr.com ]lpetty at twmi.rr.com
>
>
>
>
>
>
>
>-- 
>Leslie Petty
>Associate Director
>Project IDEAL Support Center
>University of Michigan
>734-425-0748 
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Technology and Literacy mailing list
>Technology at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/technology
>Email delivered to mthacher at otan.us

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From MariannF at lacnyc.org  Wed Feb 13 07:26:46 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Wed, 13 Feb 2008 07:26:46 -0500
Subject: [Technology 1531]  Social Networking Day 3
References: <C09762BFBC5B27409A52C45E9C8D237D278BD2@obts-exch.OFBT>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8107C7A@lac-exch.lacnyc.local>

Dear tech list colleagues,
 
Shortl, Emily May will re-join the Tech list for the third day of our discussion on the uses of social networking sites and technology. This will be her final day of posting content on her own programming, but she will be with the list through tomorrow to answer all of our questions. So, please ask your questions through out the day today!
Welcome again Emily May.
 
Best,
Mariann
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From emay at obtjobs.org  Wed Feb 13 10:53:25 2008
From: emay at obtjobs.org (Emily May)
Date: Wed, 13 Feb 2008 10:53:25 -0500
Subject: [Technology 1532] Social Networking Part VI: The Student Experience
	and Outcomes
Message-ID: <C09762BFBC5B27409A52C45E9C8D237D278C00@obts-exch.OFBT>

The Student Experience. We found that if we wait for students to be
integrated into the "tough love" structure of OBT, they will be less
receptive to handing over their MySpace pages than they will be if we
get their MySpace page information right out of the starting gate.
OBT's Marketing and Recruitment Coordinator, Deborah Roman, presents
OBT's MySpace page at every student orientation.  She notes that within
24 hours, about 1/3 of the students present at the orientation will have
requested to be friends with OBT totally unprovoked.  On the first day
of classes we collect student emails, Instant Messenger information, and
MySpace page information.  By institutionalizing MySpace is part of
OBT's culture and getting their page information right out of the
starting gate, we have successfully brought an end to any hesitancy on
the part of our students.  As a result, OBT's MySpace page has given
students a forum to express their feelings towards OBT, and
consequently, has strengthened their connection with OBT.  

 

The student experience can best be described by the students themselves.
I encourage you all to check out the comments section of OBT's MySpace
page if you haven't already: http://profile.myspace.com/obtjobs

 

               

 

Outcomes.  In addition to meeting our program goals (listed on day one)
we have already noted several outcomes with our MySpace page. Because
this project is still in its infancy, these outcomes are not yet where
we anticipate they will be in a year, but they can give you a sense of
what is possible:

*	More than 1600 page views;
*	84 friends;
*	27 pictures posted;
*	11 comments;
*	5 blog entries; and
*	The number of people who are finding our program through MySpace
is on the rise (specific details about how many found us through MySpace
or how many people who heard about us and then vetted us by looking at
our MySpace page is unclear).

 

The final part will be on lessons learned. I hope that everyone will
continue to share their experiences and knowledge of other social
networking sites beyond MySpace and LinkedIn today.  A lot of great
information was shared yesterday and I would love to learn more about
what other folks are doing around the country.

 

 

 

___________________________________

Emily May

Special Projects Coordinator

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org <mailto:emay at obtjobs.org> 

 

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From mmoriarty at alphaplus.ca  Wed Feb 13 14:21:20 2008
From: mmoriarty at alphaplus.ca (Maria Moriarty)
Date: Wed, 13 Feb 2008 14:21:20 -0500
Subject: [Technology 1533]  SocialNetworkingPartIII:GettingStudentsandStaf
In-Reply-To: <fc.004c56fb03393dba3b9aca0065a1dd29.339413c@scoe.net>
References: <06e401c86da9$ecec5130$6432a8c0@Technology>
	<fc.004c56fb03393dba3b9aca0065a1dd29.339413c@scoe.net>
Message-ID: <F7F9CDE8B8844345896CE19F89446D670BF758@sydney.appsontap.ca>

Hello:

Here at the AlphaPlus Centre (an adult literacy resource centre in
Toronto, Ontario) the  exploration of Social Networking and the
potential for using Web 2.0 tools is well underway This year we entered
the blogosphere with the AlphaPlus Blog - Learning Outside the Lines
http://blog.alphaplus.ca/ .  Through the blog we are sharing and
disseminating information about a range of issues, opportunities and
activities in the adult literacy field - and  we are finding that it is
a very powerful way to connect and collaborate.  We have connected with
adult literacy bloggers in Canada, Australia , the U.S. and the U.K.

We  also created and presented 6 online workshops to English speaking
Literacy and Basic Skills practitioners on the smart use  of Web-based
tools to engage learners in upgrading their literacy and employment
skills -  in the workshops we explored Social Networking tools such as
blogs, social bookmarking sites, photo-sharing sites and participants
had a chance to try out these tools and talk to each other about how
they could be used in instruction - we had a very positive response from
participants and are excited  about the potential for these and similar
tools to support onsite and distance learning and collaboration.  We are
planning to offer an expand version of workshops this year. You can
visit the site we created at: http://www.atrainer.ca/etools/index.php

We would love to hear from you on our blog and to hear what you think
about our work in exploring Social Networking and Web 2.0 in the context
of adult literacy.

Maria Moriarty

 

 

  

 

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From emay at obtjobs.org  Wed Feb 13 16:08:39 2008
From: emay at obtjobs.org (Emily May)
Date: Wed, 13 Feb 2008 16:08:39 -0500
Subject: [Technology 1534]  Social Networking Part VII: Lessons Learned
Message-ID: <C09762BFBC5B27409A52C45E9C8D237D278C0A@obts-exch.OFBT>

Lessons learned.  Engaging in social networking can be a tremendous
asset for your program, but one of its greatest selling points perhaps
is that even if it doesn't work for you, it is free and relatively
fool-proof, so you have little to lose.  That being said, here are some
lessons that we've learned along the way:

*	Set up the comments section so that an administrator must
approve or deny what is posted;
*	Verify how each individual is connected to your organization; do
not accept friend requests from people who are not connected to your
organization in some way (for us, out of state folks are a dead
give-away).  Many people on MySpace or other sites request to be friends
with people they don't know as a way to get their number of friends up.

*	Each profile includes employment information and student's state
and city of residence.  If your student updates their profile regularly,
reading this information can be a way to track them if they leave your
program unexpectedly;
*	When your "friends" are on-line a little signal pops up to
indicate they are.  We sometimes use this tool to see who is on-line
instead of doing their work in class (we teach computer classes).  We
also use this tool to see who skipped classes but is at home playing on
the internet; and
*	Get email address and MySpace information from students on the
first day of class. Make it part of your regular intake process. Be sure
to verify the information and request to be "friends" with them to get
the connection started.

 

I hope this case study has been helpful to those of you who are
interested in using social networking technologies to advance your own
organization's goals.  I will be available to answer questions through
the end of the day tomorrow.  I look forward to hearing more from you
about your experiences with social networking!

 

 

 

 

 

 

___________________________________

Emily May

Special Projects Coordinator

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org <mailto:emay at obtjobs.org> 

 

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From emay at obtjobs.org  Wed Feb 13 16:25:28 2008
From: emay at obtjobs.org (Emily May)
Date: Wed, 13 Feb 2008 16:25:28 -0500
Subject: [Technology 1535]  Social Networking: Facebook Article
Message-ID: <C09762BFBC5B27409A52C45E9C8D237D278C0B@obts-exch.OFBT>

Facebook's response to the recent article about how difficult it is to
leave Facebook:

http://www.nytimes.com/2008/02/13/technology/13face.html?_r=1&oref=slogi
n

(in today's NYTimes)

Quitting Facebook Gets Easier 

 

Michael Falco for The New York Times

Nipon Das tried unsuccessfully to delete his Facebook account. Facebook
said a technical problem prevented the deletion. 

 

*	Sign In to E-Mail or Save This
<http://www.nytimes.com/auth/login?URI=http://www.nytimes.com/2008/02/13
/technology/13face.html>  
*	Print
<http://www.nytimes.com/2008/02/13/technology/13face.html?_r=1&oref=slog
in&pagewanted=print>  

<http://www.nytimes.com/2008/02/13/technology/13face.html?_r=1&oref=slog
in&pagewanted=all> 

*	Reprints
<http://www.nytimes.com/2008/02/13/technology/13face.html?_r=1&oref=slog
in> 
*	Share
<http://www.nytimes.com/2008/02/13/technology/13face.html?_r=1&oref=slog
in> 

	*	Del.icio.us <javascript:articleShare('delicious');> 
	*	Digg <javascript:articleShare('digg');> 
	*	Facebook <javascript:articleShare('facebook');> 
	*	Newsvine <javascript:articleShare('newsvine');> 
	*	Permalink <javascript:articleShare('permalink');> 

  
<http://www.nytimes.com/adx/bin/adx_click.html?type=goto&page=www.nytime
s.com/yr/mo/day/technology&pos=Frame4A&sn2=d59993d0/2e9a4d4e&sn1=7e5b654
c/b38e7876&camp=foxsearch2008_emailtools_810898c-nyt5&ad=youngheart_88x3
1.gif&goto=http://www.foxsearchlight.com/youngatheart/> 

By MARIA ASPAN
<http://topics.nytimes.com/top/reference/timestopics/people/a/maria_aspa
n/index.html?inline=nyt-per> 

Published: February 13, 2008

Aiming to address the privacy concerns of disenchanted users, 
Facebook.com
<http://topics.nytimes.com/top/news/business/companies/facebook_inc/inde
x.html?inline=nyt-org>  said on Tuesday that it was trying to make it
easier for people to delete their accounts permanently from the social
networking site.

Skip to next paragraph
<http://www.nytimes.com/2008/02/13/technology/13face.html?_r=1&oref=slog
in#secondParagraph>  

Related

How Sticky Is Membership on Facebook? Just Try Breaking Free
<http://www.nytimes.com/2008/02/11/technology/11facebook.html?ref=techno
logy>  (February 11, 2008) 

Times Topics: Facebook
<http://topics.nytimes.com/top/news/business/companies/facebook_inc/inde
x.html> 

Blogrunner: Reactions From Around the Web
<http://www.blogrunner.com/snapshot/D/2/4/quitting_facebook_gets_easier/
> 

Until now, Facebook has offered only a deactivation option, which keeps
copies of the account's personal information on the company's servers.
It is possible to delete an account fully using a cumbersome manual
method, but it is difficult; many users complained that Facebook did not
provide clear instructions.

On Monday, Facebook modified its help pages to tell people that if they
wanted to remove their accounts entirely, they can direct the company by
e-mail to have it done. But on Tuesday, representatives of Facebook
stopped short of saying the company would introduce a one-step delete
account option. 

"We're always working to improve the user experience," Katie Geminder,
director for user experience and design at Facebook, said in a statement
sent by e-mail. 

"We are measuring the effects of the change we made yesterday, and if we
think more needs to be done to improve the user experience for deleting
an account, we'll test different implementations and measure them
accordingly," she added.

The updated Facebook help page now includes the question "How do I
delete my account?" The answer: "If you do not think you will use
Facebook again and would like your account deleted, we can take care of
this for you. Keep in mind that you will not be able to reactivate your
account or retrieve any of the content or information you have added." 

The entry then says, "If you would like your account deleted, please
contact us using the form at the bottom of the page and confirm your
request in the text box."

Ms. Geminder said that Facebook's policies were a reflection of the fact
that many people came back to Facebook after they stopped using the site
for a time. "On any given day, the number of users reactivating their
accounts is roughly half of the number of users deactivating their
accounts," she said.

As The New York Times reported on Monday, some Facebook users who wished
to close their accounts had been unable to do so, even after contacting
Facebook's customer service representatives. Many departing users, who
could spend weeks or months trying to erase their accounts without
success, turned to unofficial guides like the Facebook users group "How
to permanently delete your Facebook account."

Since Monday, almost 3,000 people have joined the group, which counted
more than 7,000 members on Tuesday evening and had been growing by the
hour. "I honestly did NOT know they kept your data after you deactivated
your account," one new member wrote on the group's board. "I'm not
leaving until I finish university," she added, "but I'll be glad of the
info when I do."

Another new member wrote, "Though I plan to stick around Facebook for a
while, I joined this group so I know how to delete my account/profile
when I do desire to leave. Thank you!"

Magnus Wallin, the Swedish patent examiner who founded the group, said
his reaction to the company's policy change was mixed. "Information on
how to do it is great," he said in an e-mail message. "But it should be
really easily available. Not at the bottom of the help pages. And a
'form' sounds like you have to explain yourself. A regular delete button
would be preferable, in my opinion."

Facebook blamed a technical snag for the predicament of Nipon Das, a
business consultant in Manhattan who spent two months trying to delete
his account but nevertheless continued to receive messages and notes
from friends through Facebook. 

"Mr. Das appears to have an active account on Facebook, which is why you
are able to view his mostly empty profile and why he still may be
receiving messages or friend requests," Ms. Geminder said. "If Mr. Das
wishes to deactivate or delete his account from Facebook, his profile
will not be viewable by anyone."

Mr. Das - who described his plight by quoting lyrics from the Eagles
song "Hotel California" that say, "You can check out any time you like,
but you can never leave" - has found himself cast as an unlikely mascot
for disgruntled Facebook users. Several of them have found his empty
profile and sent him messages, "ranging from Eagles song quotes to those
of support," he said.

"I have turned into the test case," he said.

 

 

___________________________________

Emily May

Special Projects Coordinator

Opportunities for a Better Tomorrow

783 4th Avenue

Brooklyn, NY 11232

718-369-0303

emay at obtjobs.org <mailto:emay at obtjobs.org> 

 

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From LaFerlazzo at aol.com  Thu Feb 14 00:03:48 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Thu, 14 Feb 2008 00:03:48 EST
Subject: [Technology 1536] Re: Part Two of "The Best Ways To Create Online
	Content Easily & Quickly
Message-ID: <ce8.273fba86.34e525b4@aol.com>

Hi, Everybody,
 
As promised, here's Part Two with even more ways to create online content  
easily:
 
_http://larryferlazzo.edublogs.org/2008/02/14/more-of-the-best-ways-to-create-
online-content-easily-quickly-painlessly/_ 
(http://larryferlazzo.edublogs.org/2008/02/14/more-of-the-best-ways-to-create-online-content-easily-quickly-painl
essly/) 
 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA
_http://larryferlazzo.com/english.html_ 
(http://larryferlazzo.com/english.html) 
 

**************The year's hottest artists on the red carpet at the Grammy 
Awards. Go to AOL Music.      
(http://music.aol.com/grammys?NCID=aolcmp00300000002565)
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From MariannF at lacnyc.org  Thu Feb 14 07:51:45 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Thu, 14 Feb 2008 07:51:45 -0500
Subject: [Technology 1537]  Social Networking
References: <C09762BFBC5B27409A52C45E9C8D237D278C0B@obts-exch.OFBT>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8107C7B@lac-exch.lacnyc.local>

Hello Tech list Colleagues,
 
Emily May from Opportunites for a Better Tomorrow will be available through out the day to answer any of your final questions about her programs use of social networking sites with their students.
 
On behalf of the list I would like to say thank you to Emily for the days she spent with us and the information and resources she has shared. Thank you Emily!
 
Regards,
Mariann
 
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From teacherwendyq at gmail.com  Thu Feb 14 10:33:00 2008
From: teacherwendyq at gmail.com (Wendy Quinones)
Date: Thu, 14 Feb 2008 10:33:00 -0500
Subject: [Technology 1538]  Social networking for older students?
Message-ID: <ad2cc1ef0802140733hfe88dc2oce3f4cb162429d5d@mail.gmail.com>

Emily and all,
I have been reading the discussion with interest, but with a major question
in my mind.  I work mostly with older students, not youth.  Has anyonw had
experience using social networking with this group?  By "older," I mean late
20s and up through 50s.

Wendy Quinones
Community Learning Center
Cambridge, MA
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From vgigliotti at proliteracy.org  Thu Feb 14 10:29:19 2008
From: vgigliotti at proliteracy.org (Val Gigliotti)
Date: Thu, 14 Feb 2008 10:29:19 -0500
Subject: [Technology 1539] Call for Presenters - ProLiteracy Worldwide
	Conference
Message-ID: <DBF40CF21F685B45B1D163F82E43A221522348@miller.proliteracy.org>

> Call for Presenters
> ProLiteracy Worldwide is now accepting applications to present at the 
> 2008 annual conference in October at the Peabody, Little Rock, AR
> October 2 - 4, 2008
> Don't miss the opportunity to showcase your knowledge in the following topic areas:
> *	Innovative Instructional Practices 
> *	Numeracy 
> *	English as a Second Language / Citizenship 
> *	Student Involvement & Leadership 
> *	Transitions 
> *	Program Improvement / Accountability & Innovative Program Practices 
> *	Fund Development, Advocacy & Marketing 
> *	Technology 
> Visit http://www.proliteracy.org/conference/presentations08.asp
> to submit your proposal today!
> Deadline is April 8, 2008
> Valerie Gigliotti, Resource Center Administrator 
> Proliteracy Worldwide / Syracuse, NY  13210 / vgigliotti at proliteracy.org
> 
> 
> 
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From LaFerlazzo at aol.com  Fri Feb 15 00:03:18 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Fri, 15 Feb 2008 00:03:18 EST
Subject: [Technology 1540] Re: The Third, and Last,
	Part of The Best Ways To Post Online Content Easily
Message-ID: <bd7.277d8bdb.34e67716@aol.com>

Hi, Everybody,
 
Here's the third, and last, part of my series on the Best Ways to Post  
Online Content easily:
 
_http://larryferlazzo.edublogs.org/2008/02/14/part-three-of-the-best-ways-to-c
reate-online-content-easily-quickly/_ 
(http://larryferlazzo.edublogs.org/2008/02/14/part-three-of-the-best-ways-to-create-online-content-easily-quickly/) 
 
Larry Ferlazzo
Sacramento, CA

**************The year's hottest artists on the red carpet at the Grammy 
Awards. Go to AOL Music.      
(http://music.aol.com/grammys?NCID=aolcmp00300000002565)
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From jgreiner at proliteracy.org  Fri Feb 15 13:20:16 2008
From: jgreiner at proliteracy.org (Jane Greiner)
Date: Fri, 15 Feb 2008 13:20:16 -0500
Subject: [Technology 1541] FW: Teaching Young Adults and ESOL online courses
	for MARCH 2008
Message-ID: <DBF40CF21F685B45B1D163F82E43A22154E106@miller.proliteracy.org>

> Hello everyone,
> Please see below for a list of online courses from ProLiteracy America opening in March and April. These courses are designed for adult literacy teachers and tutors.  
> 
> Please note that the course Creating Engaging ESOL Activities Using Computers II is an extension of the course we offered last fall and the one that is currently running. The first course (Creating Engaging ESOL Activities Using Computers I) is not required to take the course below.
> 
> Please pass along to your colleagues who may be interested.
> All the best,
> Jane
> 
> Jane Greiner
> Professional Development Coordinator
> ProLiteracy America
> www.proliteracy.org 
> jgreiner at proliteracy.org 
> 315.422.9121 ext. 283
>  
> Learn more about ProLiteracy America's Professional Development at http://www.newreaderspress.com/default_prolit.aspx
> 
> **********************************************************
> 
> ProLiteracy America Professional Development
> Facilitated Online Courses
> March 2008	 
> 
> Young Adult Education: Strategies and Materials <http://www.newreaderspress.com/default.aspx?cat=prof&hid=303&pid=PLASY10F>
> Topic Area: Serving Young Adults	
> Facilitator: Stephanie Korber 
> Mar. 24 - Apr. 11
> Webinar Apr. 11
> 6-hour course
> Fee: $119	
> 
> Creating Engaging ESOL Activities Using Computers II <http://www.newreaderspress.com/default.aspx?cat=prof&hid=289&pid=PLAEL20>
> Topic Area: ESL Instruction	
> Facilitator: Diana Satin
> Mar. 31 - Apr. 25
> Webinar Apr. 25
> 6-hour course
> Fee: $119	
> 
> Facilitating Adult Learning: Key Concepts for Teaching Adults <http://www.newreaderspress.com/default.aspx?cat=prof&hid=302&pid=PLATR10-F>
> Topic Area: Training Skills	
> Facilitator: Roberta Reiss
> Apr. 7 - Apr. 25
> 6-hour course
> Fee: $119	
> 
> Course descriptions and registration available at 
> <http://www.newreaderspress.com/default_prolit.aspx>
>  
> ProLiteracy America members receive a 15% discount on courses! 
> For more information, visit <http://www.proliteracy.org/proliteracy_america/membership/>
> 
> Questions? 
> Please call 315-422-9121 ext. 283, or e-mail prodev at proliteracy.org.
> 
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From LaFerlazzo at aol.com  Sun Feb 17 18:34:09 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sun, 17 Feb 2008 18:34:09 EST
Subject: [Technology 1542] Re: Now this will be the last list of ways to
	create online content easily...
Message-ID: <c57.27f550b5.34ea1e71@aol.com>

Hi, Everybody,
 
I know I said the third part would be the last in my series of The Best  Ways 
to Create Online Content Easily and Quickly, but I found ten more.   This, I 
promise, will be the last one:
 
_http://larryferlazzo.edublogs.org/2008/02/17/part-four-of-the-best-ways-to-cr
eate-online-content-easily-quickly/_ 
(http://larryferlazzo.edublogs.org/2008/02/17/part-four-of-the-best-ways-to-create-online-content-easily-quickly/) 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

**************Ideas to please picky eaters. Watch video on AOL Living.      
(http://living.aol.com/video/how-to-please-your-picky-eater/rachel-campos-duffy/
2050827?NCID=aolcmp00300000002598)
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From jataylor at utk.edu  Mon Feb 18 10:06:45 2008
From: jataylor at utk.edu (Taylor, Jackie)
Date: Mon, 18 Feb 2008 10:06:45 -0500
Subject: [Technology 1543]  Join or Renew Membership with AALPD!
Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC01AA1500@KFSVS2.utk.tennessee.edu>

Dear Colleagues: 

It's that time of year again! Over the next month, the Association of
Adult Literacy Professional Developers (AALPD) invites you to join or
renew membership with AALPD: 

http://www.aalpd.org/membership_withvoting08.cfm  

AALPD is... 

AALPD is a national organization for professional developers committed
to advancing the field of adult literacy professional development
(http://www.aalpd.org/). Anyone working or interested in professional
development can join. As an affiliate of COABE (Commission on Adult
Basic Education), AALPD meets at COABE Conferences and other
professional development events. AALPD is a member of the National
Coalition for Literacy. 

Vote While You Join or Renew Membership 

While you are joining or renewing membership, you have the opportunity
to vote on the 2008 slate of AALPD officers (Chair, Vice-Chair,
Secretary, and Treasurer). Vote by March 17th!

 
Renewing Membership:

As we grow and expand, we need updated information about our members in
order to advocate effectively for professional development and to
provide members with the best possible services. So, we are asking
everyone to renew their memberships by registering as an AALPD member
each year. 

 

New/Prospective Members: 

If you are not yet a member, are you interested in: 

*         Getting more involved with adult literacy professional
development? 

*         Contributing your voice to shaping PD policy initiatives,
along with other advocates of adult literacy PD? 

*         Taking part in establishing (in the eyes of policy makers) the
legitimacy of a national association of practitioners/PD staff committed
to adult literacy professional development?

 

========================================================================
========

Join or Renew Now: http://www.aalpd.org/membership_withvoting08.cfm
========================================================================
========

 

AALPD 2008 Activities

AALPD is/will be:

*         Visioning and strategic planning for AALPD's role in advancing
adult literacy professional development

*         Advocating for funding for professional development

*         Increasing leadership opportunities by expanding leadership
roles and working groups that align with AALPD priorities

*         Finalizing the AALPD draft quality professional development
standards with feedback from the field (online and in-person at national
PD events)

*         Facilitating the adoption and implementation of professional
development quality standards and recommended AALPD PD Policies

*         Planning the 2009 PreConference and AALPD strand at COABE

*         Strengthening PD networking opportunities

 

AALPD Ongoing Activities

AALPD:

*         Hosts an annual PreConference at COABE

*         Co-sponsors the Adult Literacy Professional Development
discussion list in partnership with the National Institute for Literacy

*         Provides a Professional Development Registry of materials to
which you can find and contribute facilitator materials

AALPD Membership Benefits: 

 

*	Membership is free! 
*	You can vote for AALPD officers and on special issues that arise
(Only AALPD members will be eligible to vote).
*	We will send you the latest information about upcoming
trainings, events and resources. 
*	You can have input into the design of the COABE pre-conference
session next year (2009). 
*	You can choose to participate at various levels of involvement
to further key priorities identified by our members.
*	You can help to strengthen AALPD's voice in advocacy by
demonstrating a strong membership of concerned practitioners committed
to professional development. 

 

To stay abreast of AALPD activities, visit: http://www.aalpd.org/ 

Join or Renew Now: http://www.aalpd.org/membership_withvoting08.cfm 

Thank you for joining or renewing your membership with AALPD. I look
forward to an active year ahead. 

For the AALPD Executive Board, 

Jackie Taylor, Adult Literacy Professional Development List Moderator,
jataylor at utk.edu 
Association of Adult Literacy Professional Developers
http://www.aalpd.org/

 

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From MariannF at lacnyc.org  Tue Feb 19 10:04:45 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Tue, 19 Feb 2008 10:04:45 -0500
Subject: [Technology 1544] Re: Now this will be the last list of ways
	tocreate online content easily...
In-Reply-To: <c57.27f550b5.34ea1e71@aol.com>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86AF2FB@lac-exch.lacnyc.local>

Hello Larry,

On behalf of the list I encourage you to continue updating us on
editions to your blog and useful resources!

Best,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of LaFerlazzo at aol.com
Sent: Sunday, February 17, 2008 6:34 PM
To: undisclosed-recipients
Subject: [Technology 1542] Re: Now this will be the last list of ways
tocreate online content easily...

 

Hi, Everybody,

 

I know I said the third part would be the last in my series of The Best
Ways to Create Online Content Easily and Quickly, but I found ten more.
This, I promise, will be the last one:

 

http://larryferlazzo.edublogs.org/2008/02/17/part-four-of-the-best-ways-
to-create-online-content-easily-quickly/

 

Larry Ferlazzo

Luther Burbank High School

Sacramento, CA

________________________________

Delicious ideas to please the pickiest eaters. Watch the video on AOL
Living.
<http://living.aol.com/video/how-to-please-your-picky-eater/rachel-campo
s-duffy/2050827?NCID=aolcmp00300000002598> 

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From djrosen at comcast.net  Wed Feb 20 11:00:23 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 20 Feb 2008 11:00:23 -0500
Subject: [Technology 1545] Formative Assessment in Adult Literacy Education:
	A Special Topics Discussion
Message-ID: <9B939CC6-304A-44D8-B20D-C19C985EAD00@comcast.net>

Colleagues,

Beginning on Monday, February 25th, the Special Topics list will hold  
a discussion on formative assessment, a set of classroom practices  
that substantial research in England has shown to positively affect  
elementary and secondary level student learning outcomes. Not a term  
widely known in the U.S., formative assessment refers to what  
teachers and learners do in the classroom to assess learning  
progress.  An assessment is _formative_ when information gathered in  
the assessment process is used to modify teaching and learning  
activities.  It's an assessment _for_ learning,  not just _of_ learning.

A just-published study sponsored by the Organisation for Economic Co- 
operation and Development (OECD), Teaching, Learning and Assessment  
for Adults: Improving Foundation Skills < http://tinyurl.com/2dksn5 >  
looks at formative assessment practices in adult foundation skills  
(basic skills) classes in several countries among which were the U.S.  
and England. We will have as our guests the researchers who did the  
studies in these two countries. OECD researchers  who studied adult  
formative assessment practices in other countries may also  
participate in the discussion.

In my opinion, not an unbiased one as I was an OECD researcher in  
this study of practices in Flanders Belgium, the study could have an  
important impact on adult literacy education practices in North  
America, and formative assessment could -- as has been shown in K-12  
and higher education studies -- make an important difference for  
students' learning.

I hope you will join my esteemed guests for this discussion.

To subscribe to the discussion, go to
http://www.nifl.gov/mailman/listinfo/specialtopics .
You can unsubscribe after the discussion by going to the same web  
page or, if you prefer, you can stay subscribed for the next  
discussion, Transition from Corrections to Community Education.

Formative Assessment Guest Experts

Janet Looney
Janet Looney is the project leader of the Centre for Educational  
Research and Innovation program known as What Works in Innovation in  
Education. Since 2002 its focus has been on formative assessment.   
Between 2002 and 2004, the What Works program explored formative  
assessment in lower secondary classrooms in eight international  
systems. [See Formative Assessment: Improving Learning in Secondary  
Classrooms (2005)].  OECD has just published the second study  
addressing formative assessment for adult basic skill learners, whose  
web page was provided above.
Earlier in her career Janet taught ESOL in Japan for over two years,  
and  at the YMCA in Seattle Washington.

John Benseman
John Benseman has been involved in adult education and literacy for  
over 30 years working as a practitioner and program administrator,  
but mainly as a researcher and evaluator. He started his working life  
as a primary (elementary) school teacher, but ?became disillusioned  
with the task of constantly trying to motivate reluctant learners and  
became much more interested in working with adults who were much more  
motivated?. After a year of studying adult education in Sweden, he  
worked in continuing medical education, followed by seven years of  
running a community-based adult education organization and a similar  
period of self-employment as a researcher. After 12 years of teaching  
adult education at the University of Auckland, he moved last year to  
the Department of Labour to run a national workplace literacy  
project. The aim of this project is to identify best practice in  
workplace literacy by evaluating 15 diverse programs throughout New  
Zealand. They are about halfway through and should complete it late  
next year. To date they have interviewed about 250 learners and are  
just starting to get their first post-program data. They expect to  
have data on about 500-600 learners when it is finished.
John?s PhD was an analysis of New Zealand as a learning society. In  
addition to a "zillion" reports, he has edited a book on New Zealand  
adult education and two weeks ago, another one (with Alison Sutton)  
on New Zealand adult literacy. He ?mainly works from home in a study  
that looks out on to beautiful native bush, including a stream and  
lots of native birds?. He says "It?s summer here, so life includes  
jaunts to the beach, enjoying family life, frustrated attempts to  
lower a very average golf handicap and riding a motorbike to beat the  
Auckland traffic. My current project also includes a lot of travel  
round the country to interview people ? a duty that I am even paid to  
do?"

With John Comings, John Benseman did the formative assessment  
research in the U.S., sponsored in part by the National Institute for  
Literacy

John Comings
Dr. John Comings was director of the National Center for the Study of  
Adult Learning and Literacy (NCSALL) during its 11 years of funding  
from the US Department of Education. He is currently Senior Research  
Associate and lecturer at the Harvard Graduate School of Education  
and a consultant on adult education in the U.S. and other countries.  
His research focuses on the impact of adult literacy programs and  
ways to support persistence of adult learners.

John Vorhaus
Dr John Vorhaus is Associate Director, Research, at the National  
Research and Development Centre in Adult Literacy and Numeracy (NRDC)  
at the Institute of Education. He is also Director of the Centre for  
Research on the Wider Benefits of Learning.

John has directed numerous projects on adult literacy, language and  
numeracy, many of these focused on teaching and learning practices,  
and also on disadvantaged groups such as offenders, ethnic minority  
groups and people who are not in education, training or employment.

On-going research is taken up with persons with profound and multiple  
learning difficulties and disabilities; their political status, the  
question of whether and how they are shown respect, and an  
examination of the teaching and learning practices best fitted to  
their needs and abilities.

John has taught philosophy at the Universities of Bristol and London,  
and also in prison, adult and further education, and he continues to  
publish in the areas of political philosophy, philosophy of law and  
philosophy of education.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From george.demetrion at lvgh.org  Wed Feb 20 14:20:19 2008
From: george.demetrion at lvgh.org (George Demetrion)
Date: Wed, 20 Feb 2008 14:20:19 -0500
Subject: [Technology 1546]  LVGH weblinks
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB86AF2FB@lac-exch.lacnyc.local>
Message-ID: <681A95205B5ACB4AAD697401486AE7125991C7@hal9000.lvgh.prv>

Hi all,

The following is a collection of websites that we have identified over the past few years and have made accessible from our home page.  http://www.lvgh.org/weblinks.html

Combined with our network based programs which students can access at our 24 station lab they provide an excellent source of additional instruction to complement our print based Stand Out (ESOL) and Voyager (Basic Literacy) curriculums.

At this point we are contemplating redesign issues to make the site more user friendly for our students and tutors.  Any recommendations related to design or for that matter, content would be gratefully appreciated.

Perhaps offline communiqu? would be best, but either way.

Thank you for your support.

George Demetrion

George Demetrion
Director of Program Operations
Literacy Volunteers of Greater Hartford
30 Arbor Street
Hartford, CT 06106
(860) 233-3853
George.Demetrion at lvgh.org
www.lvgh.org
TEACH. LEARN. GROW.

From MariannF at lacnyc.org  Thu Feb 21 11:58:47 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Thu, 21 Feb 2008 11:58:47 -0500
Subject: [Technology 1547]  Job Announcement
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86AF4D7@lac-exch.lacnyc.local>

	Dear Colleagues,

	Please see the below job announcement.

	 

	Best,

	Mariann

	 

	 

	The Adult Education and Family Literacy Unit of the Colorado
Department of Education is seeking a well-qualified individual to serve
as an Adult Education and Family Literacy Consultant.

	 

	To apply, please submit a Colorado Department of Education
Employment Application, letter of interest and resume.  Please visit the
CDE website at http://www.cde.state.co.us/cdemgmt/HR/jobs.htm
<http://www.cde.state.co.us/cdemgmt/HR/jobs.htm>  and click on
Consultant Position #1053 for the position details.  On the same
webpage, scroll down to print a copy of the CDE Employment application.

	 

	Qualified applicants will be interviewed by phone or in person.
No reimbursement is available for travel to the interview or for
relocation to the state of Colorado. 

	 

	 

	Pamela M. Smith

	State Director

	Adult Education and Family Literacy

	Colorado Department of Education

	201 East Colfax Avenue

	Denver, CO 80203-1799

	
________________________________

	 

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From jataylor at utk.edu  Thu Feb 21 19:28:01 2008
From: jataylor at utk.edu (Taylor, Jackie)
Date: Thu, 21 Feb 2008 19:28:01 -0500
Subject: [Technology 1548]  Spring Online Courses from ProLiteracy America
Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC01B03028@KFSVS2.utk.tennessee.edu>

Dear Technology and Literacy List Colleagues:

ProLiteracy America is offering several facilitated online courses this
spring and some may be of particular interest to you. Please see below,
and share with those who you think may be interested. Thanks! Best,
Jackie

 

Jackie Taylor

Professional Development Editor

ProLiteracy America 

www.proliteracy.org <http://www.proliteracy.org/>  

jtaylor at proliteracy.org  

  

 

 

New Courses Go Online in March

Young Adult Education: Strategies and Materials
<http://207.10.202.200/exchweb/bin/redir.asp?URL=http://www.newreaderspr
ess.com/default.aspx?cat=prof%26hid=303%26pid=PLASY10F>  
(Mar.  24 - Apr. 11)

Topic Area: Serving Young Adults
 

NEW COURSE!  Creating Engaging ESOL Activities Using Computers II 
(Mar. 31 - Apr. 25) 

Topic Area - Online Courses: ESL Instruction

 

Watch for these courses coming in April and May:

NEW COURSE!  Facilitating Adult Learning: Key Concepts for Teaching
Adults 

(Apr. 7 - Apr. 25) 

Topic Area - Online Courses: Training Skills

Young Adult Education: Program Design
<http://207.10.202.200/exchweb/bin/redir.asp?URL=http://www.newreaderspr
ess.com/default.aspx?cat=prof%26hid=303%26pid=PLASY20F>  
(May 5 - May 23)

Topic Area: Serving Young Adults

Managing the Multilevel ESL Classroom
<http://207.10.202.200/exchweb/bin/redir.asp?URL=http://www.newreaderspr
ess.com/default.aspx?cat=prof%26hid=289%26pid=NRPPLA100F>  
(May 12 - June 13)

Topic Area: ESL Instruction

 

Course descriptions and registration available at 
http://www.newreaderspress.com/default_prolit.aspx
<http://207.10.202.200/exchweb/bin/redir.asp?URL=http://www.newreaderspr
ess.com/default_prolit.aspx> .

Participation is limited, so please register early! 

Questions? Please call 315-422-9121 ext. 283, or e-mail 
prodev at proliteracy.org <mailto:prodev at proliteracy.org> .

 

REMEMBER...

ProLiteracy America members receive a 15% discount on all professional
development courses! For more information, visit 
http://www.proliteracy.org/proliteracy_america/membership/
<http://207.10.202.200/exchweb/bin/redir.asp?URL=http://www.proliteracy.
org/proliteracy_america/membership/> .

 

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From djrosen at comcast.net  Fri Feb 22 15:01:38 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 22 Feb 2008 15:01:38 -0500
Subject: [Technology 1549] Formative Assessment in Adult Literacy Education:
	A Special Topics Discussion
In-Reply-To: <9B939CC6-304A-44D8-B20D-C19C985EAD00@comcast.net>
References: <9B939CC6-304A-44D8-B20D-C19C985EAD00@comcast.net>
Message-ID: <616D93B6-8194-46BF-8804-E0A943A05A95@comcast.net>

Colleagues,

If you would like to participate in the online discussion to be held  
the week of February 25th, beginning Monday, on Formative Assessment  
in Adult Literacy Education, and if you haven't already done so,  
please sign up now.  To do so, go to

http://www.nifl.gov/mailman/listinfo/specialtopics .

and follow the directions for subscribing. You will receive an email  
asking if you do indeed want to subscribe.  Reply immediately. You  
can unsubscribe after the discussion by going to the same web page  
or, if you prefer, you can stay subscribed for the next discussion,  
Transition from Corrections to Community Education that will begin on  
March 17th.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

On Feb 20, 2008, at 11:00 AM, David J. Rosen wrote:

> Colleagues,
>
> Beginning on Monday, February 25th, the Special Topics list will  
> hold a discussion on formative assessment, a set of classroom  
> practices that substantial research in England has shown to  
> positively affect elementary and secondary level student learning  
> outcomes. Not a term widely known in the U.S., formative assessment  
> refers to what teachers and learners do in the classroom to assess  
> learning progress.  An assessment is _formative_ when information  
> gathered in the assessment process is used to modify teaching and  
> learning activities.  It's an assessment _for_ learning,  not just  
> _of_ learning.
>
> A just-published study sponsored by the Organisation for Economic  
> Co-operation and Development (OECD), Teaching, Learning and  
> Assessment for Adults: Improving Foundation Skills < http:// 
> tinyurl.com/2dksn5 > looks at formative assessment practices in  
> adult foundation skills (basic skills) classes in several countries  
> among which were the U.S. and England. We will have as our guests  
> the researchers who did the studies in these two countries. OECD  
> researchers  who studied adult formative assessment practices in  
> other countries may also participate in the discussion.
>
> In my opinion, not an unbiased one as I was an OECD researcher in  
> this study of practices in Flanders Belgium, the study could have  
> an important impact on adult literacy education practices in North  
> America, and formative assessment could -- as has been shown in  
> K-12 and higher education studies -- make an important difference  
> for students' learning.
>
> I hope you will join my esteemed guests for this discussion.
>
> To subscribe to the discussion, go to
> http://www.nifl.gov/mailman/listinfo/specialtopics .
> You can unsubscribe after the discussion by going to the same web  
> page or, if you prefer, you can stay subscribed for the next  
> discussion, Transition from Corrections to Community Education.
>
> Formative Assessment Guest Experts
>
> Janet Looney
> Janet Looney is the project leader of the Centre for Educational  
> Research and Innovation program known as What Works in Innovation  
> in Education. Since 2002 its focus has been on formative  
> assessment.  Between 2002 and 2004, the What Works program explored  
> formative assessment in lower secondary classrooms in eight  
> international systems. [See Formative Assessment: Improving  
> Learning in Secondary Classrooms (2005)].  OECD has just published  
> the second study addressing formative assessment for adult basic  
> skill learners, whose web page was provided above.
> Earlier in her career Janet taught ESOL in Japan for over two  
> years, and  at the YMCA in Seattle Washington.
>
> John Benseman
> John Benseman has been involved in adult education and literacy for  
> over 30 years working as a practitioner and program administrator,  
> but mainly as a researcher and evaluator. He started his working  
> life as a primary (elementary) school teacher, but ?became  
> disillusioned with the task of constantly trying to motivate  
> reluctant learners and became much more interested in working with  
> adults who were much more motivated?. After a year of studying  
> adult education in Sweden, he worked in continuing medical  
> education, followed by seven years of running a community-based  
> adult education organization and a similar period of self- 
> employment as a researcher. After 12 years of teaching adult  
> education at the University of Auckland, he moved last year to the  
> Department of Labour to run a national workplace literacy project.  
> The aim of this project is to identify best practice in workplace  
> literacy by evaluating 15 diverse programs throughout New Zealand.  
> They are about halfway through and should complete it late next  
> year. To date they have interviewed about 250 learners and are just  
> starting to get their first post-program data. They expect to have  
> data on about 500-600 learners when it is finished.
> John?s PhD was an analysis of New Zealand as a learning society. In  
> addition to a "zillion" reports, he has edited a book on New  
> Zealand adult education and two weeks ago, another one (with Alison  
> Sutton) on New Zealand adult literacy. He ?mainly works from home  
> in a study that looks out on to beautiful native bush, including a  
> stream and lots of native birds?. He says "It?s summer here, so  
> life includes jaunts to the beach, enjoying family life, frustrated  
> attempts to lower a very average golf handicap and riding a  
> motorbike to beat the Auckland traffic. My current project also  
> includes a lot of travel round the country to interview people ? a  
> duty that I am even paid to do?"
>
> With John Comings, John Benseman did the formative assessment  
> research in the U.S., sponsored in part by the National Institute  
> for Literacy
>
> John Comings
> Dr. John Comings was director of the National Center for the Study  
> of Adult Learning and Literacy (NCSALL) during its 11 years of  
> funding from the US Department of Education. He is currently Senior  
> Research Associate and lecturer at the Harvard Graduate School of  
> Education and a consultant on adult education in the U.S. and other  
> countries. His research focuses on the impact of adult literacy  
> programs and ways to support persistence of adult learners.
>
> John Vorhaus
> Dr John Vorhaus is Associate Director, Research, at the National  
> Research and Development Centre in Adult Literacy and Numeracy  
> (NRDC) at the Institute of Education. He is also Director of the  
> Centre for Research on the Wider Benefits of Learning.
>
> John has directed numerous projects on adult literacy, language and  
> numeracy, many of these focused on teaching and learning practices,  
> and also on disadvantaged groups such as offenders, ethnic minority  
> groups and people who are not in education, training or employment.
>
> On-going research is taken up with persons with profound and  
> multiple learning difficulties and disabilities; their political  
> status, the question of whether and how they are shown respect, and  
> an examination of the teaching and learning practices best fitted  
> to their needs and abilities.
>
> John has taught philosophy at the Universities of Bristol and  
> London, and also in prison, adult and further education, and he  
> continues to publish in the areas of political philosophy,  
> philosophy of law and philosophy of education.
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
>
>
>

David J. Rosen
djrosen at comcast.net

From MMaralit at NIFL.gov  Fri Feb 22 20:33:39 2008
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Fri, 22 Feb 2008 20:33:39 -0500
Subject: [Technology 1550] World News with Charles Gibson: A Special Series
	on Literacy
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B1538336C@wdcrobe2m03.ed.gov>

February 22, 2008

News and Notes from the National Institute for Literacy 
>From the Desk of Dr. Sandra L. Baxter, Director                            
____________________________________________________________

"WORLD NEWS WITH CHARLES GIBSON" TO REPORT A SPECIAL SERIES -
"LIVING IN THE SHADOWS: ILLITERACY IN AMERICA" BEGINNING FEBRUARY 25th

Beginning Monday, February 25, ABC's "World News with Charles Gibson" will
feature a special series, "Living in the Shadows: Illiteracy in America"
that examines the hidden phenomenon of illiteracy in this country. An
estimated 30 million people in the U.S. cannot read a simple sentence, and
as Senior Justice Department Correspondent Pierre Thomas reports,
undiagnosed learning disorders, poverty, and unstable homes are among the
factors contributing to this nation-wide crisis. The problem persists, in
large part, because many actively try to conceal it or avoid seeking help.

45 year-old Monica Baxley of Chipley, Florida was one of those people,
hiding the fact that she was functionally illiterate from family, friends,
even her husband for thirty years. She was unable to read newspapers, road
signs, or fill out job applications - a painful existence with constant
reminders of her limitation. She finally decided to seek help after becoming
frustrated that she couldn't help her daughter with homework. After several
years of intensive instruction with a local literacy group, she went on to
earn her GED. She now spends her time tutoring and inspiring others who are
illiterate.

In part two of the series, Thomas travels to Grand Rapids, Michigan, where
one out of every five residents there has difficulty reading or cannot read
at all. The city has pledged to cut the illiteracy rate in half in the next
ten years - launching a city-wide campaign to increase awareness of the
issue and enlisting hundreds of tutors and volunteers. Are their initiatives
making a difference? For those who have overcome illiteracy, the ability to
read has opened new doors and expanded their opportunities.

"Living in the Shadows: Illiteracy in America" will air on "World News with
Charles Gibson" beginning Monday, February 25. Thomas' reporting will also
be featured on the "World News" webcast, available on ABCNEWS.com, ABC News
Now, Apple's iTunes, and mobile phones.

Jon Banner is the executive producer of "World News with Charles Gibson."
ABC News Media Relations:
Natalie Raabe (212) 456-2418

From MMaralit at NIFL.gov  Sun Feb 24 23:55:32 2008
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Sun, 24 Feb 2008 23:55:32 -0500
Subject: [Technology 1551] ABC News Special Series on Literacy starts Monday,
	Feb. 25
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B15383379@wdcrobe2m03.ed.gov>

Special Announcement
>From the Desk of Dr. Sandra L. Baxter       
    
Join us as we tune into watch ABC's "World News with Charlie Gibson," the
first installment in this special series airs Monday, February 25, 2008.
(Please check local listings.)

>From ABC NEWS: http://abcnews.go.com/
Text link: http://abcnews.go.com/WN/LegalCenter/story?id=4336421&page=1
Video link: http://abcnews.go.com/Video/playerIndex?id=4336780

Living in the Shadows: Illiteracy in America
Millions Live With a Crippling Secret That Affects Their Everyday Lives

By PIERRE THOMAS, JACK DATE and THERESA COOK

Feb. 24, 2008 --

It's a chronic crisis of huge proportions, one that keeps millions of
Americans living in the shadows. And for nearly all of her of 45 years,
Monica Baxley had lived with the crippling secret.

"I cried a lot over this," she said, "when I was alone and just would wonder
what could be done, you know, if there was any help out there for me."

Baxley, of the Florida panhandle town of Chipley, was functionally
illiterate. She quit school in the ninth grade, and for 30 years kept her
secret from friends, family and even her husband.

"I didn't want to be exposed, beyond anything else. That was the most
important thing -- for no one to ever learn."

Baxley joins so many others with literacy challenges: 7 million Americans
are illiterate, 27 million are unable to read well enough to complete a job
application and 30 million can't read a simple sentence.

Her travel was limited because she was unable to read road signs. She was
unable to read a newspaper or food labels in a supermarket.

Baxley never voted in an election. "I didn't know who or what to vote for,"
she said.

Her illiteracy even impacted her physical health, as she avoided seeing the
doctor out of fear she would have to fill out a medical form or read a
prescription.

"My health is poor now, but I really believe that's because I never went to
the doctor and had my physicals and stuff that I should have had," Baxley
admitted.

A recent study from the Archives of Internal Medicine revealed patients who
had difficulty reading prescriptions were 50 percent more likely to die from
disease than patients who were literate.

"It is a life and death issue," said study author Dr. David Baker of
Northwestern University. "Literacy affects your health in so many different
ways," he said, from inability to properly follow instructions to not
knowing about common conditions or what symptoms to look for.

"So when you put all of these things together it's not surprising that
people with the lower literacy levels are more likely to die [earlier],"
Baker said.

Baker said his team has interviewed hundreds of patients about their
experiences, and Baxley's situation was a common theme -- hiding illiteracy
from those close to them.

"It's very scary for people" when their first contact with the healthcare
system involves filling out detailed medical forms. "That's not a great
start," Baxter said, "and then when they are seeing their doctor they're
given other information they don't understand" such as prescription
information and instructions to take care of themselves.

"Many people are afraid to come in and see the doctor," Baxter said. They
don't seek care, resulting in the worsening of their conditions and an
increased likelihood of trips to the emergency room.

The American Medical Association Foundation did a private study of patients
who could not read. One woman who provided a testimonial said signed a form
agreeing to a medical procedure with no idea what it meant.

"The nurse said, how are you feeling since your hysterectomy?" according to
the testimonial. "And I acted as normal as I could, but inside, my mouth
fell open and I thought to myself, how could I be so stupid as to allow
somebody to take part of my body and I didn't know it?"

Another patient took her medication improperly, afraid to tell her physician
about her difficulty reading.

"I didn't take it right. I admit it," her testimonial said. "I just didn't
have they nerve to ask them and I didn't want anyone to know I couldn't
read."

"It's a tremendous problem when you think about the costs for us,
economically, health-wise," said Sandra Baxter, director of the National
Institute for Literacy.

"For so many adults who don't have the education, it's embarrassing to have
to say, would you explain that to me?" Baxter said of potential problems
during a doctor appointment. "And so they don't ask the questions that they
need to."

Undiagnosed learning disorders, poverty and an unstable home life are all
factors.

As for Monica Baxley, she confronted her illiteracy at age 42 and learned to
read. But illiteracy persists for millions who continue to live with it in
the shadows.

If someone you know needs help, contact your local library, or use one of
the following resources:

National Institute for Literacy: http://www.nifl.gov

Reading is Fundamental: http://www.rif.org/

To find a literacy program near you: http://www.literacydirectory.org/

To search resources by state:
http://www.literacydirectory.org/?op=hotlines&type=contacts

Copyright ? 2008 ABC News Internet Ventures

From djrosen at comcast.net  Sat Feb 23 11:39:17 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 23 Feb 2008 11:39:17 -0500
Subject: [Technology 1552]  Reseach on Technology's impact on learning
Message-ID: <3F3034F9-BD5A-4FD8-BB32-3651217CD392@comcast.net>

Colleagues,

I am often asked "Is there evidence that technology works, that it  
has an impact on learning, that it adds value to teaching and  
learning?" While there isn't much in adult literacy education -- you  
can see what evidence there is at  http://wiki.literacytent.org/ 
index.php/ResearchOnTech -- there is much more evidence  in K-12  of  
how, where, and with whom technology in the classroom and online  
makes a difference, where it has a big impact (a "spike" ) in  
learning gains.

Recently,  Cheryl Lemke, head of the ed-tech research firm The  
MetiriGroup, completed a comprehensive review (not a meta-analysis or  
systematic review) of existing studies on technology's impact on K-12  
learning. You can see a short video interview with her that boils  
down some of the things she learned at:

http://www.eschoolnews.com/video-center/esn-techwatch/? 
i=52311;_hbguid=bcc0df8f-6a25-4f4b-9552-7aff86845dc4&d=esn-techwatch

Short form of the same web page address:

http://tinyurl.com/2c4n2s

She has some interesting things to say about reading software that  
makes a difference, and also about the power of education gaming and  
simulation software, for example the strength of dissection of frogs  
online vs. dissecting actual frogs.  (That was heartening as I have  
been promoting online dissection for ASE science students and now I  
know it can be very effective.)  She also talks about "fidelity",  
that is, using the technology (hardware and software) the way it was  
intended to be used in order to get the learning gains claimed. These  
"spikes" in learning gains, she notes, require high quality teaching,  
that is, the technology is not a magic bullet, a "plug and go",  but  
rather technology offers some good tools for good teachers.

 From the report: Researchers find that extracting the full learning  
return from a technology investment requires much more than the mere
introduction of technology with software and web resources aligned  
with the curriculum. It requires the triangulation of content,
sound principles of learning, and high-quality teaching?all of which  
must be aligned with assessment and accountability. (Technology in  
Schools)

One intriguing statement has to do with a software package, that if  
used with fidelity, 100 minutes a day for 6-8 weeks, shows  
significant reading gains. My first reaction was, how many U.S. adult  
literacy programs could provide students with 100 minutes a day, 500  
minutes a week (over 8 hours a week), of anything?  My second thought  
was, perhaps we should be designing programs that offer intensive  
learning as an option. For example, recently laid off workers who  
need to improve their reading skills have a lot of time. They could  
be enrolled in intensive programs that might include good use of  
technology. If there are intensive models like this -- that use  
reading software well and that can show significant learning gains --  
we could use these programs as examples to persuade policy makers to  
fund intensive models. Of course that's a discussion that probably  
belongs on the AAACE-NLA policy discussion list.

In the report, there is also good news about virtual learning:

The types of virtual learning range from supplementary to  
comprehensive, from synchronous to asynchronous, from audio to web-based
or videoconferenced, as well as innovative hybrids thereof. In 2004,  
a synthesis of new research on K?12 online learning reported results
across five major meta-analyses. The authors summarized multiple meta- 
analyses, reporting that on average students perform equally well or  
better academically in formal online learning situations as students  
under traditional instruction. Summaries also indicate that student  
achievement in courses using email and web-based virtual learning was  
slightly better than in courses using traditional instruction, while  
student achievement in courses with video-based virtual learning was  
either the same or slightly lower than traditional instruction.  
Emergent research on visualization and learning through multimedia  
and a summary report from England suggest that results will be  
determined somewhat by learner control, dialogue, learner support,  
and opportunities for direct learner involvement.xxiii
(Technology in Schools)

The Technology in Schools report offers a lot more that you might  
find interesting.  It will be found at http://www.metiri.com/  (under  
What's New)

David J. Rosen
djrosen at comcast.net

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From rberdan at csulb.edu  Mon Feb 25 13:20:27 2008
From: rberdan at csulb.edu (Robert Berdan)
Date: Mon, 25 Feb 2008 10:20:27 -0800
Subject: [Technology 1553]  Online Multimedia E-Book
Message-ID: <web-17353147@remus.csulb.edu>

We have placed online the beginning of Lynne Cox's book 
GRAYSON, the story of her encounter with an
orphaned baby gray whale off the coast of California.  The 
online version is a multimedia e-book with the display of 
text phrasally cued and synchronized to the author's 
reading.

It is available here:

http://cetl.edtech.csulb.edu/grayson

Two controls are available to the user.  One controls the 
timing of the text highlighting, which can be advanced 
relative to the audio, allowing for the user to read in 
concert with the author.  The second control lengthens 
pauses, effectively slowing the reading, particularly for 
developing readers and for English-language learners.  The 
book has been developed in conjunction with the annual 
activities of Long Beach Reads One Book.

The text is syntactically fairly simple, and the author's 
reading pace will put it in reach for many learners.

We're always happy to get suggestions and comments.

Robert Berdan
Center for Educational Technology and Learning
California State University, Long Beach

From ejonline at comcast.net  Mon Feb 25 20:48:41 2008
From: ejonline at comcast.net (ejonline at comcast.net)
Date: Tue, 26 Feb 2008 01:48:41 +0000
Subject: [Technology 1554] ALE Wiki Conference Experiment/ Social Justice
	Through Electronic Media
Message-ID: <022620080148.29764.47C36FF9000784F50000744422007348300A0207040201060A@comcast.net>

Some of you may already know this from other lists, but as part of the WE LEARN conference, we have set up a special section of the Adult Literacy Education wiki (http://wiki.literacytent.org/index.php/Main_Page).  The idea is to have some questions and ideas generated on the web prior to the conference, so that even those who cannot attend may still participate in some way. We also plan to have wiki updates throughout the conference itself, and post information and ideas after the conference is over. 

The main page for the conference is http://wiki.literacytent.org/index.php/WE_LEARN_2008_Conference

We have pages for each session. A sample of this is at 

http://wiki.literacytent.org/index.php/WL08/5:_Building_Social_Justice_through_Electronic_Media

This is a session we are doing on the use of discussion lists and wiki to build coalitions for social justice. The page has a section for comments and questions, and given the nature of this list, it would be great to see some tech-savy (or interested) people post some comments about the topic. 

If you don't want to log in to post on the wiki, you can send me questions about the session topic and I will add them myself (since I am one of the people who is organizing this session). 

Thanks. 

Erik Jacobson

From MariannF at lacnyc.org  Tue Feb 26 12:43:25 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Tue, 26 Feb 2008 12:43:25 -0500
Subject: [Technology 1555]  FW: Announcement-NAAL Data Set Training Seminar
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB86AF6ED@lac-exch.lacnyc.local>

Dear Colleagues,
Please see the below workshop information from The National Center for
Education Statistics.

Mariann Fedele
Director,
NYC Regional Adult Education Network
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

*********************************

Using the National Assessment of Adult Literacy Data file and Tools For
Research, Secondary Analyses and Policy Development

   NAAL Data Set Training June 2008

Description:

The National Center for Education Statistics (NCES), in the U.S
Department of Education's Institute of Education Sciences (IES), will
sponsor a 2 1/2-day advanced studies seminar on the use of the National
Assessment of Adult Literacy (NAAL) data files and tools for research
and policy analyses. The 2003 NAAL measured the English literacy of
America's adults living in households and prisons. Results are reported
in terms of scale score averages on three literacy scales: prose,
document, and quantitative, as well as literacy levels that are
described as Below Basic, Basic, Intermediate, and Proficient.

For more information about NAAL and a list of available publications
that can be downloaded or ordered, visit the survey website. See the
links available below.

Type:

Workshop/Training & Technical Assistance

Audience:

This seminar is open to institutional researchers and planners,
education practitioners, policymakers, and association members, as well
as faculty and advanced graduate students from colleges and universities
nationwide.

Location:

Academy for Educational Development (AED)
1825 Connecticut Avenue, NW
Washington, DC 20009-5721
(202) 884-8583

Dates:

June 25-27, 2008

Organization:

National Center for Education Statistics

More Information:

Register for this conference
<http://ies.ed.gov/whatsnew/conferences/Register.aspx?id=314> 

NAAL Data Set Training Seminar Announcement
<http://nces.ed.gov/whatsnew/conferences/PDF/NAAL2008trainingannouncemen
t.pdf> 

   
<http://nces.ed.gov/whatsnew/conferences/PDF/NAAL2008trainingannouncemen
t.pdf>  ( 267KB ) 

For further information about NAAL, visit the study website
<http://nces.ed.gov/NAAL> 

For help viewing PDF files, please click here
<http://ies.ed.gov/help/techissues.asp#pdf> .

Contacts:
Vukovic, Gordana <mailto:gvukovic at sei2003.com>  from Synergy
Enterprises, Inc. at (240) 485-1700

Sponsors:
National Center for Education Statistics (NCES) <http://nces.ed.gov/> 

 

 

 

From kbeall at onlyinternet.net  Tue Feb 26 13:30:59 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Tue, 26 Feb 2008 13:30:59 -0500
Subject: [Technology 1556] Registration Opens for Online Courses on Reading
	and Transitions
Message-ID: <00e901c878a5$bf41b2f0$030ba8c0@D14J7YD1>

Dear colleagues,

 

We?re excited about sharing our high-quality trainings in a new way with adult educators. We hope that you?ll join us online in exploring evidence-based practices that you can use in your programs and instruction.

 

See the course descriptions and registration information below for:

*         Research-based Strategies and Models for Adult Transitions to Postsecondary Education

*         Study Circle: Research-based Adult Reading Instruction

 

Please contact me directly with questions.

Kaye

 

Kaye Beall

Project Director

World Education

765-717-3942

kaye_beall at worlded.org

www.worlded.org <http://www.worlded.org/>  

 

Research-based Strategies and Models for Adult Transitions to Postsecondary Education

Course Dates: April 11?June 5, 2008

Course Description 
Participants will read and discuss the research on the changing workforce and examine the reasons why adult learners need to go beyond the GED and English language study to advance their earning potential. Participants will also learn about the challenges facing adult students in postsecondary education and investigate strategies and program models that support adult transitions to postsecondary education. Throughout the course, participants will gather local and regional data on the labor market, educational needs, and academic programs and support services offered by area colleges to guide future program development and planning.  

Course Format and Schedule: facilitated, online

During this eight-week course, you will engage in self-paced activities and readings, as well as asynchronous discussions with the facilitator and course participants. An opening teleconference is scheduled for April 17, 2008, 1 pm or 7 pm EDT

Syllabus: Download a detailed Course Overview at http://professionalstudiesae.worlded.org/pdf/ct_overview.pdf 

Course Facilitator: Sandy Goodman 

Estimated Completion Time: 24 hours

Fee: $149.00

Registration: Complete and return the registration form, which you can download at http://professionalstudiesae.worlded.org/pdf/ct_registration.pdf.  Payment must be received prior to enrollment.  Registration is limited to 20 participants.

Cancellation policy: World Education reserves the right to cancel the course if the minimum number of registrants is not met by April 4, 2008

****************************************

Study Circle: Research-based Adult Reading Instruction

Course Dates: April 11?June 12, 2008

Course Description 
The Research-based Adult Reading Instruction Study Circle is designed to engage practitioners of adult basic education (ABE), adult secondary education (ASE), and English-for-speakers-of?other-languages (ESOL) in discussing theories and concepts related to reading instruction. Questions about what research says about teaching adults how to read are particularly relevant as programs and teachers struggle with choosing the most effective ways to develop adults? reading skills.

Course Format and Schedule: facilitated, online

During this eight-week course, you will work on team projects, engage in self-paced activities and readings, as well as asynchronous discussions with the facilitator and course participants. Chats are scheduled for April 24, May 15, and June 5 at 12:30?1:30 pm or 1:30?2:30 pm EDT

Syllabus: Download detailed Course Overview at http://professionalstudiesae.worlded.org/pdf/reading_sc_overview.pdf 

Course Facilitator: Kaye Beall 

Estimated Completion Time: 24 hours

Fee: $149.00

Registration: and return the registration form, which you can download at http://professionalstudiesae.worlded.org/pdf/reading_reg.pdf. Payment must be received prior to enrollment. Registration is limited to 20 participants.

Cancellation policy: World Education reserves the right to cancel the course if the minimum number of registrants is not met by April 4, 2008. 

 

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From LaFerlazzo at aol.com  Thu Feb 28 23:26:31 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Thu, 28 Feb 2008 23:26:31 EST
Subject: [Technology 1557] Re: The Best Websites For Students Exploring Jobs
	and Careers
Message-ID: <c38.26d088ca.34f8e377@aol.com>

Hi, Everybody,
 
Here's the latest "The Best..." list, this time The Best Websites For  
Students Exploring Jobs and Careers:
_http://larryferlazzo.edublogs.org/2008/02/28/the-best-websites-for-students-e
xploring-jobs-careers/_ 
(http://larryferlazzo.edublogs.org/2008/02/28/the-best-websites-for-students-exploring-jobs-careers/) 
 
I hope you find it helpful.
 
Larry Ferlazzo
_http://larryferlazzo.com/english.html_ 
(http://larryferlazzo.com/english.html) 

**************Ideas to please picky eaters. Watch video on AOL Living.      
(http://living.aol.com/video/how-to-please-your-picky-eater/rachel-campos-duffy/
2050827?NCID=aolcmp00300000002598)
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From barry.bakin at lausd.net  Thu Feb 28 18:00:39 2008
From: barry.bakin at lausd.net (Bakin, Barry)
Date: Thu, 28 Feb 2008 15:00:39 -0800
Subject: [Technology 1558] Re: Online Multimedia E-Book
In-Reply-To: <web-17353147@remus.csulb.edu>
Message-ID: <3A1C7AD0D94A5548BD10739DF55BC6D80110870C@MAILBE-LA07.lausd.net>

Very nice resource.  What about the other chapters? I was looking for
the whale and only got grunion...

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Robert Berdan
Sent: Monday, February 25, 2008 10:20 AM
To: technology at nifl.gov
Subject: [Technology 1553] Online Multimedia E-Book

We have placed online the beginning of Lynne Cox's book 
GRAYSON, the story of her encounter with an
orphaned baby gray whale off the coast of California.  The 
online version is a multimedia e-book with the display of 
text phrasally cued and synchronized to the author's 
reading.

It is available here:

http://cetl.edtech.csulb.edu/grayson

Two controls are available to the user.  One controls the 
timing of the text highlighting, which can be advanced 
relative to the audio, allowing for the user to read in 
concert with the author.  The second control lengthens 
pauses, effectively slowing the reading, particularly for 
developing readers and for English-language learners.  The 
book has been developed in conjunction with the annual 
activities of Long Beach Reads One Book.

The text is syntactically fairly simple, and the author's 
reading pace will put it in reach for many learners.

We're always happy to get suggestions and comments.

Robert Berdan
Center for Educational Technology and Learning
California State University, Long Beach
----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to barry.bakin at lausd.net

From LaFerlazzo at aol.com  Sun Mar  2 17:34:50 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sun, 2 Mar 2008 17:34:50 EST
Subject: [Technology 1559] Re: The Best Online Tools For Real-Time
	Collaboration
Message-ID: <ca6.24fcef22.34fc858a@aol.com>

Hi, Everybody,
 
I thought you might be interested in this new list sharing my picks for The  
Best Online Tools For Real-Time Collaboration:
 
_http://larryferlazzo.edublogs.org/2008/03/02/the-best-online-tools-for-real-t
ime-collaboration/_ 
(http://larryferlazzo.edublogs.org/2008/03/02/the-best-online-tools-for-real-time-collaboration/) 
 
Larry Ferlazzo
Sacramento, CA

**************Ideas to please picky eaters. Watch video on AOL Living.      
(http://living.aol.com/video/how-to-please-your-picky-eater/rachel-campos-duffy/
2050827?NCID=aolcmp00300000002598)
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From michael.thomas at gmx.co.uk  Sun Mar  2 02:58:29 2008
From: michael.thomas at gmx.co.uk (Michael Thomas)
Date: Sun, 02 Mar 2008 16:58:29 +0900
Subject: [Technology 1560]  Live event in Second Life / Register now
Message-ID: <C3F08D35.80C7%michael.thomas@gmx.co.uk>

Wireless Ready: Interactivity, Collaboration and Feedback in Language
Learning Technologies, Nagoya, Japan, 29th March 2008

This one-day international symposium on language learning technologies will
be simultaneously live in Second Life.

Registration is now open in Second Life at the following URL. Click on
'sign-up' to register. Participants in SL will be able hear and see the
presenters in Nagoya, Japan:

http://slurl.com/secondlife/EduNation%20III/52/49/21/
(requires SL to be installed)

Places will be limited to 50 participants in Second Life, so please sign up
soon.

Homepage
http://wirelessready.nucba.ac.jp

Wireless Ready SL
http://www.theconsultants-e.com/edunation/WirelessReadySL.pdf

Keynote speakers to include:
Michael Coghlan - Web 2.0 & ICT (ICT consultant, Australia)
Dr John Collick - Interactive Whiteboards in EFL (International Education
Manager, Promethean)
Russell Stannard - Screen Capture Software and Student Feedback (University
of Westminster, UK)

Michael Thomas 
Chair, Conference Organizing Committee
http://wirelessready.nucba.ac.jp

-- 
Dr. Michael Thomas BA. M.Ed. MBA Ph.D.
Associate Professor
Faculty of Foreign Languages & Asian Studies
Nagoya University of Commerce and Business
4-4 Sagamine, Komenoki-cho
Nisshin-shi, Aichi-ken
Japan 470-0193

Tel.: +81 (0)5617 32111 (Ex. 26310)
Fax:  +81 (0)56174 0341
skype: michaelthomas2006
michael.thomas at nucba.ac.jp (office)
michael.thomas at gmx.co.uk (private)

From tsticht at znet.com  Wed Mar  5 16:46:00 2008
From: tsticht at znet.com (tsticht at znet.com)
Date: Wed, 05 Mar 2008 13:46:00 -0800
Subject: [Technology 1561]  International Women' Day Message
Message-ID: <1204753560.47cf1498a47ec@webmail.znet.net>

March 8th, 2008 is International Women's Day

Honoring Three Women Literacy Workers

Tom Sticht
International Consultant in Adult Education

For many years Namtip Aksornkool of Thailand was a senior specialist in
literacy and women's education at UNESCO. In addition, she served for a
number of years as the lead coordinator for UNESCO's International Literacy
Day. It was in this latter capacity that I had the chance to work with
Namtip during my years as a member of UNESCO's International Literacy Prize
Jury that selected the annual winners of UNESCO literacy prizes. Through her
work, Namtip helped to focus literacy efforts in many nations on the
particular needs of women and girls. I was able to obtain and read reports
and books she prepared calling attention to the needs of women for literacy
education and the efforts of literacy workers.

In one of these reports, "On the Ground: Adventures of Literacy Workers
(UNESCO, 2002) ," Namtip related some of her own adventures in Namibia to
educate adults about HIV/AIDS. She made the point that "Literacy workers
must be prepared to travel by all modes of transport - helicopters, trains,
jeeps, four wheelers, horses, camels, mules, elephants and, yes even by a
human being!" Namtip herself made many missions to nations by these various
means of travel. She recorded some of her impressions in On the Ground and
stated, "Authorities always stipulate, often in official policy papers, how
important women's empowerment is to their country's development. Yet
experience shows that they rarely act on their word - to their own economic
detriment." With this sort of straightforward commentary, unusual for a
UNESCO official, Namtip was able to achieve many important literacy
outcomes for women and girls. It was always a pleasure for me to have a
coffee with Namtip in the caf? on the 7th floor of UNESCO Headquarters in
Paris while discussing  adult literacy education needs and UNESCO's work to
meet these needs. A good example of informal education for me!

>From 1985 to 2001,  Martha Mvungi  of Tanzania served in the position of
President of the International Literacy Prize Jury. She brought to the Jury
a deep understanding of the African region and the meaning of the saying
that "it takes a village to raise a child."  Martha focused upon the role
of the community in supporting literacy programs and she was always sure to
remind the Jury of the special needs of women for literacy, especially the
intergenerational effects that educating women can have on children's
education. This is one of the kinds of "multiplier effects" that the Jury
noted can result from adult literacy education. This refers to the common
finding that when adult's acquire literacy, this doesn't just increase
their literacy, it frequently also increases their economic, community, and
civic standings.

In her 1996 report to Mr. Federico Mayor, then Director-General of UNESCO,
following the Jury's meeting, Martha wrote a section which called for
placing more emphasis on the multiplier effects of adult literacy
education. She said, "The Jury is also of the view that emphasis on the
intergenerational transfer of educating the family can reap the long-term
effects of sustained literacy and education. Once the family, and in
particular the adult, is literate, the 
 chances that their children will
also go to school are very high, 
 This message has to be said over and
over to encourage efforts in literacy to be appropriately directed towards
adults and the family."

Later this intergenerational effect of adult literacy education was also
expressed as educational policy by Rosa Maria Torres of Ecuador, with whom
I worked for a couple of years when she was a member of the UNESCO
International Literacy Prize Jury in 2001 and 2002.

In an online internet article posted in 2003  (The fundamental linkages
between child, youth and adult learning and
education.http://www.iizdvv.de/englisch/Publikationen/Supplements/60_2003/eng_someconclusionsandelements.htm)
 Rosa Maria stated that, "Adult Basic Education and Learning (ABLE) cannot
continue to be viewed in isolation, as a separate educational goal 
 but
rather as part of the overall education, training and learning system and
policy at national and international level. 
To educate children, it is
essential to educate adults, not only (illiterate, poor) parents and
caregivers (including teachers) but adults in general. Because it is adults
and the adult society who make the critical decisions that affect children?s
well-being and development, at home, at school.... This is the importance of
educating adults, for their own sake and for the sake of children, for the
present and for future generations. 
In fact, 
 the children?s right to
education should include the right to educated parents."

These three women exemplify the efforts of thousand of literacy workers
around the world, both in the hardships they have endured in adult literacy
education and the emphasis they have made on the literacy education of women
and families. It was a privilege for me to have had the opportunity to work
with all three of these outstanding women to further the cause of adult
literacy education. I am honored to know them and to recognize their work
this International Women's Day.

Thomas G. Sticht
International Consultant in Adult Education
2062 Valley View Blvd.
El Cajon, CA 92019-2059
Tel/fax: (619) 444-9133
Email: tsticht at aznet.net

From LaFerlazzo at aol.com  Thu Mar  6 07:18:42 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Thu, 6 Mar 2008 07:18:42 EST
Subject: [Technology 1562] Re: More Resources
Message-ID: <d29.1f092f2c.35013b22@aol.com>

Hi, Everybody,
 
Here's another list you might find useful:
 
Part Five Of The Best Ways To Create Online Content Easily and  Quickly
_http://larryferlazzo.edublogs.org/2008/03/05/part-five-of-the-best-ways-to-cr
eate-online-content-easily-quickly/_ 
(http://larryferlazzo.edublogs.org/2008/03/05/part-five-of-the-best-ways-to-create-online-content-easily-quickly/) 
 
 
Larry Ferlazzo

**************It's Tax Time! Get tips, forms, and advice on AOL Money & 
Finance.      (http://money.aol.com/tax?NCID=aolprf00030000000001)
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From wmmech1 at msn.com  Fri Mar  7 09:45:52 2008
From: wmmech1 at msn.com (Marg/Bill Mechlenburg)
Date: Fri, 7 Mar 2008 09:45:52 -0500
Subject: [Technology 1563]  Resource Request
In-Reply-To: <d29.1f092f2c.35013b22@aol.com>
References: <d29.1f092f2c.35013b22@aol.com>
Message-ID: <BAY108-DAV110A630C0954B415B0C365ED130@phx.gbl>

Hello,

 

I would like to teach reading students how to enter data in on-line
forms?does anyone know of any website that allows people to practice
completing forms?

 

Thank you,

Marg Mechlenburg

 

   _____  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
Behalf Of LaFerlazzo at aol.com
Sent: Thursday, March 06, 2008 7:19 AM
To: technology at nifl.gov
Subject: [Technology 1562] Re: More Resources

 

Hi, Everybody,

 

Here's another list you might find useful:

 

Part Five Of The Best Ways To Create Online Content Easily and Quickly

HYPERLINK
"http://larryferlazzo.edublogs.org/2008/03/05/part-five-of-the-best-ways-to-
create-online-content-easily-quickly/"http://larryferlazzo.edublogs.org/2008
/03/05/part-five-of-the-best-ways-to-create-online-content-easily-quickly/

 

 

Larry Ferlazzo

   _____  

It's Tax Time! HYPERLINK
"http://money.aol.com/tax?NCID=aolprf00030000000001" \nGet tips, forms and
advice on AOL Money & Finance.

No virus found in this incoming message.
Checked by AVG Free Edition.
Version: 7.5.516 / Virus Database: 269.21.4/1310 - Release Date: 3/4/2008
8:35 AM

No virus found in this outgoing message.
Checked by AVG Free Edition. 
Version: 7.5.516 / Virus Database: 269.21.4/1310 - Release Date: 3/4/2008
8:35 AM
 
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From teacherwendyq at gmail.com  Fri Mar  7 09:58:00 2008
From: teacherwendyq at gmail.com (Wendy Quinones)
Date: Fri, 7 Mar 2008 09:58:00 -0500
Subject: [Technology 1564] Re: Resource Request
In-Reply-To: <BAY108-DAV110A630C0954B415B0C365ED130@phx.gbl>
References: <d29.1f092f2c.35013b22@aol.com>
	<BAY108-DAV110A630C0954B415B0C365ED130@phx.gbl>
Message-ID: <ad2cc1ef0803070658h767cdf6an5ea0c8c3ef52c82d@mail.gmail.com>

Hi Marg,
It takes a while to get there, but this Mouserobics site does have a page
simulating filling out a form.  I'd love to find more of these for my
students, too.

http://www.ckls.org/~crippel/computerlab/tutorials/mouse/page1.html

Wendy Quinones

2008/3/7 Marg/Bill Mechlenburg <wmmech1 at msn.com>:

>  Hello,
>
>
>
> I would like to teach reading students how to enter data in on-line
> forms?does anyone know of any website that allows people to practice
> completing forms?
>
>
>
> Thank you,
>
> Marg Mechlenburg
>
>
>  ------------------------------
>
> *From:* technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] *On
> Behalf Of *LaFerlazzo at aol.com
> *Sent:* Thursday, March 06, 2008 7:19 AM
> *To:* technology at nifl.gov
> *Subject:* [Technology 1562] Re: More Resources
>
>
>
> Hi, Everybody,
>
>
>
> Here's another list you might find useful:
>
>
>
> Part Five Of The Best Ways To Create Online Content Easily and Quickly
>
>
> http://larryferlazzo.edublogs.org/2008/03/05/part-five-of-the-best-ways-to-create-online-content-easily-quickly/
>
>
>
>
>
> Larry Ferlazzo
>
>
>
>  ------------------------------
>
> It's Tax Time! Get tips, forms and advice on AOL Money & Finance.<http://money.aol.com/tax?NCID=aolprf00030000000001>
>
> No virus found in this incoming message.
> Checked by AVG Free Edition.
> Version: 7.5.516 / Virus Database: 269.21.4/1310 - Release Date: 3/4/2008
> 8:35 AM
>
>
> No virus found in this outgoing message.
> Checked by AVG Free Edition.
> Version: 7.5.516 / Virus Database: 269.21.4/1310 - Release Date: 3/4/2008
> 8:35 AM
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to teacherwendyq at gmail.com
>
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From ESnay at qcc.mass.edu  Fri Mar  7 10:16:27 2008
From: ESnay at qcc.mass.edu (Eunice Snay)
Date: Fri, 7 Mar 2008 10:16:27 -0500
Subject: [Technology 1565] Re: Resource Request
In-Reply-To: <ad2cc1ef0803070658h767cdf6an5ea0c8c3ef52c82d@mail.gmail.com>
References: <d29.1f092f2c.35013b22@aol.com><BAY108-DAV110A630C0954B415B0C365ED130@phx.gbl>
	<ad2cc1ef0803070658h767cdf6an5ea0c8c3ef52c82d@mail.gmail.com>
Message-ID: <7D243C93CC45DC47BD40B11C9D073BA905442B7E@HOBBES.campus.qcc.edu>

Marg: A quick search found these sites, I just so happen to be doing
this research for myself. 

http://pamplemouseni.co.uk/form.htm

http://humanities.byu.edu/elc/Teacher/sectiontwo/Lesson2.html

http://www.employmentspot.com/employment-articles/filling-out-a-job-appl
ication/

http://www.rain.org/esl/esl-filling-out-forms.html  not sure what the
last drop down  is about???  Hmmm. 

 

This link is for Massachusetts:
http://www.mass.gov/courts/formsandguidelines/forms.html that led me to
these forms for Interpretive services:
http://www.mass.gov/courts/admin/planning/ocisforms.html

 

But I got the above links from this National Link where you can find
forms for your own state. :
http://www.ncsconline.org/wc/CourTopics/statelinks.asp?id=64&topic=ProSe
#Massachusetts  

 

Using authentic forms that your students would likely use would give
them purpose in this exercise, as you can see filling in forms is not an
easy task. Think about those dreaded IRS forms we'll all be filling in
shortly. 

 

This is software you can purchase:
http://www.rempub.com/Details.cfm?ProdId=4115&category=0

 

Eunice Snay

Central SABES Regional Technologist

508-854-4514

esnay at qcc.mass.edu

 

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Wendy Quinones
Sent: Friday, March 07, 2008 9:58 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1564] Re: Resource Request

 

Hi Marg,

It takes a while to get there, but this Mouserobics site does have a
page simulating filling out a form.  I'd love to find more of these for
my students, too.

 

http://www.ckls.org/~crippel/computerlab/tutorials/mouse/page1.html

 

Wendy Quinones

2008/3/7 Marg/Bill Mechlenburg <wmmech1 at msn.com>:

Hello,

 

I would like to teach reading students how to enter data in on-line
forms...does anyone know of any website that allows people to practice
completing forms?

 

Thank you,

Marg Mechlenburg

 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of LaFerlazzo at aol.com
Sent: Thursday, March 06, 2008 7:19 AM
To: technology at nifl.gov
Subject: [Technology 1562] Re: More Resources

 

Hi, Everybody,

 

Here's another list you might find useful:

 

Part Five Of The Best Ways To Create Online Content Easily and Quickly

http://larryferlazzo.edublogs.org/2008/03/05/part-five-of-the-best-ways-
to-create-online-content-easily-quickly/

 

 

Larry Ferlazzo

 

________________________________

It's Tax Time! Get tips, forms and advice on AOL Money & Finance.
<http://money.aol.com/tax?NCID=aolprf00030000000001> 

 

No virus found in this incoming message.
Checked by AVG Free Edition.
Version: 7.5.516 / Virus Database: 269.21.4/1310 - Release Date:
3/4/2008 8:35 AM

 

No virus found in this outgoing message.
Checked by AVG Free Edition.
Version: 7.5.516 / Virus Database: 269.21.4/1310 - Release Date:
3/4/2008 8:35 AM

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to teacherwendyq at gmail.com

 

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From LaFerlazzo at aol.com  Sat Mar  8 00:03:31 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sat, 8 Mar 2008 00:03:31 EST
Subject: [Technology 1566] Re: Best Websites For Learning and Teaching
	Geography
Message-ID: <d2e.189d8ddb.35037823@aol.com>

Hi, Everybody,
 
Here's another list:
 
The Best Websites For Learning and Teaching Geography
_http://larryferlazzo.edublogs.org/2008/03/07/the-best-websites-for-learning-t
eaching-geography/_ 
(http://larryferlazzo.edublogs.org/2008/03/07/the-best-websites-for-learning-teaching-geography/) 
 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

**************It's Tax Time! Get tips, forms, and advice on AOL Money & 
Finance.      (http://money.aol.com/tax?NCID=aolprf00030000000001)
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From LaFerlazzo at aol.com  Mon Mar 10 23:45:28 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Mon, 10 Mar 2008 23:45:28 EDT
Subject: [Technology 1567] Re: Contributions to the next ESL/EFL Blog
	Carnival & Another List
Message-ID: <caf.2cdb38b8.35075a58@aol.com>

Hi, Everybody,
 
I wanted to remind you that March 31st is the deadline to submit blog posts  
related to ESL/EFL to the next ELL/ESL/EFL Blog "Carnival."  You can learn  
more information at:
_http://larryferlazzo.edublogs.org/2008/02/01/eslefl-carnival-third-edition/_ 
(http://larryferlazzo.edublogs.org/2008/02/01/eslefl-carnival-third-edition/) 
 
Also, I've posted Part Six of my series of The Best Ways To Create Online  
Content Easily and Quickly:
_http://larryferlazzo.edublogs.org/2008/03/10/part-six-of-the-best-ways-to-cre
ate-online-content-easily-quickly/_ 
(http://larryferlazzo.edublogs.org/2008/03/10/part-six-of-the-best-ways-to-create-online-content-easily-quickly/) 
I think there are some particularly interesting links in this list for  
English Language Learners.
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

**************It's Tax Time! Get tips, forms, and advice on AOL Money & 
Finance.      (http://money.aol.com/tax?NCID=aolprf00030000000001)
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From kbeall at onlyinternet.net  Wed Mar 12 15:34:18 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Wed, 12 Mar 2008 15:34:18 -0400
Subject: [Technology 1568] COABE Pre-conferences from the National Institute
	for Literacy
Message-ID: <00e801c88478$10af6050$030ba8c0@D14J7YD1>

 

Join us for a COABE Pre-conference!

 

 

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF
and One-Stop Practitioners and Program Administrators

The National Institute for Literacy presents this one-day workshop created
by the National Center for Study of Adult Learning and Literacy (NCSALL) to
help practitioners understand what evidence-based practice is and what
research is all about.  It is an interactive, fun, and experiential set of
activities that helps those with "research phobia" to feel comfortable
looking at and judging the usefulness of adult basic education and
literacy-related research.  In the afternoon, there is time to think about
how to apply what is learned once back in your program, especially how to
integrate what's been learned about reading with your program's priorities
for improvement. 

 

Presenters: Cristine Smith and Kaye Beall

Full-day Session: April 28, 2008, 8:30 am-3:30 pm

 

Reading Assessment

The National Institute for Literacy presents this workshop on the Assessment
Strategies and Reading Profiles website.  This online diagnostic reading
assessment, based on the Adult Reading Component Study, shows instructors
how to identify students' reading strengths and weaknesses. Instructors can
use this knowledge to target their instruction more effectively.on will be
on reading components and the purpose of diagnostic assessment.
Participants of this preconference will be given samples of reading
profiles, have an opportunity to practice several of the assessments and to
construct a diagnostic reading profile.

 

Presenters: Rosalind Davidson and Marie Cora

Half-day Session: April 28, 2008, 12:30-3:30 pm

 

 

To register for a preconference, go to
http://www.coabeconference.org/form.html

 

See you in St. Louis!

 

 

 

 

Kaye Beall

Project Director

World Education

6760 West Street

Linn Grove, IN 46711

765-717-3942

kaye_beall at worlded.org

www.worlded.org

 

 

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From jgreiner at proliteracy.org  Mon Mar 17 11:08:44 2008
From: jgreiner at proliteracy.org (Jane Greiner)
Date: Mon, 17 Mar 2008 11:08:44 -0400
Subject: [Technology 1569] Opening March 31 - Using Technology in the ESOL
	Classroom - New Online Course
Message-ID: <DBF40CF21F685B45B1D163F82E43A22154E2C1@miller.proliteracy.org>

Hello everyone,

I'm excited to let you know about a brand new online course from ProLiteracy: Creating Engaging ESOL Activities Using Computers 2. 

This course will be similar in format to our first course on this topic: Participants will experiment with fellow teachers and tutors to develop, test, evaluate, and revise instructional activities using technology in the ESOL classroom. In this course, participants will also explore the ARCS model of motivation, adult multiple intelligences, and more best practices for integrating computers into instruction. 

This course is coming up soon! It will run from March 31- April 25, with a course Webinar on April 25th, 2:00-3:00 p.m. (EST). Course author Diana Satin will be the instructor.

Completion of the first course - Creating Engaging ESOL Activities Using Computers I - is NOT required, so please feel free to forward this information to any colleagues who may be interested.

For full course description and registration information, please go to: http://www.newreaderspress.com/default.aspx?cat=prof&hid=289&pid=PLAEL20. 

Please feel free to call me at 315.422.9121 ext. 283 or e-mail prodev at proliteracy.org if you have any questions.

All the best,
Jane

Jane Greiner
Professional Development Coordinator
ProLiteracy 
1320 Jamesville Avenue
Syracuse, NY 13210
315-422-9121 ext. 283
315-422-6369 fax
www.proliteracy.org
jgreiner at proliteracy.org

Learn more about ProLiteracy's Professional Development at http://www.newreaderspress.com/default_prolit.aspx

Become a member to receive 25% off New Readers Press products, 15% off Professional Development, and much more!!!  

For more information or to join, please visit www.proliteracy.org/proliteracy_america/membership.

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From kelly at gcflearnfree.org  Mon Mar 17 10:56:33 2008
From: kelly at gcflearnfree.org (Kelly Potter Markham)
Date: Mon, 17 Mar 2008 10:56:33 -0400
Subject: [Technology 1570]  Need participants for a test class of Word 2007
Message-ID: <000f01c8883f$17815c10$46841430$@org>

Hi,

 

I work with GCFLearnFree.org, which is a website that provides free computer
training and life skills lessons. We've just created a Word 2007
instructor-supported class and are looking for volunteers to take our Word
2007 test class before making it available to all learners. The limited
enrollment test class will last three weeks, from Wednesday March 19 to
Wednesday April 9.

 

Our goals for the test class are to evaluate the effectiveness of the
content and the assignments, and determine the number of CEUs that we will
offer when the class goes live. It is through test classes like this, that
we are able to improve our program and offer quality lessons. You do have to
have Word 2007 to take the test class.

 

If you are interested, please contact me by 3 pm on Tuesday March 18 at
kelly at gcflearnfree.org and we can add you to the list. If you have any
colleagues that might be interested in participating, please let them know
about this opportunity. 

 

Best Regards,

 

Kelly Potter Markham

 

 

Visit GCFLearnFree.org <http://www.gcflearnfree.org/>  to gain the computer
and life skills you need to succeed - absolutely free!

The freedom to learn what you want, when you want.

 

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From LaFerlazzo at aol.com  Sun Mar 16 20:36:55 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sun, 16 Mar 2008 20:36:55 EDT
Subject: [Technology 1571] Re: Hmong in Laos TV program
Message-ID: <d68.249dade7.350f1727@aol.com>

Al Jazeera, of all the networks, has just run a series on the Hmong in Laos  
that's accessible online.   I thought people who are teaching ESL to  Hmong 
refugees might find it useful.  I learned about it from David Deubel  at EFL 
Classroom 2.0 (_http://eflclassroom.ning.com/_ (http://eflclassroom.ning.com/) )
 
You can access it online.  It has a long url, but I've also added it  as a 
link on my webpage. 
 
The direct url is:
 
_http://english.aljazeera.net/NR/exeres/322E62C3-39C4-42E5-B631-7539B1B8366A.h
tm?FRAMELESS=true&NRNODEGUID=%7b322E62C3-39C4-42E5-B631-7539B1B8366A%7d_ 
(http://english.aljazeera.net/NR/exeres/322E62C3-39C4-42E5-B631-7539B1B8366A.htm?FR
AMELESS=true&NRNODEGUID={322E62C3-39C4-42E5-B631-7539B1B8366A}) 
 
You can access it from my webpage by going to this link.  It's the  last link 
in the Hmong section and listed as Hmong In Laos:
 
_http://larryferlazzo.com/englishbil.html#h_ 
(http://larryferlazzo.com/englishbil.html#h) 
 
Larry Ferlazzo
_http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) 

**************It's Tax Time! Get tips, forms, and advice on AOL Money & 
Finance.      (http://money.aol.com/tax?NCID=aolprf00030000000001)
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From LaFerlazzo at aol.com  Mon Mar 17 16:39:17 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Mon, 17 Mar 2008 16:39:17 EDT
Subject: [Technology 1572] Re: The Best Sites To Practice Speaking English
Message-ID: <c4d.2eb282d1.351030f5@aol.com>

Hi, Everybody,
 
Here's another list:
 
The Best Sites To Practice Speaking English
_http://larryferlazzo.edublogs.org/2008/03/17/the-best-sites-to-practice-speak
ing-english/_ 
(http://larryferlazzo.edublogs.org/2008/03/17/the-best-sites-to-practice-speaking-english/) 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

**************It's Tax Time! Get tips, forms, and advice on AOL Money & 
Finance.      (http://money.aol.com/tax?NCID=aolprf00030000000001)
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From rasebastian at vcu.edu  Wed Mar 12 16:26:12 2008
From: rasebastian at vcu.edu (Richard A Sebastian/FS/VCU)
Date: Wed, 12 Mar 2008 16:26:12 -0400
Subject: [Technology 1573]  TappedIn: Adult Education online group
In-Reply-To: <mailman.5.1205164803.6349.technology@nifl.gov>
Message-ID: <OFC1BB87E3.71D94E4B-ON8525740A.006FFC4E-8525740A.00704235@vcu.edu>

Would you like to join an online group of adult education professionals 
and teachers interested in or currently using distance learning in their 
GED, ABE, or ESOL programs? We have created a group called Adult Education 
online in the popular and free educational platform called TappedIn to 
discuss issues and share resources related to supporting distance learning 
for adult education students. TappedIn allows group members to upload 
files, create and reply to discussion threads, conduct online chats, and 
share useful links with others in the group. 

Bringing together a community of people who have a common interest in 
distance learning for adult learners is a great way to make connections, 
build community, and establish new and successful partnerships in the 
field of adult and workplace education. TappedIn would be a great place to 
permanently house many of the topics and resources posted to this NIFL 
Technology list.

To check out TappedIn, or become a member, go to 
http://tappedin.org/tappedin/
 
To request to become a member of the Adult Education online group you can 
submit a request to join through TappedIn, or you can send an email to 
rasebastian at vcu dot edu with your name and your email address. Those 
who request to join will receive an email with a link to the group. To 
join the Adult Education online group you must be a member of TappedIn. 

Richard Sebastian
Instructional Technology Specialist
Project Manager/eLEARN Virginia
3600 W. Broad St./ Suite 669
Richmond, VA 23230-4930
http://www.elearnva.com
(888) 589-9003 toll free
(804) 828-7537
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From Gina.Lobaccaro at state.de.us  Tue Mar 18 11:45:16 2008
From: Gina.Lobaccaro at state.de.us (Lobaccaro Gina (DOC))
Date: Tue, 18 Mar 2008 11:45:16 -0400
Subject: [Technology 1574] Re: Need participants for a test class of Word
	2007
In-Reply-To: <000f01c8883f$17815c10$46841430$@org>
References: <000f01c8883f$17815c10$46841430$@org>
Message-ID: <A7439902C13D6C459A2217AB22A386FB0262F540@DOVERSCLS01N1.state.de.us>

Do you recommend this course for students or adult education teachers?

 

Gina

 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Kelly Potter Markham
Sent: Monday, March 17, 2008 10:57 AM
To: technology at nifl.gov
Subject: [Technology 1570] Need participants for a test class of Word
2007

 

Hi,

 

I work with GCFLearnFree.org, which is a website that provides free
computer training and life skills lessons. We've just created a Word
2007 instructor-supported class and are looking for volunteers to take
our Word 2007 test class before making it available to all learners. The
limited enrollment test class will last three weeks, from Wednesday
March 19 to Wednesday April 9.

 

Our goals for the test class are to evaluate the effectiveness of the
content and the assignments, and determine the number of CEUs that we
will offer when the class goes live. It is through test classes like
this, that we are able to improve our program and offer quality lessons.
You do have to have Word 2007 to take the test class.

 

If you are interested, please contact me by 3 pm on Tuesday March 18 at
kelly at gcflearnfree.org and we can add you to the list. If you have any
colleagues that might be interested in participating, please let them
know about this opportunity. 

 

Best Regards,

 

Kelly Potter Markham

 

 

Visit GCFLearnFree.org <http://www.gcflearnfree.org/>  to gain the
computer and life skills you need to succeed - absolutely free!

The freedom to learn what you want, when you want.

 

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From kelly at gcflearnfree.org  Tue Mar 18 14:25:03 2008
From: kelly at gcflearnfree.org (Kelly Potter Markham)
Date: Tue, 18 Mar 2008 14:25:03 -0400
Subject: [Technology 1575] Re: Need participants for a test class of
	Word	2007
In-Reply-To: <A7439902C13D6C459A2217AB22A386FB0262F540@DOVERSCLS01N1.state.de.us>
References: <000f01c8883f$17815c10$46841430$@org>
	<A7439902C13D6C459A2217AB22A386FB0262F540@DOVERSCLS01N1.state.de.us>
Message-ID: <004501c88925$6323b960$296b2c20$@org>

Gina,

The course is really for anyone that wants to learn how to use Word 2007.
All the lessons have a video and text version, so low literacy learners
could take the class if they possess the basic computer skills to get
started. Right now, we're doing a test run of the class with educators.

 

If you'd like join the beta-testing group and help us out, please let me
know!

 

 

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
Behalf Of Lobaccaro Gina (DOC)
Sent: Tuesday, March 18, 2008 11:45 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1574] Re: Need participants for a test class of Word
2007

 

Do you recommend this course for students or adult education teachers?

 

Gina

 

  _____  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
Behalf Of Kelly Potter Markham
Sent: Monday, March 17, 2008 10:57 AM
To: technology at nifl.gov
Subject: [Technology 1570] Need participants for a test class of Word 2007

 

Hi,

 

I work with GCFLearnFree.org, which is a website that provides free computer
training and life skills lessons. We've just created a Word 2007
instructor-supported class and are looking for volunteers to take our Word
2007 test class before making it available to all learners. The limited
enrollment test class will last three weeks, from Wednesday March 19 to
Wednesday April 9.

 

Our goals for the test class are to evaluate the effectiveness of the
content and the assignments, and determine the number of CEUs that we will
offer when the class goes live. It is through test classes like this, that
we are able to improve our program and offer quality lessons. You do have to
have Word 2007 to take the test class.

 

If you are interested, please contact me by 3 pm on Tuesday March 18 at
kelly at gcflearnfree.org and we can add you to the list. If you have any
colleagues that might be interested in participating, please let them know
about this opportunity. 

 

Best Regards,

 

Kelly Potter Markham

 

 

Visit GCFLearnFree.org <http://www.gcflearnfree.org/>  to gain the computer
and life skills you need to succeed - absolutely free!

The freedom to learn what you want, when you want.

 

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From ktsikalas at cfy.org  Wed Mar 19 12:35:49 2008
From: ktsikalas at cfy.org (Kallen Tsikalas)
Date: Wed, 19 Mar 2008 12:35:49 -0400
Subject: [Technology 1576]  Tech/Literacy presentations @ AERA next week??
In-Reply-To: <002e01c889de$9941caf0$3700a8c0@ComputersforYouth.local>
Message-ID: <2C441E09092BF049B49DEEFEAE37808334F24A@cfysrv1.ComputersforYouth.local>

Hello everyone...

Is anyone in this community presenting next week at the AERA (American
Educational Research Association) conference in NYC?  

If so, could you please share information on your sessions?  It would be
great to meet folks in person and learn more about your work.

My team is presenting at a couple sessions. (See below.)  The second
study may be particularly interesting to folks in this community b/c it
involves a more novel way to engage adolescents (and perhaps adults and
families) in reading activities - through simulation games.  The game I
used for this study, Real Lives (see www.educationalsimulations.com) is
largely text-based but even so, it was motivating for even the
lowest-level readers in my sample-early adolescents reading at grade
level 2 and 4.  The reason why it's so engaging is that as a player, you
become a character in a potentially real life drama.  The choices you
make have consequences on the outcome of your character's life and their
family's life.  In the process, you learn a lot of information about
culture, geography, employment, money management, and even
relationships.  

Best regards, 

--Kallen :)
 

(1) Home Computing, School Engagement, and Academic Achievement of
Low-Income Adolescents: Findings from the CFY Intervention

Scheduled Time: Fri, Mar 28 - 12:25pm - 1:55pm   
Building/Room: Sheraton New York Hotel & Towers/Carnegie Suite East, 3rd
Fl
Session: Learning In and Out of School: Formal Settings, Nonformal
Settings, and the Interplay Between Them

Authors: Kallen E. Tsikalas (Computers for Youth); Jihyun Lee (ETS)

Abstract:
This study examines the relationship between specific home computing
practices and low-income adolescents' school engagement and achievement.
We surveyed 174 middle school students who participated in the Computers
for Youth (CFY) program. More than 90% were Black or Hispanic, and a
majority performed below grade level on reading and math standardized
tests prior to receiving CFY's intervention. We found that the students
actively and regularly used their home computers and the Internet for
learning and that their computer use was associated with increased
success in school. Students' engagement and home computer use,
particularly their home Internet use and computer use for self-regulated
learning, explained 14% of the variance in their 2006 math test scores
over and above 2005 scores.

(2) Computer-Based Life Simulations and Young Adolescents: Identity
Exploration, Information Learning, and Sense-Making

Scheduled Time: Wed, Mar 26 - 12:25pm - 1:55pm   
Building/Room: Hilton New York / Americas Hall, 3rd Fl
In Session: Science and Technology Learning Posters
Author: Kallen E. Tsikalas (Computers for Youth)

Abstract:
This descriptive study examined patterns of play and learning within a
computer-based life simulation game for 13 low-income, urban
adolescents. Behavior log and structured interview data from 63
different simulated lives were used to characterize participants'
identity explorations, information learning, sense-making, beliefs and
values. Findings suggest that students engaged in three types of
identity exploration when playing the game - projective play, identified
play and experimentation. Additionally, they were able to abstract
personally-meaningful decision-making strategies about relationships,
education, jobs, and money management. The research indicates that life
simulation games can play a valuable role in supporting healthy
adolescent development, and it outlines possible applications for
teachers and counselors.

Kallen Tsikalas | National Director of Research & Learning Services
Computers for Youth (CFY)
322 8th Avenue | Floor 12A | New York, NY 10001
www.cfy.org

From pshapiro at his.com  Thu Mar 20 11:03:38 2008
From: pshapiro at his.com (Phil Shapiro)
Date: Thu, 20 Mar 2008 11:03:38 -0400
Subject: [Technology 1577] quicktime stories and nonfiction reading passages
Message-ID: <1206025418.47e27ccabcdf6@webmail2.his.com>

hi NIFL Tech list members,

     at the takoma park maryland library, where i work, there are many immigrant
families who desperately want to learn english.  i've been taking some donated
computers to some of these families, but a computer on its own doesn't do much good.

      so i've assembled some children's stories and nonfiction reading passages
(that i wrote) that these families can read. on my macintosh computer i created
some quicktime files of a robotic voice reading these writings aloud -- with
each sentence highlighted as its being read.  the robotic voice is fairly high
quality. it sounds close to a human voice.

       you can see a sample quicktime here

http://www.writersforliteracy.org/storyofayoungartist.mov

        and download the entire archive as a zip file from the internet archive
at  http://tinyurl.com/2wazgy     (the entire archive is about 140 megabytes and
expands to about 350 megabytes.)

        these quicktime files are creative commons files that may freely be
distributed on CD-ROM, Flash drives, etc.

           i hope these might be helpful to learners that you're assisting. we
must not forget that we have the power to create our own learning materials --
and that collectively there is a lot of creative talent within NIFL Tech community.

              phil shapiro, public geek
              takoma park maryland library

-- 
Phil Shapiro  pshapiro at his.com
http://www.his.com/pshapiro/briefbio.html
http://philsrssfeed.blogspot.com
http://www.his.com/pshapiro/stories.menu.html

"Wisdom starts with wonder." - Socrates
"Learning happens through gentleness."

From mthacher at otan.us  Thu Mar 20 12:36:09 2008
From: mthacher at otan.us (Marian Thacher)
Date: Thu, 20 Mar 2008 09:36:09 -0700
Subject: [Technology 1578]  Online Math Games
Message-ID: <fc.004c56fb034883b9004c56fb034883b9.34886c0@scoe.net>

http://www.dimenxian.com/

Online single or multiplayer games that teach algebra and pre-algebra.
Pricey, but looks fun, and looks like they're getting some traction. Has
anyone looked at or used these? Students can play at school or from home
if you purchase a site license for 15 (over $1K). 

The games are Evolver and Dimenxian.

Marian

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From Lendoak at aol.com  Thu Mar 20 13:24:53 2008
From: Lendoak at aol.com (Lendoak at aol.com)
Date: Thu, 20 Mar 2008 13:24:53 EDT
Subject: [Technology 1579] Re: quicktime stories and nonfiction reading
	passages
Message-ID: <cc6.29f10f7f.3513f7e5@aol.com>

Paul Shapiro,
 
Congratulations on your innovative instructions.   Do some of your stories 
cover health related topics?  Sounds like a  natural.
 
best wishes
 
Len and Ceci Doak
 
 
In a message dated 3/20/2008 8:33:18 A.M. Pacific Daylight Time,  
pshapiro at his.com writes:

hi NIFL  Tech list members,

at the takoma park maryland  library, where i work, there are many immigrant
families who desperately  want to learn english.  i've been taking some 
donated
computers to  some of these families, but a computer on its own doesn't do 
much  good.

so i've assembled some children's stories  and nonfiction reading passages
(that i wrote) that these families can  read. on my macintosh computer i 
created
some quicktime files of a robotic  voice reading these writings aloud -- with
each sentence highlighted as its  being read.  the robotic voice is fairly 
high
quality. it sounds close  to a human voice.

you can see a sample  quicktime  here

http://www.writersforliteracy.org/storyofayoungartist.mov

and download the entire archive as a zip file from the  internet archive
at  http://tinyurl.com/2wazgy     (the  entire archive is about 140 megabytes 
and
expands to about 350  megabytes.)

these quicktime files are  creative commons files that may freely be
distributed on CD-ROM, Flash  drives, etc.

i hope these  might be helpful to learners that you're assisting. we
must not forget that  we have the power to create our own learning materials 
--
and that  collectively there is a lot of creative talent within NIFL Tech  
community.

phil  shapiro, public geek
takoma park maryland library

-- 
Phil Shapiro   pshapiro at his.com
http://www.his.com/pshapiro/briefbio.html
http://philsrssfeed.blogspot.com
http://www.his.com/pshapiro/stories.menu.html

"Wisdom  starts with wonder." - Socrates
"Learning happens through  gentleness."

----------------------------------------------------
National  Institute for Literacy
Technology and Literacy mailing  list
Technology at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to  lendoak at aol.com

**************Create a Home Theater Like the Pros. Watch the video on AOL 
Home.      
(http://home.aol.com/diy/home-improvement-eric-stromer?video=15?ncid=aolhom00030000000001)
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From SUJones at parkland.edu  Thu Mar 20 16:03:57 2008
From: SUJones at parkland.edu (Susan Jones)
Date: Thu, 20 Mar 2008 15:03:57 -0500
Subject: [Technology 1580] Re: Online Math Games
In-Reply-To: <fc.004c56fb034883b9004c56fb034883b9.34886c0@scoe.net>
References: <fc.004c56fb034883b9004c56fb034883b9.34886c0@scoe.net>
Message-ID: <47E27CDE.84AA.0029.0@parkland.edu>

Looks interesting!  I'll check out their demo... but in my experience the overwhelming majority of this stuff is 'way light on the"instruction" side and heavy on the "practice math" side.  

We use Modumath here and have lots of success with returning students who haven't seen a math book in years, or never got it in the first place, because there's lots of instruction packaged into it.  

I tried to check it out, but couldn't get past the prerequisite video game skills;  Never got to any math games or tutorials at all, so I couldn't tell if there was any instruction.

I had soemwhat better luck with a times tables game (but I also got frustrated with the amount of time I was supposed just move this thing around on the screen and try to figure out what the heck they wanted ;) ) 

Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL  61821
sujones at parkland.edu
Webmastress,
http://www.resourceroom.net
http://bicyclecu.blogspot.com

>>> "Marian Thacher" <mthacher at otan.us> 3/20/2008 11:36 AM >>>
http://www.dimenxian.com/ 

Online single or multiplayer games that teach algebra and pre-algebra.
Pricey, but looks fun, and looks like they're getting some traction. Has
anyone looked at or used these? Students can play at school or from home
if you purchase a site license for 15 (over $1K). 

The games are Evolver and Dimenxian.

Marian

From fanning at smcl.org  Fri Mar 21 18:39:10 2008
From: fanning at smcl.org (Fanning, Robbie)
Date: Fri, 21 Mar 2008 15:39:10 -0700
Subject: [Technology 1581]  "Literacy and Learning Differences" Breakfast
Message-ID: <D606343B52E8E84CBE6724CBB779D96A01E6D927@PLSEXC2K3.plsinfo.org>

Anyone in the San Francisco Bay Area is invited to the 12th Annual Literacy Breakfast sponsored by the San Mateo County and Peninsula Library Systems on Thursday, April 3, 2008, at 7:30 am in San Mateo.

This year's theme is "Literacy and Learning Differences." Keynote speaker is Dr. Marshall Raskind, speaking on the six attributes of people who have made a success of their lives, despite learning and attention problems. This is based on his 20-year longitudinal study of people with learning difficulties.

A three-person panel will discuss various aspects of learning differences, including Jim Fructerman of Benetech.org talking about their $13 million grant to make print available in digital form to people with learning disabilities and low vision; Gloria Moskowitz-Sweet talking about her work with families at Parents Place; and Ben Foss, filmmaker of "Headstrong Nation," which chronicles how he got through law school and business school, despite severe dyslexia. MC is Jackie Speier, who recently declared for US Congressman Tom Lantos's seat.

Cost is $30 for the continental breakfast. Deadline for reservations is Monday, March 31, 2008. 

Call 650.356.2128 or email nagler at plsinfo.org.

 
Best wishes,
 
Robbie
 
Robbie Fanning
Community Program Specialist 
 
San Mateo County Library System
San Mateo County READS
2415 University Ave
East Palo Alto, CA 94303-1164
 
fanning at smcl.org
office: 650.323.0362, Ext. 224
cell:   650.906.9367
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From jataylor at utk.edu  Thu Mar 20 23:17:59 2008
From: jataylor at utk.edu (Taylor, Jackie)
Date: Thu, 20 Mar 2008 23:17:59 -0400
Subject: [Technology 1582]  AALPD - Join or Renew Membership Today
Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC01D44BC4@KFSVS2.utk.tennessee.edu>

Dear Colleagues:

 

The Association of Adult Literacy Professional Developers (AALPD) is
wrapping up its annual membership drive. We actually start our
membership list from scratch each year so that we can keep our records
current and provide new ways for members to become active in the
organization.  We will be launching into some exciting activities this
year but before we do, we'd like to make sure everyone who is interested
has had the opportunity to join or renew membership. 

 

http://www.aalpd.org/membership_leadership08.cfm

 

Though you can join or renew membership at any time, we hope you will do
so today. Thank you for your support. We have some exciting initiatives
coming up this year!

 

Best, Jackie

 

Jackie Taylor, Chair

AALPD

jataylor at utk.edu 

 

---------------------------------------------------- 

The Association of Adult Literacy Professional Developers (AALPD) is
hosting an annual membership drive through mid-March.

 

If you are working or interested in professional development and
dedicated to advancing the field, please join or renew today.

 

Membership is free. By joining or renewing membership each year you help
AALPD build support for adult literacy professional development while
providing members the best possible services.

 

========================================================================
========

Join or Renew Now: http://www.aalpd.org/membership_leadership08.cfm
========================================================================
========

 

AALPD is...

*	a national professional organization for those working or
interested in professional development 
*	an affiliate of the Commission on Adult Basic Education (COABE) 
*	a member of the National Coalition for Literacy (NCL) 

 

Who are AALPD members?

*	Professional development staff, instructors, administrators,
state staff, volunteers, researchers, and learner leaders working or
interested in professional development 
*	Individuals committed to advancing the field of adult literacy
professional development 

 

How is it run?

*	AALPD is comprised of a volunteer Executive Board, volunteer
chairs over committees that represent member-identified priorities for
professional development (PD standards, PD advocacy; PD research, PD
programming, PD resources) 
*	Volunteer committees work on PD priorities and make
recommendations to the Executive Board; major decisions go to the
membership for a vote 

 

What does AALPD do?

AALPD:

*	Provides programming and resources for members by: 

	*	Hosting an annual PreConference at COABE: 
http://www.aalpd.org/conference.html 
	*	Co-sponsoring the Adult Literacy Professional
Development discussion list in partnership with the National Institute
for Literacy: 
http://www.nifl.gov/mailman/listinfo/Professionaldevelopment 
	*	Providing a Professional Development Registry (
http://www.aalpd.org/pdregistry/index.html) of materials to which you
can find and contribute facilitator materials 

*	Advances member-identified priorities for professional
development 
*	Advocates for funding for professional development 

 

What are AALPD's plans for 2008?

AALPD will be:

*	Continuing current activities 
*	Visioning and strategic planning for AALPD's role in advancing
adult literacy professional development 
*	Increasing leadership and participation opportunities with AALPD

*	Finalizing the AALPD draft quality professional development
standards with feedback from the field (online and in-person at national
PD events) 
*	Planning the 2009 PreConference and AALPD strand at COABE 
*	Strengthening PD networking opportunities 

 

What are the membership benefits?

*	Membership is free! 
*	You can vote for AALPD officers and on special issues that arise
(Only AALPD members will be eligible to vote). 
*	We will send you the latest information about upcoming
trainings, events and resources. 
*	You can have input into the design of the COABE pre-conference
session next year (2009). 
*	You can choose to participate at various levels of involvement
to further member-identified PD priorities 
*	You can help to strengthen AALPD's voice in advocacy by
demonstrating a strong membership of concerned practitioners committed
to professional development. 

 

 How to Join: http://www.aalpd.org/membership_leadership08.cfm 

 

Questions? Contact Jackie Taylor, Chair, jataylor at utk.edu 

 

<http://www.aalpd.org/index.html> <http://www.aalpd.org/index.html>  
<http://www.aalpd.org/index.html>  <http://www.aalpd.org/index.html>  
<http://www.aalpd.org/index.html> 

 

 

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From mdyer at webster.edu  Fri Mar 21 11:38:58 2008
From: mdyer at webster.edu (Maggie Dyer)
Date: Fri, 21 Mar 2008 10:38:58 -0500
Subject: [Technology 1583]  COABE 08 Early Bird Rate Ending Soon
In-Reply-To: <C4094051.145A4%mdyer@webster.edu>
Message-ID: <C40940C2.145A9%mdyer@webster.edu>

> 

> COABE Annual Conference 2008-Early Bird Special Rate Ending Soon!
> 
> Catch the Early Bird Special rate $285.00 for MAACCE and COABE Members. This
> special rate is available until March 31.
> 
> COABE and the Missouri Association for Adult, Continuing and Community
> Education (MAACCE) invite you to register for the 2008 MAACCE/COABE National
> Conference to be held in St. Louis, Missouri. Conference dates are April
> 28-May 1, 2008 at the Adam's Mark Hotel.
> 
> The conference will feature outstanding and innovative practices in all
> aspects of adult education including basic literacy, basic numeracy, workforce
> development, family literacy, English as a Second Language,
> volunteer/community-based literacy, correctional education, higher education,
> after school programming and many other areas. The planning
> committee is working hard to make this conference a huge success filled with
> presentations based on successful implementation, current research, and sound
> practices. 
> 
> Information on the fifteen outstanding pre-conference opportunities is found
> at http://www.coabe.org/admin/news_files/COABE 2008 Pre-conference
> Descriptions.pdf.
> 
> The Top Ten Reasons to attend the conference in St. Louis is at
> http://www.coabe.org/admin/news_files/topTenCOABE.ppt.
> 
> Access further information and the registration form online at
> http://www.coabeconference.org
> 
> Session Information is now available at http://www.coabeconfrence.org under
> the Schedule of Events.
> 
> Join Us In St. Louis!
> 
> 

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From LaFerlazzo at aol.com  Fri Mar 28 00:56:00 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Fri, 28 Mar 2008 00:56:00 EDT
Subject: [Technology 1584] Re: ESL/EFL Sister Classes Project
Message-ID: <cd7.2af87f34.351dd460@aol.com>

 
Hi, Everybody, 
ESL/EFL teachers from seven countries (Kuwait, Brazil, Argentina, the United  
States, Sudan, Hungary, and Romania) have brought our classes together online 
to  correspond and to develop joint projects. You can see some of the first 
efforts  by our students in their introductory slideshows, VoiceThreads, 
animated movies  and videos at our _Student  Showcase_ 
(http://esleflstudents.edublogs.org/) .(_http://esleflstudents.edublogs.org/_ 
(http://esleflstudents.edublogs.org/) )  Feel free to leave audio or written comments on the VoiceThreads, 
and written  comments on the blog itself.  Your students are welcome to do the 
same. 
We?re also open to other teachers of Intermediate English classes comprised  
of 14-21 year-olds joining us. You can leave a comment or contact me (or any 
of  the other teachers who are now participating) directly if you?re 
interested. 
We?re exploring a variety of future projects, including creating a Ning-like  
network (but we can?t use Ning since my School District blocks it) and 
possibly  studying and sharing presentations on topics like how our governments 
work, the  effects of globalization on each of our countries, and our countries?  
histories. 
The teachers participating now are _Dot MacKenzie_ 
(http://kuwaituniversity.blogspot.com/) , Hala Fawzi, _Ronaldo_ (http://ihopeitworks.blogspot.com/) , 
_Ana Maria_ (http://www.lifefeast.blogspot.com/) , Tibor Prievara, _Rita 
Zeinstejer_ (http://ritamz.ning.com/profile/RitaZeinstejer) , Mona  Bran and me. 
Larry Ferlazzo
_http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) 

**************Create a Home Theater Like the Pros. Watch the video on AOL 
Home.      
(http://home.aol.com/diy/home-improvement-eric-stromer?video=15&ncid=aolhom00030000000001)
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From djrosen at comcast.net  Sat Mar 29 09:45:18 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 29 Mar 2008 09:45:18 -0400
Subject: [Technology 1585]  Access to text,  a social justice issue
Message-ID: <01307802-C670-4B0C-9EC8-85B18A05FBAA@comcast.net>

Colleagues,

On the Learning Disabilities discussion list this past week there has  
been a fascinating discussion initiated by Glenn Young. He has  
proposed that it is time to focus on helping adults with learning  
disabilities learn to read -- get meaning from text -- using  
technology, i.e. having computers and hand-held devices read text out  
loud, focusing on getting meaning, not on learning how to decode  
text. The archives of the discussion will be found at
http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html

Glenn wants to see his idea piloted and evaluated.  I think that's a  
good idea -- not that I think we should stop teaching reading, but  
that we should help learners get access to information from text,  
especially when learning to read text well may take a very long time,  
or when it might not be possible. Inexpensive electronic text readers  
can help those with learning disabilities get access to the meaning  
of text that might not otherwise be available to them. I think this  
is an issue of social justice.

I wonder what readers on this discussion list think of Glenn's idea.  
For example, should adult basic literacy programs routinely help  
basic literacy learners get access to electronic text readers, as  
they also help them to learn to decode text?

David J. Rosen
djrosen at comcast.net

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From cjenner at rtc.edu  Mon Mar 31 12:50:51 2008
From: cjenner at rtc.edu (Jenner, Cathy)
Date: Mon, 31 Mar 2008 09:50:51 -0700
Subject: [Technology 1586] Re: Access to text,  a social justice issue
In-Reply-To: <01307802-C670-4B0C-9EC8-85B18A05FBAA@comcast.net>
References: <01307802-C670-4B0C-9EC8-85B18A05FBAA@comcast.net>
Message-ID: <8B5B75C99556F540BF231711D526A92C05792269@KAURI.rtc.ctc.edu>

We are doing something like that with our Universal Design for Learning Project.  Screen readers and other assistive technologies are in our participating classrooms (we have several ESL and ABE instructors participating) for ANY student to use. 

The project looks at the progress of the students who have gone through our LD diagnosis process and get accommodations or use learning strategies and/or assistive technologies.  We don?t track the non-disabled or non-disclosing student, but the AT is still there for anyone to use and instructors encourage it. 

 In one of our classrooms, the instructors actively teach with Wynn Reader which is assistive technology for dyslexia (but it helps everyone in this ESL classroom). 

 

Cathy Jenner, Project Coordinator
Universal Design for Learning Project
Instructional Improvement
Renton Technical College
(425) 235-2352 x5639
cjenner at rtc.edu
http://www.rtc.edu/AboutUs/DSDPGrant/
http://webs.rtc.edu/ii/dsdp.html

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Saturday, March 29, 2008 6:45 AM
To: Women and Literacy Discussion List The Poverty Race; The Technology and Literacy Discussion List
Cc: Glenn Young
Subject: [Technology 1585] Access to text, a social justice issue

 

Colleagues,

 

On the Learning Disabilities discussion list this past week there has been a fascinating discussion initiated by Glenn Young. He has proposed that it is time to focus on helping adults with learning disabilities learn to read -- get meaning from text -- using technology, i.e. having computers and hand-held devices read text out loud, focusing on getting meaning, not on learning how to decode text. The archives of the discussion will be found at 

http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html

 

Glenn wants to see his idea piloted and evaluated.  I think that's a good idea -- not that I think we should stop teaching reading, but that we should help learners get access to information from text, especially when learning to read text well may take a very long time, or when it might not be possible. Inexpensive electronic text readers can help those with learning disabilities get access to the meaning of text that might not otherwise be available to them. I think this is an issue of social justice.

 

I wonder what readers on this discussion list think of Glenn's idea. For example, should adult basic literacy programs routinely help basic literacy learners get access to electronic text readers, as they also help them to learn to decode text?

 

David J. Rosen

djrosen at comcast.net

 

 

 

________________________________

This E-mail was scanned for viruses before being accepted by Renton Technical College and verified to be virus-free with McAfee Secure Internet Gateway. 

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From AnnPk at olis.ri.gov  Tue Apr  1 11:34:34 2008
From: AnnPk at olis.ri.gov (Ann Piascik)
Date: Tue, 01 Apr 2008 11:34:34 -0400
Subject: [Technology 1587]   Re: Access to text,  a social justice issue
Message-ID: <s7f21de8.049@ri.gov>

Could you tell what screen readers you use and what they cost. I am looking good screen readers at a reasonable cost. Thanks.
 
Ann Piascik
Library Program Specialist III
RI Office of Library and Information Services
One Capitol Hill - 4th Floor
Providence, RI 02908
Tel: 401-574-9314
Fax:401-574-9320
annpk at olis.ri.gov 

>>> cjenner at rtc.edu 3/31/2008 12:50 PM >>>

We are doing something like that with our Universal Design for Learning Project.  Screen readers and other assistive technologies are in our participating classrooms (we have several ESL and ABE instructors participating) for ANY student to use. The project looks at the progress of the students who have gone through our LD diagnosis process and get accommodations or use learning strategies and/or assistive technologies.  We don?t track the non-disabled or non-disclosing student, but the AT is still there for anyone to use and instructors encourage it.  In one of our classrooms, the instructors actively teach with Wynn Reader which is assistive technology for dyslexia (but it helps everyone in this ESL classroom).  Cathy Jenner, Project Coordinator
Universal Design for Learning Project
Instructional Improvement
Renton Technical College
(425) 235-2352 x5639
cjenner at rtc.edu 
http://www.rtc.edu/AboutUs/DSDPGrant/ 
http://webs.rtc.edu/ii/dsdp.htmlFrom: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Saturday, March 29, 2008 6:45 AM
To: Women and Literacy Discussion List The Poverty Race; The Technology and Literacy Discussion List
Cc: Glenn Young
Subject: [Technology 1585] Access to text, a social justice issue

 Colleagues, 
On the Learning Disabilities discussion list this past week there has been a fascinating discussion initiated by Glenn Young. He has proposed that it is time to focus on helping adults with learning disabilities learn to read -- get meaning from text -- using technology, i.e. having computers and hand-held devices read text out loud, focusing on getting meaning, not on learning how to decode text. The archives of the discussion will be found at 
http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html 
 
Glenn wants to see his idea piloted and evaluated.  I think that's a good idea -- not that I think we should stop teaching reading, but that we should help learners get access to information from text, especially when learning to read text well may take a very long time, or when it might not be possible. Inexpensive electronic text readers can help those with learning disabilities get access to the meaning of text that might not otherwise be available to them. I think this is an issue of social justice.
 
I wonder what readers on this discussion list think of Glenn's idea. For example, should adult basic literacy programs routinely help basic literacy learners get access to electronic text readers, as they also help them to learn to decode text?

 David J. Rosen
djrosen at comcast.net 
 
 
 

This E-mail was scanned for viruses before being accepted by Renton Technical College and verified to be virus-free with McAfee Secure Internet Gateway. 

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From LaFerlazzo at aol.com  Mon Mar 31 22:26:43 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Mon, 31 Mar 2008 22:26:43 EDT
Subject: [Technology 1588] Re: The Best Websites For Practicing English
	Pronunciation
Message-ID: <c04.324167c3.3522f763@aol.com>

Hi, Everybody,
 
Here's another list:
 
The Best Websites For Practicing English Pronunciation
_http://larryferlazzo.edublogs.org/2008/03/31/the-best-websites-for-learning-e
nglish-pronunciation/_ 
(http://larryferlazzo.edublogs.org/2008/03/31/the-best-websites-for-learning-english-pronunciation/) 
 
While you're at it, you might want to look at the latest ELL/ESL/EFL Blog  
Carnival, too:
_http://larryferlazzo.edublogs.org/2008/03/31/elleslefl-carnival-fourth-editio
n/_ 
(http://larryferlazzo.edublogs.org/2008/03/31/elleslefl-carnival-fourth-edition/) 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

**************Create a Home Theater Like the Pros. Watch the video on AOL 
Home.      
(http://home.aol.com/diy/home-improvement-eric-stromer?video=15&ncid=aolhom00030000000001)
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From Lendoak at aol.com  Tue Apr  1 13:59:14 2008
From: Lendoak at aol.com (Lendoak at aol.com)
Date: Tue, 1 Apr 2008 13:59:14 EDT
Subject: [Technology 1589] Re: Access to text,  a social justice issue
Message-ID: <bf2.2babf01b.3523d1f2@aol.com>

David Rosen and Cathy Jenner,
 
Regarding technology text readers (text  converters) for people with limited 
reading skills:
 
Congratulations for your initiatives.  Could you  help us with answers to a 
few questions?
 
-  Since text is often written in a more formal  style compared to 
conversation, it may be harder to understand when  this formal style is auded.  Do you 
rewrite the formal style  to a more conversational style text before converting 
it to  speech? 
 
-  What rate (words per minute) is used in the  spoken text?  Reason for this 
question:  In Tom Sticht's book "Auding  and Reading" 1974, page 104, shows 
that information retention by marginally  literate men falls off sharply for 
spoken rates much faster than 128 words per  minute.`
 
best wishes,
Len and Ceci Doak
 
 
 
In a message dated 4/1/2008 8:43:45 A.M. Pacific Daylight Time,  
AnnPk at olis.ri.gov writes:

Could you tell what screen readers you use and what they cost. I am  looking 
good screen readers at a reasonable cost. Thanks.
 
Ann Piascik
Library Program Specialist III
RI Office of Library and  Information Services
One Capitol Hill - 4th Floor
Providence, RI  02908
Tel: 401-574-9314
Fax:401-574-9320
_annpk at olis.ri.gov_ (mailto:annpk at olis.ri.gov) 

>>>  cjenner at rtc.edu 3/31/2008 12:50 PM >>>

 
We are  doing something like that with our Universal Design for Learning  
Project.  Screen readers and other assistive technologies are in our  
participating classrooms (we have several ESL and ABE instructors  participating) for ANY 
student to use.  
The  project looks at the progress of the students who have gone through our 
LD  diagnosis process and get accommodations or use learning strategies and/or 
 assistive technologies.  We don't track the non-disabled or  non-disclosing 
student, but the AT is still there for anyone to use and  instructors 
encourage it.  
In  one of our classrooms, the instructors actively teach with Wynn Reader 
which  is assistive technology for dyslexia (but it helps everyone in this ESL  
classroom).  
Cathy  Jenner, Project Coordinator
Universal Design for Learning  Project
Instructional Improvement
Renton Technical College
(425)  235-2352 x5639
_cjenner at rtc.edu_ (mailto:cjenner at rtc.edu) 
_http://www.rtc.edu/AboutUs/DSDPGrant/_ 
(http://www.rtc.edu/AboutUs/DSDPGrant/) 
_http://webs.rtc.edu/ii/dsdp.html_ (http://webs.rtc.edu/ii/dsdp.html)  
 
 
From:  technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On 
Behalf  Of David J. Rosen
Sent: Saturday, March 29, 2008 6:45  AM
To: Women and Literacy Discussion List The Poverty Race; The  Technology and 
Literacy Discussion List
Cc: Glenn  Young
Subject: [Technology 1585] Access to text, a social justice  issue

Colleagues, 
 

 
 
On the Learning Disabilities discussion list this past week  there has been a 
fascinating discussion initiated by Glenn Young. He has  proposed that it is 
time to focus on helping adults with learning disabilities  learn to read -- 
get meaning from text -- using technology, i.e. having  computers and hand-held 
devices read text out loud, focusing on getting  meaning, not on learning how 
to decode text. The archives of the discussion  will be found at 
 
 
_http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html_ 
(http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html) 
 

 
Glenn wants to see his idea piloted and evaluated.  I  think that's a good 
idea -- not that I think we should stop teaching reading,  but that we should 
help learners get access to information from text,  especially when learning to 
read text well may take a very long time,  or when it might not be possible. 
Inexpensive electronic text readers can help  those with learning disabilities 
get access to the meaning of text that might  not otherwise be available to 
them. I think this is an issue of social  justice.
 

 
I wonder what readers on this discussion list think of  Glenn's idea. For 
example, should adult basic literacy programs routinely help  basic literacy 
learners get access to electronic text readers, as they also  help them to learn 
to decode text?

 
 
David J. Rosen
 
_djrosen at comcast.net_ (mailto:djrosen at comcast.net) 
 

 
  
____________________________________
 
This E-mail was scanned for viruses before being accepted  by Renton 
Technical College and verified to be virus-free with McAfee Secure  Internet Gateway.  

----------------------------------------------------
National  Institute for Literacy
Technology and Literacy mailing  list
Technology at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to  lendoak at aol.com

**************Create a Home Theater Like the Pros. Watch the video on AOL 
Home.      
(http://home.aol.com/diy/home-improvement-eric-stromer?video=15&ncid=aolhom00030000000001)
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From cjenner at rtc.edu  Tue Apr  1 16:01:16 2008
From: cjenner at rtc.edu (Jenner, Cathy)
Date: Tue, 1 Apr 2008 13:01:16 -0700
Subject: [Technology 1590] Re: Access to text,  a social justice issue
In-Reply-To: <bf2.2babf01b.3523d1f2@aol.com>
References: <bf2.2babf01b.3523d1f2@aol.com>
Message-ID: <8B5B75C99556F540BF231711D526A92C0579281B@KAURI.rtc.ctc.edu>

We don?t re write anything. The screen readers can be used with a variety of text, including internet, email, etc.  

RE: rate per minute:  most of the screen readers are able to change the pace of reading (along with other settings) so that a person can ?tune? it to his/her comfort level.

 

We are also just starting a Pilot with IBM to test out a software that uses voice recognition to help students use the computer to get feedback on pronunciation.  Again, good for both dyslexia and ESL students.

 

Cathy Jenner, Project Coordinator
Universal Design for Learning Project
Instructional Improvement
Renton Technical College
(425) 235-2352 x5639
cjenner at rtc.edu
http://www.rtc.edu/AboutUs/DSDPGrant/
http://webs.rtc.edu/ii/dsdp.html

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Lendoak at aol.com
Sent: Tuesday, April 01, 2008 10:59 AM
To: technology at nifl.gov
Subject: [Technology 1589] Re: Access to text, a social justice issue

 

David Rosen and Cathy Jenner,

 

Regarding technology text readers (text converters) for people with limited reading skills:

 

Congratulations for your initiatives.  Could you help us with answers to a few questions?

 

-  Since text is often written in a more formal style compared to conversation, it may be harder to understand when this formal style is auded.  Do you rewrite the formal style to a more conversational style text before converting it to speech? 

 

-  What rate (words per minute) is used in the spoken text?  Reason for this question:  In Tom Sticht's book "Auding and Reading" 1974, page 104, shows that information retention by marginally literate men falls off sharply for spoken rates much faster than 128 words per minute.`

 

best wishes,

Len and Ceci Doak

 

 

In a message dated 4/1/2008 8:43:45 A.M. Pacific Daylight Time, AnnPk at olis.ri.gov writes:

	Could you tell what screen readers you use and what they cost. I am looking good screen readers at a reasonable cost. Thanks.

	 

	Ann Piascik
	Library Program Specialist III
	RI Office of Library and Information Services
	One Capitol Hill - 4th Floor
	Providence, RI 02908
	Tel: 401-574-9314
	Fax:401-574-9320
	annpk at olis.ri.gov
	
	
	>>> cjenner at rtc.edu 3/31/2008 12:50 PM >>>

	We are doing something like that with our Universal Design for Learning Project.  Screen readers and other assistive technologies are in our participating classrooms (we have several ESL and ABE instructors participating) for ANY student to use. 

	The project looks at the progress of the students who have gone through our LD diagnosis process and get accommodations or use learning strategies and/or assistive technologies.  We don't track the non-disabled or non-disclosing student, but the AT is still there for anyone to use and instructors encourage it. 

	 In one of our classrooms, the instructors actively teach with Wynn Reader which is assistive technology for dyslexia (but it helps everyone in this ESL classroom). 

	 

	Cathy Jenner, Project Coordinator
	Universal Design for Learning Project
	Instructional Improvement
	Renton Technical College
	(425) 235-2352 x5639
	cjenner at rtc.edu
	http://www.rtc.edu/AboutUs/DSDPGrant/
	http://webs.rtc.edu/ii/dsdp.html

	From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen
	Sent: Saturday, March 29, 2008 6:45 AM
	To: Women and Literacy Discussion List The Poverty Race; The Technology and Literacy Discussion List
	Cc: Glenn Young
	Subject: [Technology 1585] Access to text, a social justice issue

	 

	Colleagues,

	 

	On the Learning Disabilities discussion list this past week there has been a fascinating discussion initiated by Glenn Young. He has proposed that it is time to focus on helping adults with learning disabilities learn to read -- get meaning from text -- using technology, i.e. having computers and hand-held devices read text out loud, focusing on getting meaning, not on learning how to decode text. The archives of the discussion will be found at 

	http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html

	 

	Glenn wants to see his idea piloted and evaluated.  I think that's a good idea -- not that I think we should stop teaching reading, but that we should help learners get access to information from text, especially when learning to read text well may take a very long time, or when it might not be possible. Inexpensive electronic text readers can help those with learning disabilities get access to the meaning of text that might not otherwise be available to them. I think this is an issue of social justice.

	 

	I wonder what readers on this discussion list think of Glenn's idea. For example, should adult basic literacy programs routinely help basic literacy learners get access to electronic text readers, as they also help them to learn to decode text?

	 

	David J. Rosen

	djrosen at comcast.net

	 

	 

	 

	
________________________________

	This E-mail was scanned for viruses before being accepted by Renton Technical College and verified to be virus-free with McAfee Secure Internet Gateway. 

	
	
	----------------------------------------------------
	National Institute for Literacy
	Technology and Literacy mailing list
	Technology at nifl.gov
	To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
	Email delivered to lendoak at aol.com

________________________________

Create a Home Theater Like the Pros. Watch the video on AOL Home <http://home.aol.com/diy/home-improvement-eric-stromer?video=15&ncid=aolhom00030000000001> .

________________________________

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From cjenner at rtc.edu  Tue Apr  1 16:17:45 2008
From: cjenner at rtc.edu (Jenner, Cathy)
Date: Tue, 1 Apr 2008 13:17:45 -0700
Subject: [Technology 1591] Re: Access to text,  a social justice issue
In-Reply-To: <s7f21de8.049@ri.gov>
References: <s7f21de8.049@ri.gov>
Message-ID: <8B5B75C99556F540BF231711D526A92C0579282B@KAURI.rtc.ctc.edu>

We use Wynn Reader and also Text Help Read and Write.  A free screen reader that is very good is ReadPlease. There are many more!  If you go to our website and look at Assistive Technology, there are links to all of the programs we use: http://webs.rtc.edu/ii/dsdp.html

 

Cathy Jenner, Project Coordinator
Universal Design for Learning Project
Instructional Improvement
Renton Technical College
(425) 235-2352 x5639
cjenner at rtc.edu
http://www.rtc.edu/AboutUs/DSDPGrant/
http://webs.rtc.edu/ii/dsdp.html

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Ann Piascik
Sent: Tuesday, April 01, 2008 8:35 AM
To: technology at nifl.gov
Subject: [Technology 1587] Re: Access to text, a social justice issue

 

Could you tell what screen readers you use and what they cost. I am looking good screen readers at a reasonable cost. Thanks.

 

Ann Piascik
Library Program Specialist III
RI Office of Library and Information Services
One Capitol Hill - 4th Floor
Providence, RI 02908
Tel: 401-574-9314
Fax:401-574-9320
annpk at olis.ri.gov

>>> cjenner at rtc.edu 3/31/2008 12:50 PM >>>

We are doing something like that with our Universal Design for Learning Project.  Screen readers and other assistive technologies are in our participating classrooms (we have several ESL and ABE instructors participating) for ANY student to use. 

The project looks at the progress of the students who have gone through our LD diagnosis process and get accommodations or use learning strategies and/or assistive technologies.  We don't track the non-disabled or non-disclosing student, but the AT is still there for anyone to use and instructors encourage it. 

 In one of our classrooms, the instructors actively teach with Wynn Reader which is assistive technology for dyslexia (but it helps everyone in this ESL classroom). 

 

Cathy Jenner, Project Coordinator
Universal Design for Learning Project
Instructional Improvement
Renton Technical College
(425) 235-2352 x5639
cjenner at rtc.edu
http://www.rtc.edu/AboutUs/DSDPGrant/
http://webs.rtc.edu/ii/dsdp.html

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Saturday, March 29, 2008 6:45 AM
To: Women and Literacy Discussion List The Poverty Race; The Technology and Literacy Discussion List
Cc: Glenn Young
Subject: [Technology 1585] Access to text, a social justice issue

 

Colleagues,

 

On the Learning Disabilities discussion list this past week there has been a fascinating discussion initiated by Glenn Young. He has proposed that it is time to focus on helping adults with learning disabilities learn to read -- get meaning from text -- using technology, i.e. having computers and hand-held devices read text out loud, focusing on getting meaning, not on learning how to decode text. The archives of the discussion will be found at 

http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html

 

Glenn wants to see his idea piloted and evaluated.  I think that's a good idea -- not that I think we should stop teaching reading, but that we should help learners get access to information from text, especially when learning to read text well may take a very long time, or when it might not be possible. Inexpensive electronic text readers can help those with learning disabilities get access to the meaning of text that might not otherwise be available to them. I think this is an issue of social justice.

 

I wonder what readers on this discussion list think of Glenn's idea. For example, should adult basic literacy programs routinely help basic literacy learners get access to electronic text readers, as they also help them to learn to decode text?

 

David J. Rosen

djrosen at comcast.net

 

 

 

________________________________

This E-mail was scanned for viruses before being accepted by Renton Technical College and verified to be virus-free with McAfee Secure Internet Gateway. 

________________________________

This E-mail was scanned for viruses before being accepted by Renton Technical College and verified to be virus-free with McAfee Secure Internet Gateway. 

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From danson at misericordia.edu  Wed Apr  2 08:09:00 2008
From: danson at misericordia.edu (Denis Anson)
Date: Wed, 2 Apr 2008 08:09:00 -0400
Subject: [Technology 1592] Re: Access to text,  a social justice issue
In-Reply-To: <8B5B75C99556F540BF231711D526A92C0579281B@KAURI.rtc.ctc.edu>
References: <bf2.2babf01b.3523d1f2@aol.com>
	<8B5B75C99556F540BF231711D526A92C0579281B@KAURI.rtc.ctc.edu>
Message-ID: <6C2A5A61-D3C4-458B-ABF9-0E6397C3B851@misericordia.edu>

There are decades of experience in screen readers in the low vision  
community.  Here are several key points:

1. Voice quality: It is not critically important that a screen reader  
have a very human sounding voice.  It is important that the  
articulation remain clear when the speed increases. (See the items  
below)  In some computer applications, a human sounding voice is  
desired, because the voice must be recognized by inexperienced  
listeners.  However, when using a screen reader, a person has a chance  
to learn to understand the voice.  It can be like learning to  
understand a person with s significant accent.

2. Language style - Screen readers are used to convert written  
language to sound, not to spoken language.  Spoken language is less  
formal, less considered, and less structured, because we don't spend  
nearly as much time thinking out it.  But to replace "reading," you  
have to have access to the nuances of written language.  Besides, it's  
not possible to restructure language electronically.  Only a human  
brain can do that at this time.

3. Reading rate - Most people talk at between 100 and 150 words per  
minute.  Most people read on the order of 400 words per minute.  Speed  
readers can read at over 1000 words per minute.  If screen readers are  
to be viable alternatives to visual reading, they have to provide  
similar reading rates.  However, this won't happen immediately.  When  
training someone to use a screen reader, the normal process is to  
start at near speaking rates, then slowly increase the speed as the  
person becomes more comfortable with auditory reading.  There is an  
interesting phenomenon that can be observed and experienced during  
this process (a way to experience learning disability for yourself).   
When the speech rate is nearing the limit of comprehension, there is a  
speed at which you will be able to understand the words as they are  
spoken, but will have no idea what the sentence meant.   However,  
experienced screen reader users routinely listen at speeds of 400 to  
600 words per minute, and in some cases, approaching 1000!  You can't  
even tell that the sounds are speech at that speed, but the person can  
have near 100% comprehension.

Denis Anson, MS, OTR
Director of Research and Development
Assistive Technology Research Institute
Misericordia University
voice: 570-674-6413
fax: 570-674-8054

danson at misericordia.edu

On Apr 1, 2008, at 4:01 PM, Jenner, Cathy wrote:

> We don?t re write anything. The screen readers can be used with a  
> variety of text, including internet, email, etc.
> RE: rate per minute:  most of the screen readers are able to change  
> the pace of reading (along with other settings) so that a person can  
> ?tune? it to his/her comfort level.
>
> We are also just starting a Pilot with IBM to test out a software  
> that uses voice recognition to help students use the computer to get  
> feedback on pronunciation.  Again, good for both dyslexia and ESL  
> students.
>
> Cathy Jenner, Project Coordinator
> Universal Design for Learning Project
> Instructional Improvement
> Renton Technical College
> (425) 235-2352 x5639
> cjenner at rtc.edu
> http://www.rtc.edu/AboutUs/DSDPGrant/
> http://webs.rtc.edu/ii/dsdp.html
> From: technology-bounces at nifl.gov [mailto:technology- 
> bounces at nifl.gov] On Behalf OfLendoak at aol.com
> Sent: Tuesday, April 01, 2008 10:59 AM
> To: technology at nifl.gov
> Subject: [Technology 1589] Re: Access to text, a social justice issue
>
> David Rosen and Cathy Jenner,
>
> Regarding technology text readers (text converters) for people with  
> limited reading skills:
>
> Congratulations for your initiatives.  Could you help us with  
> answers to a few questions?
>
> -  Since text is often written in a more formal style compared to  
> conversation, it may be harder to understand when this formal style  
> is auded.  Do you rewrite the formal style to a more conversational  
> style text before converting it to speech?
>
> -  What rate (words per minute) is used in the spoken text?  Reason  
> for this question:  In Tom Sticht's book "Auding and Reading" 1974,  
> page 104, shows that information retention by marginally literate  
> men falls off sharply for spoken rates much faster than 128 words  
> per minute.`
>
> best wishes,
> Len and Ceci Doak
>
>
> In a message dated 4/1/2008 8:43:45 A.M. Pacific Daylight Time,AnnPk at olis.ri.gov 
>  writes:
> Could you tell what screen readers you use and what they cost. I am  
> looking good screen readers at a reasonable cost. Thanks.
>
> Ann Piascik
> Library Program Specialist III
> RI Office of Library and Information Services
> One Capitol Hill - 4th Floor
> Providence, RI 02908
> Tel: 401-574-9314
> Fax:401-574-9320
> annpk at olis.ri.gov
>
>
> >>> cjenner at rtc.edu 3/31/2008 12:50 PM >>>
> We are doing something like that with our Universal Design for  
> Learning Project.  Screen readers and other assistive technologies  
> are in our participating classrooms (we have several ESL and ABE  
> instructors participating) for ANY student to use.
> The project looks at the progress of the students who have gone  
> through our LD diagnosis process and get accommodations or use  
> learning strategies and/or assistive technologies.  We don't track  
> the non-disabled or non-disclosing student, but the AT is still  
> there for anyone to use and instructors encourage it.
>  In one of our classrooms, the instructors actively teach with Wynn  
> Reader which is assistive technology for dyslexia (but it helps  
> everyone in this ESL classroom).
>
> Cathy Jenner, Project Coordinator
> Universal Design for Learning Project
> Instructional Improvement
> Renton Technical College
> (425) 235-2352 x5639
> cjenner at rtc.edu
> http://www.rtc.edu/AboutUs/DSDPGrant/
> http://webs.rtc.edu/ii/dsdp.html
> From: technology-bounces at nifl.gov [mailto:technology- 
> bounces at nifl.gov] On Behalf Of David J. Rosen
> Sent: Saturday, March 29, 2008 6:45 AM
> To: Women and Literacy Discussion List The Poverty Race; The  
> Technology and Literacy Discussion List
> Cc: Glenn Young
> Subject: [Technology 1585] Access to text, a social justice issue
>
> Colleagues,
>
> On the Learning Disabilities discussion list this past week there  
> has been a fascinating discussion initiated by Glenn Young. He has  
> proposed that it is time to focus on helping adults with learning  
> disabilities learn to read -- get meaning from text -- using  
> technology, i.e. having computers and hand-held devices read text  
> out loud, focusing on getting meaning, not on learning how to decode  
> text. The archives of the discussion will be found at
> http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html
>
> Glenn wants to see his idea piloted and evaluated.  I think that's a  
> good idea -- not that I think we should stop teaching reading, but  
> that we should help learners get access to information from text,  
> especially when learning to read text well may take a very long  
> time, or when it might not be possible. Inexpensive electronic text  
> readers can help those with learning disabilities get access to the  
> meaning of text that might not otherwise be available to them. I  
> think this is an issue of social justice.
>
> I wonder what readers on this discussion list think of Glenn's idea.  
> For example, should adult basic literacy programs routinely help  
> basic literacy learners get access to electronic text readers, as  
> they also help them to learn to decode text?
>
> David J. Rosen
> djrosen at comcast.net
>
>
>
> This E-mail was scanned for viruses before being accepted by Renton  
> Technical College and verified to be virus-free with McAfee Secure  
> Internet Gateway.
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go tohttp://www.nifl.gov/mailman/listinfo/technology
> Email delivered to lendoak at aol.com
>
>
> Create a Home Theater Like the Pros. Watch the video on AOL Home.
> This E-mail was scanned for viruses before being accepted by Renton  
> Technical College and verified to be virus-free with McAfee Secure  
> Internet Gateway.
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go tohttp://www.nifl.gov/mailman/listinfo/technology
> Email delivered to danson at misericordia.edu

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From djrosen at comcast.net  Wed Apr  2 16:17:32 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 02 Apr 2008 16:17:32 -0400
Subject: [Technology 1593] Re: Access to text,  a social justice issue
In-Reply-To: <bf2.2babf01b.3523d1f2@aol.com>
References: <bf2.2babf01b.3523d1f2@aol.com>
Message-ID: <47F3E9DC.20405@comcast.net>

Hello Len,

This is Glenn Young's idea, not mine, although I think it has merit and 
should be tested. As I understand it, the idea is to help adults who 
have specific reading disabilities to get access to information by 
providing text readers, not by changing the text. A text reader -- as I 
am using the the term -- is a piece of software that reads printed or 
digital text out loud. In many versions of this kind of software the 
rate can easily be controlled by the user; in some there are tools that 
allow the user just to hear a difficult word here and there, or a word 
at a time, or a sentence at a time or a paragraph at a time.

David J. Rosen
djrosen at comcast.net.

Lendoak at aol.com wrote:

> David Rosen and Cathy Jenner,
>  
> Regarding technology text readers (text converters) for people with 
> limited reading skills:
>  
> Congratulations for your initiatives.  Could you help us with answers 
> to a few questions?
>  
> -  Since text is often written in a more formal style compared 
> to conversation, it may be harder to understand when this formal 
> style is auded.  Do you rewrite the formal style to a more 
> conversational style text before converting it to speech? 
>  
> -  What rate (words per minute) is used in the spoken text?  Reason 
> for this question:  In Tom Sticht's book "Auding and Reading" 1974, 
> page 104, shows that information retention by marginally literate men 
> falls off sharply for spoken rates much faster than 128 words per minute.`
>  
> best wishes,
> Len and Ceci Doak
>  
>  
> In a message dated 4/1/2008 8:43:45 A.M. Pacific Daylight Time, 
> AnnPk at olis.ri.gov writes:
>
>     Could you tell what screen readers you use and what they cost. I
>     am looking good screen readers at a reasonable cost. Thanks.
>      
>     Ann Piascik
>     Library Program Specialist III
>     RI Office of Library and Information Services
>     One Capitol Hill - 4th Floor
>     Providence, RI 02908
>     Tel: 401-574-9314
>     Fax:401-574-9320
>     annpk at olis.ri.gov <mailto:annpk at olis.ri.gov>
>
>
>     >>> cjenner at rtc.edu 3/31/2008 12:50 PM >>>
>
>     We are doing something like that with our Universal Design for
>     Learning Project.  Screen readers and other assistive technologies
>     are in our participating classrooms (we have several ESL and ABE
>     instructors participating) for ANY student to use.
>
>     The project looks at the progress of the students who have gone
>     through our LD diagnosis process and get accommodations or use
>     learning strategies and/or assistive technologies.  We don't track
>     the non-disabled or non-disclosing student, but the AT is still
>     there for anyone to use and instructors encourage it.
>
>      In one of our classrooms, the instructors actively teach with
>     Wynn Reader which is assistive technology for dyslexia (but it
>     helps everyone in this ESL classroom).
>
>      
>
>     Cathy Jenner, Project Coordinator
>     Universal Design for Learning Project
>     Instructional Improvement
>     Renton Technical College
>     (425) 235-2352 x5639
>     cjenner at rtc.edu <mailto:cjenner at rtc.edu>
>     http://www.rtc.edu/AboutUs/DSDPGrant/
>     http://webs.rtc.edu/ii/dsdp.html
>
>     From: technology-bounces at nifl.gov
>     [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen
>     Sent: Saturday, March 29, 2008 6:45 AM
>     To: Women and Literacy Discussion List The Poverty Race; The
>     Technology and Literacy Discussion List
>     Cc: Glenn Young
>     Subject: [Technology 1585] Access to text, a social justice issue
>
>      
>
>     Colleagues,
>
>      
>
>     On the Learning Disabilities discussion list this past week there
>     has been a fascinating discussion initiated by Glenn Young. He has
>     proposed that it is time to focus on helping adults with learning
>     disabilities learn to read -- get meaning from text -- using
>     technology, i.e. having computers and hand-held devices read text
>     out loud, focusing on getting meaning, not on learning how to
>     decode text. The archives of the discussion will be found at 
>
>     http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html
>
>      
>
>     Glenn wants to see his idea piloted and evaluated.  I think that's
>     a good idea -- not that I think we should stop teaching reading,
>     but that we should help learners get access to information from
>     text, especially when learning to read text well may take a very
>     long time, or when it might not be possible. Inexpensive
>     electronic text readers can help those with learning disabilities
>     get access to the meaning of text that might not otherwise be
>     available to them. I think this is an issue of social justice.
>
>      
>
>     I wonder what readers on this discussion list think of Glenn's
>     idea. For example, should adult basic literacy programs routinely
>     help basic literacy learners get access to electronic text
>     readers, as they also help them to learn to decode text?
>
>      
>
>     David J. Rosen
>
>     djrosen at comcast.net <mailto:djrosen at comcast.net>
>
>      
>
>      
>
>      
>
>     ------------------------------------------------------------------------
>
>     This E-mail was scanned for viruses before being accepted by
>     Renton Technical College and verified to be virus-free with McAfee
>     Secure Internet Gateway.
>
>
>
>     ----------------------------------------------------
>     National Institute for Literacy
>     Technology and Literacy mailing list
>     Technology at nifl.gov
>     To unsubscribe or change your subscription settings, please go to
>     http://www.nifl.gov/mailman/listinfo/technology
>     Email delivered to lendoak at aol.com
>
>
>
>
> ------------------------------------------------------------------------
> Create a Home Theater Like the Pros. Watch the video on AOL Home 
> <http://home.aol.com/diy/home-improvement-eric-stromer?video=15&ncid=aolhom00030000000001>.
>
>------------------------------------------------------------------------
>
>----------------------------------------------------
>National Institute for Literacy
>Technology and Literacy mailing list
>Technology at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
>Email delivered to djrosen at comcast.net
>

From bonniesophia at sbcglobal.net  Wed Apr  2 20:22:56 2008
From: bonniesophia at sbcglobal.net (Bonnie Odiorne)
Date: Wed, 2 Apr 2008 17:22:56 -0700 (PDT)
Subject: [Technology 1594] Re: Access to text,  a social justice issue
Message-ID: <77614.96652.qm@web83306.mail.sp1.yahoo.com>

This may be a stupid question, as I am visually impaired. I don't however need a text reader, but use a screen magnifier not enabled with voice, though I could use it if I ever needed to. I direct the Writing Center at a university and last year, though we lack an LD specialist, it was determined that the student could receive accommodation by enabling the text reading software in Windows. She primarily needed the speech application for writing. Other text readers would aud other kinds of print material, much as a CCTV does for the visual aspect?
Thanks for the clarification.
Bonnie Odiorne

----- Original Message ----
From: David J. Rosen <djrosen at comcast.net>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Sent: Wednesday, April 2, 2008 4:17:32 PM
Subject: [Technology 1593] Re: Access to text,  a social justice issue

Hello Len,

This is Glenn Young's idea, not mine, although I think it has merit and 
should be tested. As I understand it, the idea is to help adults who 
have specific reading disabilities to get access to information by 
providing text readers, not by changing the text. A text reader -- as I 
am using the the term -- is a piece of software that reads printed or 
digital text out loud. In many versions of this kind of software the 
rate can easily be controlled by the user; in some there are tools that 
allow the user just to hear a difficult word here and there, or a word 
at a time, or a sentence at a time or a paragraph at a time.

David J. Rosen
djrosen at comcast.net.

Lendoak at aol.com wrote:

> David Rosen and Cathy Jenner,
>  
> Regarding technology text readers (text converters) for people with 
> limited reading skills:
>  
> Congratulations for your initiatives.  Could you help us with answers 
> to a few questions?
>  
> -  Since text is often written in a more formal style compared 
> to conversation, it may be harder to understand when this formal 
> style is auded.  Do you rewrite the formal style to a more 
> conversational style text before converting it to speech? 
>  
> -  What rate (words per minute) is used in the spoken text?  Reason 
> for this question:  In Tom Sticht's book "Auding and Reading" 1974, 
> page 104, shows that information retention by marginally literate men 
> falls off sharply for spoken rates much faster than 128 words per minute.`
>  
> best wishes,
> Len and Ceci Doak
>  
>  
> In a message dated 4/1/2008 8:43:45 A.M. Pacific Daylight Time, 
> AnnPk at olis.ri.gov writes:
>
>     Could you tell what screen readers you use and what they cost. I
>     am looking good screen readers at a reasonable cost. Thanks.
>      
>     Ann Piascik
>     Library Program Specialist III
>     RI Office of Library and Information Services
>     One Capitol Hill - 4th Floor
>     Providence, RI 02908
>     Tel: 401-574-9314
>     Fax:401-574-9320
>     annpk at olis.ri.gov <mailto:annpk at olis.ri.gov>
>
>
>     >>> cjenner at rtc.edu 3/31/2008 12:50 PM >>>
>
>     We are doing something like that with our Universal Design for
>     Learning Project.  Screen readers and other assistive technologies
>     are in our participating classrooms (we have several ESL and ABE
>     instructors participating) for ANY student to use.
>
>     The project looks at the progress of the students who have gone
>     through our LD diagnosis process and get accommodations or use
>     learning strategies and/or assistive technologies.  We don't track
>     the non-disabled or non-disclosing student, but the AT is still
>     there for anyone to use and instructors encourage it.
>
>      In one of our classrooms, the instructors actively teach with
>     Wynn Reader which is assistive technology for dyslexia (but it
>     helps everyone in this ESL classroom).
>
>      
>
>     Cathy Jenner, Project Coordinator
>     Universal Design for Learning Project
>     Instructional Improvement
>     Renton Technical College
>     (425) 235-2352 x5639
>     cjenner at rtc.edu <mailto:cjenner at rtc.edu>
>     http://www.rtc.edu/AboutUs/DSDPGrant/
>     http://webs.rtc.edu/ii/dsdp.html
>
>     From: technology-bounces at nifl.gov
>     [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen
>     Sent: Saturday, March 29, 2008 6:45 AM
>     To: Women and Literacy Discussion List The Poverty Race; The
>     Technology and Literacy Discussion List
>     Cc: Glenn Young
>     Subject: [Technology 1585] Access to text, a social justice issue
>
>      
>
>     Colleagues,
>
>      
>
>     On the Learning Disabilities discussion list this past week there
>     has been a fascinating discussion initiated by Glenn Young. He has
>     proposed that it is time to focus on helping adults with learning
>     disabilities learn to read -- get meaning from text -- using
>     technology, i.e. having computers and hand-held devices read text
>     out loud, focusing on getting meaning, not on learning how to
>     decode text. The archives of the discussion will be found at 
>
>     http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html
>
>      
>
>     Glenn wants to see his idea piloted and evaluated.  I think that's
>     a good idea -- not that I think we should stop teaching reading,
>     but that we should help learners get access to information from
>     text, especially when learning to read text well may take a very
>     long time, or when it might not be possible. Inexpensive
>     electronic text readers can help those with learning disabilities
>     get access to the meaning of text that might not otherwise be
>     available to them. I think this is an issue of social justice.
>
>      
>
>     I wonder what readers on this discussion list think of Glenn's
>     idea. For example, should adult basic literacy programs routinely
>     help basic literacy learners get access to electronic text
>     readers, as they also help them to learn to decode text?
>
>      
>
>     David J. Rosen
>
>     djrosen at comcast.net <mailto:djrosen at comcast.net>
>
>      
>
>      
>
>      
>
>     ------------------------------------------------------------------------
>
>     This E-mail was scanned for viruses before being accepted by
>     Renton Technical College and verified to be virus-free with McAfee
>     Secure Internet Gateway.
>
>
>
>     ----------------------------------------------------
>     National Institute for Literacy
>     Technology and Literacy mailing list
>     Technology at nifl.gov
>     To unsubscribe or change your subscription settings, please go to
>     http://www.nifl.gov/mailman/listinfo/technology
>     Email delivered to lendoak at aol.com
>
>
>
>
> ------------------------------------------------------------------------
> Create a Home Theater Like the Pros. Watch the video on AOL Home 
> <http://home.aol.com/diy/home-improvement-eric-stromer?video=15&ncid=aolhom00030000000001>.
>
>------------------------------------------------------------------------
>
>----------------------------------------------------
>National Institute for Literacy
>Technology and Literacy mailing list
>Technology at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
>Email delivered to djrosen at comcast.net
>

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
Email delivered to bonniesophia at sbcglobal.net

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From danson at misericordia.edu  Thu Apr  3 10:15:24 2008
From: danson at misericordia.edu (Denis Anson)
Date: Thu, 3 Apr 2008 10:15:24 -0400
Subject: [Technology 1595] Re: Access to text,  a social justice issue
In-Reply-To: <77614.96652.qm@web83306.mail.sp1.yahoo.com>
References: <77614.96652.qm@web83306.mail.sp1.yahoo.com>
Message-ID: <20305481-C927-4B64-B86A-0DB4F0A37614@misericordia.edu>

There are two different kinds of applications for reading aloud on the  
computer.  A "text reader" is generally thought of as a program that  
reads the contents of electronic documents (email, word processor, web  
browser, etc.), but does not voice the program controls.  As such,  
they are often useful for the person who can operate the controls of  
the computer without assistance, but needs help with understanding the  
printed word.

A screen reader will read any text on the screen (but may have  
difficulty with pictures of text), including the program controls  
(menus, buttons, dialog boxes, etc.)  Screen readers are necessary for  
a person who has difficulty seeing the computer screen, but are not  
generally needed by a person with a learning disability.

One feature that many people with learning disabilities find  
particularly helpful is having the current sentence and word  
highlighted as they are spoken.  This matching of visual and auditory  
stimulus seems to improve comprehension.

There are many free and low-cost programs in both categories.  Thunder  
(http://www.screenreader.net/) is an example of a free screen reader.   
It does not have all the bells and whistles of a full blown program  
like JAWS, but may well be enough for many users.  Read Please (http://www.readplease.com/ 
) is an example of a free text reader.  Again, commercial products  
provide more features, and you can add high-quality voices to Read  
Please for a price.

Mac OS X has the ability to read text aloud from any application built  
in.  Just go to the preferences panel for Speech, and use the Text to  
Speech tab to set up the controls.  Microsoft Office 2003 also has  
text to speech built in, though they have removed that capacity in  
Word 2007 for no obvious reason.  Only Excel 2007 retains text to  
speech.

Denis Anson

Denis Anson, MS, OTR
Director of Research and Development
Assistive Technology Research Institute
Misericordia University
voice: 570-674-6413
fax: 570-674-8054

danson at misericordia.edu

On Apr 2, 2008, at 8:22 PM, Bonnie Odiorne wrote:

> This may be a stupid question, as I am visually impaired. I don't  
> however need a text reader, but use a screen magnifier not enabled  
> with voice, though I could use it if I ever needed to. I direct the  
> Writing Center at a university and last year, though we lack an LD  
> specialist, it was determined that the student could receive  
> accommodation by enabling the text reading software in Windows. She  
> primarily needed the speech application for writing. Other text  
> readers would aud other kinds of print material, much as a CCTV does  
> for the visual aspect?
> Thanks for the clarification.
> Bonnie Odiorne
>
> ----- Original Message ----
> From: David J. Rosen <djrosen at comcast.net>
> To: The Technology and Literacy Discussion List <technology at nifl.gov>
> Sent: Wednesday, April 2, 2008 4:17:32 PM
> Subject: [Technology 1593] Re: Access to text, a social justice issue
>
> Hello Len,
>
> This is Glenn Young's idea, not mine, although I think it has merit  
> and
> should be tested. As I understand it, the idea is to help adults who
> have specific reading disabilities to get access to information by
> providing text readers, not by changing the text. A text reader --  
> as I
> am using the the term -- is a piece of software that reads printed or
> digital text out loud. In many versions of this kind of software the
> rate can easily be controlled by the user; in some there are tools  
> that
> allow the user just to hear a difficult word here and there, or a word
> at a time, or a sentence at a time or a paragraph at a time.
>
> David J. Rosen
> djrosen at comcast.net.
>
> Lendoak at aol.com wrote:
>
> > David Rosen and Cathy Jenner,
> >
> > Regarding technology text readers (text converters) for people with
> > limited reading skills:
> >
> > Congratulations for your initiatives.  Could you help us with  
> answers
> > to a few questions?
> >
> > -  Since text is often written in a more formal style compared
> > to conversation, it may be harder to understand when this formal
> > style is auded.  Do you rewrite the formal style to a more
> > conversational style text before converting it to speech?
> >
> > -  What rate (words per minute) is used in the spoken text?  Reason
> > for this question:  In Tom Sticht's book "Auding and Reading" 1974,
> > page 104, shows that information retention by marginally literate  
> men
> > falls off sharply for spoken rates much faster than 128 words per  
> minute.`
> >
> > best wishes,
> > Len and Ceci Doak
> >
> >
> > In a message dated 4/1/2008 8:43:45 A.M. Pacific Daylight Time,
> > AnnPk at olis.ri.gov writes:
> >
> >    Could you tell what screen readers you use and what they cost. I
> >    am looking good screen readers at a reasonable cost. Thanks.
> >
> >    Ann Piascik
> >    Library Program Specialist III
> >    RI Office of Library and Information Services
> >    One Capitol Hill - 4th Floor
> >    Providence, RI 02908
> >    Tel: 401-574-9314
> >    Fax:401-574-9320
> >    annpk at olis.ri.gov <mailto:annpk at olis.ri.gov>
> >
> >
> >    >>> cjenner at rtc.edu 3/31/2008 12:50 PM >>>
> >
> >    We are doing something like that with our Universal Design for
> >    Learning Project.  Screen readers and other assistive  
> technologies
> >    are in our participating classrooms (we have several ESL and ABE
> >    instructors participating) for ANY student to use.
> >
> >    The project looks at the progress of the students who have gone
> >    through our LD diagnosis process and get accommodations or use
> >    learning strategies and/or assistive technologies.  We don't  
> track
> >    the non-disabled or non-disclosing student, but the AT is still
> >    there for anyone to use and instructors encourage it.
> >
> >      In one of our classrooms, the instructors actively teach with
> >    Wynn Reader which is assistive technology for dyslexia (but it
> >    helps everyone in this ESL classroom).
> >
> >
> >
> >    Cathy Jenner, Project Coordinator
> >    Universal Design for Learning Project
> >    Instructional Improvement
> >    Renton Technical College
> >    (425) 235-2352 x5639
> >    cjenner at rtc.edu <mailto:cjenner at rtc.edu>
> >    http://www.rtc.edu/AboutUs/DSDPGrant/
> >    http://webs.rtc.edu/ii/dsdp.html
> >
> >    From: technology-bounces at nifl.gov
> >    [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen
> >    Sent: Saturday, March 29, 2008 6:45 AM
> >    To: Women and Literacy Discussion List The Poverty Race; The
> >    Technology and Literacy Discussion List
> >    Cc: Glenn Young
> >    Subject: [Technology 1585] Access to text, a social justice issue
> >
> >
> >
> >    Colleagues,
> >
> >
> >
> >    On the Learning Disabilities discussion list this past week there
> >    has been a fascinating discussion initiated by Glenn Young. He  
> has
> >    proposed that it is time to focus on helping adults with learning
> >    disabilities learn to read -- get meaning from text -- using
> >    technology, i.e. having computers and hand-held devices read text
> >    out loud, focusing on getting meaning, not on learning how to
> >    decode text. The archives of the discussion will be found at
> >
> >    http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html
> >
> >
> >
> >    Glenn wants to see his idea piloted and evaluated.  I think  
> that's
> >    a good idea -- not that I think we should stop teaching reading,
> >    but that we should help learners get access to information from
> >    text, especially when learning to read text well may take a very
> >    long time, or when it might not be possible. Inexpensive
> >    electronic text readers can help those with learning disabilities
> >    get access to the meaning of text that might not otherwise be
> >    available to them. I think this is an issue of social justice.
> >
> >
> >
> >    I wonder what readers on this discussion list think of Glenn's
> >    idea. For example, should adult basic literacy programs routinely
> >    help basic literacy learners get access to electronic text
> >    readers, as they also help them to learn to decode text?
> >
> >
> >
> >    David J. Rosen
> >
> >    djrosen at comcast.net <mailto:djrosen at comcast.net>
> >
> >
> >
> >
> >
> >
> >
> >     
> ------------------------------------------------------------------------
> >
> >    This E-mail was scanned for viruses before being accepted by
> >    Renton Technical College and verified to be virus-free with  
> McAfee
> >    Secure Internet Gateway.
> >
> >
> >
> >    ----------------------------------------------------
> >    National Institute for Literacy
> >    Technology and Literacy mailing list
> >    Technology at nifl.gov
> >    To unsubscribe or change your subscription settings, please go to
> >    http://www.nifl.gov/mailman/listinfo/technology
> >    Email delivered to lendoak at aol.com
> >
> >
> >
> >
> >  
> ------------------------------------------------------------------------
> > Create a Home Theater Like the Pros. Watch the video on AOL Home
> > <http://home.aol.com/diy/home-improvement-eric-stromer?video=15&ncid=aolhom00030000000001 
> >.
> >
> > 
> ------------------------------------------------------------------------
> >
> >----------------------------------------------------
> >National Institute for Literacy
> >Technology and Literacy mailing list
> >Technology at nifl.gov
> >To unsubscribe or change your subscription settings, please go tohttp://www.nifl.gov/mailman/listinfo/technology
> >Email delivered to djrosen at comcast.net
> >
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to bonniesophia at sbcglobal.net
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to danson at misericordia.edu

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From sharla_gross at hotmail.com  Thu Apr  3 20:09:40 2008
From: sharla_gross at hotmail.com (Sharla Gross)
Date: Fri, 4 Apr 2008 00:09:40 +0000
Subject: [Technology 1596] Re: Access to text,  a social justice issue
In-Reply-To: <77614.96652.qm@web83306.mail.sp1.yahoo.com>
References: <77614.96652.qm@web83306.mail.sp1.yahoo.com>
Message-ID: <BAY139-W3215406C6ABCC63B053E79EFF60@phx.gbl>

Our school uses a program called Read/Write Gold.  The students can set the text reader for however fast or slow they need it (for their understanding).  Text can be added as needed to help with the reading of tests; etc.

Date: Wed, 2 Apr 2008 17:22:56 -0700
From: bonniesophia at sbcglobal.net
To: technology at nifl.gov
Subject: [Technology 1594] Re: Access to text,  a social justice issue

This may be a stupid question, as I am visually impaired. I don't however need a text reader, but use a screen magnifier not enabled with voice, though I could use it if I ever needed to. I direct the Writing Center at a university and last year, though we lack an LD specialist, it was determined that the student could receive accommodation by enabling the text reading software in Windows. She primarily needed the speech application for writing. Other text readers would aud other kinds of print material, much as a CCTV does for the visual aspect?
Thanks for the clarification.
Bonnie Odiorne

----- Original Message ----
From: David J. Rosen
 <djrosen at comcast.net>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Sent: Wednesday, April 2, 2008 4:17:32 PM
Subject: [Technology 1593] Re: Access to text,  a social justice issue

Hello 
Len,

This 
is 
Glenn 
Young's 
idea, 
not 
mine, 
although 
I 
think 
it 
has 
merit 
and 
should 
be 
tested. 
As 
I 
understand 
it, 
the 
idea 
is 
to 
help 
adults 
who 
have 
specific 
reading 
disabilities 
to 
get 
access 
to 
information 
by 
providing 
text 
readers, 
not 
by 
changing 
the 
text. 
A 
text 
reader 
-- 
as 
I 
am 
using 
the 
the 
term 
-- 
is 
a 
piece 
of 
software 
that 
reads 
printed 
or 
digital 
text 
out 
loud. 
In 
many 
versions 
of 
this 
kind 
of 
software 
the 
rate 
can 
easily 
be 
controlled 
by 
the 
user; 
in 
some 
there 
are 
tools 
that 
allow 
the 
user 
just 
to 
hear 
a 
difficult 
word 
here 
and 
there, 
or 
a 
word 
at 
a 
time, 
or 
a 
sentence 
at 
a 
time 
or 
a 
paragraph 
at 
a 
time.

David 
J. 
Rosen
djrosen at comcast.net.

Lendoak at aol.com 
wrote:

> 
David 
Rosen 
and 
Cathy 
Jenner,
>  
> 
Regarding 
technology 
text 
readers 
(text 
converters) 
for 
people 
with 
> 
limited 
reading 
skills:
>  
> 
Congratulations 
for 
your 
initiatives.  
Could 
you 
help 
us 
with 
answers 
> 
to 
a 
few 
questions?
>  
> 
-  
Since 
text 
is 
often 
written 
in 
a 
more 
formal 
style 
compared 
> 
to 
conversation, 
it 
may 
be 
harder 
to 
understand 
when 
this 
formal 
> 
style 
is 
auded.  
Do 
you 
rewrite 
the 
formal 
style 
to 
a 
more 
> 
conversational 
style 
text 
before 
converting 
it 
to 
speech? 
>  
> 
-  
What 
rate 
(words 
per 
minute) 
is 
used 
in 
the 
spoken 
text?  
Reason 
> 
for 
this 
question:  
In 
Tom 
Sticht's 
book 
"Auding 
and 
Reading" 
1974, 
> 
page 
104, 
shows 
that 
information 
retention 
by 
marginally 
literate 
men 
> 
falls 
off 
sharply 
for 
spoken 
rates 
much 
faster 
than 
128 
words 
per 
minute.`
>  
> 
best 
wishes,
> 
Len 
and 
Ceci 
Doak
>  
>  
> 
In 
a 
message 
dated 
4/1/2008 
8:43:45 
A.M. 
Pacific 
Daylight 
Time, 
> 
AnnPk at olis.ri.gov 
writes:
>
>  
  
 
Could 
you 
tell 
what 
screen 
readers 
you 
use 
and 
what 
they 
cost. 
I
>  
  
 
am 
looking 
good 
screen 
readers 
at 
a 
reasonable 
cost. 
Thanks.
>  
  
  
>  
  
 
Ann 
Piascik
>  
  
 
Library 
Program 
Specialist 
III
>  
  
 
RI 
Office 
of 
Library 
and 
Information 
Services
>  
  
 
One 
Capitol 
Hill 
- 
4th 
Floor
>  
  
 
Providence, 
RI 
02908
>  
  
 
Tel: 
401-574-9314
>  
  
 
Fax:401-574-9320
>  
  
 
annpk at olis.ri.gov 
<mailto:annpk at olis.ri.gov>
>
>
>  
  
 
>>> 
cjenner at rtc.edu 
3/31/2008 
12:50 
PM 
>>>
>
>  
  
 
We 
are 
doing 
something 
like 
that 
with 
our 
Universal 
Design 
for
>  
  
 
Learning 
Project.  
Screen 
readers 
and 
other 
assistive 
technologies
>  
  
 
are 
in 
our 
participating 
classrooms 
(we 
have 
several 
ESL 
and 
ABE
>  
  
 
instructors 
participating) 
for 
ANY 
student 
to 
use.
>
>  
  
 
The 
project 
looks 
at 
the 
progress 
of 
the 
students 
who 
have 
gone
>  
  
 
through 
our 
LD 
diagnosis 
process 
and 
get 
accommodations 
or 
use
>  
  
 
learning 
strategies 
and/or 
assistive 
technologies.  
We 
don't 
track
>  
  
 
the 
non-disabled 
or 
non-disclosing 
student, 
but 
the 
AT 
is 
still
>  
  
 
there 
for 
anyone 
to 
use 
and 
instructors 
encourage 
it.
>
>  
  
  
In 
one 
of 
our 
classrooms, 
the 
instructors 
actively 
teach 
with
>  
  
 
Wynn 
Reader 
which 
is 
assistive 
technology 
for 
dyslexia 
(but 
it
>  
  
 
helps 
everyone 
in 
this 
ESL 
classroom).
>
>  
  
  
>
>  
  
 
Cathy 
Jenner, 
Project 
Coordinator
>  
  
 
Universal 
Design 
for 
Learning 
Project
>  
  
 
Instructional 
Improvement
>  
  
 
Renton 
Technical 
College
>  
  
 
(425) 
235-2352 
x5639
>  
  
 
cjenner at rtc.edu 
<mailto:cjenner at rtc.edu>
>  
  
 
http://www.rtc.edu/AboutUs/DSDPGrant/
>  
  
 
http://webs.rtc.edu/ii/dsdp.html
>
>  
  
 
From: 
technology-bounces at nifl.gov
>  
  
 
[mailto:technology-bounces at nifl.gov] 
On 
Behalf 
Of 
David 
J. 
Rosen
>  
  
 
Sent: 
Saturday, 
March 
29, 
2008 
6:45 
AM
>  
  
 
To: 
Women 
and 
Literacy 
Discussion 
List 
The 
Poverty 
Race; 
The
>  
  
 
Technology 
and 
Literacy 
Discussion 
List
>  
  
 
Cc: 
Glenn 
Young
>  
  
 
Subject: 
[Technology 
1585] 
Access 
to 
text, 
a 
social 
justice 
issue
>
>  
  
  
>
>  
  
 
Colleagues,
>
>  
  
  
>
>  
  
 
On 
the 
Learning 
Disabilities 
discussion 
list 
this 
past 
week 
there
>  
  
 
has 
been 
a 
fascinating 
discussion 
initiated 
by 
Glenn 
Young. 
He 
has
>  
  
 
proposed 
that 
it 
is 
time 
to 
focus 
on 
helping 
adults 
with 
learning
>  
  
 
disabilities 
learn 
to 
read 
-- 
get 
meaning 
from 
text 
-- 
using
>  
  
 
technology, 
i.e. 
having 
computers 
and 
hand-held 
devices 
read 
text
>  
  
 
out 
loud, 
focusing 
on 
getting 
meaning, 
not 
on 
learning 
how 
to
>  
  
 
decode 
text. 
The 
archives 
of 
the 
discussion 
will 
be 
found 
at 
>
>  
  
 
http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html
>
>  
  
  
>
>  
  
 
Glenn 
wants 
to 
see 
his 
idea 
piloted 
and 
evaluated.  
I 
think 
that's
>  
  
 
a 
good 
idea 
-- 
not 
that 
I 
think 
we 
should 
stop 
teaching 
reading,
>  
  
 
but 
that 
we 
should 
help 
learners 
get 
access 
to 
information 
from
>  
  
 
text, 
especially 
when 
learning 
to 
read 
text 
well 
may 
take 
a 
very
>  
  
 
long 
time, 
or 
when 
it 
might 
not 
be 
possible. 
Inexpensive
>  
  
 
electronic 
text 
readers 
can 
help 
those 
with 
learning 
disabilities
>  
  
 
get 
access 
to 
the 
meaning 
of 
text 
that 
might 
not 
otherwise 
be
>  
  
 
available 
to 
them. 
I 
think 
this 
is 
an 
issue 
of 
social 
justice.
>
>  
  
  
>
>  
  
 
I 
wonder 
what 
readers 
on 
this 
discussion 
list 
think 
of 
Glenn's
>  
  
 
idea. 
For 
example, 
should 
adult 
basic 
literacy 
programs 
routinely
>  
  
 
help 
basic 
literacy 
learners 
get 
access 
to 
electronic 
text
>  
  
 
readers, 
as 
they 
also 
help 
them 
to 
learn 
to 
decode 
text?
>
>  
  
  
>
>  
  
 
David 
J. 
Rosen
>
>  
  
 
djrosen at comcast.net 
<mailto:djrosen at comcast.net>
>
>  
  
  
>
>  
  
  
>
>  
  
  
>
>  
  
 
------------------------------------------------------------------------
>
>  
  
 
This 
E-mail 
was 
scanned 
for 
viruses 
before 
being 
accepted 
by
>  
  
 
Renton 
Technical 
College 
and 
verified 
to 
be 
virus-free 
with 
McAfee
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From MariannF at lacnyc.org  Fri Apr  4 13:20:37 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Fri, 4 Apr 2008 13:20:37 -0400
Subject: [Technology 1597]  NAAL Data Set Training Seminar Announcement
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8710431@lac-exch.lacnyc.local>

Dear Tech List colleagues,

The below message is posted on behalf of Jaleh Behroozi Soroui.

Regards,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

	 

	NAAL Data Set Training Seminar Announcement 

	Using the National Assessment of Adult Literacy Data file and
Tools 

	For Research, Secondary Analyses and Policy Development 

	Wednesday, June 25, 2008 through Friday, June 27, 2008 

	Washington, DC 

	 

	The National Center for Education Statistics (NCES), in the U.S
Department of Education's Institute of Education Sciences (IES), is
sponsoring a 2 1/2-day advanced studies seminar on the use of the
National Assessment of Adult Literacy (NAAL) data files and tools for
research and policy analyses. This seminar is open to institutional
researchers and planners, education practitioners, policymakers, and
association members, as well as faculty and advanced graduate students
from colleges and universities nationwide. 

	 

	The overall goal of the seminar is to provide participants with
an opportunity to use NAAL data in substantive research. The seminar
will include both lecture and hands-on instruction. Specifically, the
seminar will cover the following topics and activities: 

	* an overview of NAAL data; 

	* an overview of methodological and technological issues
associated with use of the NAAL, including sample design and coverage; 

	* instruction on how to analyze NAAL data, with hands-on
practice; and 

	* help in designing and carrying out a research study. 

	 

	The summer data training will focus on use of the most recent
data available, which are from the 2003 collection. It should be noted
that this seminar does not provide formal instruction on advanced
statistical methods and analyses. 

	 

	There is no fee to attend this seminar. NCES will provide
training materials, as well as computers for hands-on practice. Accepted
applicants will be sent information about both the meeting and lodging
arrangements. 

	 

	DEADLINE: All applications should be received no later than MAY
14, 2008.  

	For registration information and application instructions and
more information about NAAL, visit the NAAL  website
(http://nces.ed.gov/NAAL). 

	 

	Jaleh Behroozi Soroui

	jsoroui at air.org <mailto:jsoroui at air.org> 

	
=======================================================================

	 

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From LaFerlazzo at aol.com  Sat Apr  5 17:23:11 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sat, 5 Apr 2008 17:23:11 EDT
Subject: [Technology 1598] Re: The Best Sites For Developing English
	Conversational Skills
Message-ID: <cf1.2ed66cac.352947bf@aol.com>

Hi, Everybody,
 
Here's the latest:
 
The Best Sites For Developing English Conversational Skills
_http://larryferlazzo.edublogs.org/2008/04/05/the-best-sites-for-developing-en
glish-conversational-skills/_ 
(http://larryferlazzo.edublogs.org/2008/04/05/the-best-sites-for-developing-english-conversational-skills/) 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

**************Planning your summer road trip? Check out AOL Travel Guides.    
  (http://travel.aol.com/travel-guide/united-states?ncid=aoltrv00030000000016)
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From djrosen at comcast.net  Sun Apr  6 06:59:23 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Sun, 6 Apr 2008 06:59:23 -0400
Subject: [Technology 1599]   Re: Access to text,  a social justice issue
Message-ID: <765ED6A4-0BF9-48C2-BFC4-238D84DF9727@comcast.net>

Hello Len,

This is Glenn Young's idea, not mine, although I think it has merit  
and should be tested. As I understand it, the idea is to help adults who
need it to get access to information by providing text readers, not  
by changing the text. A text reader -- as I am using the the term --  
is a piece of software that reads printed or digital text out loud.  
In many versions of this kind of software the rate can easily be  
controlled by the user; in some there are tools that allow the user  
just to hear a difficult word here and there, or a word at a time, or  
a sentence at a time or a paragraph at a time.

David J. Rosen
djrosen at comcast.net.

Lendoak at aol.com wrote:

> David Rosen and Cathy Jenner,
>
> Regarding technology text readers (text converters) for people with
> limited reading skills:
>
> Congratulations for your initiatives.  Could you help us with answers
> to a few questions?
>
> -  Since text is often written in a more formal style compared
> to conversation, it may be harder to understand when this formal
> style is auded.  Do you rewrite the formal style to a more
> conversational style text before converting it to speech?
>
> -  What rate (words per minute) is used in the spoken text?  Reason
> for this question:  In Tom Sticht's book "Auding and Reading" 1974,
> page 104, shows that information retention by marginally literate men
> falls off sharply for spoken rates much faster than 128 words per  
> minute.`
>
> best wishes,
> Len and Ceci Doak
>
>
> In a message dated 4/1/2008 8:43:45 A.M. Pacific Daylight Time,
> AnnPk at olis.ri.gov writes:
>
>     Could you tell what screen readers you use and what they cost. I
>     am looking good screen readers at a reasonable cost. Thanks.
>
>     Ann Piascik
>     Library Program Specialist III
>     RI Office of Library and Information Services
>     One Capitol Hill - 4th Floor
>     Providence, RI 02908
>     Tel: 401-574-9314
>     Fax:401-574-9320
>     annpk at olis.ri.gov <mailto:annpk at olis.ri.gov>
>
>
>
>>>> cjenner at rtc.edu 3/31/2008 12:50 PM >>>
>>>>
>
>     We are doing something like that with our Universal Design for
>     Learning Project.  Screen readers and other assistive technologies
>     are in our participating classrooms (we have several ESL and ABE
>     instructors participating) for ANY student to use.
>
>     The project looks at the progress of the students who have gone
>     through our LD diagnosis process and get accommodations or use
>     learning strategies and/or assistive technologies.  We don't track
>     the non-disabled or non-disclosing student, but the AT is still
>     there for anyone to use and instructors encourage it.
>
>      In one of our classrooms, the instructors actively teach with
>     Wynn Reader which is assistive technology for dyslexia (but it
>     helps everyone in this ESL classroom).
>
>
>
>     Cathy Jenner, Project Coordinator
>     Universal Design for Learning Project
>     Instructional Improvement
>     Renton Technical College
>     (425) 235-2352 x5639
>     cjenner at rtc.edu <mailto:cjenner at rtc.edu>
>     http://www.rtc.edu/AboutUs/DSDPGrant/
>     http://webs.rtc.edu/ii/dsdp.html
>
>     From: technology-bounces at nifl.gov
>     [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen
>     Sent: Saturday, March 29, 2008 6:45 AM
>     To: Women and Literacy Discussion List The Poverty Race; The
>     Technology and Literacy Discussion List
>     Cc: Glenn Young
>     Subject: [Technology 1585] Access to text, a social justice issue
>
>
>
>     Colleagues,
>
>
>
>     On the Learning Disabilities discussion list this past week there
>     has been a fascinating discussion initiated by Glenn Young. He has
>     proposed that it is time to focus on helping adults with learning
>     disabilities learn to read -- get meaning from text -- using
>     technology, i.e. having computers and hand-held devices read text
>     out loud, focusing on getting meaning, not on learning how to
>     decode text. The archives of the discussion will be found at
>
>     http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html
>
>
>
>     Glenn wants to see his idea piloted and evaluated.  I think that's
>     a good idea -- not that I think we should stop teaching reading,
>     but that we should help learners get access to information from
>     text, especially when learning to read text well may take a very
>     long time, or when it might not be possible. Inexpensive
>     electronic text readers can help those with learning disabilities
>     get access to the meaning of text that might not otherwise be
>     available to them. I think this is an issue of social justice.
>
>
>
>     I wonder what readers on this discussion list think of Glenn's
>     idea. For example, should adult basic literacy programs routinely
>     help basic literacy learners get access to electronic text
>     readers, as they also help them to learn to decode text?
>
>
>
>     David J. Rosen
>
>     djrosen at comcast.net <mailto:djrosen at comcast.net>
>
>
>
>
>
>
>
>      
> ---------------------------------------------------------------------- 
> --
>
>     This E-mail was scanned for viruses before being accepted by
>     Renton Technical College and verified to be virus-free with McAfee
>     Secure Internet Gateway.
>
>
>
>     ----------------------------------------------------
>     National Institute for Literacy
>     Technology and Literacy mailing list
>     Technology at nifl.gov
>     To unsubscribe or change your subscription settings, please go to
>     http://www.nifl.gov/mailman/listinfo/technology
>     Email delivered to lendoak at aol.com
>
>
David J. Rosen
djrosen at comcast.net

From LaFerlazzo at aol.com  Sun Apr  6 08:47:59 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sun, 6 Apr 2008 08:47:59 EDT
Subject: [Technology 1600] Re: The Best Websites For Developing Academic
	English Skills & Vocabulary
Message-ID: <d43.1ce44908.352a207f@aol.com>

Hi, Everybody,
 
I thought people might find this newest list useful:
 
The Best Websites For Developing Academic English Skills &  Vocabulary:
_http://larryferlazzo.edublogs.org/2008/04/06/the-best-websites-for-developing
-academic-english-skills-vocabulary/_ 
(http://larryferlazzo.edublogs.org/2008/04/06/the-best-websites-for-developing-academic-english-skills-vocabulary/) 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

**************Planning your summer road trip? Check out AOL Travel Guides.    
  (http://travel.aol.com/travel-guide/united-states?ncid=aoltrv00030000000016)
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From aberryesq at hotmail.co.uk  Sun Apr  6 15:25:35 2008
From: aberryesq at hotmail.co.uk (Anthony Berry)
Date: Sun, 6 Apr 2008 20:25:35 +0100
Subject: [Technology 1601] Re: The Best Websites For Developing
	Academic	English Skills & Vocabulary
In-Reply-To: <d43.1ce44908.352a207f@aol.com>
References: <d43.1ce44908.352a207f@aol.com>
Message-ID: <BAY143-W3B8CAF2DAFF752F84DFCFEAF00@phx.gbl>

Larry
 
I am doing a small piece of research in the UK on assessment in adult business English EAL. UNfortunatley most of the test available here are summative which, in my opinion, have little benefit for the learner; so am looking for any formative/diagnostic assessment instruments that would, ideally, be computerised and that give immediate feedback to the learner - and not just right or wrong, but something a little more informative. A tall order - and I have a feeling that I am pre-judging the outcome of my research. This is what I would like my students to have as a tool, but I haven't proved it yet! Oh, and one last requirement - it needs to test literacy development, not just proficiency in language skills. For this reason, I am leaning towards a test based on vocabulary size which according to a lot of the literature is as good an indicator of language level as anything else.
 
Any thoughts would be greatly appreciated.
 
Anthony Berry

From: LaFerlazzo at aol.comDate: Sun, 6 Apr 2008 08:47:59 -0400To: Subject: [Technology 1600] Re: The Best Websites For Developing Academic English Skills & Vocabulary

Hi, Everybody,
 
I thought people might find this newest list useful:
 
The Best Websites For Developing Academic English Skills & Vocabulary:
http://larryferlazzo.edublogs.org/2008/04/06/the-best-websites-for-developing-academic-english-skills-vocabulary/
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

Planning your summer road trip? Check out AOL Travel Guides.
_________________________________________________________________
The next generation of Windows Live is here
http://www.windowslive.co.uk/get-live
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From joan at ipns.com  Sun Apr  6 13:51:24 2008
From: joan at ipns.com (Joan Medlen)
Date: Sun, 06 Apr 2008 10:51:24 -0700
Subject: [Technology 1602] Re: Access to text,  a social justice  issue
In-Reply-To: <765ED6A4-0BF9-48C2-BFC4-238D84DF9727@comcast.net>
References: <765ED6A4-0BF9-48C2-BFC4-238D84DF9727@comcast.net>
Message-ID: <6.0.0.22.2.20080406103136.0651d330@mail.ipns.com>

HI all,

It may be called a "text reader," but for computers, is often called a 
"screen reader." They all have their good points and not so great points, 
but the premise of having things read to assist with learning is one that 
is commonly used with kids in special education programs. There are a 
number of reading programs that highlight the words as the program reads 
the text as well.

Some vendors text readers include:
Don Johnston, Inc. http://www.donjohnston.com/
Intellitools: http://www.intellitools.com

These are, of course, primarily designed for school-aged children, but look 
closely for the tools that may be able to do what you want for adults. 
Write:Outloud and  Read: OutLoud are likely the programs that make the most 
sense and are very versatile - they operate within or like a word 
processor. I know a lot of people who use them who have learning 
disabilities. They are also electronically based.

I do know there are text readers that can read printed text, but I can't, 
for the life of me, remember the name of the one I have seen or find one 
quickly while writing this. They do exist - look in tools for people who 
are blind and visually impaired.

There are many different screen readers for computers while surving the web 
and doing email.  Some of the more common are
JAWS: 
http://www.freedomscientific.com/fs_products/software_jaws.asp  (expensive)

One that I downloaded to use for a demonstration was free and very easy to 
use is:
http://www.screenreader.net/

As for the understandability of the more formal language often used in 
pamphlets and books, I would imagine it depends on the target audience. I 
believe there are many people who are very comfortable with formal 
language, but cannot read as well as those who will need the less formal 
approach. But being able to hear information - even if the language still 
needs to be decoded - is better than not being able to access the 
information at all!

If you have access to a search engine that can scour education journals, I 
would recommend a lit search for use of text readers, text-to-speech, and 
so on in journals for special education. This is a huge area for the folks 
in assistive technology and augmentative communication. I'm sure there are 
articles that can lay the groundwork or be generalized for further studies 
with people who do not have "disabiltiies."

Last, for the social justice piece, I submit two pieces that I like a great 
deal:

1. The Literacy Bill of Rights: Yoder, D.E., Erickson, K.A. and 
Koppenhaver, D.A., Center for Literacy and DisabilityStudies, P.O. BOX 
3888, DUMC, Durham, NC 
27710  http://dsasdonline.org/admin/files/AT-Literacy.pdf

and

2. The Communication Bill of RIghts: 
http://www.asha.org/NJC/bill_of_rights.htm from the National Joint 
Committee for the Communication needs of people with severe disabilities.

Take care,
Joan
-----------------------------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at DownSyndromeNutrition.com

At 03:59 AM 4/6/2008, you wrote:
>Hello Len,
>
>This is Glenn Young's idea, not mine, although I think it has merit
>and should be tested. As I understand it, the idea is to help adults who
>need it to get access to information by providing text readers, not
>by changing the text. A text reader -- as I am using the the term --
>is a piece of software that reads printed or digital text out loud.
>In many versions of this kind of software the rate can easily be
>controlled by the user; in some there are tools that allow the user
>just to hear a difficult word here and there, or a word at a time, or
>a sentence at a time or a paragraph at a time.
>
>David J. Rosen
>djrosen at comcast.net.

From bonniesophia at sbcglobal.net  Wed Apr  9 15:30:13 2008
From: bonniesophia at sbcglobal.net (Bonnie Odiorne)
Date: Wed, 9 Apr 2008 12:30:13 -0700 (PDT)
Subject: [Technology 1603] Re: The Best Websites For Developing Academic
	English Skills & Vocabulary
Message-ID: <835807.21509.qm@web83314.mail.sp1.yahoo.com>

There's a business-oriented software package called Work Keys that a lot of High Schools and colleges use to assess workplace readiness. I don't think it's summative because it can be re-taken to note progress. There's also workplace-related ESOL material available from CASAS but I don't know how widespread its availability is. sorry, I don't know much ore than the names.
Bonnie Odiorne

----- Original Message ----
From: Anthony Berry <aberryesq at hotmail.co.uk>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Sent: Sunday, April 6, 2008 3:25:35 PM
Subject: [Technology 1601] Re: The Best Websites For Developing Academic English Skills & Vocabulary

Larry
 
I am doing a small piece of research in the UK on assessment in adult business English EAL. UNfortunatley most of the test available here are summative which, in my opinion, have little benefit for the learner; so am looking for any formative/diagnostic assessment instruments that would, ideally, be computerised and that give immediate feedback to the learner - and not just right or wrong, but something a little more informative. A tall order - and I have a feeling that I am pre-judging the outcome of my research. This is what I would like my students to have as a tool, but I haven't proved it yet! Oh, and one last requirement - it needs to test literacy development, not just proficiency in language skills. For this reason, I am leaning towards a test based on vocabulary size which according to a lot of the literature is as good an indicator of language level as anything else.
 
Any thoughts would be greatly appreciated.
 
Anthony Berry 

From: LaFerlazzo at aol.com
Date: Sun, 6 Apr 2008 08:47:59 -0400
To: 
Subject: [Technology 1600] Re: The Best Websites For Developing Academic English Skills & Vocabulary

Hi, Everybody,
 
I thought people might find this newest list useful:
 
The Best Websites For Developing Academic English Skills & Vocabulary:
http://larryferlazzo.edublogs.org/2008/04/06/the-best-websites-for-developing-academic-english-skills-vocabulary/
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

Planning your summer road trip? Check out AOL Travel Guides.

Get fish-slapping on Messenger Play now! 

-----Inline Attachment Follows-----

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
Email delivered to bonniesophia at sbcglobal.net
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From djrosen at comcast.net  Thu Apr 10 09:03:33 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 10 Apr 2008 09:03:33 -0400
Subject: [Technology 1604] Re: Access to text,  a social justice  issue
In-Reply-To: <6.0.0.22.2.20080406103136.0651d330@mail.ipns.com>
References: <765ED6A4-0BF9-48C2-BFC4-238D84DF9727@comcast.net>
	<6.0.0.22.2.20080406103136.0651d330@mail.ipns.com>
Message-ID: <0927CE76-2016-41D2-BB90-7115FD267794@comcast.net>

Technology Discussion List Colleagues,

Thanks to Joan Medlen for her thoughts and suggestions (see her  
posting below).

Let's continue talking about assistive technology and universal  
design products for adults who have difficulty reading -- both the  
technologies that can help adults improve their reading skills and  
technologies that can provide access  (by reading it out loud) to  
text that would otherwise be inaccessible to them.  I wonder if those  
on this discussion list have experience with using these products  
themselves or with their students. I would like to hear about those  
experiences.

What difference(s) does assistive technology or universal design for  
learning make for adult learners, and for adults who cannot read but  
can get meaning from text if it is read out loud?

I am also cross posting this on the Learning Disabilities discussion  
list to invite those who subscribe to that list to join the  
discussion here. I believe some of our colleagues in that discussion  
forum have a great deal of experience to share. [ To join the  
Technology List Discussion, go to:

http://www.nifl.gov/mailman/listinfo/Technology

So, to continue the discussion, another screen reader that may be  
useful is:

The CAST Ereader (now replaced by AspireREADER for PCs). http:// 
cast.org/products/ereader/index.html

I wonder if anyone on this discussion list uses these products that  
Joan Medlen and I mentioned,  and if so, what you find as their  
strengths and weaknesses. Are there other products that you use and  
like better, and if so, why?

Another example, a  text reader,  the Reading Pen

http://www.readingpen.com/

scans, defines, and pronounces words from printed material. You just  
run the pen over the line of text and listen to the text being read  
out loud through a speaker or through tiny headphones. There is a  
version designed for adults. Its cost is under $300. Anyone here have  
experience using it? Know any adult learners who use it? What are its  
advantages and disadvantages?

David J. Rosen
djrosen at comcast.net

On Apr 6, 2008, at 1:51 PM, Joan Medlen wrote:
> HI all,
>
> It may be called a "text reader," but for computers, is often called a
> "screen reader." They all have their good points and not so great  
> points,
> but the premise of having things read to assist with learning is  
> one that
> is commonly used with kids in special education programs. There are a
> number of reading programs that highlight the words as the program  
> reads
> the text as well.
>
> Some vendors text readers include:
> Don Johnston, Inc. http://www.donjohnston.com/
> Intellitools: http://www.intellitools.com
>
> These are, of course, primarily designed for school-aged children,  
> but look
> closely for the tools that may be able to do what you want for adults.
> Write:Outloud and  Read: OutLoud are likely the programs that make  
> the most
> sense and are very versatile - they operate within or like a word
> processor. I know a lot of people who use them who have learning
> disabilities. They are also electronically based.
>
> I do know there are text readers that can read printed text, but I  
> can't,
> for the life of me, remember the name of the one I have seen or  
> find one
> quickly while writing this. They do exist - look in tools for  
> people who
> are blind and visually impaired.
>
> There are many different screen readers for computers while surving  
> the web
> and doing email.  Some of the more common are
> JAWS:
> http://www.freedomscientific.com/fs_products/software_jaws.asp   
> (expensive)
>
> One that I downloaded to use for a demonstration was free and very  
> easy to
> use is:
> http://www.screenreader.net/
>
> As for the understandability of the more formal language often used in
> pamphlets and books, I would imagine it depends on the target  
> audience. I
> believe there are many people who are very comfortable with formal
> language, but cannot read as well as those who will need the less  
> formal
> approach. But being able to hear information - even if the language  
> still
> needs to be decoded - is better than not being able to access the
> information at all!
>
> If you have access to a search engine that can scour education  
> journals, I
> would recommend a lit search for use of text readers, text-to- 
> speech, and
> so on in journals for special education. This is a huge area for  
> the folks
> in assistive technology and augmentative communication. I'm sure  
> there are
> articles that can lay the groundwork or be generalized for further  
> studies
> with people who do not have "disabiltiies."
>
> Last, for the social justice piece, I submit two pieces that I like  
> a great
> deal:
>
> 1. The Literacy Bill of Rights: Yoder, D.E., Erickson, K.A. and
> Koppenhaver, D.A., Center for Literacy and DisabilityStudies, P.O. BOX
> 3888, DUMC, Durham, NC
> 27710  http://dsasdonline.org/admin/files/AT-Literacy.pdf
>
> and
>
> 2. The Communication Bill of RIghts:
> http://www.asha.org/NJC/bill_of_rights.htm from the National Joint
> Committee for the Communication needs of people with severe  
> disabilities.
>
>
> Take care,
> Joan
> -----------------------------
> Joan E Guthrie Medlen, R.D., L.D.
> Clinical Advisor, Health Literacy & Communications
> Special Olympics Healthy Athletes
> joan at DownSyndromeNutrition.com
>
> At 03:59 AM 4/6/2008, you wrote:
>> Hello Len,
>>
>> This is Glenn Young's idea, not mine, although I think it has merit
>> and should be tested. As I understand it, the idea is to help  
>> adults who
>> need it to get access to information by providing text readers, not
>> by changing the text. A text reader -- as I am using the the term --
>> is a piece of software that reads printed or digital text out loud.
>> In many versions of this kind of software the rate can easily be
>> controlled by the user; in some there are tools that allow the user
>> just to hear a difficult word here and there, or a word at a time, or
>> a sentence at a time or a paragraph at a time.
>>
>> David J. Rosen
>> djrosen at comcast.net.
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to djrosen at comcast.net

-------------- next part --------------
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From lilllie at metrocast.net  Wed Apr  9 09:48:56 2008
From: lilllie at metrocast.net (Linda Swenson)
Date: Wed, 9 Apr 2008 09:48:56 -0400
Subject: [Technology 1605] Re: Access to text,  a social justice  issue
In-Reply-To: <6.0.0.22.2.20080406103136.0651d330@mail.ipns.com>
References: <765ED6A4-0BF9-48C2-BFC4-238D84DF9727@comcast.net>
	<6.0.0.22.2.20080406103136.0651d330@mail.ipns.com>
Message-ID: <000c01c89a48$74f03040$6501a8c0@friend>

My favorite is made by Premier Assistive Technology.  Check it out at
"readingmadeeasy.com" for free demo's and a list of all of the marvelous
offers in this program.

Linda
LD Consultant
NH TANF/ABE/GED 

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
Behalf Of Joan Medlen
Sent: Sunday, April 06, 2008 1:51 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1602] Re: Access to text, a social justice issue

HI all,

It may be called a "text reader," but for computers, is often called a 
"screen reader." They all have their good points and not so great points, 
but the premise of having things read to assist with learning is one that 
is commonly used with kids in special education programs. There are a 
number of reading programs that highlight the words as the program reads 
the text as well.

Some vendors text readers include:
Don Johnston, Inc. http://www.donjohnston.com/
Intellitools: http://www.intellitools.com

These are, of course, primarily designed for school-aged children, but look 
closely for the tools that may be able to do what you want for adults. 
Write:Outloud and  Read: OutLoud are likely the programs that make the most 
sense and are very versatile - they operate within or like a word 
processor. I know a lot of people who use them who have learning 
disabilities. They are also electronically based.

I do know there are text readers that can read printed text, but I can't, 
for the life of me, remember the name of the one I have seen or find one 
quickly while writing this. They do exist - look in tools for people who 
are blind and visually impaired.

There are many different screen readers for computers while surving the web 
and doing email.  Some of the more common are
JAWS: 
http://www.freedomscientific.com/fs_products/software_jaws.asp  (expensive)

One that I downloaded to use for a demonstration was free and very easy to 
use is:
http://www.screenreader.net/

As for the understandability of the more formal language often used in 
pamphlets and books, I would imagine it depends on the target audience. I 
believe there are many people who are very comfortable with formal 
language, but cannot read as well as those who will need the less formal 
approach. But being able to hear information - even if the language still 
needs to be decoded - is better than not being able to access the 
information at all!

If you have access to a search engine that can scour education journals, I 
would recommend a lit search for use of text readers, text-to-speech, and 
so on in journals for special education. This is a huge area for the folks 
in assistive technology and augmentative communication. I'm sure there are 
articles that can lay the groundwork or be generalized for further studies 
with people who do not have "disabiltiies."

Last, for the social justice piece, I submit two pieces that I like a great 
deal:

1. The Literacy Bill of Rights: Yoder, D.E., Erickson, K.A. and 
Koppenhaver, D.A., Center for Literacy and DisabilityStudies, P.O. BOX 
3888, DUMC, Durham, NC 
27710  http://dsasdonline.org/admin/files/AT-Literacy.pdf

and

2. The Communication Bill of RIghts: 
http://www.asha.org/NJC/bill_of_rights.htm from the National Joint 
Committee for the Communication needs of people with severe disabilities.

Take care,
Joan
-----------------------------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at DownSyndromeNutrition.com

At 03:59 AM 4/6/2008, you wrote:
>Hello Len,
>
>This is Glenn Young's idea, not mine, although I think it has merit
>and should be tested. As I understand it, the idea is to help adults who
>need it to get access to information by providing text readers, not
>by changing the text. A text reader -- as I am using the the term --
>is a piece of software that reads printed or digital text out loud.
>In many versions of this kind of software the rate can easily be
>controlled by the user; in some there are tools that allow the user
>just to hear a difficult word here and there, or a word at a time, or
>a sentence at a time or a paragraph at a time.
>
>David J. Rosen
>djrosen at comcast.net.

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to lilllie at metrocast.net

From cjenner at rtc.edu  Thu Apr 10 12:30:15 2008
From: cjenner at rtc.edu (Jenner, Cathy)
Date: Thu, 10 Apr 2008 09:30:15 -0700
Subject: [Technology 1606] Re: Access to text,  a social justice  issue
In-Reply-To: <0927CE76-2016-41D2-BB90-7115FD267794@comcast.net>
References: <765ED6A4-0BF9-48C2-BFC4-238D84DF9727@comcast.net><6.0.0.22.2.20080406103136.0651d330@mail.ipns.com>
	<0927CE76-2016-41D2-BB90-7115FD267794@comcast.net>
Message-ID: <8B5B75C99556F540BF231711D526A92C0581B914@KAURI.rtc.ctc.edu>

In our UDL project, we have placed Assistive Technology in several classrooms and in our libraries and Student Success Center. We also train all our peer tutors on using AT.  Our goal is to have students see AT as ?just another tool? like a calculator.  

 

We have recently worked out a deal with our library to lend out two tools:  a mobile notetaker from Pegasus and also Keys To Access which has several applications on a flash drive.  Any student can get these from the Library for home use.  We have found screen reader to be very useful, but there is some work that goes along with them.  Not all screen readers work with all programs, for instance PDFs, Powerpoints, etc.  

 

We find we usually have to train students on  a combination of reading with physical masking and using screen readers.  We have not studied the direct impact of ONLY using AT with students, but both instructors and students continue to ask for AT, so it appears likely to be helping.

 

In case you are thinking, ?that?s nice but we have no money?, there are LOTS of free or very low cost technologies available.

 

Cathy Jenner, Project Coordinator
Universal Design for Learning Project
Instructional Improvement
Renton Technical College
(425) 235-2352 x5639
cjenner at rtc.edu
http://www.rtc.edu/AboutUs/DSDPGrant/
http://webs.rtc.edu/ii/dsdp.html

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Thursday, April 10, 2008 6:04 AM
To: The Technology and Literacy Discussion List
Cc: The Learning Disabilities Discussion List
Subject: [Technology 1604] Re: Access to text, a social justice issue

 

Technology Discussion List Colleagues,

 

Thanks to Joan Medlen for her thoughts and suggestions (see her posting below).

 

Let's continue talking about assistive technology and universal design products for adults who have difficulty reading -- both the technologies that can help adults improve their reading skills and technologies that can provide access  (by reading it out loud) to text that would otherwise be inaccessible to them.  I wonder if those on this discussion list have experience with using these products themselves or with their students. I would like to hear about those experiences. 

 

What difference(s) does assistive technology or universal design for learning make for adult learners, and for adults who cannot read but can get meaning from text if it is read out loud?

 

I am also cross posting this on the Learning Disabilities discussion list to invite those who subscribe to that list to join the discussion here. I believe some of our colleagues in that discussion forum have a great deal of experience to share. [ To join the Technology List Discussion, go to:

 

http://www.nifl.gov/mailman/listinfo/Technology

 

So, to continue the discussion, another screen reader that may be useful is:

 

The CAST Ereader (now replaced by AspireREADER for PCs). http://cast.org/products/ereader/index.html

 

I wonder if anyone on this discussion list uses these products that Joan Medlen and I mentioned,  and if so, what you find as their strengths and weaknesses. Are there other products that you use and like better, and if so, why?

 

Another example, a  text reader,  the Reading Pen

 

http://www.readingpen.com/ 

 

scans, defines, and pronounces words from printed material. You just run the pen over the line of text and listen to the text being read out loud through a speaker or through tiny headphones. There is a version designed for adults. Its cost is under $300. Anyone here have experience using it? Know any adult learners who use it? What are its advantages and disadvantages?

 

David J. Rosen

djrosen at comcast.net

 

 

 

On Apr 6, 2008, at 1:51 PM, Joan Medlen wrote:

HI all,

 

It may be called a "text reader," but for computers, is often called a 

"screen reader." They all have their good points and not so great points, 

but the premise of having things read to assist with learning is one that 

is commonly used with kids in special education programs. There are a 

number of reading programs that highlight the words as the program reads 

the text as well.

 

Some vendors text readers include:

Don Johnston, Inc. http://www.donjohnston.com/

Intellitools: http://www.intellitools.com

 

These are, of course, primarily designed for school-aged children, but look 

closely for the tools that may be able to do what you want for adults. 

Write:Outloud and  Read: OutLoud are likely the programs that make the most 

sense and are very versatile - they operate within or like a word 

processor. I know a lot of people who use them who have learning 

disabilities. They are also electronically based.

 

I do know there are text readers that can read printed text, but I can't, 

for the life of me, remember the name of the one I have seen or find one 

quickly while writing this. They do exist - look in tools for people who 

are blind and visually impaired.

 

There are many different screen readers for computers while surving the web 

and doing email.  Some of the more common are

JAWS: 

http://www.freedomscientific.com/fs_products/software_jaws.asp  (expensive)

 

One that I downloaded to use for a demonstration was free and very easy to 

use is:

http://www.screenreader.net/

 

As for the understandability of the more formal language often used in 

pamphlets and books, I would imagine it depends on the target audience. I 

believe there are many people who are very comfortable with formal 

language, but cannot read as well as those who will need the less formal 

approach. But being able to hear information - even if the language still 

needs to be decoded - is better than not being able to access the 

information at all!

 

If you have access to a search engine that can scour education journals, I 

would recommend a lit search for use of text readers, text-to-speech, and 

so on in journals for special education. This is a huge area for the folks 

in assistive technology and augmentative communication. I'm sure there are 

articles that can lay the groundwork or be generalized for further studies 

with people who do not have "disabiltiies."

 

Last, for the social justice piece, I submit two pieces that I like a great 

deal:

 

1. The Literacy Bill of Rights: Yoder, D.E., Erickson, K.A. and 

Koppenhaver, D.A., Center for Literacy and DisabilityStudies, P.O. BOX 

3888, DUMC, Durham, NC 

27710  http://dsasdonline.org/admin/files/AT-Literacy.pdf

 

and

 

2. The Communication Bill of RIghts: 

http://www.asha.org/NJC/bill_of_rights.htm from the National Joint 

Committee for the Communication needs of people with severe disabilities.

 

 

Take care,

Joan

-----------------------------

Joan E Guthrie Medlen, R.D., L.D.

Clinical Advisor, Health Literacy & Communications

Special Olympics Healthy Athletes

joan at DownSyndromeNutrition.com

 

At 03:59 AM 4/6/2008, you wrote:

	Hello Len,

	 

	This is Glenn Young's idea, not mine, although I think it has merit

	and should be tested. As I understand it, the idea is to help adults who

	need it to get access to information by providing text readers, not

	by changing the text. A text reader -- as I am using the the term --

	is a piece of software that reads printed or digital text out loud.

	In many versions of this kind of software the rate can easily be

	controlled by the user; in some there are tools that allow the user

	just to hear a difficult word here and there, or a word at a time, or

	a sentence at a time or a paragraph at a time.

	 

	David J. Rosen

	djrosen at comcast.net.

 

 

----------------------------------------------------

National Institute for Literacy

Technology and Literacy mailing list

Technology at nifl.gov

To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology

Email delivered to djrosen at comcast.net

 

 

 

 

 

________________________________

This E-mail was scanned for viruses before being accepted by Renton Technical College and verified to be virus-free with McAfee Secure Internet Gateway. 

-------------- next part --------------
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From Jeanette.Schandelmeier at lposd.org  Thu Apr 10 16:34:12 2008
From: Jeanette.Schandelmeier at lposd.org (Jeanette Schandelmeier)
Date: Thu, 10 Apr 2008 13:34:12 -0700
Subject: [Technology 1607] Re: Access to PDF text
In-Reply-To: <8B5B75C99556F540BF231711D526A92C0581B914@KAURI.rtc.ctc.edu>
References: <765ED6A4-0BF9-48C2-BFC4-238D84DF9727@comcast.net><6.0.0.22.2.20080406103136.0651d330@mail.ipns.com><0927CE76-2016-41D2-BB90-7115FD267794@comcast.net>
	<8B5B75C99556F540BF231711D526A92C0581B914@KAURI.rtc.ctc.edu>
Message-ID: <AC492FF682363043AD608BA595992B630385F489@do1mex.lposd.org>

Adobe Reader has accessibility built in, in the form of a text reader -
under "View".

 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Jenner, Cathy
Sent: Thursday, April 10, 2008 9:30 AM
To: The Technology and Literacy Discussion List
Cc: The Learning Disabilities Discussion List
Subject: [Technology 1606] Re: Access to text, a social justice issue

 

In our UDL project, we have placed Assistive Technology in several
classrooms and in our libraries and Student Success Center. We also
train all our peer tutors on using AT.  Our goal is to have students see
AT as "just another tool" like a calculator.  

 

We have recently worked out a deal with our library to lend out two
tools:  a mobile notetaker from Pegasus and also Keys To Access which
has several applications on a flash drive.  Any student can get these
from the Library for home use.  We have found screen reader to be very
useful, but there is some work that goes along with them.  Not all
screen readers work with all programs, for instance PDFs, Powerpoints,
etc.  

 

We find we usually have to train students on  a combination of reading
with physical masking and using screen readers.  We have not studied the
direct impact of ONLY using AT with students, but both instructors and
students continue to ask for AT, so it appears likely to be helping.

 

In case you are thinking, "that's nice but we have no money", there are
LOTS of free or very low cost technologies available.

 

Cathy Jenner, Project Coordinator
Universal Design for Learning Project
Instructional Improvement
Renton Technical College
(425) 235-2352 x5639
cjenner at rtc.edu
http://www.rtc.edu/AboutUs/DSDPGrant/
http://webs.rtc.edu/ii/dsdp.html

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of David J. Rosen
Sent: Thursday, April 10, 2008 6:04 AM
To: The Technology and Literacy Discussion List
Cc: The Learning Disabilities Discussion List
Subject: [Technology 1604] Re: Access to text, a social justice issue

 

Technology Discussion List Colleagues,

 

Thanks to Joan Medlen for her thoughts and suggestions (see her posting
below).

 

Let's continue talking about assistive technology and universal design
products for adults who have difficulty reading -- both the technologies
that can help adults improve their reading skills and technologies that
can provide access  (by reading it out loud) to text that would
otherwise be inaccessible to them.  I wonder if those on this discussion
list have experience with using these products themselves or with their
students. I would like to hear about those experiences. 

 

What difference(s) does assistive technology or universal design for
learning make for adult learners, and for adults who cannot read but can
get meaning from text if it is read out loud?

 

I am also cross posting this on the Learning Disabilities discussion
list to invite those who subscribe to that list to join the discussion
here. I believe some of our colleagues in that discussion forum have a
great deal of experience to share. [ To join the Technology List
Discussion, go to:

 

http://www.nifl.gov/mailman/listinfo/Technology

 

So, to continue the discussion, another screen reader that may be useful
is:

 

The CAST Ereader (now replaced by AspireREADER for PCs).
http://cast.org/products/ereader/index.html

 

I wonder if anyone on this discussion list uses these products that Joan
Medlen and I mentioned,  and if so, what you find as their strengths and
weaknesses. Are there other products that you use and like better, and
if so, why?

 

Another example, a  text reader,  the Reading Pen

 

http://www.readingpen.com/ 

 

scans, defines, and pronounces words from printed material. You just run
the pen over the line of text and listen to the text being read out loud
through a speaker or through tiny headphones. There is a version
designed for adults. Its cost is under $300. Anyone here have experience
using it? Know any adult learners who use it? What are its advantages
and disadvantages?

 

David J. Rosen

djrosen at comcast.net

 

 

 

On Apr 6, 2008, at 1:51 PM, Joan Medlen wrote:

HI all,

 

It may be called a "text reader," but for computers, is often called a 

"screen reader." They all have their good points and not so great
points, 

but the premise of having things read to assist with learning is one
that 

is commonly used with kids in special education programs. There are a 

number of reading programs that highlight the words as the program reads

the text as well.

 

Some vendors text readers include:

Don Johnston, Inc. http://www.donjohnston.com/

Intellitools: http://www.intellitools.com

 

These are, of course, primarily designed for school-aged children, but
look 

closely for the tools that may be able to do what you want for adults. 

Write:Outloud and  Read: OutLoud are likely the programs that make the
most 

sense and are very versatile - they operate within or like a word 

processor. I know a lot of people who use them who have learning 

disabilities. They are also electronically based.

 

I do know there are text readers that can read printed text, but I
can't, 

for the life of me, remember the name of the one I have seen or find one

quickly while writing this. They do exist - look in tools for people who

are blind and visually impaired.

 

There are many different screen readers for computers while surving the
web 

and doing email.  Some of the more common are

JAWS: 

http://www.freedomscientific.com/fs_products/software_jaws.asp
(expensive)

 

One that I downloaded to use for a demonstration was free and very easy
to 

use is:

http://www.screenreader.net/

 

As for the understandability of the more formal language often used in 

pamphlets and books, I would imagine it depends on the target audience.
I 

believe there are many people who are very comfortable with formal 

language, but cannot read as well as those who will need the less formal

approach. But being able to hear information - even if the language
still 

needs to be decoded - is better than not being able to access the 

information at all!

 

If you have access to a search engine that can scour education journals,
I 

would recommend a lit search for use of text readers, text-to-speech,
and 

so on in journals for special education. This is a huge area for the
folks 

in assistive technology and augmentative communication. I'm sure there
are 

articles that can lay the groundwork or be generalized for further
studies 

with people who do not have "disabiltiies."

 

Last, for the social justice piece, I submit two pieces that I like a
great 

deal:

 

1. The Literacy Bill of Rights: Yoder, D.E., Erickson, K.A. and 

Koppenhaver, D.A., Center for Literacy and DisabilityStudies, P.O. BOX 

3888, DUMC, Durham, NC 

27710  http://dsasdonline.org/admin/files/AT-Literacy.pdf

 

and

 

2. The Communication Bill of RIghts: 

http://www.asha.org/NJC/bill_of_rights.htm from the National Joint 

Committee for the Communication needs of people with severe
disabilities.

 

 

Take care,

Joan

-----------------------------

Joan E Guthrie Medlen, R.D., L.D.

Clinical Advisor, Health Literacy & Communications

Special Olympics Healthy Athletes

joan at DownSyndromeNutrition.com

 

At 03:59 AM 4/6/2008, you wrote:

	Hello Len,

	 

	This is Glenn Young's idea, not mine, although I think it has
merit

	and should be tested. As I understand it, the idea is to help
adults who

	need it to get access to information by providing text readers,
not

	by changing the text. A text reader -- as I am using the the
term --

	is a piece of software that reads printed or digital text out
loud.

	In many versions of this kind of software the rate can easily be

	controlled by the user; in some there are tools that allow the
user

	just to hear a difficult word here and there, or a word at a
time, or

	a sentence at a time or a paragraph at a time.

	 

	David J. Rosen

	djrosen at comcast.net.

 

 

----------------------------------------------------

National Institute for Literacy

Technology and Literacy mailing list

Technology at nifl.gov

To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology

Email delivered to djrosen at comcast.net

 

 

 

 

 

________________________________

This E-mail was scanned for viruses before being accepted by Renton
Technical College and verified to be virus-free with McAfee Secure
Internet Gateway. 

-------------- next part --------------
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From irasocol at gmail.com  Thu Apr 10 17:19:32 2008
From: irasocol at gmail.com (Ira Socol)
Date: Thu, 10 Apr 2008 17:19:32 -0400
Subject: [Technology 1608] Re: Access to PDF text
In-Reply-To: <AC492FF682363043AD608BA595992B630385F489@do1mex.lposd.org>
References: <765ED6A4-0BF9-48C2-BFC4-238D84DF9727@comcast.net>
	<6.0.0.22.2.20080406103136.0651d330@mail.ipns.com>
	<0927CE76-2016-41D2-BB90-7115FD267794@comcast.net>
	<8B5B75C99556F540BF231711D526A92C0581B914@KAURI.rtc.ctc.edu>
	<AC492FF682363043AD608BA595992B630385F489@do1mex.lposd.org>
Message-ID: <6cdf233d0804101419v4c154463v23de92ea68b9f95@mail.gmail.com>

I just found your list when friends referred me, and I've read through much
of this thread and thought I'd add a few thoughts.

First, I just want to begin by noting that text-to-speech systems are not -
in any way - just for people with limited reading skills. I've spent a dozen
years working with WYNN (still, I think, the single best "lifespan" literacy
solution available) and other text-to-speech systems. I've worked with
children as young as 8, with middle school students (we have two research
projects going right now), with hundreds of high school students and
hundreds of community college and university students, as well as wide range
of adult learners and workers through a state Voc/Rehab agency. In addition
to all of those WYNN applications I've done a great deal with Text-Help's
Read-and-Write, Microsoft Reader, NaturalReader (the free version),
ReadPlease (in the old days), CLiCk-Speak in Firefox (and FoxyVoice before
that), WordTalk, and on and on. And yes we've used the Reading Pen - though
really never with students, for whom it is simply not an appropriate tool.

Anyway, these tools work to support a vast range of learning needs, which is
what makes them "Universal Design Technology" and which is what makes their
inclusion in every classroom essential. From the student simply using the
Firefox add-ins to get new vocabulary pronunciation, or definitions, or
translations, to the student using the feedback systems in WYNN to build
reading comprehension skills, to second-language-learners, to students with
a range of visual or simply attention issues (which are helped immensely
when both hearing and vision are engaged in software which highlights the
words and sentences as they are read), these tools work. And students need
to have them on hand.

There is a place for all of these solutions. Surely no school computer
should be without the free supports in Firefox. But students who need more
will need software such as WYNN. In vocational applications or lifestyle
applications a Reading Pen is great as well (reading menus, prescription
bottles, addresses - or ensuring that the right part is being selected from
the plumbing/electrical/auto parts warehouse. Yes, students need to know
Adobe Reader will read to them. They need to know that Firefox has this
range of solutions. They need to know that new Mobile phone text readers are
coming - all the free and ubiquitous stuff - but they also need to see and
understand the power of the high end solutions, and they need those
solutions available so they can achieve their potential.

I have now seen dozens of complete "non-readers" successfully complete
university educations using WYNN for all of their reading. I have seen
hundreds of similar students complete vocational courses using it as well.
And for each of those there are 5 or 6 "weak readers" who've used these
supports extensively in order to finish their education. But I also know
that I meet many more students who struggle with reading (aren't over 2/3 of
American students below "proficiency" in reading?) who are denied real
access to texts because their schools refuse to become informed, refuse to
learn, and refuse to properly make their IT-systems accessible. And that is
a crime.

Ira Socol
http://speedchange.blogspot.com/

On 4/10/08, Jeanette Schandelmeier <Jeanette.Schandelmeier at lposd.org> wrote:
>
>  Adobe Reader has accessibility built in, in the form of a text reader ?
> under "View".
>
>
>  ------------------------------
>
> *From:* technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] *On
> Behalf Of *Jenner, Cathy
> *Sent:* Thursday, April 10, 2008 9:30 AM
> *To:* The Technology and Literacy Discussion List
> *Cc:* The Learning Disabilities Discussion List
> *Subject:* [Technology 1606] Re: Access to text, a social justice issue
>
>
>
> In our UDL project, we have placed Assistive Technology in several
> classrooms and in our libraries and Student Success Center. We also train
> all our peer tutors on using AT.  Our goal is to have students see AT as
> "just another tool" like a calculator.
>
>
>
> We have recently worked out a deal with our library to lend out two
> tools:  a mobile notetaker from Pegasus and also Keys To Access which has
> several applications on a flash drive.  Any student can get these from the
> Library for home use.  We have found screen reader to be very useful, but
> there is some work that goes along with them.  Not all screen readers work
> with all programs, for instance PDFs, Powerpoints, etc.
>
>
>
> We find we usually have to train students on  a combination of reading
> with physical masking and using screen readers.  We have not studied the
> direct impact of ONLY using AT with students, but both instructors and
> students continue to ask for AT, so it appears likely to be helping.
>
>
>
> In case you are thinking, "that's nice but we have no money", there are
> LOTS of free or very low cost technologies available.
>
>
>
> Cathy Jenner, Project Coordinator
> Universal Design for Learning Project
> Instructional Improvement
> Renton Technical College
> (425) 235-2352 x5639
> cjenner at rtc.edu
> http://www.rtc.edu/AboutUs/DSDPGrant/
> http://webs.rtc.edu/ii/dsdp.html
>
> *From:* technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] *On
> Behalf Of *David J. Rosen
> *Sent:* Thursday, April 10, 2008 6:04 AM
> *To:* The Technology and Literacy Discussion List
> *Cc:* The Learning Disabilities Discussion List
> *Subject:* [Technology 1604] Re: Access to text, a social justice issue
>
>
>
> Technology Discussion List Colleagues,
>
>
>
> Thanks to Joan Medlen for her thoughts and suggestions (see her posting
> below).
>
>
>
> Let's continue talking about assistive technology and universal design
> products for adults who have difficulty reading -- both the technologies
> that can help adults improve their reading skills and technologies that can
> provide access  (by reading it out loud) to text that would otherwise be
> inaccessible to them.  I wonder if those on this discussion list have
> experience with using these products themselves or with their students. I
> would like to hear about those experiences.
>
>
>
> *What difference(s) does assistive technology or universal design for
> learning make for adult learners, and for adults who cannot read but can get
> meaning from text if it is read out loud?*
>
>
>
> I am also cross posting this on the Learning Disabilities discussion list
> to invite those who subscribe to that list to join the discussion here. I
> believe some of our colleagues in that discussion forum have a great deal of
> experience to share. [ To join the Technology List Discussion, go to:
>
>
>
> http://www.nifl.gov/mailman/listinfo/Technology
>
>
>
> So, to continue the discussion, another screen reader that may be useful
> is:
>
>
>
> The CAST Ereader (now replaced by AspireREADER for PCs).
> http://cast.org/products/ereader/index.html
>
>
>
> I wonder if anyone on this discussion list uses these products that Joan
> Medlen and I mentioned,  and if so, what you find as their strengths and
> weaknesses. Are there other products that you use and like better, and if
> so, why?
>
>
>
> Another example, a  text reader,  the Reading Pen
>
>
>
> http://www.readingpen.com/
>
>
>
> scans, defines, and pronounces words from printed material. You just run
> the pen over the line of text and listen to the text being read out loud
> through a speaker or through tiny headphones. There is a version designed
> for adults. Its cost is under $300. Anyone here have experience using it?
> Know any adult learners who use it? What are its advantages and
> disadvantages?
>
>
>
> David J. Rosen
>
> djrosen at comcast.net
>
>
>
>
>
>
>
> On Apr 6, 2008, at 1:51 PM, Joan Medlen wrote:
>
> HI all,
>
>
>
> It may be called a "text reader," but for computers, is often called a
>
> "screen reader." They all have their good points and not so great points,
>
> but the premise of having things read to assist with learning is one that
>
> is commonly used with kids in special education programs. There are a
>
> number of reading programs that highlight the words as the program reads
>
> the text as well.
>
>
>
> Some vendors text readers include:
>
> Don Johnston, Inc. http://www.donjohnston.com/
>
> Intellitools: http://www.intellitools.com
>
>
>
> These are, of course, primarily designed for school-aged children, but
> look
>
> closely for the tools that may be able to do what you want for adults.
>
> Write:Outloud and  Read: OutLoud are likely the programs that make the
> most
>
> sense and are very versatile - they operate within or like a word
>
> processor. I know a lot of people who use them who have learning
>
> disabilities. They are also electronically based.
>
>
>
> I do know there are text readers that can read printed text, but I can't,
>
> for the life of me, remember the name of the one I have seen or find one
>
> quickly while writing this. They do exist - look in tools for people who
>
> are blind and visually impaired.
>
>
>
> There are many different screen readers for computers while surving the
> web
>
> and doing email.  Some of the more common are
>
> JAWS:
>
> http://www.freedomscientific.com/fs_products/software_jaws.asp
> (expensive)
>
>
>
> One that I downloaded to use for a demonstration was free and very easy
> to
>
> use is:
>
> http://www.screenreader.net/
>
>
>
> As for the understandability of the more formal language often used in
>
> pamphlets and books, I would imagine it depends on the target audience. I
>
> believe there are many people who are very comfortable with formal
>
> language, but cannot read as well as those who will need the less formal
>
> approach. But being able to hear information - even if the language still
>
> needs to be decoded - is better than not being able to access the
>
> information at all!
>
>
>
> If you have access to a search engine that can scour education journals,
> I
>
> would recommend a lit search for use of text readers, text-to-speech, and
>
> so on in journals for special education. This is a huge area for the
> folks
>
> in assistive technology and augmentative communication. I'm sure there
> are
>
> articles that can lay the groundwork or be generalized for further
> studies
>
> with people who do not have "disabiltiies."
>
>
>
> Last, for the social justice piece, I submit two pieces that I like a
> great
>
> deal:
>
>
>
> 1. The Literacy Bill of Rights: Yoder, D.E., Erickson, K.A. and
>
> Koppenhaver, D.A., Center for Literacy and DisabilityStudies, P.O. BOX
>
> 3888, DUMC, Durham, NC
>
> 27710  http://dsasdonline.org/admin/files/AT-Literacy.pdf
>
>
>
> and
>
>
>
> 2. The Communication Bill of RIghts:
>
> http://www.asha.org/NJC/bill_of_rights.htm from the National Joint
>
> Committee for the Communication needs of people with severe disabilities.
>
>
>
>
>
> Take care,
>
> Joan
>
> -----------------------------
>
> Joan E Guthrie Medlen, R.D., L.D.
>
> Clinical Advisor, Health Literacy & Communications
>
> Special Olympics Healthy Athletes
>
> joan at DownSyndromeNutrition.com
>
>
>
> At 03:59 AM 4/6/2008, you wrote:
>
>  Hello Len,
>
>
>
> This is Glenn Young's idea, not mine, although I think it has merit
>
> and should be tested. As I understand it, the idea is to help adults who
>
> need it to get access to information by providing text readers, not
>
> by changing the text. A text reader -- as I am using the the term --
>
> is a piece of software that reads printed or digital text out loud.
>
> In many versions of this kind of software the rate can easily be
>
> controlled by the user; in some there are tools that allow the user
>
> just to hear a difficult word here and there, or a word at a time, or
>
> a sentence at a time or a paragraph at a time.
>
>
>
> David J. Rosen
>
> djrosen at comcast.net.
>
>
>
>
>
> ----------------------------------------------------
>
> National Institute for Literacy
>
> Technology and Literacy mailing list
>
> Technology at nifl.gov
>
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
>
> Email delivered to djrosen at comcast.net
>
>
>
>
>
>
>
>
>
>
>   ------------------------------
>
> This E-mail was scanned for viruses before being accepted by Renton
> Technical College and verified to be virus-free with McAfee Secure Internet
> Gateway.
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to irasocol at gmail.com
>

-- 
Ira David Socol
irasocol -at- gmail -dot- com
socolira -at- msu -dot- edu
http://speedchange.blogspot.com/
http://riverfoylepress.com/
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From steven at dessci.com  Fri Apr 11 09:42:33 2008
From: steven at dessci.com (Steve Noble)
Date: Fri, 11 Apr 2008 06:42:33 -0700
Subject: [Technology 1609]  Universal Design for Math Learning
Message-ID: <D1EFB337111B674B8F1BE155B01C6DD6030F8033@franklin.corp.dessci>

Since the list has recently been discussing aspects of Universal Design
for Learning, I thought I would share the following resource with the
list. It deals with math literacy rather than language, but when one
considers the mechanics involved in decoding and understanding the
meaning of a math equation, the connection with reading literacy is
quite apparent. It is an article which was written last summer and
posted to the Design Science website, but I suspect most people have not
seen it before. Since there are not many articles available on this
issue, I would imagine that a good number of people will find it useful.
Among other things, it mentions the connection of math literacy with
learning disabilities, as well as issues like accessible math within
NIMAS. 

Universal Design for Math Learning: Bridging the Technology and Policy
Divide http://www.dessci.com/en/reference/articles/lwd07-noble.htm

I hope people on this list will find this article valuable.

Best regards,

Steve Noble
Director of Accessibility Policy
Design Science, Inc.
E-mail: SteveN at DesSci.com
Phone: (502) 969-3088
Accessibility Solutions http://www.dessci.com/accessibility
Making Math Accessible blog http://accessiblemath.dessci.com/

From irasocol at gmail.com  Fri Apr 11 10:22:58 2008
From: irasocol at gmail.com (Ira Socol)
Date: Fri, 11 Apr 2008 10:22:58 -0400
Subject: [Technology 1610] Re: Access to PDF text
In-Reply-To: <AC492FF682363043AD608BA595992B630385F489@do1mex.lposd.org>
References: <765ED6A4-0BF9-48C2-BFC4-238D84DF9727@comcast.net>
	<6.0.0.22.2.20080406103136.0651d330@mail.ipns.com>
	<0927CE76-2016-41D2-BB90-7115FD267794@comcast.net>
	<8B5B75C99556F540BF231711D526A92C0581B914@KAURI.rtc.ctc.edu>
	<AC492FF682363043AD608BA595992B630385F489@do1mex.lposd.org>
Message-ID: <6cdf233d0804110722o4bd986d8x9569586b78be6753@mail.gmail.com>

I just found your list when friends referred me, and I've read through much
of this thread and thought I'd add a few thoughts.

First, I just want to begin by noting that text-to-speech systems are not -
in any way - just for people with limited reading skills. I've spent a dozen
years working with WYNN (still, I think, the single best "lifespan" literacy
solution available) and other text-to-speech systems. I've worked with
children as young as 8, with middle school students (we have two research
projects going right now), with hundreds of high school students and
hundreds of community college and university students, as well as wide range
of adult learners and workers through a state Voc/Rehab agency. In addition
to all of those WYNN applications I've done a great deal with Text-Help's
Read-and-Write, Microsoft Reader, NaturalReader (the free version),
ReadPlease (in the old days), CLiCk-Speak in Firefox (and FoxyVoice before
that), WordTalk, and on and on. And yes we've used the Reading Pen - though
really never with students, for whom it is simply not an appropriate tool.

Anyway, these tools work to support a vast range of learning needs, which is
what makes them "Universal Design Technology" and which is what makes their
inclusion in every classroom essential. From the student simply using the
Firefox add-ins to get new vocabulary pronunciation, or definitions, or
translations, to the student using the feedback systems in WYNN to build
reading comprehension skills, to second-language-learners, to students with
a range of visual or simply attention issues (which are helped immensely
when both hearing and vision are engaged in software which highlights the
words and sentences as they are read), these tools work. And students need
to have them on hand.

There is a place for all of these solutions. Surely no school computer
should be without the free supports in Firefox. But students who need more
will need software such as WYNN. In vocational applications or lifestyle
applications a Reading Pen is great as well (reading menus, prescription
bottles, addresses - or ensuring that the right part is being selected from
the plumbing/electrical/auto parts warehouse. Yes, students need to know
Adobe Reader will read to them. They need to know that Firefox has this
range of solutions. They need to know that new Mobile phone text readers are
coming - all the free and ubiquitous stuff - but they also need to see and
understand the power of the high end solutions, and they need those
solutions available so they can achieve their potential.

I have now seen dozens of complete "non-readers" successfully complete
university educations using WYNN for all of their reading. I have seen
hundreds of similar students complete vocational courses using it as well.
And for each of those there are 5 or 6 "weak readers" who've used these
supports extensively in order to finish their education. But I also know
that I meet many more students who struggle with reading (aren't over 2/3 of
American students below "proficiency" in reading?) who are denied real
access to texts and thus real access to educational content because their
schools refuse to become informed, refuse to learn, and refuse to properly
make their IT-systems accessible. And that seems a crime to me. It seemed
like ignorance when I saw this same thing back in 2000, but as something
different now.

Ira Socol
Michigan State University
and
Michigan Rehabilitation Services
irasocol at gmail.com
http://speedchange.blogspot.com/

On 4/10/08, Jeanette Schandelmeier <Jeanette.Schandelmeier at lposd.org> wrote:
>
>  Adobe Reader has accessibility built in, in the form of a text reader ?
> under "View".
>
>
>  ------------------------------
>
> *From:* technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] *On
> Behalf Of *Jenner, Cathy
> *Sent:* Thursday, April 10, 2008 9:30 AM
> *To:* The Technology and Literacy Discussion List
> *Cc:* The Learning Disabilities Discussion List
> *Subject:* [Technology 1606] Re: Access to text, a social justice issue
>
>
>
> In our UDL project, we have placed Assistive Technology in several
> classrooms and in our libraries and Student Success Center. We also train
> all our peer tutors on using AT.  Our goal is to have students see AT as
> "just another tool" like a calculator.
>
>
>
> We have recently worked out a deal with our library to lend out two
> tools:  a mobile notetaker from Pegasus and also Keys To Access which has
> several applications on a flash drive.  Any student can get these from the
> Library for home use.  We have found screen reader to be very useful, but
> there is some work that goes along with them.  Not all screen readers work
> with all programs, for instance PDFs, Powerpoints, etc.
>
>
>
> We find we usually have to train students on  a combination of reading
> with physical masking and using screen readers.  We have not studied the
> direct impact of ONLY using AT with students, but both instructors and
> students continue to ask for AT, so it appears likely to be helping.
>
>
>
> In case you are thinking, "that's nice but we have no money", there are
> LOTS of free or very low cost technologies available.
>
>
>
> Cathy Jenner, Project Coordinator
> Universal Design for Learning Project
> Instructional Improvement
> Renton Technical College
> (425) 235-2352 x5639
> cjenner at rtc.edu
> http://www.rtc.edu/AboutUs/DSDPGrant/
> http://webs.rtc.edu/ii/dsdp.html
>
> *From:* technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] *On
> Behalf Of *David J. Rosen
> *Sent:* Thursday, April 10, 2008 6:04 AM
> *To:* The Technology and Literacy Discussion List
> *Cc:* The Learning Disabilities Discussion List
> *Subject:* [Technology 1604] Re: Access to text, a social justice issue
>
>
>
> Technology Discussion List Colleagues,
>
>
>
> Thanks to Joan Medlen for her thoughts and suggestions (see her posting
> below).
>
>
>
> Let's continue talking about assistive technology and universal design
> products for adults who have difficulty reading -- both the technologies
> that can help adults improve their reading skills and technologies that can
> provide access  (by reading it out loud) to text that would otherwise be
> inaccessible to them.  I wonder if those on this discussion list have
> experience with using these products themselves or with their students. I
> would like to hear about those experiences.
>
>
>
> *What difference(s) does assistive technology or universal design for
> learning make for adult learners, and for adults who cannot read but can get
> meaning from text if it is read out loud?*
>
>
>
> I am also cross posting this on the Learning Disabilities discussion list
> to invite those who subscribe to that list to join the discussion here. I
> believe some of our colleagues in that discussion forum have a great deal of
> experience to share. [ To join the Technology List Discussion, go to:
>
>
>
> http://www.nifl.gov/mailman/listinfo/Technology
>
>
>
> So, to continue the discussion, another screen reader that may be useful
> is:
>
>
>
> The CAST Ereader (now replaced by AspireREADER for PCs).
> http://cast.org/products/ereader/index.html
>
>
>
> I wonder if anyone on this discussion list uses these products that Joan
> Medlen and I mentioned,  and if so, what you find as their strengths and
> weaknesses. Are there other products that you use and like better, and if
> so, why?
>
>
>
> Another example, a  text reader,  the Reading Pen
>
>
>
> http://www.readingpen.com/
>
>
>
> scans, defines, and pronounces words from printed material. You just run
> the pen over the line of text and listen to the text being read out loud
> through a speaker or through tiny headphones. There is a version designed
> for adults. Its cost is under $300. Anyone here have experience using it?
> Know any adult learners who use it? What are its advantages and
> disadvantages?
>
>
>
> David J. Rosen
>
> djrosen at comcast.net
>
>
>
>
>
>
>
> On Apr 6, 2008, at 1:51 PM, Joan Medlen wrote:
>
> HI all,
>
>
>
> It may be called a "text reader," but for computers, is often called a
>
> "screen reader." They all have their good points and not so great points,
>
> but the premise of having things read to assist with learning is one that
>
> is commonly used with kids in special education programs. There are a
>
> number of reading programs that highlight the words as the program reads
>
> the text as well.
>
>
>
> Some vendors text readers include:
>
> Don Johnston, Inc. http://www.donjohnston.com/
>
> Intellitools: http://www.intellitools.com
>
>
>
> These are, of course, primarily designed for school-aged children, but
> look
>
> closely for the tools that may be able to do what you want for adults.
>
> Write:Outloud and  Read: OutLoud are likely the programs that make the
> most
>
> sense and are very versatile - they operate within or like a word
>
> processor. I know a lot of people who use them who have learning
>
> disabilities. They are also electronically based.
>
>
>
> I do know there are text readers that can read printed text, but I can't,
>
> for the life of me, remember the name of the one I have seen or find one
>
> quickly while writing this. They do exist - look in tools for people who
>
> are blind and visually impaired.
>
>
>
> There are many different screen readers for computers while surving the
> web
>
> and doing email.  Some of the more common are
>
> JAWS:
>
> http://www.freedomscientific.com/fs_products/software_jaws.asp
> (expensive)
>
>
>
> One that I downloaded to use for a demonstration was free and very easy
> to
>
> use is:
>
> http://www.screenreader.net/
>
>
>
> As for the understandability of the more formal language often used in
>
> pamphlets and books, I would imagine it depends on the target audience. I
>
> believe there are many people who are very comfortable with formal
>
> language, but cannot read as well as those who will need the less formal
>
> approach. But being able to hear information - even if the language still
>
> needs to be decoded - is better than not being able to access the
>
> information at all!
>
>
>
> If you have access to a search engine that can scour education journals,
> I
>
> would recommend a lit search for use of text readers, text-to-speech, and
>
> so on in journals for special education. This is a huge area for the
> folks
>
> in assistive technology and augmentative communication. I'm sure there
> are
>
> articles that can lay the groundwork or be generalized for further
> studies
>
> with people who do not have "disabiltiies."
>
>
>
> Last, for the social justice piece, I submit two pieces that I like a
> great
>
> deal:
>
>
>
> 1. The Literacy Bill of Rights: Yoder, D.E., Erickson, K.A. and
>
> Koppenhaver, D.A., Center for Literacy and DisabilityStudies, P.O. BOX
>
> 3888, DUMC, Durham, NC
>
> 27710  http://dsasdonline.org/admin/files/AT-Literacy.pdf
>
>
>
> and
>
>
>
> 2. The Communication Bill of RIghts:
>
> http://www.asha.org/NJC/bill_of_rights.htm from the National Joint
>
> Committee for the Communication needs of people with severe disabilities.
>
>
>
>
>
> Take care,
>
> Joan
>
> -----------------------------
>
> Joan E Guthrie Medlen, R.D., L.D.
>
> Clinical Advisor, Health Literacy & Communications
>
> Special Olympics Healthy Athletes
>
> joan at DownSyndromeNutrition.com
>
>
>
> At 03:59 AM 4/6/2008, you wrote:
>
>  Hello Len,
>
>
>
> This is Glenn Young's idea, not mine, although I think it has merit
>
> and should be tested. As I understand it, the idea is to help adults who
>
> need it to get access to information by providing text readers, not
>
> by changing the text. A text reader -- as I am using the the term --
>
> is a piece of software that reads printed or digital text out loud.
>
> In many versions of this kind of software the rate can easily be
>
> controlled by the user; in some there are tools that allow the user
>
> just to hear a difficult word here and there, or a word at a time, or
>
> a sentence at a time or a paragraph at a time.
>
>
>
> David J. Rosen
>
> djrosen at comcast.net.
>
>
>
>
>
> ----------------------------------------------------
>
> National Institute for Literacy
>
> Technology and Literacy mailing list
>
> Technology at nifl.gov
>
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
>
> Email delivered to djrosen at comcast.net
>
>
>
>
>
>
>
>
>
>
>   ------------------------------
>
> This E-mail was scanned for viruses before being accepted by Renton
> Technical College and verified to be virus-free with McAfee Secure Internet
> Gateway.
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to irasocol at gmail.com
>

-- 
Ira David Socol
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socolira -at- msu -dot- edu
http://speedchange.blogspot.com/
http://riverfoylepress.com/
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From Gina.Lobaccaro at state.de.us  Fri Apr 11 17:19:42 2008
From: Gina.Lobaccaro at state.de.us (Lobaccaro Gina (DOC))
Date: Fri, 11 Apr 2008 17:19:42 -0400
Subject: [Technology 1611]  Using Listservs, Online Meetings,
	Online Learning Circles,
	Communities of Practics to encourage technological uses of PD
Message-ID: <A7439902C13D6C459A2217AB22A386FB01DB2C1F@DOVERSCLS01N1.state.de.us>

I am cross posting a message that I previously sent to the NIFL Professional Development List.  I will include some of the responses I received at the end my question.  Thanks to those who have responded and I will appreciate any and all future suggestions and responses.
 
 
I am investigating the use of technological tools to build and enhance teacher professional development during these days of financial cutbacks.
It is my understanding that the State of Delaware has left no money in the budget for professional development during this year of such a shortage of funds.
 
As it happens, I have just returned to work on my EdD (Educational Doctorate) at the University of Delaware, so I hope to offer my expertise and work on projects that will give teachers in Delaware opportunities to create their own opportunities for professional development.
I am writing this to this listserv to solicit ideas and suggestions for how other states and professional groups have taken on the development of professional development opportunities without a great deal of funding provided by the states or the federal government.
 
I will be creating a bog, for the project for the class I am taking this semester - Cognition & Technology, to document and provide  sounding board for Delaware adult educator and other adult educators who have used technology to enhance the effectiveness of low cost/high quality professional development opportunities for teachers.
 
I am an adult educator and an correctional educator. I am the media & technology specialist for the Prison Education program that is administrated by the Delaware Department of Education, but I do not expect this conversation to be limited to Adult Education professional development.
But, I will take suggestions that I might use to strengthen the opportunities for adult educators' professional development in Delaware.  The Adult Education Professional Development organization for Delaware is DAACE.
 
I look forward to a lively conversation on this topic.
 
Sincerely
 
Gina Lobaccaro
 
Sussex Correctional Institution
Prison Education Program
PO Box 500
Georgetown, DE 19947
302-856-5282 x 6204
 
gina.lobaccaro at state.de.us <mailto:gina.lobaccaro at state.de.us> 
 
 
>From David Rosen:
Hello Gina and others,

Sometimes crisis offers opportunity. Here's where you could start:

Since you know a lot about technology already, and since two of the 
areas that teachers in Delaware probably need to improve on is 
integrating technology in their classrooms, and using online learning 
for their own professional development, I recommend you look at 
Adulted online 's Technology Integration Self assessment (TISA) 
[http://adultedonline.org <https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://adultedonline.org> ] Go to Tech Savvy -- select "Teachers start 
here" link. . This (free because it was developed with funds provided 
by the U.S. Department of Education] online process is a self-
assessment and much more. It is an online professional development 
process.

After taking the self assessment, a teacher (or group of teachers at 
a program, or all the teachers across a state) creates a professional 
development plan with a few objectives for the year. The teacher then 
is guided to (free or inexpensive) online learning resources to meet 
the specific objective(s). It's new, simple, elegant, and many 
teachers, program administrators and states are using it. The 
learning curve for teachers is not steep.

There is another reason to use this. It's a good model for other 
kinds of professional development. The same process could be used for 
other kinds of professional development. The process is not limited 
to only online learning. Teachers can still take advantage of face-to-
face PD (if there is any, and if their schedules allow them to take 
advantage of it) but it opens new opportunities to the majority of 
adult ed teachers , those who work part-time and have other full-time 
and part-time jobs and who can only learn online. Incidentally a 
similar online learning process is used by new State Directors of 
Adult Education and their staff, so some are quite familiar with how 
an online PD model works from their own experience.

Full disclosure: I helped to build the TISA so I am not impartial 
about it, but check it out and talk with others who have used it.  
Maybe some people on this list have used it. If so, what do you 
think?  Do you like it? Is it helpful? What are its strengths? If 
there were more funds available to support it, how could it be improved?

http://adultedonline.org/ <https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://adultedonline.org/> 
Go to Tech Savvy -- select "Teachers start here" link.

David J. Rosen
djrosen at comcast.net

******************************************
>From Martin Senger

Pax et bonum Gina! (peace & goodness)

I am an adult ESL teacher from Erie, Pa. I am also one of the co-chairs for the ESL Division of the Pa. Assoc. for Adult Continuing Education (PAACE).

Several teachers from around the state have created a blog for adult ESL teachers from Pa. to interact and communicate on a state-wide basis. We only created it at the beginning of February, so we are still working out many bugs, including the best way to add to the blog.

We are also looking for ways to share files (lesson plans, handouts, etc) over the web. One suggestion is that our local PDC (Prof. Dev. Ctr.), part of the Pa. Dept of Ed. might act as a clearing house for some of these things. If you have a counterpart to our PDCs, you might want to try them.

I would be interested in what you find out with this query.

Ciao!

Martin E. Senger

Adult ESL Teacher

GECAC / The R. Benjamin Wiley Learning Center

Erie, Pa

*******************

>From Andy Tyskiewicz
 
Proliteracy offerings may help - they are on line; also US Dept. of Education has new on line products for adult educators with OVAE
************************

>From Cristina Costa

Hi Gina,

I know the feeling. In previous institutions where I worked before there was no budget at all for PD. However, it didn't stop me. I paid for my own Masters'. However, the greatest achievements and the more efficient learning was not acquired and developed through the official accomplishment of this degree, but through the active and ongoing engagement with an international CoP - The webheads in Action. I have learned so much from these people, and I think I have also been able to give something back. It is this continuous learning exchange that keeps me motivated and also keeps my learning spark going.

Yesterday I also joined another group in NING on Professional Development 2.0 http://newlearning.ning.com/m <https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://newlearning.ning.com/m>  which you might also find useful.

I hope to meet you there too.

Best, 

Cris 

 

Cristina Costa

http://www.knowmansland.com <https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://www.knowmansland.com/>  

..........................................................

Learning Technologies Development Officer 

Research and Graduate College <https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://www.rgc.salford.ac.uk/> 

University of Salford <https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://www.salford.ac.uk/>  

Tel: +44 (0)161 295 6751

Skype ID: navysternchen

 

P Please, consider your environmental responsibility. Before printing this e-mail ask yourself: "Do I need a hard copy?" 

 
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From LaFerlazzo at aol.com  Sun Apr 13 09:10:46 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sun, 13 Apr 2008 09:10:46 EDT
Subject: [Technology 1612] Re: A Few More "The Best..." Lists
Message-ID: <cdc.278899e7.35336056@aol.com>

Here are a few recent lists I've compiled:
 
The Best "Fun" Sites You Can Use For Learning, Too
_http://larryferlazzo.edublogs.org/2008/04/13/the-best-fun-sites-you-can-use-f
or-learning-too/_ (http://larry
ferlazzo.edublogs.org/2008/04/13/the-best-fun-sites-you-can-use-for-learning-too/) 
 
The Best Online Tools For Collaboration -- Not in Real Time
_http://larryferlazzo.edublogs.org/2008/04/10/the-best-online-tools-for-collab
oration-not-in-real-time/_ 
(http://larryferlazzo.edublogs.org/2008/04/10/the-best-online-tools-for-collaboration-not-in-real-time/) 
 
The Best Websites For Students To Learn About Computers
_http://larryferlazzo.edublogs.org/2008/04/07/the-best-ten-websites-for-studen
ts-to-learn-about-computers/_ 
(http://larryferlazzo.edublogs.org/2008/04/07/the-best-ten-websites-for-students-to-learn-about-computers/) 
 
Larry Ferlazzo

**************It's Tax Time! Get tips, forms and advice on AOL Money & 
Finance.      (http://money.aol.com/tax?NCID=aolcmp00300000002850)
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From Tina_Luffman at yc.edu  Mon Apr 14 15:06:04 2008
From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu)
Date: Mon, 14 Apr 2008 12:06:04 -0700
Subject: [Technology 1612] Re: Using Listservs, Online Meetings,
 Online Learning Circles,
 Communities of Practics to encourage technological uses of PD
In-Reply-To: <A7439902C13D6C459A2217AB22A386FB01DB2C1F@DOVERSCLS01N1.state.de.us>
Message-ID: <OF2D6821A5.AA604E29-ON0725742B.0067E1C6-0725742B.0068EBF5@yc.edu>

Hi Gina,

Last fall I created a Blackboard course in which I uploaded much of the 
NCSALL Study Circle Guide: Adult Student Persistence by John Comings et 
al.. Both full and part-time instructors read the articles and commented 
in the discussion group asynchronously. We did offer to pay part time 
teachers a minimal 2 hours for each of the three study circle lessons in 
which they participated, but that was not necessary. Our staff gained 
valuable insight into new ways to address student needs and to make our 
orientations more student friendly. 

Tina

Tina Luffman
Coordinator, Developmental Education
Verde Valley Campus
928-634-6544
tina_luffman at yc.edu

"Lobaccaro Gina (DOC)" <Gina.Lobaccaro at state.de.us> 
Sent by: technology-bounces at nifl.gov
04/14/2008 11:49 AM
Please respond to
The Technology and Literacy Discussion List <technology at nifl.gov>

To
<technology at nifl.gov>
cc

Subject
[Technology 1611]  Using Listservs, Online Meetings,    Online Learning 
Circles,        Communities of Practics to encourage technological uses of 
PD

I am cross posting a message that I previously sent to the NIFL 
Professional Development List.  I will include some of the responses I 
received at the end my question.  Thanks to those who have responded and I 
will appreciate any and all future suggestions and responses.
 
 
I am investigating the use of technological tools to build and enhance 
teacher professional development during these days of financial cutbacks.
It is my understanding that the State of Delaware has left no money in the 
budget for professional development during this year of such a shortage of 
funds.
 
As it happens, I have just returned to work on my EdD (Educational 
Doctorate) at the University of Delaware, so I hope to offer my expertise 
and work on projects that will give teachers in Delaware opportunities to 
create their own opportunities for professional development.
I am writing this to this listserv to solicit ideas and suggestions for 
how other states and professional groups have taken on the development of 
professional development opportunities without a great deal of funding 
provided by the states or the federal government.
 
I will be creating a bog, for the project for the class I am taking this 
semester - Cognition & Technology, to document and provide  sounding board 
for Delaware adult educator and other adult educators who have used 
technology to enhance the effectiveness of low cost/high quality 
professional development opportunities for teachers.
 
I am an adult educator and an correctional educator. I am the media & 
technology specialist for the Prison Education program that is 
administrated by the Delaware Department of Education, but I do not expect 
this conversation to be limited to Adult Education professional 
development.
But, I will take suggestions that I might use to strengthen the 
opportunities for adult educators' professional development in Delaware. 
The Adult Education Professional Development organization for Delaware is 
DAACE.
 
I look forward to a lively conversation on this topic.
 
Sincerely
 
Gina Lobaccaro
 
Sussex Correctional Institution
Prison Education Program
PO Box 500
Georgetown, DE 19947
302-856-5282 x 6204
 
gina.lobaccaro at state.de.us
 
 
From David Rosen:
Hello Gina and others,

Sometimes crisis offers opportunity. Here's where you could start:

Since you know a lot about technology already, and since two of the 
areas that teachers in Delaware probably need to improve on is 
integrating technology in their classrooms, and using online learning 
for their own professional development, I recommend you look at 
Adulted online 's Technology Integration Self assessment (TISA) 
[http://adultedonline.org] Go to Tech Savvy -- select "Teachers start 
here" link. . This (free because it was developed with funds provided 
by the U.S. Department of Education] online process is a self-
assessment and much more. It is an online professional development 
process.

After taking the self assessment, a teacher (or group of teachers at 
a program, or all the teachers across a state) creates a professional 
development plan with a few objectives for the year. The teacher then 
is guided to (free or inexpensive) online learning resources to meet 
the specific objective(s). It's new, simple, elegant, and many 
teachers, program administrators and states are using it. The 
learning curve for teachers is not steep.

There is another reason to use this. It's a good model for other 
kinds of professional development. The same process could be used for 
other kinds of professional development. The process is not limited 
to only online learning. Teachers can still take advantage of face-to-
face PD (if there is any, and if their schedules allow them to take 
advantage of it) but it opens new opportunities to the majority of 
adult ed teachers , those who work part-time and have other full-time 
and part-time jobs and who can only learn online. Incidentally a 
similar online learning process is used by new State Directors of 
Adult Education and their staff, so some are quite familiar with how 
an online PD model works from their own experience.

Full disclosure: I helped to build the TISA so I am not impartial 
about it, but check it out and talk with others who have used it. 
Maybe some people on this list have used it. If so, what do you 
think?  Do you like it? Is it helpful? What are its strengths? If 
there were more funds available to support it, how could it be improved?

http://adultedonline.org/
Go to Tech Savvy -- select "Teachers start here" link.

David J. Rosen
djrosen at comcast.net
******************************************
From Martin Senger
Pax et bonum Gina! (peace & goodness)
I am an adult ESL teacher from Erie, Pa. I am also one of the co-chairs 
for the ESL Division of the Pa. Assoc. for Adult Continuing Education 
(PAACE).
Several teachers from around the state have created a blog for adult ESL 
teachers from Pa. to interact and communicate on a state-wide basis. We 
only created it at the beginning of February, so we are still working out 
many bugs, including the best way to add to the blog.
We are also looking for ways to share files (lesson plans, handouts, etc) 
over the web. One suggestion is that our local PDC (Prof. Dev. Ctr.), part 
of the Pa. Dept of Ed. might act as a clearing house for some of these 
things. If you have a counterpart to our PDCs, you might want to try them.
I would be interested in what you find out with this query.
Ciao!
Martin E. Senger
Adult ESL Teacher
GECAC / The R. Benjamin Wiley Learning Center
Erie, Pa
*******************
From Andy Tyskiewicz
 
Proliteracy offerings may help ? they are on line; also US Dept. of 
Education has new on line products for adult educators with OVAE
************************
From Cristina Costa
Hi Gina,
I know the feeling. In previous institutions where I worked before there 
was no budget at all for PD. However, it didn?t stop me. I paid for my own 
Masters?. However, the greatest achievements and the more efficient 
learning was not acquired and developed through the official 
accomplishment of this degree, but through the active and ongoing 
engagement with an international CoP ? The webheads in Action. I have 
learned so much from these people, and I think I have also been able to 
give something back. It is this continuous learning exchange that keeps me 
motivated and also keeps my learning spark going.
Yesterday I also joined another group in NING on Professional Development 
2.0 http://newlearning.ning.com/m which you might also find useful.
I hope to meet you there too.
Best, 
Cris 
 
Cristina Costa
http://www.knowmansland.com 
???????????????????.
Learning Technologies Development Officer 
Research and Graduate College
University of Salford 
Tel: +44 (0)161 295 6751
Skype ID: navysternchen
 
P Please, consider your environmental responsibility. Before printing this 
e-mail ask yourself: "Do I need a hard copy?" 
 ----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to tina_luffman at yc.edu

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From Gina.Lobaccaro at state.de.us  Tue Apr 15 12:32:58 2008
From: Gina.Lobaccaro at state.de.us (Lobaccaro Gina (DOC))
Date: Tue, 15 Apr 2008 12:32:58 -0400
Subject: [Technology 1613] Re: Using Listservs, Online Meetings,
	Online Learning Circles,
	Communities of Practics to encourage technological uses of PD
In-Reply-To: <OF2D6821A5.AA604E29-ON0725742B.0067E1C6-0725742B.0068EBF5@yc.edu>
References: <A7439902C13D6C459A2217AB22A386FB01DB2C1F@DOVERSCLS01N1.state.de.us>
	<OF2D6821A5.AA604E29-ON0725742B.0067E1C6-0725742B.0068EBF5@yc.edu>
Message-ID: <A7439902C13D6C459A2217AB22A386FB0262F579@DOVERSCLS01N1.state.de.us>

Tina,

Thank you very much for the reply. I know where to access the NCSALL
information.  :-)

Here in Delaware, we get "clock hours" for PD activities that go toward
our recertification requirements.... Perhaps, in lieu of paying us for
this or a similar activity, we could negotiate with DOE for a "clock
hour" rate for participation. 

I am so very interested in this and other ways of using Internet tools
for PD.  It is a pleasure to hear that it went well for your program.

I have started a blog for my University class, but just barely started
it.

It is at http://daacepd.blogspot.com <http://daacepd.blogspot.com/>    .
You will need to sign on to Google Groups to comment online, but I would
happily accept any gentle constructive criticism and/or (of course)
praise.

Thanks and Happy Tax Day,

Gina

 

Sussex Correctional Institution 
Prison Education Program 
PO Box 500 
Georgetown, DE 19947 
302-856-5282 x 6204 
  
gina.lobaccaro at state.de.us <mailto:gina.lobaccaro at state.de.us> 

 

 

 

 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Tina_Luffman at yc.edu
Sent: Monday, April 14, 2008 3:06 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1612] Re: Using Listservs, Online Meetings, Online
Learning Circles, Communities of Practics to encourage technological
uses of PD

 

Hi Gina, 

Last fall I created a Blackboard course in which I uploaded much of the
NCSALL Study Circle Guide: Adult Student Persistence by John Comings et
al.. Both full and part-time instructors read the articles and commented
in the discussion group asynchronously. We did offer to pay part time
teachers a minimal 2 hours for each of the three study circle lessons in
which they participated, but that was not necessary. Our staff gained
valuable insight into new ways to address student needs and to make our
orientations more student friendly. 

Tina 

Tina Luffman
Coordinator, Developmental Education
Verde Valley Campus
928-634-6544
tina_luffman at yc.edu 

"Lobaccaro Gina (DOC)" <Gina.Lobaccaro at state.de.us> 
Sent by: technology-bounces at nifl.gov 

04/14/2008 11:49 AM 

Please respond to
The Technology and Literacy Discussion List <technology at nifl.gov>

To

<technology at nifl.gov> 

cc

 

Subject

[Technology 1611]  Using Listservs, Online Meetings,        Online
Learning Circles,        Communities of Practics to encourage
technological uses of PD

 

 

 

I am cross posting a message that I previously sent to the NIFL
Professional Development List.  I will include some of the responses I
received at the end my question.  Thanks to those who have responded and
I will appreciate any and all future suggestions and responses. 
  
  
I am investigating the use of technological tools to build and enhance
teacher professional development during these days of financial
cutbacks. 
It is my understanding that the State of Delaware has left no money in
the budget for professional development during this year of such a
shortage of funds. 
  
As it happens, I have just returned to work on my EdD (Educational
Doctorate) at the University of Delaware, so I hope to offer my
expertise and work on projects that will give teachers in Delaware
opportunities to create their own opportunities for professional
development. 
I am writing this to this listserv to solicit ideas and suggestions for
how other states and professional groups have taken on the development
of professional development opportunities without a great deal of
funding provided by the states or the federal government. 
  
I will be creating a bog, for the project for the class I am taking this
semester - Cognition & Technology, to document and provide  sounding
board for Delaware adult educator and other adult educators who have
used technology to enhance the effectiveness of low cost/high quality
professional development opportunities for teachers. 
  
I am an adult educator and an correctional educator. I am the media &
technology specialist for the Prison Education program that is
administrated by the Delaware Department of Education, but I do not
expect this conversation to be limited to Adult Education professional
development. 
But, I will take suggestions that I might use to strengthen the
opportunities for adult educators' professional development in Delaware.
The Adult Education Professional Development organization for Delaware
is DAACE. 
  
I look forward to a lively conversation on this topic. 
  
Sincerely 
  
Gina Lobaccaro 
  
Sussex Correctional Institution 
Prison Education Program 
PO Box 500 
Georgetown, DE 19947 
302-856-5282 x 6204 
  
gina.lobaccaro at state.de.us <mailto:gina.lobaccaro at state.de.us>  
  
  
>From David Rosen: 
Hello Gina and others,

Sometimes crisis offers opportunity. Here's where you could start:

Since you know a lot about technology already, and since two of the 
areas that teachers in Delaware probably need to improve on is 
integrating technology in their classrooms, and using online learning 
for their own professional development, I recommend you look at 
Adulted online 's Technology Integration Self assessment (TISA) 
[http://adultedonline.org
<https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://adultedonline.
org> ] Go to Tech Savvy -- select "Teachers start 
here" link. . This (free because it was developed with funds provided 
by the U.S. Department of Education] online process is a self-
assessment and much more. It is an online professional development 
process.

After taking the self assessment, a teacher (or group of teachers at 
a program, or all the teachers across a state) creates a professional 
development plan with a few objectives for the year. The teacher then 
is guided to (free or inexpensive) online learning resources to meet 
the specific objective(s). It's new, simple, elegant, and many 
teachers, program administrators and states are using it. The 
learning curve for teachers is not steep.

There is another reason to use this. It's a good model for other 
kinds of professional development. The same process could be used for 
other kinds of professional development. The process is not limited 
to only online learning. Teachers can still take advantage of face-to-
face PD (if there is any, and if their schedules allow them to take 
advantage of it) but it opens new opportunities to the majority of 
adult ed teachers , those who work part-time and have other full-time 
and part-time jobs and who can only learn online. Incidentally a 
similar online learning process is used by new State Directors of 
Adult Education and their staff, so some are quite familiar with how 
an online PD model works from their own experience.

Full disclosure: I helped to build the TISA so I am not impartial 
about it, but check it out and talk with others who have used it.  
Maybe some people on this list have used it. If so, what do you 
think?  Do you like it? Is it helpful? What are its strengths? If 
there were more funds available to support it, how could it be improved?

http://adultedonline.org/
<https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://adultedonline.
org/> 
Go to Tech Savvy -- select "Teachers start here" link.

David J. Rosen
djrosen at comcast.net <mailto:djrosen at comcast.net>  
****************************************** 
>From Martin Senger 

Pax et bonum Gina! (peace & goodness) 

I am an adult ESL teacher from Erie, Pa. I am also one of the co-chairs
for the ESL Division of the Pa. Assoc. for Adult Continuing Education
(PAACE). 

Several teachers from around the state have created a blog for adult ESL
teachers from Pa. to interact and communicate on a state-wide basis. We
only created it at the beginning of February, so we are still working
out many bugs, including the best way to add to the blog. 

We are also looking for ways to share files (lesson plans, handouts,
etc) over the web. One suggestion is that our local PDC (Prof. Dev.
Ctr.), part of the Pa. Dept of Ed. might act as a clearing house for
some of these things. If you have a counterpart to our PDCs, you might
want to try them. 

I would be interested in what you find out with this query. 

Ciao! 

Martin E. Senger 

Adult ESL Teacher 

GECAC / The R. Benjamin Wiley Learning Center 

Erie, Pa 

******************* 

>From Andy Tyskiewicz 
  
Proliteracy offerings may help - they are on line; also US Dept. of
Education has new on line products for adult educators with OVAE 
************************ 

>From Cristina Costa 

Hi Gina, 

I know the feeling. In previous institutions where I worked before there
was no budget at all for PD. However, it didn't stop me. I paid for my
own Masters'. However, the greatest achievements and the more efficient
learning was not acquired and developed through the official
accomplishment of this degree, but through the active and ongoing
engagement with an international CoP - The webheads in Action. I have
learned so much from these people, and I think I have also been able to
give something back. It is this continuous learning exchange that keeps
me motivated and also keeps my learning spark going. 

Yesterday I also joined another group in NING on Professional
Development 2.0 http://newlearning.ning.com/m
<https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://newlearning.ni
ng.com/m>  which you might also find useful. 

I hope to meet you there too. 

Best, 

Cris 
  
Cristina Costa 
http://www.knowmansland.com
<https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://www.knowmansla
nd.com/>  
.......................................................... 
Learning Technologies Development Officer 
Research and Graduate College
<https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://www.rgc.salfor
d.ac.uk/>  
University of Salford
<https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://www.salford.ac
.uk/>  

Tel: +44 (0)161 295 6751 

Skype ID: navysternchen 

  

P Please, consider your environmental responsibility. Before printing
this e-mail ask yourself: "Do I need a hard copy?" 

 ----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to tina_luffman at yc.edu
<http://www.nifl.gov/mailman/listinfo/technology>  

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From Tina_Luffman at yc.edu  Tue Apr 15 13:50:01 2008
From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu)
Date: Tue, 15 Apr 2008 10:50:01 -0700
Subject: [Technology 1614] Re: Using Listservs, Online Meetings,
 Online Learning Circles,
 Communities of Practics to encourage technological uses of PD
In-Reply-To: <A7439902C13D6C459A2217AB22A386FB0262F579@DOVERSCLS01N1.state.de.us>
References: <A7439902C13D6C459A2217AB22A386FB01DB2C1F@DOVERSCLS01N1.state.de.us>	<OF2D6821A5.AA604E29-ON0725742B.0067E1C6-0725742B.0068EBF5@yc.edu>,
	<A7439902C13D6C459A2217AB22A386FB0262F579@DOVERSCLS01N1.state.de.us>
Message-ID: <OF1C26264B.F75C8EC8-ON0725742C.0061F6A4-0725742C.0061F6A5@yc.edu>

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From pshapiro at his.com  Tue Apr 15 14:51:35 2008
From: pshapiro at his.com (Phil Shapiro)
Date: Tue, 15 Apr 2008 14:51:35 -0400
Subject: [Technology 1615] joining the education faculty at american
	university
Message-ID: <1208285495.4804f9379f987@webmail2.his.com>

hi nifl-tech community,

   some happy news to share. next month i'll be joining the faculty at the
school of education at american university, in washington.  i'll be an adjunct
professor (part-time) teaching courses in educational technology. 

     i sure appreciate the wealth of talent and ideas from the people here on
this list. 

            phil shapiro

-- 
Phil Shapiro  pshapiro at his.com
http://www.his.com/pshapiro/briefbio.html
http://philsrssfeed.blogspot.com
http://www.his.com/pshapiro/stories.menu.html

"Wisdom starts with wonder." - Socrates
"Learning happens through gentleness."

From MariannF at lacnyc.org  Tue Apr 15 14:55:02 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Tue, 15 Apr 2008 14:55:02 -0400
Subject: [Technology 1616] Re: joining the education faculty at
	americanuniversity
In-Reply-To: <1208285495.4804f9379f987@webmail2.his.com>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB87108E1@lac-exch.lacnyc.local>

Hello Phil and congratulations!
I hope that you will stay on the list and share with us all the work
that you are doing.
My first questions is, what does the curriculum of a education
technology course include at a major university?

Best,
Mariann

Mariann Fedele
Director,
NYC Regional Adult Education Network
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Phil Shapiro
Sent: Tuesday, April 15, 2008 2:52 PM
To: technology at nifl.gov
Subject: [Technology 1615] joining the education faculty at
americanuniversity

hi nifl-tech community,

   some happy news to share. next month i'll be joining the faculty at
the
school of education at american university, in washington.  i'll be an
adjunct
professor (part-time) teaching courses in educational technology. 

     i sure appreciate the wealth of talent and ideas from the people
here on
this list. 

            phil shapiro

-- 
Phil Shapiro  pshapiro at his.com
http://www.his.com/pshapiro/briefbio.html
http://philsrssfeed.blogspot.com
http://www.his.com/pshapiro/stories.menu.html

"Wisdom starts with wonder." - Socrates
"Learning happens through gentleness."

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to mariannf at lacnyc.org

From aberryesq at hotmail.co.uk  Thu Apr 17 03:20:04 2008
From: aberryesq at hotmail.co.uk (Anthony Berry)
Date: Thu, 17 Apr 2008 08:20:04 +0100
Subject: [Technology 1617] Re: Using Listservs, Online Meetings,
 Online Learning Circles, Communities of
In-Reply-To: <OF1C26264B.F75C8EC8-ON0725742C.0061F6A4-0725742C.0061F6A5@yc.edu>
References: <A7439902C13D6C459A2217AB22A386FB01DB2C1F@DOVERSCLS01N1.state.de.us>
	<OF2D6821A5.AA604E29-ON0725742B.0067E1C6-0725742B.0068EBF5@yc.edu>,
	<A7439902C13D6C459A2217AB22A386FB0262F579@DOVERSCLS01N1.state.de.us> 
	<OF1C26264B.F75C8EC8-ON0725742C.0061F6A4-0725742C.0061F6A5@yc.edu>
Message-ID: <BAY143-W29641770574CFBA91187ADEAE50@phx.gbl>

Hi
 
The use of phonics for the teaching of early grapheme recognition and production has now been mandated for children in the UK. The debate still rages as to whether this is the right approach. One of the problems we have is the lack of experience in the technique - this is made even more difficult if one were to think of extending its use to the adult language/literacy learning environment. Does anyone have any experience of using phonics with adult ESOL/EAL learners and, if so, with what results and what materials were used. To my mind, it would seem logical to utilise a tried and tested method.
 
As ever - thanks for your help.
 
>From the other side of the pond.
 
Anthony

From: Tina_Luffman at yc.eduTo: technology at nifl.govDate: Tue, 15 Apr 2008 10:50:01 -0700Subject: [Technology 1614] Re: Using Listservs, Online Meetings, Online Learning Circles, Communities of Practics to encourage technological uses of PD
Hi Gina,
 
I like the gentle colors and the picture on your site. You also refer to some truly key leaders in Technology for Adult Education. I was a little confused at first because when I clicked on the link, the first thing I saw was text saying this was Marian Thatcher's blog. I am not sure if you can embed that so it doesn't come up first. I like the links to definitions such as email, usernet, and so on. Good job!
 
Tina
Tina LuffmanCoordinator, Developmental EducationVerde Valley Campus928-634-6544tina_luffman at yc.edu
-----technology-bounces at nifl.gov wrote: -----
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>From: "Lobaccaro Gina (DOC)" <Gina.Lobaccaro at state.de.us>Sent by: technology-bounces at nifl.govDate: 04/15/2008 09:32AMSubject: [Technology 1613] Re: Using Listservs, Online Meetings, Online Learning Circles, Communities of Practics to encourage technological uses of PD

Tina, 
Thank you very much for the reply. I know where to access the NCSALL information.  J 
Here in Delaware , we get ?clock hours? for PD activities that go toward our recertification requirements?. Perhaps, in lieu of paying us for this or a similar activity, we could negotiate with DOE for a ?clock hour? rate for participation. 
I am so very interested in this and other ways of using Internet tools for PD.  It is a pleasure to hear that it went well for your program. 
I have started a blog for my University class, but just barely started it. 
It is at http://daacepd.blogspot.com   . You will need to sign on to Google Groups to comment online, but I would happily accept any gentle constructive criticism and/or (of course) praise. 
Thanks and Happy Tax Day, 
Gina 
  
Sussex Correctional Institution Prison Education Program PO Box 500 Georgetown, DE 19947 302-856-5282 x 6204   gina.lobaccaro at state.de.us 
  
  
  
  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Tina_Luffman at yc.edu Sent: Monday, April 14, 2008 3:06 PM To: The Technology and Literacy Discussion List Subject: [Technology 1612] Re: Using Listservs, Online Meetings, Online Learning Circles, Communities of Practics to encourage technological uses of PD 
  
Hi Gina, Last fall I created a Blackboard course in which I uploaded much of the NCSALL Study Circle Guide: Adult Student Persistence by John Comings et al.. Both full and part-time instructors read the articles and commented in the discussion group asynchronously. We did offer to pay part time teachers a minimal 2 hours for each of the three study circle lessons in which they participated, but that was not necessary. Our staff gained valuable insight into new ways to address student needs and to make our orientations more student friendly. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu 

"Lobaccaro Gina (DOC)" <Gina.Lobaccaro at state.de.us> Sent by: technology-bounces at nifl.gov 04/14/2008 11:49 AM 

Please respond to The Technology and Literacy Discussion List <technology at nifl.gov> 

To 

<technology at nifl.gov> 

cc 

 

Subject 

[Technology 1611]  Using Listservs, Online Meetings,        Online Learning Circles,        Communities of Practics to encourage technological uses of PD 
  

 

 

I am cross posting a message that I previously sent to the NIFL Professional Development List.  I will include some of the responses I received at the end my question.  Thanks to those who have responded and I will appreciate any and all future suggestions and responses.     I am investigating the use of technological tools to build and enhance teacher professional development during these days of financial cutbacks. It is my understanding that the State of Delaware has left no money in the budget for professional development during this year of such a shortage of funds.   As it happens, I have just returned to work on my EdD (Educational Doctorate) at the University of Delaware , so I hope to offer my expertise and work on projects that will give teachers in Delaware opportunities to create their own opportunities for professional development. I am writing this to this listserv to solicit ideas and suggestions for how other states and professional groups have taken on the development of professional development opportunities without a great deal of funding provided by the states or the federal government.   I will be creating a bog, for the project for the class I am taking this semester - Cognition & Technology, to document and provide  sounding board for Delaware adult educator and other adult educators who have used technology to enhance the effectiveness of low cost/high quality professional development opportunities for teachers.   I am an adult educator and an correctional educator. I am the media & technology specialist for the Prison Education program that is administrated by the Delaware Department of Education, but I do not expect this conversation to be limited to Adult Education professional development. But, I will take suggestions that I might use to strengthen the opportunities for adult educators' professional development in Delaware .  The Adult Education Professional Development organization for Delaware is DAACE.   I look forward to a lively conversation on this topic.   Sincerely   Gina Lobaccaro   Sussex Correctional Institution Prison Education Program PO Box 500 Georgetown , DE 19947 302-856-5282 x 6204   gina.lobaccaro at state.de.us     From David Rosen: Hello Gina and others, Sometimes crisis offers opportunity. Here's where you could start: Since you know a lot about technology already, and since two of the areas that teachers in Delaware probably need to improve on is integrating technology in their classrooms, and using online learning for their own professional development, I recommend you look at Adulted online 's Technology Integration Self assessment (TISA) [ http://adultedonline.org ] Go to Tech Savvy -- select "Teachers start here" link. . This (free because it was developed with funds provided by the U.S. Department of Education] online process is a self- assessment and much more. It is an online professional development process. After taking the self assessment, a teacher (or group of teachers at a program, or all the teachers across a state) creates a professional development plan with a few objectives for the year. The teacher then is guided to (free or inexpensive) online learning resources to meet the specific objective(s). It's new, simple, elegant, and many teachers, program administrators and states are using it. The learning curve for teachers is not steep. There is another reason to use this. It's a good model for other kinds of professional development. The same process could be used for other kinds of professional development. The process is not limited to only online learning. Teachers can still take advantage of face-to- face PD (if there is any, and if their schedules allow them to take advantage of it) but it opens new opportunities to the majority of adult ed teachers , those who work part-time and have other full-time and part-time jobs and who can only learn online. Incidentally a similar online learning process is used by new State Directors of Adult Education and their staff, so some are quite familiar with how an online PD model works from their own experience. Full disclosure: I helped to build the TISA so I am not impartial about it, but check it out and talk with others who have used it.   Maybe some people on this list have used it. If so, what do you think?  Do you like it? Is it helpful? What are its strengths? If there were more funds available to support it, how could it be improved? http://adultedonline.org/ Go to Tech Savvy -- select "Teachers start here" link. David J. Rosen djrosen at comcast.net ****************************************** From Martin Senger Pax et bonum Gina! (peace & goodness) 
I am an adult ESL teacher from Erie , Pa. I am also one of the co-chairs for the ESL Division of the Pa. Assoc. for Adult Continuing Education (PAACE). 
Several teachers from around the state have created a blog for adult ESL teachers from Pa. to interact and communicate on a state-wide basis. We only created it at the beginning of February, so we are still working out many bugs, including the best way to add to the blog. 
We are also looking for ways to share files (lesson plans, handouts, etc) over the web. One suggestion is that our local PDC (Prof. Dev. Ctr.), part of the Pa. Dept of Ed. might act as a clearing house for some of these things. If you have a counterpart to our PDCs, you might want to try them. 
I would be interested in what you find out with this query. 
Ciao! 
Martin E. Senger 
Adult ESL Teacher 
GECAC / The R. Benjamin Wiley Learning Center 
Erie , Pa 
******************* 
>From Andy Tyskiewicz   Proliteracy offerings may help ? they are on line; also US Dept. of Education has new on line products for adult educators with OVAE ************************ 
>From Cristina Costa 
Hi Gina, 
I know the feeling. In previous institutions where I worked before there was no budget at all for PD. However, it didn?t stop me. I paid for my own Masters?. However, the greatest achievements and the more efficient learning was not acquired and developed through the official accomplishment of this degree, but through the active and ongoing engagement with an international CoP ? The webheads in Action. I have learned so much from these people, and I think I have also been able to give something back. It is this continuous learning exchange that keeps me motivated and also keeps my learning spark going. 
Yesterday I also joined another group in NING on Professional Development 2.0 http://newlearning.ning.com/m which you might also find useful. 
I hope to meet you there too. 
Best, 
Cris   Cristina Costa http://www.knowmansland.com ???????????????????. Learning Technologies Development Officer Research and Graduate College University of Salford 
Tel: +44 (0)161 295 6751 
Skype ID: navysternchen 
  
P Please, consider your environmental responsibility. Before printing this e-mail ask yourself: "Do I need a hard copy?" 
  ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu 
----------------------------------------------------National Institute for LiteracyTechnology and Literacy mailing listTechnology at nifl.govTo unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technologyEmail delivered to tina_luffman at yc.edu
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From irasocol at gmail.com  Thu Apr 17 08:30:26 2008
From: irasocol at gmail.com (Ira Socol)
Date: Thu, 17 Apr 2008 08:30:26 -0400
Subject: [Technology 1618] Re: Using Listservs, Online Meetings,
	Online Learning Circles, Communities of
In-Reply-To: <BAY143-W29641770574CFBA91187ADEAE50@phx.gbl>
References: <A7439902C13D6C459A2217AB22A386FB01DB2C1F@DOVERSCLS01N1.state.de.us>
	<OF2D6821A5.AA604E29-ON0725742B.0067E1C6-0725742B.0068EBF5@yc.edu>
	<A7439902C13D6C459A2217AB22A386FB0262F579@DOVERSCLS01N1.state.de.us>
	<OF1C26264B.F75C8EC8-ON0725742C.0061F6A4-0725742C.0061F6A5@yc.edu>
	<BAY143-W29641770574CFBA91187ADEAE50@phx.gbl>
Message-ID: <6cdf233d0804170530w2e18a9efx5e8c40ce57feabf1@mail.gmail.com>

Anthony:

The only evidence that I can see from this battle in the US is this: When
any single teaching method is mandated, 2/3 of the students will be in
trouble. Decades of the US leaping back and forth from this "solution for
everyone" to that, and every testing result, every drop-out rate indicator
shows that the "success rate" in reading remains mired in the 35% range. As
your UK teachers unions have noted, if this early grapheme recognition and
production was essential, no kids in Sweden would be able to read.

So yes, those promoting one solution or another will argue that is a lack of
experience with the "product" on the part of teachers, or a lack of "proper
implementation," but many of us have come to the conclusion that mandating
any single path to reading for human students represents the worst of
industrialized education, and that what is needed are teachers empowered to
make the best decisions for each student, combined - more controversially -
with technology support (text-to-speech systems) which increases "read to"
time for young and struggling readers when that support is not available at
home.

-- 
Ira David Socol
Michigan State University
irasocol -at- gmail -dot- com
socolira -at- msu -dot- edu
http://speedchange.blogspot.com/
http://riverfoylepress.com/

On 4/17/08, Anthony Berry <aberryesq at hotmail.co.uk> wrote:
>
>  Hi
>
> The use of phonics for the teaching of early grapheme recognition and
> production has now been mandated for children in the UK. The debate still
> rages as to whether this is the right approach. One of the problems we have
> is the lack of experience in the technique - this is made even more
> difficult if one were to think of extending its use to the adult
> language/literacy learning environment. Does anyone have any experience of
> using phonics with adult ESOL/EAL learners and, if so, with what results and
> what materials were used. To my mind, it would seem logical to utilise a
> tried and tested method.
>
> As ever - thanks for your help.
>
> >From the other side of the pond.
>
> Anthony
>
>
>  ------------------------------
> From: Tina_Luffman at yc.edu
> To: technology at nifl.gov
> Date: Tue, 15 Apr 2008 10:50:01 -0700
> Subject: [Technology 1614] Re: Using Listservs, Online Meetings, Online
> Learning Circles, Communities of Practics to encourage technological uses of
> PD
>
> Hi Gina,
>
> I like the gentle colors and the picture on your site. You also refer to
> some truly key leaders in Technology for Adult Education. I was a little
> confused at first because when I clicked on the link, the first thing I saw
> was text saying this was Marian Thatcher's blog. I am not sure if you can
> embed that so it doesn't come up first. I like the links to definitions such
> as email, usernet, and so on. Good job!
>
> Tina
> Tina Luffman
> Coordinator, Developmental Education
> Verde Valley Campus
> 928-634-6544
> tina_luffman at yc.edu
>
> -----technology-bounces at nifl.gov wrote: -----
>
> To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
> From: "Lobaccaro Gina (DOC)" <Gina.Lobaccaro at state.de.us>
> Sent by: technology-bounces at nifl.gov
> Date: 04/15/2008 09:32AM
> Subject: [Technology 1613] Re: Using Listservs, Online Meetings, Online
> Learning Circles, Communities of Practics to encourage technological uses of
> PD
>
>  Tina,
>
> Thank you very much for the reply. I know where to access the NCSALL
> information.  J
>
> Here in Delaware , we get "clock hours" for PD activities that go toward
> our recertification requirements?. Perhaps, in lieu of paying us for this or
> a similar activity, we could negotiate with DOE for a "clock hour" rate for
> participation.
>
> I am so very interested in this and other ways of using Internet tools for
> PD.  It is a pleasure to hear that it went well for your program.
>
> I have started a blog for my University class, but just barely started it.
>
>
> It is at http://daacepd.blogspot.com   . You will need to sign on to
> Google Groups to comment online, but I would happily accept any gentle
> constructive criticism and/or (of course) praise.
>
> Thanks and Happy Tax Day,
>
> Gina
>
>
>
> *Sussex Correctional Institution *
> *Prison Education Program *
> *PO Box 500 *
> *Georgetown, DE 19947 *
> *302-856-5282 x 6204 *
>
> *gina.lobaccaro at state.de.us * <gina.lobaccaro at state.de.us>
>
>
>
>
>
>
>
>
>  ------------------------------
>
> *From: *technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] *On
> Behalf Of *Tina_Luffman at yc.edu
> *Sent: *Monday, April 14, 2008 3:06 PM
> *To: *The Technology and Literacy Discussion List
> *Subject: *[Technology 1612] Re: Using Listservs, Online Meetings, Online
> Learning Circles, Communities of Practics to encourage technological uses of
> PD
>
>
>
>
> Hi Gina,
>
> Last fall I created a Blackboard course in which I uploaded much of the
> NCSALL Study Circle Guide: Adult Student Persistence by John Comings et al..
> Both full and part-time instructors read the articles and commented in the
> discussion group asynchronously. We did offer to pay part time teachers a
> minimal 2 hours for each of the three study circle lessons in which they
> participated, but that was not necessary. Our staff gained valuable insight
> into new ways to address student needs and to make our orientations more
> student friendly.
>
> Tina
>
> Tina Luffman
> Coordinator, Developmental Education
> Verde Valley Campus
> 928-634-6544
> tina_luffman at yc.edu
>
>   *"Lobaccaro Gina (DOC)" <Gina.Lobaccaro at state.de.us> *
> Sent by: technology-bounces at nifl.gov
>
> 04/14/2008 11:49 AM
>
> Please respond to
> The Technology and Literacy Discussion List <technology at nifl.gov>
>
>
>    To
>
> <technology at nifl.gov>
>
> cc
>
>
>
> Subject
>
> [Technology 1611]  Using Listservs, Online Meetings,        Online
> Learning Circles,        Communities of Practics to encourage technological
> uses of PD
>
>
>
>
>
>
>
>
>
>
> I am cross posting a message that I previously sent to the NIFL
> Professional Development List.  I will include some of the responses I
> received at the end my question.  Thanks to those who have responded and I
> will appreciate any and all future suggestions and responses.
>
>
> I am investigating the use of technological tools to build and enhance
> teacher professional development during these days of financial cutbacks.
> It is my understanding that the State of Delaware has left no money in the
> budget for professional development during this year of such a shortage of
> funds.
>
> As it happens, I have just returned to work on my EdD (Educational
> Doctorate) at the University of Delaware , so I hope to offer my expertise
> and work on projects that will give teachers in Delaware opportunities to
> create their own opportunities for professional development.
> I am writing this to this listserv to solicit ideas and suggestions for
> how other states and professional groups have taken on the development of
> professional development opportunities without a great deal of funding
> provided by the states or the federal government.
>
> I will be creating a bog, for the project for the class I am taking this
> semester - Cognition & Technology, to document and provide  sounding board
> for Delaware adult educator and other adult educators who have used
> technology to enhance the effectiveness of low cost/high quality
> professional development opportunities for teachers.
>
> I am an adult educator and an correctional educator. I am the media &
> technology specialist for the Prison Education program that is administrated
> by the Delaware Department of Education, but I do not expect this
> conversation to be limited to Adult Education professional development.
> But, I will take suggestions that I might use to strengthen the
> opportunities for adult educators' professional development in Delaware .
>  The Adult Education Professional Development organization for Delaware is
> DAACE.
>
> I look forward to a lively conversation on this topic.
>
> Sincerely
>
> Gina Lobaccaro
>
> *Sussex **Correctional Institution *
> *Prison Education Program *
> *PO Box 500 *
> *Georgetown **, DE 19947 *
> *302-856-5282 x 6204 *
>
> *gina.lobaccaro at state.de.us * <gina.lobaccaro at state.de.us>
>
>
> *From David Rosen: *
> Hello Gina and others,
>
> Sometimes crisis offers opportunity. Here's where you could start:
>
> Since you know a lot about technology already, and since two of the
> areas that teachers in Delaware probably need to improve on is
> integrating technology in their classrooms, and using online learning
> for their own professional development, I recommend you look at
> Adulted online 's Technology Integration Self assessment (TISA)
> [ http://adultedonline.org
> <https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://adultedonline.org>]
> Go to Tech Savvy -- select "Teachers start
> here" link. . This (free because it was developed with funds provided
> by the U.S. Department of Education] online process is a self-
> assessment and much more. It is an online professional development
> process.
>
> After taking the self assessment, a teacher (or group of teachers at
> a program, or all the teachers across a state) creates a professional
> development plan with a few objectives for the year. The teacher then
> is guided to (free or inexpensive) online learning resources to meet
> the specific objective(s). It's new, simple, elegant, and many
> teachers, program administrators and states are using it. The
> learning curve for teachers is not steep.
>
> There is another reason to use this. It's a good model for other
> kinds of professional development. The same process could be used for
> other kinds of professional development. The process is not limited
> to only online learning. Teachers can still take advantage of face-to-
> face PD (if there is any, and if their schedules allow them to take
> advantage of it) but it opens new opportunities to the majority of
> adult ed teachers , those who work part-time and have other full-time
> and part-time jobs and who can only learn online. Incidentally a
> similar online learning process is used by new State Directors of
> Adult Education and their staff, so some are quite familiar with how
> an online PD model works from their own experience.
>
> Full disclosure: I helped to build the TISA so I am not impartial
> about it, but check it out and talk with others who have used it.
> Maybe some people on this list have used it. If so, what do you
> think?  Do you like it? Is it helpful? What are its strengths? If
> there were more funds available to support it, how could it be improved?
> *
> *http://adultedonline.org/
> <https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://adultedonline.org/>
> Go to Tech Savvy -- select "Teachers start here" link.
>
> David J. Rosen *
> *djrosen at comcast.net
> ******************************************* *
> *From Martin Senger *
>
> Pax et bonum Gina! (peace & goodness)
>
> I am an adult ESL teacher from Erie , Pa. I am also one of the co-chairs
> for the ESL Division of the Pa. Assoc. for Adult Continuing Education
> (PAACE).
>
> Several teachers from around the state have created a blog for adult ESL
> teachers from Pa. to interact and communicate on a state-wide basis. We only
> created it at the beginning of February, so we are still working out many
> bugs, including the best way to add to the blog.
>
> We are also looking for ways to share files (lesson plans, handouts, etc)
> over the web. One suggestion is that our local PDC (Prof. Dev. Ctr.), part
> of the Pa. Dept of Ed. might act as a clearing house for some of these
> things. If you have a counterpart to our PDCs, you might want to try them.
>
> I would be interested in what you find out with this query.
>
> Ciao!
>
> Martin E. Senger
>
> Adult ESL Teacher
>
> GECAC / The R. Benjamin Wiley Learning Center
>
> Erie , Pa
>
> *******************
>
> *From Andy Tyskiewicz *
>
> Proliteracy offerings may help ? they are on line; also US Dept. of
> Education has new on line products for adult educators with OVAE
> ************************
>
> *From **Cristina Costa *
>
> Hi Gina,
>
> I know the feeling. In previous institutions where I worked before there
> was no budget at all for PD. However, it didn't stop me. I paid for my own
> Masters'. However, the greatest achievements and the more efficient learning
> was not acquired and developed through the official accomplishment of this
> degree, but through the active and ongoing engagement with an international
> CoP ? The webheads in Action. I have learned so much from these people, and
> I think I have also been able to give something back. It is this continuous
> learning exchange that keeps me motivated and also keeps my learning spark
> going.
>
> Yesterday I also joined another group in NING on Professional Development
> 2.0 http://newlearning.ning.com/m
> <https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://newlearning.ning.com/m>which
> you might also find useful.
>
> I hope to meet you there too.
>
> Best,
>
> Cris
>
> Cristina Costa
> http://www.knowmansland.com
> <https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://www.knowmansland.com/>
> ???????????????????.
> Learning Technologies Development Officer
> Research and Graduate College
> <https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://www.rgc.salford.ac.uk/>
> University of Salford
> <https://owa.state.de.us/exchweb/bin/redir.asp?URL=http://www.salford.ac.uk/>
>
> Tel: +44 (0)161 295 6751
>
> Skype ID: navysternchen
>
>
>
> *P **Please, consider your environmental responsibility. **Before printing
> this e-mail ask yourself: "Do I need a hard copy?" *
>
>   ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
>
> Email delivered to tina_luffman at yc.edu
> <http://www.nifl.gov/mailman/listinfo/technology>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to tina_luffman at yc.edu
>
>
>
> ------------------------------
> A prize an hour, 24 hours a day. Try Big Snap now!<http://www.bigsnapsearch.com>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to irasocol at gmail.com
>
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From RKenyon721 at aol.com  Thu Apr 17 21:00:02 2008
From: RKenyon721 at aol.com (RKenyon721 at aol.com)
Date: Thu, 17 Apr 2008 21:00:02 EDT
Subject: [Technology 1619]  Response to Anthony's Question on Phonics
Message-ID: <c1b.2cf72058.35394c92@aol.com>

Hi,
 
I posted Anthony question about phonics on the Learning Disabilities  
Discussion List.  Four excellent responses were posted by our  subscribers.  I wanted 
you to see what they have to share.
 
 
1)
The Laubach Way to Reading has been  used for so many years that it is no 
longer "the latest and greatest", but it  was specifically designed for teaching 
adults to read by teaching "letter  sounds, word structure, word meanings, 
reading comprehension, and writing  practice."  There is also a companion series 
of Laubach Way to English and  a separate book for learning cursive writing.  
It is sold by New Readers  Press, now a division of ProLiteracy Worldwide.
_awayman1 at kirksville.k12.mo.us_ (mailto:awayman1 at kirksville.k12.mo.us) 
 
 

2)
I have used the paper version and the  CBT of HEC Reading Horizons for ESOL 
as well as a literacy tool for those whose  first language is English. This has 
been very successful. Any method takes work  and time.
_http://www.readinghorizons.com_ (http://www.readinghorizons.com)  
Carol Allen
_allenc at rccc.cc.nc.us_ (mailto:allenc at rccc.cc.nc.us) 
 
 
 
 
3) 
Anthony,  the  Orton-Gillingham approach is the best way to go in my opinion. 
 It is an  excellent way to teach the structure of the English Language and 
help students  make some sense out of what appears to be a difficult language 
because of, as  some say, ?so many exceptions to the rules?.  It teaches the 
regularities  first and gives us a ?filing system? for our brains and then has 
a way to  present the exceptions.  It is highly multisensory (uses visual, 
auditory,  kinesthetic, and tactlle learning pathways). My adult ESOL students 
love  it.  It is important that there is thorough and complete training in the  
approach for it to be used successfully.  It is the approach recommended by  
the International Dyslexia Association; however, it works well with all  
beginning readers ages 5 through adult levels.  In my opinion, it can be  labeled  ?
universal design? as everyone can benefit from it.  I tutor  children as well 
as adults and use it with all levels.  It is best if you  can start right at 
the kindergarten level. What a gift you will be giving each  child. 
Recommended  resources:  Dyslexia Tutor Manual by Dorothy B  Whitehead 
Sequential Phonics,  Lesson Plans for the Reading Tutor by Marlene Bartok  
McCormick 
Linguistic Concepts  for Orton-Gillingham  (Companion to the Lesson Plans 
above) The above can be  purchased from the Michigan Dyslexia Institute,  Inc, 
(http://www.dyslexia.net/ ) (1-800-494-6758)   
AVKO Sequential  Spelling for Adults, (_www.spelling.org_ 
(http://www.spelling.org/) ) 
The  Orton-Gillingham Manual by Anna Gillingham and Bessie W. Stillman, 
Educators  Publishing Service (epsbooks.com) 
In my opinion, phonics  must be taught in conjunction with phonemic awareness 
and spelling.  It  needs to be sequential and meaningful.  It is not useful 
to teach the sound  of a grapheme and hand the student a worksheet to do 
independently.  The  degree to which it is multisensory depends upon the needs of 
the students.   Writing is a multisensory activity, but some students need more 
such as the use  of sand trays (memory trays). When all four pathways are used 
simultaneously ?  visual, auditory, kinesthetic and tactile, one increases 
the opportunities for  learning, retention and retrieval of information.   In 
short,  phonological awareness is an important ingredient in developing 
competent  reading skills. Use it in conjunction with word analysis, vocabulary  
development, comprehension and fluency beginning with kindergarten and  continuing 
through adult education.  
Anthony, I hope this  will be helpful to you.  I will be happy to answer any 
questions you may  have. 
Betsy Gauss, Certified Orton-Gillingham  Tutor Tutor  
Lake Wales Literacy Council  Tutor Trainer, Lake Wales, FL, USA 
Member of the  Florida  Practitioners Task Force on Adults with Learning  
Disabilities
_bsg36 at comcast.net_ (mailto:bsg36 at comcast.net) 
 
 
 
 
4)    
Right  approach?   Debate still rages?   How to teach, and when to  start, 
and what to do has been settled.  
 
May I  suggest OVERCOMING DYSLEXIA, Sally Shaywitz 
PROUST  & THE SQUID, Maryanne Wolf
 
These  books provide a foundation for answering the question of what to do, 
and why to  do it.   
 
And of  course, the information available from the International Dyslexia  
Association.  
 
Definitely the debate is over.  In the States, the NCLB (No Child  Left 
Behind) rests on scientific findings of how to teach literacy skills.   
Phonological skills are basic. 
 
Lucille Cuttler
_l.cuttler at comcast.net_ (mailto:l.cuttler at comcast.net)   

Respectfully submitted,
 
Rochelle Kenyon
 
 
 
Rochelle Kenyon
Moderator, NIFL/LINCS Learning Disabilities  Discussion List
Center for Literacy Studies at the University of  Tennessee
_RKenyon721 at aol.com_ (mailto:RKenyon721 at aol.com)  

To  post a message: 
_Learningdisabilities at nifl.gov_ (mailto:Learningdisabilities at nifl.gov)   

To subscribe: 
_http://www.nifl.gov/mailman/listinfo/LearningDisabilities_ 
(http://www.nifl.gov/mailman/listinfo/LearningDisabilities) 

To  read archived messages:
_http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html_ 
(http://www.nifl.gov/linc/discussions/list_archives.html) 

**************Need a new ride? Check out the largest site for U.S. used car 
listings at AOL Autos.      
(http://autos.aol.com/used?NCID=aolcmp00300000002851)
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From LaFerlazzo at aol.com  Sat Apr 19 23:55:45 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sat, 19 Apr 2008 23:55:45 EDT
Subject: [Technology 1620] Re: The Best Books For Teaching and Learning
	ESL/EFL
Message-ID: <c05.34f1ba2b.353c18c1@aol.com>

Hi, Everybody,
 
I thought people might be interested in this list of my choices  of....:
 
The Best Books For Teaching & Learning ESL/EFL
_http://larryferlazzo.edublogs.org/2008/04/19/the-best-books-for-teaching-lear
ning-eslefl/_ 
(http://larryferlazzo.edublogs.org/2008/04/19/the-best-books-for-teaching-learning-eslefl/) 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

**************Need a new ride? Check out the largest site for U.S. used car 
listings at AOL Autos.      
(http://autos.aol.com/used?NCID=aolcmp00300000002851)
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From tsticht at znet.com  Sat Apr 19 16:32:46 2008
From: tsticht at znet.com (tsticht at znet.com)
Date: Sat, 19 Apr 2008 13:32:46 -0700
Subject: [Technology 1621]  E. B. Huey Celebration
Message-ID: <1208637166.480a56ee3e7c0@webmail.znet.net>

Colleagues: This is a follow-up to my earlier "mark your calendar" message
to remind those of you who may be attending the International Reading
Association's national conference in Atlanta May 5-9, 2008 to try to attend
 a Reading Hall of Fame program: The Psychology and Pedagogy of Reading:  E.
B. Huey, One Hundred Years Later, May 6th, 2008, 2-4pm, Atlanta, GA, Georgia
World Congress Center, Room C307. Papers will be presented by several
members of the Reading Hall of Fame including my own, which will focus on
adult literacy research and education. Following is a brief overview of the
program and an expanded list of the topics I will cover in my paper. Hope to
see many of you at the session! Tom Sticht

Program Title: The Psychology and Pedagogy of Reading;
E. B. Huey  One Hundred Years Later

Introduction to E. B. Huey's 1908 Work and the Program of the Day
Rob Tierney, University of British Columbia, Chair of Panel

Huey's Perspectives Related to Whole Language Research and Pedagogy
Yetta Goodman, University of Arizona

Huey's Work on Automaticity, Fluency, and Comprehension in Reading
Jay Samuels and Rosalind Horowitz, University of Minnesota

Huey's Thoughts on Oral Language in Relation to  Reading
Tom Sticht, International Consultant in Adult Education

Huey's Work and Its Impact on Scientific Research on Reading
Patrick Shannon, Pennsylvania State University

Discussant
Alan Farstrup, Executive Director, International Reading Association

Here is the expanded version of my presentation topics:

Paper Title: Huey's Thoughts on Oral Language in Relation to  Reading:
Toward a Multiple Life Cycles Education Policy

Presenter: Tom Sticht, International Consultant in Adult Education

In his classic book on The Psychology and Pedagogy of Reading (1908) Edmund
Burke Huey includes, among others,  a chapter on inner speech during
reading, a second chapter on learning to read at home in which he
emphasizes the role that parents play in leading children to reading, and a
third chapter in which he alludes to the need for schools to teach parents
how to facilitate their children's learning at home.  In this presentation
I will look at aspects of these three chapters, review research on the
Oracy to Literacy Transfer Effect, the Intergenerational Transfer of
Literacy,  and implications of Huey's ideas and the empirical research
since his writing for what I call a Multiple Life Cycles education policy.

Extracts from The Psychology and Pedagogy of Reading by Edmund Burke Huey,
1908, on which I will build my presentation:

Chapter VI  The Inner Speech of Reading And the  Mental and Physical
Characteristics of Speech

"The child comes to his first reader with his habits of spoken language
fairly well formed, and these habits grow more deeply set with every year.
His meanings inhere in this spoken language and belong but secondarily to
the printed symbols
.To read is, in effect, to translate writing into
speech." (Huey, 1908/1968, pp. 122-123).

Chapter XVI Learning to Read at Home

"The secret of it all lies in the parent's reading aloud to and with the
child. 
The ear and not the eye is the nearest gateway to the child-soul,
if not indeed to the man-soul. Oral work is certain to displace much of the
present written work in the school of the future, and least in the earlier
years; and at home there is scarcely a more commendable and useful practice
than that of reading much of good things aloud to the children." (p. 332 &
334)

Chapter XV The Views of Representative Educators Concerning Early Reading

"Where children have good homes, reading will thus be learned independently
of school. Where parents have not the time or intelligence to assist in
this way
the school of the future will have as one of its important duties
the instruction of parents in the means of assisting the child's natural
learning in the home." (pp. 311-312)

tsticht at aznet.net

From MariannF at lacnyc.org  Wed Apr 23 10:53:08 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Wed, 23 Apr 2008 10:53:08 -0400
Subject: [Technology 1622]  Your input needed: seminal resources
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB876BAEA@lac-exch.lacnyc.local>

Hello Technology list colleagues,

 

On a number of the NIFL lists we are seeking your input to develop a
bibliography of resources for adult literacy practioners. This is my
request for all of you!

 

What do you feel are the most important resources informing our field in
the area of technology and literacy? What are the seminal resources, the
timeless works that have had the most impact on our thinking and our
practice?  I would guess that there are sources that are not online that
have had that kind of an impact as well as those that are available
online. Please also include the K-12 resources that are pertinent to
adult ed. We would like to be able to compile these resources into a
list with bibliographic information for our use, so if you have all the
information that will let us locate these resources, include that
information with your nominations.  If you don't have all the
information, give us what you have, and I'll try to track it down.
Please send your suggestions to the list as a whole as it may stimulate
others thinking.

 

Thanks and looking forward to your input!

 

Regards,

Mariann  

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org <mailto:mariannf at lacnyc.org> 
www.lacnyc.org <http://www.lacnyc.org> 

 

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From tsticht at znet.com  Tue Apr 22 17:12:34 2008
From: tsticht at znet.com (tsticht at znet.com)
Date: Tue, 22 Apr 2008 14:12:34 -0700
Subject: [Technology 1623]  Variations on Free Speeches and Workshops
Message-ID: <1208898754.480e54c2458df@webmail.znet.net>

Colleagues: In the last few years I have been doing free speeches or
workshops for adult literacy groups. Recently, I have found that some
groups like a variation on either a keynote or a one day workshop and
instead like to combine them or do other types of programs. For instance,
January of 2007 I did a keynote in the Dublin, Ireland area followed by a
breakout session. Then the next day I did a policy-oriented presentation
for various government officials. In September of 2007 I did a program for
the Pima College adult education group in which on one day I did a keynote
for some 200 staff, then over the next two days I did two presentations a
day for smaller groups in different branches of the college. Then in
February of this year, I spoke in Miami for the Miami Dade adult education
group where I did a keynote for all 800 participants in the opening session
of the meeting, then I did a breakout session before lunch and another after
lunch followed by another keynote to the full group which closed the day. In
both Connecticut and Delaware this year I did a keynote and a breakout
concurrent session. In Massachusetts recently I did a keynote for a meeting
on integrated curriculum models followed by a concurrent, breakout group.
Then the next day I did a presentation for Department of Education senior
staff.

On June 20, 2008 I will present another variant of a one-day program for the
New Mexico Coalition for Literacy conference in Socorro, New Mexico. My
program will include an opening morning keynote presentation in a plenary
session followed by two concurrent sessions, one in the morning and another
in the afternoon (see description below).  For information about the
conference contact: Heather Heunermund, Executive Director at
1-800-233-7587 or email  heather at nmcl.org

For a discussion  about having one of my keynotes, workshops or a specially
arranged programs in your area contact me at tsticht at aznet.net  All my
presentations are free, though sponsors have to pay travel expenses. Hope
to see several list members at the conference June!  Tom Sticht

New Mexico Coalition for Literacy Conference June 20, 2008 in Socorro, NM
Program by Tom Sticht

Keynote from 9:05 to 9:45am.  Title:  "The Lions of Literacy: Teaching With
R.E.S.P.E.C.T.

This is a motivational presentation that emphasizes the importance of seven
factors starting with the letters R.E.S.P.E.C.T. in teaching adult literacy
learners, with an emphasis upon R for Relevance. I then review contributions
of four great pioneer teachers of adult literacy and how their work, which
focused upon the Relevance of learning to learners, contributed to the
empowerment and social inclusion of millions of adults in the United
States.

Concurrent Session from 10:15-12:00.  Title: Meeting the Yearning for
Learning

Using research and insights from Australia, Canada, Ireland, New Zealand,
England and the United States this presentation focuses on policies,
initiatives, and methods for fostering learning both inside and outside the
classroom or tutoring session. A personal perspective is provided on
increasing participation in the United Kingdom (England): From the Right to
Read To The Skills for Life Strategy. Issues regarding participation,
retention, persistence, progression, achievement, and accountability are
addressed. Advocacy for adult literacy education is called for by
emphasizing multiple returns to investments in adult literacy education 
(getting "Double Duty Dollars" (Australia, Canada, New Zealand & U.S.)
"More Power for the Pound" (England) and "More Energy for the Euro"
(Ireland).

Lunch 12:00-1:30pm

Concurrent Session from 1:45-3:30. Title: From Parents to Progeny: The
Intergenerational Transfer of Literacy

This session focuses on preventing literacy problems from occurring across
generations by promoting the intergenerational transfer of literacy from
parents to their progeny. Research is reviewed on early childhood
development, IQ, brain science, and adult literacy, including the debunking
of myths that hold adult literacy education back. Understanding the role of
parent's education, language and literacy  development on the subsequent
language and literacy development of their children aims at moving away
from a lifelong(one life cycle) education policy to a multiple life cycles
policy for education that emphasizes the importance of education and
learning for both children and adults.

From djrosen at comcast.net  Wed Apr 23 20:21:46 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 23 Apr 2008 20:21:46 -0400
Subject: [Technology 1624]  Technology sessions at COABE
Message-ID: <AB8F3581-627B-4797-9F2D-6AEA7FF648E1@comcast.net>

Technology Colleagues,

The Annual COABE conference is next week. Those who are interested in  
COABE Pre-conference and Conference Technology sessions, might want  
to know about these  two:

Pre-conference Afternoon Session

English under the Arches
Sponsored by: Adult Literacy and Technology Network (ALTN)
This session reports on a new model for language teaching, ?English  
Under the Arches?, implemented in by McDonald?s in several of its  
restaurants,  made available to selected employees entirely on paid  
work time, and created and delivered in collaboration with adult  
education and ESL providers.  It combines virtual teaching, e- 
learning and face-to-face practice.  We will introduce promising  
approaches, report challenges and successes, and discuss wider  
implications for technology-mediated teaching. Learn about basic  
principles and promising practices in combining technology and  
language learning. Hear about a new collaboration between industry  
and community colleges.

Presenters: Heide Wrigley, David J. Rosen and Betsy McKay

Tuesday, 2:15 , Concurrent Session C

English at Work: A National Model for Integrated Language Learning
Presenter (s): Heide Spruck Wrigley, David J. Rosen and Betsy McKay

This will be a shorter version of what's presented at the Pre- 
conference.

David J. Rosen
djrosen at comcast.net

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From LaFerlazzo at aol.com  Wed Apr 23 22:09:02 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Wed, 23 Apr 2008 22:09:02 EDT
Subject: [Technology 1625] Re: Best Sites For Creating Games & Displaying
	Student Work
Message-ID: <d4b.299c440f.354145be@aol.com>

Here are a couple of new lists:
 
The Best Sites For Students To Easily Create & Display Online  Projects
_http://larryferlazzo.edublogs.org/2008/04/23/the-best-sites-for-students-to-e
asily-create-display-online-projects/_ 
(http://larryferlazzo.edublogs.org/2008/04/23/the-best-sites-for-students-to-easily-create-display-online-projects/) 
 
The Best Websites For Creating Online Learning Games
_http://larryferlazzo.edublogs.org/2008/04/21/the-best-websites-for-creating-o
nline-learning-games/_ 
(http://larryferlazzo.edublogs.org/2008/04/21/the-best-websites-for-creating-online-learning-games/) 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

**************Need a new ride? Check out the largest site for U.S. used car 
listings at AOL Autos.      
(http://autos.aol.com/used?NCID=aolcmp00300000002851)
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From LaFerlazzo at aol.com  Sat Apr 26 13:45:26 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sat, 26 Apr 2008 13:45:26 EDT
Subject: [Technology 1626] Re: Best Popular Movies/TV Shows For ESL/EFL
Message-ID: <ce8.2e931819.3544c436@aol.com>

Another list:
 
The Best Popular Movies/TV Shows For ESL/EFL
_http://larryferlazzo.edublogs.org/2008/04/26/the-best-popular-moviestv-shows-
for-eslefl/_ 
(http://larryferlazzo.edublogs.org/2008/04/26/the-best-popular-moviestv-shows-for-eslefl/) 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

**************Need a new ride? Check out the largest site for U.S. used car 
listings at AOL Autos.      
(http://autos.aol.com/used?NCID=aolcmp00300000002851)
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From Gina.Lobaccaro at state.de.us  Tue Apr 29 10:53:07 2008
From: Gina.Lobaccaro at state.de.us (Lobaccaro Gina (DOC))
Date: Tue, 29 Apr 2008 10:53:07 -0400
Subject: [Technology 1627] To COABE Conference Attendees - from a friend who
	could not get permission to attend
Message-ID: <A7439902C13D6C459A2217AB22A386FB0262F5A5@DOVERSCLS01N1.state.de.us>

Hello,

 

I am writing this particularly to those of you who are attending the
COABE conference - to all of you but in particular to my friends who
work on the ALE Wiki.  I am a correctional educator in Delaware, and I
work with William Muth on the Correctional Education page of the Wiki.
I was able to meet for dinner last year in Philly with six other
Wikiteers, and I had hoped to attend the conference this year.  I did
not get permission to attend this year's conference.

 

I am asking that as you take part in the conference, and while the
sessions are fresh in your mind and memory, that you will respond to
this posting AND go to my blog at http://daacepd.blogspot.com/  and
leave 1-2 comments on any/all of the postings.  This blog is a project
for my current course - toward my doctorate in Educational Technology,
but it is also my heartfelt attempt to engage Delaware adult educators
into a meaningful conversation about the use of Internet enabled
collaborative tools for our professional development.

 

Here are my questions:

 

1.	How will you use technology to expand upon what you learn at the
conference?
2.	Will you do any formal or informal "follow-through" activities
online related to the sessions you attended?
3.	Can you give me advice on how to encourage and engage my
Delaware colleagues into a serious online discussion regarding using the
Internet for professional development?
4.	What have been your most positive experiences using online
forums for professional development?
5.	What do you believe to be the greatest obstacles toward building
a stronger practice of online (adult education) professional
development?
6.	Any other comments?

 

Thank you so much for taking time from the conference to send me some
feedback.

 

Gina Lobaccaro

 

 "For business reasons, I must preserve the outward sign of sanity."
--Mark Twain

Gina Lobaccaro
Sussex Correctional Institution
Prison Education Department
PO Box 500
Georgetown, DE 19947
Office (302) 856-5282 x 6204
Fax (302) 856-5642
gina.lobaccaro at state.de.us 

 

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From laferlazzo at aol.com  Tue Apr 29 17:11:46 2008
From: laferlazzo at aol.com (laferlazzo at aol.com)
Date: Tue, 29 Apr 2008 17:11:46 -0400
Subject: [Technology 1628]  Best Resource Sites For ESL/EFL Teachers
Message-ID: <8CA7854C41708A8-ED4-2949@webmail-nf09.sim.aol.com>

Another list:

The Best Resource Sites For ESL/EFL Teachers

http://larryferlazzo.edublogs.org/2008/04/29/the-best-resource-sites-for-eslefl-teachers/

Larry Ferlazzo
Luther Burbank High School
Sacramento, CA
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From schurchville at hotmail.com  Wed Apr 30 12:10:23 2008
From: schurchville at hotmail.com (stephen churchville)
Date: Wed, 30 Apr 2008 16:10:23 +0000
Subject: [Technology 1629] Re: Best Resource Sites For ESL/EFL Teachers
In-Reply-To: <mailman.9.1209571203.14288.technology@nifl.gov>
References: <mailman.9.1209571203.14288.technology@nifl.gov>
Message-ID: <BAY116-W474F6710A75F3DCB709089C1D80@phx.gbl>

For a quick & easy way to create comprehensive lessons from any content you choose, please check out another new site for english teachers, www.lessonwriter.com 
There is a 2-minute demo video that explains the site very quickly, and is completely free.
Thaks
Stephen> From: technology-request at nifl.gov> Subject: Technology Digest, Vol 31, Issue 24> To: technology at nifl.gov> Date: Wed, 30 Apr 2008 12:00:03 -0400> > Send Technology mailing list submissions to> technology at nifl.gov> > To subscribe or unsubscribe via the World Wide Web, visit> http://www.nifl.gov/mailman/listinfo/technology> or, via email, send a message with subject or body 'help' to> technology-request at nifl.gov> > You can reach the person managing the list at> technology-owner at nifl.gov> > When replying, please edit your Subject line so it is more specific> than "Re: Contents of Technology digest..."> > > Today's Topics:> > 1. [Technology 1628] Best Resource Sites For ESL/EFL Teachers> (laferlazzo at aol.com)> > > ----------------------------------------------------------------------> > Message: 1> Date: Tue, 29 Apr 2008 17:11:46 -0400> From: laferlazzo at aol.com> Subject: [Technology 1628] Best Resource Sites For ESL/EFL Teachers> To: undisclosed-recipients:;> Message-ID: <8CA7854C41708A8-ED4-2949 at webmail-nf09.sim.aol.com>> Content-Type: text/plain; charset="us-ascii"> > Another list:> > The Best Resource Sites For ESL/EFL Teachers> > http://larryferlazzo.edublogs.org/2008/04/29/the-best-resource-sites-for-eslefl-teachers/> > Larry Ferlazzo> Luther Burbank High School> Sacramento, CA> -------------- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/technology/attachments/20080429/7a010b0f/attachment-0001.html > > ------------------------------> > ----------------------------------------------------> National Institute for Literacy> Technology and Literacy mailing list> Technology at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology> > End of Technology Digest, Vol 31, Issue 24> ******************************************
_________________________________________________________________
Back to work after baby?how do you know when you?re ready?
http://lifestyle.msn.com/familyandparenting/articleNW.aspx?cp-documentid=5797498&ocid=T067MSN40A0701A
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From williams_ma at 4j.lane.edu  Thu May  1 11:32:54 2008
From: williams_ma at 4j.lane.edu (Marilyn Williams)
Date: Thu, 01 May 2008 08:32:54 -0700
Subject: [Technology 1630] Re: Best Resource Sites For ESL/EFL Teachers
In-Reply-To: <BAY116-W474F6710A75F3DCB709089C1D80@phx.gbl>
References: <mailman.9.1209571203.14288.technology@nifl.gov>
	<BAY116-W474F6710A75F3DCB709089C1D80@phx.gbl>
Message-ID: <f4a8c6a0d6e1.48198036@4j.lane.edu>

Hi Stephen,
This is a wonderful resource! I'm going to recommend it to special educ teachers as well as ESL teachers!

Thanks for sharing,
Marilyn

Marilyn Williams
TILT Project Coordinator
LA Programs Technology Support
Eugene School District, 4J

----- Original Message -----
From: stephen churchville <schurchville at hotmail.com>
Date: Thursday, May 1, 2008 7:19 am
Subject: [Technology 1629] Re: Best Resource Sites For ESL/EFL Teachers
To: technology at nifl.gov

> For a quick & easy way to create comprehensive lessons from any 
> content you choose, please check out another new site for english 
> teachers, www.lessonwriter.com 
> There is a 2-minute demo video that explains the site very quickly, 
> and is completely free.
> Thaks
> Stephen> From: technology-request at nifl.gov> Subject: Technology 
> Digest, Vol 31, Issue 24> To: technology at nifl.gov> Date: Wed, 30 Apr 
> 2008 12:00:03 -0400> > Send Technology mailing list submissions to> 
> technology at nifl.gov> > To subscribe or unsubscribe via the World Wide 
> Web, visit>  ******************************************
> _________________________________________________________________
> Back to work after baby?how do you know when you?re ready?
> http://lifestyle.msn.com/familyandparenting/articleNW.aspx?cp-documentid=5797498&ocid=T067MSN40A0701A
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to williams_ma at 4j.lane.edu

From LaFerlazzo at aol.com  Fri May  2 09:42:52 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Fri, 2 May 2008 09:42:52 EDT
Subject: [Technology 1631] Re: Best Resource Sites For ESL/EFL Teachers
Message-ID: <c29.34fc3d51.354c745c@aol.com>

Marilyn,
 
I'm glad you're finding it helpful.  Our school's special ed  department uses 
my website a lot, too.
 
Larry

**************Wondering what's for Dinner Tonight? Get new twists on family 
favorites at AOL Food.      
(http://food.aol.com/dinner-tonight?NCID=aolfod00030000000001)
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From LaFerlazzo at aol.com  Mon May  5 07:59:26 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Mon, 5 May 2008 07:59:26 EDT
Subject: [Technology 1632]  Best Sites To Learn Money and Life Skills
Message-ID: <c43.30b84248.3550509e@aol.com>

Hi, Everybody,

I've made a few additional lists:

The Best  Sites For Learning Economics & Practical Money Skills
_http://larryferlazzo.edublogs.org/2008/05/04/the-best-sites-for-learning-econ
omics-practical-money-skills/_ 
(http://larryferlazzo.edublogs.org/2008/05/04/the-best-sites-for-learning-economics-practical-money-skills/) 

The  Best Websites To Teach and Learn Life Skills
_http://larryferlazzo.edublogs.org/2008/05/04/the-best-websites-to-teach-learn
-life-skills/_ 
(http://larryferlazzo.edublogs.org/2008/05/04/the-best-websites-to-teach-learn-life-skills/) 

I've  also added several others.  You can access all of the lists here:
_http://larryferlazzo.edublogs.org/about/websites-of-the-year/_ 
(http://larryferlazzo.edublogs.org/about/websites-of-the-year/) 

Larry  Ferlazzo
Luther Burbank High School
Sacramento,  CA

**************Wondering what's for Dinner Tonight? Get new twists on family 
favorites at AOL Food.      
(http://food.aol.com/dinner-tonight?NCID=aolfod00030000000001)
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From mthacher at otan.us  Tue May  6 15:31:08 2008
From: mthacher at otan.us (Marian Thacher)
Date: Tue, 06 May 2008 12:31:08 -0700
Subject: [Technology 1633]  Google Teacher Academy
Message-ID: <fc.004c56fb035b43a8004c56fb035b43a8.35b4c05@scoe.net>

The Google Teacher Academy is a great professional development experience
for teachers, and this year it's at the Googleplex in Mountain View, CA.
You've heard about the Googleplex, haven't you? Free food at a variety of
restaurants, gym and volleyball court, bikes and scooters available to get
around from building to building. So here's your chance to check it out
for yourself, and learn a few things at the same time.

Last year, we at OTAN encouraged Google to include adult education in
their definition of educators, and they accepted one of our ESL teachers,
Susan Gaer, into the Google Teacher Academy. She had a great time, and is
still connected to the group that she worked with. This year, they are
opening up applications to teachers from anywhere. The event is free, but
you would have to pay your own travel. Here is the information, along with
a couple of other items from the Google Educators newsletter.

Marian Thacher
OTAN
www.otan.us

...we'd like to invite you to come celebrate and learn with us at the next
Google Teacher Academy, scheduled to take place at the Googleplex in
Mountain View on June 25th, 2008.  The Google Teacher Academy is a FREE
professional development experience designed to help K-12 educators get
the most from innovative technologies. Each GTA is an intensive, one-day
event where participants get hands-on experience with Google's free
products and other technologies, learn about interesting and new
instructional strategies, receive resources to share with colleagues, and
immerse themselves in an innovative corporate environment. Upon
completion, GTA participants become Google Certified Teachers, who share
what they learn with other K-12 educators in their local region.  This
time around, we've listened to your feedback and opened up the application
to all teachers everywhere.  As long as you are willing and able to get
yourself to the Googleplex, we'd love to have you.  For more information
about the GTA, please check out our full information and requirements
page:  [ http://www.google.com/educators/gta.html
]http://www.google.com/educators/gta.html

The team of people thinking more about teachers everyday is growing here
at Google.  As such, we're introducing a new section of the Google for
Educators site - dedicated to using our popular Geo Products.  Here you
will find information about using Google Earth, Maps, Sky, and SketchUp in
your K-12 classroom.  Along with some of the great classroom activities
we've collected over the years, we've also included starter kits which
feature "cool and easy things you can do" with each product in your
classroom.  Check it out here:  [ http://www.google.com/educators/geo.html
]http://www.google.com/educators/geo.html

Lastly, but never leastly, a few months back, we asked you to share
stories about using Google Docs with your students.  You told us about the
power of introducing collaborative writing to your kids, you mentioned
using our presentation software in class, keeping students engaged with
the "chat" feature, and you told us how much you like to be able to drive
success throughout the writing process, instead of just grading the final
product. [ http://www.google.com/educators/p_docs.html
]http://www.google.com/educators/p_docs.html
While we were reviewing your stories, we realized that Docs may be a bit
intimidating to the uninitiated so we developed a "getting started" guide
- with step-by-step instructions for creating accounts, sharing and
collaborating, editing and organizing your work.  Now there's no reason to
be scared, so give Google Docs a try:  [
http://docs.google.com/View?docid=dcdn7mjg_72nh25vq
]http://docs.google.com/View?docid=dcdn7mjg_72nh25vq

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From MMaralit at NIFL.gov  Thu May  8 07:44:11 2008
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Thu, 8 May 2008 07:44:11 -0400
Subject: [Technology 1634]  Free NAAL data training seminar
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B1B59276B@wdcrobe2m03.ed.gov>

Forwarded Message from National Center for Education Statistics (NCES): 

May 14th is the registration deadline for the upcoming free NAAL data
training seminar that starts on Wednesday, June 25, 2008 through Friday,
June 27, 2008, in Washington, DC. Only a few people have signed up and we
still have capacity to accept between 10-12 more people. 

The overall goal of the seminar is to equip participants with knowledge and
skills on the use of the National Assessment of Adult Literacy (NAAL) data
files and tools for substantive research as well as policy analyses. Topics
covered in the seminar include instruction on how to analyze NAAL data, with
hands-on practice, and help in designing and carrying out a research study. 

NAAL data training seminar training is open to everyone including
researchers and planners, education practitioners, policymakers, and
association members, as well as faculty and advanced graduate students from
colleges and universities nationwide. There are no registration fees and
NCES is paying for the travel and lodging cost. 

I encourage everyone to go to the following site to learn more about the
training and if you are interested, use the link within the site to
register. <http://ies.ed.gov/whatsnew/conferences/?id=314&cid=2> 

Please don't hesitate to contact me with any questions you may have.
Jaleh Behroozi Soroui
jsoroui at air.org <mailto:jsoroui at air.org>
202/403-6958

From MMaralit at NIFL.gov  Thu May  8 14:35:45 2008
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Thu, 8 May 2008 14:35:45 -0400
Subject: [Technology 1635]  Notice from the National Institute for Literacy
References: <4062487BDB6029428A763CAEF4E1FE5B1B59276B@wdcrobe2m03.ed.gov>
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B153835DE@wdcrobe2m03.ed.gov>

Dear List subscribers,

I just wanted to send out a little note of apology for emails that were sent
out from our development server.  

We are currently re-configuring the server, which inadvertently sent out
emails to subscribers within the past 2 hours.  Consequently, you may have
received an email from mailman-owner at dev.nifl.gov.  Please disregard those
emails and accept my sincere apologies.  

As subscribers, we understand the volume of mail that you receive daily and
we will take steps to avoid instances like this in the future.  

If you have any questions, please let me know.  I can be reached at
mmaralit at nifl.gov.  

Sincerely,

Jo Maralit
National Institute for Literacy
mmaralit at nifl.gov

From LaFerlazzo at aol.com  Sun May 11 07:43:23 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sun, 11 May 2008 07:43:23 EDT
Subject: [Technology 1636] Re: Interested In Joining Our Sister Classes
	Project In The Fall?
Message-ID: <d24.2601cc07.355835db@aol.com>

 
Hi, Everybody, 
I've written before about our _Sister Classes  Project_ 
(http://www.sacbee.com/220/story/846880.html)  (_http://www.sacbee.com/220/story/846880.html_ 
(http://www.sacbee.com/220/story/846880.html) ),  where classes of Intermediate 
English Language Learners ranging from the early  teens to the early twenties 
have exchanged presentations (VoiceThreads,  slideshows, etc.) and comments at 
our _Student Showcase_ (http://esleflstudents.edublogs.org/)  
(_http://esleflstudents.edublogs.org/_ (http://esleflstudents.edublogs.org/) )  blog. We have 
teachers from seven countries who participated this  semester. 
It's been fairly low-key, hasn't taken up an enormous amount of time  and 
been a great experience for students and teachers alike. 
It looks like we'll be starting-up again in the fall, and we'll be open to  
additional classes joining us. Let me know if you might be interested. 
You can see a list of the participating teachers here: 
_http://larryferlazzo.edublogs.org/2008/03/26/eslefl-sister-classes-project/_ 
(http://larryferlazzo.edublogs.org/2008/03/26/eslefl-sister-classes-project/) 
 
Larry Ferlazzo
_http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) 

**************Wondering what's for Dinner Tonight? Get new twists on family 
favorites at AOL Food.      
(http://food.aol.com/dinner-tonight?NCID=aolfod00030000000001)
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From LaFerlazzo at aol.com  Sun May 11 08:43:17 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sun, 11 May 2008 08:43:17 EDT
Subject: [Technology 1637] Re: Best Ways For Students To Create Online
	Slideshows & Animations
Message-ID: <cb7.2c64bb06.355843e5@aol.com>

Hi, Everybody,
 
Here are two more lists I thought people might find useful:
 
The Best Ways For Students To Create Online Animations
_http://larryferlazzo.edublogs.org/2008/05/11/the-best-ways-for-students-to-cr
eate-online-animations/_ 
(http://larryferlazzo.edublogs.org/2008/05/11/the-best-ways-for-students-to-create-online-animations/) 
 
 
The Best Ways To Create Online Slideshows
_http://larryferlazzo.edublogs.org/2008/05/06/the-best-ways-to-create-online-s
lideshows/_ 
(http://larryferlazzo.edublogs.org/2008/05/06/the-best-ways-to-create-online-slideshows/) 
 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA
 
 
 

**************Wondering what's for Dinner Tonight? Get new twists on family 
favorites at AOL Food.      
(http://food.aol.com/dinner-tonight?NCID=aolfod00030000000001)
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From kbeall at onlyinternet.net  Mon May 12 18:54:01 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Mon, 12 May 2008 18:54:01 -0400
Subject: [Technology 1638] Call for Presenters for Effective Transitions
	Conference 2008
Message-ID: <013301c8b483$198b63a0$020ba8c0@D14J7YD1>

Dear Colleagues, 

The National College Transition Network at World Education invites you to
submit a proposal to present at its conference on Effective Transitions in
Adult Education to be held on November 17-18, 2008 in Providence, RI. 

If you wish to submit a proposal, please visit
<http://collegetransition.org/callforpresenters08.html>
http://collegetransition.org/callforpresenters08.html  to complete and
submit the online form. You will receive an email from NCTN confirming the
receipt of your proposal within 48 hours of submission. Please click on the
above link for more details about the proposal submission process. The
submission deadline is May 30, 2008.

Please forward widely to colleagues and others who may be interested and
feel free to email me at  <mailto:psharma at worlded.org> psharma at worlded.org
or call me at (617) 385-3788 if you have any further questions. 

Regards,

Priyanka Sharma

*******************

 

 

Kaye Beall

Project Director

World Education

6760 West Street

Linn Grove, IN 46711

765-717-3942

kaye_beall at worlded.org

www.worlded.org

 

 

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From MariannF at lacnyc.org  Wed May 14 13:00:59 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Wed, 14 May 2008 13:00:59 -0400
Subject: [Technology 1639]  supporting your own PD question
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB876C533@lac-exch.lacnyc.local>

Hi all,

I'm doing some research and would like your input.

What technology resources (sites, tools, learning communities) do you
use that supports you (or your program staff) in your own professional
development as educators? What do you think is the value of these
resources and how have they helped you? 

I know a number of the folks on this list attended or presented at
conferences this season did you see any thing on this topic that you can
share?

 

All the best,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

 

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From Gina.Lobaccaro at state.de.us  Wed May 14 13:23:00 2008
From: Gina.Lobaccaro at state.de.us (Lobaccaro Gina (DOC))
Date: Wed, 14 May 2008 13:23:00 -0400
Subject: [Technology 1640] Re: supporting your own PD question
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB876C533@lac-exch.lacnyc.local>
References: <6E8BC13A30982C44BCD32B38FB8F5AB876C533@lac-exch.lacnyc.local>
Message-ID: <A7439902C13D6C459A2217AB22A386FB0262F5E1@DOVERSCLS01N1.state.de.us>

Hello Mariann,

 

I am the Media & Technology Specialist at Sussex Correctional
Institution in southern Delaware.  

One site I would recommend to you and others www.tappedin.org
<http://www.tappedin.org/>  which I use fairly regularly. It is a
virtual community for professional development for educators. 

 

I co-manage (with William Muth) the ALE Wiki section for Correctional
Education, and I certainly recommend the Wiki to all adult educators.
http://wiki.literacytent.org/index.php/Main_Page

 

I am currently working on an Educational Doctorate specializing in
Educational Technology at the University of Delaware.  I have a blog
posted at http://daacepd.blogspot.com/ 

 

The blog topic is related to teacher networks/communities of practice...
and how they might be used more frequently & more efficiently to enhance
professional development.  I would appreciate it the list members who
are reading/responding to this post might take a "jog" over to the blog
and comment on any of my postings. 

 

I am very interested in hearing more about your research.

 

Gina

 

"Greatness is not in where we stand, but in what direction we are
moving.  We must sail sometimes with the wind and sometimes against it-
but sail we must and not drift, nor lie at anchor" (Author unknown)

Gina Lobaccaro
Sussex Correctional Institution
Prison Education Department
PO Box 500
Georgetown, DE 19947
Office (302) 856-5282 x 6204
Fax (302) 856-5642
gina.lobaccaro at state.de.us 

 

 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Mariann Fedele
Sent: Wednesday, May 14, 2008 1:01 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1639] supporting your own PD question

 

Hi all,

I'm doing some research and would like your input.

What technology resources (sites, tools, learning communities) do you
use that supports you (or your program staff) in your own professional
development as educators? What do you think is the value of these
resources and how have they helped you? 

I know a number of the folks on this list attended or presented at
conferences this season did you see any thing on this topic that you can
share?

 

All the best,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

 

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From MariannF at lacnyc.org  Wed May 14 13:35:29 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Wed, 14 May 2008 13:35:29 -0400
Subject: [Technology 1641] Re: supporting your own PD question
In-Reply-To: <A7439902C13D6C459A2217AB22A386FB0262F5E1@DOVERSCLS01N1.state.de.us>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB876C539@lac-exch.lacnyc.local>

Thank you Gina!

 

It sounds like you are doing tremendous work and a lot of it. I will
take a look at your blog and comment soon, I hope others on the list do
as well. 

 

Can you share with me and the list, what you see as some of the
obstacles and benefits of doing site-based PD with a learning community
of practitioners? 

 

Best,

Mariann

 

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Lobaccaro Gina (DOC)
Sent: Wednesday, May 14, 2008 1:23 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1640] Re: supporting your own PD question

 

Hello Mariann,

 

I am the Media & Technology Specialist at Sussex Correctional
Institution in southern Delaware.  

One site I would recommend to you and others www.tappedin.org
<http://www.tappedin.org/>  which I use fairly regularly. It is a
virtual community for professional development for educators. 

 

I co-manage (with William Muth) the ALE Wiki section for Correctional
Education, and I certainly recommend the Wiki to all adult educators.
http://wiki.literacytent.org/index.php/Main_Page

 

I am currently working on an Educational Doctorate specializing in
Educational Technology at the University of Delaware.  I have a blog
posted at http://daacepd.blogspot.com/ 

 

The blog topic is related to teacher networks/communities of practice...
and how they might be used more frequently & more efficiently to enhance
professional development.  I would appreciate it the list members who
are reading/responding to this post might take a "jog" over to the blog
and comment on any of my postings. 

 

I am very interested in hearing more about your research.

 

Gina

 

"Greatness is not in where we stand, but in what direction we are
moving.  We must sail sometimes with the wind and sometimes against it-
but sail we must and not drift, nor lie at anchor" (Author unknown)

Gina Lobaccaro
Sussex Correctional Institution
Prison Education Department
PO Box 500
Georgetown, DE 19947
Office (302) 856-5282 x 6204
Fax (302) 856-5642
gina.lobaccaro at state.de.us 

 

 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Mariann Fedele
Sent: Wednesday, May 14, 2008 1:01 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1639] supporting your own PD question

 

Hi all,

I'm doing some research and would like your input.

What technology resources (sites, tools, learning communities) do you
use that supports you (or your program staff) in your own professional
development as educators? What do you think is the value of these
resources and how have they helped you? 

I know a number of the folks on this list attended or presented at
conferences this season did you see any thing on this topic that you can
share?

 

All the best,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

 

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From dlmsmith at sbcglobal.net  Thu May 15 10:48:46 2008
From: dlmsmith at sbcglobal.net (Debra Smith)
Date: Thu, 15 May 2008 09:48:46 -0500
Subject: [Technology 1642] Re: supporting your own PD question
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB876C533@lac-exch.lacnyc.local>
References: <6E8BC13A30982C44BCD32B38FB8F5AB876C533@lac-exch.lacnyc.local>
Message-ID: <eb1ceeaf0805150748p3f4c697ejd3e48fd52aac99eb@mail.gmail.com>

Hi Mariann,
My primary personal PD resource is reading the NIFL lists, but I also
recently took an online course from Proliteracy World Education on Multiple
Intelligences and Differentiated Instruction that was excellent. I recommend
the Texas Adult Basic Education Teacher's Toolkit
http://www-tcall.tamu.edu/toolkit/contents.html to my new ABE/ASE teachers.
Honestly I use all kinds of technological PD resources all the time; these
are the ones that first come to mind, and the NIFL lists are usually where I
find out about them.
Debbie Smith
GED Coordinator
Parkway Adult Education and Literacy
Missouri

On Wed, May 14, 2008 at 12:00 PM, Mariann Fedele <MariannF at lacnyc.org>
wrote:

>  Hi all,
>
> I'm doing some research and would like your input.
>
> What technology resources (sites, tools, learning communities) do you use
> that supports you (or your program staff) in your own professional
> development as educators? What do you think is the value of these resources
> and how have they helped you?
>
> I know a number of the folks on this list attended or presented at
> conferences this season did you see any thing on this topic that you can
> share?
>
>
>
> All the best,
>
> Mariann
>
>
>
>
>
> Mariann Fedele
>
> Director,
>
> NYC Regional Adult Education Network
>
> Literacy Assistance Center
>
> Moderator,
> NIFL Technology and Literacy Discussion List
> 32 Broadway 10th Floor
> New York, New York 10004
> 212-803-3325
> mariannf at lacnyc.org
> www.lacnyc.org
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to dlmsmith at sbcglobal.net
>
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From mthacher at otan.us  Thu May 15 19:35:21 2008
From: mthacher at otan.us (Marian Thacher)
Date: Thu, 15 May 2008 16:35:21 -0700
Subject: [Technology 1643] Re: supporting your own PD question
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB876C533@lac-exch.lacnyc.local>
References: <6E8BC13A30982C44BCD32B38FB8F5AB876C533@lac-exch.lacnyc.local>
Message-ID: <fc.004c56fb035f8f633b9aca007c60749e.35f92ed@scoe.net>

I use two sites personally to keep me up to date. The first is classroom
2.0 on Ning (classroom20.ning.com). I really like Ning for networking.
It's easy to set up and easy to use, and you can get as much or as little
as you want. I could really see the NIFL lists going in this direction at
some point. 

It's easy to start a discussion, and easy to find one that you're
interested in, and the discussions are archived there and easy to find. It
also allows file sharing, media sharing, and "friending," which is nice if
you are looking for people interested in a particular topic that might not
be generally discussed. If I have time (which is pretty much never) I hang
out there, but mostly I go there if I have a particular question. If I
participate in a discussion, then posts to that discussion are emailed me,
although you have control over that.

My example above is about technology, but there are many Ning communities
on other education topics. For example, the Mexico English Teachers'
Alliance is here http://metamexico.ning.com/. Someone in the US could do
the same, and maybe they already have.

I'm really thinking about creating a Ning site for adult educators in
California, but we're going to do a wiki first.

The other site that supports my professional development is Twitter
(http://twitter.com). That might sound crazy, but seriously, I get a lot
of new information from the twitterverse. I follow other people who are
using technology in education, my field, and they post new tools, blog
posts, articles, general information that is relevant to me, and so I get
very fresh information. For example, I just checked the site, and a
message was posted about spellr.us, a site that will check your web site
for spelling errors. It's just in beta now, but I will get one of the 150
private invites because I saw the link on Twitter.

I would really love it if more adult ed people were on twitter! I'm
mthacher if you want to follow me.

Marian
~~~~~~~~~~~~~~~~~
Marian Thacher, OTAN
P.O. Box 269003
Sacramento, CA 95826-9003
(916) 228-2597
www.otan.us
The Technology and Literacy Discussion List <technology at nifl.gov> on
Wednesday, May 14, 2008 at 10:00 AM -0700 wrote:
>Hi all,
>I?m doing some research and would like your input.
>What technology resources (sites, tools, learning communities) do you use
>Wthat supports you (or your program staff) in your own professional
>develospment as educators? What do you think is the value of these
>resourcpes and how have they helped you? 
>I know a number of the folks on this list attended or presented at
>confereances this season did you see any thing on this topic that you can
>cshare?
> 
>All the best,
>Mariann
> 
> 
>Mariann Fedele
>Director,
>NYC Regional Adult Education Network
>Literacy Assistance Center
>
>Moderator,
>NIFL Technology and Literacy Discussion List
>32 Broadway 10th Floor
>New York, New York 10004
>212-803-3325
>[ mailto:mariannf at lacnyc.org ]mariannf at lacnyc.org
>[ http://www.lacnyc.org ]www.lacnyc.org
> 
>----------------------------------------------------
>National Institute for Literacy
>Technology and Literacy mailing list
>Technology at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://wsww.nifl.gov/mailman/listinfo/technology
>Email delivered to mthacher at otan.us

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From djrosen at comcast.net  Sat May 17 08:48:12 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 17 May 2008 08:48:12 -0400
Subject: [Technology 1644]  "From literacy to digiracy"
Message-ID: <1104C7D7-6DCA-4442-99FF-8400842676BB@comcast.net>

Colleagues,

I am intrigued by the last sentence of a May 16, 2008 article in the  
Economist entitled "From literacy to digiracy"

Teachers must recognise that our pedagogical tools are inconsistent  
with the skills needed
to survive in a world where people are always connected to everyone  
and everything. In such a world,
learning to think for oneself could well be more important than  
simply learning to read and write.

http://www.economist.com/science/displaystory.cfm?story_id=11392128

Do we have tools for adult learners, for example media literacy  
curricula, to enable thinking for onself in a world where  
increasingly information comes from the (e)mergingmultimedia of  
mobilephone/TV/Web/blog/wiki/podcast/social networking Web spaces/ 
Electronic Newspaper/Twitter/Jott?

How do we help adult learners and ourselves sort the wheat from the  
chaff?

David J. Rosen
djrosen at comcast.net

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From sharla_gross at hotmail.com  Sun May 18 21:38:28 2008
From: sharla_gross at hotmail.com (Sharla Gross)
Date: Mon, 19 May 2008 01:38:28 +0000
Subject: [Technology 1645] Re: supporting your own PD question
In-Reply-To: <eb1ceeaf0805150748p3f4c697ejd3e48fd52aac99eb@mail.gmail.com>
References: <6E8BC13A30982C44BCD32B38FB8F5AB876C533@lac-exch.lacnyc.local>
	<eb1ceeaf0805150748p3f4c697ejd3e48fd52aac99eb@mail.gmail.com>
Message-ID: <BAY139-W1ED84C2B07657EAAEEBC2EFC50@phx.gbl>

Dear Debbie,
     I, also, look for differentiated instruction and MI.  I have many ELL students in my 6th grade classes, and it is quite a challenge to keep up with all the scaffolding.  A good site I found is Internet4classrooms.  It has 5 pages of links to differentiated education.
Sharla

Date: Thu, 15 May 2008 09:48:46 -0500
From: dlmsmith at sbcglobal.net
To: technology at nifl.gov
Subject: [Technology 1642] Re: supporting your own PD question

Hi Mariann,
My primary personal PD resource is reading the NIFL lists, but I also recently took an online course from Proliteracy World Education on Multiple Intelligences and Differentiated Instruction that was excellent. I recommend the Texas Adult Basic Education Teacher's Toolkit http://www-tcall.tamu.edu/toolkit/contents.html to my new ABE/ASE teachers. Honestly I use all kinds of technological PD resources all the time; these are the ones that first come to mind, and the NIFL lists are usually where I find out about them.

Debbie Smith
GED Coordinator
Parkway Adult Education and Literacy
Missouri

On Wed, May 14, 2008 at 12:00 PM, Mariann Fedele <MariannF at lacnyc.org> wrote:

Hi all,
I'm doing some research and would like your input.
What technology resources (sites, tools, learning communities) do you use that supports you (or your program staff) in your own professional development as educators? What do you think is the value of these resources and how have they helped you? 

I know a number of the folks on this list attended or presented at conferences this season did you see any thing on this topic that you can share?

 
All the best,
Mariann
 
 
Mariann Fedele
Director,
NYC Regional Adult Education Network
Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org

www.lacnyc.org
 
----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list

Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology

Email delivered to dlmsmith at sbcglobal.net

_________________________________________________________________
Make every e-mail and IM count. Join the i?m Initiative from Microsoft.
http://im.live.com/Messenger/IM/Join/Default.aspx?source=EML_WL_ MakeCount
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From bonniesophia at sbcglobal.net  Tue May 20 10:29:14 2008
From: bonniesophia at sbcglobal.net (Bonnie Odiorne)
Date: Tue, 20 May 2008 07:29:14 -0700 (PDT)
Subject: [Technology 1646] Re: "From literacy to digiracy"
Message-ID: <231775.18734.qm@web83305.mail.sp1.yahoo.com>

David,
I had just been writing a "lecture" for an online composition course when your message came. I had been questioning the value of reading and writing as we do, not just in English classes, but now, in every discipline, in a audio/visual world in which, I'm convinced, those who have grown up with computers read differently: neurologically perhaps, certainly in different patterns. I wonder if anyone has done research on this? So I attached your message to my lecture.  As for 'critical thinking' in an electronic age, doesn't learning to read and write with care and thought help one to do this? "Writing to learn," "reading/writing not just to be understood but for a purpose," all of these lead one, or can, beyond what's on the page or screen. It will be interesting to see what others think. I didn't "assign" your message, or the article attached, but it will be interesting to see what response I get to it, and I'll pass it on. My online students come from
 everywhere, are in the military, working, single parents: a very diverse group of folks who interact online in a very lively fashion, more so than in f2f class discussions.

----- Original Message ----
From: David J. Rosen <djrosen at comcast.net>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Sent: Saturday, May 17, 2008 8:48:12 AM
Subject: [Technology 1644]  "From literacy to digiracy"

Colleagues,

I am intrigued by the last sentence of a May 16, 2008 article in the Economist entitled "From literacy to digiracy" 

Teachers must recognise that our pedagogical tools are inconsistent with the skills needed 
to survive in a world where people are always connected to everyone and everything. In such a world, 
learning to think for oneself could well be more important than simply learning to read and write.

http://www.economist.com/science/displaystory.cfm?story_id=11392128

Do we have tools for adult learners, for example media literacy curricula, to enable thinking for onself in a world where increasingly information comes from the (e)mergingmultimedia of mobilephone/TV/Web/blog/wiki/podcast/social networking Web spaces/Electronic Newspaper/Twitter/Jott?

How do we help adult learners and ourselves sort the wheat from the chaff?

David J. Rosen
djrosen at comcast.net
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From LaFerlazzo at aol.com  Thu May 22 08:13:51 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Thu, 22 May 2008 08:13:51 EDT
Subject: [Technology 1647] Re: A Few More "The Best..." Lists
Message-ID: <bd2.21b39a2c.3566bd7f@aol.com>

Here are a few recent "The Best..." lists:
 
 
_The Best Ways For Students To Create Online Videos  (Using Someone Else?s 
Content)_ 
(http://larryferlazzo.edublogs.org/2008/05/14/the-best-ways-for-students-to-create-online-videos-using-someone-else?s-content/) 
(_http://tinyurl.com/3zpcq4_ (http://tinyurl.com/3zpcq4) )
 
 (http://larryferlazzo.edublogs.org/author/mrferlazzo/) _The Best Websites 
For Teaching & Learning About  World History_ 
(http://larryferlazzo.edublogs.org/2008/05/17/the-best-websites-for-teaching-learning-about-world-history/) 
(_http://tinyurl.com/5v93bd_ (http://tinyurl.com/5v93bd) )
_The Best Sites Where Students Can Work Independently & Let  Students Check 
On Progress _ 
(http://larryferlazzo.edublogs.org/2008/05/21/the-best-sites-that-students-can-use-independently-and-let-teachers-check-on-progress/) 
(_http://tinyurl.com/3t2gbr_ (http://tinyurl.com/3t2gbr) )
 
_Part Two Of The Best Sites For Students To Easily Create &  Display Online 
Projects_ 
(http://larryferlazzo.edublogs.org/2008/05/19/part-two-of-the-best-sites-for-students-to-easily-create-display-online-projects/)  
(_http://tinyurl.com/57e9s9_ (http://tinyurl.com/57e9s9) )
 
_Part Sixteen Of The Best Ways To Create Online Content Easily  & Quickly_ 
(http://larryferlazzo.edublogs.org/2008/05/14/part-sixteen-of-the-best-ways-to-cr
eate-online-content-easily-quickly/) 
(_http://tinyurl.com/489658_ (http://tinyurl.com/489658) )
 
I hope you find them helpful.
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA
_http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) 

**************Get trade secrets for amazing burgers. Watch "Cooking with 
Tyler Florence" on AOL Food.      
(http://food.aol.com/tyler-florence?video=4&?NCID=aolfod00030000000002)
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From kbeall at onlyinternet.net  Wed May 28 12:57:40 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Wed, 28 May 2008 12:57:40 -0400
Subject: [Technology 1648]  Focus on Basics--New Numeracy Issue
Message-ID: <008801c8c0e3$f1100fd0$020ba8c0@D14J7YD1>

The new issue of "Focus on Basics" (Volume 9, Issue A) is now available at
www.worlded.org.  Published by World Education, the theme is Numeracy.

Articles include: 

-using part-whole thinking in math

-the importance of numeracy in adult basic education

-designing instruction that addresses all of the components of numeracy

-techniques for introducing new types of activities into the math classroom

-the cultural aspects of mathematics

-teaching algebraic thinking in lower level mathematics classes

-TIAN: a professional learning model for ABE math teachers

 

*************************

 

 

Kaye Beall

Project Director

World Education

6760 West Street

Linn Grove, IN 46711

765-717-3942

kaye_beall at worlded.org

www.worlded.org

 

 

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From MariannF at lacnyc.org  Wed May 28 13:21:45 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Wed, 28 May 2008 13:21:45 -0400
Subject: [Technology 1649] Re: "From literacy to digiracy"
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB80105FF96@lac-exch.lacnyc.local>

Hi David,

 

I've been thinking about your question: 

"Do we have tools for adult learners, for example media literacy
curricula, to enable thinking for onself in a world where increasingly
information comes from the (e)mergingmultimedia of
mobilephone/TV/Web/blog/wiki/podcast/social networking Web
spaces/Electronic Newspaper/Twitter/Jott?"

 

I encourage our fellow tech list members to forward their thoughts and
resources.

I have a couple of specific instructional/curricular resources I'll send
in a second post. 

 

But, for now your question made me consider the world we are preparing
our students to flourish in. One of the exciting new initiatives
nationally is post-secondary transition for adult ed. students. I
believe the movement in this area will amount to a true paradigm shift
in adult ed because it responds to a fundamental question about the
requirements of living in contemporary society. I believe another such
area may be technological literacy as a content basis for curricula. I'm
going to re-post some out takes from a message I sent about a year ago
on the topic with regard to National Academies publication called "Tech
Tally":

 

Definition: Technological literacy is an individual's, "understanding of
technology at a level that enables effective functioning in a modern
technological society." It is comprised of three dimensions: knowledge
(both factual and conceptual), capabilities (fluency in the use of
technologies for problem solving) and critical thinking decision making
(the approach we take when considering new technologies for their
benefit and consequences individually and to society). 

Characteristics of a Technologically Literate Person 

Knowledge 

* Recognizes the pervasiveness of technology in everyday life. 

* Understands basic engineering concepts and terms, such as 
systems, constraints, and trade-offs. 

* Is familiar with the nature and limitations of the engineering 
design process. 

* Knows some of the ways technology has shaped human history and 
how people have shaped technology. 

* Knows that all technologies entail risk, only some of which 
can be anticipated. 

* Appreciates that the development and use of technology involve 
trade-offs and a balance of costs and benefits. 

* Understands that technology reflects the values and culture of 
society. 

Critical Thinking and Decision Making 

* Asks pertinent questions, of self and others, regarding the 
benefits and risks of technologies. 

* Weighs available information about the benefits, risks, costs, 
and trade-offs of technology in a systematic way. 

* Participates, when appropriate, in decisions about the 
development and uses of technology. 

Capabilities 

* Has a range of hands-on skills, such as operating a variety of 
home and office appliances and using a computer for word processing and 
surfing the Internet. 

* Can identify and fix simple mechanical or technological 
problems at home or at work. 

* Can apply basic mathematical concepts related to probability, 
scale, and estimation to make informed judgments about technological 
risks and benefits. 

* Can use a design-thinking process to solve a problem 
encountered in daily life. 

* Can obtain information about technological issues of concern 
from a variety of sources.

 

What do others think?

Best,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

----- Original Message ---- 
From: David J. Rosen <djrosen at comcast.net
<http://www.nifl.gov/mailman/listinfo/technology> > 
To: The Technology and Literacy Discussion List <technology at nifl.gov
<http://www.nifl.gov/mailman/listinfo/technology> > 
Sent: Saturday, May 17, 2008 8:48:12 AM 
Subject: [Technology 1644] "From literacy to digiracy" 

Colleagues, 

I am intrigued by the last sentence of a May 16, 2008 article in the
Economist entitled "From literacy to digiracy" 

Teachers must recognise that our pedagogical tools are inconsistent with
the skills needed 
to survive in a world where people are always connected to everyone and
everything. In such a world, 
learning to think for oneself could well be more important than simply
learning to read and write. 

http://www.economist.com/science/displaystory.cfm?story_id=11392128 

Do we have tools for adult learners, for example media literacy
curricula, to enable thinking for onself in a world where increasingly
information comes from the (e)mergingmultimedia of
mobilephone/TV/Web/blog/wiki/podcast/social networking Web
spaces/Electronic Newspaper/Twitter/Jott? 

How do we help adult learners and ourselves sort the wheat from the
chaff? 

David J. Rosen 
djrosen at comcast.net <http://www.nifl.gov/mailman/listinfo/technology>

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From irasocol at gmail.com  Thu May 29 15:48:35 2008
From: irasocol at gmail.com (Ira Socol)
Date: Thu, 29 May 2008 15:48:35 -0400
Subject: [Technology 1650] Re: "From literacy to digiracy"
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB80105FF96@lac-exch.lacnyc.local>
References: <6E8BC13A30982C44BCD32B38FB8F5AB80105FF96@lac-exch.lacnyc.local>
Message-ID: <6cdf233d0805291248n3514fc9doaf685fdd3fc9ef4c@mail.gmail.com>

I just want to jump in here with a couple of thoughts about technology and
"tech literacy" as well as touch on the concept of "school solutions" v.
"lifespan solutions."

First, I think that we as educators might want to consider how we use the
term "technology." I prefer the British "ICT" for "Information and
Communications Technology" because that is more expressive of what we are
actually discussing - and more easily forces teachers and school
administrators to understand that the book is a technology, and so is the
pen, and so is paper, and so is the lecture hall. All technologies enable
and all technologies disable. All technologies have benefits and create
risks. It is important to remember that the book - that is the
Gutenberg-style printed text - wiped out half the languages of Europe within
200 years of its invention.

But the key point is that technologies are "tools" - and humans define
themselves by their use of tools. It is equally inappropriate for a school
in the 21st Century to be banning 21st Century ICT - blocking their students
from using it, refusing to teach appropriate uses of it, as it would have
been for an army in the age of iron weapons to have insisted on their
soldiers using bronze. That would have left those soldiers as dead meat on
the battle fields of the first millennium BC, and it is leaving far too many
of our students as "dead meat" in the economy of this millennium.

So what builds adult tool use is student tool use. Students who learn high
and appropriate uses of technology such as the mobile phone will be adult
learners with an advantage. Students who learn to choose their instructional
format will be successful adult learners. Students who learn sophisticated
search skills will be better adult consumers, and citizens, and employees,
and continuing students. Students who learn the best ways to use everything
from Google Earth to Garage Band will be more functional adults.

And students who learn to choose their own technologies, based on their own
needs, strengths, and limitations, will have the personal problem solving
skills adults need.

This last is essential because whatever technologies you choose to teach
today, you can be sure will be antiquated when your students graduate. So
the real value is in teaching "tool confidence" and "tool learning." If you
are not doing that - well, think of the value in today's world of all those
Word Perfect courses so many colleges used to offer.

-- 
Ira David Socol
Research and Teaching Assistant
Michigan State University
irasocol -at- gmail -dot- com
socolira -at- msu -dot- edu
http://speedchange.blogspot.com/
http://riverfoylepress.com/

On 5/28/08, Mariann Fedele <MariannF at lacnyc.org> wrote:
>
>  Hi David,
>
>
>
> I've been thinking about your question:
>
> "Do we have tools for adult learners, for example media literacy curricula,
> to enable thinking for onself in a world where increasingly information
> comes from the (e)mergingmultimedia of
> mobilephone/TV/Web/blog/wiki/podcast/social networking Web spaces/Electronic
> Newspaper/Twitter/Jott?"
>
>
>
> I encourage our fellow tech list members to forward their thoughts and
> resources.
>
> I have a couple of specific instructional/curricular resources I'll send in
> a second post.
>
>
>
> But, for now your question made me consider the world we are preparing our
> students to flourish in. One of the exciting new initiatives nationally is
> post-secondary transition for adult ed. students. I believe the movement in
> this area will amount to a true paradigm shift in adult ed because it
> responds to a fundamental question about the requirements of living in
> contemporary society. I believe another such area may be technological
> literacy as a content basis for curricula. I'm going to re-post some out
> takes from a message I sent about a year ago on the topic with regard to
> National Academies publication called "Tech Tally":
>
>
>
> Definition: Technological literacy is an individual's, "understanding of
> technology at a level that enables effective functioning in a modern
> technological society." It is comprised of three dimensions: knowledge (both
> factual and conceptual), capabilities (fluency in the use of technologies
> for problem solving) and critical thinking decision making (the approach we
> take when considering new technologies for their benefit and consequences
> individually and to society).
>
> Characteristics of a Technologically Literate Person
>
> Knowledge
>
> * Recognizes the pervasiveness of technology in everyday life.
>
> * Understands basic engineering concepts and terms, such as
> systems, constraints, and trade-offs.
>
> * Is familiar with the nature and limitations of the engineering
> design process.
>
> * Knows some of the ways technology has shaped human history and
> how people have shaped technology.
>
> * Knows that all technologies entail risk, only some of which
> can be anticipated.
>
> * Appreciates that the development and use of technology involve
> trade-offs and a balance of costs and benefits.
>
> * Understands that technology reflects the values and culture of
> society.
>
> Critical Thinking and Decision Making
>
> * Asks pertinent questions, of self and others, regarding the
> benefits and risks of technologies.
>
> * Weighs available information about the benefits, risks, costs,
> and trade-offs of technology in a systematic way.
>
> * Participates, when appropriate, in decisions about the
> development and uses of technology.
>
> Capabilities
>
> * Has a range of hands-on skills, such as operating a variety of
> home and office appliances and using a computer for word processing and
> surfing the Internet.
>
> * Can identify and fix simple mechanical or technological
> problems at home or at work.
>
> * Can apply basic mathematical concepts related to probability,
> scale, and estimation to make informed judgments about technological
> risks and benefits.
>
> * Can use a design-thinking process to solve a problem
> encountered in daily life.
>
> * Can obtain information about technological issues of concern
> from a variety of sources.
>
>
>
>
> What do others think?
>
> Best,
>
> Mariann
>
>
>
> Mariann Fedele
>
> Director,
>
> NYC Regional Adult Education Network
>
> Literacy Assistance Center
>
> Moderator,
> NIFL Technology and Literacy Discussion List
> 32 Broadway 10th Floor
> New York, New York 10004
> 212-803-3325
> mariannf at lacnyc.org
> www.lacnyc.org
>
>
> ----- Original Message ----
> From: David J. Rosen <djrosen at comcast.net<http://www.nifl.gov/mailman/listinfo/technology>>
>
> To: The Technology and Literacy Discussion List <technology at nifl.gov<http://www.nifl.gov/mailman/listinfo/technology>>
>
> Sent: Saturday, May 17, 2008 8:48:12 AM
> Subject: [Technology 1644] "From literacy to digiracy"
>
> Colleagues,
>
> I am intrigued by the last sentence of a May 16, 2008 article in the
> Economist entitled "From literacy to digiracy"
>
> Teachers must recognise that our pedagogical tools are inconsistent with
> the skills needed
> to survive in a world where people are always connected to everyone and
> everything. In such a world,
> learning to think for oneself could well be more important than simply
> learning to read and write.
>
>
> http://www.economist.com/science/displaystory.cfm?story_id=11392128
>
> Do we have tools for adult learners, for example media literacy curricula,
> to enable thinking for onself in a world where increasingly information
> comes from the (e)mergingmultimedia of
> mobilephone/TV/Web/blog/wiki/podcast/social networking Web spaces/Electronic
> Newspaper/Twitter/Jott?
>
> How do we help adult learners and ourselves sort the wheat from the chaff?
>
> David J. Rosen
> djrosen at comcast.net <http://www.nifl.gov/mailman/listinfo/technology>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to irasocol at gmail.com
>
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From djrosen at comcast.net  Thu May 29 20:54:56 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 29 May 2008 20:54:56 -0400
Subject: [Technology 1651] Implementation of state adult education content
	standards
Message-ID: <A1727992-F6A7-4B0D-ACCB-2FF6B30B4EB0@comcast.net>

Colleagues,

Beginning on Monday, June 9th, and continuing through Friday, June  
20th, on the National Institute for Literacy Special Topics list, we  
will discuss the implementation of state adult education content  
standards. Experts from several states have been invited to talk  
about the opportunities and challenges they have experienced as they  
work with teachers, administrators and others who are developing  
curriculum, and designing and teaching lessons that reflect their  
state's content standards. Our guests include: Miriam Kroeger, from  
Arizona; Raye Nell Spillman, from Louisiana; Karen Lisch Gianninoto,  
from Maryland; Judy Franks, from Ohio; Pam Blundel, from Oklahoma;  
Philip Anderson, from Florida; and Federico Salas, from Texas.

I hope you will join us for this discussion. You will find background  
information on several of our guest experts below.

To subscribe to the discussion, go to:

http://www.nifl.gov/mailman/listinfo/specialtopics

You can unsubscribe later by going to the same web page or, if you  
prefer, you can stay subscribed for the next discussion.

Please forward this announcement to your colleagues who may be  
interested!

Background on Discussion Guests

Pam Blundell has been involved in Oklahoma's development and  
implementation of content standards since 2002-2003 when the state  
held its first discussions around the possibility of introducing the  
Equipped for the Future (EFF) teaching and learning system to the  
field. Pam was given the task of overseeing the state's first EFF  
pilot project in 2003-2004. During the EFF pilot year, the state  
decided to expand the EFF training and officially adopt EFF content  
standards statewide. At that time, Pam was asked to coordinate this  
long-term process. Pam has continued to be directly involved in the  
implementation and oversight of the integration of content standards  
into the adult education classroom. This process has involved the  
development of new tools and training processes and most recently,  
leading the state's Standards-In-Action (SIA) team. Prior to coming  
to the state, Pam worked as an adult education teacher integrating  
EFF standards into instruction.

Judy Franks is currently on staff at the Ohio Literacy Resource  
Center as a Literacy Projects Coordinator. She was involved  
originally with the Equipped for the Future (EFF) Standards-based  
System Reform Initiative, coordinating the Ohio Research Field Sites  
and training as a Certified State Facilitator. Judy has had  
experience developing and working with the standards at the program,  
state, and national levels. As a veteran instructor of training and  
development courses, Judy's background in adult basic education since  
1992 includes family literacy, GED classroom instruction and the  
development of a workforce training program.

Karen Lisch Gianninoto's involvement with the Maryland Content  
Standards for Adults ESL/ESOL began when she was working part-time as  
an ESL instructor. She "was one of the teachers complaining from the  
field that we needed standards". As a full time high school teacher,  
she knew how helpful standards were in guiding instruction. Not long  
after, she was appointed to the ESL Workgroup that developed the  
content standards document.

Four years ago, she became the ESL Specialist for the Maryland State  
Department of Education. When she took the position, she was  
"grateful the content standards were finished. Little did I know that  
my work was just beginning. Over the past four years, the content  
standards have been revised three times, the ESL content standards  
have been implemented in all of Maryland's programs, state trainers  
have completed a training process, and a training manual was  
completed. Yet, there is more to learn about standards. Maryland has  
been most fortunate to participate in the CAELA and SIA Projects  
funded through OVAE. These projects have helped Maryland refine our  
training and provided instructors with the tools to understand  
content standards."

Miriam Kroeger has been involved in Adult Education as a volunteer,  
teacher, coordinator, administrator and specialist since 1972 and in  
Arizona since 1978. She has taught adult English learners and adults  
studying for their secondary school credential at a variety of  
locations including elementary and secondary schools, community  
colleges, jails, and prisons; she works with K-12 and adult  
educators, and has visited teachers throughout the state of Arizona.  
Miriam has served on state, regional and national committees; on the  
boards of the Arizona Association for Lifelong Learning, the Mountain  
Plains Adult Education Association and Arizona Teachers of English to  
Speakers of Other Languages. She has been on national working groups  
involved with adult education standards and teacher development and  
was an original team member in the development and implementation of  
Arizona's Standards for Adult Learners. She was also a member of the  
Standards Specialist/Resource Teachers team that assisted programs  
and instructors in the implementation of the standards. As an  
Education Program Specialist in the Arizona Department of Education,  
Adult Education Services unit during the past six years, one of her  
responsibilities was to spearhead the revisions to the Reading,  
Writing, Math, Science, Social Studies and ELAA (ESOL) Arizona Adult  
Education Standards. These revisions were published in December 2007,  
and the training process in understanding and utilizing the standards  
continues.

Raye Nell D. Spillman has worked in the Louisiana State Department of  
Education, Office of School and Community Support, Adult and Family  
Literacy Services for four years. Ms. Spillman holds an undergraduate  
degree from Louisiana State University in the field of education. She  
has taught in the K-12 public education system and served on numerous  
committees to advance the education of children and adults. After the  
approval and adoption of The Louisiana Adult Education Content  
Standards in October 2006, Ms. Spillman was instrumental in  
introducing the standards to adult education instructors across the  
state in collaboration with the Louisiana Association for Public,  
Community and Adult Education. The following summer, Louisiana  
applied for and was one of six states accepted to participate in  
OVAE's Standards-in-Action (SIA) project. Ms. Spillman headed the  
Louisiana team who accepted their charge to pilot test training  
materials for implementing adult education standards use in the  
classroom. Again this year, Ms. Spillman and the Louisiana team are  
looking forward to participating in Part 2 of the Standards-in-Action  
project.

David J. Rosen
National Institute for Literacy
Special Topics Discussion Moderator
Djrosen at comcast.net

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From LaFerlazzo at aol.com  Tue Jun  3 21:21:29 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Tue, 3 Jun 2008 21:21:29 EDT
Subject: [Technology 1652] Re: Best Online Video Sites For Learning English
Message-ID: <c67.355f8717.35774819@aol.com>

Hi, Everybody,
 
I thought people might find this latest list useful:
 
The Best Online Video Sites For Learning English
_http://larryferlazzo.edublogs.org/2008/06/03/the-best-online-video-sites-for-
learning-english/_ 
(http://larryferlazzo.edublogs.org/2008/06/03/the-best-online-video-sites-for-learning-english/) 
 
Larry Ferlazzo

**************Get trade secrets for amazing burgers. Watch "Cooking with 
Tyler Florence" on AOL Food.      
(http://food.aol.com/tyler-florence?video=4?&NCID=aolfod00030000000002)
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From bonniesophia at sbcglobal.net  Fri Jun  6 13:46:19 2008
From: bonniesophia at sbcglobal.net (Bonnie Odiorne)
Date: Fri, 6 Jun 2008 10:46:19 -0700 (PDT)
Subject: [Technology 1653] Re: "From literacy to digiracy"
Message-ID: <666875.43664.qm@web83313.mail.sp1.yahoo.com>

Teaching an English composition online course at the moment, as well as a regional site e-supported course, "learning across the lifespan," I can heartily concur with Ira's post that we must allow our students to choose their technologies, in the knowledge that, in choice, they choose to participate in the literacies of the 21st century.  And as their basic skills grow, the progression to higher order thinking can be enhanced by higher order technologies. I am of the generation that remembers not having computers, and the painful process of learning as an adult how to make best use of them, and I am still learning, much as many of our students have to now learn, as adults, how to read, write and speak more effectively when they are beyond the age when language acquisition is the easiest. But they could be of different "technological" generations as well as literacy generations, and if we speak of lifespan learning, the instabilities of our workforce and
 institutional world demand lifelong learning, where technology is without question essential, whether they're entry level cashiers or stock clerks, or management trainees. 
Thanks, Ira, for a thoughtful post provoking more reflection.
Bonnie Odiorne, Ph.D.Writing Center, Adjunct Professor
Post University, Waterbury CT
bonniesophia at sbcglobal.net
writingcenter at post.edu

----- Original Message ----
From: Ira Socol <irasocol at gmail.com>where our adult learners are at all levels of 

To: The Technology and Literacy Discussion List <technology at nifl.gov>
Sent: Thursday, May 29, 2008 3:48:35 PM
Subject: [Technology 1650] Re: "From literacy to digiracy"

I just want to jump in here with a couple of thoughts about technology and "tech literacy" as well as touch on the concept of "school solutions" v. "lifespan solutions."

First, I think that we as educators might want to consider how we use the term "technology." I prefer the British "ICT" for "Information and Communications Technology" because that is more expressive of what we are actually discussing - and more easily forces teachers and school administrators to understand that the book is a technology, and so is the pen, and so is paper, and so is the lecture hall. All technologies enable and all technologies disable. All technologies have benefits and create risks. It is important to remember that the book - that is the Gutenberg-style printed text - wiped out half the languages of Europe within 200 years of its invention.

But the key point is that technologies are "tools" - and humans define themselves by their use of tools. It is equally inappropriate for a school in the 21st Century to be banning 21st Century ICT - blocking their students from using it, refusing to teach appropriate uses of it, as it would have been for an army in the age of iron weapons to have insisted on their soldiers using bronze. That would have left those soldiers as dead meat on the battle fields of the first millennium BC, and it is leaving far too many of our students as "dead meat" in the economy of this millennium.

So what builds adult tool use is student tool use. Students who learn high and appropriate uses of technology such as the mobile phone will be adult learners with an advantage. Students who learn to choose their instructional format will be successful adult learners. Students who learn sophisticated search skills will be better adult consumers, and citizens, and employees, and continuing students. Students who learn the best ways to use everything from Google Earth to Garage Band will be more functional adults.

And students who learn to choose their own technologies, based on their own needs, strengths, and limitations, will have the personal problem solving skills adults need.

This last is essential because whatever technologies you choose to teach today, you can be sure will be antiquated when your students graduate. So the real value is in teaching "tool confidence" and "tool learning." If you are not doing that - well, think of the value in today's world of all those Word Perfect courses so many colleges used to offer.

-- 
Ira David Socol
Research and Teaching Assistant
Michigan State University
irasocol -at- gmail -dot- com
socolira -at- msu -dot- edu
http://speedchange.blogspot.com/
http://riverfoylepress.com/

On 5/28/08, Mariann Fedele <MariannF at lacnyc.org> wrote:
Hi David,
 
I've been
thinking about your question: 
"Do
we have tools for adult learners, for example media literacy curricula, to
enable thinking for onself in a world where increasingly information comes from
the (e)mergingmultimedia of mobilephone/TV/Web/blog/wiki/podcast/social
networking Web spaces/Electronic Newspaper/Twitter/Jott?"
 
I encourage our fellow
tech list members to forward their thoughts and resources.
I have a couple of
specific instructional/curricular resources I'll send in a second post. 
 
But, for now your
question made me consider the world we are preparing our students to flourish in.
One of the exciting new initiatives nationally is post-secondary transition for
adult ed. students. I believe the movement in this area will amount to a true
paradigm shift in adult ed because it responds to a fundamental question about
the requirements of living in contemporary society. I believe another such area
may be technological literacy as a content basis for curricula. I'm going
to re-post some out takes from a message I sent about a year ago on the topic
with regard to National Academies publication called "Tech Tally":
 
Definition: Technological
literacy is an individual's, "understanding of technology at a level that
enables effective functioning in a modern technological society." It is
comprised of three dimensions:
knowledge (both factual and conceptual), capabilities (fluency in the use of technologies
for problem solving) and critical thinking decision making (the approach we
take when considering new technologies for their benefit and consequences
individually and to society). 

Characteristics of a Technologically Literate Person 

Knowledge 

* Recognizes the pervasiveness of technology in everyday life. 

* Understands basic engineering concepts and terms, such as 
systems, constraints, and trade-offs. 

* Is familiar with the nature and limitations of the engineering 
design process. 

* Knows some of the ways technology has shaped human history and 
how people have shaped technology. 

* Knows that all technologies entail risk, only some of which 
can be anticipated. 

* Appreciates that the development and use of technology involve 
trade-offs and a balance of costs and benefits. 

* Understands that technology reflects the values and culture of 
society. 

Critical Thinking and Decision Making 

* Asks pertinent questions, of self and others, regarding the 
benefits and risks of technologies. 

* Weighs available information about the benefits, risks, costs, 
and trade-offs of technology in a systematic way. 

* Participates, when appropriate, in decisions about the 
development and uses of technology. 

Capabilities 

* Has a range of hands-on skills, such as operating a variety of 
home and office appliances and using a computer for word processing and 
surfing the Internet. 

* Can identify and fix simple mechanical or technological 
problems at home or at work. 

* Can apply basic mathematical concepts related to probability, 
scale, and estimation to make informed judgments about technological 
risks and benefits. 

* Can use a design-thinking process to solve a problem 
encountered in daily life. 

* Can obtain information about technological issues of concern 
from a variety of sources.
 

What do others think?
Best,
Mariann
 
Mariann Fedele
Director,
NYC Regional Adult Education Network
LiteracyAssistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

----- Original Message ---- 
From: David J. Rosen <djrosen at comcast.net> 
To: The Technology and Literacy Discussion List
<technology at
nifl.gov> 
Sent: Saturday, May 17, 2008 8:48:12 AM 
Subject: [Technology 1644] "From literacy to digiracy" 

Colleagues, 

I am intrigued by the last sentence of a May 16, 2008 article in the Economist
entitled "From literacy to digiracy" 

Teachers must recognise that our pedagogical tools are inconsistent with the
skills needed 
to survive in a world where people are always connected to everyone and
everything. In such a world, 
learning to think for oneself could well be more important than simply learning
to read and write. 

http://www.economist.com/science/displaystory.cfm?story_id=11392128 

Do we have tools for adult learners, for example media literacy curricula, to
enable thinking for onself in a world where increasingly information comes from
the (e)mergingmultimedia of mobilephone/TV/Web/blog/wiki/podcast/social
networking Web spaces/Electronic Newspaper/Twitter/Jott? 

How do we help adult learners and ourselves sort the wheat from the chaff? 

David J. Rosen 
djrosen at
comcast.net
----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
Email delivered to irasocol at gmail.com
-------------- next part --------------
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From djrosen at comcast.net  Sat Jun  7 18:16:07 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 7 Jun 2008 18:16:07 -0400
Subject: [Technology 1654] Adult Education Content Standards Discussion
	begins Monday
Message-ID: <400CCBA2-EDA0-47AF-A425-C601C0A8AB3E@comcast.net>

Colleagues,

Beginning Monday, June 9th, and continuing through Friday, June 20th,  
on the National Institute for Literacy Special Topics list, we will  
discuss the implementation of state adult education content  
standards. Experts from several states will talk about the  
opportunities and challenges they have experienced as they work with  
teachers, administrators and others who are developing curriculum,  
and designing and teaching lessons that reflect their state's content  
standards. Our guests include: Miriam Kroeger, from Arizona; Raye  
Nell Spillman, from Louisiana; Karen Lisch Gianninoto, from Maryland;  
Judy Franks, from Ohio; Pam Blundel, from Oklahoma; Philip Anderson,  
from Florida; and Federico Salas, from Texas. You will find  
background information on all of our guest experts below. I hope you  
will join us for this discussion. I hope you will also forward this  
announcement to your colleagues who may be interested!

To subscribe to the discussion, go to:

http://www.nifl.gov/mailman/listinfo/specialtopics

You can unsubscribe later by going to the same web page or, if you  
prefer, you can stay subscribed for the next discussion.

Adult Education Content Standards Warehouse

Sponsored by the U.S. Department of Education, the Adult Education  
Content Standards Warehouse "provides access to materials for  
developing, aligning, and implementing adult education content  
standards in the areas of English language acquisition, mathematics,  
and reading. On this site you can find content standards from a  
variety of states and organizations; learn about the process of  
developing standards in A Process Guide for Establishing State Adult  
Education Content Standards; and find field resources on professional  
development and national and international standards." The web site  
address is:

http://www.adultedcontentstandards.ed.gov/

Background on Discussion Guests

Philip Anderson started his English teaching career in 1974 as a  
Peace Corps volunteer in the Dominican Republic.  English teaching  
was a sideline to his main project of helping farmers groups with pig  
raising projects.  After Peace Corps, Phil continued to live in the  
Dominican Republic as a pastor for small church groups, and he  
continued to teach English to adults who wanted to emigrate to the  
U.S.  In 1986, he returned to the states to finish college at UC  
Davis.  With a MS in community development, Phil went to Haiti in  
1991.  There, Phil taught woodworking at a vocational school, taught  
English, managed a large soil conservation project (not all at the  
same time)!  In 1995, Phil returned to the states, and became a part- 
time adult ESOL instructor at night for Palm Beach county in Belle  
Glade, Florida.  In 1998, he joined the adult ESOL program at South  
Florida Community College, where he was department chair from  
2000-2004.  Since 2004, Phil has worked at the Florida Department of  
Education.  There Phil manages EL Civics state leadership grants and  
provides technical assistance trainings to adult ESOL instructors  
statewide.

Pam Blundell has been involved in Oklahoma's development and  
implementation of content standards since 2002-2003 when the state  
held its first discussions around the possibility of introducing the  
Equipped for the Future (EFF) teaching and learning system to the  
field. Pam was given the task of overseeing the state's first EFF  
pilot project in 2003-2004. During the EFF pilot year, the state  
decided to expand the EFF training and officially adopt EFF content  
standards statewide. At that time, Pam was asked to coordinate this  
long-term process. Pam has continued to be directly involved in the  
implementation and oversight of the integration of content standards  
into the adult education classroom. This process has involved the  
development of new tools and training processes and most recently,  
leading the state's Standards-In-Action (SIA) team. Prior to coming  
to the state, Pam worked as an adult education teacher integrating  
EFF standards into instruction.

Judy Franks is currently on staff at the Ohio Literacy Resource  
Center as a Literacy Projects Coordinator. She was involved  
originally with the Equipped for the Future (EFF) Standards-based  
System Reform Initiative, coordinating the Ohio Research Field Sites  
and training as a Certified State Facilitator. Judy has had  
experience developing and working with the standards at the program,  
state, and national levels. As a veteran instructor of training and  
development courses, Judy's background in adult basic education since  
1992 includes family literacy, GED classroom instruction and the  
development of a workforce training program.

Karen Lisch Gianninoto's involvement with the Maryland Content  
Standards for Adults ESL/ESOL began when she was working part-time as  
an ESL instructor. She "was one of the teachers complaining from the  
field that we needed standards". As a full time high school teacher,  
she knew how helpful standards were in guiding instruction. Not long  
after, she was appointed to the ESL Workgroup that developed the  
content standards document.

Four years ago, she became the ESL Specialist for the Maryland State  
Department of Education. When she took the position, she was  
"grateful the content standards were finished. Little did I know that  
my work was just beginning. Over the past four years, the content  
standards have been revised three times, the ESL content standards  
have been implemented in all of Maryland's programs, state trainers  
have completed a training process, and a training manual was  
completed. Yet, there is more to learn about standards. Maryland has  
been most fortunate to participate in the CAELA and SIA Projects  
funded through OVAE. These projects have helped Maryland refine our  
training and provided instructors with the tools to understand  
content standards."

Miriam Kroeger has been involved in Adult Education as a volunteer,  
teacher, coordinator, administrator and specialist since 1972 and in  
Arizona since 1978. She has taught adult English learners and adults  
studying for their secondary school credential at a variety of  
locations including elementary and secondary schools, community  
colleges, jails, and prisons; she works with K-12 and adult  
educators, and has visited teachers throughout the state of Arizona.  
Miriam has served on state, regional and national committees; on the  
boards of the Arizona Association for Lifelong Learning, the Mountain  
Plains Adult Education Association and Arizona Teachers of English to  
Speakers of Other Languages. She has been on national working groups  
involved with adult education standards and teacher development and  
was an original team member in the development and implementation of  
Arizona's Standards for Adult Learners. She was also a member of the  
Standards Specialist/Resource Teachers team that assisted programs  
and instructors in the implementation of the standards. As an  
Education Program Specialist in the Arizona Department of Education,  
Adult Education Services unit during the past six years, one of her  
responsibilities was to spearhead the revisions to the Reading,  
Writing, Math, Science, Social Studies and ELAA (ESOL) Arizona Adult  
Education Standards. These revisions were published in December 2007,  
and the training process in understanding and utilizing the standards  
continues.

Federico Salas-Isnardi is Assistant State Director of Adult Education  
in Texas.  He oversees the Professional Development System in the  
state.  He has worked for 20 years in the field of adult Education as  
an ESL and GED instructor, professional developer, curriculum writer,  
and program administrator.  He has trained adult educators for over  
18 years on topics ranging from language acquisition to  
individualized professional development planning, and from cross- 
cultural communication and multicultural awareness to educational  
leadership.

Between 2004 and 2007, Federico represented the state office of adult  
education in the AE Content Standards Project team that adopted the  
standards and wrote the benchmarks for Texas AE Content Standards  
document.  In that capacity he worked with the project staff and  
observed the work of the standards writers.  He also helped  
articulate the vision of the state in regards to the adoption  
process.  During the first two years of the project, Federico was the  
state?s liaison to the National Adult Education Content Standards  
Consortium.

Raye Nell D. Spillman has worked in the Louisiana State Department of  
Education, Office of School and Community Support, Adult and Family  
Literacy Services for four years. Ms. Spillman holds an undergraduate  
degree from Louisiana State University in the field of education. She  
has taught in the K-12 public education system and served on numerous  
committees to advance the education of children and adults. After the  
approval and adoption of The Louisiana Adult Education Content  
Standards in October 2006, Ms. Spillman was instrumental in  
introducing the standards to adult education instructors across the  
state in collaboration with the Louisiana Association for Public,  
Community and Adult Education. The following summer, Louisiana  
applied for and was one of six states accepted to participate in  
OVAE's Standards-in-Action (SIA) project. Ms. Spillman headed the  
Louisiana team who accepted their charge to pilot test training  
materials for implementing adult education standards use in the  
classroom. Again this year, Ms. Spillman and the Louisiana team are  
looking forward to participating in Part 2 of the Standards-in-Action  
project.

David J. Rosen
National Institute for Literacy
Special Topics Discussion Moderator
Djrosen at comcast.net

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From djrosen at comcast.net  Tue Jun 10 12:23:48 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 10 Jun 2008 12:23:48 -0400
Subject: [Technology 1655] Integrating Technology Videos and other free
	online videos for professional development
Message-ID: <E05F58D5-7DA1-4001-B74D-75498B3BD070@comcast.net>

Technology Colleagues,

The Media Library of Teaching Skills (MLoTS) Team has just  
reorganized, added to, and updated the MLoTS page that has classroom  
and tutorial videos made by others. It now includes links to:

28 Videos on Integrating technology as well as 20 English language  
learning (ESOL/ESL classroom or tutorial) videos and 8   Basic  
Literacy tutorial videos

http://mlots.org/Other_video.html

On the MLoTS main page http://mlots.org you will find four videos  
that the MLoTS Team (David J. Rosen and Owen Hartford) have made,  
including three on vocabulary development and one on adult numeracy.  
We will soon add three more videos that we have recently made in  
Vermont, and another made in Massachusetts.

We will also shortly have a searchable database of all these videos  
that we will invite you to test-drive.

The Media Library of Teaching Skills for adult learning and literacy  
project is a free online digital library of short videos of adult  
education teachers and their classes, intended for use in  
professional development. Each video is an example of a state- 
approved content standard, research-based practice, preferred  
approach, or specific teaching method or skill. In some cases these  
are examples in practice of a particular state's approved curriculum  
frameworks or content standards. The project began in March, 2007,  
and has grown as new videos are added to the online library.

Some of the MLoTS videos were made and edited by the MLoTS Team. Some  
were made by other people and groups. We hope that some videos will  
made by teachers working in pairs or threes, to video each other,  
whom the MLoTS Team will train. Contact us if you are interested in  
this model.

If you know of good classroom or tutorial adult education videos  
(including basic literacy, ABE, ASE, ESOL/ESL, numeracy, and  
transition to Higher Ed) that could be digitized and made available  
(at no cost) in the MLoTS online video library, please let us know.

David J. Rosen
djrosen at mlots.org

From LaFerlazzo at aol.com  Wed Jun 11 22:50:57 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Wed, 11 Jun 2008 22:50:57 EDT
Subject: [Technology 1656] Re: Best Comics Creation; U.S. History;
	and "Today In History" Sites
Message-ID: <d35.2b312baf.3581e911@aol.com>

 
Here are a few more "The Best..." lists: 
_The Best Ways To Make Comic Strips Online_ 
(http://larryferlazzo.edublogs.org/2008/06/04/the-best-ways-to-make-comic-strips-online/)  
(_http://larryferlazzo.edublogs.org/2008/06/04/the-best-ways-to-make-comic-str
ips-online/_ 
(http://larryferlazzo.edublogs.org/2008/06/04/the-best-ways-to-make-comic-strips-online/) ) 
_The Best Websites For Teaching & Learning About U.S.  History_ 
(http://larryferlazzo.edublogs.org/2008/06/08/the-best-websites-for-teaching-learning-about-
us-history/)  
(_http://larryferlazzo.edublogs.org/2008/06/08/the-best-websites-for-teaching-
learning-about-us-history/_ 
(http://larryferlazzo.edublogs.org/2008/06/08/the-best-websites-for-teaching-learning-about-us-history/) )
_The Best ?Today In History? Sites_ 
(http://larryferlazzo.edublogs.org/2008/06/11/the-best-today-in-history-sites/)  
(_http://larryferlazzo.edublogs.org/2008/06/11/the-best-today-in-history-sites
/_ 
(http://larryferlazzo.edublogs.org/2008/06/11/the-best-today-in-history-sites/) ) 
Larry Ferlazzo

**************Vote for your city's best dining and nightlife. City's Best 
2008.      (http://citysbest.aol.com?ncid=aolacg00050000000102)
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From djrosen at comcast.net  Tue Jun 17 22:51:22 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 17 Jun 2008 22:51:22 -0400
Subject: [Technology 1657]  The author of 200, 000 published books,
	born dyslexic
Message-ID: <9F698C0F-A768-4A62-B1BF-D84F678D7528@comcast.net>

Colleagues,

Over the weekend I attended the 40th Anniversary of the Center for  
International Education at the University of Massachusetts at  
Amherst. Among its many highlights was a keynote by Dwight Alan,  
former Dean of the School of Education there, and Professor Emeritus  
at Old Dominion University. In his fascinating talk,  Web 3.0, he  
mentioned Philip M. Parker, the author of 200,000 books (yes, two  
hundred thousand, with 85,000 of them listed on Amazon.com) .  
According to an article about him the Wikipedia

http://en.wikipedia.org/wiki/Philip_M._Parker

Parker, now in his late 40's, was born dyslexic. "He gained  
undergraduate degrees in mathematics, biology and economics. He  
received a Ph.D. in Business Economics from the Wharton School of the  
University of Pennsylvania and has Masters degrees in Finance and  
Banking (University of Aix-Marseille) and Managerial Economics  
(Wharton)"

How does he write so many reputable books -- so quickly? According to  
the Wikipedia article, they are automatically generated books  
targeting niche markets, books such as:

* a series on rare diseases. A typical title of this series is The  
Official Patient's Sourcebook on Spinal Stenosis
* a series on the future demand for certain products in certain  
regions in the world, largely consisting of tables and graphs. A  
typical title is The 2007-2012 Outlook for Bathroom
   Toilet Brushes and Holders in Greater China. It retails for $495.
* a series on cross-language crossword puzzle books, e.g. Webster's  
English to Italian Crossword Puzzles: Level 1. The clues are in the  
foreign language but the words to be
    filled in are in English.
* a series of cross-language dictionaries and thesauri, e.g.  
Webster's Quechua - English Thesaurus Dictionary

The books are self-published paperbacks and are printed only when an  
order arrives; Parker estimates that production of a book costs him  
12 pence and ranges from a few minutes to a few hours. Ninety-five  
percent of the ordered books are sent out electronically.

Parker's mashup software programs can also produce rudimentary poetry  
as well as scripts for animated game shows intended to teach English  
to non-native speakers and available on YouTube:

http://youtube.com/watch?v=SkS5PkHQphY

Mashup?

http://en.wikipedia.org/wiki/Mashup_%28web_application_hybrid%29

Would that I had the software to read one of Parker's books, written  
in  a few minutes, in the same amount of time!

David J. Rosen
djrosen at comcast.net

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From djrosen at comcast.net  Thu Jun 19 07:26:06 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 19 Jun 2008 07:26:06 -0400
Subject: [Technology 1658] Media Library of Teaching Skills adds new videos
Message-ID: <B754C88D-F015-472B-810A-26622677A26F@comcast.net>

Technology Colleagues,

In addition to the nearly 60 short classroom and tutorial videos  
linked on the Media Library of Teaching Skills (MLoTS) Other Adult  
Learning Videos web page at

http://mlots.org/Other_video.html

we have added to the main page three new videos that we made in Vermont

http://mlots.org

These include: an ESOL classroom where students actively practice the  
present continuous tense and also learn about baseball; a class  
learning a Writing to Learn strategy, and a test prep tutorial.  We  
will also soon be adding a video of an ESOL classroom in  
Massachusetts, and a searchable database of all these videos.

The Media Library of Teaching Skills for adult learning and literacy  
project is a free online digital library of short videos of adult  
education teachers and their classes, intended for use in  
professional development. Each video is an example of a state- 
approved content standard, research-based practice, preferred  
approach, or specific teaching method or skill. In some cases these  
are examples in practice of a particular state's approved curriculum  
frameworks or content standards. The online library project began in  
March, 2007, and has grown as new videos are added.

The videos on the main page were made and edited by the MLoTS Team.  
The linked videos, http://mlots.org/Other_video.html , were made by  
others. This year we hope that some teachers,  whom the MLoTS Team  
will train, will video each other's classrooms. Contact us if you are  
interested in this teacher-made, professionally-edited video model.

If you know of good classroom or tutorial adult education videos  
(including basic literacy, ABE, ASE, ESOL/ESL, numeracy, and  
transition to Higher Ed) that could be digitized and made available  
(at no cost) in the MLoTS online video library, please let us know.

David J. Rosen
djrosen at mlots.org

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From info at nifl.gov  Thu Jun 26 10:25:41 2008
From: info at nifl.gov (info at nifl.gov)
Date: Thu, 26 Jun 2008 10:25:41 -0400 (EDT)
Subject: [Technology 1659]  Institute Director Search Underway
Message-ID: <20080626142541.8F6F911C5A@mail.nifl.gov>

Institute Director Search Underway

About the position: 
The Director of the National Institute for Literacy works with the Institute's Interagency Group, in consultation with the Advisory Board, in determining priorities and work projects related to the national effort to improve literacy. The Director supervises and guides the Institute's staff of sixteen employees using a variety of leadership skills to encourage a high performance workplace, develop staff leadership capacity, and promote flexibility to ensure that the Institute thrives in a changing environment. The Director ensures that agency administrative, management, and contracting processes are executed in accordance with the Institute's Interagency Agreement and federal regulations and policies. 

The Director serves as the senior staff person for the Interagency Group and Advisory Board to ensure the Institute fulfills its role as a leader in the field by keeping abreast of major research findings and innovations in education. The Director serves as a spokesperson for literacy issues and the Institute's liaison with literacy organizations. The Director guides strategic planning efforts, assesses future needs for projects and activities, and provides comprehensive recommendations on long-range project planning to the Interagency Group and the Advisory Board.

To learn more about the position or to apply: http://www.nifl.gov/nifl/career/NIFL_vacancy_11.html 

For additional information about the Institute and its staff, please visit the National Institute for Literacy website: 
http://www.nifl.gov 

 

From caalusa at earthlink.net  Fri Jun 27 06:22:53 2008
From: caalusa at earthlink.net (gspangenberg@caalusa.org)
Date: Fri, 27 Jun 2008 06:22:53 -0400 (GMT-04:00)
Subject: [Technology 1660] National Commission on Adult Literacy Final Report
Message-ID: <16701127.1214562174003.JavaMail.root@elwamui-muscovy.atl.sa.earthlink.net>

Colleagues,

On behalf of the National Commission on Adult Literacy, its study director Cheryl King, and its chairman David Perdue, I am pleased to alert you to the final report of the National Commission on Adult Literacy, titled Reach Higher, America: Overcoming Crisis in the U.S. Workforce. Please note that this report was released at an event at the U.S. Capitol in Washington, D.C. yesterday. You may obtain a PDF copy, related materials, and instructions for ordering a hardcopy from www.nationalcommissiononadultliteracy.org. 

Gail Spangenberg
Commissioner, National Commission on Adult Literacy
(President, Council for Advancement of Adult Literacy)
1221 Avenue of the Americas - 46th Floor
New York, NY 10020
212-512-2363
www.nationalcommissiononadultliteracy.org
www.caalusa.org

From jataylor at utk.edu  Tue Jul  1 18:51:29 2008
From: jataylor at utk.edu (Taylor, Jackie)
Date: Tue, 1 Jul 2008 18:51:29 -0400
Subject: [Technology 1661] Student Involvement and Critical Thinking in
	Adult Literacy - Discussion July 7-14
Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC024D098D@KFSVS2.utk.tennessee.edu>

Dear Colleagues:

 

What do you do in your teaching that empowers students? Why do you do
that? Why does it matter?

 

Beginning July 7 - 14, 2008 the Adult Literacy Professional Development
List will host a guest discussion of Student Involvement and Critical
Thinking in Adult Literacy. Join our guests, Cynthia Peters, Editor of
The Change Agent, and Marty Finsterbusch, Executive Director of VALUE,
to share issues, strategies, and resources for instruction and staff
development. 

 

This discussion is the first in a mini-series of guest discussions this
summer and fall on Literacy for Social Change. Join us now to plan
instruction and staff development for fall. 

 

To participate, subscribe by visiting:
http://www.nifl.gov/mailman/listinfo/Professionaldevelopment 

(Subscribing is free and you can unsubscribe after the discussion ends.)

 

=======================================

 

Discussion Resources

 

Resources subscribers share will be compiled and posted at the week's
end. Some resources for discussion include:

 

http://www.nelrc.org/changeagent/ 

-- The Change Agent Web site, see any issue including the most recent on
Democracy in Action.

 

http://www.valueusa.org/

-- Web site of Voice of Adult Learners United to Educate 

 

http://wiki.literacytent.org/index.php/Learner_Leadership

-- See the Adult Learner Leadership Resources section, including:

 

*         How to Start and Support a Student Council at Your Program

http://www.sabes.org/administration/studentcouncils.htm 

 

*         Adult Learners as Leaders (from NJALL)

http://www.njall.org/index.php?option=com_content&task=view&id=36&Itemid
=60 

 

*         Massachusetts Alliance for Adult Literacy

http://www.sabes.org/student/massaal.htm 

 

*         Student Leadership Resources

http://www.sabes.org/student/student-resources.htm 

 

*         Student Leadership Field Notes, Volume 16 No. 2

http://www.sabes.org/resources/publications/fieldnotes/vol16/fn162.pdf

 

*         Learner Perspectives on the Adult Literacy Education (ALE)
Wiki

          http://wiki.literacytent.org/index.php/Learner_Perspectives 

 

=======================================

 

About Our Guests

 

Cynthia Peters is the editor of The Change Agent
(http://www.nelrc.org/changeagent/), a magazine focused on fostering
critical thinking and student engagement.

Cynthia Peters is a former ESOL and ABE teacher with a union-based
program. She is also a long-time community activist who has been
involved in tenants' rights, anti-war, and many other struggles. As the
editor of The Change Agent, she brings her teaching experience together
with her activism and works to create materials that give students the
tools to think critically about issues that affect them and their
families. 

Marty Finsterbusch is the Executive Director of Voice of Adult Learners
United to Educate (VALUE), a national adult learner leader organization.

 

In 2001, Marty Finsterbusch was appointed VALUE's first Executive
Director. VALUE, www.valueusa.org <http://www.valueusa.org/> , is the
only national nonprofit adult literacy organization in the U.S. governed
and operated by current and former literacy students. Under his
leadership, the organization has developed and delivered leadership
training throughout the U.S.; conducted five biennial National Adult
Learner Leadership Institutes; and achieved national prominence as the
authority on learner involvement in adult literacy. In 2008, VALUE
launched its Social Change Initiative, which calls for the modernization
and expansion of adult basic education in the U.S. to better serve our
nation's 90 million low-literate adults.

 

Since 2000, Marty has served on Pennsylvania's Adult Basic and Literacy
Education Interagency Coordinating Council, having been appointed by
three Governors. During his National Institute for Literacy Fellowship
in 2000, Marty studied adult learner involvement in all 50 states. He
has served on the governing boards of several national and state
organizations including the Student Coalition for Action in Literacy
Education (SCALE), Laubach Literacy Action, and Pennsylvania's State
Coalition for Literacy. 

 

Before becoming VALUE's Executive Director in 2001, Marty worked 17
years in food service at Villanova University, supervising a staff of 80
employees. He entered a local literacy program as an adult learner in
1984 and then earned a degree in Hotel-Restaurant Management. Marty
became the Student Coordinator of his local literacy program in 1986,
after which he served ten years on its board of directors. Since 1987,
Marty has been a planner, speaker, and workshop presenter for numerous
national, regional, and state conferences throughout the U.S. Marty is
married and has three daughters, ages 14, 12, and 6.

 

=======================================

 

 

-- I hope you'll join us! Until then...Jackie
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Jackie Taylor, Adult Literacy Professional Development List Moderator,
jataylor at utk.edu  
National Institute for Literacy http://www.nifl.gov/
Association of Adult Literacy Professional Developers
http://www.aalpd.org/

 

To participate, subscribe by visiting:
http://www.nifl.gov/mailman/listinfo/Professionaldevelopment

 

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From LaFerlazzo at aol.com  Tue Jul  1 08:01:03 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Tue, 1 Jul 2008 08:01:03 EDT
Subject: [Technology 1662] Re: Best Social Justice, Online Poll, Screenshots,
	& California Websites
Message-ID: <c69.2e22d3a1.359b767f@aol.com>

Hi, Everybody,
 
I thought people might find some of these recent "The Best..." lists  useful:
 
_The  Best Teacher Resource Sites For Social Justice Issues_ 
(http://larryferlazzo.edublogs.org/2008/07/01/the-best-teacher-resource-sites-for-social-justic
e-issues/) 
_http://tinyurl.com/4lrmnr_ (http://tinyurl.com/4lrmnr)  
 
_The  Best Websites To Learn About California_ 
(http://larryferlazzo.edublogs.org/2008/06/13/the-best-websites-to-learn-about-california/) 
_http://tinyurl.com/5coua3_ (http://tinyurl.com/5coua3)  

_The  Best Ways To Create Simple Screenshots_ 
(http://larryferlazzo.edublogs.org/2008/06/24/the-best-ways-to-create-simple-screenshots/)  
_http://tinyurl.com/3qdx99_ (http://tinyurl.com/3qdx99) 
 
_The  Best Sites For Creating Online Polls & Surveys_ 
(http://larryferlazzo.edublogs.org/2008/06/22/the-best-sites-for-creating-online-polls-surveys/)  
_http://tinyurl.com/6arq7w_ (http://tinyurl.com/6arq7w) 
 
_Part  Nineteen Of The Best Ways To Create Online Content Easily &  Quickly_ 
(http://larryferlazzo.edublogs.org/2008/06/16/part-nineteen-of-the-best-ways-to
-create-online-content-easily-quickly/) 
_http://tinyurl.com/6mr6b4_ (http://tinyurl.com/6mr6b4) 

_Part  Twenty Of The Best Ways To Create Online Content Easily & Quickly_ 
(http://larryferlazzo.edublogs.org/2008/06/26/part-twenty-of-the-best-ways-to-crea
te-online-content-easily-quickly/) 
_http://tinyurl.com/4onmb8_ (http://tinyurl.com/4onmb8) 
 
All ninety of my "The Best..." lists can be found at:
 
_http://larryferlazzo.edublogs.org/about/websites-of-the-year/_ 
(http://larryferlazzo.edublogs.org/about/websites-of-the-year/) 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA
 

**************Gas prices getting you down? Search AOL Autos for 
fuel-efficient used cars.      (http://autos.aol.com/used?ncid=aolaut00050000000007)
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From joan at ipns.com  Wed Jul  2 23:11:37 2008
From: joan at ipns.com (Joan Medlen)
Date: Wed, 02 Jul 2008 20:11:37 -0700
Subject: [Technology 1663]  ADA "compliant" web sites
In-Reply-To: <0913EC48F2B05C4FBE4878BAFCABBFEC024D098D@KFSVS2.utk.tennes
	see.edu>
References: <0913EC48F2B05C4FBE4878BAFCABBFEC024D098D@KFSVS2.utk.tennessee.edu>
Message-ID: <6.0.0.22.2.20080702201027.05d767c0@mail.ipns.com>

Hi all,

I'm looking for information on two things:

1. the definition and tools that can be used to design a good looking and 
useful ADA Compliant website.

2. someone who will define the difference between ADA Compliance and 
Universal Design for website use. Is there one?

Thanks,
Joan 

From danson at misericordia.edu  Thu Jul  3 10:18:17 2008
From: danson at misericordia.edu (Denis Anson)
Date: Thu, 3 Jul 2008 10:18:17 -0400
Subject: [Technology 1664] Re: ADA "compliant" web sites
In-Reply-To: <6.0.0.22.2.20080702201027.05d767c0@mail.ipns.com>
References: <0913EC48F2B05C4FBE4878BAFCABBFEC024D098D@KFSVS2.utk.tennessee.edu>
	<6.0.0.22.2.20080702201027.05d767c0@mail.ipns.com>
Message-ID: <EEEFA690-8231-43CA-95DE-FDC2B239EB72@misericordia.edu>

Joan,

ADA compliance (section 508 checklist) provides the absolute minimum  
accessibility and usability.  A well-designed Universal Design site  
will go well beyond the minimum standards.  The trick is to know which  
direction is an improvement, and which is worse.  (This is why so many  
designers follow the standard to the letter, rather than making things  
better.)

The W3C and Section 508 guidelines are more about how you do things  
rather than what you do.  If done well, you can make your site look  
like anything you want and still be compliant.

On Jul 2, 2008, at 11:11 PM, Joan Medlen wrote:

> Hi all,
>
> I'm looking for information on two things:
>
> 1. the definition and tools that can be used to design a good  
> looking and
> useful ADA Compliant website.
>
> 2. someone who will define the difference between ADA Compliance and
> Universal Design for website use. Is there one?
>
> Thanks,
> Joan
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to danson at misericordia.edu

Denis Anson, MS, OTR
Director of Research and Development
Assistive Technology Research Institute
Misericordia University
voice: 570-674-6413
fax: 570-674-8054

danson at misericordia.edu

From MariannF at lacnyc.org  Thu Jul  3 10:26:12 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Thu, 3 Jul 2008 10:26:12 -0400
Subject: [Technology 1665] Re: ADA "compliant" web sites
In-Reply-To: <EEEFA690-8231-43CA-95DE-FDC2B239EB72@misericordia.edu>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB801BA2F96@lac-exch.lacnyc.local>

Hello Joan and all,

We had a very comprehensive discussion on UDL on the Tech list about 18
months ago. Our guest was Dr. Dave Edyburn from the University of
Wisconsin.
Following is an excerpt featuring UDL technologies. I would also
encourage you to search the NIFL discussion list archives for more
related information. The webpage to go to is:
http://www.nifl.gov/mailman/listinfo/Technology

Best,
Mariann

Message from January 30, 2006 on the tech list submitted by M. Fedele
introducing discussion with Dr. Dave Edyburn:

What is universal design? 
"Universal design or inclusive design is an approach to the design of 
products, services and environments to be as usable as possible by as
many 
people as possible regardless of age, ability or situation. It links 
directly to the political concept of an inclusive society and its 
importance has been recognised by governments, business and industry." 
http://en.wikipedia.org/wiki/Universal_design 

A great example of universal design is curb cuts...the recess in
sidewalk 
curbs at intersections and on walkways. Designed for wheelchair users to

better navigate curbs, curb cuts are a design that improve the situation

for everyone (those of us pushing a stroller or grocery cart, pulling a 
suit case on wheels, walking a bicycle, etc...). This concept was
applied 
to computer technology in the early 1990s with the inclusion of 
accessibility features as part of the computer's operating system (in 
Windows go to "Control Panel" and the to "Accessibility Options"). The
term 
universal design is defined and enshrined in federal law through the 
Individual with Disabilites Education Act and the Assistive Technology
Act. 

Applied to teaching and learning, universal design is reffered to as 
Universal Design for Learning (UDL). Per the Center for Applied Special 
Technologies (CAST) UDL calls for ... 
Multiple means of representation, to give learners various ways of 
acquiring information and knowledge, 
Multiple means of expression, to provide learners alternatives for 
demonstrating what they know, 
Multiple means of engagement, to tap into learners' interests, offer 
appropriate challenges, and increase motivation. 

To see UDL concepts at work Dr. Edyburn pointed to the following
examples 
in assistive technology and instructional technology: 
ReadPlease 
http://www.readplease.com/ 
This site offers free to download text-to-speech software 

Windows to the Universe 
http://www.windows.ucar.edu/ 
The UDL features include tiered learning materials (beginner,
intermediate 
and advanced level versions of the same content), and hard-coded 
translation of the web site into Spanish 

http://babelfish.altavist.com/ 
Many of us are familiar with this text and web page translation site. 

Inspiration 
www.inspiration.com 
A graphic organizer software that is for sale but available to download
as 
a free 30 day trial. 

Sparknotes 
www.sparknotes.com 
Free online study guides that are also available as podcasts (for a
cost) 
and as mobile text messages delivered to your cell phone (at what ever 
pricing your cell phone provider has associated with text messaging). 

Cognitive Rescaling features in MS Word 
Dr. Edyburn has made available step-by-step directions at: 
http://www.uwm.edu/~edyburn/Cognitiverescaling.pdf 
A feature that allows for the summarizing of high level text to
different 
reading levels. It works best with text books, newspapers and
non-fiction.

Mariann Fedele
Director,
NYC Regional Adult Education Network
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Denis Anson
Sent: Thursday, July 03, 2008 10:18 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1664] Re: ADA "compliant" web sites

Joan,

ADA compliance (section 508 checklist) provides the absolute minimum  
accessibility and usability.  A well-designed Universal Design site  
will go well beyond the minimum standards.  The trick is to know which  
direction is an improvement, and which is worse.  (This is why so many  
designers follow the standard to the letter, rather than making things  
better.)

The W3C and Section 508 guidelines are more about how you do things  
rather than what you do.  If done well, you can make your site look  
like anything you want and still be compliant.

On Jul 2, 2008, at 11:11 PM, Joan Medlen wrote:

> Hi all,
>
> I'm looking for information on two things:
>
> 1. the definition and tools that can be used to design a good  
> looking and
> useful ADA Compliant website.
>
> 2. someone who will define the difference between ADA Compliance and
> Universal Design for website use. Is there one?
>
> Thanks,
> Joan
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to danson at misericordia.edu

Denis Anson, MS, OTR
Director of Research and Development
Assistive Technology Research Institute
Misericordia University
voice: 570-674-6413
fax: 570-674-8054

danson at misericordia.edu

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to mariannf at lacnyc.org

From irasocol at gmail.com  Thu Jul  3 11:02:54 2008
From: irasocol at gmail.com (Ira Socol)
Date: Thu, 3 Jul 2008 11:02:54 -0400
Subject: [Technology 1666] Re: ADA "compliant" web sites
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB801BA2F96@lac-exch.lacnyc.local>
References: <EEEFA690-8231-43CA-95DE-FDC2B239EB72@misericordia.edu>
	<6E8BC13A30982C44BCD32B38FB8F5AB801BA2F96@lac-exch.lacnyc.local>
Message-ID: <6cdf233d0807030802g6f6a29dfgb83b108d9d4cec4a@mail.gmail.com>

A few thoughts:

Dennis is correct, there is a big difference between "compliant" and
Universal Design. And I think it is essential that, as educators, we expect
Universal Design.

Universal Design really goes two ways in the field of education. The website
must embrace UD principles, and the computers we have in our schools must
embrace UD pribciples. If I enter a school, for example, and Firefox with
Click-Speak is not available on every computer, I know that accessibility is
not a priority - since these UD solutions are free. Or if Click-N-Type is
not available. Or if there are not headsets available. Likewise, if the
website does not offer at least some attempt at multiple representation,
there is a huge problem.
http://clickspeak.clcworld.net/ (makes Firefox speak)
http://www.wordtalk.org.uk/ (makes MS Word speak)
https://addons.mozilla.org/en-US/firefox/addon/918 (translates anything in
Firefox)

My son, who is a web architect offered a quick view of web site
accessibility on his blog a few months ago.
http://coffeeonthekeyboard.com/what-is-universal-accessibility-part-one-in-a-trilogy-66/
http://coffeeonthekeyboard.com/assessing-accessibility-part-two-in-a-trilogy-67/
http://coffeeonthekeyboard.com/building-accessible-sites-part-three-in-a-trilogy-69/
In these post he explains terms in easy-to-read language and gives you
simple ways to look at how text accessibility works. He also leads you into
the CSS idea, building sites which allow accessibility software to make them
work properly.

I have a couple of lists on my blog:
http://speedchange.blogspot.com/2008/03/csun-2008free-universal-design.html
http://speedchange.blogspot.com/2008/04/planning-for-access.html
http://speedchange.blogspot.com/2008/04/hardware-every-school-should-have-on.html
http://speedchange.blogspot.com/2007/07/google-toolbox-for-your-student.html

There are then a few new important tools, including:
Odiogo
http://www.odiogo.com/sign_up.php
which turns any blog post into audio, free

Finally, there are "best practices" websites - ones which are just done
right.
http://www.royagcol.ac.uk/
http://www.woking.gov.uk/

Oh, one more thing to consider. The future lies in "mobile delivery" and
"mobile learning." So consider mirroring your site for mobile use. Remember,
there are over 3 billion mobiles globally but only a billion PCs - and your
students are far more likely - both now and in the future - to have mobiles
at home than computers. I'm playing with a site called ubik.com and learning
what it can do - http://ubik.com/  my first try, from your mobile's browser
- is speedchange.ubik.net

Ira David Socol
Michigan State University
Michigan Rehabilitation Services
irasocol -at- gmail -dot- com
socolira -at- msu -dot- edu
http://speedchange.blogspot.com/
http://riverfoylepress.com/

On 7/3/08, Mariann Fedele <MariannF at lacnyc.org> wrote:
>
> Hello Joan and all,
>
> We had a very comprehensive discussion on UDL on the Tech list about 18
> months ago. Our guest was Dr. Dave Edyburn from the University of
> Wisconsin.
> Following is an excerpt featuring UDL technologies. I would also
> encourage you to search the NIFL discussion list archives for more
> related information. The webpage to go to is:
> http://www.nifl.gov/mailman/listinfo/Technology
>
> Best,
> Mariann
>
> Message from January 30, 2006 on the tech list submitted by M. Fedele
> introducing discussion with Dr. Dave Edyburn:
>
> What is universal design?
> "Universal design or inclusive design is an approach to the design of
> products, services and environments to be as usable as possible by as
> many
> people as possible regardless of age, ability or situation. It links
> directly to the political concept of an inclusive society and its
> importance has been recognised by governments, business and industry."
> http://en.wikipedia.org/wiki/Universal_design
>
> A great example of universal design is curb cuts...the recess in
> sidewalk
> curbs at intersections and on walkways. Designed for wheelchair users to
>
> better navigate curbs, curb cuts are a design that improve the situation
>
> for everyone (those of us pushing a stroller or grocery cart, pulling a
> suit case on wheels, walking a bicycle, etc...). This concept was
> applied
> to computer technology in the early 1990s with the inclusion of
> accessibility features as part of the computer's operating system (in
> Windows go to "Control Panel" and the to "Accessibility Options"). The
> term
> universal design is defined and enshrined in federal law through the
> Individual with Disabilites Education Act and the Assistive Technology
> Act.
>
> Applied to teaching and learning, universal design is reffered to as
> Universal Design for Learning (UDL). Per the Center for Applied Special
> Technologies (CAST) UDL calls for ...
> Multiple means of representation, to give learners various ways of
> acquiring information and knowledge,
> Multiple means of expression, to provide learners alternatives for
> demonstrating what they know,
> Multiple means of engagement, to tap into learners' interests, offer
> appropriate challenges, and increase motivation.
>
> To see UDL concepts at work Dr. Edyburn pointed to the following
> examples
> in assistive technology and instructional technology:
> ReadPlease
> http://www.readplease.com/
> This site offers free to download text-to-speech software
>
> Windows to the Universe
> http://www.windows.ucar.edu/
> The UDL features include tiered learning materials (beginner,
> intermediate
> and advanced level versions of the same content), and hard-coded
> translation of the web site into Spanish
>
> http://babelfish.altavist.com/
> Many of us are familiar with this text and web page translation site.
>
> Inspiration
> www.inspiration.com
> A graphic organizer software that is for sale but available to download
> as
> a free 30 day trial.
>
> Sparknotes
> www.sparknotes.com
> Free online study guides that are also available as podcasts (for a
> cost)
> and as mobile text messages delivered to your cell phone (at what ever
> pricing your cell phone provider has associated with text messaging).
>
> Cognitive Rescaling features in MS Word
> Dr. Edyburn has made available step-by-step directions at:
> http://www.uwm.edu/~edyburn/Cognitiverescaling.pdf
> A feature that allows for the summarizing of high level text to
> different
> reading levels. It works best with text books, newspapers and
> non-fiction.
>
> Mariann Fedele
> Director,
> NYC Regional Adult Education Network
> Literacy Assistance Center
> Moderator,
> NIFL Technology and Literacy Discussion List
> 32 Broadway 10th Floor
> New York, New York 10004
> 212-803-3325
> mariannf at lacnyc.org
> www.lacnyc.org
>
>
>
> -----Original Message-----
> From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
> On Behalf Of Denis Anson
> Sent: Thursday, July 03, 2008 10:18 AM
> To: The Technology and Literacy Discussion List
> Subject: [Technology 1664] Re: ADA "compliant" web sites
>
> Joan,
>
> ADA compliance (section 508 checklist) provides the absolute minimum
> accessibility and usability.  A well-designed Universal Design site
> will go well beyond the minimum standards.  The trick is to know which
> direction is an improvement, and which is worse.  (This is why so many
> designers follow the standard to the letter, rather than making things
> better.)
>
> The W3C and Section 508 guidelines are more about how you do things
> rather than what you do.  If done well, you can make your site look
> like anything you want and still be compliant.
>
>
> On Jul 2, 2008, at 11:11 PM, Joan Medlen wrote:
>
> > Hi all,
> >
> > I'm looking for information on two things:
> >
> > 1. the definition and tools that can be used to design a good
> > looking and
> > useful ADA Compliant website.
> >
> > 2. someone who will define the difference between ADA Compliance and
> > Universal Design for website use. Is there one?
> >
> > Thanks,
> > Joan
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Technology and Literacy mailing list
> > Technology at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> > Email delivered to danson at misericordia.edu
>
>
>
> Denis Anson, MS, OTR
> Director of Research and Development
> Assistive Technology Research Institute
> Misericordia University
> voice: 570-674-6413
> fax: 570-674-8054
>
> danson at misericordia.edu
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
>
> Email delivered to mariannf at lacnyc.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to irasocol at gmail.com
>
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From limber.pine at earthlink.net  Thu Jul  3 10:45:38 2008
From: limber.pine at earthlink.net (Mary Jo Meade)
Date: Thu, 3 Jul 2008 08:45:38 -0600
Subject: [Technology 1667]  Accessibility / 508
Message-ID: <8E2E575C-B1B8-424B-BE2B-D7ECAB0862B2@earthlink.net>

Hi Joan...

You'll find practical information in:

1.) Letting Go of the Words / Writing Web Content that Works -- by  
Janice (Ginny) Redish

2.) Excellent tips for clear navigation -- helpful for ALL users --  
in Don't Make Me Think / A Common Sense Approach to Web Usability --  
by Steve Krug (get the second edition)

Krug recommends:

3.) Building Accessible Websites -- by Joe Clark

4.) Constructing Accessible Websites -- by Jim Thatcher et al (a VERY  
dry read)

5.) Maximum Accessibility: Making Your Website More Usable for  
Everyone -- by John Slatin and Sharron Rush

All the best,

Mary Jo

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From LaFerlazzo at aol.com  Wed Jul  9 18:16:07 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Wed, 9 Jul 2008 18:16:07 EDT
Subject: [Technology 1668] Re: Best Online Learning Games Of The Year
Message-ID: <d6a.2a52e978.35a692a7@aol.com>

Hi, Everybody,
 
I'm doing an experiment, and came out (early) with a list of my choices for  
the best online learning games of 2008.
 
Along with the list, there's a poll where people can vote.  We'll see  how 
different the "wisdom of the crowd" is from my own!  I'm encouraging  teachers 
to have their students vote, too.  
 
Here's the link to my list and the poll:
_http://larryferlazzo.edublogs.org/2008/07/09/the-best-online-learning-games-2
008/_ 
(http://larryferlazzo.edublogs.org/2008/07/09/the-best-online-learning-games-2008/) 
 
And if you'd like to see the nearly 100 other "The Best..." lists I've  
compiled, you can find them here:
_http://larryferlazzo.edublogs.org/about/websites-of-the-year/_ 
(http://larryferlazzo.edublogs.org/about/websites-of-the-year/) 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA
 
 

**************Get the scoop on last night's hottest shows and the live music 
scene in your area - Check out TourTracker.com!      
(http://www.tourtracker.com?NCID=aolmus00050000000112)
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From MariannF at lacnyc.org  Thu Jul 10 10:56:50 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Thu, 10 Jul 2008 10:56:50 -0400
Subject: [Technology 1669]  video jug
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB801BA31CB@lac-exch.lacnyc.local>

Hello all,

 

I just wanted to share a resource that I recently came across that may
be useful for you and for your students. The site is called Video Jug "a
website where people can watch (for free) straightforward, helpful and
informative videos on anything and everything in life - from bite sized
'How-to' films to expert advice on a huge range of topics." A colleague
forwarded the link to me today, and I am so far impressed by the high
quality of the video clips in some categories...for example:

http://www.videojug.com/interview/computer-terminology

 

Has anyone used this site before? Does it hold any application for use
in adult literacy classrooms?

 

Best,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

 

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From forrest at crosslink.net  Fri Jul 11 11:15:38 2008
From: forrest at crosslink.net (Forrest Chisman)
Date: Fri, 11 Jul 2008 11:15:38 -0400
Subject: [Technology 1670]  Misconceptions about the "Reach Higher,
	America" report
Message-ID: <000301c8e368$fc3513e0$f49f3ba0$@net>

Dear Colleagues,

 

There has been quite a bit of discussion on various Adult Education -related
listservs about the recent report of the National Commission on Adult
Literacy, "Reach Higher America." I, for one, am delighted that the report
has aroused so much interest, and a robust discussion of its findings can
only benefit the field, as well as anyone who may wish to act on those
findings.

 

In some of the postings, however, I have found what I believe are a number
of misconceptions about what the report says and its implications that I
fear may needlessly distract the discussion. I would like to do what I can
to sort those out. 

 

In doing so, I want to make clear that, although I have been affiliated with
the Council for the Advancement of Adult Literacy,  I had very little to do
with the National Commission on Adult Literacy or its report. This was
partly because I had prior commitments to do a lot of ESL research that
overlapped the Commission's term, and partly because I didn't think Gail
Spangenberg, Cheryl King, and the Commissioners needed any help from me.
(Too many cooks, etc.)  My only input was to testify to the Commission on
ESL, meet with a group of commissioners and staff to discuss
(inconclusively) a few key issues for half a day, and provide advice on
drafting issues (some of which was followed and some of which wasn't).  As a
result, in most respects I read "Reach Higher America" in the same way that
you do - as an informed outsider. Certainly, I can't speak for the
Commission about it or for CAAL as the Commission's agent, nor do I wish to
do so.

 

With that long preface, I would like to address three issues that I believe
are needlessly clouding consideration of the report by members of the Adult
Education field and other concerned parties.

 

1)      The notion that the Commission is advocating converting adult
education into a system that would SOLELY or primarily  have the goal of
workforce preparation/postsecondary transition. If this were true, I would
be concerned too. But if you read the report carefully, I think you will see
that this is simply NOT what it says

 

It is true that the report talks mainly about workforce preparation and
expanding AE to place more emphasis on this goal. But there is no place in
which it says that existing efforts in ABE, ASE, and ESL should be
diminished, or that workforce preparation should be the EXCLUSIVE goal of
the system. In fact, on page 22, it says the opposite. And it  singles out
family literacy, reducing waiting lists for ESL programs, increasing GED
completions, and other issues that are not strictly workforce-related as
priorities, and it emphasizes the importance of increased investment per
student, more supportive services, and greater investment in staff training
THROUGHT THE SYSTEM. 

 

Personally, I think the best way to read the Commission's emphasis on
workforce readiness is to say that increasing, enriching, and expanding the
AE system's role in workforce readiness is the goal that should have highest
priority right now - but not the exclusive goal. (Policy should be able to
chew gum and walk at the same time.) Why should workforce readiness have
particularly high priority? Well, because it is the function that the AE
system performs least well. The system has never been asked to do this, and
so it's no surprise (or cause for apology) that it doesn't do much of it. We
all know this. A large number of students come to AE programs with the goal
of getting better jobs, but most of the programs specifically designed to
help them in this regard are small and fragile. Likewise, the Commission
says it considers transition to postsecondary education to be a form of
workforce readiness. Again, although some programs make notable efforts to
facilitate this, they do so largely in spite of existing policy and systems
of funding. Only a tiny percentage of AE students make transitions. 

 

In short, we simply  have to build up the workforce readiness aspect of the
system. Why? Because, as the Commission so eloquently points out, there are
enormous benefits for adult learners and for the nation's economy if we do,
and enormous penalties for low-income, low skilled people, as well as
economy, if we don't. And only the AE system can take on this challenge. If
it doesn't, some other system will have to be devised to do so. That would
be a terrible waste, because the existing services provided by AE are part
of the pathway to workforce readiness. All we need to do is grow some
additional branches on the tree - something that many programs are trying to
do, but for which they are not receiving much support.

 

Anyway, that's how I read it, and I would invite you to see if it makes more
sense if YOU read it that way. 

 

In addition, there is another consideration. I personally believe that there
is precious little political support for any major expansion of AE services
or funding UNLESS the system can be tied to high priority national economic
goals. That doesn't mean that these must be the system's only goals. But
we've all beat our heads against a brick wall for decades trying to sell AE
in traditional terms, and we have too little to show for it. In contrast,
emphasizing the need to expand the workforce related aspects of the system
appears (thus far) to have enlisted allies in business, labor, and other
sectors of education we never had before. 

 

I doubt that the Commission was primarily motivated by this political
calculus. But it is important to remember that the Commissioners were a
highly diverse group of "outsiders." Few had an expert understanding of AE,
and (contrary to what has been said) most did not represent the business
community in any way. (It is true that Dollar General Corporation was the
largest single financial supporter of the effort, but they in no way
dictated its findings.) It is, therefore, telling that this group of
"outsiders" (with a little help from Commissioners Bob Bickerton, Sherrie
Claiborne, John Comings, and Sharon Darling) gravitated to an emphasis on
workforce preparation as the best way to expand AE. In fact, my own research
on recent major expansions of AE at the state level indicates that it has
invariably come about as a result of the desire of states to improve the
economic competitiveness (workforce readiness)of their workforces. And in
all cases I know of, this has NOT been a zero-sum game. A rising tide has
lifted all boats in the AE system.

 

2)       The notion that strengthening the workforce readiness aspect of AE
will in some way result in less emphasis on service to the lowest skilled
adults. I do not see how this can possibly be true. It is precisely the
lowest skilled adults who are most in need of workforce readiness services -
they are the population must likely to be locked into low-wage, low-skilled
jobs. No plan to increase the workforce preparation of adults can make a
dent in the problem without giving priority to their needs. It is certainly
true that many programs that have added special components to increase
employability by increasing transitions to postsecondary education and
specialized vocational programs usually recruit students at the intermediate
levels of ABE and ESL or GED graduates for those components. But that only
reinforces the imperative for workforce readiness efforts to emphasize
greater service to those with lower levels of skills. In the ESL field, for
example, the overwhelming majority of students are at the lowest skill
levels. There is no way that a stronger emphasis on workforce readiness can
succeed unless we greatly enhance our efforts to help those students advance
up the AE continuum. Otherwise, there simply will not be enough students to
take advantage of specialized workforce components. Moreover, it is by no
means clear that these kinds of specialized components are the only way to
improve workforce readiness. Career counseling, teaching "soft skills" (such
as the SCANS array), and infusing more work skills (as opposed to life
skills) into the curriculum can help broaden the options of students at all
levels.                     

 

In short, I do not see any way in which strengthening the workforce
readiness aspects of AE programs is inconsistent with serving the least
skilled adult learners, and I can find no place in "Reach Higher America"
where the Commission even suggests this. The traditional goal of adult
education has been to help as many students as possible ascend as far as
possible up the adult learning continuum. A stronger emphasis on workforce
readiness simply means offering students the opportunity to improve their
employability as they ascend that continuum. Some students may not wish to
take advantage of this opportunity. They will benefit from AE in other ways.
AE has always tried to serve many different learner goals, and as mentioned
above, "Reach Higher America" clearly considers all of them valid. In this
context, the contribution of the report is to emphasize the need to
strengthen service to students who have the goal of improving their
employment prospects - whatever their initial level of skills, and without
prejudice to other goals.        

 

3)      The notion that the Commission is advocating a change in the
governance of AE at the state or federal levels. This is simply not true. I
have read this report so many times I'm almost blind. There is NO PLACE in
the report where a change of governance is advocated. In fact, there is no
place in which governance is even discussed. It is not even mentioned in the
discussion of state planning (pp. 26-27). As far as he report is concerned,
states would be free to adopt any governance system for AE they want - as
they are now. The report simply encourages them to engage in more meaningful
inter-agency planning for the role AE in their states than they do now - a
requirement in present legislation that largely honored in the breach - as a
way of acknowledging that states have different needs and can legitimately
realize them in different ways. In this sense, the report reposes more
responsibility at the state level than the present system does. Likewise,
the issue of the governance of AE at the federal level is NOT DISCUSSED AT
ALL in the report. The Commission DOES appear to believe that it would be
advisable to get as many of the separate federal authorities and funding
streams as possible under a single legislative framework. But it is moot
about whether the existing system of divided administrative responsibility
at the federal level should be continued. Personally, I think it's too much
trouble to get into the turf wars of changing it, but that's just my view. 

 

I hope, that this overly long note will help to take some non-issues off the
table, and help you in your consideration of the report. There are a great
many very real and very tough issues that need sorting out before the
Commission's recommendations can become a reality. So I don't think we
should waste time debating problems that don't exist. The Commission will
certainly try to have its recommendations embodied in legislation, and it
will need the help of all of you, not only to do that but to do it right. So
I hope we can set aside these differences, or at least raise areas of
concern or uncertainty with Gail or others who understand the Commission's
intent better than I do, before rushing to conclusions. To encourage
readership and reach people outside the AE field, the report is very brief.
Unfortunately that means that some of its points may seem a bit cryptic to
those who read it with expert eyes. I hope that, when in doubt, you will ask
for clarification, rather than assume the worst. I know enough of the
Commissioners and staff to know that these people desperately want to help
the AE field in all of its aspects, and most of all the learners.

 

Forrest Chisman                           

 

 

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From MariannF at lacnyc.org  Fri Jul 11 21:58:06 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Fri, 11 Jul 2008 21:58:06 -0400
Subject: [Technology 1672] Re: video jug
References: <D7D008D5A3EAF6478CF0328F18E6639B0DCF29@MAILBE-LA13.lausd.net>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8107CDC@lac-exch.lacnyc.local>

Barry thanks for sharing the cautionary concern, but I'll ask for restraint in the future.
To the list please forgive the explicit language that got through in that message and  consider the concern presented.

Mariann

-----Original Message-----
From: technology-bounces at nifl.gov on behalf of Bakin, Barry
Sent: Thu 7/10/2008 6:07 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1671] Re: video jug-caution posting contains explicitlanguage copied from website.
 

 

	-
	 

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From djrosen at comcast.net  Sat Jul 12 07:03:56 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 12 Jul 2008 07:03:56 -0400
Subject: [Technology 1673]  "Grabbing" videos
In-Reply-To: <D7D008D5A3EAF6478CF0328F18E6639B0DCF29@MAILBE-LA13.lausd.net>
References: <D7D008D5A3EAF6478CF0328F18E6639B0DCF29@MAILBE-LA13.lausd.net>
Message-ID: <AC6CDDE0-4F27-4E27-82EF-AE03E01E5DF5@comcast.net>

Barry (Bakin) and/or others who may know,

For teachers who may want to use a video that appears on VideoJug,  
YouTube or TeacherTube, and who do not want to send students to the  
Web site for reasons that you explained, how exactly does a teacher  
"grab" the video? Are there legal restrictions to using a video this  
way for educational purposes?

Thanks for your help.

David J. Rosen
djrosen at comcast.net

From Diamondj at thecenterweb.org  Sat Jul 12 10:55:16 2008
From: Diamondj at thecenterweb.org (Judith Diamond)
Date: Sat, 12 Jul 2008 09:55:16 -0500
Subject: [Technology 1674] Re: "Grabbing" videos
References: <D7D008D5A3EAF6478CF0328F18E6639B0DCF29@MAILBE-LA13.lausd.net>
	<AC6CDDE0-4F27-4E27-82EF-AE03E01E5DF5@comcast.net>
Message-ID: <DDB3820159838B4594D5E87A48297CE50831D8@web5.thecenterweb.org>

There is a nice video about saving YouTube videos at http://www.youtube.com/watch?v=S7s3c1OZiHs.
 
Basically, you find a program on the web...there are many including KeepVid, Vixy, Video Downloader etc.. Insert the URL into the application online (you don't have to download anything.)  Name the resulting file with a FLV extension and save.  Then download an FLV player.  Do a search there are many of these also.  Drag the downloader file into the player and Voila!
 
Judith D.
Adult Learning Resource Center
Arlington Heights, Illinois
 
-----Original Message----- 
From: technology-bounces at nifl.gov on behalf of David J. Rosen 
Sent: Sat 7/12/2008 6:03 AM 
To: The Technology and Literacy Discussion List 
Cc: 
Subject: [Technology 1673] "Grabbing" videos

	Barry (Bakin) and/or others who may know,
	
	For teachers who may want to use a video that appears on VideoJug, 
	YouTube or TeacherTube, and who do not want to send students to the 
	Web site for reasons that you explained, how exactly does a teacher 
	"grab" the video? Are there legal restrictions to using a video this 
	way for educational purposes?
	
	Thanks for your help.
	
	David J. Rosen
	djrosen at comcast.net
	
	
	
	----------------------------------------------------
	National Institute for Literacy
	Technology and Literacy mailing list
	Technology at nifl.gov
	To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
	Email delivered to jdiamond at thecenterweb.org
	

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From MMaralit at NIFL.gov  Tue Jul 15 16:11:09 2008
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Tue, 15 Jul 2008 16:11:09 -0400
Subject: [Technology 1675]  A note of thanks...
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B1B592D2B@wdcrobe2m03.ed.gov>

Dearest all,

I wanted to let you know that my last day at the National Institute for
Literacy will be Friday, July 18.  Next week, I will be moving to a position
at the U.S. Department of Education, Office of Vocational and Adult
Education.

In the past 5 years of working at the National Institute for Literacy on the
LINCS project and with the discussion lists, I have learned a lot from the
field.  I am grateful to have had the opportunity to work with such a
wonderful, committed group adult education researchers, policymakers,
administrators, practitioners, and students. 

I hope that our paths cross in the near future.  Many thanks for your
support throughout the years.

Sincerely,
Jo Maralit

From MariannF at lacnyc.org  Thu Jul 17 09:45:45 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Thu, 17 Jul 2008 09:45:45 -0400
Subject: [Technology 1676] Re: A note of thanks
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB801BA33E5@lac-exch.lacnyc.local>

Dear Jo,

 

It has been a great pleasure to work with you over the past few years.
You have been a steadfast supporter of the adult literacy field, the
NIFL discussion lists and the individual moderators and subscribers of
the lists. On behalf of the Tech list I would like to thank you for all
of your hard work and dedication. You will be missed by all and for
someone with such petite stature you leave big shoes to fill!

 

I'm sure we haven't heard the last from you in this and the large adult
education forum, and I wish you the very best of luck in your new
position with OVAE. Congratulations!

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

 

 

 

 

Dearest all,

 

I wanted to let you know that my last day at the National Institute for
Literacy will be Friday, July 18.  Next week, I will be moving to a
position at the U.S. Department of Education, Office of Vocational and
Adult Education.

 

In the past 5 years of working at the National Institute for Literacy on
the LINCS project and with the discussion lists, I have learned a lot
from the field.  I am grateful to have had the opportunity to work with
such a wonderful, committed group adult education researchers,
policymakers, administrators, practitioners, and students. 

 

I hope that our paths cross in the near future.  Many thanks for your
support throughout the years.

 

Sincerely,

Jo Maralit

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From Gina.Lobaccaro at state.de.us  Thu Jul 17 13:25:50 2008
From: Gina.Lobaccaro at state.de.us (Lobaccaro Gina (DOC))
Date: Thu, 17 Jul 2008 13:25:50 -0400
Subject: [Technology 1677] A request for good questions to ask of students
Message-ID: <A7439902C13D6C459A2217AB22A386FB0262F6AE@DOVERSCLS01N1.state.de.us>

I am Gina Lobaccaro, the Media & Technology Specialist, at Sussex
Correctional Institution, a small state prison in southern Delaware.  I
have various duties which have been keeping from spending as much time
as I would like actually teaching in my lab.  I have four outstanding
inmate/peer tutors, who work with the students as needed on an
individual basis, but it is my wish to make the classroom a more
collaborative environment for learning and I want to take a more active
role in the classroom.

 

I want to use the ISTE standards
<http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standar
ds/NETS_for_Students_2007.htm>  as a guide for making some changes.  I
will also use information from the Equipped for Future
<http://eff.cls.utk.edu/fundamentals/eff_standards.htm#four>  site as I
plan for these changes.

 

Before I implement any changes, I am going to have my present students
begin to journal about their experiences with the present mode of
instruction.  I will require them to journal for about 10 min. at the
start of each class.  I want feedback from them before I begin to
implement any changes.  Below you will see some of the questions I have
included for them to answer as they begin to write in the journals:

 

*	How long have you been in computer class, and which program are
you working on now? Describe your experiences as a learner in the
computer lab.

 

*	Have you needed much help with the lessons? Which skills have
you needed help with and did you get the help you needed from the
tutors?

 

*	What skills (within the MSOffice lessons) are you really good
at, and which ones do you think you still need help with?

 

*	How do you think that learning MS Office programs might help you
in the future - in prison or out?

 

*	Do you have suggestions for changes in how the lessons are
taught in the lab?

 

At this phase of my process I am asking for other questions I might ask
to solicit as much information as possible from my students about their
experiences in the lab.  I am asking those of you in the list for
suggestions for other questions I might ask over the next few weeks,
before I implement any changes - or even let them know what the changes
will be.  I will be using their responses to generate more questions.  

 

Some of the changes that I will be making will include the use of a
"learning style inventory", a career interest and aptitude assessment
that is a software product we have in the lab, MS Office program
assignments that align with their interests & aptitudes and more
assignments that generate collaboration, creativity, and critical
thinking.

 

Can you suggest some questions that I might ask my present students to
generate a discussion about the their past experiences in class, so that
I might have some data to compare to, after I make changes.

 

Gina

 

"Greatness is not in where we stand, but in what direction we are
moving.  We must sail sometimes with the wind and sometimes against it -
but sail we must and not drift nor lie at anchor." Author appreciated,
but unknown.

Gina Lobaccaro
Sussex Correctional Institution
Prison Education Department
PO Box 500
Georgetown, DE 19947
Office (302) 856-5282 x 6204
Fax (302) 856-5642
gina.lobaccaro at state.de.us 

 

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From KUTHFAM at aol.com  Thu Jul 17 22:38:15 2008
From: KUTHFAM at aol.com (KUTHFAM at aol.com)
Date: Thu, 17 Jul 2008 22:38:15 EDT
Subject: [Technology 1678] Re: A request for good questions to ask of
	students
Message-ID: <bc5.2ae6aa37.35b15c17@aol.com>

 
In a message dated 7/17/2008 1:32:36 P.M. Eastern Daylight Time,  
Gina.Lobaccaro at state.de.us writes:

At this phase of my process I am  asking for other questions I might ask to 
solicit as much information as  possible from my students about their 
experiences in the lab.  I am asking those of you in the list for  suggestions for 
other questions I might ask over the next few weeks, before I  implement any 
changes ? or even let them know what the changes  will be.  I will be using their 
responses to generate more  questions.   

At the end of most lessons, I ask my students two questions:
 
What did you learn today? (or what did you learn from today's  lesson?)
 
How will you use what you learned?
 
 
Answers are always interesting.
 
Millie Kuth
Hamilton City ABLE
633 High Streeet
Hamilton OH 45011

**************Get fantasy football with free live scoring. Sign up for 
FanHouse Fantasy Football today.      
(http://www.fanhouse.com/fantasyaffair?ncid=aolspr00050000000020)
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From Hawthorn_J at cde.state.co.us  Fri Jul 18 11:04:24 2008
From: Hawthorn_J at cde.state.co.us (Hawthorn, Jessie)
Date: Fri, 18 Jul 2008 09:04:24 -0600
Subject: [Technology 1679] Re: A request for good questions to ask ofstudents
In-Reply-To: <bc5.2ae6aa37.35b15c17@aol.com>
References: <bc5.2ae6aa37.35b15c17@aol.com>
Message-ID: <9F46A593255DA349B8DDDECCBC132BB1B897BC@wopr.cde.state.co.us>

For quite a few years now, I have been using "exit passes" as a
reflection tool after each class or "weekly reflections."  I have used
very basic tools for this if I have lower level learners or more
detailed/complex tools.  It also depends on the amount of time you have
for this type of activity.
 
I have found that in most cases learners in my classes have never had a
"structured" and regular opportunity to consider their attendance,
participation and performance.  Many learners who have "moaned and
groaned" about having to do this at first ended up really appreciating
it.  Meeting with them to compare their evaluation of themselves with my
evaluation of them has been helpful to them and to me.  It also helps me
clear up any misperceptions or misunderstandings of what I thought I was
teaching and what they are learning.   This is a great tool to use as a
"jumping off point" for advising sessions with learners, especially GED
learners and learners who are in employment readiness/job skills
training.  They often appreciate guidance beyond the skills and
knowledge they are getting in class.  
 
I have attached a variety of different versions I have used with GED,
ABE and ESL learners.  I have one other that I have used with beginning
level ESL learners, but it's on my computer at home.  If anyone is
interested in that, please email me and I'll get it to you.
 
Feel free to use as is if appropriate or modify.  I'd love to get your
feedback/suggestions if you do incorporate this into your program.
Reflective teaching/learning is a major interest of mine.
 
Jessie

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of KUTHFAM at aol.com
Sent: Thursday, July 17, 2008 8:38 PM
To: technology at nifl.gov
Subject: [Technology 1678] Re: A request for good questions to ask
ofstudents

In a message dated 7/17/2008 1:32:36 P.M. Eastern Daylight Time,
Gina.Lobaccaro at state.de.us writes:

	At this phase of my process I am asking for other questions I
might ask to solicit as much information as possible from my students
about their experiences in the lab.  I am asking those of you in the
list for suggestions for other questions I might ask over the next few
weeks, before I implement any changes - or even let them know what the
changes will be.  I will be using their responses to generate more
questions.  

	 

At the end of most lessons, I ask my students two questions:
 
What did you learn today? (or what did you learn from today's lesson?)
 
How will you use what you learned?
 
 
Answers are always interesting.
 
Millie Kuth
Hamilton City ABLE
633 High Streeet
Hamilton OH 45011

________________________________

Get fantasy football with free live scoring. Sign up for FanHouse
Fantasy Football today
<http://www.fanhouse.com/fantasyaffair?ncid=aolspr00050000000020> .
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From holly at dilatush.com  Fri Jul 18 10:08:50 2008
From: holly at dilatush.com (Holly Dilatush)
Date: Fri, 18 Jul 2008 10:08:50 -0400
Subject: [Technology 1680] Re: A request for good questions to ask of
	students
In-Reply-To: <bc5.2ae6aa37.35b15c17@aol.com>
References: <bc5.2ae6aa37.35b15c17@aol.com>
Message-ID: <a305dbd10807180708t4fcb2669xa5d853021f083f89@mail.gmail.com>

What did you learn about yourself today?

[I have found that so much progress with technology-related 'anything' comes
with forgiving yourself repeated mistakes, with realizing that you can
experiment -- and correct -- and learn -- and that maybe next time the
willingness to try comes easier?  The intimidation factor... learning to
know that it's OK to forever make mistakes and learn -- I believe technology
tools help people become lifelong learners... so am seeking a question that
targets this metacognitive arena]
holly
*Re:adding questions*:

>    At the end of most lessons, I ask my students two questions:
>
> What did you learn today? (or what did you learn from today's lesson?)
>
> How will you use what you learned?
>
>
> Answers are always interesting.
>
> Millie Kuth
> Hamilton City ABLE
> 633 High Streeet
> Hamilton OH 45011
>
>
> --
> Holly (Dilatush)
>
> holly at dilatush.com
> (434) 960.7177 cell phone
> (434) 295.9716 home phone
> [OK to call 7:30 a.m. to 9:30 p.m. EST / GMT -5 time]
>
> "Live with intention. Share inside~out smiles, inspire hope, seek awe and
> nurture in nature." (original by Holly)
>
> www.tales-around-the-world.blogspot.com
> www.abavirtual-learningcenter.org
> www.blogblossoms.edublogs.org
> http://haiku-technology.wikispaces.com
> *Twitter ID = smilin7
>
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From MariannF at lacnyc.org  Fri Jul 18 11:26:19 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Fri, 18 Jul 2008 11:26:19 -0400
Subject: [Technology 1681]  Free Online Course for Adult learners
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB801BA3472@lac-exch.lacnyc.local>

Dear colleagues,

Please see the attached newsletter from the National Adult Education
Professional Development Consortium announcing ProLiteracy's free online
course for adult new readers designed to help improve basic computer and
internet search skills. 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

 

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From MariannF at lacnyc.org  Fri Jul 18 11:49:39 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Fri, 18 Jul 2008 11:49:39 -0400
Subject: [Technology 1682] Re: A request for good questions to ask of
	students
In-Reply-To: <A7439902C13D6C459A2217AB22A386FB0262F6AE@DOVERSCLS01N1.state.de.us>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB801BA3476@lac-exch.lacnyc.local>

Hi Gina and all,

 

The questions I thought of are below. Gina, if there is anything you can
share with the list related to what you learn during this endeavor
please do! If others on the list have conducted similar efforts to
better understand student's in lab/classroom experiences using
technology (however formal or informal) please also share your findings,
and anecdotes with the list. 

 

Here are some questions I thought of Gina:

When you had difficulties or glitches using the computer how did you
solve the problem or get past it?

 

How will you use the skills you learned now and in the future?

When you are back home and in your community how will you continue to
get access to computer technology and improve your tech skills?

 

Regards,

Mariann

 

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Lobaccaro Gina (DOC)
Sent: Thursday, July 17, 2008 1:26 PM
To: technology at nifl.gov
Subject: [Technology 1677] A request for good questions to ask of
students

 

I am Gina Lobaccaro, the Media & Technology Specialist, at Sussex
Correctional Institution, a small state prison in southern Delaware.  I
have various duties which have been keeping from spending as much time
as I would like actually teaching in my lab.  I have four outstanding
inmate/peer tutors, who work with the students as needed on an
individual basis, but it is my wish to make the classroom a more
collaborative environment for learning and I want to take a more active
role in the classroom.

 

I want to use the ISTE standards
<http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standar
ds/NETS_for_Students_2007.htm>  as a guide for making some changes.  I
will also use information from the Equipped for Future
<http://eff.cls.utk.edu/fundamentals/eff_standards.htm#four>  site as I
plan for these changes.

 

Before I implement any changes, I am going to have my present students
begin to journal about their experiences with the present mode of
instruction.  I will require them to journal for about 10 min. at the
start of each class.  I want feedback from them before I begin to
implement any changes.  Below you will see some of the questions I have
included for them to answer as they begin to write in the journals:

 

*	How long have you been in computer class, and which program are
you working on now? Describe your experiences as a learner in the
computer lab.

 

*	Have you needed much help with the lessons? Which skills have
you needed help with and did you get the help you needed from the
tutors?

 

*	What skills (within the MSOffice lessons) are you really good
at, and which ones do you think you still need help with?

 

*	How do you think that learning MS Office programs might help you
in the future - in prison or out?

 

*	Do you have suggestions for changes in how the lessons are
taught in the lab?

 

At this phase of my process I am asking for other questions I might ask
to solicit as much information as possible from my students about their
experiences in the lab.  I am asking those of you in the list for
suggestions for other questions I might ask over the next few weeks,
before I implement any changes - or even let them know what the changes
will be.  I will be using their responses to generate more questions.  

 

Some of the changes that I will be making will include the use of a
"learning style inventory", a career interest and aptitude assessment
that is a software product we have in the lab, MS Office program
assignments that align with their interests & aptitudes and more
assignments that generate collaboration, creativity, and critical
thinking.

 

Can you suggest some questions that I might ask my present students to
generate a discussion about the their past experiences in class, so that
I might have some data to compare to, after I make changes.

 

Gina

 

"Greatness is not in where we stand, but in what direction we are
moving.  We must sail sometimes with the wind and sometimes against it -
but sail we must and not drift nor lie at anchor." Author appreciated,
but unknown.

Gina Lobaccaro
Sussex Correctional Institution
Prison Education Department
PO Box 500
Georgetown, DE 19947
Office (302) 856-5282 x 6204
Fax (302) 856-5642
gina.lobaccaro at state.de.us 

 

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From LaFerlazzo at aol.com  Sat Jul 19 09:59:38 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sat, 19 Jul 2008 09:59:38 EDT
Subject: [Technology 1683] Re: The Best Environment, Religion,
	Olympics Sites & Blog "Feed" Issues
Message-ID: <d17.2f196be6.35b34d4a@aol.com>

Hi, Everybody,
 
First, I'd like to share several new "The Best..." lists.   Second, if you're 
a subscriber to my blog and have stopped receiving new posts,  please read 
the second part of this email:
 
_The  Best Sites To Introduce Environmental Issues Into The  Classroom_ 
(http://larryferlazzo.edublogs.org/2008/07/19/the-best-sites-to-introduce-environmen
tal-issues-into-the-classroom/) 
(_http://tinyurl.com/639pu9_ (http://tinyurl.com/639pu9) ) 
 
_The Best Websites For Learning About Natural  Disasters_ 
(http://larryferlazzo.edublogs.org/2008/07/15/the-best-websites-for-learning-about-natural-disaste
rs/) 
(_http://tinyurl.com/595wxv_ (http://tinyurl.com/595wxv) )
 
_The Best Sites To Teach & Learn About The  Olympics_ 
(http://larryferlazzo.edublogs.org/2008/07/16/the-best-sites-to-teach-learn-about-the-olympics/) 
(_http://tinyurl.com/5d47d8_ (http://tinyurl.com/5d47d8) ) 

_The Best Websites To Learn About Various Religions &  English_ 
(http://larryferlazzo.edublogs.org/2008/07/07/the-best-websites-to-learn-about-various-relig
ions-english/)  
(_http://tinyurl.com/6ew5av_ (http://tinyurl.com/6ew5av) ) 
_Part Twenty-One Of The Best Ways To Create Online Content Easily  & Quickly_ 
(http://larryferlazzo.edublogs.org/2008/07/19/part-twenty-one-of-the-best-ways
-to-create-online-content-easily-quickly/)  
(_http://tinyurl.com/5sfwek_ (http://tinyurl.com/5sfwek) ) 
Second, I'd like to let people know that several  hundred RSS subscribers to 
my blog have stopped been receiving  new posts in their Reader.  If you are 
one of them, please go to:
 
_http://tinyurl.com/ferlazzo_ (http://tinyurl.com/ferlazzo)  
 
to learn a five second simple fix to the problem so you can continue to  
receive new posts.
Larry Ferlazzo
Luther Burbank High School
Sacramento,  CA

**************Get fantasy football with free live scoring. Sign up for 
FanHouse Fantasy Football today.      
(http://www.fanhouse.com/fantasyaffair?ncid=aolspr00050000000020)
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From teacherwendyq at gmail.com  Sun Jul 20 20:31:02 2008
From: teacherwendyq at gmail.com (Wendy Quinones)
Date: Sun, 20 Jul 2008 20:31:02 -0400
Subject: [Technology 1684] Re: A request for good questions to ask ofstudents
In-Reply-To: <9F46A593255DA349B8DDDECCBC132BB1B897BC@wopr.cde.state.co.us>
References: <bc5.2ae6aa37.35b15c17@aol.com>
	<9F46A593255DA349B8DDDECCBC132BB1B897BC@wopr.cde.state.co.us>
Message-ID: <ad2cc1ef0807201731i434ce6adv4c0ed45bad66a7df@mail.gmail.com>

Jessie,
Thank you so much for those attachments!  I can actually see trying to set
aside 15 minutes or so at the end of my teaching week to get students to
reflect on what they've done.  I also especially like the questions about
attendance -- we are continually trying to improve attendance at my center,
and maybe this kind of regular question-and-admission of absence will help.
Not much else seems to!

Wendy Quinones
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From gspangenberg at caalusa.org  Tue Jul 22 08:43:57 2008
From: gspangenberg at caalusa.org (Gail Spangenberg)
Date: Tue, 22 Jul 2008 08:43:57 -0400
Subject: [Technology 1685]  New ESL Release by CAAL
Message-ID: <7B156F4A-CA55-494B-A1D9-A824C76D5C29@caalusa.org>

July 22, 2008, NYC -- The Council for Advancement of Adult Literacy  
announces the release of a new resource called Findings in ESL: A  
Quick Reference to Findings of CAAL Research on ESL Programs at  
Community Colleges. As the name indicates, the publication, written  
by CAAL vice president Forrest P. Chisman, is the final in a series  
from CAAL on its ESL research since 2004. Due to the high ongoing  
interest in ESL service provision, the purpose of Findings in ESL is  
to make CAAL's ESL work more readily accessible to general and ESL  
audiences who may not have the time to wend their way through its  
fairly dense full-length reports. This summary document is available  
in PDF format from the CAAL website (www.caalusa.org, Publications  
page, item ESL6). It may be purchased as a bound document directly  
from CAAL ($10 prepaid plus postage, bheitner at caalusa.org for  
instructions). The four main research reports summarized in this  
Reference document are also available at the CAAL website, each for  
$20 prepaid plus postage. They are: Adult ESL and the Community  
College (2004, 59 pp.); Passing the Torch: Strategies for Innovation  
in Community College ESL (2007, 153 pp.); Torchlights in ESL: Five  
Community College Profiles (2007, 123 pp.); Pathways and Outcomes:  
Tracking ESL Student Performance (2008, 212 pp.)--items ESL1 through  
ESL5.

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From JSoroui at air.org  Thu Jul 24 11:02:14 2008
From: JSoroui at air.org (Soroui, Jaleh)
Date: Thu, 24 Jul 2008 11:02:14 -0400
Subject: [Technology 1686] A new publication_Assessing nation's health
	literacy
In-Reply-To: <7B156F4A-CA55-494B-A1D9-A824C76D5C29@caalusa.org>
Message-ID: <83E7D8975F3E2646BD1DA4C6E37F11605058D3@DC1EXCL01.air.org>

Assessing the nation's health literacy: Key concepts and findings of the
National Assessment of Adult Literacy (NAAL) describes health literacy
results from the landmark 2003 NAAL, the nation's most comprehensive
measure of adult literacy in more than a decade.

 

Published by the American Medical Association (AMA) Foundation and
written by Sheida White, PhD, NAAL Project Officer, this 100-page report
will be of interest to clinicians, researchers, educators, insurers, and
policy makers in both the health and education fields.  

 

Assessing the nation's health literacy can be downloaded as a PDF at no
charge by visiting www.amafoundation.org/go/healthliteracy.  Hard copies
can be purchased for $20 through the AMA Bookstore by visiting
www.amabookstore.com <http://www.amabookstore.com/>  or calling (800)
621-8335 and asking for Item #OP423908. 

 

Jaleh Behroozi Soroui 

 

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From djrosen at comcast.net  Sun Jul 27 18:55:26 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Sun, 27 Jul 2008 18:55:26 -0400
Subject: [Technology 1687]  Literacy Debate: Online, R U Really Reading?
Message-ID: <55EFFB5E-9D33-438C-B552-37196464C82B@comcast.net>

Technology colleagues,

Today's New York Times has an article (online, of course) on reading  
online vs reading books. Among other things mentioned are:

? a spoof web site about an endangered Pacific Northwest Tree Octopus  
that 90% of the students of the teacher who assigned the web site  
thought was authentic,
? an Internet literacy test which will be taken by students in OECD  
countries (except the U.S.),  and
? various views about whether reading online is an essential kind of  
reading now or distracting from serious reading.

You'll find the article at:

http://tinyurl.com/6n7vjk

I wonder what you think of this article (the first in a series).

David J. Rosen
djrosen at comcast.net

From CFischer at Harford.edu  Wed Jul 30 10:03:43 2008
From: CFischer at Harford.edu (Cindy Fischer)
Date: Wed, 30 Jul 2008 10:03:43 -0400
Subject: [Technology 1688] Re: Technology Digest, Vol 34, Issue 15
In-Reply-To: <mailman.11.1217347205.20744.technology@nifl.gov>
References: <mailman.11.1217347205.20744.technology@nifl.gov>
Message-ID: <48903C62.6235.0017.0@Harford.edu>

David,
Thank you for this great article and great topic.  I am constantly amazed at what our students, who score below 8th grade level in reading and math can do.  They can text with one finger on a tiny machine and talk at the same time.  A few weeks ago, I brought my niece back to Maryland with me after I visited my family in Ohio.  During the 10 hour drive, she managed to carry on a pleasant conversation and text over 900 times!  (I know this because her father got the bill -- he gets a printout even though she has unlimited now).  Her phone is so tiny, I couldn't make out the letters she used to text.  She used her thumb most of the time.  She is a straight A student and does some reading.  She was made to read Three Cups of Tea before entering her 1st year of college, but she was reluctant and didn't want to read it.  She brought it along, but I don't believe she ever opened the book in the two weeks she was with us.  She spent hours on our computer.  
My point is that our "students" are living in a different world.  What a cliche'.  I have so much trouble with my online credit students getting them to understand that the Wikipedia is not a reliable source.  They have fallen for the Octopus hoax (not all, but far too many).  I'm wondering if what we have to do is teach reliability, credibility, skills etc. and be glad they're reading and writing so much more!  
Cindy
 

 

"If you believe in good things, you can  make them happen."
Cindy 

>>> <technology-request at nifl.gov> 7/29/2008 12:00 PM >>>
Send Technology mailing list submissions to
technology at nifl.gov 

To subscribe or unsubscribe via the World Wide Web, visit
http://www.nifl.gov/mailman/listinfo/technology 
or, via email, send a message with subject or body 'help' to
technology-request at nifl.gov 

You can reach the person managing the list at
technology-owner at nifl.gov 

When replying, please edit your Subject line so it is more specific
than "Re: Contents of Technology digest..."

Today's Topics:

   1. [Technology 1687]  Literacy Debate: Online, R U Really
      Reading? (David J. Rosen)

----------------------------------------------------------------------

Message: 1
Date: Sun, 27 Jul 2008 18:55:26 -0400
From: "David J. Rosen" <djrosen at comcast.net>
Subject: [Technology 1687]  Literacy Debate: Online, R U Really
Reading?
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Message-ID: <55EFFB5E-9D33-438C-B552-37196464C82B at comcast.net>
Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;
format=flowed

Technology colleagues,

Today's New York Times has an article (online, of course) on reading  
online vs reading books. Among other things mentioned are:

? a spoof web site about an endangered Pacific Northwest Tree Octopus  
that 90% of the students of the teacher who assigned the web site  
thought was authentic,
? an Internet literacy test which will be taken by students in OECD  
countries (except the U.S.),  and
? various views about whether reading online is an essential kind of  
reading now or distracting from serious reading.

You'll find the article at:

http://tinyurl.com/6n7vjk 

I wonder what you think of this article (the first in a series).

David J. Rosen
djrosen at comcast.net 

------------------------------

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology 

End of Technology Digest, Vol 34, Issue 15
******************************************
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From Gina.Lobaccaro at state.de.us  Wed Jul 30 14:54:56 2008
From: Gina.Lobaccaro at state.de.us (Lobaccaro Gina (DOC))
Date: Wed, 30 Jul 2008 14:54:56 -0400
Subject: [Technology 1689] Re: Technology Digest, Vol 34, Issue 15
In-Reply-To: <48903C62.6235.0017.0@Harford.edu>
References: <mailman.11.1217347205.20744.technology@nifl.gov>
	<48903C62.6235.0017.0@Harford.edu>
Message-ID: <A7439902C13D6C459A2217AB22A386FB0262F6C6@DOVERSCLS01N1.state.de.us>

Hi David - and others!

I (an adult correctional educator and doctorate student and frequent
Internet user)- like the students mentioned in the article - no longer
read books for pleasure EVER. I don't read newspapers or magazines
anymore; I check out local and national news daily online.  My eyes are
exhausted from the work I do online and from reading textbooks or online
readings for my classes.

I purchased an IPod a few years ago, and now download a book (for
pleasure "listening") now and again - to listen to when I am driving or
before I fall asleep.  Or, I have podcasts downloaded to listen to (as
opposed to reading magazines).  

I do "read seriously" but I don't read for pleasure anymore.  I wonder
how many other adult "professionals" (as opposed to students in general)
who spend a great deal of time doing computer work (including work
online) still do read books for pleasure and/or read the newspaper and
magazines regularly.

:-)

Gina

 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Cindy Fischer
Sent: Wednesday, July 30, 2008 10:04 AM
To: technology at nifl.gov
Cc: Cindy Fischer
Subject: [Technology 1688] Re: Technology Digest, Vol 34, Issue 15

 

David,

Thank you for this great article and great topic.  I am constantly
amazed at what our students, who score below 8th grade level in reading
and math can do.  They can text with one finger on a tiny machine and
talk at the same time.  A few weeks ago, I brought my niece back to
Maryland with me after I visited my family in Ohio.  During the 10 hour
drive, she managed to carry on a pleasant conversation and text over 900
times!  (I know this because her father got the bill -- he gets a
printout even though she has unlimited now).  Her phone is so tiny, I
couldn't make out the letters she used to text.  She used her thumb most
of the time.  She is a straight A student and does some reading.  She
was made to read Three Cups of Tea before entering her 1st year of
college, but she was reluctant and didn't want to read it.  She brought
it along, but I don't believe she ever opened the book in the two weeks
she was with us.  She spent hours on our computer.  

My point is that our "students" are living in a different world.  What a
cliche'.  I have so much trouble with my online credit students getting
them to understand that the Wikipedia is not a reliable source.  They
have fallen for the Octopus hoax (not all, but far too many).  I'm
wondering if what we have to do is teach reliability, credibility,
skills etc. and be glad they're reading and writing so much more!  

Cindy

 

 

"If you believe in good things, you can  make them happen."

Cindy 

>>> <technology-request at nifl.gov> 7/29/2008 12:00 PM >>>
Send Technology mailing list submissions to
technology at nifl.gov

To subscribe or unsubscribe via the World Wide Web, visit
http://www.nifl.gov/mailman/listinfo/technology
or, via email, send a message with subject or body 'help' to
technology-request at nifl.gov

You can reach the person managing the list at
technology-owner at nifl.gov

When replying, please edit your Subject line so it is more specific
than "Re: Contents of Technology digest..."

Today's Topics:

   1. [Technology 1687]  Literacy Debate: Online, R U Really
      Reading? (David J. Rosen)

----------------------------------------------------------------------

Message: 1
Date: Sun, 27 Jul 2008 18:55:26 -0400
From: "David J. Rosen" <djrosen at comcast.net>
Subject: [Technology 1687]  Literacy Debate: Online, R U Really
Reading?
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Message-ID: <55EFFB5E-9D33-438C-B552-37196464C82B at comcast.net>
Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;
format=flowed

Technology colleagues,

Today's New York Times has an article (online, of course) on reading  
online vs reading books. Among other things mentioned are:

? a spoof web site about an endangered Pacific Northwest Tree Octopus  
that 90% of the students of the teacher who assigned the web site  
thought was authentic,
? an Internet literacy test which will be taken by students in OECD  
countries (except the U.S.),  and
? various views about whether reading online is an essential kind of  
reading now or distracting from serious reading.

You'll find the article at:

http://tinyurl.com/6n7vjk

I wonder what you think of this article (the first in a series).

David J. Rosen
djrosen at comcast.net

------------------------------

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology

End of Technology Digest, Vol 34, Issue 15
******************************************

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From bonniesophia at sbcglobal.net  Wed Jul 30 16:23:33 2008
From: bonniesophia at sbcglobal.net (Bonnie Odiorne)
Date: Wed, 30 Jul 2008 13:23:33 -0700 (PDT)
Subject: [Technology 1690] Re: Technology Digest, Vol 34, Issue 15
Message-ID: <113214.94824.qm@web83311.mail.sp1.yahoo.com>

I still read books for pleasure, the newspapers, and (my secret addiction) look at catalogs, but simply because I?do so much work on the computer that books are a different vision range for me and it's kind of relaxing. I'm visually impaired, and a screen is a screen, so?I rarely watch TV any more. and if I didn't read for leisure, I truly would go insane;? I need the distraction from brain overload, and it's been that way since grad school.
Bonnie Odiorne

----- Original Message ----
From: Lobaccaro Gina (DOC) <Gina.Lobaccaro at state.de.us>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Sent: Wednesday, July 30, 2008 2:54:56 PM
Subject: [Technology 1689] Re: Technology Digest, Vol 34, Issue 15

Hi David ? and others!
I (an adult correctional educator and doctorate student and frequent Internet user)? like the students mentioned in the article ? no longer read books for pleasure EVER. I don?t read newspapers or magazines anymore; I check out local and national news daily online.? My eyes are exhausted from the work I do online and from reading textbooks or online readings for my classes.
I purchased an IPod a few years ago, and now download a book (for pleasure ?listening?) now and again ? to listen to when I am driving or before I fall asleep.? Or, I have podcasts downloaded to listen to (as opposed to reading magazines).? 
I do ?read seriously? but I don?t read for pleasure anymore.? I wonder how many other adult ?professionals? (as opposed to students in general) who spend a great deal of time doing computer work (including work online) still do read books for pleasure and/or read the newspaper and magazines regularly.
J
Gina
?

________________________________

From:technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Cindy Fischer
Sent: Wednesday, July 30, 2008 10:04 AM
To: technology at nifl.gov
Cc: Cindy Fischer
Subject: [Technology 1688] Re: Technology Digest, Vol 34, Issue 15
?
David,
Thank you for this great article and great topic.? I am constantly amazed at what our students, who score below 8th grade level in reading and math can do.? They can text with one finger on a tiny machine and talk at the same time.? A few weeks ago, I brought my niece back to Maryland with me after I visited my family in Ohio .? During the 10 hour drive, she managed to carry on a pleasant conversation and text over 900 times!? (I know this because her father got the bill -- he gets a printout even though she has unlimited now).? Her phone is so tiny, I couldn't make out the letters she used to text.? She used her thumb most of the time.? She is a straight A student and does some reading.? She was made to read Three Cups of Tea before entering her 1st year of college, but she was reluctant and didn't want to read it.? She brought it along, but I don't believe she ever opened the book in the two weeks she was with us.? She spent hours on our
 computer.? 
My point is that our "students" are living in a different world.? What a cliche'.? I have so much trouble with my online credit students getting them to understand that the Wikipedia is not a reliable source.? They have fallen for the Octopus hoax (not all, but far too many).? I'm wondering if what we have to do is teach reliability, credibility, skills etc. and be glad they're reading and writing so much more!? 
Cindy
?
?
"If you believe in good things, you can? make them happen."
Cindy 

>>> <technology-request at nifl.gov> 7/29/2008 12:00 PM >>>
Send Technology mailing list submissions to
technology at nifl.gov

To subscribe or unsubscribe via the World Wide Web, visit
http://www.nifl.gov/mailman/listinfo/technology
or, via email, send a message with subject or body 'help' to
technology-request at nifl.gov

You can reach the person managing the list at
technology-owner at nifl.gov

When replying, please edit your Subject line so it is more specific
than "Re: Contents of Technology digest..."

Today's Topics:

?? 1. [Technology 1687]? Literacy Debate: Online, R U Really
????? Reading ? (David J. Rosen)

----------------------------------------------------------------------

Message: 1
Date: Sun, 27 Jul 2008 18:55:26 -0400
From: "David J. Rosen" <djrosen at comcast.net>
Subject: [Technology 1687]? Literacy Debate: Online, R U Really
Reading ?
To: The Technology and Literacy Discussion List < technology at nifl.gov >
Message-ID: <55EFFB5E-9D33-438C-B552-37196464C82B at comcast.net>
Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;
format=flowed

Technology colleagues,

Today's New York Times has an article (online, of course) on reading? 
online vs reading books. Among other things mentioned are:

? a spoof web site about an endangered Pacific Northwest Tree Octopus? 
that 90% of the students of the teacher who assigned the web site? 
thought was authentic,
? an Internet literacy test which will be taken by students in OECD? 
countries (except the U.S. ),? and
? various views about whether reading online is an essential kind of? 
reading now or distracting from serious reading.

You'll find the article at:

http://tinyurl.com/6n7vjk

I wonder what you think of this article (the first in a series).

David J. Rosen
djrosen at comcast.net

------------------------------

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology

End of Technology Digest, Vol 34, Issue 15
******************************************
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From dwilliams52 at sbcglobal.net  Wed Jul 30 17:43:04 2008
From: dwilliams52 at sbcglobal.net (David Williams)
Date: Wed, 30 Jul 2008 14:43:04 -0700 (PDT)
Subject: [Technology 1691] Re: Technology Digest, Vol 34, Issue 15
In-Reply-To: <A7439902C13D6C459A2217AB22A386FB0262F6C6@DOVERSCLS01N1.state.de.us>
Message-ID: <946650.83211.qm@web83504.mail.sp1.yahoo.com>

Hi to everyone,
   
  In response to Gina's comments. I don't read hard copy books for pleasure as much as I once did, but in my case it's a matter of available time not lack of desire. I still read the newspaper on a mostly daily basis and still have several magazine subscriptions for areas of interest outside of education. In fact, I found it rather difficult to read the on line article, as I do most in-depth informational text on line. This may add to the argument that older (as in my case) adults find hard copy written information easier to deal with, while younger adults find the e-technology information (e-text, visual graphics and audio) easier to use rather it's for information or pleasure.
   
  However, the article does make several interesting points (even if they were not reasonably substantiated with data). Many learners who suffered from learning impairments are able to communicate at a higher functional level via on line techniques than with traditional paper communications. One of my sons is an example of this, he suffers from dyslexia and had a terrible time with reading and writing in his traditional k-12 studies. Once he acquired the on line skills so common today, his ability to communicate in writing and his functional reading have increased greatly.
   
  Dave Williams

"Lobaccaro Gina (DOC)" <Gina.Lobaccaro at state.de.us> wrote:
        v\:* {behavior:url(#default#VML);}  o\:* {behavior:url(#default#VML);}  w\:* {behavior:url(#default#VML);}  .shape {behavior:url(#default#VML);}        st1\:*{behavior:url(#default#ieooui) }                Hi David ? and others!
  I (an adult correctional educator and doctorate student and frequent Internet user)? like the students mentioned in the article ? no longer read books for pleasure EVER. I don?t read newspapers or magazines anymore; I check out local and national news daily online.  My eyes are exhausted from the work I do online and from reading textbooks or online readings for my classes.
  I purchased an IPod a few years ago, and now download a book (for pleasure ?listening?) now and again ? to listen to when I am driving or before I fall asleep.  Or, I have podcasts downloaded to listen to (as opposed to reading magazines).  
  I do ?read seriously? but I don?t read for pleasure anymore.  I wonder how many other adult ?professionals? (as opposed to students in general) who spend a great deal of time doing computer work (including work online) still do read books for pleasure and/or read the newspaper and magazines regularly.
  J
  Gina
   
      
---------------------------------
  
  From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Cindy Fischer
Sent: Wednesday, July 30, 2008 10:04 AM
To: technology at nifl.gov
Cc: Cindy Fischer
Subject: [Technology 1688] Re: Technology Digest, Vol 34, Issue 15

   
    David,

    Thank you for this great article and great topic.  I am constantly amazed at what our students, who score below 8th grade level in reading and math can do.  They can text with one finger on a tiny machine and talk at the same time.  A few weeks ago, I brought my niece back to Maryland with me after I visited my family in Ohio.  During the 10 hour drive, she managed to carry on a pleasant conversation and text over 900 times!  (I know this because her father got the bill -- he gets a printout even though she has unlimited now).  Her phone is so tiny, I couldn't make out the letters she used to text.  She used her thumb most of the time.  She is a straight A student and does some reading.  She was made to read Three Cups of Tea before entering her 1st year of college, but she was reluctant and didn't want to read it.  She brought it along, but I don't believe she ever opened the book in the two weeks she was with us.  She spent hours on our computer.  

    My point is that our "students" are living in a different world.  What a cliche'.  I have so much trouble with my online credit students getting them to understand that the Wikipedia is not a reliable source.  They have fallen for the Octopus hoax (not all, but far too many).  I'm wondering if what we have to do is teach reliability, credibility, skills etc. and be glad they're reading and writing so much more!  

    Cindy

     

       

    "If you believe in good things, you can  make them happen."

    Cindy 

  

>>> <technology-request at nifl.gov> 7/29/2008 12:00 PM >>>
Send Technology mailing list submissions to
technology at nifl.gov

To subscribe or unsubscribe via the World Wide Web, visit
http://www.nifl.gov/mailman/listinfo/technology
or, via email, send a message with subject or body 'help' to
technology-request at nifl.gov

You can reach the person managing the list at
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When replying, please edit your Subject line so it is more specific
than "Re: Contents of Technology digest..."

Today's Topics:

   1. [Technology 1687]  Literacy Debate: Online, R U Really
      Reading? (David J. Rosen)

----------------------------------------------------------------------

Message: 1
Date: Sun, 27 Jul 2008 18:55:26 -0400
From: "David J. Rosen" <djrosen at comcast.net>
Subject: [Technology 1687]  Literacy Debate: Online, R U Really
Reading?
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Message-ID: <55EFFB5E-9D33-438C-B552-37196464C82B at comcast.net>
Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;
format=flowed

Technology colleagues,

Today's New York Times has an article (online, of course) on reading  
online vs reading books. Among other things mentioned are:

? a spoof web site about an endangered Pacific Northwest Tree Octopus  
that 90% of the students of the teacher who assigned the web site  
thought was authentic,
? an Internet literacy test which will be taken by students in OECD  
countries (except the U.S.),  and
? various views about whether reading online is an essential kind of  
reading now or distracting from serious reading.

You'll find the article at:

http://tinyurl.com/6n7vjk

I wonder what you think of this article (the first in a series).

David J. Rosen
djrosen at comcast.net

------------------------------

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology

End of Technology Digest, Vol 34, Issue 15
******************************************

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
Email delivered to dwilliams52 at sbcglobal.net
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From George.Demetrion at lvgh.org  Wed Jul 30 15:53:58 2008
From: George.Demetrion at lvgh.org (George Demetrion)
Date: Wed, 30 Jul 2008 15:53:58 -0400
Subject: [Technology 1692] Re: Technology Digest, Vol 34, Issue 15
Message-ID: <71CF1BD57A3E434D848D812E4A8569977BE2@hal9000.lvgh.prv>

I'm in a book club and over the past few years we've read classics like
Bleak House, Of Human Bondage, East of Eden, Middlemarch, Madame Bovary
and others.

This is probably my only pleasure reading (other than the Bible) and I
wouldn't be reading any of these novels unless I was in a book club.
This type of reading takes time, but I have found it an enjoyable and
worthwhile experience.

George Demetrion

 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Lobaccaro Gina (DOC)
Sent: Wednesday, July 30, 2008 3:01 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1689] Re: Technology Digest, Vol 34, Issue 15

 

Hi David - and others!

I (an adult correctional educator and doctorate student and frequent
Internet user)- like the students mentioned in the article - no longer
read books for pleasure EVER. I don't read newspapers or magazines
anymore; I check out local and national news daily online.  My eyes are
exhausted from the work I do online and from reading textbooks or online
readings for my classes.

I purchased an IPod a few years ago, and now download a book (for
pleasure "listening") now and again - to listen to when I am driving or
before I fall asleep.  Or, I have podcasts downloaded to listen to (as
opposed to reading magazines).  

I do "read seriously" but I don't read for pleasure anymore.  I wonder
how many other adult "professionals" (as opposed to students in general)
who spend a great deal of time doing computer work (including work
online) still do read books for pleasure and/or read the newspaper and
magazines regularly.

:-)

Gina

 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Cindy Fischer
Sent: Wednesday, July 30, 2008 10:04 AM
To: technology at nifl.gov
Cc: Cindy Fischer
Subject: [Technology 1688] Re: Technology Digest, Vol 34, Issue 15

 

David,

Thank you for this great article and great topic.  I am constantly
amazed at what our students, who score below 8th grade level in reading
and math can do.  They can text with one finger on a tiny machine and
talk at the same time.  A few weeks ago, I brought my niece back to
Maryland with me after I visited my family in Ohio.  During the 10 hour
drive, she managed to carry on a pleasant conversation and text over 900
times!  (I know this because her father got the bill -- he gets a
printout even though she has unlimited now).  Her phone is so tiny, I
couldn't make out the letters she used to text.  She used her thumb most
of the time.  She is a straight A student and does some reading.  She
was made to read Three Cups of Tea before entering her 1st year of
college, but she was reluctant and didn't want to read it.  She brought
it along, but I don't believe she ever opened the book in the two weeks
she was with us.  She spent hours on our computer.  

My point is that our "students" are living in a different world.  What a
cliche'.  I have so much trouble with my online credit students getting
them to understand that the Wikipedia is not a reliable source.  They
have fallen for the Octopus hoax (not all, but far too many).  I'm
wondering if what we have to do is teach reliability, credibility,
skills etc. and be glad they're reading and writing so much more!  

Cindy

 

 

"If you believe in good things, you can  make them happen."

Cindy 

>>> <technology-request at nifl.gov> 7/29/2008 12:00 PM >>>
Send Technology mailing list submissions to
technology at nifl.gov

To subscribe or unsubscribe via the World Wide Web, visit
http://www.nifl.gov/mailman/listinfo/technology
or, via email, send a message with subject or body 'help' to
technology-request at nifl.gov

You can reach the person managing the list at
technology-owner at nifl.gov

When replying, please edit your Subject line so it is more specific
than "Re: Contents of Technology digest..."

Today's Topics:

   1. [Technology 1687]  Literacy Debate: Online, R U Really
      Reading? (David J. Rosen)

----------------------------------------------------------------------

Message: 1
Date: Sun, 27 Jul 2008 18:55:26 -0400
From: "David J. Rosen" <djrosen at comcast.net>
Subject: [Technology 1687]  Literacy Debate: Online, R U Really
Reading?
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Message-ID: <55EFFB5E-9D33-438C-B552-37196464C82B at comcast.net>
Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;
format=flowed

Technology colleagues,

Today's New York Times has an article (online, of course) on reading  
online vs reading books. Among other things mentioned are:

? a spoof web site about an endangered Pacific Northwest Tree Octopus  
that 90% of the students of the teacher who assigned the web site  
thought was authentic,
? an Internet literacy test which will be taken by students in OECD  
countries (except the U.S.),  and
? various views about whether reading online is an essential kind of  
reading now or distracting from serious reading.

You'll find the article at:

http://tinyurl.com/6n7vjk

I wonder what you think of this article (the first in a series).

David J. Rosen
djrosen at comcast.net

------------------------------

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology

End of Technology Digest, Vol 34, Issue 15
******************************************

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From holly at dilatush.com  Wed Jul 30 22:25:40 2008
From: holly at dilatush.com (Holly Dilatush)
Date: Wed, 30 Jul 2008 22:25:40 -0400
Subject: [Technology 1693] Re: Pleasure reading offline: I do! and students'
	comments
Message-ID: <a305dbd10807301925v2097ea40pbcbe030ee2a69b9f@mail.gmail.com>

Hello all,
I'm often 'not among the norm' and maybe this will be no exception.  It is
not unusual for me to spend 10 or more hours nearly nonstop working on the
computer -- not that unusual for me to spend more hours than that daily.
And I read, on average, a minimum of two novels per week.  I'm an avid
Bookins (http://bookins.com) trader, love booksales, bookstores, etc. I MUCH
prefer holding a book and reading it. I have not made the transition to
reading daily news online (although I struggle with this -- since I do rue
the piles and piles of newsprint taken to the recyling center -- when so
much of it *could* be read online).  I have pondered buying a "kindle" --
but would want to test one first -- does anyone on this list who much
prefers holding and reading a 'real' book have any hands-on experience
reading on a kindle?  http://www.youtube.com/watch?v=GAf4vxGEOAo   I do
think kindles have a chance of being a plausible transition for me.

An odd aside -- we lost our home to fire (complete no-more-house fire) two
years ago, and books were a strong "need" to replace as quickly as
possible.  Our first temporary (and certainly our present) post-fire home
has lots of books -- most used.  It seems very alien and sad to me to
imagine a world without them.

I've never listened to a book on tape.  Learning styles may play a large
part in this?  I do have an IPod (recent purchase) but use it primarily for
language learning and for teaching (I download many things for classroom
use, few for my own pleasure).
I don't subscribe to nor read as many magazines as I used to (that time is
now on computer).

But coffeeshops are filled more with computer screens than newspapers these
days (at least those that I frequent).

And there's no denying that for a strong percentage of today's youth,
exposure to print on a technology device of some kind or listening instead
of reading, viewing instead of reading, of communicating via keyboard vs.
pen/pencil is of a considerably higher proportion than the experience of
their parents and grandparents (and often, their teachers).  It is logical
that there would be an impact pedagocically and andragogically.

It's certainly been (and continues to be) an interesting personal journey
for me...
Interesting conversation!

Classroom observations I've made of my perceived 'needs' to be addressed
with adult learners are 'spam' related emails -- the false promises that
BOMBARD mailboxes -- and students often report being afraid to delete them.
It is not unusual for me to see students with thousands of messages in
inbox  -- afraid to delete, not recognizing cues of misspelled words in the
subject, etc.  ...also often unaware that the sights they visit and enter
minimal data into are often responsible for sending a barrage of junk
emails.  And one student who expressed that he likes the " you are a winner"
pop-ups and emails -- they give him hope -- and he wants to believe (scary
to me).

lots to think about -- how much of this is or should become our business?
how?  Without making judgments, or having our lessons come across as
judgmental... I've done 'scavenger hunt' type activities with teams
discussing most reliable site for info on ______, etc.  But I've yet to be
satisfied that much of a message has gotten through...   and am now
rethinking a new round of lesson ideas -- PBL oriented.
holly
On Wed, Jul 30, 2008 at 2:54 PM, Lobaccaro Gina (DOC) <
Gina.Lobaccaro at state.de.us> wrote:

>  Hi David ? and others!
>
> I (an adult correctional educator and doctorate student and frequent
> Internet user)? like the students mentioned in the article ? no longer read
> books for pleasure EVER. I don't read newspapers or magazines anymore; I
> check out local and national news daily online.  *My eyes are exhausted*from the work I do online and from reading textbooks or online readings for
> my classes.
>
> I purchased an IPod a few years ago, and now download a book (for pleasure
> "listening") now and again ? to listen to when I am driving or before I fall
> asleep.  Or, I have podcasts downloaded to listen to (as opposed to reading
> magazines).
>
> I do "read seriously" but I don't read for pleasure anymore.  I wonder how
> many other adult "professionals" (as opposed to students in general) who
> spend a great deal of time doing computer work (including work online) still
> do read books for pleasure and/or read the newspaper and magazines
> regularly.
>
> J
>
> Gina
>
> Today's New York Times has an article (online, of course) on reading
> online vs reading books. Among other things mentioned are:
>
> ? a spoof web site about an endangered Pacific Northwest Tree Octopus
> that 90% of the students of the teacher who assigned the web site
> thought was authentic,
> ? an Internet literacy test which will be taken by students in OECD
> countries (except the U.S.),  and
> ? various views about whether reading online is an essential kind of
> reading now or distracting from serious reading.
>
> You'll find the article at:
>
> http://tinyurl.com/6n7vjk
>
> I wonder what you think of this article (the first in a series).
>
> David J. Rosen
> djrosen at comcast.net
>
>
>
>
>
> ------------------------------
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
>
> End of Technology Digest, Vol 34, Issue 15
> ******************************************
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to holly at dilatush.com
>

-- 
Holly (Dilatush)

holly at dilatush.com
(434) 960.7177 cell phone
(434) 295.9716 home phone
[OK to call 7:30 a.m. to 9:30 p.m. EST / GMT -5 time]

"Live with intention. Share inside~out smiles, inspire hope, seek awe and
nurture in nature." (original by Holly)

www.tales-around-the-world.blogspot.com
www.abavirtual-learningcenter.org
www.blogblossoms.edublogs.org
http://haiku-technology.wikispaces.com
*Twitter, plurk, and Skype IDs = smilin7
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From LN at uvic.ca  Wed Jul 30 18:50:15 2008
From: LN at uvic.ca (Laura Nimmon)
Date: Wed, 30 Jul 2008 15:50:15 -0700 (PDT)
Subject: [Technology 1694]  Photonovels
Message-ID: <2757.142.104.193.193.1217458215.squirrel@wm3.uvic.ca>

My apologies if this is a cross posting for some of you,

Inspired by Paulo Freire's approach to critical pedagogy, my MA research
involved having immigrant ESL speaking women create a participatory
photonovel about eating well in Canada. A photonovel is like a comic book,
but uses photographs with balloon captions.

Creating a photonovel is very user-friendly and economical. In terms of
technology, all that is required is a digital camera, computer and a
comic-producing program that costs 30 dollars (Comic Life, which can be
bought online: www.plasq.com/ or it comes with most Mac computers).

My research findings demonstrated that a photonovel can be an effective
health literacy tool for immigrant ESL-speaking women, that it created
community amongst the women, that it helped the women feel important and
that it shifted their consciousness about nutrition in Canada
To view the photonovel the women created, and others, go to:

www.photonovel.ca

My MA research won a Canadian Population and Public Health Masters
Research Award (2006) and was shortlisted for the Canadian Language and
Literacy Masters Research Award (2008).

For some more information about the use of photonovels in education:

Nimmon, L. (2007). Within the eyes of the people: Using a photonovel as
a consciousness-raising health literacy tool with ESL-speaking immigrant
women. Canadian Journal of Public Health, 98(4), 337-340.

Rudd, R., & Comings, J. (1996). Learner developed materials: An empowering
product. Health Education Quarterly, 21(3), 313-327.

Wang, C., & Burris, A. (1994). Empowerment through photonovella:
Portraits of participation. Health Education Quarterly, 21(2), 171-186.

In response to the growing interest in photonovels as an empowering
educational tool, I have created a new website at www.photonovela.com

The goal of this site is to have a place where user created photonovels
can be shared and disseminated more widely.

Should you have any questions about facilitating photonovel projects,
please do not hesitate to contact me.

Sincerely,

Laura

-- 
Laura Nimmon
Doctoral Fellow
Social Sciences & Humanities Research Council of Canada
Michael Smith Foundation for Health Research
University of British Columbia
Literacy Education
www.photonovel.ca

From teacherwendyq at gmail.com  Wed Jul 30 16:28:17 2008
From: teacherwendyq at gmail.com (Wendy Quinones)
Date: Wed, 30 Jul 2008 16:28:17 -0400
Subject: [Technology 1695] Re: Technology Digest, Vol 34, Issue 15
In-Reply-To: <A7439902C13D6C459A2217AB22A386FB0262F6C6@DOVERSCLS01N1.state.de.us>
References: <mailman.11.1217347205.20744.technology@nifl.gov>
	<48903C62.6235.0017.0@Harford.edu>
	<A7439902C13D6C459A2217AB22A386FB0262F6C6@DOVERSCLS01N1.state.de.us>
Message-ID: <ad2cc1ef0807301328l4ad1a6eeif5c2b1f4c8613e0@mail.gmail.com>

Hi everyone and Gina especially,
I for one cannot imagine a life without reading books for pleasure.  At any
one time, I geneally have 3 or 4 books going at a time, plus at least one
book I'm listening to.  I HATE reading on the screen, although I have to do
a lot of it.  That's when I have trouble concentrating in a linear manner
for any length of time, unless I'm reading what I am writing at the time.

I went to the "Tree Octopus" site, and I have to say that most of the
students I've had in the last few years would have fallen for it totally.
It just doesn't seem to matter how many times we tell them to apply reason
to the internet -- especially if it looks as professional as that one did,
they're going to buy it.  I did an exercise once with a "medical" site that
promised a journal of a man's pregnancy along with other absurd things, and
although  we'd had a lengthy discussion of how to judge a website's
truthfulness (and this spoof site had red flags galore), none of the
students who got that as their assignment spotted  it as a fake.  We have
our work cut out for us, friends!

Wendy Quinones
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From CFischer at Harford.edu  Thu Jul 31 10:29:57 2008
From: CFischer at Harford.edu (Cindy Fischer)
Date: Thu, 31 Jul 2008 10:29:57 -0400
Subject: [Technology 1696] Re: Technology Digest, Vol 34, Issue 17
In-Reply-To: <mailman.25087.1217512658.14302.technology@nifl.gov>
References: <mailman.25087.1217512658.14302.technology@nifl.gov>
Message-ID: <4891940C.6235.0017.0@Harford.edu>

Wow, Gina!  I, too, am on the internet and the computer for most of the day (reading list serves, sort of is one of my daily tasks).  But I cannot read a story on line or a long email.  I have to print it out.  I prefer real books to cuddle up with on a rainy day.  I've watched music videos on my iPOD, but nothing else.  The small screen is useless to me.  You are obviously a good reader and thinker, so you're able to educate yourself using technology.  For our students who are reading below 8th grade level, I wonder how much reading and thinking they're actually doing online, on cells, or on iPODs.  I catch them on Utube watching stupid people videos.  Is that really helping them learn to think critically and read in a focused manner?  I wonder.  Cindy
 

 

"If you believe in good things, you can  make them happen."
Cindy 

>>> <technology-request at nifl.gov> 7/31/2008 9:57 AM >>>
Send Technology mailing list submissions to
technology at nifl.gov 

To subscribe or unsubscribe via the World Wide Web, visit
http://www.nifl.gov/mailman/listinfo/technology 
or, via email, send a message with subject or body 'help' to
technology-request at nifl.gov 

You can reach the person managing the list at
technology-owner at nifl.gov 

When replying, please edit your Subject line so it is more specific
than "Re: Contents of Technology digest..."

Today's Topics:

   1. [Technology 1689] Re: Technology Digest, Vol 34, Issue 15
      (Lobaccaro Gina (DOC))
   2. [Technology 1690] Re: Technology Digest, Vol 34, Issue 15
      (Bonnie Odiorne)
   3. [Technology 1691] Re: Technology Digest, Vol 34, Issue 15
      (David Williams)

----------------------------------------------------------------------

Message: 1
Date: Wed, 30 Jul 2008 14:54:56 -0400
From: "Lobaccaro Gina (DOC)" <Gina.Lobaccaro at state.de.us>
Subject: [Technology 1689] Re: Technology Digest, Vol 34, Issue 15
To: "The Technology and Literacy Discussion List"
<technology at nifl.gov>
Message-ID:
<A7439902C13D6C459A2217AB22A386FB0262F6C6 at DOVERSCLS01N1.state.de.us>
Content-Type: text/plain; charset="us-ascii"

Hi David - and others!

I (an adult correctional educator and doctorate student and frequent
Internet user)- like the students mentioned in the article - no longer
read books for pleasure EVER. I don't read newspapers or magazines
anymore; I check out local and national news daily online.  My eyes are
exhausted from the work I do online and from reading textbooks or online
readings for my classes.

I purchased an IPod a few years ago, and now download a book (for
pleasure "listening") now and again - to listen to when I am driving or
before I fall asleep.  Or, I have podcasts downloaded to listen to (as
opposed to reading magazines).  

I do "read seriously" but I don't read for pleasure anymore.  I wonder
how many other adult "professionals" (as opposed to students in general)
who spend a great deal of time doing computer work (including work
online) still do read books for pleasure and/or read the newspaper and
magazines regularly.

:-)

Gina

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] 
On Behalf Of Cindy Fischer
Sent: Wednesday, July 30, 2008 10:04 AM
To: technology at nifl.gov 
Cc: Cindy Fischer
Subject: [Technology 1688] Re: Technology Digest, Vol 34, Issue 15

David,

Thank you for this great article and great topic.  I am constantly
amazed at what our students, who score below 8th grade level in reading
and math can do.  They can text with one finger on a tiny machine and
talk at the same time.  A few weeks ago, I brought my niece back to
Maryland with me after I visited my family in Ohio.  During the 10 hour
drive, she managed to carry on a pleasant conversation and text over 900
times!  (I know this because her father got the bill -- he gets a
printout even though she has unlimited now).  Her phone is so tiny, I
couldn't make out the letters she used to text.  She used her thumb most
of the time.  She is a straight A student and does some reading.  She
was made to read Three Cups of Tea before entering her 1st year of
college, but she was reluctant and didn't want to read it.  She brought
it along, but I don't believe she ever opened the book in the two weeks
she was with us.  She spent hours on our computer.  

My point is that our "students" are living in a different world.  What a
cliche'.  I have so much trouble with my online credit students getting
them to understand that the Wikipedia is not a reliable source.  They
have fallen for the Octopus hoax (not all, but far too many).  I'm
wondering if what we have to do is teach reliability, credibility,
skills etc. and be glad they're reading and writing so much more!  

Cindy

"If you believe in good things, you can  make them happen."

Cindy 

>>> <technology-request at nifl.gov> 7/29/2008 12:00 PM >>>
Send Technology mailing list submissions to
technology at nifl.gov 

To subscribe or unsubscribe via the World Wide Web, visit
http://www.nifl.gov/mailman/listinfo/technology 
or, via email, send a message with subject or body 'help' to
technology-request at nifl.gov 

You can reach the person managing the list at
technology-owner at nifl.gov 

When replying, please edit your Subject line so it is more specific
than "Re: Contents of Technology digest..."

Today's Topics:

   1. [Technology 1687]  Literacy Debate: Online, R U Really
      Reading? (David J. Rosen)

----------------------------------------------------------------------

Message: 1
Date: Sun, 27 Jul 2008 18:55:26 -0400
From: "David J. Rosen" <djrosen at comcast.net>
Subject: [Technology 1687]  Literacy Debate: Online, R U Really
Reading?
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Message-ID: <55EFFB5E-9D33-438C-B552-37196464C82B at comcast.net>
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format=flowed

Technology colleagues,

Today's New York Times has an article (online, of course) on reading  
online vs reading books. Among other things mentioned are:

? a spoof web site about an endangered Pacific Northwest Tree Octopus  
that 90% of the students of the teacher who assigned the web site  
thought was authentic,
? an Internet literacy test which will be taken by students in OECD  
countries (except the U.S.),  and
? various views about whether reading online is an essential kind of  
reading now or distracting from serious reading.

You'll find the article at:

http://tinyurl.com/6n7vjk 

I wonder what you think of this article (the first in a series).

David J. Rosen
djrosen at comcast.net 

------------------------------

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology 

End of Technology Digest, Vol 34, Issue 15
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Message: 2
Date: Wed, 30 Jul 2008 13:23:33 -0700 (PDT)
From: Bonnie Odiorne <bonniesophia at sbcglobal.net>
Subject: [Technology 1690] Re: Technology Digest, Vol 34, Issue 15
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Message-ID: <113214.94824.qm at web83311.mail.sp1.yahoo.com>
Content-Type: text/plain; charset="windows-1252"

I still read books for pleasure, the newspapers, and (my secret addiction) look at catalogs, but simply because I?do so much work on the computer that books are a different vision range for me and it's kind of relaxing. I'm visually impaired, and a screen is a screen, so?I rarely watch TV any more. and if I didn't read for leisure, I truly would go insane;? I need the distraction from brain overload, and it's been that way since grad school.
Bonnie Odiorne

----- Original Message ----
From: Lobaccaro Gina (DOC) <Gina.Lobaccaro at state.de.us>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Sent: Wednesday, July 30, 2008 2:54:56 PM
Subject: [Technology 1689] Re: Technology Digest, Vol 34, Issue 15

Hi David ? and others!
I (an adult correctional educator and doctorate student and frequent Internet user)? like the students mentioned in the article ? no longer read books for pleasure EVER. I don?t read newspapers or magazines anymore; I check out local and national news daily online.? My eyes are exhausted from the work I do online and from reading textbooks or online readings for my classes.
I purchased an IPod a few years ago, and now download a book (for pleasure ?listening?) now and again ? to listen to when I am driving or before I fall asleep.? Or, I have podcasts downloaded to listen to (as opposed to reading magazines).? 
I do ?read seriously? but I don?t read for pleasure anymore.? I wonder how many other adult ?professionals? (as opposed to students in general) who spend a great deal of time doing computer work (including work online) still do read books for pleasure and/or read the newspaper and magazines regularly.
J
Gina
?

________________________________

From:technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Cindy Fischer
Sent: Wednesday, July 30, 2008 10:04 AM
To: technology at nifl.gov 
Cc: Cindy Fischer
Subject: [Technology 1688] Re: Technology Digest, Vol 34, Issue 15
?
David,
Thank you for this great article and great topic.? I am constantly amazed at what our students, who score below 8th grade level in reading and math can do.? They can text with one finger on a tiny machine and talk at the same time.? A few weeks ago, I brought my niece back to Maryland with me after I visited my family in Ohio .? During the 10 hour drive, she managed to carry on a pleasant conversation and text over 900 times!? (I know this because her father got the bill -- he gets a printout even though she has unlimited now).? Her phone is so tiny, I couldn't make out the letters she used to text.? She used her thumb most of the time.? She is a straight A student and does some reading.? She was made to read Three Cups of Tea before entering her 1st year of college, but she was reluctant and didn't want to read it.? She brought it along, but I don't believe she ever opened the book in the two weeks she was with us.? She spent hours on our
computer.? 
My point is that our "students" are living in a different world.? What a cliche'.? I have so much trouble with my online credit students getting them to understand that the Wikipedia is not a reliable source.? They have fallen for the Octopus hoax (not all, but far too many).? I'm wondering if what we have to do is teach reliability, credibility, skills etc. and be glad they're reading and writing so much more!? 
Cindy
?
?
"If you believe in good things, you can? make them happen."
Cindy 

>>> <technology-request at nifl.gov> 7/29/2008 12:00 PM >>>
Send Technology mailing list submissions to
technology at nifl.gov 

To subscribe or unsubscribe via the World Wide Web, visit
http://www.nifl.gov/mailman/listinfo/technology 
or, via email, send a message with subject or body 'help' to
technology-request at nifl.gov 

You can reach the person managing the list at
technology-owner at nifl.gov 

When replying, please edit your Subject line so it is more specific
than "Re: Contents of Technology digest..."

Today's Topics:

?? 1. [Technology 1687]? Literacy Debate: Online, R U Really
????? Reading ? (David J. Rosen)

----------------------------------------------------------------------

Message: 1
Date: Sun, 27 Jul 2008 18:55:26 -0400
From: "David J. Rosen" <djrosen at comcast.net>
Subject: [Technology 1687]? Literacy Debate: Online, R U Really
Reading ?
To: The Technology and Literacy Discussion List < technology at nifl.gov >
Message-ID: <55EFFB5E-9D33-438C-B552-37196464C82B at comcast.net>
Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;
format=flowed

Technology colleagues,

Today's New York Times has an article (online, of course) on reading? 
online vs reading books. Among other things mentioned are:

? a spoof web site about an endangered Pacific Northwest Tree Octopus? 
that 90% of the students of the teacher who assigned the web site? 
thought was authentic,
? an Internet literacy test which will be taken by students in OECD? 
countries (except the U.S. ),? and
? various views about whether reading online is an essential kind of? 
reading now or distracting from serious reading.

You'll find the article at:

http://tinyurl.com/6n7vjk 

I wonder what you think of this article (the first in a series).

David J. Rosen
djrosen at comcast.net 

------------------------------

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology 

End of Technology Digest, Vol 34, Issue 15
******************************************
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Message: 3
Date: Wed, 30 Jul 2008 14:43:04 -0700 (PDT)
From: David Williams <dwilliams52 at sbcglobal.net>
Subject: [Technology 1691] Re: Technology Digest, Vol 34, Issue 15
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Message-ID: <946650.83211.qm at web83504.mail.sp1.yahoo.com>
Content-Type: text/plain; charset="iso-8859-1"

Hi to everyone,
   
  In response to Gina's comments. I don't read hard copy books for pleasure as much as I once did, but in my case it's a matter of available time not lack of desire. I still read the newspaper on a mostly daily basis and still have several magazine subscriptions for areas of interest outside of education. In fact, I found it rather difficult to read the on line article, as I do most in-depth informational text on line. This may add to the argument that older (as in my case) adults find hard copy written information easier to deal with, while younger adults find the e-technology information (e-text, visual graphics and audio) easier to use rather it's for information or pleasure.
   
  However, the article does make several interesting points (even if they were not reasonably substantiated with data). Many learners who suffered from learning impairments are able to communicate at a higher functional level via on line techniques than with traditional paper communications. One of my sons is an example of this, he suffers from dyslexia and had a terrible time with reading and writing in his traditional k-12 studies. Once he acquired the on line skills so common today, his ability to communicate in writing and his functional reading have increased greatly.
   
  Dave Williams

"Lobaccaro Gina (DOC)" <Gina.Lobaccaro at state.de.us> wrote:
        v\:* {behavior:url(#default#VML);}  o\:* {behavior:url(#default#VML);}  w\:* {behavior:url(#default#VML);}  .shape {behavior:url(#default#VML);}        st1\:*{behavior:url(#default#ieooui) }                Hi David ? and others!
  I (an adult correctional educator and doctorate student and frequent Internet user)? like the students mentioned in the article ? no longer read books for pleasure EVER. I don?t read newspapers or magazines anymore; I check out local and national news daily online.  My eyes are exhausted from the work I do online and from reading textbooks or online readings for my classes.
  I purchased an IPod a few years ago, and now download a book (for pleasure ?listening?) now and again ? to listen to when I am driving or before I fall asleep.  Or, I have podcasts downloaded to listen to (as opposed to reading magazines).  
  I do ?read seriously? but I don?t read for pleasure anymore.  I wonder how many other adult ?professionals? (as opposed to students in general) who spend a great deal of time doing computer work (including work online) still do read books for pleasure and/or read the newspaper and magazines regularly.
  J
  Gina
   
      
---------------------------------
  
  From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Cindy Fischer
Sent: Wednesday, July 30, 2008 10:04 AM
To: technology at nifl.gov 
Cc: Cindy Fischer
Subject: [Technology 1688] Re: Technology Digest, Vol 34, Issue 15

   
    David,

    Thank you for this great article and great topic.  I am constantly amazed at what our students, who score below 8th grade level in reading and math can do.  They can text with one finger on a tiny machine and talk at the same time.  A few weeks ago, I brought my niece back to Maryland with me after I visited my family in Ohio.  During the 10 hour drive, she managed to carry on a pleasant conversation and text over 900 times!  (I know this because her father got the bill -- he gets a printout even though she has unlimited now).  Her phone is so tiny, I couldn't make out the letters she used to text.  She used her thumb most of the time.  She is a straight A student and does some reading.  She was made to read Three Cups of Tea before entering her 1st year of college, but she was reluctant and didn't want to read it.  She brought it along, but I don't believe she ever opened the book in the two weeks she was with us.  She spent hours on our computer.  

    My point is that our "students" are living in a different world.  What a cliche'.  I have so much trouble with my online credit students getting them to understand that the Wikipedia is not a reliable source.  They have fallen for the Octopus hoax (not all, but far too many).  I'm wondering if what we have to do is teach reliability, credibility, skills etc. and be glad they're reading and writing so much more!  

    Cindy

     

       

    "If you believe in good things, you can  make them happen."

    Cindy 

  

>>> <technology-request at nifl.gov> 7/29/2008 12:00 PM >>>
Send Technology mailing list submissions to
technology at nifl.gov 

To subscribe or unsubscribe via the World Wide Web, visit
http://www.nifl.gov/mailman/listinfo/technology 
or, via email, send a message with subject or body 'help' to
technology-request at nifl.gov 

You can reach the person managing the list at
technology-owner at nifl.gov 

When replying, please edit your Subject line so it is more specific
than "Re: Contents of Technology digest..."

Today's Topics:

   1. [Technology 1687]  Literacy Debate: Online, R U Really
      Reading? (David J. Rosen)

----------------------------------------------------------------------

Message: 1
Date: Sun, 27 Jul 2008 18:55:26 -0400
From: "David J. Rosen" <djrosen at comcast.net>
Subject: [Technology 1687]  Literacy Debate: Online, R U Really
Reading?
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Message-ID: <55EFFB5E-9D33-438C-B552-37196464C82B at comcast.net>
Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;
format=flowed

Technology colleagues,

Today's New York Times has an article (online, of course) on reading  
online vs reading books. Among other things mentioned are:

? a spoof web site about an endangered Pacific Northwest Tree Octopus  
that 90% of the students of the teacher who assigned the web site  
thought was authentic,
? an Internet literacy test which will be taken by students in OECD  
countries (except the U.S.),  and
? various views about whether reading online is an essential kind of  
reading now or distracting from serious reading.

You'll find the article at:

http://tinyurl.com/6n7vjk 

I wonder what you think of this article (the first in a series).

David J. Rosen
djrosen at comcast.net 

------------------------------

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology 

End of Technology Digest, Vol 34, Issue 15
******************************************

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology 
Email delivered to dwilliams52 at sbcglobal.net 
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Technology and Literacy mailing list
Technology at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology 

End of Technology Digest, Vol 34, Issue 17
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From djrosen at comcast.net  Thu Jul 31 10:31:24 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 31 Jul 2008 10:31:24 -0400
Subject: [Technology 1697] Re: Technology Digest, Vol 34, Issue 15
In-Reply-To: <ad2cc1ef0807301328l4ad1a6eeif5c2b1f4c8613e0@mail.gmail.com>
References: <mailman.11.1217347205.20744.technology@nifl.gov>
	<48903C62.6235.0017.0@Harford.edu>
	<A7439902C13D6C459A2217AB22A386FB0262F6C6@DOVERSCLS01N1.state.de.us>
	<ad2cc1ef0807301328l4ad1a6eeif5c2b1f4c8613e0@mail.gmail.com>
Message-ID: <B99FA9E2-BCED-4E2C-99D8-DB2B423AAFD0@comcast.net>

Colleagues,

I read books (thanks to the Boston Public Library!), articles,  
newspapers, web pages, (wanted and unwanted) mail and email and  
discussion list postings like this, manuals, curricula, content  
standards, policies, Requests for Proposals, proposals, evaluations,  
studies, and much more.

I am a critical reader. One of the documents that helped me to "get"  
why it is important to be a critical reader many years ago is "Body  
Ritual Among the Nacirema" https://www.msu.edu/~jdowell/miner.html   
Wendy, and others, this might be useful with some of your adult  
secondary education/transition to college students. If you haven't  
read it yet, it's a must!

The past couple of years, my book group has chosen to read books that  
are essentially long (usually interesting) arguments. These include:

Two books by Yale Law School Professor, Amy Chua, World on Fire, and  
Day of Empire, How Hyperpowers Rise to Global Dominance--and Why They  
Fall; and The God Delusion by Richard Dawkins.

I found each of these three books compelling. Each started with a  
thesis and tried to prove it using arguments and a variety of kinds  
of evidence. This kind of reading requires being able to follow a  
well-developed argument and having a dialogue with yourself (and  
ideally others) about the argument and its sub-parts. In the end, you  
have to decide whether or not, and to what extent, to accept the  
thesis. This is the kind of reading (thinking) we need in a  
pluralistic, democratic society. We need other kinds of reading, too,  
but the ability to follow (and dispute) an argument is especially  
important.

David J. Rosen
djrosen at comcast.net

On Jul 30, 2008, at 4:28 PM, Wendy Quinones wrote:

> Hi everyone and Gina especially,
> I for one cannot imagine a life without reading books for  
> pleasure.  At any one time, I geneally have 3 or 4 books going at a  
> time, plus at least one book I'm listening to.  I HATE reading on  
> the screen, although I have to do a lot of it.  That's when I have  
> trouble concentrating in a linear manner for any length of time,  
> unless I'm reading what I am writing at the time.
>
> I went to the "Tree Octopus" site, and I have to say that most of  
> the students I've had in the last few years would have fallen for  
> it totally.  It just doesn't seem to matter how many times we tell  
> them to apply reason to the internet -- especially if it looks as  
> professional as that one did, they're going to buy it.  I did an  
> exercise once with a "medical" site that promised a journal of a  
> man's pregnancy along with other absurd things, and although  we'd  
> had a lengthy discussion of how to judge a website's truthfulness  
> (and this spoof site had red flags galore), none of the students  
> who got that as their assignment spotted  it as a fake.  We have  
> our work cut out for us, friends!
>
> Wendy Quinones
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to djrosen at comcast.net

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From Gina.Lobaccaro at state.de.us  Thu Jul 31 10:58:01 2008
From: Gina.Lobaccaro at state.de.us (Lobaccaro Gina (DOC))
Date: Thu, 31 Jul 2008 10:58:01 -0400
Subject: [Technology 1698] Re: Technology Digest, Vol 34, Issue 15
In-Reply-To: <B99FA9E2-BCED-4E2C-99D8-DB2B423AAFD0@comcast.net>
References: <mailman.11.1217347205.20744.technology@nifl.gov><48903C62.6235.0017.0@Harford.edu><A7439902C13D6C459A2217AB22A386FB0262F6C6@DOVERSCLS01N1.state.de.us><ad2cc1ef0807301328l4ad1a6eeif5c2b1f4c8613e0@mail.gmail.com>
	<B99FA9E2-BCED-4E2C-99D8-DB2B423AAFD0@comcast.net>
Message-ID: <A7439902C13D6C459A2217AB22A386FB0262F6CB@DOVERSCLS01N1.state.de.us>

Thank you so much for all the responses to my note of last night.

 

I wondered if it would generate a discussion.  

 

I think that the combination of working so much keeping data and doing
online research AND taking college classes that require reading on and
offline texts have done the most to slow down my reading for pleasure.
Secondly, my vision has continued to get worse and worse over the past
five years (and before).. and the last trip to the eye doctor - I was
told I have the beginning stages of cataracts. I also have frequent
migraines.

I am beginning to see - through the responses and some reflection - that
my case may be somewhat unique. 

When I go on vacations I DO read for pleasure - especially on airplanes.
:-) 

 

Speaking of vacations - a frequent vacation for me is to Yosemite where
my college roommate lives.  Her home is in the very town where the worst
of the fires in that area have been since this weekend (Midpines - near
the Yosemite Valley).  The last I heard, she had not learned if she had
lost her home to the fire (and in response to Holly - I was very
saddened to hear of the loss of your home). Please keep my friend Wendy
in your thoughts.... she and her husband and two teenagers are fine, and
that is a great relief.

Again, thanks for the discussion.

Was good to hear from you all!

 

Gina

 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of David J. Rosen
Sent: Thursday, July 31, 2008 10:31 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1697] Re: Technology Digest, Vol 34, Issue 15

 

Colleagues,

 

I read books (thanks to the Boston Public Library!), articles,
newspapers, web pages, (wanted and unwanted) mail and email and
discussion list postings like this, manuals, curricula, content
standards, policies, Requests for Proposals, proposals, evaluations,
studies, and much more. 

 

I am a critical reader. One of the documents that helped me to "get" why
it is important to be a critical reader many years ago is "Body Ritual
Among the Nacirema" https://www.msu.edu/~jdowell/miner.html  Wendy, and
others, this might be useful with some of your adult secondary
education/transition to college students. If you haven't read it yet,
it's a must!

 

The past couple of years, my book group has chosen to read books that
are essentially long (usually interesting) arguments. These include:

 

Two books by Yale Law School Professor, Amy Chua, World on Fire, and Day
of Empire, How Hyperpowers Rise to Global Dominance--and Why They Fall;
and The God Delusion by Richard Dawkins. 

 

I found each of these three books compelling. Each started with a thesis
and tried to prove it using arguments and a variety of kinds of
evidence. This kind of reading requires being able to follow a
well-developed argument and having a dialogue with yourself (and ideally
others) about the argument and its sub-parts. In the end, you have to
decide whether or not, and to what extent, to accept the thesis. This is
the kind of reading (thinking) we need in a pluralistic, democratic
society. We need other kinds of reading, too, but the ability to follow
(and dispute) an argument is especially important. 

 

David J. Rosen

djrosen at comcast.net

 

 

 

On Jul 30, 2008, at 4:28 PM, Wendy Quinones wrote:

Hi everyone and Gina especially,

I for one cannot imagine a life without reading books for pleasure.  At
any one time, I geneally have 3 or 4 books going at a time, plus at
least one book I'm listening to.  I HATE reading on the screen, although
I have to do a lot of it.  That's when I have trouble concentrating in a
linear manner for any length of time, unless I'm reading what I am
writing at the time.

 

I went to the "Tree Octopus" site, and I have to say that most of the
students I've had in the last few years would have fallen for it
totally.  It just doesn't seem to matter how many times we tell them to
apply reason to the internet -- especially if it looks as professional
as that one did, they're going to buy it.  I did an exercise once with a
"medical" site that promised a journal of a man's pregnancy along with
other absurd things, and although  we'd had a lengthy discussion of how
to judge a website's truthfulness (and this spoof site had red flags
galore), none of the students who got that as their assignment spotted
it as a fake.  We have our work cut out for us, friends!

 

Wendy Quinones

----------------------------------------------------

National Institute for Literacy

Technology and Literacy mailing list

Technology at nifl.gov

To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology

Email delivered to djrosen at comcast.net

 

 

 

 

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From barry.bakin at lausd.net  Thu Jul 31 10:59:54 2008
From: barry.bakin at lausd.net (Bakin, Barry)
Date: Thu, 31 Jul 2008 07:59:54 -0700
Subject: [Technology 1699] Re: Technology Digest, Vol 34, Issue 15
References: <mailman.11.1217347205.20744.technology@nifl.gov><48903C62.6235.0017.0@Harford.edu><A7439902C13D6C459A2217AB22A386FB0262F6C6@DOVERSCLS01N1.state.de.us><ad2cc1ef0807301328l4ad1a6eeif5c2b1f4c8613e0@mail.gmail.com>
	<B99FA9E2-BCED-4E2C-99D8-DB2B423AAFD0@comcast.net>
Message-ID: <D7D008D5A3EAF6478CF0328F18E6639B0E34BD@MAILBE-LA13.lausd.net>

I am a critical reader. One of the documents that helped me to "get"  
why it is important to be a critical reader many years ago is "Body  
Ritual Among the Nacirema" https://www.msu.edu/~jdowell/miner.html   
Wendy, and others, this might be useful with some of your adult  
secondary education/transition to college students. If you haven't  
read it yet, it's a must!

Ahh, the Nacirema! One of the classic texts read by anthropology majors.  Right up there with the classic studies of the Yanomamo!  As a former anthropology major myself, I concur with David that it's an excellent read for the general audience as well. 

Barry Bakin
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From barry.bakin at lausd.net  Thu Jul 31 11:12:03 2008
From: barry.bakin at lausd.net (Bakin, Barry)
Date: Thu, 31 Jul 2008 08:12:03 -0700
Subject: [Technology 1700] Re: Pleasure reading offline: I do! and
	students'comments
References: <a305dbd10807301925v2097ea40pbcbe030ee2a69b9f@mail.gmail.com>
Message-ID: <D7D008D5A3EAF6478CF0328F18E6639B0E34BE@MAILBE-LA13.lausd.net>

...
Classroom observations I've made of my perceived 'needs' to be addressed
with adult learners are 'spam' related emails -- the false promises that
BOMBARD mailboxes -- and students often report being afraid to delete them.
It is not unusual for me to see students with thousands of messages in
inbox  -- afraid to delete, not recognizing cues of misspelled words in the
subject, etc.  ...also often unaware that the sights they visit and enter
minimal data into are often responsible for sending a barrage of junk
emails...

That's an important observation regarding additional skills that need to be taught that I hadn't been completely aware of.  I have done lessons about the pop-ups in terms of the virtual "scam" nature of the "you are a winner" type promotions in which the award is virtually impossible to claim since you have to complete X number of promotions, buy Y number of products, and do Z number of activities within a specified time period to actually receive a prize-all of them exactly fulfilled to the letter and missing any one item disqualifies you.  Now, I see that there's more critical information to discuss.

Barry Bakin
Pacoima Skills Center
Division of Adult and Career Education
Los Angeles Unified School District

p.s. I'm trying to get through my first "reading for pleasure" book in years-and I'm on the 4th chapter!

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From barry.bakin at lausd.net  Thu Jul 31 11:23:16 2008
From: barry.bakin at lausd.net (Bakin, Barry)
Date: Thu, 31 Jul 2008 08:23:16 -0700
Subject: [Technology 1701] Re: Photonovels
References: <2757.142.104.193.193.1217458215.squirrel@wm3.uvic.ca>
Message-ID: <D7D008D5A3EAF6478CF0328F18E6639B0E34BF@MAILBE-LA13.lausd.net>

...
In response to the growing interest in photonovels as an empowering
educational tool, I have created a new website at www.photonovela.com

The goal of this site is to have a place where user created photonovels
can be shared and disseminated more widely...

While I didn't carry out any research, I have found that my students have often benefited from creating single panel "clip art comics" using PowerPoint or Word.  The "insert/picture/Autoshapes" menu item gives you a choice of "speech balloons" that can be used in the same way as the photonovela software mentioned. The students create single panel comics of topics of interest to them using language they're learning in class.  Interested teachers could also direct the students to create their single panel comic about a particular topic such as health education.  You can view a few finished student projects at http://esl.adultinstruction.org/ClipArtComics.htm

I had also experimented with creating photo stories using other people's photos at flickr using an application called Bubblr which allows users to add speech balloons to any picture found on flickr, but stopped doing that when flickr was blocked from school district computers.  You can experiment with Bubblr at http://www.pimpampum.net/bubblr/

Barry Bakin
Pacoima Skills Center
Division of Adult and Career Education
Los Angeles Unified School District
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From holly at dilatush.com  Thu Jul 31 14:00:06 2008
From: holly at dilatush.com (Holly Dilatush)
Date: Thu, 31 Jul 2008 14:00:06 -0400
Subject: [Technology 1702] Re: modeling reading
Message-ID: <a305dbd10807311100g60f48241k8c8f0239e13dcc5d@mail.gmail.com>

Often, at conferences, staff meetings, other prof development opportunities,
I'm reminded of how powerful and important the simple modeling of reading
for pleasure is.... in GED or ESOL or any environment -- workplace
included....

We all know time is precious, but 10 minutes of quiet reading time
(headphones allowed, volume down, but discouraged) in every class -- with
teacher reading, too -- with a bookshelf or box filled with choices -- and
followed by a 5 minute debrief -- period.  No lessons, no worksheets.
(journal reflection option always reminded) can be transformatively
powerful.  When I do remember to do this, I often choose illustrated "kids"
books or photo books -- because they are powerful experiences for me, and
I'm an advocate for picture books being for a much larger audience than
'children.'   I smile, laugh out loud, sometimes cry when I'm reading -- and
OFTEN do not want to stop -- that is always a part of my debrief
conversations.   Reading could be online during this modeling session, too,
I suppose... who would choose a computer to read on given a choice of
hand-held magazine/book/article?   Would you?

This same modeling approach is powerful for writing, too.

and writing can be online or paper/pen/pencil, too.

now if we could only add art to the modeling mix!

It's fascinating (to me) to reflect on all the ways technology and computers
are changing ME, positive and not-so -- and how that impacts others I
interact with... builds walls but builds wonderful bridges, too.  What does
it feel like for learners?  Do we ask enough, in enough ways?  or do we
sometimes (some of us) assume too much?

very interesting,
thanks to all,

holly
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From linda_c_perry at sbcglobal.net  Thu Jul 31 15:01:02 2008
From: linda_c_perry at sbcglobal.net (Linda Perry)
Date: Thu, 31 Jul 2008 12:01:02 -0700
Subject: [Technology 1703] Re: Technology Digest, Vol 34, Issue 15
In-Reply-To: <ad2cc1ef0807301328l4ad1a6eeif5c2b1f4c8613e0@mail.gmail.com>
References: <mailman.11.1217347205.20744.technology@nifl.gov>
	<48903C62.6235.0017.0@Harford.edu>
	<A7439902C13D6C459A2217AB22A386FB0262F6C6@DOVERSCLS01N1.state.de.us>
	<ad2cc1ef0807301328l4ad1a6eeif5c2b1f4c8613e0@mail.gmail.com>
Message-ID: <F2CBC721-0979-4F92-843C-655AB83747AF@sbcglobal.net>

About critical reading ....

Hoax websites (such as The Tree Octopus site) can be effective tools  
for teaching critical reading and thinking skills. A few years ago  
when I was coordinating the NIFL Technology Training Special  
Collection, we created a WebQuest called Websites ... Which Ones  
Should You Trust? I just checked and the WebQuest is still posted. It  
walks students through the process of asking a series of questions  
(Who is the author?, Is the information accurate?, Is there bias?,  
When was the website made?) to help them develop a set of criteria for  
judging the reliability of online resources. Each question also offers  
activities using legitimate and hoax websites. The link below will  
take you to the part of the site that is designed for students. Once  
there, you can click on the link For Teachers in the upper right  
corner to learn more about using this WebQuest with your students:
http://www.altn.org/webquests/websites/index.html

Back when I was teaching elementary students in a computer lab I  
collaborated with another teacher. His eighth grade students were  
learning beginning web design. My second grade students completed a  
survey that his students had developed and answered a series of  
questions about themselves (number of siblings, favorites, etc.). His  
students then used their answers to create individual websites for my  
second graders. I was delighted to find that the second graders were  
very critical readers when it came to reading about themselves. Many  
of them were amazed that the websites that had been created by the  
eighth graders contained so much misinformation (It says blue is my  
favorite color but it really is red; I don't have a younger brother;  
My favorite food isn't pizza, etc.). They saw the errors about what  
had been written about them immediately so it was a very pointed way  
to get them to realize that everything they read online isn't  
necessarily true. With older students you'd want to expand on this and  
have the critical reading and thinking extend beyond basic facts,  
perhaps using student-created wikis and blogs.

With such easy access to free, online resources and so much of it  
produced by non-professionals (websites, podcasts, wikis, blogs,  
etc.)  it is very important to provide students of all ages the skills  
they'll need to be critical readers and thinkers.

Linda

Linda Perry
Beyond The Text, Educational Consulting
http://web.mac.com/linda_perry/
linda_perry at mac.com

On Jul 30, 2008, at 1:28 PM, Wendy Quinones wrote:

> Hi everyone and Gina especially,
> I for one cannot imagine a life without reading books for pleasure.   
> At any one time, I geneally have 3 or 4 books going at a time, plus  
> at least one book I'm listening to.  I HATE reading on the screen,  
> although I have to do a lot of it.  That's when I have trouble  
> concentrating in a linear manner for any length of time, unless I'm  
> reading what I am writing at the time.
>
> I went to the "Tree Octopus" site, and I have to say that most of  
> the students I've had in the last few years would have fallen for it  
> totally.  It just doesn't seem to matter how many times we tell them  
> to apply reason to the internet -- especially if it looks as  
> professional as that one did, they're going to buy it.  I did an  
> exercise once with a "medical" site that promised a journal of a  
> man's pregnancy along with other absurd things, and although  we'd  
> had a lengthy discussion of how to judge a website's truthfulness  
> (and this spoof site had red flags galore), none of the students who  
> got that as their assignment spotted  it as a fake.  We have our  
> work cut out for us, friends!
>
> Wendy Quinones
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to linda_c_perry at sbcglobal.net

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From barry.bakin at lausd.net  Fri Aug  1 18:06:58 2008
From: barry.bakin at lausd.net (Bakin, Barry)
Date: Fri, 1 Aug 2008 15:06:58 -0700
Subject: [Technology 1704] Re: Technology Digest, Vol 34, Issue 15
In-Reply-To: <F2CBC721-0979-4F92-843C-655AB83747AF@sbcglobal.net>
Message-ID: <D7D008D5A3EAF6478CF0328F18E6639B0DCF94@MAILBE-LA13.lausd.net>

Thanks for the reference to the Wesite webquest-I've already decided to
try it out with my students.  It's obvious that a lot of developmental
work went into it as the phony sites have all the external
characteristics of authenticity up to the testimonial letters from
"satisfied customers."
 
Barry Bakin
Pacoima Skills Center
Division of Adult and Career Education, Los Angeles Unified School
District

	-----Original Message-----
	From: technology-bounces at nifl.gov
[mailto:technology-bounces at nifl.gov] On Behalf Of Linda Perry
	Sent: Thursday, July 31, 2008 12:01 PM
	To: The Technology and Literacy Discussion List
	Subject: [Technology 1703] Re: Technology Digest, Vol 34, Issue
15
	
	
	About critical reading ....

	Hoax websites (such as The Tree Octopus site) can be effective
tools for teaching critical reading and thinking skills. A few years ago
when I was coordinating the NIFL Technology Training Special Collection,
we created a WebQuest called Websites ... Which Ones Should You Trust? I
just checked and the WebQuest is still posted. It walks students through
the process of asking a series of questions (Who is the author?, Is the
information accurate?, Is there bias?, When was the website made?) to
help them develop a set of criteria for judging the reliability of
online resources. Each question also offers activities using legitimate
and hoax websites. The link below will take you to the part of the site
that is designed for students. Once there, you can click on the link For
Teachers in the upper right corner to learn more about using this
WebQuest with your students: 
	http://www.altn.org/webquests/websites/index.html

	 

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From LaFerlazzo at aol.com  Sat Aug  2 21:31:34 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sat, 2 Aug 2008 21:31:34 EDT
Subject: [Technology 1705] Re: The Best Ways to Create Online Content Easily
	& Quickly
Message-ID: <c73.35619275.35c66476@aol.com>

Hi, Everybody,
 
I thought you might be interested in:
 
_The Best Ways To Create Online Content Easily  & Quickly ? 2008_ 
(http://larryferlazzo.edublogs.org/2008/08/02/the-best-ways-to-create-online-content-easil
y-quickly-2008/) 
(_http://tinyurl.com/onlinecontent_ (http://tinyurl.com/onlinecontent) )
 
It shares my picks, and a reader poll, for the twenty-six best ways to  
create online content easily and quickly, ranging from making a World War II  
propoganda film to making a wildlife film.
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA
 

**************Looking for a car that's sporty, fun and fits in your budget? 
Read reviews on AOL Autos.      
(http://autos.aol.com/cars-BMW-128-2008/expert-review?ncid=aolaut00050000000017 )
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From michael.thomas at gmx.co.uk  Mon Aug  4 19:50:13 2008
From: michael.thomas at gmx.co.uk (Michael Thomas)
Date: Tue, 5 Aug 2008 08:50:13 +0900
Subject: [Technology 1706] Contribute to a contracted book on Interactive
	Whiteboards
Message-ID: <02F2407E-F7FF-4C2A-9193-1DA929027967@gmx.co.uk>

CALL FOR PROPOSALS FOR CHAPTERS AND CASE STUDIES

Title

Interactive Whiteboards for Education and Training:
Emerging Technologies and Applications

Co-editors

Michael Thomas Ph.D.
Nagoya University of Commerce & Business, Japan

Euline Cutrim Schmid Ph.D
University of Education Heidelberg, Germany

INTRODUCTION

Interactive Whiteboards for Education and Training combines content- 
based chapters on the main pedagogical issues associated with  
Interactive Whiteboards (IWB) along with practical case studies  
exploring their use in actual learning environments. The focus of the  
book is on the use of IWBs in schools, colleges, universities and  
training contexts, across all disciplines.

The substantial investment in digital or Interactive Whiteboards  
around the world is set to continue over the next five years. This is  
especially true of the USA and the UK. Currently, nearly 80% of high  
schools and 90% of primary schools in the UK have Interactive  
Whiteboards installed in their classrooms. Interactive Whiteboards  
have been adopted around the world, in the UK, Europe, USA, Asia and  
South America. They are an emerging technology that will continue to  
reach out beyond the school system and into further and higher  
education.

Interactive Whiteboards for Education and Training aims to be one of  
the first high quality collections by a recognized international  
press on this major subject of relevance to instructors across the  
educational spectrum, from schools to universities and training  
organizations.

CHAPTER PROPOSALS

Chapter proposals are being sought for the first section of the book  
(6-10 chapters). Chapters should focus on a substantive area of  
pedagogy related to the use of IWB technology. Completed chapters  
should be between 6,000 - 8,500 words in length, and fully referenced  
following APA style guidelines. Possible subject areas to be  
addressed by the chapters include:

(i). Enhanced interactivity

(ii). Multimedia in the classroom

(iii). The use of wireless remote devices (slates, clickers etc.)

(iv). Teacher training and professional development

(v). Task-based teaching and learning

(vi). IWB and Web 2.0

(vii). Web-based learning

(viii). IWB and learner motivation

(ix). Classroom interaction and collaboration

(x). Resources for IWB

Proposals on other topics in addition to those listed are welcomed.

CASE STUDIES PROPOSALS

The second section includes 12-20 case studies which develop and  
complement the themes of the first section of the book by exploring  
instructors? practical experiences.

All of the case studies are organized according to a similar format  
thus enabling comparison. Case studies represent first-hand accounts  
from those involved directly in the projects described. The case  
studies should be based on research done with IWB or related  
technology in the last five years. Each case study should address the  
following sections:

(i). the context of the project

(ii). the rationale of the project

(iii). the teaching and learning aims and objectives of the project

(iv). the technology infrastructure

(v). the evaluation and assessment criteria used

(vi). the learning outcomes and findings of the project

(vii). future implications of the project (institutional, for  
teaching, for learning, for professional development)

The final word-length of each case study is expected to be in the  
range of 3,500 ? 6,000 words.

SUBMITTING A PROPOSAL

Please send a 1-2 page proposal outlining the main features of your  
proposed chapter or case study and how it is relevant for the  
collection. Proposals and submission enquiries should be sent as MS  
Word documents by email to: Dr Michael Thomas, at:

<michael.thomas at nucba.ac.jp>

The deadline for the receipt of a proposal is October, 30, 2008.

The subject line of the email should read, ?IWB Chapter/Case Study  
Proposal.?

All proposals should include the following information:

(i). Full name and title of the author(s)

(ii). Professional status (Teacher, Lecturer, Professor etc.)

(iii). Professional affiliation (Name of your educational institution)
(iv). Professional address

- Department
- Employer
- City & Postal/Zip code
- Country
- Phone/Fax
- Email addresses (home/work)

(v). Please attach a short biographical statement of each author (ca.  
50-100 words).

All proposals will be vetted and returned to the authors within 2  
weeks of receipt with appropriate feedback.

The first draft of the chapters and case studies is due on or before  
February 15, 2009. All submitted work will be subject to a double- 
blind refereed process.

Authors of accepted proposals will be sent further guidelines for the  
development of their chapter or case study in due course. Prospective  
authors may submit more than one chapter and/or case study proposal.  
However, only one chapter and case study can be accepted per author.

The book is under contract with IGI Global (formerly Idea Group Inc.)  
and tentatively scheduled for publication in 2010. For additional  
information regarding the publisher, please visit <www.igi-global.com>.

Dr. Michael Thomas BA (Hons) M.Ed. MBA Ph.D.
Associate Professor
Faculty of Foreign Languages & International Studies
Nagoya University of Commerce and Business
4-4 Sagamine, Komenoki-cho
Nisshin-shi, Aichi-ken
Japan 470-0193

Tel.: +81 (0)5617 32111 (Ex. 26310)
Fax:  +81 (0)56174 0341
skype: michaelthomas2006
michael.thomas at nucba.ac.jp (office)
michael.thomas at gmx.co.uk (private)

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From SGoerdt at dbq.edu  Tue Aug  5 13:06:08 2008
From: SGoerdt at dbq.edu (Stephen Goerdt)
Date: Tue, 05 Aug 2008 12:06:08 -0500
Subject: [Technology 1707]  PLATO vs SkillsTutor
Message-ID: <48984231.1EA3.007E.0@dbq.edu>

I want to set up a computer learning system for assessment and developmental instruction in the Academic Success Center at a small, private college and have narrowed my choices to PLATO and to Houghton-Mifflin's SkillsTutor. I'd like some feedback on these learning systems, including some cost comparisons. I am at sgoerdt at dbq.edu. Thank you!

From coroberti at gmail.com  Wed Aug  6 09:25:02 2008
From: coroberti at gmail.com (Robert Iakobashvili)
Date: Wed, 6 Aug 2008 16:25:02 +0300
Subject: [Technology 1708] Dyslexia and ESL Assisting Free On-line Spelling
	Technology
Message-ID: <7e63f56c0808060625x4faed099h706babab1fb799f5@mail.gmail.com>

We (a team of people with dyslexia) have made, what we consider,
a technological breakthrough in context spelling.

The start of new technology is a free on-line speller at
www.ghotit.com, which is:

- context-aware and context correcting;
- phonetic;
- copes with large editing distances;
- iterative;
- provides description sentences for spelling candidates;

Text-to-speech for our web-site is available for Internet Explorer -7.

Testing at our large corpus of the texts written by the kids and adults with
dyslexia,
we get above 90% of correction success, where the best editors are
below 45%.

Users are telling us, that they are really assisted by the site,
and such references serve for us as a source of inspiration.

Some people are considering Ghotit as the best spelling tool EVER:
http://reachingallreaders.wikispaces.com/Technology+Supports?responseToken=2b64321ae077d3b17ded7dec3bfa8143
>From Teaching Every Student Ghotit received the title "the BEST spell
checker for students"
http://teachingeverystudent.blogspot.com/2007/06/free-technology-toolkit-for-udl-in-all.html
.
Please, tell us, what you think.

Thank you in advance.

Yours faithfully,
Robert Iakobashvili, Ph.D.
coroberti at gmail.com
www.ghotit.com
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From joy.hunder at losttech.com  Wed Aug  6 16:52:06 2008
From: joy.hunder at losttech.com (Joy Hunder)
Date: Wed, 06 Aug 2008 16:52:06 -0400
Subject: [Technology 1709] Re: Dyslexia and ESL Assisting Free On-line
 Spelling Technology
In-Reply-To: <7e63f56c0808060625x4faed099h706babab1fb799f5@mail.gmail.com>
References: <7e63f56c0808060625x4faed099h706babab1fb799f5@mail.gmail.com>
Message-ID: <5badaf2e6a8f34df6d3fc382c98dc371@mail.mxes.net>

VITAL ANSWERS TO QUESTIONS ABOUT READING INSTRUCTION
 By Dr. Patrick Groff, National Right to Read Foundation (NRRF) Board
Member & Senior Advisor, edited by Losttech.com  

 Dr. Patrick Groff, Professor of Education Emeritus San Diego State
University, has published over 325 books, monographs, and journal
articles and is a nationally known expert in the field of reading
instruction.    
http://literacypod.com/vital-answers-to-questions-about-reading-instruction/

Isn\'t The Spelling Of English Too Unpredictable Or Irregular For The
Application Of Phonics Information To Work Well?
 No. True, there are notable exceptions to some phonics rules, e.g.,
the pronunciation and spelling of tough. Nonetheless, the notable
successes of direct and systematic phonics programs disprove the above
charge.  

Is It True That Many Children Cannot Learn Phonics Information?
 To the contrary, rarely is this so. Only the small number of
children with genuine central nervous system dysfunctions
experience
significant difficulty learning properly taught phonics information.  

 Many Schools Now Tell Children To Use "Invented Spelling." Are There
Any Dangers In This Practice?  

 Yes. To avoid frustrating these young pupils, they should be
provided words to read that their phonics training has prepared them
to recognize. Also, long and convoluted sentences should be avoided.
As children's reading abilities grow, these controls can be relaxed
progressively.  

Isn\'t The Spelling Of English Too Unpredictable Or Irregular For The
Application Of Phonics Information To Work Well?
 No. True, there are notable exceptions to some phonics rules, e.g.,
the pronunciation and spelling of tough. Nonetheless, the notable
successes of direct and systematic phonics programs disprove the above
charge.  
 On Wed, 6 Aug 2008 16:25:02 +0300, "Robert Iakobashvili"  wrote:    

     We (a team of people with dyslexia) have made, what we consider,
 a technological breakthrough in context
spelling.
 The start of new technology is a free on-line speller at
 www.ghotit.com [1], which is:
 - context-aware and context correcting;
 - phonetic;
 - copes with large editing distances;
 - iterative;
 - provides description sentences for spelling candidates;
 Text-to-speech for our web-site is available for Internet Explorer
-7.
 Testing at our large corpus of the texts written by the kids and
adults with dyslexia,
 we get above 90% of correction success, where the best editors are
 below 45%.
 Users are telling us, that they are really assisted by the site,
 and such references serve for us as a source of inspiration.
 Some people are considering Ghotit as the best spelling tool EVER:

http://reachingallreaders.wikispaces.com/Technology+Supports?responseToken=2b64321ae077d3b17ded7dec3bfa8143
[2]
 >From Teaching Every Student Ghotit received the title "the BEST
spell
 checker for
students"

http://teachingeverystudent.blogspot.com/2007/06/free-technology-toolkit-for-udl-in-all.html
[3]
 .
 Please, tell us, what you think.
 Thank you in advance.
 Yours faithfully,
 Robert Iakobashvili, Ph.D.
 coroberti at gmail.com [4]
 www.ghotit.com [1]
 Joy Hunder Lost Technology http://literacypod.com   

   

Links:
------
[1] http://www.ghotit.com
[2]
http://reachingallreaders.wikispaces.com/Technology+Supports?responseToken=2b64321ae077d3b17ded7dec3bfa8143
[3]
http://teachingeverystudent.blogspot.com/2007/06/free-technology-toolkit-for-udl-in-all.html
[4] mailto:coroberti at gmail.com
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From michael.thomas at gmx.co.uk  Wed Aug  6 20:23:29 2008
From: michael.thomas at gmx.co.uk (Michael Thomas)
Date: Thu, 7 Aug 2008 09:23:29 +0900
Subject: [Technology 1710] Contribute to a contracted book on Interactive
	Whiteboards
Message-ID: <BB1A948B-7930-4206-9758-55B27FDEB824@gmx.co.uk>

Contribute to a contracted book on Interactive Whiteboards in education

CALL FOR PROPOSALS FOR CHAPTERS AND CASE STUDIES

Title

Interactive Whiteboards for Education and Training:
Emerging Technologies and Applications

Co-editors

Michael Thomas Ph.D.
Nagoya University of Commerce & Business, Japan

Euline Cutrim Schmid Ph.D
University of Education Heidelberg, Germany

INTRODUCTION

Interactive Whiteboards for Education and Training combines content- 
based chapters on the main pedagogical issues associated with  
Interactive Whiteboards (IWB) along with practical case studies  
exploring their use in actual learning environments. The focus of the  
book is on the use of IWBs in schools, colleges, universities and  
training contexts, across all disciplines.

The substantial investment in digital or Interactive Whiteboards  
around the world is set to continue over the next five years. This is  
especially true of the USA and the UK. Currently, nearly 80% of high  
schools and 90% of primary schools in the UK have Interactive  
Whiteboards installed in their classrooms. Interactive Whiteboards  
have been adopted around the world, in the UK, Europe, USA, Asia and  
South America. They are an emerging technology that will continue to  
reach out beyond the school system and into further and higher  
education.

Interactive Whiteboards for Education and Training aims to be one of  
the first high quality collections by a recognized international  
press on this major subject of relevance to instructors across the  
educational spectrum, from schools to universities and training  
organizations.

CHAPTER PROPOSALS

Chapter proposals are being sought for the first section of the book  
(6-10 chapters). Chapters should focus on a substantive area of  
pedagogy related to the use of IWB technology. Completed chapters  
should be between 6,000 - 8,500 words in length, and fully referenced  
following APA style guidelines. Possible subject areas to be  
addressed by the chapters include:

(i). Enhanced interactivity

(ii). Multimedia in the classroom

(iii). The use of wireless remote devices (slates, clickers etc.)

(iv). Teacher training and professional development

(v). Task-based teaching and learning

(vi). IWB and Web 2.0

(vii). Web-based learning

(viii). IWB and learner motivation

(ix). Classroom interaction and collaboration

(x). Resources for IWB

Proposals on other topics in addition to those listed are welcomed.

CASE STUDIES PROPOSALS

The second section includes 12-20 case studies which develop and  
complement the themes of the first section of the book by exploring  
instructors? practical experiences.

All of the case studies are organized according to a similar format  
thus enabling comparison. Case studies represent first-hand accounts  
from those involved directly in the projects described. The case  
studies should be based on research done with IWB or related  
technology in the last five years. Each case study should address the  
following sections:

(i). the context of the project

(ii). the rationale of the project

(iii). the teaching and learning aims and objectives of the project

(iv). the technology infrastructure

(v). the evaluation and assessment criteria used

(vi). the learning outcomes and findings of the project

(vii). future implications of the project (institutional, for  
teaching, for learning, for professional development)

The final word-length of each case study is expected to be in the  
range of 3,500 ? 6,000 words.

SUBMITTING A PROPOSAL

Please send a 1-2 page proposal outlining the main features of your  
proposed chapter or case study and how it is relevant for the  
collection. Proposals and submission enquiries should be sent as MS  
Word documents by email to: Dr Michael Thomas, at:

<michael.thomas at nucba.ac.jp>

The deadline for the receipt of a proposal is October, 30, 2008.

The subject line of the email should read, ?IWB Chapter/Case Study  
Proposal.?

All proposals should include the following information:

(i). Full name and title of the author(s)

(ii). Professional status (Teacher, Lecturer, Professor etc.)

(iii). Professional affiliation (Name of your educational institution)
(iv). Professional address

- Department
- Employer
- City & Postal/Zip code
- Country
- Phone/Fax
- Email addresses (home/work)

(v). Please attach a short biographical statement of each author (ca.  
50-100 words).

All proposals will be vetted and returned to the authors within 2  
weeks of receipt with appropriate feedback.

The first draft of the chapters and case studies is due on or before  
February 15, 2009. All submitted work will be subject to a double- 
blind refereed process.

Authors of accepted proposals will be sent further guidelines for the  
development of their chapter or case study in due course. Prospective  
authors may submit more than one chapter and/or case study proposal.  
However, only one chapter and case study can be accepted per author.

The book is under contract with IGI Global (formerly Idea Group Inc.)  
and tentatively scheduled for publication in 2010. For additional  
information regarding the publisher, please visit <www.igi-global.com>.

Further information from: <http://wirelessready.nucba.ac.jp/ 
IWBbook.html>

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From SUJones at parkland.edu  Thu Aug  7 12:18:37 2008
From: SUJones at parkland.edu (Susan Jones)
Date: Thu, 07 Aug 2008 11:18:37 -0500
Subject: [Technology 1711] Re: PLATO vs SkillsTutor
In-Reply-To: <48984231.1EA3.007E.0@dbq.edu>
References: <48984231.1EA3.007E.0@dbq.edu>
Message-ID: <489ADA0C.84AA.0029.0@parkland.edu>

We used SkillsTutor some last year.  I was not particularly impressed.  I believe it might be a good option where groups of students need independent  practice because the management and assessment were good.  However, the readings were geared towards K-12 students; sometimes even the questions asked the student about "other children" - and when the student is 22, that's at best confusing.   

(Digressing - We're trying Reading P1us  this year which uses a completely different approach.  So far, I like it better, but we've only got four students on board.  This program is fascinating to me 'cause it is structured and systematic... and focuses on the visual aspects of reading.  Its theoretical introduction does the trying-to-disguise-disdain dismissal of phonics (as in, that phonics is necessary but simply being able to decode doesn't mean you can read and understand - very true, but they make an underlying assumption that the students in question do, in fact, know how to decode already).  It's better suited to our setting because we *can* spend time individually with students and prefer to.) 

  

Susan Jones
Academic Development Specialist
Center for Academic Success 
Parkland College
Champaign, IL  61821
217-353-2056
sujones at parkland.edu 
Webmastress,
http://www.resourceroom.net 
http://bicyclecu.blogspot.com 

>>> "Stephen Goerdt" <SGoerdt at dbq.edu> 8/5/2008 12:06 PM >>>
I want to set up a computer learning system for assessment and developmental instruction in the Academic Success Center at a small, private college and have narrowed my choices to PLATO and to Houghton-Mifflin's SkillsTutor. I'd like some feedback on these learning systems, including some cost comparisons. I am at sgoerdt at dbq.edu. Thank you!

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology 
Email delivered to sujones at parkland.edu

From kbeall at onlyinternet.net  Tue Aug 12 11:47:38 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Tue, 12 Aug 2008 11:47:38 -0400
Subject: [Technology 1712] NCTN's College Transition Toolkit is available
	now!
Message-ID: <003701c8fc92$c2c42b80$040ba8c0@D14J7YD1>

Greetings --

 

The National College Transition Network (NCTN) is pleased to announce its
newest publication: The College Transition Toolkit. It is a comprehensive
guide to program planning and implementation that draws on the expertise of
practitioners from The New England ABE-to-College Transition Project and
around the country. 

 

The College Transition Toolkit contains detailed information to help adult
educators and administrators plan for the needs of students interested in
pursuing postsecondary education and training. Chapter titles include:
Program Models; Partnerships and Collaborations; Recruitment; Assessment;
Counseling; Curriculum and Instruction; Planning; and Using Data for Program
Development. The toolkit also provides templates that you can download and
adapt for use in developing your college transition program, links to a
variety of online resources, and supplementary printable resources. 

 

For more details about the toolkit and information on ordering yours, visit
http://collegetransition.org/toolkit.html 

 

If you have further questions about the Toolkit, please feel free to call
Priyanka Sharma at 617-385-3788 or email her at psharma at worlded.org. 

 

 

Kaye Beall

Project Director

World Education

6760 West Street

Linn Grove, IN 46711

765-717-3942

kaye_beall at worlded.org

www.worlded.org

 

 

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From kking at sussexvt.k12.de.us  Wed Aug 13 00:14:47 2008
From: kking at sussexvt.k12.de.us (King Kristi)
Date: Wed, 13 Aug 2008 00:14:47 -0400
Subject: [Technology 1713] Re: PLATO vs SkillsTutor
References: <48984231.1EA3.007E.0@dbq.edu>
Message-ID: <35966DDDCA9FF04E8C75854315C24669BAA077@EXEVS1>

We used PLATO for a few years.  Students enjoyed it when it was up & running.  Our tech department and teachers were often frustrated with tech issues with it.  We invested in a completely separate server to run PLATO and still experienced many tech issues.   
 
Kristi King
 

________________________________

From: technology-bounces at nifl.gov on behalf of Stephen Goerdt
Sent: Tue 8/5/2008 1:06 PM
To: technology at nifl.gov
Subject: [Technology 1707] PLATO vs SkillsTutor

I want to set up a computer learning system for assessment and developmental instruction in the Academic Success Center at a small, private college and have narrowed my choices to PLATO and to Houghton-Mifflin's SkillsTutor. I'd like some feedback on these learning systems, including some cost comparisons. I am at sgoerdt at dbq.edu. Thank you!

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
Email delivered to kking at sussexvt.k12.de.us

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From rboone at vineland.org  Wed Aug 13 12:49:22 2008
From: rboone at vineland.org (Richard Boone)
Date: Wed, 13 Aug 2008 12:49:22 -0400
Subject: [Technology 1714] Re: PLATO vs SkillsTutor
In-Reply-To: <35966DDDCA9FF04E8C75854315C24669BAA077@EXEVS1>
References: <48984231.1EA3.007E.0@dbq.edu>
	<35966DDDCA9FF04E8C75854315C24669BAA077@EXEVS1>
Message-ID: <002901c8fd64$89475710$9bd60530$@org>

I've used SkillsTutor, SkillsBank and PLATO for years. I prefer PLATO; much
more comprehensive. Students work through the Reading Comprehension in
SkillsBank5 in 1-2 days tops, where as PLATO takes weeks minimum. I've also
found tech issues in each. 

 

Rich Boone 

 

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
Behalf Of King Kristi
Sent: Wednesday, August 13, 2008 12:15 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1713] Re: PLATO vs SkillsTutor

 

We used PLATO for a few years.  Students enjoyed it when it was up &
running.  Our tech department and teachers were often frustrated with tech
issues with it.  We invested in a completely separate server to run PLATO
and still experienced many tech issues.   

 

Kristi King

 

 

  _____  

From: technology-bounces at nifl.gov on behalf of Stephen Goerdt
Sent: Tue 8/5/2008 1:06 PM
To: technology at nifl.gov
Subject: [Technology 1707] PLATO vs SkillsTutor

I want to set up a computer learning system for assessment and developmental
instruction in the Academic Success Center at a small, private college and
have narrowed my choices to PLATO and to Houghton-Mifflin's SkillsTutor. I'd
like some feedback on these learning systems, including some cost
comparisons. I am at sgoerdt at dbq.edu. Thank you!

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to kking at sussexvt.k12.de.us

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From pshapiro at his.com  Thu Aug 14 11:30:38 2008
From: pshapiro at his.com (Phil Shapiro)
Date: Thu, 14 Aug 2008 11:30:38 -0400
Subject: [Technology 1715]  screenflow - bicycle helmets
Message-ID: <1218727838.48a44f9e37935@webmail2.his.com>

fellow educators,

  i've been having fun trying out screenflow, the new and popular screencasting
program for macs.

     here is something short i created to help people who are learning english
(or, rather, who know some english and want to improve their english.)

      this quicktime looks best if you set you monitor to a resolution that is
larger than 1280 x 1024.

       http://www.writersforliteracy.org/bicyclehelmets5.mov

            here's a version of the same quicktime for the iphone. it doesn't
look quite right yet, but i bet i could tweak it to look a lot better.

            http://www.writersforliteracy.org/bicyclehelmets5.m4v

         (you need to view this iphone quicktime offline, using itunes or
quicktime player.)

                phil shapiro
                washington dc

-- 
Phil Shapiro  pshapiro at his.com
http://www.his.com/pshapiro/briefbio.html
http://philsrssfeed.blogspot.com
http://www.his.com/pshapiro/stories.menu.html

"Wisdom starts with wonder." - Socrates
"Learning happens through gentleness."

From MariannF at lacnyc.org  Thu Aug 14 11:40:54 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Thu, 14 Aug 2008 11:40:54 -0400
Subject: [Technology 1716] Re: screenflow - bicycle helmets
In-Reply-To: <1218727838.48a44f9e37935@webmail2.his.com>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB801C2838A@lac-exch.lacnyc.local>

Hello Phil,
Terrific to have you posting to the list again!
I just watched the video, and think it is a tremendous accomplishment.
Can you tell us more about what a practitioner would need equipment and
time wise to do this and perhaps give us a few of the "how to's" of
creating a short video like this?
All the best,
Mariann

Mariann Fedele
Director,
NYC Regional Adult Education Network
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Phil Shapiro
Sent: Thursday, August 14, 2008 11:31 AM
To: technology at nifl.gov
Subject: [Technology 1715] screenflow - bicycle helmets

fellow educators,

  i've been having fun trying out screenflow, the new and popular
screencasting
program for macs.

     here is something short i created to help people who are learning
english
(or, rather, who know some english and want to improve their english.)

      this quicktime looks best if you set you monitor to a resolution
that is
larger than 1280 x 1024.

       http://www.writersforliteracy.org/bicyclehelmets5.mov

            here's a version of the same quicktime for the iphone. it
doesn't
look quite right yet, but i bet i could tweak it to look a lot better.

            http://www.writersforliteracy.org/bicyclehelmets5.m4v

         (you need to view this iphone quicktime offline, using itunes
or
quicktime player.)

                phil shapiro
                washington dc

-- 
Phil Shapiro  pshapiro at his.com
http://www.his.com/pshapiro/briefbio.html
http://philsrssfeed.blogspot.com
http://www.his.com/pshapiro/stories.menu.html

"Wisdom starts with wonder." - Socrates
"Learning happens through gentleness."

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to mariannf at lacnyc.org

From pshapiro at his.com  Thu Aug 14 12:48:57 2008
From: pshapiro at his.com (Phil Shapiro)
Date: Thu, 14 Aug 2008 12:48:57 -0400
Subject: [Technology 1717]  screenflow - bicycle helments - tools used
Message-ID: <1218732537.48a461f987f14@webmail2.his.com>

  thanks for asking, mariann.  i used screenflow, tex-edit (mac shareware),
openoffice, and imovie hd.

       the sound was recorded separately into my canon zr800 camcorder using a
balanced microphone. (see http://bettermicrophone.blogspot.com)

        the video was recorded by screenflow using the isight camera on my new
macbook. 

        the backdrop is a blue plastic sheet table cloth i purchased at a party
supply store.  these sell for $10 for 100 feet by 4 feet.

          i'll be blogging more about this project next week on the Community
Voices blog for PCWorld.com

           here's something small the members of this list can do to help me.
PCWorld.com is documenting the rise of firefox browser. currently the percentage
of PCWorld.com readers who use firefox is about 40 to 45 percent. when that
number reaches 50 percent, PCWorld might well do a cover story about that.

            so if you can make it a point to visit PCWorld.com using firefox,
you're helping me out a lot.  you're also helping the cause of freedom.

            see http://www.youtube.com/watch?v=6cPTUsDyZ6c

             and http://www.youtube.com/watch?v=WCSQorBmO58

                    phil

   
-- 
Phil Shapiro  pshapiro at his.com
http://www.his.com/pshapiro/briefbio.html
http://philsrssfeed.blogspot.com
http://www.his.com/pshapiro/stories.menu.html

"Wisdom starts with wonder." - Socrates
"Learning happens through gentleness."

 

From gspangenberg at caalusa.org  Mon Aug 18 08:33:14 2008
From: gspangenberg at caalusa.org (Gail Spangenberg)
Date: Mon, 18 Aug 2008 08:33:14 -0400
Subject: [Technology 1718]  June 26th National Commission Panel in DVD
Message-ID: <491501C2-71AF-4FCF-A3D2-19B01057F063@caalusa.org>

Colleagues,

As you know, the National Commission on Adult Literacy released its  
final report, Reach Higher, America at an event at the U.S. Capitol  
on June 26th. The panel presentation and Q&A from that morning are  
now available in 5 short DVD segments from the Commission's website:  
www.nationalcommissiononadultliteracy.org. Go to the Get Reports page  
and scroll to the bottom for the link. You will be able to view the  
segments on both PC and Mac platforms with current Flash or QuickTime  
players.

Note that the full DVD can also be purchased from CAAL for a nominal  
sum (contact bheitner at caalusa.org for instructions and cost).

Apologies to those of you who have been awaiting this material for  
some time. We appreciate your patience.

Gail S

.
Gail Spangenberg
President
Council for Advancement of Adult Literacy
1221 Avenue of the Americas - 46th Fl
New York, NY 10020
212-512-2362, F: 212-512-2610
www.caalusa.org

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From ekocher at state.pa.us  Wed Aug 27 09:11:42 2008
From: ekocher at state.pa.us (Kocher, Eileen)
Date: Wed, 27 Aug 2008 09:11:42 -0400
Subject: [Technology 1719] PAACE Midwinter Conference Request for Proposals
Message-ID: <7837AF0EC38E60488C6E26DCE465435E13663C3DEE@ENHBGMBX02.PA.LCL>

The 44th Annual PAACE Midwinter Conference on Adult Education, the largest gathering of adult educators in Pennsylvania, will be held at the Hershey Lodge, February 11-13, 2009. Adult educators and those from related areas will convene for the premier professional development and networking opportunity for all aspects of adult education in the Pennsylvania.
The theme, "PAACE Yourself: Keeping Up with Adult Education," will provide a focal point for exploring educational opportunities for all types of adult students, more efficient delivery systems, transition to postsecondary education and training, new research, professional development, workforce development, public policy supporting adult education, and the great strides within our field.
Keynote speaker will be Dr. Ian Baptiste who is an Associate Professor of Education and Professor-in-Charge of the Adult Education program at the Pennsylvania State University.
PAACE (Pennsylvania Association for Adult Continuing Education) invites you and your colleagues to submit a proposal for a concurrent session, or a more informal roundtable. Proposals are being accepted NOW.
We hope you will consider taking the time to share your work in adult education. Proposal deadline is October 1, 2008.
Here is the link to the online proposal form:
http://www.paacesite.org/web-data/Diagrams/PAACE%20Site/conference.html#Anchor-Presente-12249
We hope to hear from you!

Diane C. Inverso
Director of Education, Mayor's Commission on Literacy
First Vice-President
Pennsylvania Association for Adult Continuing Education (PAACE) www.paacesite.org<http://www.paacesite.org/>
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From totten at ohio.edu  Wed Aug 27 14:59:55 2008
From: totten at ohio.edu (Mary Barbara Totten)
Date: Wed, 27 Aug 2008 14:59:55 -0400
Subject: [Technology 1720]  FW: OU Literacy Center/WOUB: Fall Symposium
Message-ID: <032301c90877$18787e10$c66beb84@338A>

Greetings~

 

You are cordially invited to attend our Annual Fall Symposium on the
beautiful campus of Ohio University in Athens, Ohio.  Preconference is
Thursday, September 18 and the Symposium is Friday, September 19.  Our theme
this year is "Technology in Education for Literacy and Learning."  Our
keynote speaker is Dr. Mark Milliron (www.markmilliron.com
<http://www.markmilliron.com/> ); his topic: A New Generation of Learning:
Diverse Students, Emerging Technologies and a Sustainability Challenge.

 

Please visit our website, www.ouliteracycenter.org
<http://www.ouliteracycenter.org/>  for course descriptions and to register
for this event.

 

Contact me if you have any questions - see you in September!

 

mb

 

Mary Barbara Totten, M. Ed.

Curriculum and Training Specialist

Literacy Center

338 McCracken Hall

Athens, Ohio 45701

phone: 740.593.9736

fax: 740.593.2834

totten at ohio.edu

 

Cats are smarter <http://www.quotationspage.com/quote/685.html>  than dogs.
You can't get eight cats to pull a sled through snow. 

 <http://www.quotationspage.com/quote/685.html>
<http://www.quotationspage.com/myquotations.php?add=685>
<http://www.quotationspage.com/quote/685.html#email>  

Jeff Valdez <http://www.quotationspage.com/quotes/Jeff_Valdez/>  

  

 

 

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From LaFerlazzo at aol.com  Thu Aug 28 11:52:29 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Thu, 28 Aug 2008 11:52:29 EDT
Subject: [Technology 1721] Re: The Best Internet Sites For English Language
	Learners 2008
Message-ID: <c16.4778048c.35e823bd@aol.com>

Hi, Everybody,
 
I thought people might be interested in my ranked list of the 27 Best  
Internet Sites For English Language Learners -- 2008 
(_http://larryferlazzo.edublogs.org/2008/08/28/the-best-internet-sites-for-english-language-learners-2008/_ 
(http://larryferlazzo.edublogs.org/2008/08/28/the-best-internet-sites-for-englis
h-language-learners-2008/) )
 
Here's a tiny url for it, too:
 
_http://tinyurl.com/5a9sdd_ (http://tinyurl.com/5a9sdd)  
 
There's a reader's poll that goes along with it for people to vote how they  
would rank them, too.
 
Also, you find over one hundred other "The Best..." lists  at:
 
_http://larryferlazzo.edublogs.org/about/websites-of-the-year/_ 
(http://larryferlazzo.edublogs.org/about/websites-of-the-year/) 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA
 
 

**************It's only a deal if it's where you want to go. Find your travel 
deal here.      
(http://information.travel.aol.com/deals?ncid=aoltrv00050000000047)
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From coroberti at gmail.com  Thu Aug 28 12:19:39 2008
From: coroberti at gmail.com (Robert Iakobashvili)
Date: Thu, 28 Aug 2008 19:19:39 +0300
Subject: [Technology 1722] Subject: Re: The Best Internet Sites For English
Message-ID: <7e63f56c0808280919w48d5a18fy3f69ee9f2490f595@mail.gmail.com>

 Larry,

>
>
> I thought people might be interested in my ranked list of the 27 Best
> Internet Sites For English Language Learners -- 2008
> (_
> http://larryferlazzo.edublogs.org/2008/08/28/the-best-internet-sites-for-english-language-learners-2008/_
> (
> http://larryferlazzo.edublogs.org/2008/08/28/the-best-internet-sites-for-englis
> h-language-learners-2008/) )
>
> It looks great and very interesting!

My question, what do you think about originally designed for the writers
with dyslexia www.ghotit.com speller and its usefullness for the ESL
students?

Sincerely,
Robert Iakobashvili, Ph.D.
......................................................................
www.ghotit.com
Assistive technology that understands you
......................................................................
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From djrosen at comcast.net  Mon Sep  1 13:01:14 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 1 Sep 2008 13:01:14 -0400
Subject: [Technology 1723] The New Literacies: multiple intelligences and
	information navigation?
Message-ID: <CCBC4807-ABC8-460E-8C11-76C12A75F2E1@comcast.net>

Technology colleagues,

This article from South Africa's The Times, Newspapers have a future  
if they start thinking,  has got me thinking. The author, Ray  
Hartley, the paper's editor, quotes John Seely Brown, the Chief  
Scientist at Xerox?s Palo Alto Research Center (PARC). Brown has long  
be an innovative thinker. He says "?The typewriter prized one  
particular kind of intelligence, but with the web, we suddenly have a  
medium that honours multiple forms of intelligence - abstract,  
textual, visual, musical, social and kinaesthetic.?

He adds: ?People my age tend to think that kids who are  
multiprocessing can?t be concentrating. That may not be true. Indeed,  
one of the things we noticed is that the attention span of the teens  
at PARC - often between 30 seconds and five minutes - parallels that  
of top managers, who operate in a world of fast context-switching. So  
the short attention spans of today?s kids may turn out to be far from  
dysfunctional for future work worlds.?

Brown says: ?The new literacy, beyond text and image, is one of  
information navigation. The real literacy of tomorrow entails the  
ability to be your own personal reference librarian - to know how to  
navigate through confusing, complex information spaces and feel  
comfortable doing so. ?Navigation? may well be the main form of  
literacy for the 21st century.?

We know that "reading web pages" is different from reading hard copy.  
Web pages often lots of images, increasingly audio and video files,  
as well as text. They also have links to navigate to -- and back  
from. Should we be teaching how to find and judge information, how to  
navigate efficiently and effectively? (Do some of our students  
already do this better than we do?) Should we be learning this  
together with them? Are there some helpful hints that we should be  
teaching for Web page navigation? If so what are they?

Should we be teaching visual, musical, social and kinaesthetic  
intelligences, or at least honoring them?

You'll find the article at:
http://tinyurl.com/5jdmzh

David J. Rosen
djrosen at comcast.net

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From LaFerlazzo at aol.com  Mon Sep  1 17:15:01 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Mon, 1 Sep 2008 17:15:01 EDT
Subject: [Technology 1724] Re: Best Websites About New Orleans, 9/11
Message-ID: <c2c.41f20ff7.35edb555@aol.com>

Hi, Everybody,
 
Here are two newer "The Best..." lists that might be timely:
 
The Best Websites For Teaching and Learning About New Orleans
_http:/
/larryferlazzo.edublogs.org/2008/09/01/the-best-websites-for-teaching-learning-about-new-orleans/_ 
(http://larryferlazzo.edublogs.org/2008/09/01/the-best-websites-for-teaching-learning-about-new-orleans/) 
 
Tiny URL:  _http://tinyurl.com/5g5kb5_ (http://tinyurl.com/5g5kb5) 
 
 
_The  Best Sites To Help Teach About 9/11_ 
(http://larryferlazzo.edublogs.org/2008/08/13/the-best-sites-to-help-teach-about-911/) 
_http://larryferlazzo.edublogs.org/2008/08/13/the-best-sites-to-help-teach-abo
ut-911/_ 
(http://larryferlazzo.edublogs.org/2008/08/13/the-best-sites-to-help-teach-about-911/) 
 
 
Larry Ferlazzo
Luther Burbank Highs School
Sacramento, CA

**************It's only a deal if it's where you want to go. Find your travel 
deal here.      
(http://information.travel.aol.com/deals?ncid=aoltrv00050000000047)
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From Lendoak at aol.com  Tue Sep  2 12:42:28 2008
From: Lendoak at aol.com (Lendoak at aol.com)
Date: Tue, 2 Sep 2008 12:42:28 EDT
Subject: [Technology 1725] Re: The New Literacies: multiple intelligences
	and informat...
Message-ID: <c02.42a2941c.35eec6f4@aol.com>

David Rosen,
 
Your posting is most thought provoking.  Thank you.   We already have 
evidence of the improvements in recall, comprehension and  compliance when 
appropriate pictures are added to text. Add audio, video, etc  and maybe see more 
improvements? What does the research tell us about  this?
 
Perhaps in the future we will see communications, possibly  formatted by 
computer programs, that optimize the mix of information inputs -  and feedback.
 
best wishes,
 
Len and Ceci Doak
 
 
In a message dated 9/2/2008 6:55:27 A.M. Pacific Daylight Time,  
djrosen at comcast.net writes:

Technology colleagues, 

This article from South Africa's The Times, Newspapers  have a future if they 
start thinking,  has got me thinking. The  author, Ray Hartley, the paper's 
editor, quotes John Seely Brown,  the Chief Scientist at Xerox?s Palo Alto 
Research Center (PARC). Brown  has long be an innovative thinker. He says "?The 
typewriter prized one  particular kind of intelligence, but with the web, we 
suddenly have a medium  that honours multiple forms of intelligence - abstract, 
textual, visual,  musical, social and kinaesthetic.?   

He adds: ?People my age tend to think that kids who are multiprocessing  can?
t be concentrating. That may not be true. Indeed, one of the things we  
noticed is that the attention span of the teens at PARC - often between 30  seconds 
and five minutes - parallels that of top managers, who operate in a  world of 
fast context-switching. So the short attention spans of today?s kids  may 
turn out to be far from dysfunctional for future work worlds.? 

Brown says: ?The new literacy, beyond text and image, is one of  information 
navigation. The real literacy of tomorrow entails the ability to  be your own 
personal reference librarian - to know how to navigate through  confusing, 
complex information spaces and feel comfortable doing so.  ?Navigation? may well 
be the main form of literacy for the 21st  century.?

We know that "reading web pages" is different from reading hard copy. Web  
pages often lots of images, increasingly audio and video files, as well as  
text. They also have links to navigate to -- and back from. Should we be  teaching 
how to find and judge information, how to navigate efficiently and  
effectively? (Do some of our students already do this better than we do?)  Should we be 
learning this together with them? Are there some helpful hints  that we 
should be teaching for Web page navigation? If so what are they?

Should we be teaching visual, musical, social and kinaesthetic  
intelligences, or at least honoring them?

You'll find the article at:
_http://tinyurl.com/5jdmzh_ (http://tinyurl.com/5jdmzh) 

 
David J. Rosen
_djrosen at comcast.net_ (mailto:djrosen at comcast.net) 

=

----------------------------------------------------
National  Institute for Literacy
Technology and Literacy mailing  list
Technology at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to  lendoak at aol.com

**************It's only a deal if it's where you want to go. Find your travel 
deal here.      
(http://information.travel.aol.com/deals?ncid=aoltrv00050000000047)
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From jhorne10 at gmail.com  Tue Sep  2 13:10:53 2008
From: jhorne10 at gmail.com (Joe Horne)
Date: Tue, 2 Sep 2008 13:10:53 -0400
Subject: [Technology 1726]  Eliminating textbooks in technology classes
Message-ID: <3f7562680809021010l14dd95d9h84500c8bc7645b11@mail.gmail.com>

Hello everyone,

I am teach technology (programming, film making, web design) in a small
private high school.  Been at it for all of eight days!  Before that, I was
teaching technology to adults in the corporate world.  I am experimenting
with not using a textbook and so far the learners have taken well to it.  We
use iTunes U, blogs and other (free) web based tools.  I was wondering if
any of you had eliminated books with adults (especially older adults).  How
did they respond?  Before I left the corporate world, I had eliminated lots
of documentation (especially in new hire orientation) because of the
environmental waste.  Some people liked it, others did not?  Any suggestions
on how to overcome resistance?  Parents seem a little alarmed that I would
do such a thing?but the kids love it.

Thanks for your insights and observations,

Joe

Grad student at Georgia State University
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From Kay.Combs at scott.kyschools.us  Tue Sep  2 14:54:40 2008
From: Kay.Combs at scott.kyschools.us (Combs, Kay)
Date: Tue, 2 Sep 2008 14:54:40 -0400
Subject: [Technology 1727] Re: Eliminating textbooks in technology classes
In-Reply-To: <3f7562680809021010l14dd95d9h84500c8bc7645b11@mail.gmail.com>
References: <3f7562680809021010l14dd95d9h84500c8bc7645b11@mail.gmail.com>
Message-ID: <B33902F6E065B34F92DF2070A26714CF0224A681@ED525X1.scott.ketsds.net>

Isn't that interesting........I can see how this will work with young
people.  Even though we have all ages at our center, I cannot see
eliminating totally books from a classroom.  But, in many ways you
wonder is this a "crutch" for teachers????????   Or Students??????  I
know that when we offer community education classes such as Spanish, the
students want a textbook.  I have had instructors teach Spanish who were
Hispanic and some who were American.  The Hispanic teachers liked to
teach without books, but the students wanted books.  American students
who take these classes want a book......like they will learn better.
They seem resistant to writing down the information if they need to.

 

What is most interesting is that our ESL students act like books and
paper are foreign objects.  They just want to hear the words and talk
and use the words.   So, I think you are on to something, but I think it
might have to do with who your audience is as to what actually works and
doesn't work for teaching through technology.

 

Kay Combs

Community Education Director

Center for Lifelong Learning

332 Champion Way

Georgetown, KY  40324

502-570-8984

kay.combs at scott.kyschools.us

http://tinyurl.com/2lfnhw

 

The Scott County Center for Lifelong Learning is committed to providing
educational opportunities for individuals and families to achieve
success and build a strong community.

 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Joe Horne
Sent: Tuesday, September 02, 2008 1:11 PM
To: Technology at nifl.gov
Subject: [Technology 1726] Eliminating textbooks in technology classes

 

Hello everyone,

 

I am teach technology (programming, film making, web design) in a small
private high school.  Been at it for all of eight days!  Before that, I
was teaching technology to adults in the corporate world.  I am
experimenting with not using a textbook and so far the learners have
taken well to it.  We use iTunes U, blogs and other (free) web based
tools.  I was wondering if any of you had eliminated books with adults
(especially older adults).  How did they respond?  Before I left the
corporate world, I had eliminated lots of documentation (especially in
new hire orientation) because of the environmental waste.  Some people
liked it, others did not  Any suggestions on how to overcome resistance?
Parents seem a little alarmed that I would do such a thingbut the kids
love it.

 

Thanks for your insights and observations,

 

Joe

Grad student at Georgia State University

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From KUTHFAM at aol.com  Tue Sep  2 17:01:37 2008
From: KUTHFAM at aol.com (KUTHFAM at aol.com)
Date: Tue, 2 Sep 2008 17:01:37 EDT
Subject: [Technology 1728] Re: Eliminating textbooks in technology classes
Message-ID: <cf2.3e681557.35ef03b1@aol.com>

 
In a message dated 9/2/2008 2:00:48 P.M. Eastern Daylight Time,  
jhorne10 at gmail.com writes:

I am teach technology (programming, film making, web  design) in a small 
private high school.  Been at it for all  of eight days!  Before that, I was 
teaching technology to  adults in the corporate world.  I am experimenting with not 
 using a textbook and so far the learners have taken well to it.   We use 
iTunes U, blogs and other (free) web based tools.   I was wondering if any of you 
had eliminated books with adults  (especially older adults).  How did they  
respond?  Before I left the corporate world, I had  eliminated lots of 
documentation (especially in new hire orientation) because  of the environmental 
waste.  Some people liked it, others  did not?  Any suggestions on how to overcome  
resistance?  Parents seem a little alarmed that I would do  such a thing?but 
the kids love it. 

This isn't exactly eliminating textbooks, but here's something I did  
sometimes as a student.
 
I hated spending sooooooo much money on college textbooks. I used the book  
for a few weeks, and then the instructor chose another textbook when that same  
class was offered again, and I couldn't even sell the book!
 
So, I ordered the book on inter-library loan. I often pain an overdue fine,  
which was much less than the cost of the textbook.  I also took the class  
bibliography, and ordered every reference on it through inter-library  loan..

**************It's only a deal if it's where you want to go. Find your travel 
deal here.      
(http://information.travel.aol.com/deals?ncid=aoltrv00050000000047)
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From leslie.lpetty at gmail.com  Tue Sep  2 17:59:44 2008
From: leslie.lpetty at gmail.com (Leslie Petty)
Date: Tue, 2 Sep 2008 17:59:44 -0400
Subject: [Technology 1729] Re: Eliminating textbooks in technology classes
In-Reply-To: <3f7562680809021010l14dd95d9h84500c8bc7645b11@mail.gmail.com>
References: <3f7562680809021010l14dd95d9h84500c8bc7645b11@mail.gmail.com>
Message-ID: <66d7e2a90809021459v7b0a6919r960de463979fce5b@mail.gmail.com>

I agree with Kay that it may be a generational thing.  I still love the feel
of a book in my hand, but my 18 and 22 year old sons are more comfortable
having all of their reading on a computer screen.  Have you thought of
creating something for the parents that provides a printed overview of the
materials online so that they get a sense that there is a clear focus and
rigor in the class?  I think sometimes those of who haven't grown up using
computers have difficulty making the transition to the newer media and
methods of delivering information.  You may need to provide a "crutch" to
help parents understand that you're not sacrificing instructional content,
but simply presenting it another way.  If you can tie your methods to the
corporate world and professional communications, so much the better!
Leslie Petty

On Tue, Sep 2, 2008 at 1:10 PM, Joe Horne <jhorne10 at gmail.com> wrote:

> Hello everyone,
>
>
>
> I am teach technology (programming, film making, web design) in a small
> private high school.  Been at it for all of eight days!  Before that, I
> was teaching technology to adults in the corporate world.  I am
> experimenting with not using a textbook and so far the learners have taken
> well to it.  We use iTunes U, blogs and other (free) web based tools.  I
> was wondering if any of you had eliminated books with adults (especially
> older adults).  How did they respond?  Before I left the corporate world,
> I had eliminated lots of documentation (especially in new hire orientation)
> because of the environmental waste.  Some people liked it, others did not?
> Any suggestions on how to overcome resistance?  Parents seem a little
> alarmed that I would do such a thing?but the kids love it.
>
>
>
> Thanks for your insights and observations,
>
>
>
> Joe
>
> Grad student at Georgia State University
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to lpetty at twmi.rr.com
>

-- 
Leslie Petty
Associate Director
Project IDEAL Support Center
University of Michigan
734-425-0748
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From djrosen at comcast.net  Tue Sep  2 18:15:28 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 2 Sep 2008 18:15:28 -0400
Subject: [Technology 1730] Re: The New Literacies: multiple intelligences
	and information navigation?
In-Reply-To: <CCBC4807-ABC8-460E-8C11-76C12A75F2E1@comcast.net>
References: <CCBC4807-ABC8-460E-8C11-76C12A75F2E1@comcast.net>
Message-ID: <55F07FF1-EF01-42E3-9390-920688ADDF6A@comcast.net>

Technology Colleagues,

There have been many interesting responses to my post yesterday, but  
so far no one has yet responded to my questions:

1) Should we be teaching how to find and judge information?
2) ...how to navigate efficiently and effectively?
	a) Do some of our students already do this better than we do?
	b) Should we be learning navigation skills together with them?
3) Are there some helpful hints that we should be teaching for Web  
page navigation?
	a) If so what are they?
4) Should we be teaching visual, musical, social and kinaesthetic  
intelligences, or at least honoring them?

I hope some of you have some answers, and some experience with  
teaching how to find/judge information online and how to navigate  
well. If so, can you share some helpful hints?

David J. Rosen
djrosen at comcast.net

On Sep 1, 2008, at 1:01 PM, David J. Rosen wrote:

> Technology colleagues,
>
> This article from South Africa's The Times, Newspapers have a  
> future if they start thinking,  has got me thinking. The author,  
> Ray Hartley, the paper's editor, quotes John Seely Brown, the Chief  
> Scientist at Xerox?s Palo Alto Research Center (PARC). Brown has  
> long be an innovative thinker. He says "?The typewriter prized one  
> particular kind of intelligence, but with the web, we suddenly have  
> a medium that honours multiple forms of intelligence - abstract,  
> textual, visual, musical, social and kinaesthetic.?
>
> He adds: ?People my age tend to think that kids who are  
> multiprocessing can?t be concentrating. That may not be true.  
> Indeed, one of the things we noticed is that the attention span of  
> the teens at PARC - often between 30 seconds and five minutes -  
> parallels that of top managers, who operate in a world of fast  
> context-switching. So the short attention spans of today?s kids may  
> turn out to be far from dysfunctional for future work worlds.?
>
> Brown says: ?The new literacy, beyond text and image, is one of  
> information navigation. The real literacy of tomorrow entails the  
> ability to be your own personal reference librarian - to know how  
> to navigate through confusing, complex information spaces and feel  
> comfortable doing so. ?Navigation? may well be the main form of  
> literacy for the 21st century.?
>
> We know that "reading web pages" is different from reading hard  
> copy. Web pages often lots of images, increasingly audio and video  
> files, as well as text. They also have links to navigate to -- and  
> back from. Should we be teaching how to find and judge information,  
> how to navigate efficiently and effectively? (Do some of our  
> students already do this better than we do?) Should we be learning  
> this together with them? Are there some helpful hints that we  
> should be teaching for Web page navigation? If so what are they?
>
> Should we be teaching visual, musical, social and kinaesthetic  
> intelligences, or at least honoring them?
>
> You'll find the article at:
> http://tinyurl.com/5jdmzh
>
> David J. Rosen
> djrosen at comcast.net
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to djrosen at comcast.net

From jcpotter at gmail.com  Tue Sep  2 18:59:51 2008
From: jcpotter at gmail.com (Jan Potter)
Date: Tue, 2 Sep 2008 18:59:51 -0400
Subject: [Technology 1731] Re: The New Literacies: multiple intelligences
	and information navigation?
In-Reply-To: <55F07FF1-EF01-42E3-9390-920688ADDF6A@comcast.net>
References: <CCBC4807-ABC8-460E-8C11-76C12A75F2E1@comcast.net>
	<55F07FF1-EF01-42E3-9390-920688ADDF6A@comcast.net>
Message-ID: <b80f73d60809021559x7e0f1f09ma67c7a426145b8bc@mail.gmail.com>

I teach a college level class in Science, Technology and Society.  We
routinely have a set of assignments based upon the "how" of finding
information and the methodology of deciding what is "correct."  I think the
most important thing to remember is that these students live in an
electronic world.  Their life revolves around the internet and its social
aspects and, for my students, video games (it's an essentailly ,male
engineering school).  They are required to take a controversial topic and
find information online on both sides of the issue.  They have to defend
each side and explain why information online may or may not be correct.  The
results are always interesting.  Most of them can sort out and effectively
reason through the information.

Prior to the assignment, we look at a raft of websites together as a class
and discuss the merits and detriments of them all.  We look for symbols; we
look for hyperbole; we try to verify facts.  They are generally pretty
savvy.
For me, at my age, the idea of abandoning a primary source is really hard -
but they do not consider it important at all.  I'm essentially interested in
whether a college student can actively sort through the huge barrage of
material thrown at them.  In my opinion, the answer is yes - primarily
because they are all "Windows" children (i.e., they can multi-task).  As to
navigation, they are generally pros one and all - I suppose because the
internet is all they have ever known.  The sad part of this is that they are
already quick to discount sites with "only" information.  It is almost as
though they believe that it must dance and sing (use animation and all the
more modern technologies) to have true validity.  They discount simple
articles with no multimedia.

If you are talking about navigation within a website, personally, I suspect
navigation will be a moot point because we have such amazing search engine
technology now.  I can only see that getting better and better so that it
won't particularly matter how well a specific site is set up.  It you are
talking about the overall navigation of the web, that is a far more curious
and interesting idea.  If information continues to grow as exponentially as
it has, it will be interesting to see at what point economics completely
point the way (you pay, you move up the search engine even more than we now
see).

As a communications specialist, I feel that we should indeed be teaching via
any and all methods we can find.  As I said on another listserv - if I
thought the current abysmal web-based "language" would cause someone to
change their behavrior for a better or healthier outcome, I'd be learning it
immediately.  Any other option only divides the technology age/chasm even
wider.  It is useless and counter productive to hold on to "the good old
days" and demand that education be taught entirely on the rules and
constructs of an older society.

Jan Potter
On Tue, Sep 2, 2008 at 6:15 PM, David J. Rosen <djrosen at comcast.net> wrote:

> Technology Colleagues,
>
> There have been many interesting responses to my post yesterday, but
> so far no one has yet responded to my questions:
>
> 1) Should we be teaching how to find and judge information?
> 2) ...how to navigate efficiently and effectively?
>        a) Do some of our students already do this better than we do?
>        b) Should we be learning navigation skills together with them?
> 3) Are there some helpful hints that we should be teaching for Web
> page navigation?
>        a) If so what are they?
> 4) Should we be teaching visual, musical, social and kinaesthetic
> intelligences, or at least honoring them?
>
> I hope some of you have some answers, and some experience with
> teaching how to find/judge information online and how to navigate
> well. If so, can you share some helpful hints?
>
> David J. Rosen
> djrosen at comcast.net
>
>  On Sep 1, 2008, at 1:01 PM, David J. Rosen wrote:
>
> > Technology colleagues,
> >
> > This article from South Africa's The Times, Newspapers have a
> > future if they start thinking,  has got me thinking. The author,
> > Ray Hartley, the paper's editor, quotes John Seely Brown, the Chief
> > Scientist at Xerox's Palo Alto Research Center (PARC). Brown has
> > long be an innovative thinker. He says ""The typewriter prized one
> > particular kind of intelligence, but with the web, we suddenly have
> > a medium that honours multiple forms of intelligence - abstract,
> > textual, visual, musical, social and kinaesthetic."
> >
> > He adds: "People my age tend to think that kids who are
> > multiprocessing can't be concentrating. That may not be true.
> > Indeed, one of the things we noticed is that the attention span of
> > the teens at PARC - often between 30 seconds and five minutes -
> > parallels that of top managers, who operate in a world of fast
> > context-switching. So the short attention spans of today's kids may
> > turn out to be far from dysfunctional for future work worlds."
> >
> > Brown says: "The new literacy, beyond text and image, is one of
> > information navigation. The real literacy of tomorrow entails the
> > ability to be your own personal reference librarian - to know how
> > to navigate through confusing, complex information spaces and feel
> > comfortable doing so. 'Navigation' may well be the main form of
> > literacy for the 21st century."
> >
> > We know that "reading web pages" is different from reading hard
> > copy. Web pages often lots of images, increasingly audio and video
> > files, as well as text. They also have links to navigate to -- and
> > back from. Should we be teaching how to find and judge information,
> > how to navigate efficiently and effectively? (Do some of our
> > students already do this better than we do?) Should we be learning
> > this together with them? Are there some helpful hints that we
> > should be teaching for Web page navigation? If so what are they?
> >
> > Should we be teaching visual, musical, social and kinaesthetic
> > intelligences, or at least honoring them?
> >
> > You'll find the article at:
> > http://tinyurl.com/5jdmzh
> >
> > David J. Rosen
> > djrosen at comcast.net
> >
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Technology and Literacy mailing list
> > Technology at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/technology
> > Email delivered to djrosen at comcast.net
>
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to jcpotter at gmail.com
>
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From joan at ipns.com  Tue Sep  2 19:01:52 2008
From: joan at ipns.com (Joan Medlen)
Date: Tue, 02 Sep 2008 16:01:52 -0700
Subject: [Technology 1732] Re: The New Literacies: multiple intelligences
 and information navigation?
In-Reply-To: <55F07FF1-EF01-42E3-9390-920688ADDF6A@comcast.net>
References: <CCBC4807-ABC8-460E-8C11-76C12A75F2E1@comcast.net>
	<55F07FF1-EF01-42E3-9390-920688ADDF6A@comcast.net>
Message-ID: <6.0.0.22.2.20080902160036.02d16cf0@mail.ipns.com>

HI David,

Can you clarify me where this might be taught? I think the target audience 
is what I'm after.
As a health care professional, I *do* think we need to help with #1 and 2. 
I need to think about the rest.

Joan
-------
Joan E Guthrie Medlen, R.D., L.D.
Global Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at ipns.com
3638 SW Vesta
Portland, OR  97219
503.246.3849 (v)  503.246.3869 (f)
www.DownSyndromeNutrition.com

At 03:15 PM 9/2/2008, you wrote:
>Technology Colleagues,
>
>There have been many interesting responses to my post yesterday, but
>so far no one has yet responded to my questions:
>
>1) Should we be teaching how to find and judge information?
>2) ...how to navigate efficiently and effectively?
>         a) Do some of our students already do this better than we do?
>         b) Should we be learning navigation skills together with them?
>3) Are there some helpful hints that we should be teaching for Web
>page navigation?
>         a) If so what are they?
>4) Should we be teaching visual, musical, social and kinaesthetic
>intelligences, or at least honoring them?
>
>I hope some of you have some answers, and some experience with
>teaching how to find/judge information online and how to navigate
>well. If so, can you share some helpful hints?
>
>David J. Rosen
>djrosen at comcast.net
>
>On Sep 1, 2008, at 1:01 PM, David J. Rosen wrote:
>
> > Technology colleagues,
> >
> > This article from South Africa's The Times, Newspapers have a
> > future if they start thinking,  has got me thinking. The author,
> > Ray Hartley, the paper's editor, quotes John Seely Brown, the Chief
> > Scientist at Xerox's Palo Alto Research Center (PARC). Brown has
> > long be an innovative thinker. He says ""The typewriter prized one
> > particular kind of intelligence, but with the web, we suddenly have
> > a medium that honours multiple forms of intelligence - abstract,
> > textual, visual, musical, social and kinaesthetic."
> >
> > He adds: "People my age tend to think that kids who are
> > multiprocessing can't be concentrating. That may not be true.
> > Indeed, one of the things we noticed is that the attention span of
> > the teens at PARC - often between 30 seconds and five minutes -
> > parallels that of top managers, who operate in a world of fast
> > context-switching. So the short attention spans of today's kids may
> > turn out to be far from dysfunctional for future work worlds."
> >
> > Brown says: "The new literacy, beyond text and image, is one of
> > information navigation. The real literacy of tomorrow entails the
> > ability to be your own personal reference librarian - to know how
> > to navigate through confusing, complex information spaces and feel
> > comfortable doing so. 'Navigation' may well be the main form of
> > literacy for the 21st century."
> >
> > We know that "reading web pages" is different from reading hard
> > copy. Web pages often lots of images, increasingly audio and video
> > files, as well as text. They also have links to navigate to -- and
> > back from. Should we be teaching how to find and judge information,
> > how to navigate efficiently and effectively? (Do some of our
> > students already do this better than we do?) Should we be learning
> > this together with them? Are there some helpful hints that we
> > should be teaching for Web page navigation? If so what are they?
> >
> > Should we be teaching visual, musical, social and kinaesthetic
> > intelligences, or at least honoring them?
> >
> > You'll find the article at:
> > http://tinyurl.com/5jdmzh
> >
> > David J. Rosen
> > djrosen at comcast.net
> >
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Technology and Literacy mailing list
> > Technology at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/technology
> > Email delivered to djrosen at comcast.net
>
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Technology and Literacy mailing list
>Technology at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/technology
>Email delivered to joan at ipns.com

From kland at student.gsu.edu  Tue Sep  2 19:12:58 2008
From: kland at student.gsu.edu (Kathryn Stevenson Land)
Date: Tue, 02 Sep 2008 23:12:58 +0000
Subject: [Technology 1733] Re: Eliminating textbooks in technology classes
Message-ID: <1220397178.d3ae604kland@student.gsu.edu>

Hi Joe,

Thank you for your post about eliminating textbooks. I too teach at a private high school and encounterd resistance when suggested that we do not necessarily need a textbook to have an active learning environment.

Given the amount of resistance I got from others, it was at that point that I recognized that just the term "textbook" was generational. For many, the book had always been the curriculum and was required.

On the other hand, I would propose that if we as educators are teaching the standards then the book is one of many tools at our discression employed to make learning happen.

Great question!
:-) Kathryn 

-----Original Message-----
From: "Joe Horne" <jhorne10 at gmail.com>
To: Technology at nifl.gov
Date: Tue, 2 Sep 2008 13:10:53 -0400
Subject: [Technology 1726]  Eliminating textbooks in technology classes

Hello everyone,

I am teach technology (programming, film making, web design) in a small
private high school.  Been at it for all of eight days!  Before that, I was
teaching technology to adults in the corporate world.  I am experimenting
with not using a textbook and so far the learners have taken well to it.  We
use iTunes U, blogs and other (free) web based tools.  I was wondering if
any of you had eliminated books with adults (especially older adults).  How
did they respond?  Before I left the corporate world, I had eliminated lots
of documentation (especially in new hire orientation) because of the
environmental waste.  Some people liked it, others did not?  Any suggestions
on how to overcome resistance?  Parents seem a little alarmed that I would
do such a thing?but the kids love it.

Thanks for your insights and observations,

Joe

Grad student at Georgia State University

From kland at student.gsu.edu  Wed Sep  3 08:47:16 2008
From: kland at student.gsu.edu (Kathryn Stevenson Land)
Date: Wed, 03 Sep 2008 08:47:16 -0400
Subject: [Technology 1734] Re: Eliminating textbooks
Message-ID: <1220446036.c663de4kland@student.gsu.edu>

Hi Joe,

Thanks for your post... excellent question regarding textbooks.

I have found that with my technology classes, the textbook is another tool to address student learning. However, it seems that these books no sooner get into print and are out of date.

My students like using a variety of resources from many of the same locations you mentioned. If we are teaching the standards, then it becomes a discussion about what the students are able to do, rather than the textbook we used.

Thanks again for your post!
Kathryn 

From djrosen at comcast.net  Wed Sep  3 10:18:51 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 3 Sep 2008 10:18:51 -0400
Subject: [Technology 1735] Re: The New Literacies: multiple intelligences
	and information navigation?
In-Reply-To: <6.0.0.22.2.20080902160036.02d16cf0@mail.ipns.com>
References: <CCBC4807-ABC8-460E-8C11-76C12A75F2E1@comcast.net>
	<55F07FF1-EF01-42E3-9390-920688ADDF6A@comcast.net>
	<6.0.0.22.2.20080902160036.02d16cf0@mail.ipns.com>
Message-ID: <77E43C9D-9030-4459-AB15-19F368367EBF@comcast.net>

Hello Joan and others,

On Sep 2, 2008, at 7:01 PM, Joan Medlen wrote:

> Can you clarify me where this might be taught? I think the target  
> audience
> is what I'm after.
> As a health care professional, I *do* think we need to help with #1  
> and 2.
> I need to think about the rest.

I was thinking about the contexts of the adult literacy or adult  
basic education (including ESOL) classroom or tutorial, or online or  
blended learning. I was also thinking about education for out-of- 
school youth. I wasn't particularly thinking about higher ed or K-12,  
or business (except for workplace basic skills programs).

I was just now looking at professional development for businesspeople  
called "skill pills", 2-minute videos delivered to web-accessible  
PDAs  on how topics such as how organize and run meetings and how to  
deal with stress, so I also think some of these internet search  
skills could be taught for what I call PLAs (Personal Learning  
Assistants) , that is web-accessible handhelds like Ipod touch/Iphone  
and Blackberry. It's possible that the costs for these handhelds will  
come down and that this will be a major way, in a few years, that  
North Americans access the web.

This is an important issue for health care education, I know,  
especially questions 1 and 3. There is a study in progress now at the  
Dana Farber Cancer Research Institute in Boston with low-literate  
adults on how they use the web to find and use health information.  
When completed, it should provide some insights. There may be other  
studies, too, that can shed some light on how literate adults can or  
could use the web effectively to find and judge information.

Joan, or others, are you aware of "helpful hints" for adults who want  
to find and judge health information on the web?

David J. Rosen
djrosen at comcast.net

>
>
> At 03:15 PM 9/2/2008, I wrote:
>> Technology Colleagues,
>>
>> There have been many interesting responses to my post yesterday, but
>> so far no one has yet responded to my questions:
>>
>> 1) Should we be teaching how to find and judge information?
>> 2) ...how to navigate efficiently and effectively?
>>         a) Do some of our students already do this better than we do?
>>         b) Should we be learning navigation skills together with  
>> them?
>> 3) Are there some helpful hints that we should be teaching for Web
>> page navigation?
>>         a) If so what are they?
>> 4) Should we be teaching visual, musical, social and kinaesthetic
>> intelligences, or at least honoring them?
>>
>> I hope some of you have some answers, and some experience with
>> teaching how to find/judge information online and how to navigate
>> well. If so, can you share some helpful hints?
>>
>> David J. Rosen
>> djrosen at comcast.net
>>
>> On Sep 1, 2008, at 1:01 PM, David J. Rosen wrote:
>>
>>> Technology colleagues,
>>>
>>> This article from South Africa's The Times, Newspapers have a
>>> future if they start thinking,  has got me thinking. The author,
>>> Ray Hartley, the paper's editor, quotes John Seely Brown, the Chief
>>> Scientist at Xerox's Palo Alto Research Center (PARC). Brown has
>>> long be an innovative thinker. He says ""The typewriter prized one
>>> particular kind of intelligence, but with the web, we suddenly have
>>> a medium that honours multiple forms of intelligence - abstract,
>>> textual, visual, musical, social and kinaesthetic."
>>>
>>> He adds: "People my age tend to think that kids who are
>>> multiprocessing can't be concentrating. That may not be true.
>>> Indeed, one of the things we noticed is that the attention span of
>>> the teens at PARC - often between 30 seconds and five minutes -
>>> parallels that of top managers, who operate in a world of fast
>>> context-switching. So the short attention spans of today's kids may
>>> turn out to be far from dysfunctional for future work worlds."
>>>
>>> Brown says: "The new literacy, beyond text and image, is one of
>>> information navigation. The real literacy of tomorrow entails the
>>> ability to be your own personal reference librarian - to know how
>>> to navigate through confusing, complex information spaces and feel
>>> comfortable doing so. 'Navigation' may well be the main form of
>>> literacy for the 21st century."
>>>
>>> We know that "reading web pages" is different from reading hard
>>> copy. Web pages often lots of images, increasingly audio and video
>>> files, as well as text. They also have links to navigate to -- and
>>> back from. Should we be teaching how to find and judge information,
>>> how to navigate efficiently and effectively? (Do some of our
>>> students already do this better than we do?) Should we be learning
>>> this together with them? Are there some helpful hints that we
>>> should be teaching for Web page navigation? If so what are they?
>>>
>>> Should we be teaching visual, musical, social and kinaesthetic
>>> intelligences, or at least honoring them?
>>>
>>> You'll find the article at:
>>> http://tinyurl.com/5jdmzh
>>>
>>> David J. Rosen
>>> djrosen at comcast.net
>>>
>>>
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Technology and Literacy mailing list
>>> Technology at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/technology
>>> Email delivered to djrosen at comcast.net
>>
>>
>>
>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Technology and Literacy mailing list
>> Technology at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/technology
>> Email delivered to joan at ipns.com
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to djrosen at comcast.net

From livelyj at cochise.edu  Wed Sep  3 10:18:55 2008
From: livelyj at cochise.edu (Lively, Jim)
Date: Wed, 3 Sep 2008 07:18:55 -0700
Subject: [Technology 1736] Re: Eliminating textbooks
In-Reply-To: <1220446036.c663de4kland@student.gsu.edu>
References: <1220446036.c663de4kland@student.gsu.edu>
Message-ID: <4D1463C134C6AC439EAF847F3593A1ACF22F6FE654@Mail1.cochise.edu>

I'm with you, Kathryn. The process of editing and publication of text books renders many out-of-date by the time they arrive on the shelves. In addition, many so-called new versions aren't very new at all, just repeats of old editions with a new Forward. Our program abandoned text books 6 years ago in favor of contextualized teaching and project-based learning in our classrooms. We do enable teachers to acquire some workbooks or project books from time to time, however, but haven't had too many takers.
I suppose I could share a multitude of other complaints I have with textbooks, their authors, and the publishing industry, but that would be more akin to a rant (you know - the spinning head, pea soup, wet carpet stuff) than a mature discussion, so will close and spare us all the antacid.
Jim

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Kathryn Stevenson Land
Sent: Wednesday, September 03, 2008 5:47 AM
To: technology at nifl.gov
Subject: [Technology 1734] Re: Eliminating textbooks

Hi Joe,

Thanks for your post... excellent question regarding textbooks.

I have found that with my technology classes, the textbook is another tool to address student learning. However, it seems that these books no sooner get into print and are out of date.

My students like using a variety of resources from many of the same locations you mentioned. If we are teaching the standards, then it becomes a discussion about what the students are able to do, rather than the textbook we used.

Thanks again for your post!
Kathryn

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
Email delivered to livelyj at cochise.edu

From jcpotter at gmail.com  Wed Sep  3 10:38:56 2008
From: jcpotter at gmail.com (Jan Potter)
Date: Wed, 3 Sep 2008 10:38:56 -0400
Subject: [Technology 1737] Re: The New Literacies: multiple intelligences
	and information navigation?
In-Reply-To: <77E43C9D-9030-4459-AB15-19F368367EBF@comcast.net>
References: <CCBC4807-ABC8-460E-8C11-76C12A75F2E1@comcast.net>
	<55F07FF1-EF01-42E3-9390-920688ADDF6A@comcast.net>
	<6.0.0.22.2.20080902160036.02d16cf0@mail.ipns.com>
	<77E43C9D-9030-4459-AB15-19F368367EBF@comcast.net>
Message-ID: <b80f73d60809030738s6fec5859lff4d5364bb2a1eee@mail.gmail.com>

My students generally start here:
http://www.nlm.nih.gov/medlineplus/evaluatinghealthinformation.html especially
with that flash presentation.  Most of these are excellent, especially the
Medical Library one:  http://www.mlanet.org/resources/userguide.html and
with its "top 10 list" at:
http://www.mlanet.org/resources/medspeak/topten.html

On Wed, Sep 3, 2008 at 10:18 AM, David J. Rosen <djrosen at comcast.net> wrote:

> Hello Joan and others,
>
> On Sep 2, 2008, at 7:01 PM, Joan Medlen wrote:
>
> > Can you clarify me where this might be taught? I think the target
> > audience
> > is what I'm after.
> > As a health care professional, I *do* think we need to help with #1
> > and 2.
> > I need to think about the rest.
>
> I was thinking about the contexts of the adult literacy or adult
> basic education (including ESOL) classroom or tutorial, or online or
> blended learning. I was also thinking about education for out-of-
> school youth. I wasn't particularly thinking about higher ed or K-12,
> or business (except for workplace basic skills programs).
>
> I was just now looking at professional development for businesspeople
> called "skill pills", 2-minute videos delivered to web-accessible
> PDAs  on how topics such as how organize and run meetings and how to
> deal with stress, so I also think some of these internet search
> skills could be taught for what I call PLAs (Personal Learning
> Assistants) , that is web-accessible handhelds like Ipod touch/Iphone
> and Blackberry. It's possible that the costs for these handhelds will
> come down and that this will be a major way, in a few years, that
> North Americans access the web.
>
> This is an important issue for health care education, I know,
> especially questions 1 and 3. There is a study in progress now at the
> Dana Farber Cancer Research Institute in Boston with low-literate
> adults on how they use the web to find and use health information.
> When completed, it should provide some insights. There may be other
> studies, too, that can shed some light on how literate adults can or
> could use the web effectively to find and judge information.
>
> Joan, or others, are you aware of "helpful hints" for adults who want
> to find and judge health information on the web?
>
> David J. Rosen
> djrosen at comcast.net
>
> >
> >
>  > At 03:15 PM 9/2/2008, I wrote:
> >> Technology Colleagues,
> >>
> >> There have been many interesting responses to my post yesterday, but
> >> so far no one has yet responded to my questions:
> >>
> >> 1) Should we be teaching how to find and judge information?
> >> 2) ...how to navigate efficiently and effectively?
> >>         a) Do some of our students already do this better than we do?
> >>         b) Should we be learning navigation skills together with
> >> them?
> >> 3) Are there some helpful hints that we should be teaching for Web
> >> page navigation?
> >>         a) If so what are they?
> >> 4) Should we be teaching visual, musical, social and kinaesthetic
> >> intelligences, or at least honoring them?
> >>
> >> I hope some of you have some answers, and some experience with
> >> teaching how to find/judge information online and how to navigate
> >> well. If so, can you share some helpful hints?
> >>
> >> David J. Rosen
> >> djrosen at comcast.net
> >>
> >> On Sep 1, 2008, at 1:01 PM, David J. Rosen wrote:
> >>
> >>> Technology colleagues,
> >>>
> >>> This article from South Africa's The Times, Newspapers have a
> >>> future if they start thinking,  has got me thinking. The author,
> >>> Ray Hartley, the paper's editor, quotes John Seely Brown, the Chief
> >>> Scientist at Xerox's Palo Alto Research Center (PARC). Brown has
> >>> long be an innovative thinker. He says ""The typewriter prized one
> >>> particular kind of intelligence, but with the web, we suddenly have
> >>> a medium that honours multiple forms of intelligence - abstract,
> >>> textual, visual, musical, social and kinaesthetic."
> >>>
> >>> He adds: "People my age tend to think that kids who are
> >>> multiprocessing can't be concentrating. That may not be true.
> >>> Indeed, one of the things we noticed is that the attention span of
> >>> the teens at PARC - often between 30 seconds and five minutes -
> >>> parallels that of top managers, who operate in a world of fast
> >>> context-switching. So the short attention spans of today's kids may
> >>> turn out to be far from dysfunctional for future work worlds."
> >>>
> >>> Brown says: "The new literacy, beyond text and image, is one of
> >>> information navigation. The real literacy of tomorrow entails the
> >>> ability to be your own personal reference librarian - to know how
> >>> to navigate through confusing, complex information spaces and feel
> >>> comfortable doing so. 'Navigation' may well be the main form of
> >>> literacy for the 21st century."
> >>>
> >>> We know that "reading web pages" is different from reading hard
> >>> copy. Web pages often lots of images, increasingly audio and video
> >>> files, as well as text. They also have links to navigate to -- and
> >>> back from. Should we be teaching how to find and judge information,
> >>> how to navigate efficiently and effectively? (Do some of our
> >>> students already do this better than we do?) Should we be learning
> >>> this together with them? Are there some helpful hints that we
> >>> should be teaching for Web page navigation? If so what are they?
> >>>
> >>> Should we be teaching visual, musical, social and kinaesthetic
> >>> intelligences, or at least honoring them?
> >>>
> >>> You'll find the article at:
> >>> http://tinyurl.com/5jdmzh
> >>>
> >>> David J. Rosen
> >>> djrosen at comcast.net
> >>>
> >>>
> >>>
> >>> ----------------------------------------------------
> >>> National Institute for Literacy
> >>> Technology and Literacy mailing list
> >>> Technology at nifl.gov
> >>> To unsubscribe or change your subscription settings, please go to
> >>> http://www.nifl.gov/mailman/listinfo/technology
> >>> Email delivered to djrosen at comcast.net
> >>
> >>
> >>
> >>
> >>
> >> ----------------------------------------------------
> >> National Institute for Literacy
> >> Technology and Literacy mailing list
> >> Technology at nifl.gov
> >> To unsubscribe or change your subscription settings, please go to
> >> http://www.nifl.gov/mailman/listinfo/technology
> >> Email delivered to joan at ipns.com
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Technology and Literacy mailing list
> > Technology at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/technology
> > Email delivered to djrosen at comcast.net
>
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to jcpotter at gmail.com
>
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From djrosen at comcast.net  Wed Sep  3 11:43:50 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 3 Sep 2008 11:43:50 -0400
Subject: [Technology 1738] Re: The New Literacies: multiple intelligences
	and information navigation?
In-Reply-To: <b80f73d60809030738s6fec5859lff4d5364bb2a1eee@mail.gmail.com>
References: <CCBC4807-ABC8-460E-8C11-76C12A75F2E1@comcast.net>
	<55F07FF1-EF01-42E3-9390-920688ADDF6A@comcast.net>
	<6.0.0.22.2.20080902160036.02d16cf0@mail.ipns.com>
	<77E43C9D-9030-4459-AB15-19F368367EBF@comcast.net>
	<b80f73d60809030738s6fec5859lff4d5364bb2a1eee@mail.gmail.com>
Message-ID: <2B6FE083-32E5-4FA6-8333-2CE6B60562DC@comcast.net>

Hello Jan,

Thanks, The Medlineplus web page reference you gave was exactly the  
kind of thing I was looking for and, as you pointed out, especially  
the flash presentation. I urge others who are interested in questions  
about web information searching and content judging to look at these  
learning resources. Does anyone else have learning resources to  
suggest that will help low-literate adults find and evaluate web site  
information?

David J. Rosen
djrosen at comcast.net

On Sep 3, 2008, at 10:38 AM, Jan Potter wrote:

> My students generally start here:  http://www.nlm.nih.gov/ 
> medlineplus/evaluatinghealthinformation.html especially with that  
> flash presentation.  Most of these are excellent, especially the  
> Medical Library one:  http://www.mlanet.org/resources/ 
> userguide.html and with its "top 10 list" at:  http:// 
> www.mlanet.org/resources/medspeak/topten.html
>
>
> On Wed, Sep 3, 2008 at 10:18 AM, David J. Rosen  
> <djrosen at comcast.net> wrote:
> Hello Joan and others,
>
> On Sep 2, 2008, at 7:01 PM, Joan Medlen wrote:
>
> > Can you clarify me where this might be taught? I think the target
> > audience
> > is what I'm after.
> > As a health care professional, I *do* think we need to help with #1
> > and 2.
> > I need to think about the rest.
>
> I was thinking about the contexts of the adult literacy or adult
> basic education (including ESOL) classroom or tutorial, or online or
> blended learning. I was also thinking about education for out-of-
> school youth. I wasn't particularly thinking about higher ed or K-12,
> or business (except for workplace basic skills programs).
>
> I was just now looking at professional development for businesspeople
> called "skill pills", 2-minute videos delivered to web-accessible
> PDAs  on how topics such as how organize and run meetings and how to
> deal with stress, so I also think some of these internet search
> skills could be taught for what I call PLAs (Personal Learning
> Assistants) , that is web-accessible handhelds like Ipod touch/Iphone
> and Blackberry. It's possible that the costs for these handhelds will
> come down and that this will be a major way, in a few years, that
> North Americans access the web.
>
> This is an important issue for health care education, I know,
> especially questions 1 and 3. There is a study in progress now at the
> Dana Farber Cancer Research Institute in Boston with low-literate
> adults on how they use the web to find and use health information.
> When completed, it should provide some insights. There may be other
> studies, too, that can shed some light on how literate adults can or
> could use the web effectively to find and judge information.
>
> Joan, or others, are you aware of "helpful hints" for adults who want
> to find and judge health information on the web?
>
> David J. Rosen
> djrosen at comcast.net
>
> >
> >
> > At 03:15 PM 9/2/2008, I wrote:
> >> Technology Colleagues,
> >>
> >> There have been many interesting responses to my post yesterday,  
> but
> >> so far no one has yet responded to my questions:
> >>
> >> 1) Should we be teaching how to find and judge information?
> >> 2) ...how to navigate efficiently and effectively?
> >>         a) Do some of our students already do this better than  
> we do?
> >>         b) Should we be learning navigation skills together with
> >> them?
> >> 3) Are there some helpful hints that we should be teaching for Web
> >> page navigation?
> >>         a) If so what are they?
> >> 4) Should we be teaching visual, musical, social and kinaesthetic
> >> intelligences, or at least honoring them?
> >>
> >> I hope some of you have some answers, and some experience with
> >> teaching how to find/judge information online and how to navigate
> >> well. If so, can you share some helpful hints?
> >>
> >> David J. Rosen
> >> djrosen at comcast.net
> >>
> >> On Sep 1, 2008, at 1:01 PM, David J. Rosen wrote:
> >>
> >>> Technology colleagues,
> >>>
> >>> This article from South Africa's The Times, Newspapers have a
> >>> future if they start thinking,  has got me thinking. The author,
> >>> Ray Hartley, the paper's editor, quotes John Seely Brown, the  
> Chief
> >>> Scientist at Xerox's Palo Alto Research Center (PARC). Brown has
> >>> long be an innovative thinker. He says ""The typewriter prized one
> >>> particular kind of intelligence, but with the web, we suddenly  
> have
> >>> a medium that honours multiple forms of intelligence - abstract,
> >>> textual, visual, musical, social and kinaesthetic."
> >>>
> >>> He adds: "People my age tend to think that kids who are
> >>> multiprocessing can't be concentrating. That may not be true.
> >>> Indeed, one of the things we noticed is that the attention span of
> >>> the teens at PARC - often between 30 seconds and five minutes -
> >>> parallels that of top managers, who operate in a world of fast
> >>> context-switching. So the short attention spans of today's kids  
> may
> >>> turn out to be far from dysfunctional for future work worlds."
> >>>
> >>> Brown says: "The new literacy, beyond text and image, is one of
> >>> information navigation. The real literacy of tomorrow entails the
> >>> ability to be your own personal reference librarian - to know how
> >>> to navigate through confusing, complex information spaces and feel
> >>> comfortable doing so. 'Navigation' may well be the main form of
> >>> literacy for the 21st century."
> >>>
> >>> We know that "reading web pages" is different from reading hard
> >>> copy. Web pages often lots of images, increasingly audio and video
> >>> files, as well as text. They also have links to navigate to -- and
> >>> back from. Should we be teaching how to find and judge  
> information,
> >>> how to navigate efficiently and effectively? (Do some of our
> >>> students already do this better than we do?) Should we be learning
> >>> this together with them? Are there some helpful hints that we
> >>> should be teaching for Web page navigation? If so what are they?
> >>>
> >>> Should we be teaching visual, musical, social and kinaesthetic
> >>> intelligences, or at least honoring them?
> >>>
> >>> You'll find the article at:
> >>> http://tinyurl.com/5jdmzh
> >>>
> >>> David J. Rosen
> >>> djrosen at comcast.net
> >>>
> >>>
> >>>
> >>> ----------------------------------------------------
> >>> National Institute for Literacy
> >>> Technology and Literacy mailing list
> >>> Technology at nifl.gov
> >>> To unsubscribe or change your subscription settings, please go to
> >>> http://www.nifl.gov/mailman/listinfo/technology
> >>> Email delivered to djrosen at comcast.net
> >>
> >>
> >>
> >>
> >>
> >> ----------------------------------------------------
> >> National Institute for Literacy
> >> Technology and Literacy mailing list
> >> Technology at nifl.gov
> >> To unsubscribe or change your subscription settings, please go to
> >> http://www.nifl.gov/mailman/listinfo/technology
> >> Email delivered to joan at ipns.com
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Technology and Literacy mailing list
> > Technology at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/technology
> > Email delivered to djrosen at comcast.net
>
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to jcpotter at gmail.com
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

From mhefner at cccti.edu  Wed Sep  3 12:01:33 2008
From: mhefner at cccti.edu (Melinda Hefner)
Date: Wed, 03 Sep 2008 12:01:33 -0400
Subject: [Technology 1739] Re: Eliminating textbooks in technology	classes
In-Reply-To: <3f7562680809021010l14dd95d9h84500c8bc7645b11@mail.gmail.com>
References: <3f7562680809021010l14dd95d9h84500c8bc7645b11@mail.gmail.com>
Message-ID: <48BE7C9D.1F1A.005D.0@cccti.edu>

I think that your question speaks to additional issues as well.  I'm
interested in the transition from a model that presents information and
assesses learning by how well learners recall sets of information to a
model where information is not teacher driven (the so-called sage on the
stage ) but teacher facilitated (the guide on the side).  In the new
model, information is equally accessible to both teacher and learner, is
not limited to a textbook or other singular source, and learners
process, analyze, synthesize, collaborate with others, critically
evaluate, and utilize the information in real-world as well as
hypothetical applications. Relevance becomes even more important as
learners are actively engaged in the learning process.  Learning is
assessed in a variety of ways, i.e. projects, portfolios, substantive
participation, etc. and not limited to traditional assessments (tests). 
The "old" idea of textbooks becomes almost obsolete in an environment
where information from a plethora of sources is available to all and
where learning is a partnership between the teacher and the learners.  
 
The elimination of textbooks doesn't mean the elimination of sound
instructional information.  I think a key element is teaching to the
varied learning styles and preferences of the learners.  Some may best
learn via text so you may want to consider having scripts of videos in
pdf or docx files as well as other ways to create text-based compliments
to audio and visual instructional content. Other learners may not learn
well at all in a text-based learning environment so I applaud you for
using a variety of instructional strategies.  I have some students who
are "text-dependent" so I provide text for them as much as I can, but it
doesn't always come in the form of the textbook being the predominant
learning source.  Although there are exceptions, they tend to be older
students and/or students who are not as techno savvy as others.  They
also tend to be students who are most familiar with the "sage on the
stage" model so a new model is unfamiliar and sometimes uncomfortable
for them. 
 
I could go on and on, but I don't want to be a discussion hog!!   
Great question.
 

>>> On 9/2/2008 at 1:10 pm, in message
<3f7562680809021010l14dd95d9h84500c8bc7645b11 at mail.gmail.com>, "Joe
Horne" <jhorne10 at gmail.com> wrote:
Hello everyone,

I am teach technology (programming, film making, web design) in a
small
private high school.  Been at it for all of eight days!  Before that, I
was
teaching technology to adults in the corporate world.  I am
experimenting
with not using a textbook and so far the learners have taken well to
it.  We
use iTunes U, blogs and other (free) web based tools.  I was wondering
if
any of you had eliminated books with adults (especially older adults). 
How
did they respond?  Before I left the corporate world, I had eliminated
lots
of documentation (especially in new hire orientation) because of the
environmental waste.  Some people liked it, others did not?  Any
suggestions
on how to overcome resistance?  Parents seem a little alarmed that I
would
do such a thing?but the kids love it.

Thanks for your insights and observations,

Joe

Grad student at Georgia State University
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From CWSmith at gcsd.k12.sc.us  Wed Sep  3 15:05:23 2008
From: CWSmith at gcsd.k12.sc.us (Calette W Smith)
Date: Wed, 03 Sep 2008 15:05:23 -0400
Subject: [Technology 1740] Re: Eliminating textbooks in	technology	classes
Message-ID: <s8bea7bb.030@smtp.gcsd.k12.sc.us>

** High Priority **

Yes I am eliminated them and saved our county a lot of money in doing so.  Once the students realize that this method is actually the most up to date technology and that textbooks become obsolete as soon as they are printed; they are excited.  This also allows students to access numerous sites and not be bored as they learn.  I have a site through PORTAPORTAL and will give you access to it, students are only allowed to access these websites in my class.  You can also start your own by going to www.portaportal.com  and sign up for an account.  Need to have a Teckie background, yet it isn't too difficult.

Here's mine:

http://guest.portaportal.com/cwsmith 

Let me know if you find this helpful.  I build it as needed!

Calette W. Smith
Adult Education
CareerTransition Specialist 
Georgetown County 
Howard Adult Ed., Learning Center
500 So. Kaminski Street
Georgetown, SC 29440
Telephone: 843-576-0219 Fax: 843-527-0236
cwsmith at gcsd.k12.sc.us

>>> mhefner at cccti.edu 9/3/2008 12:01 PM >>>
I think that your question speaks to additional issues as well.  I'm
interested in the transition from a model that presents information and
assesses learning by how well learners recall sets of information to a
model where information is not teacher driven (the so-called sage on the
stage ) but teacher facilitated (the guide on the side).  In the new
model, information is equally accessible to both teacher and learner, is
not limited to a textbook or other singular source, and learners
process, analyze, synthesize, collaborate with others, critically
evaluate, and utilize the information in real-world as well as
hypothetical applications. Relevance becomes even more important as
learners are actively engaged in the learning process.  Learning is
assessed in a variety of ways, i.e. projects, portfolios, substantive
participation, etc. and not limited to traditional assessments (tests). 
The "old" idea of textbooks becomes almost obsolete in an environment
where information from a plethora of sources is available to all and
where learning is a partnership between the teacher and the learners.  
 
The elimination of textbooks doesn't mean the elimination of sound
instructional information.  I think a key element is teaching to the
varied learning styles and preferences of the learners.  Some may best
learn via text so you may want to consider having scripts of videos in
pdf or docx files as well as other ways to create text-based compliments
to audio and visual instructional content. Other learners may not learn
well at all in a text-based learning environment so I applaud you for
using a variety of instructional strategies.  I have some students who
are "text-dependent" so I provide text for them as much as I can, but it
doesn't always come in the form of the textbook being the predominant
learning source.  Although there are exceptions, they tend to be older
students and/or students who are not as techno savvy as others.  They
also tend to be students who are most familiar with the "sage on the
stage" model so a new model is unfamiliar and sometimes uncomfortable
for them. 
 
I could go on and on, but I don't want to be a discussion hog!!   
Great question.
 

>>> On 9/2/2008 at 1:10 pm, in message
<3f7562680809021010l14dd95d9h84500c8bc7645b11 at mail.gmail.com>, "Joe
Horne" <jhorne10 at gmail.com> wrote:
Hello everyone,

I am teach technology (programming, film making, web design) in a
small
private high school.  Been at it for all of eight days!  Before that, I
was
teaching technology to adults in the corporate world.  I am
experimenting
with not using a textbook and so far the learners have taken well to
it.  We
use iTunes U, blogs and other (free) web based tools.  I was wondering
if
any of you had eliminated books with adults (especially older adults). 
How
did they respond?  Before I left the corporate world, I had eliminated
lots
of documentation (especially in new hire orientation) because of the
environmental waste.  Some people liked it, others did not*  Any
suggestions
on how to overcome resistance?  Parents seem a little alarmed that I
would
do such a thing*but the kids love it.

Thanks for your insights and observations,

Joe

Grad student at Georgia State University
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From jgreiner at proliteracy.org  Wed Sep  3 11:39:18 2008
From: jgreiner at proliteracy.org (Jane Greiner)
Date: Wed, 3 Sep 2008 11:39:18 -0400
Subject: [Technology 1741]  Student Assessment courses begin Sept. 15
Message-ID: <DBF40CF21F685B45B1D163F82E43A221727481@miller.proliteracy.org>

ProfessionalStudiesAE.org Offers Three New Courses on Student Assessment 

For additional course information and registration, please go to ProfessionalStudiesAE.org

What Every Teacher Should Know About Assessment 
(September 15 - 29; Webinars at 2 p.m. EST, Sept. 15 & 29) 
Your guide to basic concepts in student assessment - learn how to use standardized assessments effectively and develop better in-class assessments.

Documentation: Certificate of Completion will document 6 hours as completion time. 
Facilitator: Carey Reid, World Education, Inc. 
Course fee: $89 per participant 

The following two courses help you apply what you learn in "What Every Teacher Should Know About Assessment" to your classroom. 

Understanding and Using Published Assessments with Adult Learners 
(October 6 - 27; Webinars at 2 p.m. EST, Oct. 7 & 27) 
Published tests - standardized and non-standardized - are fixtures in adult basic education, but we rarely give much thought about their design, their intent, or their strengths and limitations. In this course, you will explore the main types of published reading assessments in use in ABE, the advantages and disadvantages of reading tests, and how the NRS uses the results of standardized testing.  

Prerequisite: What Every Teacher Should Know About Assessment or equivalent experience 
Documentation: Certificate of Completion will document 12 hours as completion time. 
Facilitator: Carey Reid, World Education, Inc. 
Course fee: $179 per participant 

Assessments Developed by Teachers and Students 
(Nov. 10 - Dec. 12; Webinars at 2 p.m. EST, Nov. 10 & Dec. 8) 
Expand your assessment toolkit! Learn about tools to check day-to-day student progress, dynamic forms of assessment, and how to involve your students in assessment design. You'll learn how assessments can guide and inform instruction by focusing on learning objectives, assessment design, and lesson activities. And you'll be able to use rubrics and other tools to share assessment criteria and expectations with students. 

Prerequisite: What Every Teacher Should Know About Assessment or equivalent experience 
Documentation: Certificate of Completion will document 12 hours as completion time. 
Facilitator: Carey Reid, World Education, Inc. 
Course fee: $179 per participant 
  

These courses combine top-quality content on student assessment in adult education and literacy with an easy-to-use online format. In these courses you'll explore assessment concepts and strategies in-depth through online activities, readings, and discussion boards, all with an expert facilitator and adult education colleagues across the country. 

REGISTRATION INFORMATION
Register online at www.ProfessionalStudiesAE.org. 
Group registrations, please call (315) 422-9121 ext. 367. 
Questions? Call 315-422-9121 ext. 283, or e-mail prodev at proliteracy.org 
  
MEMBERSHIP DISCOUNT 
ProLiteracy members receive a 15% discount on all professional development courses! For more information, visit 
www.proliteracy.org/proliteracy_america/membership 
  
GROUP DISCOUNT 
Group discounts are available for organizations registering 5 or more course participants. Please call 315-422-9121, ext. 283, or e-mail prodev at proliteracy.org for more information.   

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From jhorne10 at gmail.com  Wed Sep  3 17:36:42 2008
From: jhorne10 at gmail.com (Joe Horne)
Date: Wed, 3 Sep 2008 17:36:42 -0400
Subject: [Technology 1742] Re: The New Literacies: multiple intelligences
	and information navigation?
In-Reply-To: <b80f73d60809021559x7e0f1f09ma67c7a426145b8bc@mail.gmail.com>
References: <CCBC4807-ABC8-460E-8C11-76C12A75F2E1@comcast.net>
	<55F07FF1-EF01-42E3-9390-920688ADDF6A@comcast.net>
	<b80f73d60809021559x7e0f1f09ma67c7a426145b8bc@mail.gmail.com>
Message-ID: <3f7562680809031436v28911a0i2440a2de52b73615@mail.gmail.com>

I would say that distinguishing between good and bad information on the web
is an essential life skill for students, workers and civilians.  As a user
of the web, this is a crucial skill.  And if you are teaching a class that
utilizes technology, you must challenge your students with verifying
information.  If, for example, a student references a wiki entry, they must
list it as such.  And they must also identify the information as "verified"
from another source.  In fact, I require at least one wiki reference per
paper (but it must also be confirmed from an additional source - so this
hopefully helps them develop a habit).  99% of the time, the wiki is right -
but the 1% when it isn't can be enlightening.

Navigation skills are also important.  In my classes that extend over an
hour (where we might be doing intense graphic design work), I question the
students on what is the most efficient way to do a task.  Then I ask them
what is easier on their hands.  In other words, is a certain movement more
likely to cause a strain or carpal tunnel?  Plus, we take a 3 - 5 minute
yoga break in the middle of class.  If I see their shoulders rising, I know
it's time to take  break.  I think this is a good practice to develop for
web surfing too.

And I do think multiple intelligences should be honored.  They are honored
in society (in some ways), and we should honor them (as appropriate) in the
classroom.

Just some thoughts...I'm probably not even qualified to talk about these
things, but there it is!

Joe
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From djrosen at comcast.net  Sat Sep  6 11:00:56 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 6 Sep 2008 11:00:56 -0400
Subject: [Technology 1743] Contextualized literacy instruction and plain
	writing
Message-ID: <E5BE7D95-74D6-41DC-B7AD-B6CECD603C16@comcast.net>

Colleagues,

An article in the Straits Times of Singapore, "Katrina hit US adult  
literacy"  [ http://tinyurl.com/6fhd38 ] , describes how the  
hurricane devastated adult literacy services in New Orleans and the  
slow road to restoration. The author describes a critical set of  
contextualized reading and writing skills -- filling out a government  
form to get housing help after a natural disaster.  A large number of  
adults who need to complete these forms, because they did not learn  
to read and write well in school, cannot do it. The author also looks  
at the other side of the literacy coin: the forms and their  
instructions are needlessly difficult for anyone to read.

For New Orleans, and for the country, we need a four-pronged national  
effort to:

1) legally require plain English federal government documents,  
especially ones that individuals are expected to complete,

2) create free national functional context curricula that will help  
adults learn to read and correctly complete specific government forms,

3) provide local literacy program models where reading and writing  
skills are taught in the highly motivating context of completing the  
form, at times that are convenient for adult learners. Volunteer  
tutors or classroom teachers could be trained to help adults read and  
complete a particular form; in the process they could help some  
adults read and write better; and they could inform the adults about  
opportunities to continue their literacy instruction if they wish to,  
and

4) provide a well-organized, easy-to-navigate, plain English web site  
that includes:
	a)  .pdfs of all the government forms so they could be printed out  
as needed,
	b) the forms in hypertext, with links to written and audio file  
definitions and explanations of technical or legal terms, examples of  
correctly completed sections, and
	     elaborations as needed,
	c)  a hypertext, step-by-step process for completing each form that  
includes a writing box for responding to each step, resulting in a  
completed form that could be reviewed,
              printed, and submitted electronically when all the  
steps are finished, and
	d) careful field-testing with low-literate adults of b)and c) above.

Are there examples or models or 2) , 3) and 4) that already exist? If  
so, could you let me know about them, please?  Thanks.

David J. Rosen
djrosen at comcast.net

From coroberti at gmail.com  Mon Sep  8 08:19:13 2008
From: coroberti at gmail.com (Robert Iakobashvili)
Date: Mon, 8 Sep 2008 15:19:13 +0300
Subject: [Technology 1744] Re: [FamilyLiteracy 1188] Contextualized literacy
	instruction and plain writing
In-Reply-To: <E5BE7D95-74D6-41DC-B7AD-B6CECD603C16@comcast.net>
References: <E5BE7D95-74D6-41DC-B7AD-B6CECD603C16@comcast.net>
Message-ID: <7e63f56c0809080519w4d5f84fer92722ab0f7e047ce@mail.gmail.com>

Dear David,

On Sat, Sep 6, 2008 at 6:00 PM, David J. Rosen <djrosen at comcast.net> wrote:

> An article in the Straits Times of Singapore, "Katrina hit US adult
> literacy"  [ http://tinyurl.com/6fhd38 ] , describes how the
> hurricane devastated adult literacy services in New Orleans and the
> slow road to restoration. The author describes a critical set of
> contextualized reading and writing skills -- filling out a government
> form to get housing help after a natural disaster.

> David J. Rosen
> djrosen at comcast.net

Ghotit web-site provides a free on-line writing assistance for the
people with dyslexia.
It is accessible using Internet Explorer, Firefox and Safari-3.x browsers, where
there is a text-to-speech add-on working with Internet Explorer 7.

The speller is:
- context-aware and context correcting;
- phonetic;
- coping with large editing distances;
- iterative;
- providing description sentences for spelling candidates;
Testing at the corpus of the texts written by the people with dyslexia,
is has above 90% of correction success, where the best word processors
are below 45%.

Plug-ins for Word, Outlook, etc to work directly with Ghotit from the
applications are
in development and are expected in October.

It is not a government forms filling service, that you are looking
for, but is is an online
literacy assistance, which requires a computer with Internet.

People from New Orlean and other areas are welcome to use it immediately.

-- 
Truly,
Robert Iakobashvili, Ph.D.
......................................................................
www.ghotit.com
Assistive technology that understands you
......................................................................

From MariannF at lacnyc.org  Mon Sep  8 10:05:03 2008
From: MariannF at lacnyc.org (Mariann Fedele)
Date: Mon, 8 Sep 2008 10:05:03 -0400
Subject: [Technology 1745]  A note of thanks and introduction
References: <3f7562680809021010l14dd95d9h84500c8bc7645b11@mail.gmail.com>
	<48BE7C9D.1F1A.005D.0@cccti.edu>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8107CF4@lac-exch.lacnyc.local>

Dear Technology list colleagues,
 
After four wonderful years of moderating the NIFL Technology and Literacy Discussion list I will be passing the baton in to the very capable hands of my long time colleague and Tech list subscriber, Nell Eckersley of the Literacy Assistance Center in New York City. Nell has a tremendous body of experience both as an adult ed. instructor and program manager and a leader in instructional technology, data systems, and the development of virtual learning spaces. I have made the choice to pass on the moderation duties of the Tech list as I have recently accepted a position with the American Institutes for Research (www.air.org) as Director of the California Adult Literacy Professional Development Project (http://www.calpro-online.com) and would like to give 100% of my time and attention to this tremendous project. I will look forward to meeting those of you on the list who live and work in California over the upcoming months! 

 Working with all of you for the past four years has been a distinct honor and true pleasure. The intellect, passion and creativity possessed by the Tech list community has set the standard for the field and has led to innovation in practice beyond the confines of our subscribers. Thank you for generously sharing your expertise with each other and the field!

To the NIFL staff, and especially Sandra Baxter, I would like to say thank you for allowing me to be a part of the mission, great work and endeavors of the organization. It has been a privilege. 

And finally...Welcome Nell!!!

With my deepest regard,

Mariann

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From djrosen at comcast.net  Mon Sep  8 11:44:24 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 8 Sep 2008 11:44:24 -0400
Subject: [Technology 1746] Re: A note of thanks and introduction
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB8107CF4@lac-exch.lacnyc.local>
References: <3f7562680809021010l14dd95d9h84500c8bc7645b11@mail.gmail.com>
	<48BE7C9D.1F1A.005D.0@cccti.edu>
	<6E8BC13A30982C44BCD32B38FB8F5AB8107CF4@lac-exch.lacnyc.local>
Message-ID: <BC9EBD6B-3F9C-4C24-8AE3-DB1FCB07B1E0@comcast.net>

Thanks, Mariann, for shepherding the Technology discussion list so  
well over the years, and welcome, Nell!  All the best at CALPRO,  
Mariann, a great organization and a great staff to work with.

David J. Rosen
djrosen at comcast.net

On Sep 8, 2008, at 10:05 AM, Mariann Fedele wrote:

> Dear Technology list colleagues,
>
> After four wonderful years of moderating the NIFL Technology and  
> Literacy Discussion list I will be passing the baton in to the very  
> capable hands of my long time colleague and Tech list subscriber,  
> Nell Eckersley of the Literacy Assistance Center in New York City.  
> Nell has a tremendous body of experience both as an adult ed.  
> instructor and program manager and a leader in instructional  
> technology, data systems, and the development of virtual learning  
> spaces. I have made the choice to pass on the moderation duties of  
> the Tech list as I have recently accepted a position with the  
> American Institutes for Research (www.air.org) as Director of the  
> California Adult Literacy Professional Development Project (http:// 
> www.calpro-online.com) and would like to give 100% of my time and  
> attention to this tremendous project. I will look forward to  
> meeting those of you on the list who live and work in California  
> over the upcoming months!
>  Working with all of you for the past four years has been a  
> distinct honor and true pleasure. The intellect, passion and  
> creativity possessed by the Tech list community has set the  
> standard for the field and has led to innovation in practice beyond  
> the confines of our subscribers. Thank you for generously sharing  
> your expertise with each other and the field!
>
> To the NIFL staff, and especially Sandra Baxter, I would like to  
> say thank you for allowing me to be a part of the mission, great  
> work and endeavors of the organization. It has been a privilege.
>
> And finally...Welcome Nell!!!
>
> With my deepest regard,
>
> Mariann
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

From teacherwendyq at gmail.com  Mon Sep  8 12:19:53 2008
From: teacherwendyq at gmail.com (Wendy Quinones)
Date: Mon, 8 Sep 2008 12:19:53 -0400
Subject: [Technology 1747] Re: The New Literacies: multiple intelligences
	and information navigation?
In-Reply-To: <55F07FF1-EF01-42E3-9390-920688ADDF6A@comcast.net>
References: <CCBC4807-ABC8-460E-8C11-76C12A75F2E1@comcast.net>
	<55F07FF1-EF01-42E3-9390-920688ADDF6A@comcast.net>
Message-ID: <ad2cc1ef0809080919oa3ce32fk2667732f47be03ff@mail.gmail.com>

David and all,
1.  We should definitely be teaching how to find and judge information --
and not just on the internet!  This is a critical thinking skill that people
need in their lives, especially in this election year when so much fluff and
outright falsehood will be out there.

2.  Of couse we should be teaching navigation, and of course many of our
students know how to do it better than we.  They are younger!  My son
recently got an Iphone, and I am amazed at what he can do with it.

3.  Helpful hints -- Larry Ferlazzo's website has many links to browsers for
ELLs as well as everything else that appears on the web.  My students tend
to be ELL, so I may end up using one of the visual browsers myself.

4.  As David knows, I am a strong proponent of multiple intelligences.
However, I don't think that in our limited time with our students we can
actually teach them, in the sense of helping people improve in weak areas.
Teach *about* them, yes, honor them ourselves and give students ways of
using them to learn, definitely.

My 2 cents,
Wendy Quinones
On Tue, Sep 2, 2008 at 6:15 PM, David J. Rosen <djrosen at comcast.net> wrote:

> Technology Colleagues,
>
> There have been many interesting responses to my post yesterday, but
> so far no one has yet responded to my questions:
>
> 1) Should we be teaching how to find and judge information?
> 2) ...how to navigate efficiently and effectively?
>        a) Do some of our students already do this better than we do?
>        b) Should we be learning navigation skills together with them?
> 3) Are there some helpful hints that we should be teaching for Web
> page navigation?
>        a) If so what are they?
> 4) Should we be teaching visual, musical, social and kinaesthetic
> intelligences, or at least honoring them?
>
> I hope some of you have some answers, and some experience with
> teaching how to find/judge information online and how to navigate
> well. If so, can you share some helpful hints?
>
> David J. Rosen
> djrosen at comcast.net
>
> On Sep 1, 2008, at 1:01 PM, David J. Rosen wrote:
>
> > Technology colleagues,
> >
> > This article from South Africa's The Times, Newspapers have a
> > future if they start thinking,  has got me thinking. The author,
> > Ray Hartley, the paper's editor, quotes John Seely Brown, the Chief
> > Scientist at Xerox's Palo Alto Research Center (PARC). Brown has
> > long be an innovative thinker. He says ""The typewriter prized one
> > particular kind of intelligence, but with the web, we suddenly have
> > a medium that honours multiple forms of intelligence - abstract,
> > textual, visual, musical, social and kinaesthetic."
> >
> > He adds: "People my age tend to think that kids who are
> > multiprocessing can't be concentrating. That may not be true.
> > Indeed, one of the things we noticed is that the attention span of
> > the teens at PARC - often between 30 seconds and five minutes -
> > parallels that of top managers, who operate in a world of fast
> > context-switching. So the short attention spans of today's kids may
> > turn out to be far from dysfunctional for future work worlds."
> >
> > Brown says: "The new literacy, beyond text and image, is one of
> > information navigation. The real literacy of tomorrow entails the
> > ability to be your own personal reference librarian - to know how
> > to navigate through confusing, complex information spaces and feel
> > comfortable doing so. 'Navigation' may well be the main form of
> > literacy for the 21st century."
> >
> > We know that "reading web pages" is different from reading hard
> > copy. Web pages often lots of images, increasingly audio and video
> > files, as well as text. They also have links to navigate to -- and
> > back from. Should we be teaching how to find and judge information,
> > how to navigate efficiently and effectively? (Do some of our
> > students already do this better than we do?) Should we be learning
> > this together with them? Are there some helpful hints that we
> > should be teaching for Web page navigation? If so what are they?
> >
> > Should we be teaching visual, musical, social and kinaesthetic
> > intelligences, or at least honoring them?
> >
> > You'll find the article at:
> > http://tinyurl.com/5jdmzh
> >
> > David J. Rosen
> > djrosen at comcast.net
> >
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Technology and Literacy mailing list
> > Technology at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/technology
> > Email delivered to djrosen at comcast.net
>
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to teacherwendyq at gmail.com
>
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From teacherwendyq at gmail.com  Mon Sep  8 12:36:50 2008
From: teacherwendyq at gmail.com (Wendy Quinones)
Date: Mon, 8 Sep 2008 12:36:50 -0400
Subject: [Technology 1748] Re: Eliminating textbooks in technology classes
In-Reply-To: <s8bea7bb.030@smtp.gcsd.k12.sc.us>
References: <s8bea7bb.030@smtp.gcsd.k12.sc.us>
Message-ID: <ad2cc1ef0809080936n5ec50b67r186ecf3f121cde58@mail.gmail.com>

Thanks, Calette, for the link to Portaportal!  There are some links I like
about it more than Delicious, which I've been using until now.  Tech
requirements aren't *that* high.  :-)

Wendy Quinones

P.S.  I've never used textbooks.  Not sure I even know how!

On Wed, Sep 3, 2008 at 3:05 PM, Calette W Smith <CWSmith at gcsd.k12.sc.us>wrote:

> ** High Priority **
>
> Yes I am eliminated them and saved our county a lot of money in doing so.
>  Once the students realize that this method is actually the most up to date
> technology and that textbooks become obsolete as soon as they are printed;
> they are excited.  This also allows students to access numerous sites and
> not be bored as they learn.  I have a site through PORTAPORTAL and will give
> you access to it, students are only allowed to access these websites in my
> class.  You can also start your own by going to www.portaportal.com  and
> sign up for an account.  Need to have a Teckie background, yet it isn't too
> difficult.
>
> Here's mine:
>
> http://guest.portaportal.com/cwsmith
>
> Let me know if you find this helpful.  I build it as needed!
>
>
>
>
>
>
> Calette W. Smith
> Adult Education
> CareerTransition Specialist
> Georgetown County
> Howard Adult Ed., Learning Center
> 500 So. Kaminski Street
> Georgetown, SC 29440
> Telephone: 843-576-0219 Fax: 843-527-0236
> cwsmith at gcsd.k12.sc.us
>
> >>> mhefner at cccti.edu 9/3/2008 12:01 PM >>>
> I think that your question speaks to additional issues as well.  I'm
> interested in the transition from a model that presents information and
> assesses learning by how well learners recall sets of information to a
> model where information is not teacher driven (the so-called sage on the
> stage ) but teacher facilitated (the guide on the side).  In the new
> model, information is equally accessible to both teacher and learner, is
> not limited to a textbook or other singular source, and learners
> process, analyze, synthesize, collaborate with others, critically
> evaluate, and utilize the information in real-world as well as
> hypothetical applications. Relevance becomes even more important as
> learners are actively engaged in the learning process.  Learning is
> assessed in a variety of ways, i.e. projects, portfolios, substantive
> participation, etc. and not limited to traditional assessments (tests).
> The "old" idea of textbooks becomes almost obsolete in an environment
> where information from a plethora of sources is available to all and
> where learning is a partnership between the teacher and the learners.
>
> The elimination of textbooks doesn't mean the elimination of sound
> instructional information.  I think a key element is teaching to the
> varied learning styles and preferences of the learners.  Some may best
> learn via text so you may want to consider having scripts of videos in
> pdf or docx files as well as other ways to create text-based compliments
> to audio and visual instructional content. Other learners may not learn
> well at all in a text-based learning environment so I applaud you for
> using a variety of instructional strategies.  I have some students who
> are "text-dependent" so I provide text for them as much as I can, but it
> doesn't always come in the form of the textbook being the predominant
> learning source.  Although there are exceptions, they tend to be older
> students and/or students who are not as techno savvy as others.  They
> also tend to be students who are most familiar with the "sage on the
> stage" model so a new model is unfamiliar and sometimes uncomfortable
> for them.
>
> I could go on and on, but I don't want to be a discussion hog!!
> Great question.
>
>
> >>> On 9/2/2008 at 1:10 pm, in message
> <3f7562680809021010l14dd95d9h84500c8bc7645b11 at mail.gmail.com>, "Joe
> Horne" <jhorne10 at gmail.com> wrote:
> Hello everyone,
>
>
>
> I am teach technology (programming, film making, web design) in a
> small
> private high school.  Been at it for all of eight days!  Before that, I
> was
> teaching technology to adults in the corporate world.  I am
> experimenting
> with not using a textbook and so far the learners have taken well to
> it.  We
> use iTunes U, blogs and other (free) web based tools.  I was wondering
> if
> any of you had eliminated books with adults (especially older adults).
> How
> did they respond?  Before I left the corporate world, I had eliminated
> lots
> of documentation (especially in new hire orientation) because of the
> environmental waste.  Some people liked it, others did not*  Any
> suggestions
> on how to overcome resistance?  Parents seem a little alarmed that I
> would
> do such a thing*but the kids love it.
>
>
>
> Thanks for your insights and observations,
>
>
>
> Joe
>
> Grad student at Georgia State University
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to teacherwendyq at gmail.com
>
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From sreid at workbase.org.nz  Mon Sep  8 16:24:50 2008
From: sreid at workbase.org.nz (Susan Reid)
Date: Tue, 9 Sep 2008 08:24:50 +1200
Subject: [Technology 1749] Re: A note of thanks and introduction
Message-ID: <14794889A1E3AF419042F64CC5425A1EB65D63@secure.workbase.org.nz>

Thanks Mariann
I appreciate all the work that you did to keep the listserv running and
a worthwhile place to belong too 
 
Good luck at Calpro 
 
Kind regards Susan Reid 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Mariann Fedele
Sent: Tuesday, 9 September 2008 2:05 a.m.
To: The Technology and Literacy Discussion List
Subject: [Technology 1745] A note of thanks and introduction

Dear Technology list colleagues,
 
After four wonderful years of moderating the NIFL Technology and
Literacy Discussion list I will be passing the baton in to the very
capable hands of my long time colleague and Tech list subscriber, Nell
Eckersley of the Literacy Assistance Center in New York City. Nell has a
tremendous body of experience both as an adult ed. instructor and
program manager and a leader in instructional technology, data systems,
and the development of virtual learning spaces. I have made the choice
to pass on the moderation duties of the Tech list as I have recently
accepted a position with the American Institutes for Research
(www.air.org) as Director of the California Adult Literacy Professional
Development Project (http://www.calpro-online.com) and would like to
give 100% of my time and attention to this tremendous project. I will
look forward to meeting those of you on the list who live and work in
California over the upcoming months! 

 Working with all of you for the past four years has been a distinct
honor and true pleasure. The intellect, passion and creativity possessed
by the Tech list community has set the standard for the field and has
led to innovation in practice beyond the confines of our subscribers.
Thank you for generously sharing your expertise with each other and the
field!

To the NIFL staff, and especially Sandra Baxter, I would like to say
thank you for allowing me to be a part of the mission, great work and
endeavors of the organization. It has been a privilege. 

And finally...Welcome Nell!!!

With my deepest regard,

Mariann

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From NellE at lacnyc.org  Mon Sep  8 17:49:02 2008
From: NellE at lacnyc.org (Nell Eckersley)
Date: Mon, 8 Sep 2008 17:49:02 -0400
Subject: [Technology 1750] Re: A note of thanks and introduction
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB8107CF4@lac-exch.lacnyc.local>
References: <3f7562680809021010l14dd95d9h84500c8bc7645b11@mail.gmail.com><48BE7C9D.1F1A.005D.0@cccti.edu>
	<6E8BC13A30982C44BCD32B38FB8F5AB8107CF4@lac-exch.lacnyc.local>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB801C28C0B@lac-exch.lacnyc.local>

Dear Technology List Participants,

 

Thank you Mariann for all the great work you've done, for being such a
considerate and inspiring colleague, and for that warm welcome.  We wish
you all the best in your exciting new job out in California.

 

I just wanted to write a few words to introduce myself. I currently work
at the Literacy Assistance Center in New York City.  I work mostly with
a web-based data base used by all adult education programs funded by the
New York Sate Education Department to track their National Reporting
System data.  My primary responsibilities are to develop and provide
trainings for program staff and also provide technical support.  But my
background is in ESOL having been a teacher in a small community based
organization in Bensonhurst, Brooklyn for several years and then a
program manger at the same place.  During my time there we went from
having a single computer in our office to having three staff computers
and access to a 20 station computer lab.  Mobile phones and iPods were
just beginning to show up and there was limited awareness that all this
technology could have such a profound impact on the way we learn and
teach each other.   

 

I look forward to working with you all as we delve further into how
technology and education can be brought together for the betterment of
both.

 

Nell Eckersley

ALIES/ASISTS Program Operations Coordinator,

Literacy Assistance Center

Moderator,

NIFL Technology and Literacy Discussion List

tel: 212.803.3316

fax: 212.785.3685

nelle at lacnyc.org

 

 

________________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Mariann Fedele

Sent: Monday, September 08, 2008 10:05 AM

To: The Technology and Literacy Discussion List

Subject: [Technology 1745] A note of thanks and introduction

 

Dear Technology list colleagues,

 

After four wonderful years of moderating the NIFL Technology and
Literacy Discussion list I will be passing the baton in to the very
capable hands of my long time colleague and Tech list subscriber, Nell
Eckersley of the Literacy Assistance Center in New York City. Nell has a
tremendous body of experience both as an adult ed. instructor and
program manager and a leader in instructional technology, data systems,
and the development of virtual learning spaces. I have made the choice
to pass on the moderation duties of the Tech list as I have recently
accepted a position with the American Institutes for Research
(www.air.org) as Director of the California Adult Literacy Professional
Development Project (http://www.calpro-online.com) and would like to
give 100% of my time and attention to this tremendous project. I will
look forward to meeting those of you on the list who live and work in
California over the upcoming months! 

 Working with all of you for the past four years has been a distinct
honor and true pleasure. The intellect, passion and creativity possessed
by the Tech list community has set the standard for the field and has
led to innovation in practice beyond the confines of our subscribers.
Thank you for generously sharing your expertise with each other and the
field!

To the NIFL staff, and especially Sandra Baxter, I would like to say
thank you for allowing me to be a part of the mission, great work and
endeavors of the organization. It has been a privilege. 

And finally...Welcome Nell!!!

With my deepest regard,

Mariann

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From LaFerlazzo at aol.com  Thu Sep 11 08:00:45 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Thu, 11 Sep 2008 08:00:45 EDT
Subject: [Technology 1751] Re: Best Web 2.0 Applications For Education --
	2008
Message-ID: <cd6.3933486e.35fa626d@aol.com>

Hi, Everybody,
 
I was finished early with this year's edition of The Best Web 2.0  
Applications for Education, so  just published it today.
 
Thirty-one new web tools are reviewed and ranked, and a readers poll is  
included:
 
 
The Best Web 2.0 Applications For Education --  2008
_http://tinyurl.com/bestweb20_ (http://tinyurl.com/bestweb20) 
 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA

**************Psssst...Have you heard the news? There's a new fashion blog, 
plus the latest fall trends and hair styles at StyleList.com.      
(http://www.stylelist.com/trends?ncid=aolsty00050000000014)
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From jspvk at aol.com  Thu Sep 11 12:10:07 2008
From: jspvk at aol.com (jspvk at aol.com)
Date: Thu, 11 Sep 2008 12:10:07 -0400
Subject: [Technology 1752] Re: A note of thanks and introduction
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB8107CF4@lac-exch.lacnyc.local>
References: <3f7562680809021010l14dd95d9h84500c8bc7645b11@mail.gmail.com>	<48BE7C9D.1F1A.005D.0@cccti.edu>
	<6E8BC13A30982C44BCD32B38FB8F5AB8107CF4@lac-exch.lacnyc.local>
Message-ID: <8CAE23FFE614E1F-10E8-70C@webmail-da12.sysops.aol.com>

Dear Mariann,

I was a student of yours at the New School.

I wish you the best as you surf off into the excitement of new language and geographical experiences. ?You are moving into some of the most wonderful areas of this country, both culturally and geographically.

By the way, my sister is a principal in Santa Cruz, CA (Brenda Payne).

California will certainly provide a new STATE of mind.

Best wishes,

Jerry Spivack

-----Original Message-----
From: Mariann Fedele <MariannF at lacnyc.org>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Sent: Mon, 8 Sep 2008 10:05 am
Subject: [Technology 1745]  A note of thanks and introduction

Dear Technology list colleagues,

?

After four wonderful years of moderating the NIFL Technology and Literacy Discussion list I will be passing the baton in to the very capable hands of my long time colleague and Tech list subscriber, Nell Eckersley of the Literacy Assistance Center in New York City.?Nell?has a tremendous body of experience both as an adult ed. instructor and program manager and a leader in instructional technology, data systems, and the development of virtual learning spaces. I have made the choice to pass on the moderation duties of the Tech list as?I have recently accepted a position with the American Institutes for Research (www.air.org) as Director of the California Adult?Literacy Professional Development Project (http://www.calpro-online.com) and would li
ke to give 100% of my time and attention to this tremendous project. I will look forward to meeting those of you on the list who live and work in California over the upcoming months! 

?Working with all of you for the past four years has been a distinct honor and true pleasure. The intellect, passion and creativity possessed by the Tech list community has set the standard for the field and has led to innovation in practice beyond the confines of our subscribers. Thank you for generously sharing your expertise with each other and the field!

To the NIFL staff, and especially Sandra Baxter, I would like to say thank you for allowing me to be a part of the mission, great work and endeavors of the organization. It has been a privilege. 

And finally...Welcome Nell!!!

With my deepest regard,

Mariann

 

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to jspvk at aol.com

 

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From mariann.fedele at gmail.com  Thu Sep 11 16:48:17 2008
From: mariann.fedele at gmail.com (mariann fedele)
Date: Thu, 11 Sep 2008 16:48:17 -0400
Subject: [Technology 1753] Re: A note of thanks and introduction
In-Reply-To: <8CAE23FFE614E1F-10E8-70C@webmail-da12.sysops.aol.com>
References: <3f7562680809021010l14dd95d9h84500c8bc7645b11@mail.gmail.com>
	<48BE7C9D.1F1A.005D.0@cccti.edu>
	<6E8BC13A30982C44BCD32B38FB8F5AB8107CF4@lac-exch.lacnyc.local>
	<8CAE23FFE614E1F-10E8-70C@webmail-da12.sysops.aol.com>
Message-ID: <f2e299620809111348s70d088fcy50a3c8d52c65f28a@mail.gmail.com>

Hello Jerry,

Jerry, you are quite unforgettable and it is terrific to hear from you!

To all, thank you for the kind words on and off list. I will enjoy keeping
up to date by subscribing to the Tech list and speaking to many of you
professionally.

Have a wonderful fall and start to the program year!
Mariann

On Thu, Sep 11, 2008 at 12:10 PM, <jspvk at aol.com> wrote:

> Dear Mariann,
> I was a student of yours at the New School.
>
> I wish you the best as you surf off into the excitement of new language and
> geographical experiences.  You are moving into some of the most wonderful
> areas of this country, both culturally and geographically.
>
> By the way, my sister is a principal in Santa Cruz, CA (Brenda Payne).
>
> California will certainly provide a new STATE of mind.
>
> Best wishes,
>
> Jerry Spivack
>
>
> -----Original Message-----
> From: Mariann Fedele <MariannF at lacnyc.org>
> To: The Technology and Literacy Discussion List <technology at nifl.gov>
> Sent: Mon, 8 Sep 2008 10:0 5 am
> Subject: [Technology 1745] A note of thanks and introduction
>
>    Dear Technology list colleagues,
>
> After four wonderful years of moderating the NIFL Technology and Literacy
> Discussion list I will be passing the baton in to the very capable hands of
> my long time colleague and Tech list subscriber, Nell Eckersley of the
> Literacy Assistance Center in New York City. Nell has a tremendous body of
> experience both as an adult ed. instructor and program manager and a leader
> in instructional technology, data systems, and the development of virtual
> learning spaces. I have made the choice to pass on the moderation duties of
> the Tech list as I have recently accepted a position with the American
> Institutes for Research (www.air.org) as Director of the California
> Adult Literacy Professional Development Project (
> http://www.calpro-online.com) and would like to give 100% of my time and
> attention to this tremendous project. I will look forward to meeting those
> of you on the list who live and work in California over the upcoming months!
>
>  Working with all of you for the past four years has been a distinct honor
> and true pleasure. The intellect, passion and creativity possessed by the
> Tech list community has set the standard for the field and has led to
> innovation in practice beyond the confines of our subscribers. Thank you for
> generously sharing your expertise with each other and the field!
> To the NIFL staff, and especially Sandra Baxter, I would like to say thank
> you for allowing me to be a part of the mission, great work and endeavors of
> the organization. It has been a privilege.
> And finally...Welcome Nell!!!
> With my deepest regard,
> Mariann
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing listTechnology at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
>
> Email delivered to jspvk at aol.com
>
>  ------------------------------
> Looking for spoilers and reviews on the new TV season? Get AOL's ultimate
> guide to fall TV<http://television.aol.com/feature/fall_tv?ncid=aoletv00050000000037>
> .
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to mariann.fedele at gmail.com
>
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From ekocher at state.pa.us  Mon Sep 15 13:28:43 2008
From: ekocher at state.pa.us (Kocher, Eileen)
Date: Mon, 15 Sep 2008 13:28:43 -0400
Subject: [Technology 1754] PAACE Midwinter Conference Request for Proposals
Message-ID: <7837AF0EC38E60488C6E26DCE465435E2C38A64EB9@ENHBGMBX02.PA.LCL>

The 44th Annual PAACE Midwinter Conference on Adult Education, the largest gathering of adult educators in Pennsylvania, will be held at the Hershey Lodge, February 11-13, 2009. Adult educators and those from related areas will convene for the premier professional development and networking opportunity for all aspects of adult education in the Pennsylvania.
The theme, "PAACE Yourself: Keeping Up with Adult Education," will provide a focal point for exploring educational opportunities for all types of adult students, more efficient delivery systems, transition to postsecondary education and training, new research, professional development, workforce development, public policy supporting adult education, and the great strides within our field.
Keynote speaker will be Dr. Ian Baptiste who is an Associate Professor of Education and Professor-in-Charge of the Adult Education program at the Pennsylvania State University.
PAACE (Pennsylvania Association for Adult Continuing Education) invites you and your colleagues to submit a proposal for a concurrent session, or a more informal roundtable. Proposals are being accepted NOW.
We hope you will consider taking the time to share your work in adult education. Proposal deadline is October 1, 2008.
Here is the link to the online proposal form:
http://www.paacesite.org/web-data/Diagrams/PAACE%20Site/conference.html#Anchor-Presente-12249
We hope to hear from you!

Diane C. Inverso
Director of Education, Mayor's Commission on Literacy
First Vice-President
Pennsylvania Association for Adult Continuing Education (PAACE) www.paacesite.org<http://www.paacesite.org/>
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From NellE at lacnyc.org  Thu Sep 18 14:17:11 2008
From: NellE at lacnyc.org (Nell Eckersley)
Date: Thu, 18 Sep 2008 14:17:11 -0400
Subject: [Technology 1755]  2 online conferences coming up
In-Reply-To: <7837AF0EC38E60488C6E26DCE465435E2C38A64EB9@ENHBGMBX02.PA.LCL>
References: <7837AF0EC38E60488C6E26DCE465435E2C38A64EB9@ENHBGMBX02.PA.LCL>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB801C290C1@lac-exch.lacnyc.local>

See information below

 

Nell Eckersley

ALIES/ASISTS Program Operations Coordinator

tel: 212.803.3316

fax: 212.785.3685

nelle at lacnyc.org 

 

P please don't print this e-mail unless you really need to

<http://asists.org/> 

________________________________

Dear Colleague:

 

I'm very pleased to call your attention to the lastest online learning
opportunities produced by LearningTimes and the Alliance Library System.

 

It's a Virtual, Virtual, Virtual, Virtual World...

 

Join us for two days as we discuss virtual worlds and librarianship.
We'll be convening online on October 1 and 2, 2008 to discuss topics
such as:

 

-Virtual Worlds Development

 

-Scaling Graduate LIS Instruction in Virtual Environments

 

-Academic Libraries and Virtual Worlds

 

-Building a Library Presence in the Virtual World of Second Life

 

-Creating Educational Tools in Second Life for Libraries

 

A panel of the conference speakers is also scheduled in which your
questions will feature prominently. For more information on this first
Virtual Librarian Conference please visit:

 

http://www.thevirtuallibrarian.org/

 

Enter Discount Code "vlc25"to save $25 on your registration.

 

----------------

 

Stepping into Health - October 7th, 2008.

 

Held entirely in Second Life, we will visit the best and most creative
work being done in promoting health and healthcare in a virtual world
environment.

 

Keynote presentations feature Randy Hinrichs and Ramesh Ramloll.

 

The cost to participate is $79.00. Click this link to To learn more
about the online conference and register.

 

http://www.steppingintovirtualworlds.org/

 

Please write to info at learningtimes.net if you have questions about
either event.

 

We hope to see you there!

 

John Walber

The LearningTimes Team

 

 

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From kbeall at onlyinternet.net  Mon Sep 22 08:45:20 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Mon, 22 Sep 2008 08:45:20 -0400
Subject: [Technology 1756]  New Issue of Change Agent
Message-ID: <1989A89EC31A40589D34C58C6893DA2B@D14J7YD1>

ANNOUNCING - The September 2008 issue of The Change Agent -- "Making Sense
of Climate Change"

A deeper understanding of global warming, reasons for hope, actions you can
take, opportunities for justice - these are just some of the reasons to
bring the current issue of The Change Agent into your ABE or ESOL classroom.

This issue offers 60 pages of short articles, illustrations, cartoons, math
lessons, and quizzes to break down the science, economics, and everyday
effects of global warming. 

Learn about greenhouse gases, energy-saving tricks that also save money,
green jobs, justice-based solutions to climate change, and how adult
learners are teaching their kids about conservation, saying no to junk mail,
and lobbying their mayors to do more for the environment. As one Hurricane
Katrina survivor reminds us, hope comes from "learning more about a problem
and participating directly in the solution." This idea - that understanding
and participation are at the root of hopefulness - is a central theme in
this issue's articles, graphics, and lesson plans.

Visit the web site at www.nelrc.org/changeagent for information on how to
subscribe.

SUPPORT THE ONGOING WORK of The Change Agent to make social justice part of
the adult education classroom.

Thank you.
Cynthia Peters
cpeters at worlded.org 
617-482-9485

************

 

 

Kaye Beall

Project Director

World Education

6760 West Street

Linn Grove, IN 46711

765-717-3942

kaye_beall at worlded.org

www.worlded.org

 

 

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From LaFerlazzo at aol.com  Sun Sep 28 10:40:38 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sun, 28 Sep 2008 10:40:38 EDT
Subject: [Technology 1757]  Best Sites To Learn Computer Basics,
	Learn About Financial Crisis, Go To College
Message-ID: <d3e.30973b21.3610f166@aol.com>

Hi, Everybody,
 
Here are the three most recent "The Best..." lists I've compiled:
 
 
_The  Best Places To Learn Computer Basics & How To Fix Tech Problems_ 
(http://larryferlazzo.edublogs.org/2008/09/19/the-best-places-to-learn-computer-basic
s-how-to-fix-tech-problems/) 
(_http://larryferlazzo.edublogs.org/2008/09/19/the-best-places-to-learn-comput
er-basics-how-to-fix-tech-problems/_ 
(http://larryferlazzo.edublogs.org/2008/09/19/the-best-places-to-learn-computer-basics-how-to-fix-tech-problems/) ) 
_The  Best Sites To Learn About The U.S. Financial Crisis_ 
(http://larryferlazzo.edublogs.org/2008/09/20/the-best-sites-to-learn-about-the-us-financial-cris
is/)  
(_http://larryferlazzo.edublogs.org/2008/09/20/the-best-sites-to-learn-about-t
he-us-financial-crisis/_ 
(http://larryferlazzo.edublogs.org/2008/09/20/the-best-sites-to-learn-about-the-us-financial-crisis/) )  
_The  Best Sites For Encouraging ELL?s To Attend College_ 
(http://larryferlazzo.edublogs.org/2008/09/23/the-best-sites-for-encouraging-ells-to-attend-colleg
e/)  
(_http://larryferlazzo.edublogs.org/2008/09/23/the-best-sites-for-encouraging-
ells-to-attend-college/_ 
(http://larryferlazzo.edublogs.org/2008/09/23/the-best-sites-for-encouraging-ells-to-attend-college/) ) 
Larry Ferlazzo
Luther Burbank High School
Sacramento,  CA

**************Looking for simple solutions to your real-life financial 
challenges?  Check out WalletPop for the latest news and information, tips and 
calculators.      (http://www.walletpop.com/?NCID=emlcntuswall00000001)
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From mstew10 at hotmail.com  Fri Oct  3 14:15:15 2008
From: mstew10 at hotmail.com (Michelle Stewart)
Date: Fri, 3 Oct 2008 13:15:15 -0500
Subject: [Technology 1758]  research paper resources
Message-ID: <BLU143-W2184DD483457C895FB365BB63C0@phx.gbl>

Hello, I am a graduate student majoring in Adult teaching and learning with an emphasis in educational technology. One of my course requirements is to complete a 8-10 pg research paper on technology integration. I am interested in researching use of technology integration in Adult literacy programs and the benefits/challenges.  I would appreciate information on adult literacy and technology integration resources (books, scholarly articles, literature reviews....).   Thank you for your time. Best, Michelle Stewart
_________________________________________________________________
Want to do more with Windows Live? Learn ?10 hidden secrets? from Jamie.
http://windowslive.com/connect/post/jamiethomson.spaces.live.com-Blog-cns!550F681DAD532637!5295.entry?ocid=TXT_TAGLM_WL_domore_092008
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From akira.kamiya at umb.edu  Fri Oct  3 08:55:27 2008
From: akira.kamiya at umb.edu (akira at boston sabes)
Date: Fri, 03 Oct 2008 08:55:27 -0400
Subject: [Technology 1759] FW: CAST National Consortium Newsletter Number 26
In-Reply-To: <9343B533DA7DA04FB44E23742071463801930C95@mailserver2.cast.org>
Message-ID: <C50B8E7F.157F0%akira.kamiya@umb.edu>

FYI

------ Forwarded Message
From: <natconsortium at lists.cast.org>  Reply-To: <gmeo at cast.org>
Date: Thu, 2 Oct 2008 14:47:11 -0400

An Electronic Newsletter
http://www.cast.org/pd/consortium/newsletters/news26.html

------------------------------------------------
Greetings To All, 

Let your voice be heard in Washington beginning on Monday, October 6,
2008. CAST is calling all Educators, SPED Directors, and School,
District, and State Administrators interested in shaping policy related
to UDL Implementation to join us.

UDL Webinar - October 6, 2008 2:00 - 4:00 EST
Date: Monday, October 6th
Time: 2:00-4:00PM Eastern Standard Time

Participate in a Virtual Forum to discuss challenges to the
implementation of Universal Design for Learning (UDL) with colleagues at
the federal, state, district and school levels across the nation. Your
conversations will inform a small core team's work at a future
face-to-face forum as they develop UDL policy recommendations.

CAST and Project Forum at NASDSE (National Association of State
Directors of Special Education) are pleased to host a free webinar on
Universal Design for Learning (UDL) as a kick-off event for a month-long
online policy forum on UDL implementation. The webinar will provide you
with background on UDL and start the conversation on issues related to
UDL implementation in schools, districts and states.

Presenter: David H. Rose, Co-Founder and Chief Education Officer of the
Center for Applied Special Technology (CAST) and a pioneer of the field
of UDL. 

Link to the webinar: Universal Design for Learning (UDL): Policy Issues
http://www.projectforum.org/

No pre-registration required. You will need to perform a systems check
on your PC prior to 2:00PM. For technical assistance prior to 2pm, email
mailto:jgronneberg at cast.org

------------------------------------
Thank you for your interest in CAST and our work. It is our intention to
send this newsletter to individuals who have requested to receive it. If
you believe you are receiving this in error or wish to no longer receive
it, you can unsubscribe by sending a message to
mailto:natconsortium at cast.org with a subject of "unsubscribe
consortium". 

Please feel free to forward this email to colleagues who may be
interested in this content.

Grace J. Meo 
Director, Professional Development and Outreach Services
mailto:gmeo at cast.org
http://www.cast.org

 

 

_______________________________________________
CAST National Consortium
http://www.cast.org/nationalconsortium

Thank you for your interest in CAST and our work. It is our intention to
send this newsletter only to people who have requested to receive it. If you
believe you are receiving this in error or wish to no longer receive it, you
can unsubscribe by sending a message to mailto:natconsortium at cast.org with a
subject of 'unsubscribe consortium'.

------ End of Forwarded Message

From msturm at alphaplus.ca  Mon Oct  6 11:38:53 2008
From: msturm at alphaplus.ca (Matthias Sturm)
Date: Mon, 6 Oct 2008 11:38:53 -0400
Subject: [Technology 1760] Re: research paper resources
In-Reply-To: <BLU143-W2184DD483457C895FB365BB63C0@phx.gbl>
References: <BLU143-W2184DD483457C895FB365BB63C0@phx.gbl>
Message-ID: <F7F9CDE8B8844345896CE19F89446D672A8F1A@sydney.appsontap.ca>

Hi Michelle

 

That's a great topic for your research paper. If you're looking at
jurisdictions outside of the united States as well, you may be
interested to look at the literacy programs that are involved in online
learning in the province of Ontario, Canada. 

 

Here are some links:

 

History of online learning for literacy in Ontario, including links to
delivery programs: http://on.alphaplus.ca/elearning/

 

Portal for real-time online literacy classes for any literacy learner in
Ontario called E-Channel: http://www.e-channel.ca/

 

AlphaRoute, the web-based literacy program in Ontario since 1996:
http://www.resources.alpharoute.org/

 

Research report covering the initial 3-year pilot phase from 2003:
http://distance.alphap[lus.ca

 

Especially if you are looking for qualitative evidence in terms of
benefits and challenges, the research report contains a lot of that. The
quantitative data is not as strong given that it was collected during a
highly experimental pilot phase.

 

Feel free to contact me  if you have any questions.

 

Cheers, Matthias

 

Matthias Sturm

Distance Learning Coordinator

AlphaPlus Centre

 

From: Michelle Stewart [mailto:mstew10 at hotmail.com] 
Sent: Friday, October 03, 2008 2:15 PM
To: technology at nifl.gov
Subject: [Technology 1758] research paper resources

 

Hello,
 
I am a graduate student majoring in Adult teaching and learning with an
emphasis in educational technology. One of my course requirements is to
complete a 8-10 pg research paper on technology integration. I am
interested in researching use of technology integration in Adult
literacy programs and the benefits/challenges.  I would appreciate
information on adult literacy and technology integration resources
(books, scholarly articles, literature reviews....).  
 
Thank you for your time.
 
Best,
 
Michelle Stewart

________________________________

Want to do more with Windows Live? Learn "10 hidden secrets" from Jamie.
Learn Now
<http://windowslive.com/connect/post/jamiethomson.spaces.live.com-Blog-c
ns!550F681DAD532637!5295.entry?ocid=TXT_TAGLM_WL_domore_092008> 

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From djrosen1 at gmail.com  Sat Oct  4 05:50:12 2008
From: djrosen1 at gmail.com (djrosen1)
Date: Sat, 4 Oct 2008 05:50:12 -0400
Subject: [Technology 1761] Re: research paper resources
In-Reply-To: <BLU143-W2184DD483457C895FB365BB63C0@phx.gbl>
References: <BLU143-W2184DD483457C895FB365BB63C0@phx.gbl>
Message-ID: <B5F5C783-14CC-4118-A8A0-EB32EDEA81D7@gmail.com>

Hi Michelle,

One place to start learning about technology integration in adult  
literacy is the Adult Literacy Education (ALE) Wiki's Technology  
topic area:

http://wiki.literacytent.org/index.php/Technology

specifically, Integrating Technology in the Classroom:

http://wiki.literacytent.org/index.php/ClassroomPractices

Since the ALE is  is a wiki, a free tool for  the adult education  
community of practice interested in professional wisdom and research,  
please add useful resources and citations that may not be there yet ,  
including, your own research paper, when it is finished.

As you continue along in your research, you may wish to post more  
questions to this discussion list, another tool for building and  
sustaining a community of practice of those interested in adult  
literacy education and technology.

David J. Rosen
djrosen1 at gmail.com

On Oct 3, 2008, at 2:15 PM, Michelle Stewart wrote:

> Hello,
>
> I am a graduate student majoring in Adult teaching and learning  
> with an emphasis in educational technology. One of my course  
> requirements is to complete a 8-10 pg research paper on technology  
> integration. I am interested in researching use of technology  
> integration in Adult literacy programs and the benefits/ 
> challenges.  I would appreciate information on adult literacy and  
> technology integration resources (books, scholarly articles,  
> literature reviews....).
>
> Thank you for your time.
>
> Best,
>
> Michelle Stewart
> Want to do more with Windows Live? Learn ?10 hidden secrets? from  
> Jamie. Learn Now
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to djrosen1 at gmail.com

From mthacher at otan.us  Fri Oct  3 17:59:40 2008
From: mthacher at otan.us (Marian Thacher)
Date: Fri, 03 Oct 2008 14:59:40 -0700
Subject: [Technology 1762] Re: research paper resources
In-Reply-To: <BLU143-W2184DD483457C895FB365BB63C0@phx.gbl>
References: <BLU143-W2184DD483457C895FB365BB63C0@phx.gbl>
Message-ID: <fc.004c56fb039500ad3b9aca008e68c4fa.39501f6@scoe.net>

Hi Michele,

Try going to OTAN (www.otan.us) and searching for "technology
integration." You will have to register if you are not already a member,
but it's free and only takes a few minutes. You will get 18 documents.
Some are repeats, but the annual reports on the technology integration
mentor academy will give you lots of examples of technology projects that
adult education instructors are doing at their sites as part of their
participation in the academy. The Academy Web site,
http://www.otan.us/timac/, also has some videos of teacher presentations. 

There is also a collection of videos on technology integration here -
http://www.otan.us/browse/dsp/dsp_videotechintegration.cfm. OTAN is an
adult education leadership project in California and focuses on technology
integration, so looking around on the site may turn up other resources.

We have a wiki where we save examples of technology in adult ed. We use
this for presentations. It's at
http://webtwopointohinadulted.wikispaces.com/

Marian
~~~~~~~~~~~~~~~~~
Marian Thacher, OTAN
P.O. Box 269003
Sacramento, CA 95826-9003
(916) 228-2597
www.otan.us
~~~~~~~~~~~~~~~~~
The real literacy of tomorrow entails the ability to be your own personal
reference librarian - to know how to navigate through confusing, complex
information spaces and feel comfortable doing so. ?Navigation? may well be
the main form of literacy for the 21st century.
--John Seely Brown, the Chief Scientist at Xerox?s Palo Alto Research
Center (PARC)

The Technology and Literacy Discussion List <technology at nifl.gov> on
Friday, October 03, 2008 at 11:15 AM -0700 wrote:
>Hello,
> 
>I am a graduate student majoring in Adult teaching and learning with an
>emphasis in educational technology. One of my course requirements is to
>complete a 8-10 pg research paper on technology integration. I am
>interested in researching use of technology integration in Adult literacy
>programs and the benefits/challenges.  I would appreciate information on
>adult literacy and technology integration resources (books, scholarly
>articles, literature reviews....).  
> 
>Thank you for your time.
> 
>Best,
> 
>Michelle Stewart
>
>---------------------------------------------------------------------------Want
>to do more with Windows Live? Learn ?10 hidden secrets? from Jamie. [
>http://windowslive.com/connect/post/jamiethomson.spaces.live.com-Blog-cns!550F681DAD532637!5295.entry?ocid=TXT_TAGLM_WL_domore_092008
>]Learn Now----------------------------------------------------
>National Institute for Literacy
>Technology and Literacy mailing list
>Technology at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/technology
>Email delivered to mthacher at otan.us

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From maureenh at azcallateen.k12.az.us  Fri Oct  3 18:31:40 2008
From: maureenh at azcallateen.k12.az.us (maureen hoyt)
Date: Fri, 3 Oct 2008 15:31:40 -0700
Subject: [Technology 1763] Re: research paper resources
Message-ID: <77B24677B57F9646B244B93AE6B95C7901888A64@acat-exch.azcallateen.k12.az.us>

 check out
http://www.nifl.gov/cgi-bin/nifl/combined_search.cgi?mode=site_search&ke
yword=technology

 

I have a ton of stuff!

Here are some lessons which I and other teachers in Arizona designed

http://www.az-aall.org/AALL/Pages/Lessons/AZlessons.htm

 

 

And the AZ tech plan

http://www.ade.az.gov/Adult-Ed/Documents/Publications/tech_Plan.pdf

and reports

http://www.ade.az.gov/Adult-Ed/publications.asp

 

and our aall page with lots of links

http://www.az-aall.org/AALL/Pages/Links/technologylinks.htm

 

also- check out
http://www.nifl.gov/cgi-bin/nifl/combined_search.cgi?mode=site_search&ke
yword=technology

 

I added many links to our curriculum

http://www.az-aall.org/AALL/Pages/Lessons/Support/supportmaterials.htm

 

and we will be using the new IDEAL portal https://www.ideal.azed.gov/

 

 

 which includes Discovery Streaming

 

Call me if you'd like to talk- this is really something I do a lot!!!!!

 

 

 

 

Maureen Hoyt

Basic Education Manager

ACYR 

602-252-6721ext 223

fax: 602-252-2952

www.azcallateen.k12.az.us

www.az-aall.org

Equal Opportunity Employer/Program. Auxiliary aids and services are
available upon request to individuals with disabilities.

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Michelle Stewart
Sent: Friday, October 03, 2008 11:15 AM
To: technology at nifl.gov
Subject: [Technology 1758] research paper resources

 

Hello,
 
I am a graduate student majoring in Adult teaching and learning with an
emphasis in educational technology. One of my course requirements is to
complete a 8-10 pg research paper on technology integration. I am
interested in researching use of technology integration in Adult
literacy programs and the benefits/challenges.  I would appreciate
information on adult literacy and technology integration resources
(books, scholarly articles, literature reviews....).  
 
Thank you for your time.
 
Best,
 
Michelle Stewart

________________________________

Want to do more with Windows Live? Learn "10 hidden secrets" from Jamie.
Learn Now
<http://windowslive.com/connect/post/jamiethomson.spaces.live.com-Blog-c
ns!550F681DAD532637!5295.entry?ocid=TXT_TAGLM_WL_domore_092008> 

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From LaFerlazzo at aol.com  Sun Oct  5 23:51:53 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sun, 5 Oct 2008 23:51:53 EDT
Subject: [Technology 1764] Re: Best Multilingual, Halloween,
	& Creating Music Sites
Message-ID: <d1e.34d6ff5e.361ae559@aol.com>

Hi, Everybody,
 
Here are a few new "The Best...." lists:
 
_The  Best Multilingual & Bilingual Sites For Math, Social Studies, &  
Science_ 
(http://larryferlazzo.edublogs.org/2008/10/03/the-best-multilingual-bilingual-sites-for-math-social-studies-science/)  
_http://larryferlazzo.edublogs.org/2008/10/03/the-best-multilingual-bilingual-
sites-for-math-social-studies-science/_ 
(http://larryferlazzo.edublogs.org/2008/10/03/the-best-multilingual-bilingual-sites-for-math-social-studies-science/
) 
 
_The  Best Websites For Learning About Halloween_ 
(http://larryferlazzo.edublogs.org/2008/10/05/the-best-websites-for-learning-about-halloween/) 
_http://larryferlazzo.edublogs.org/2008/10/05/the-best-websites-for-learning-a
bout-halloween/_ 
(http://larryferlazzo.edublogs.org/2008/10/05/the-best-websites-for-learning-about-halloween/) 
 
_The  Best Online Sites For Creating Music_ 
(http://larryferlazzo.edublogs.org/2008/10/01/the-best-online-sites-for-creating-music/)  
_http://larryferlazzo.edublogs.org/2008/10/01/the-best-online-sites-for-creati
ng-music/_ 
(http://larryferlazzo.edublogs.org/2008/10/01/the-best-online-sites-for-creating-music/) 
 
_Part  Twenty-Four Of The Best Ways To Create Online Content Easily & 
Quickly_ (h
ttp://larryferlazzo.edublogs.org/2008/10/05/part-twenty-four-of-the-best-ways-to-create-online-content-easily-quickly/)  
_http://larryferlazzo.edublogs.org/2008/10/05/part-twenty-four-of-the-best-way
s-to-create-online-content-easily-quickly/_ 
(http://larryferlazzo.edublogs.org/2008/10/05/part-twenty-four-of-the-best-ways-to-create-online-content-easily-
quickly/) 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA
 
 

**************New MapQuest Local shows what's happening at your destination.  
Dining, Movies, Events, News & more. Try it out!      
(http://local.mapquest.com/?ncid=emlcntnew00000001)
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From laferlazzo at aol.com  Mon Oct  6 13:51:10 2008
From: laferlazzo at aol.com (laferlazzo at aol.com)
Date: Mon, 06 Oct 2008 13:51:10 -0400
Subject: [Technology 1765] Re: Best Multilingual, Halloween,
	& Creating Music Sites -- Link Problems
In-Reply-To: <5.1.0.14.2.20081006101346.01457d70@cemail.sjsu.edu>
Message-ID: <8CAF5F34038A9A7-A34-581@WEBMAIL-MZ18.sysops.aol.com>

Hi, Everybody,

Edublogs is having some problems today after having upgraded their hardware yesterday, so the links to my 'The Best..." lists don't appear to be working this morning.? This problem is affecting all 200,000 of their blogs today.? 

I'm sure they'll get things working soon, however, so just try again later and the links will be working.?

Sorry for the inconvenience.

Larry Ferlazzo

-----Original Message-----
From: Cassie <cpiotrow at cemail.sjsu.edu>
To: LaFerlazzo at aol.com
Sent: Mon, 6 Oct 2008 10:16 am
Subject: Re:[tell-ig] Best Multilingual, Halloween, & Creating Music Sites

Hi Larry~~ I'm a big fan and have used your suggested sites in the past -- thanks so much for offering us these gems. This time, though, I'm having a great deal of difficulty opening any of the links below. Maybe I'm missing a step?????? Tks. Cassie?
?
?
At 11:51 PM 10/5/2008 -0400, you wrote:?
>Hi, Everybody,?
>?
>Here are a few new "The Best...." lists:?
>?
><http://larryferlazzo.edublogs.org/2008/10/03/the-best-multilingual-bilingual-sites-for-math-social-studies-science/>The >Best Multilingual & Bilingual Sites For Math, Social Studies, & Science?
>http://larryferlazzo.edublogs.org/2008/10/03/the-best-multilingual-bilingual-sites-for-math-social-studies-science/?
>?
><http://larryferlazzo.edublogs.org/2008/10/05/the-best-websites-for-learning-about-halloween/>The >Best Websites For Learning About Halloween?
>http://larryferlazzo.edublogs.org/2008/10/05/the-best-websites-for-learning-about-halloween/?
>?
><http://larryferlazzo.edublogs.org/2008/10/01/the-best-online-sites-for-creating-music/>The >Best Online Sites For Creating Music?
>http://larryferlazzo.edublogs.org/2008/10/01/the-best-online-sites-for-creating-music/?
>?
><http://larryferlazzo.edublogs.org/2008/10/05/part-twenty-four-of-the-best-ways-to-create-online-content-easily-quickly/>Part >Twenty-Four Of The Best Ways To Create Online Content Easily & Quickly?
>http://larryferlazzo.edublogs.org/2008/10/05/part-twenty-four-of-the-best-ways-to-create-online-content-easily-quickly/?
>?
>Larry Ferlazzo?
>Luther Burbank High School?
>Sacramento, CA?
>?
>?
>?
>?
>?
>?
>----------?
>New MapQuest Local shows what's happening at your destination. Dining, >Movies, Events, News & more. ><http://local.mapquest.com/?ncid=emlcntnew00000001>Try it out!?
>?
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From mstew10 at hotmail.com  Mon Oct  6 14:14:21 2008
From: mstew10 at hotmail.com (Michelle Stewart)
Date: Mon, 6 Oct 2008 13:14:21 -0500
Subject: [Technology 1766] Re: research paper resources
In-Reply-To: <77B24677B57F9646B244B93AE6B95C7901888A64@acat-exch.azcallateen.k12.az.us>
References: <77B24677B57F9646B244B93AE6B95C7901888A64@acat-exch.azcallateen.k12.az.us>
Message-ID: <BLU143-W28C99B59C3EBDCA9F22DE8B6390@phx.gbl>

Thank you for taking the time to provide this wealth of information; however, it does on necessarily speak to my interests. I am looking for resources that outline the current benefits and challenges of technology integration in US adult literacy programs. As per my assignment, I must address more than one perspective. The resources herein focus on uses of technology and practices, but no mention of obstacles/impediments to use of technology. If you have any leads in this area, please let me know.
 
Thank again.
 
Best,

Date: Fri, 3 Oct 2008 15:31:40 -0700From: maureenh at azcallateen.k12.az.usTo: technology at nifl.govSubject: [Technology 1763] Re: research paper resources

 check out http://www.nifl.gov/cgi-bin/nifl/combined_search.cgi?mode=site_search&keyword=technology
 
I have a ton of stuff!
Here are some lessons which I and other teachers in Arizona designed
http://www.az-aall.org/AALL/Pages/Lessons/AZlessons.htm
 
 
And the AZ tech plan
http://www.ade.az.gov/Adult-Ed/Documents/Publications/tech_Plan.pdf
and reports
http://www.ade.az.gov/Adult-Ed/publications.asp
 
and our aall page with lots of links
http://www.az-aall.org/AALL/Pages/Links/technologylinks.htm
 
also- check out http://www.nifl.gov/cgi-bin/nifl/combined_search.cgi?mode=site_search&keyword=technology
 
I added many links to our curriculum
http://www.az-aall.org/AALL/Pages/Lessons/Support/supportmaterials.htm
 
and we will be using the new IDEAL portal https://www.ideal.azed.gov/
 
 
 which includes Discovery Streaming
 
Call me if you?d like to talk- this is really something I do a lot!!!!!
 
 
 
 

Maureen Hoyt
Basic Education Manager
ACYR 
602-252-6721ext 223
fax: 602-252-2952
www.azcallateen.k12.az.us
www.az-aall.org
Equal Opportunity Employer/Program. Auxiliary aids and services are available upon request to individuals with disabilities.
-----Original Message-----From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Michelle StewartSent: Friday, October 03, 2008 11:15 AMTo: technology at nifl.govSubject: [Technology 1758] research paper resources
 
Hello, I am a graduate student majoring in Adult teaching and learning with an emphasis in educational technology. One of my course requirements is to complete a 8-10 pg research paper on technology integration. I am interested in researching use of technology integration in Adult literacy programs and the benefits/challenges.  I would appreciate information on adult literacy and technology integration resources (books, scholarly articles, literature reviews....).   Thank you for your time. Best, Michelle Stewart

Want to do more with Windows Live? Learn ?10 hidden secrets? from Jamie. Learn Now
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From mstew10 at hotmail.com  Mon Oct  6 14:26:00 2008
From: mstew10 at hotmail.com (Michelle Stewart)
Date: Mon, 6 Oct 2008 13:26:00 -0500
Subject: [Technology 1767] Re: research paper resources
In-Reply-To: <B5F5C783-14CC-4118-A8A0-EB32EDEA81D7@gmail.com>
References: <BLU143-W2184DD483457C895FB365BB63C0@phx.gbl>
	<B5F5C783-14CC-4118-A8A0-EB32EDEA81D7@gmail.com>
Message-ID: <BLU143-W45D69EC9E3C8229FEFC63AB6390@phx.gbl>

Thank you for taking the time to provide this wealth of information; however, it does on necessarily speak to my interests. I am looking for resources that outline the current benefits and challenges of technology integration in US adult literacy programs. As per my assignment, I must address more than one perspective. The resources herein focus on uses of technology and practices, but no mention of obstacles/impediments to use of technology. If you have any leads in this area, please let me know.
 
Thank again.
 
Best,> From: djrosen1 at gmail.com> Date: Sat, 4 Oct 2008 05:50:12 -0400> To: technology at nifl.gov> Subject: [Technology 1761] Re: research paper resources> > Hi Michelle,> > One place to start learning about technology integration in adult > literacy is the Adult Literacy Education (ALE) Wiki's Technology > topic area:> > http://wiki.literacytent.org/index.php/Technology> > specifically, Integrating Technology in the Classroom:> > http://wiki.literacytent.org/index.php/ClassroomPractices> > Since the ALE is is a wiki, a free tool for the adult education > community of practice interested in professional wisdom and research, > please add useful resources and citations that may not be there yet , > including, your own research paper, when it is finished.> > As you continue along in your research, you may wish to post more > questions to this discussion list, another tool for building and > sustaining a community of practice of those interested in adult > literacy education and technology.> > David J. Rosen> djrosen1 at gmail.com> > > On Oct 3, 2008, at 2:15 PM, Michelle Stewart wrote:> > > Hello,> >> > I am a graduate student majoring in Adult teaching and learning > > with an emphasis in educational technology. One of my course > > requirements is to complete a 8-10 pg research paper on technology > > integration. I am interested in researching use of technology > > integration in Adult literacy programs and the benefits/ > > challenges. I would appreciate information on adult literacy and > > technology integration resources (books, scholarly articles, > > literature reviews....).> >> > Thank you for your time.> >> > Best,> >> > Michelle Stewart> > Want to do more with Windows Live? Learn ?10 hidden secrets? from > > Jamie. Learn Now> > ----------------------------------------------------> > National Institute for Literacy> > Technology and Literacy mailing list> > Technology at nifl.gov> > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology> > Email delivered to djrosen1 at gmail.com> > > > > > ----------------------------------------------------> National Institute for Literacy> Technology and Literacy mailing list> Technology at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology> Email delivered to mstew10 at hotmail.com
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From mstew10 at hotmail.com  Mon Oct  6 14:32:35 2008
From: mstew10 at hotmail.com (Michelle Stewart)
Date: Mon, 6 Oct 2008 13:32:35 -0500
Subject: [Technology 1768] Re: research paper resources
In-Reply-To: <fc.004c56fb039500ad3b9aca008e68c4fa.39501f6@scoe.net>
References: <BLU143-W2184DD483457C895FB365BB63C0@phx.gbl>
	<fc.004c56fb039500ad3b9aca008e68c4fa.39501f6@scoe.net>
Message-ID: <BLU143-W37402742CE26AEC35016C2B6390@phx.gbl>

Thank you for taking the time to provide this wealth of information; however, it does on necessarily speak to my interests. After contacting J. Fleishman, I registered on the Otan site, but did not find any updated (beyond 1993) research.  I am looking for resources that outline the current benefits and challenges of technology integration in United States adult literacy programs (Are there any obstacles/impediments to technology integration that persist since this research?( If so,what are the recommendations?) If you have any leads in this area, please let me know.
 
Thank again.
 
Best,

Date: Fri, 3 Oct 2008 14:59:40 -0700To: technology at nifl.govFrom: mthacher at otan.usSubject: [Technology 1762] Re: research paper resources

Hi Michele,
Try going to OTAN (www.otan.us) and searching for "technology integration." You will have to register if you are not already a member, but it's free and only takes a few minutes. You will get 18 documents. Some are repeats, but the annual reports on the technology integration mentor academy will give you lots of examples of technology projects that adult education instructors are doing at their sites as part of their participation in the academy. The Academy Web site, http://www.otan.us/timac/, also has some videos of teacher presentations. 
There is also a collection of videos on technology integration here - http://www.otan.us/browse/dsp/dsp_videotechintegration.cfm. OTAN is an adult education leadership project in California and focuses on technology integration, so looking around on the site may turn up other resources.
We have a wiki where we save examples of technology in adult ed. We use this for presentations. It's at http://webtwopointohinadulted.wikispaces.com/
Marian
~~~~~~~~~~~~~~~~~
Marian Thacher, OTAN
P.O. Box 269003
Sacramento, CA 95826-9003
(916) 228-2597
www.otan.us
~~~~~~~~~~~~~~~~~
The real literacy of tomorrow entails the ability to be your own personal reference librarian - to know how to navigate through confusing, complex information spaces and feel comfortable doing so. ?Navigation? may well be the main form of literacy for the 21st century.
--John Seely Brown, the Chief Scientist at Xerox?s Palo Alto Research Center (PARC)
The Technology and Literacy Discussion List <technology at nifl.gov> on Friday, October 03, 2008 at 11:15 AM -0700 wrote:
Hello,
 
I am a graduate student majoring in Adult teaching and learning with an emphasis in educational technology. One of my course requirements is to complete a 8-10 pg research paper on technology integration. I am interested in researching use of technology integration in Adult literacy programs and the benefits/challenges.  I would appreciate information on adult literacy and technology integration resources (books, scholarly articles, literature reviews....).  
 
Thank you for your time.
 
Best,
 
Michelle Stewart

Want to do more with Windows Live? Learn ?10 hidden secrets? from Jamie. Learn Now----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
Email delivered to mthacher at otan.us
_________________________________________________________________
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From spokes25302 at yahoo.com  Mon Oct  6 14:04:12 2008
From: spokes25302 at yahoo.com (Chas Spokes)
Date: Mon, 6 Oct 2008 11:04:12 -0700 (PDT)
Subject: [Technology 1769] Re: Best Multilingual, Halloween,
	& Creating Music Sites
In-Reply-To: <d1e.34d6ff5e.361ae559@aol.com>
Message-ID: <177499.54912.qm@web54112.mail.re2.yahoo.com>

The links don't work.

--- On Sun, 10/5/08, LaFerlazzo at aol.com <LaFerlazzo at aol.com> wrote:

From: LaFerlazzo at aol.com <LaFerlazzo at aol.com>
Subject: [Technology 1764] Re: Best Multilingual, Halloween, & Creating Music Sites
To: 
Date: Sunday, October 5, 2008, 11:51 PM

Hi, Everybody,
?
Here are a few new "The Best...." lists:
?
The Best Multilingual & Bilingual Sites For Math, Social Studies, & Science 
http://larryferlazzo.edublogs.org/2008/10/03/the-best-multilingual-bilingual-sites-for-math-social-studies-science/
?
The Best Websites For Learning About Halloween
http://larryferlazzo.edublogs.org/2008/10/05/the-best-websites-for-learning-about-halloween/
?
The Best Online Sites For Creating Music 
http://larryferlazzo.edublogs.org/2008/10/01/the-best-online-sites-for-creating-music/
?
Part Twenty-Four Of The Best Ways To Create Online Content Easily & Quickly 
http://larryferlazzo.edublogs.org/2008/10/05/part-twenty-four-of-the-best-ways-to-create-online-content-easily-quickly/
?
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA
?
?

New MapQuest Local shows what's happening at your destination. Dining, Movies, Events, News & more. Try it out!----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to spokes25302 at yahoo.com

      
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From djrosen1 at gmail.com  Mon Oct  6 18:09:46 2008
From: djrosen1 at gmail.com (David J. Rosen)
Date: Mon, 6 Oct 2008 18:09:46 -0400
Subject: [Technology 1770] Re: research paper resources
References: <BLU143-W2184DD483457C895FB365BB63C0@phx.gbl><B5F5C783-14CC-4118-A8A0-EB32EDEA81D7@gmail.com>
	<BLU143-W45D69EC9E3C8229FEFC63AB6390@phx.gbl>
Message-ID: <536B030B782E41BAB295C10EDF501578@A1411>

Hello Michele,

I am surprised at your responses. I think there is plenty of professional wisdom (and some research) documented in the technology topic area of the ALE Wiki, some of which addresses the benefits and challenges. Have you looked at some of the studies listed on this page:

http://wiki.literacytent.org/index.php/ResearchOnTech#What_does_research_tell_us_about_how_low-literate_adults_use_the_Internet.3F  

for example: Zarcadoolas, et.al, Dillon-Marable, the two Ginsberg pieces, and the Imel ERIC digest ?

I suggest you read through the archived discussions of this discussion list using the NIFL search engine, and searching for "integrating" and "technology" .You may find challenges and opportunities raised by those working in the field.

I wonder if the problem is that you expect adult literacy education to have the more extensive research bibliography that you might find in K-12 and higher education. Unfortunately, adult literacy education , historically, has only had a pittance for research, and sorry to say, funding for the only research institute devoted to adult literacy was last year eliminated from the U.S. Department of Education budget. Also, several years ago, the great work on adult literacy education that used to be done by Susan Imel and her colleagues at ERIC was eliminated. 

I suggest you at least start with the ALE Wiki. That will link you to the (admittedly limited) research our field has on integrating technology. 

In a few weeks there will be a new NIFL-sponsored study on distance education, by Heidi Silver-Pacuilla, that will be announced on this list. Watch for that. It may have some sections that are useful to you.If you want to see what California adult education teachers see as opportunities to integrate technology in the classroom, then you'll find that in the OTAN videos Marian Thacher mentioned. There are other videos, too, on integrating technology in the classroom, the Captured Wisdom videos for example, that you'll find linked from the Media Library of Teaching Skills,  htttp:mlots.org

I will be eager to see if you find any new adult education and technology studies or resources not currently listed on the ALE Wiki, and if so, I hope you will add them.

David J. Rosen
djrosen1 at gmail.com

  ----- Original Message ----- 
  From: Michelle Stewart 
  To: The Technology and Literacy Discussion List 
  Sent: Monday, October 06, 2008 2:26 PM
  Subject: [Technology 1767] Re: research paper resources

  Thank you for taking the time to provide this wealth of information; however, it does on necessarily speak to my interests. I am looking for resources that outline the current benefits and challenges of technology integration in US adult literacy programs. As per my assignment, I must address more than one perspective. The resources herein focus on uses of technology and practices, but no mention of obstacles/impediments to use of technology. If you have any leads in this area, please let me know.

  Thank again.

  Best,

  > From: djrosen1 at gmail.com
  > Date: Sat, 4 Oct 2008 05:50:12 -0400
  > To: technology at nifl.gov
  > Subject: [Technology 1761] Re: research paper resources
  > 
  > Hi Michelle,
  > 
  > One place to start learning about technology integration in adult 
  > literacy is the Adult Literacy Education (ALE) Wiki's Technology 
  > topic area:
  > 
  > http://wiki.literacytent.org/index.php/Technology
  > 
  > specifically, Integrating Technology in the Classroom:
  > 
  > http://wiki.literacytent.org/index.php/ClassroomPractices
  > 
  > Since the ALE is is a wiki, a free tool for the adult education 
  > community of practice interested in professional wisdom and research, 
  > please add useful resources and citations that may not be there yet , 
  > including, your own research paper, when it is finished.
  > 
  > As you continue along in your research, you may wish to post more 
  > questions to this discussion list, another tool for building and 
  > sustaining a community of practice of those interested in adult 
  > literacy education and technology.
  > 
  > David J. Rosen
  > djrosen1 at gmail.com
  > 
  > 
  > On Oct 3, 2008, at 2:15 PM, Michelle Stewart wrote:
  > 
  > > Hello,
  > >
  > > I am a graduate student majoring in Adult teaching and learning 
  > > with an emphasis in educational technology. One of my course 
  > > requirements is to complete a 8-10 pg research paper on technology 
  > > integration. I am interested in researching use of technology 
  > > integration in Adult literacy programs and the benefits/ 
  > > challenges. I would appreciate information on adult literacy and 
  > > technology integration resources (books, scholarly articles, 
  > > literature reviews....).
  > >
  > > Thank you for your time.
  > >
  > > Best,
  > >
  > > Michelle Stewart
  > > Want to do more with Windows Live? Learn ?10 hidden secrets? from 
  > > Jamie. Learn Now
  > > ----------------------------------------------------
  > > National Institute for Literacy
  > > Technology and Literacy mailing list
  > > Technology at nifl.gov
  > > To unsubscribe or change your subscription settings, please go to 
  > > http://www.nifl.gov/mailman/listinfo/technology
  > > Email delivered to djrosen1 at gmail.com
  > 
  > 
  > 
  > 
  > 
  > ----------------------------------------------------
  > National Institute for Literacy
  > Technology and Literacy mailing list
  > Technology at nifl.gov
  > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
  > Email delivered to mstew10 at hotmail.com

------------------------------------------------------------------------------
  Stay up to date on your PC, the Web, and your mobile phone with Windows Live. See Now 

------------------------------------------------------------------------------

  ----------------------------------------------------
  National Institute for Literacy
  Technology and Literacy mailing list
  Technology at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
  Email delivered to djrosen1 at gmail.com
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From livelyj at cochise.edu  Mon Oct  6 18:35:15 2008
From: livelyj at cochise.edu (Lively, Jim)
Date: Mon, 6 Oct 2008 15:35:15 -0700
Subject: [Technology 1771] Re: research paper resources
In-Reply-To: <BLU143-W28C99B59C3EBDCA9F22DE8B6390@phx.gbl>
References: <77B24677B57F9646B244B93AE6B95C7901888A64@acat-exch.azcallateen.k12.az.us>
	<BLU143-W28C99B59C3EBDCA9F22DE8B6390@phx.gbl>
Message-ID: <4D1463C134C6AC439EAF847F3593A1ACF2330FBCC1@Mail1.cochise.edu>

Hi Michelle.
I think Maureen sent you what is probably the best compendium of info available. You see, most states are still working on a technology plan for Adult Education and many of those which already have a plan are still working on technology standards. A few, Arizona included, have both in place. This is pretty new stuff and it will be a while before there is a good bank of reliable research, mainly because, for the research to be effective, it will have to be applied against standards and the vision implicit in each state's dept. of ed, where adult learning is concerned.
Although you may not find it on point to your wishes, please look over Maureen's resources. The total should provide a good picture of where technology integration in adult education stands at the moment. It's just getting on its feet and taking baby steps. If I am incorrect and you do find the strong research you seek, please share it with the rest of us.
Thanks, and keep on pluggin' ahead.
Jim

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Michelle Stewart
Sent: Monday, October 06, 2008 11:14 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1766] Re: research paper resources

Thank you for taking the time to provide this wealth of information; however, it does on necessarily speak to my interests. I am looking for resources that outline the current benefits and challenges of technology integration in US adult literacy programs. As per my assignment, I must address more than one perspective. The resources herein focus on uses of technology and practices, but no mention of obstacles/impediments to use of technology. If you have any leads in this area, please let me know.

Thank again.

Best,

________________________________
Date: Fri, 3 Oct 2008 15:31:40 -0700
From: maureenh at azcallateen.k12.az.us
To: technology at nifl.gov
Subject: [Technology 1763] Re: research paper resources
 check out http://www.nifl.gov/cgi-bin/nifl/combined_search.cgi?mode=site_search&keyword=technology

I have a ton of stuff!
Here are some lessons which I and other teachers in Arizona designed
http://www.az-aall.org/AALL/Pages/Lessons/AZlessons.htm

And the AZ tech plan
http://www.ade.az.gov/Adult-Ed/Documents/Publications/tech_Plan.pdf
and reports
http://www.ade.az.gov/Adult-Ed/publications.asp

and our aall page with lots of links
http://www.az-aall.org/AALL/Pages/Links/technologylinks.htm

also- check out http://www.nifl.gov/cgi-bin/nifl/combined_search.cgi?mode=site_search&keyword=technology

I added many links to our curriculum
http://www.az-aall.org/AALL/Pages/Lessons/Support/supportmaterials.htm

and we will be using the new IDEAL portal https://www.ideal.azed.gov/

 which includes Discovery Streaming

Call me if you'd like to talk- this is really something I do a lot!!!!!

Maureen Hoyt
Basic Education Manager
ACYR
602-252-6721ext 223
fax: 602-252-2952
www.azcallateen.k12.az.us<http://www.azcallateen.k12.az.us/>
www.az-aall.org<http://www.az-aall.org/>
Equal Opportunity Employer/Program. Auxiliary aids and services are available upon request to individuals with disabilities.
-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Michelle Stewart
Sent: Friday, October 03, 2008 11:15 AM
To: technology at nifl.gov
Subject: [Technology 1758] research paper resources

Hello,

I am a graduate student majoring in Adult teaching and learning with an emphasis in educational technology. One of my course requirements is to complete a 8-10 pg research paper on technology integration. I am interested in researching use of technology integration in Adult literacy programs and the benefits/challenges.  I would appreciate information on adult literacy and technology integration resources (books, scholarly articles, literature reviews....).

Thank you for your time.

Best,

Michelle Stewart
________________________________
Want to do more with Windows Live? Learn "10 hidden secrets" from Jamie. Learn Now<http://windowslive.com/connect/post/jamiethomson.spaces.live.com-Blog-cns!550F681DAD532637!5295.entry?ocid=TXT_TAGLM_WL_domore_092008>

________________________________
Stay up to date on your PC, the Web, and your mobile phone with Windows Live. See Now<http://clk.atdmt.com/MRT/go/msnnkwxp1020093185mrt/direct/01/>
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From akira.kamiya at umb.edu  Fri Oct 10 09:22:16 2008
From: akira.kamiya at umb.edu (akira at boston sabes)
Date: Fri, 10 Oct 2008 09:22:16 -0400
Subject: [Technology 1772]  Financial Crisis explained?
Message-ID: <C514CF48.15914%akira.kamiya@umb.edu>

Hi all,

Some of your students maybe wondering what is happening in the
news financially.

Here are some resources that you may find helpful enough to use
in your class.  Two are video based and the last two are audio podcasts of
This American Life radio show from NPR.  The NPR clips also have a
downloadable
transcript that can be looked at while listening.  Please review before
using, as I have
not listened to these all the way through.  They come as recommendations
from collegues.

Note: They seem to be for higher level students due to vocabulary
and speed of delivery.

>From Charlie Herbert:
?They both are helpful for seeing the big house of cards that we're seeing
tumble around right now.
Also good examples of how low-tech, simple, and very low-key
presentation can be combined with 'hi-tech' to illustrate complex subjects.?

> video with hand-drawn illustrations on whiteboard
> http://consumerist.com/5061365/what-are-collateralized-debt-obligations-watch-
> these-champagne-glasses
> that one, though using champagne as the metaphor, is sober and simple
> 
> this one is humorous but clear and helpful. it's a hand drawn collection
> of powerpoint slides.the sub-prime primer:
> http://www.slideshare.net/guesta9d12e/subprime-primer-277484/

_________

>From Ren Volpe:
I?'ve been reading everything I can about the economy, but Ira Glass does
the best job explaining what's going on. Listen to these 2 radio programs
for a thorough and understandable explanation of the current financial
meltdown. ?

You can listen online from NPR, or go to iTunes and download the podcasts
and listen on your iPod. It's worth listening to both of them, in sequential
order.

> This American Life: Episode 355 - 5/09/08    The Giant Pool of Money
> This American Life: Episode 365 - 10/03/08   Another Frightening Show About
> the Economy

._____________________________________________________________________.
 
                       AKIRA KAMIYA
             Adult Literacy Resource Institute
       Computer Field Technologist  - Greater Boston
                   
                  Tel 617-287-4075
    The people have the power... to wrestle the earth from fools
                                          -Patti Smith
.______________________________________________________________________.

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From djrosen1 at gmail.com  Fri Oct 10 13:34:59 2008
From: djrosen1 at gmail.com (djrosen1)
Date: Fri, 10 Oct 2008 13:34:59 -0400
Subject: [Technology 1773]  Using Video Games as Bait to Hook Readers
Message-ID: <6A95F2E3-C588-4C1E-9615-7D50297847A0@gmail.com>

Colleagues,

Wendy Quinones sent me this link to a fascinating article on reading  
and video games, Using Video Games as Bait to Hook Readers:

http://www.nytimes.com/2008/10/06/books/06games.html? 
_r=1&ei=5070&emc=eta1&oref=slogin

or

http://tinyurl.com/4be48g (short URL)

David J. Rosen
djrosen1 at gmail.com

From LaFerlazzo at aol.com  Fri Oct 10 21:35:04 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Fri, 10 Oct 2008 21:35:04 EDT
Subject: [Technology 1774] Re: Trying Again WIth New "The Best..." lists
Message-ID: <c8d.311d886e.36215cc8@aol.com>

Hi, Everybody,
 
This past Sunday evening,  I sent out an email sharing a number of new  "The 
Best..." lists I had developed.  As fate would have it, Monday morning  
Edublogs and all its 200,000 blogs crashed during a hardware update and most of  
those links (and entire blogs) have been inaccessible for most of the  week.  
 
Happily, Edublogs is back, and so are those previous lists and several new  
ones I've posted this week.
 
One of the main reasons I'm sending out this email again is because I think  
the list on Multilingual Math, Social Studies, and Science sites might be  
particularly helpful to teachers.
 
You can also find all of them at:
 
_My  Websites of The Year_ 
(http://larryferlazzo.edublogs.org/about/websites-of-the-year/) 
_http://larryferlazzo.edublogs.org/about/websites-of-the-year/_ 
(http://larryferlazzo.edublogs.org/about/websites-of-the-year/) 
 
Here is an updated list of links to recently-posted lists:
 
_The  Best Sites For Making Crossword Puzzles & Hangman Games_ 
(http://larryferlazzo.edublogs.org/2008/10/10/the-best-sites-for-making-crossword-puzzles-han
gman-games/)  
(http://larryferlazzo.edublogs.org/2008/10/10/the-best-sites-for-making-crossword-puzzles-hangman-games/) 
_http://larryferlazzo.edublogs.org/2008/10/10/the-best-sites-for-making-crossw
ord-puzzles-hangman-games/_ 
(http://larryferlazzo.edublogs.org/2008/10/10/the-best-sites-for-making-crossword-puzzles-hangman-games/) 
 
_The  Best ?Unusual? Sites To Create Online Presentations_ 
(http://larryferlazzo.edublogs.org/2008/10/08/the-best-unusual-ways-to-create-online-presentatio
ns/) 
_http://larryferlazzo.edublogs.org/2008/10/08/the-best-unusual-ways-to-create-
online-presentations/_ 
(http://larryferlazzo.edublogs.org/2008/10/08/the-best-unusual-ways-to-create-online-presentations/) 
 
_The  Best Online Resources About Christopher Columbus_ 
(http://larryferlazzo.edublogs.org/2008/10/06/the-best-online-resources-about-christopher-columbus/)
 
_http://larryferlazzo.edublogs.org/2008/10/06/the-best-online-resources-about-
christopher-columbus/_ 
(http://larryferlazzo.edublogs.org/2008/10/06/the-best-online-resources-about-christopher-columbus/) 
 
_The  Best Websites For Learning About Halloween_ 
(http://larryferlazzo.edublogs.org/2008/10/05/the-best-websites-for-learning-about-halloween/) 
_http://larryferlazzo.edublogs.org/2008/10/05/the-best-websites-for-learning-a
bout-halloween/_ 
(http://larryferlazzo.edublogs.org/2008/10/05/the-best-websites-for-learning-about-halloween/) 
 
_The  Best Multilingual & Bilingual Sites For Math, Social Studies, &  
Science_ 
(http://larryferlazzo.edublogs.org/2008/10/03/the-best-multilingual-bilingual-sites-for-math-social-studies-science/)  
_http://larryferlazzo.edublogs.org/2008/10/03/the-best-multilingual-bilingual-
sites-for-math-social-studies-science/_ 
(http://larryferlazzo.edublogs.org/2008/10/03/the-best-multilingual-bilingual-sites-for-math-social-studies-science/
) 
 
_The  Best Online Sites For Creating Music_ 
(http://larryferlazzo.edublogs.org/2008/10/01/the-best-online-sites-for-creating-music/) 
_http://larryferlazzo.edublogs.org/2008/10/01/the-best-online-sites-for-creati
ng-music/_ 
(http://larryferlazzo.edublogs.org/2008/10/01/the-best-online-sites-for-creating-music/) 
 
_Part  Twenty-Four Of The Best Ways To Create Online Content Easily &  
Quickly_ 
(http://larryferlazzo.edublogs.org/2008/10/05/part-twenty-four-of-the-best-ways-to-create-online-content-easily-quickly/) 
_http://larryferlazzo.edublogs.org/2008/10/05/part-twenty-four-of-the-best-way
s-to-create-online-content-easily-quickly/_ 
(http://larryferlazzo.edublogs.org/2008/10/05/part-twenty-four-of-the-best-ways-to-create-online-content-easily-
quickly/) 
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA
 
 
 
**************New MapQuest Local shows what's happening at your destination.  
Dining, Movies, Events, News & more. Try it out 
(http://local.mapquest.com/?ncid=emlcntnew00000002)
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From tsticht at znet.com  Sun Oct 12 21:40:44 2008
From: tsticht at znet.com (tsticht at znet.com)
Date: Sun, 12 Oct 2008 18:40:44 -0700
Subject: [Technology 1775]  Vote because you can
Message-ID: <1223862044.48f2a71c79e73@webmail.znet.net>

October 12, 2008

Tom Sticht
International Consultant in Adult Education

Nothing has moved so many illiterate or poorly literate men and women to
seek out teachers of literacy more than the shame of making a mark ?X- for
their name on public documents. Among such documents, signing voter
registrations at polling places during elections have played a central roll
in motivating adults to learn to read and write.

In her Country Life Readers: First Book (1915), Cora Wilson Stewart, founder
of the Moonlight Schools of Kentucky for the emancipation of adult
illiterates, wrote about the value of voting and adult new readers studied
this motivational material. Stewart, writing before women had the national
right to vote,  wrote:

?With his vote a man rules.
The man who does not vote has
no voice in the affairs of his country.
He cheats his country, his family,
and himself.
Every man should make use of his
right to vote.
He should always vote for the best
man or for the one who stands
for the best things.
The man who sells his vote sells
his honor.? (p. 53)

During World War I, soldiers in literacy classes learned to read and write
using the Camp Reader for American Soldiers published in 1918. They read
about their right to vote at a time when women?s suffrage was available in
some but not all states:

?In the United States the people have a voice in the government.
The President of the United States is the choice of the people.
The people choose the President by their votes.
In many states both sexes have the right to vote.
In many states voters pay a poll-tax.
A poll-tax is a tax you pay before you can go to the polls to vote.
Do you have to pay a poll-tax in your state?
In many states only the men can vote.
In many states both sexes can vote.
Do both sexes vote in your state?
In the United States the people choose the government.
The soldier fights for the government the people choose.? (p. 33)

By World War II women?s suffrage was in place across the United States and
in the Army Reader of 1944 soldiers in literacy programs were reminded of
what they were fighting for. Discussing Private Pete, the fictional soldier
that adult literacy learners could identify with because he, Pete, was also
in a literacy school learning to read and write, Chapter 2 was entitled
What Every Citizen Knows. The chapter says, ?Pete is a free man who lives
with free people. Free people have self-government. They have the right to
vote. They have the right to pick their leaders. Then can make and change
their laws.? (p.120).

But even after World War II African-American citizens who were illiterate
were prohibited from voting by Jim Crow laws across the southern states of
the U.S. But this situation was challenged by Septima Poinsette Clark,
sometimes called the ?Queen Mother of the Civil Rights Movement in the
United States.? Clark started citizenship schools while working for the
Highlander Folk school of Tennessee and later the Southern Christian
Leadership Conference at the request of Dr. Martin Luther King. She taught
adult illiterates to write their names, read election laws and other legal
documents needed to meet voting requirements for literacy. In four years at
the SCLC she and others trained some 10,000 teachers and registered some
700,000 African-Americans to vote in the South. With the political power of
the vote, it was not long before politicians were prodded into passing laws
extending civil rights to millions of citizen whose voices had not been
heard due to illiteracy and oppressive voting laws.

Soon, adult literacy learners, and all other American adults will have the
opportunity to once again choose the leadership of the United States. Adult
literacy educators to need to join with the adult educators of times past
and encourage adult learners to learn to read and write so they can
exercise their rights as citizens.

Writing about her work with adult literacy learners, Septima Poinsette Clark
wrote, ?How can anybody estimate the worth of pride achieved, hope
accomplished, faith affirmed, citizenship won? These are intangible things
but real nevertheless, solid and of inestimable value.?

Election day is November 4th this year of 2008. Vote as though your life and
the lives of your children and grandchildren depend upon it! Because they
do! And because you can!

Thomas G. Sticht
tsticht at aznet.net

From kbeall at onlyinternet.net  Tue Oct 14 10:05:05 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Tue, 14 Oct 2008 10:05:05 -0400
Subject: [Technology 1776] New Issue of Focus on Basic--Health & Literacy
	Partnerships
Message-ID: <70615C1CB80A4624B516D9A0B850654B@D14J7YD1>

Health and literacy are inextricably linked, and health and literacy
providers are working together in new and exciting ways to use that link for
positive results. The newest issue of Focus on Basics is packed with
articles on a wide variety of partnerships: between nursing and teacher
educators in the university, between medical schools and literacy programs,
between health educators and literacy students, between health planners and
literacy providers.  Also included in the issue is a long-awaited report on
a five-year study of the impact of a literacy curriculum that incorporate
health information on the literacy skills and health knowledge of learners,
a new way to look at what the health information in the National Assessment
of Adult Learning reveals, and how to use illustrations effectively in
health education materials.  Authors include Dr. Susan Levy and colleagues,
Dr. Andrew Pleasant, and Dr. Ian Bennett and colleagues, and National
Institute for Literacy's Health Literacy discussion list moderator Julie
McKinney, among others.

 

Download the new issue of Focus on Basics, Volume 9, Issue B, "Health &
Literacy Partnerships" from the right hand column of publisher World
Education's home page: www.worlded.org  or find the new issue and all past
issues at www.ncsall.net/fileadmin/resources/fob/2008/fob_9b.pdf and
www.ncsall.net/index.php?id=31 

 

 

Kaye Beall

Project Director

World Education

6760 West Street

Linn Grove, IN 46711

765-717-3942

kaye_beall at worlded.org

www.worlded.org

 

 

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From bonniesophia at sbcglobal.net  Mon Oct 13 20:02:17 2008
From: bonniesophia at sbcglobal.net (Bonnie Odiorne)
Date: Mon, 13 Oct 2008 17:02:17 -0700 (PDT)
Subject: [Technology 1777] Re: Vote because you can
Message-ID: <805973.70328.qm@web83306.mail.sp1.yahoo.com>

Amen to what Tom has written. I now am the proud owner of a t-shirt votewithoutfear, in memory of the women suffragists who were tortured in their actions to get the vote for women. 
?

----- Original Message ----
From: "tsticht at znet.com" <tsticht at znet.com>
To: englishliteracy at nifl.gov; professionaldevelopment at nifl.gov; assessment at nifl.gov; diversity at nifl.gov; familyliteracy at nifl.gov; healthliteracy at nifl.gov; learningdisabilities at nifl.gov; technology at nifl.gov; workplace at nifl.gov
Sent: Sunday, October 12, 2008 9:40:44 PM
Subject: [Technology 1775] Vote because you can

October 12, 2008

Tom Sticht
International Consultant in Adult Education

Nothing has moved so many illiterate or poorly literate men and women to
seek out teachers of literacy more than the shame of making a mark ?X- for
their name on public documents. Among such documents, signing voter
registrations at polling places during elections have played a central roll
in motivating adults to learn to read and write.

In her Country Life Readers: First Book (1915), Cora Wilson Stewart, founder
of the Moonlight Schools of Kentucky for the emancipation of adult
illiterates, wrote about the value of voting and adult new readers studied
this motivational material. Stewart, writing before women had the national
right to vote,? wrote:

?With his vote a man rules.
The man who does not vote has
no voice in the affairs of his country.
He cheats his country, his family,
and himself.
Every man should make use of his
right to vote.
He should always vote for the best
man or for the one who stands
for the best things.
The man who sells his vote sells
his honor.? (p. 53)

During World War I, soldiers in literacy classes learned to read and write
using the Camp Reader for American Soldiers published in 1918. They read
about their right to vote at a time when women?s suffrage was available in
some but not all states:

?In the United States the people have a voice in the government.
The President of the United States is the choice of the people.
The people choose the President by their votes.
In many states both sexes have the right to vote.
In many states voters pay a poll-tax.
A poll-tax is a tax you pay before you can go to the polls to vote.
Do you have to pay a poll-tax in your state?
In many states only the men can vote.
In many states both sexes can vote.
Do both sexes vote in your state?
In the United States the people choose the government.
The soldier fights for the government the people choose.? (p. 33)

By World War II women?s suffrage was in place across the United States and
in the Army Reader of 1944 soldiers in literacy programs were reminded of
what they were fighting for. Discussing Private Pete, the fictional soldier
that adult literacy learners could identify with because he, Pete, was also
in a literacy school learning to read and write, Chapter 2 was entitled
What Every Citizen Knows. The chapter says, ?Pete is a free man who lives
with free people. Free people have self-government. They have the right to
vote. They have the right to pick their leaders. Then can make and change
their laws.? (p.120).

But even after World War II African-American citizens who were illiterate
were prohibited from voting by Jim Crow laws across the southern states of
the U.S. But this situation was challenged by Septima Poinsette Clark,
sometimes called the ?Queen Mother of the Civil Rights Movement in the
United States.? Clark started citizenship schools while working for the
Highlander Folk school of Tennessee and later the Southern Christian
Leadership Conference at the request of Dr. Martin Luther King. She taught
adult illiterates to write their names, read election laws and other legal
documents needed to meet voting requirements for literacy. In four years at
the SCLC she and others trained some 10,000 teachers and registered some
700,000 African-Americans to vote in the South. With the political power of
the vote, it was not long before politicians were prodded into passing laws
extending civil rights to millions of citizen whose voices had not been
heard due to illiteracy and oppressive voting laws.

Soon, adult literacy learners, and all other American adults will have the
opportunity to once again choose the leadership of the United States. Adult
literacy educators to need to join with the adult educators of times past
and encourage adult learners to learn to read and write so they can
exercise their rights as citizens.

Writing about her work with adult literacy learners, Septima Poinsette Clark
wrote, ?How can anybody estimate the worth of pride achieved, hope
accomplished, faith affirmed, citizenship won? These are intangible things
but real nevertheless, solid and of inestimable value.?

Election day is November 4th this year of 2008. Vote as though your life and
the lives of your children and grandchildren depend upon it! Because they
do! And because you can!

Thomas G. Sticht
tsticht at aznet.net

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
Email delivered to bonniesophia at sbcglobal.net
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From jgreiner at proliteracy.org  Tue Oct 14 12:24:54 2008
From: jgreiner at proliteracy.org (Jane Greiner)
Date: Tue, 14 Oct 2008 12:24:54 -0400
Subject: [Technology 1778] Computers in the ESL Classroom - Course opens
	Oct. 20
In-Reply-To: <mailman.10.1224000005.9029.technology@nifl.gov>
Message-ID: <DBF40CF21F685B45B1D163F82E43A221AB2D00@miller.proliteracy.org>

Hello everyone,
The online course "Creating Engaging ESOL Activities Using Computers" begins in just a few days. This course offers very practical information and activities to help you integrate computers into your ESOL classroom. Please see below for course information. Register at http://www.newreaderspress.com/Items.aspx?hierId=6590  or go to www.ProfessionalStudiesAE.org. 

Other courses lined up for fall and available on ProfessionalStudies AE.org are:

*Assessments Developed by Teachers and Students, November 10 -
December 12  (Course info at:
http://www.newreaderspress.com/Items.aspx?hierId=6530)
*Facilitating Adult Learning: Key Concepts for Teaching Adults,
November 10-December 15 (Course info at:
http://www.newreaderspress.com/Items.aspx?hierId=6620)

Thank you for sharing this information with colleagues who may be interested in these courses for instructors.

Jane Greiner
Professional Development Coordinator
ProLiteracy
www.proliteracy.org
jgreiner at proliteracy.org

Learn more about ProLiteracy's Professional Development at proliteracy.org
Become a member to receive 25% off New Readers Press products, 15% off Professional Development, and much more! For more information or to join, please visit http://www.proliteracy.org/NetCommunity/Page.aspx?pid=373 <http://www.proliteracy.org/NetCommunity/Page.aspx?pid=373&srcid=191> &srcid=191.

***********************************

Creating Engaging ESOL Activities Using Computers
Course Facilitator: Diana Satin
Course Dates: Oct. 20 - Nov. 24, 2008, Webinar @ 2:00 p.m. (EST), Nov. 21

Through this course, you will integrate computer software into your ESOL
instruction. You'll identify the steps necessary to incorporate computer
software applications into lesson plans, including analyzing specific
language and computer skills. You will finish the course having developed,
tested, and refined a learning activity for your own classroom. Upon
completion of this course you will be able to:

*       Describe the benefits and challenges of using word processing,
spreadsheets, and presentation software in ESOL instruction
*       Evaluate student use of productivity software
*       Analyze learning activities for language and computer skills
*       Convert a classroom activity to one that includes productivity
software, test it with students, and evaluate the activity

During this five-week course you will engage in self-paced activities and
readings, as well as asynchronous discussions with the facilitators and
course participants. The course will close with a live Webinar.

Documentation: Certificate of Completion will document 12 hours as
completion time.

Register at http://www.newreaderspress.com/Items.aspx?hierId=6590
or go to www.ProfessionalStudiesAE.org

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From djrosen1 at gmail.com  Wed Oct 15 08:05:45 2008
From: djrosen1 at gmail.com (djrosen1)
Date: Wed, 15 Oct 2008 08:05:45 -0400
Subject: [Technology 1779]  New Designs in online and Distance Learning,
	a Special Topics Discussion
Message-ID: <23842958-7E1F-4F4B-BE8D-12D7B3BB437C@gmail.com>

Colleagues,

New Designs in Online and Distance Learning is a National Institute  
for Literacy Special Topics discussion that will be held from  
November 17th through November 21st, 2008. It will focus on two new  
adult education models: a national learning portal for English  
language learning at a distance, called USA Learns, and a web-based  
and telephone-based learning support system, called the Learner Web,  
for ABE, ASE and ELL students enrolled in classes to supplement their  
learning, as well as for those who study on their own. We have four  
distinguished guests, researchers as well as product developers, who  
will describe these two models and answer questions.

For USA Learns, our guests are John Fleischman and Dr. Jerome (Jere)  
Johnston. For the Learner Web our guests are Dr. Stephen Reder and  
Dr. Clare Strawn. You will find more information about them below.

To subscribe to the discussion, go to:

http://www.nifl.gov/mailman/listinfo/specialtopics

You can unsubscribe later by going to the same web page or, if you
prefer, you can stay subscribed for the next discussion.

Please forward this announcement to your colleagues who may be
interested!

Description of the models

The Learner Web is a learning support system providing structure and  
resources for adults who want to accomplish specific learning  
objectives. A learner can access the system through the Internet. In  
addition to on-line resources, the Learner Web integrates support  
services from existing local education programs, community based  
organizations, tutors, and telephone helpers. The Learner Web  
consists of a Web-based software system that is implemented  
regionally. The System is organized around Learning Plans. A Learning  
Plan is a set of steps structured around achieving an identified  
goal. For example, if the goal is to get a GED, the steps might  
include finding out more about the tests, identifying what skills one  
needs to brush up on, learning new skills and knowledge, taking  
practice tests, etc. Each step is matched with online and community  
based resources and a workspace where learners can take assessments  
or save their work in an e-portfolio. The learner creates a personal  
profile, may take a short reading assessment and interest inventory,  
chooses a goal from the available list and follows the Learning Plan  
independently or with a tutor or a teacher. The Learning Plan is  
dynamically matched by the software to both the learner profile and  
educational resources. The learner?s progress is saved and can be  
returned to at any time via the internet. Learners can choose to  
share their workspace with a tutor or teacher.

The Learner Web has begun the second year of a three-year  
demonstration project in seven demonstration regions across the country.

U.S.A. Learns is a free Web site designed for adult learners with  
limited English language skills.  Instructional content focuses on  
the language and literacy skills that adults need for everyday  
survival.  While a broad range of adults can use U.S.A. Learns, it  
has been developed primarily for immigrants who cannot attend  
traditional classroom programs because of difficulty with schedules,  
transportation, or other barriers.  The site includes more than 400  
hours of instruction and offers an extensive array of video, audio  
and richly illustrated graphics and images.  The site layout was  
created with the inexperienced Web user in mind, and extensive built- 
in help features are available.  U.S.A. Learns can be used  
independently, but it can also be used in association with a teacher  
or tutor via an online management system.

Background on Discussion Guests

John Fleischman

With more than 25 years of experience in adult education as a  
teacher, administrator and project director, John Fleischman is  
currently responsible for information and educational technology  
operations at the Sacramento County Office of Education.  John  
possesses an extensive background with creating and implementing  
instructional and informational media for use in a variety of  
educational environments.  His present area of focus is on building  
Web-based solutions for education, including data management systems  
and comprehensive online learning resources.  Working at the state  
and national level, he provides oversight for a range of technology  
initiatives including the Outreach and Technology Assistance Network  
(www.otan.us) and Strengthening Programs Through Technology  
(www.adultedonline.org).  John is the author of numerous publications  
and is frequently requested as a presenter at both state and national  
conferences.

Jerome (Jere) Johnston is Research Professor at the University of  
Michigan?s Institute for Social Research.  For 40 years he has been  
studying ways that technology shapes what people learn.  In recent  
years Dr. Johnston has been exploring innovative ways to use  
technology in adult literacy.  He directs the Project IDEAL Support  
Center, supporting 25 states in their efforts to build distance  
learning programs for adult learners.  The Center provides technical  
assistance to states in the areas of training, research, and policy  
development (projectideal.org).

Stephen Reder is University Professor and Chair of the Department of  
Applied Linguistics at Portland State University.  His research and  
teaching interests focus on adult education and the processes of  
literacy and language development during adulthood.  Dr. Reder has  
served as the Principal Investigator for a number of major projects  
in adult education. Two recent projects, the Longitudinal Study of  
Adult Learning and the National Labsite for Adult ESOL, examine the  
ways adults acquire new literacy and language abilities and the roles  
which adult education programs and policies play in supporting that  
development.  The results of this research have led to the  
development of the Learner Web, an innovative online adult learning  
support system.  Professor Reder is the author of numerous  
publications about his research and its implications for adult  
education and adult literacy and language development. He has  
recently completed co-editing a volume with John Bynner, Tracking  
Adult Literacy and Numeracy Skills: Findings from Longitudinal  
Research.  A second book is in progress, Dropping Out and Moving On:  
Life, Literacy and Development among High School Dropouts. Dr. Reder  
actively works with networks of adult education researchers,  
practitioners and policymakers at the state, regional and national  
levels.

Clare Strawn is Assistant Professor at Portland State University,  
Portland, Oregon, and has been an analyst on the Longitudinal Study  
of Adult Learning. She is interested in patterns of program  
participation, the intersection of learning and community  
development, social capital influences on learning strategies, and  
technology. She has been a co-developer, with Steve Reder of the  
Learner Web and has been actively involved in the demonstration project

David J. Rosen
Special Topics Discussion Moderator
djrosen1 at gmail.com

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From djrosen1 at gmail.com  Fri Oct 17 20:01:19 2008
From: djrosen1 at gmail.com (djrosen1)
Date: Fri, 17 Oct 2008 20:01:19 -0400
Subject: [Technology 1780]  Doctors often overestimate patients' Literacy,
	but with a computer program dramatic increase in understanding
Message-ID: <19AE8288-EE49-4605-8D8E-E1EB116A5AE1@gmail.com>

Colleagues,

Although some of the findings in the health literacy studies reported  
in this article will not be a surprise, here's something interesting:

  "in a third study, when the team designed a computer program in  
which a figure speaks to the patient, asking the IPSS [International  
Prostate Symptom Score] questions, the level of understanding  
increased dramatically. The computer program improved understanding  
for all patients at all educational levels. Importantly, it even  
improved understanding for individuals who had no familiarity with  
computers..."

You'll find the article at:

http://tinyurl.com/5djg9n

David J. Rosen
djrosen1 at gmail.com

From pshapiro at his.com  Tue Oct 21 14:06:36 2008
From: pshapiro at his.com (Phil Shapiro)
Date: Tue, 21 Oct 2008 14:06:36 -0400
Subject: [Technology 1781] how screenless laptops might help our communities
Message-ID: <1224612396.48fe1a2c5865d@webmail2.his.com>

hi nifl-tech community,

     i've been thinking a lot recently about ways of bringing affordable mobile
technology into people's homes -- to expand learning opportunities at home.
here's a proposal i sent google for their project 10 to the 100 grant initiative.

       public voting for that initiative begins on january 27, 2009. let's
inaugurate some good ideas then. 
 
    http://www.project10tothe100.com/

           phil shapiro

Low-income families could benefit from being able to buy laptops without an LCD
screens. A laptop without an LCD can be a very useful portable solution when
connected to CRT or desktop LCD monitors. Laptops without screens would also be
a green solution, giving value to donated CRT monitors that would otherwise be
heading for landfills.  Portability means that this computer can be more easily
maintained by volunteers, who don't always have the time to travel to people's
homes. To spur the development of laptops without screens, a nonprofit
organization named Designed by Consumers could collect pre-purchase payments for
designated laptops, such as the Acer Aspire One. When 5,000 or 10,000 of such
pre-payments are collected, Acer would have a real incentive to consider selling
a version of the Acer Aspire One without a screen for about $160. This laptop
would also have no batteries or speakers, further reducing weight and cost. A
one-pound, virus free ?laptop? could allow a low-income person to get tech
support or tech training at a public library, church, or community technology
center and could expand the number of computers in use at such shared community
spaces.  Students could more easily carry such light laptops in their heavy
bookbags.

The nonprofit organization named Designed by Consumers would pool funds from
low-income people ? and others who support them, to give low-income persons a
stronger voice in technology product design decisions. The pooling of the funds
would reward manufacturers who give greater thought to the needs of low-end
consumers. Designed by Consumers would also accept anonymous donations from
persons wanting to strengthen the public voice in design decisions. In some
cases, Designed by Consumers would negotiate with manufacturers to remove (or
include) features that would best benefit low-income consumers. 

-- 
Phil Shapiro  pshapiro at his.com
http://www.his.com/pshapiro/briefbio.html
http://philsrssfeed.blogspot.com
http://www.his.com/pshapiro/stories.menu.html

"Wisdom starts with wonder." - Socrates
"Learning happens through gentleness."

From lalumineuse at yahoo.com  Wed Oct 22 08:10:49 2008
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Wed, 22 Oct 2008 05:10:49 -0700 (PDT)
Subject: [Technology 1782] Re: how screenless laptops might help our
	communities
In-Reply-To: <1224612396.48fe1a2c5865d@webmail2.his.com>
Message-ID: <223553.87341.qm@web55101.mail.re4.yahoo.com>

Hi Phil,

I am a bit new to this. But when I worked for a London
charity, we had projects in India, Pakistan and
Afghanistan. One of our newest projects was teaming
with an organisation called Hole in the Wall which
placed computers in public places and taught kids how
to use them. Another was a project called One Laptop
Per Child, which I know has developed a very cheap
commputer that a number of rural and slum schools were
working with. I remember that OLPC was developed in
the US, but I don't have any of the documentation here
in NJ. Perhaps it's worth looking into?

Regards
Ujwala Samant

--- Phil Shapiro <pshapiro at his.com> wrote:

> hi nifl-tech community,
> 
>      i've been thinking a lot recently about ways of
> bringing affordable mobile
> technology into people's homes -- to expand learning
> opportunities at home.
> here's a proposal i sent google for their project 10
> to the 100 grant initiative.
> 
>        public voting for that initiative begins on
> january 27, 2009. let's
> inaugurate some good ideas then. 
>  
>     http://www.project10tothe100.com/
> 
>            phil shapiro
> 
> 
> Low-income families could benefit from being able to
> buy laptops without an LCD
> screens. A laptop without an LCD can be a very
> useful portable solution when
> connected to CRT or desktop LCD monitors. Laptops
> without screens would also be
> a green solution, giving value to donated CRT
> monitors that would otherwise be
> heading for landfills.  Portability means that this
> computer can be more easily
> maintained by volunteers, who don't always have the
> time to travel to people's
> homes. To spur the development of laptops without
> screens, a nonprofit
> organization named Designed by Consumers could
> collect pre-purchase payments for
> designated laptops, such as the Acer Aspire One.
> When 5,000 or 10,000 of such
> pre-payments are collected, Acer would have a real
> incentive to consider selling
> a version of the Acer Aspire One without a screen
> for about $160. This laptop
> would also have no batteries or speakers, further
> reducing weight and cost. A
> one-pound, virus free ?laptop? could allow a
> low-income person to get tech
> support or tech training at a public library,
> church, or community technology
> center and could expand the number of computers in
> use at such shared community
> spaces.  Students could more easily carry such light
> laptops in their heavy
> bookbags.
> 
> The nonprofit organization named Designed by
> Consumers would pool funds from
> low-income people ? and others who support them, to
> give low-income persons a
> stronger voice in technology product design
> decisions. The pooling of the funds
> would reward manufacturers who give greater thought
> to the needs of low-end
> consumers. Designed by Consumers would also accept
> anonymous donations from
> persons wanting to strengthen the public voice in
> design decisions. In some
> cases, Designed by Consumers would negotiate with
> manufacturers to remove (or
> include) features that would best benefit low-income
> consumers. 
> 
> 
> 
> 
> -- 
> Phil Shapiro  pshapiro at his.com
> http://www.his.com/pshapiro/briefbio.html
> http://philsrssfeed.blogspot.com
> http://www.his.com/pshapiro/stories.menu.html
> 
> "Wisdom starts with wonder." - Socrates
> "Learning happens through gentleness."
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to lalumineuse at yahoo.com
> 

      

From sharla_gross at hotmail.com  Fri Oct 24 12:17:48 2008
From: sharla_gross at hotmail.com (Sharla Gross)
Date: Fri, 24 Oct 2008 16:17:48 +0000
Subject: [Technology 1783] Re: how screenless laptops might help
	our	communities
In-Reply-To: <223553.87341.qm@web55101.mail.re4.yahoo.com>
References: <1224612396.48fe1a2c5865d@webmail2.his.com>
	<223553.87341.qm@web55101.mail.re4.yahoo.com>
Message-ID: <BAY139-W20E3C6F9BB7B211BA921E0EF2B0@phx.gbl>

Where can I get some more information on this and one-to-one computing statistics.  I teach at an alternative program, and we are working on a grant to obtain laptops to help our students with their writing.  Any info would be helpful.
Sharla> Date: Wed, 22 Oct 2008 05:10:49 -0700> From: lalumineuse at yahoo.com> To: technology at nifl.gov> Subject: [Technology 1782] Re: how screenless laptops might help our communities> > Hi Phil,> > I am a bit new to this. But when I worked for a London> charity, we had projects in India, Pakistan and> Afghanistan. One of our newest projects was teaming> with an organisation called Hole in the Wall which> placed computers in public places and taught kids how> to use them. Another was a project called One Laptop> Per Child, which I know has developed a very cheap> commputer that a number of rural and slum schools were> working with. I remember that OLPC was developed in> the US, but I don't have any of the documentation here> in NJ. Perhaps it's worth looking into?> > Regards> Ujwala Samant> > > --- Phil Shapiro <pshapiro at his.com> wrote:> > > hi nifl-tech community,> > > > i've been thinking a lot recently about ways of> > bringing affordable mobile> > technology into people's homes -- to expand learning> > opportunities at home.> > here's a proposal i sent google for their project 10> > to the 100 grant initiative.> > > > public voting for that initiative begins on> > january 27, 2009. let's> > inaugurate some good ideas then. > > > > http://www.project10tothe100.com/> > > > phil shapiro> > > > > > Low-income families could benefit from being able to> > buy laptops without an LCD> > screens. A laptop without an LCD can be a very> > useful portable solution when> > connected to CRT or desktop LCD monitors. Laptops> > without screens would also be> > a green solution, giving value to donated CRT> > monitors that would otherwise be> > heading for landfills. Portability means that this> > computer can be more easily> > maintained by volunteers, who don't always have the> > time to travel to people's> > homes. To spur the development of laptops without> > screens, a nonprofit> > organization named Designed by Consumers could> > collect pre-purchase payments for> > designated laptops, such as the Acer Aspire One.> > When 5,000 or 10,000 of such> > pre-payments are collected, Acer would have a real> > incentive to consider selling> > a version of the Acer Aspire One without a screen> > for about $160. This laptop> > would also have no batteries or speakers, further> > reducing weight and cost. A> > one-pound, virus free ?laptop? could allow a> > low-income person to get tech> > support or tech training at a public library,> > church, or community technology> > center and could expand the number of computers in> > use at such shared community> > spaces. Students could more easily carry such light> > laptops in their heavy> > bookbags.> > > > The nonprofit organization named Designed by> > Consumers would pool funds from> > low-income people ? and others who support them, to> > give low-income persons a> > stronger voice in technology product design> > decisions. The pooling of the funds> > would reward manufacturers who give greater thought> > to the needs of low-end> > consumers. Designed by Consumers would also accept> > anonymous donations from> > persons wanting to strengthen the public voice in> > design decisions. In some> > cases, Designed by Consumers would negotiate with> > manufacturers to remove (or> > include) features that would best benefit low-income> > consumers. > > > > > > > > > > -- > > Phil Shapiro pshapiro at his.com> > http://www.his.com/pshapiro/briefbio.html> > http://philsrssfeed.blogspot.com> > http://www.his.com/pshapiro/stories.menu.html> > > > "Wisdom starts with wonder." - Socrates> > "Learning happens through gentleness."> > > > > > ----------------------------------------------------> > National Institute for Literacy> > Technology and Literacy mailing list> > Technology at nifl.gov> > To unsubscribe or change your subscription settings,> > please go to> > http://www.nifl.gov/mailman/listinfo/technology> > Email delivered to lalumineuse at yahoo.com> > > > > > > ----------------------------------------------------> National Institute for Literacy> Technology and Literacy mailing list> Technology at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology> Email delivered to sharla_gross at hotmail.com
_________________________________________________________________
Store, manage and share up to 5GB with Windows Live SkyDrive.
http://skydrive.live.com/welcome.aspx?provision=1?ocid=TXT_TAGLM_WL_skydrive_102008
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From ESnay at qcc.mass.edu  Fri Oct 24 15:41:34 2008
From: ESnay at qcc.mass.edu (Eunice Snay)
Date: Fri, 24 Oct 2008 15:41:34 -0400
Subject: [Technology 1784] Re: how screenless laptops might
	helpour	communities
In-Reply-To: <BAY139-W20E3C6F9BB7B211BA921E0EF2B0@phx.gbl>
References: <1224612396.48fe1a2c5865d@webmail2.his.com><223553.87341.qm@web55101.mail.re4.yahoo.com>
	<BAY139-W20E3C6F9BB7B211BA921E0EF2B0@phx.gbl>
Message-ID: <7D243C93CC45DC47BD40B11C9D073BA90696B2FE@HOBBES.campus.qcc.edu>

Sharla:  I believe that this link will give you more information:
http://laptop.org/ and here's the wiki that give many other links for
additional information
http://en.wikipedia.org/wiki/One_Laptop_per_Child. This link give you a
visual of the $100 laptop: http://www.olpcnews.com/.  I also heard a
while back that if you buy one they will give one away your cost is more
than $100: http://bc.tech.coop/blog/071112.html Interesting marketing
don't you think. 

 

This report talks about one on one computers for math and science:
http://www.ubiqcomputing.org/FinalReport.pdf

 

Eunice Snay

Central SABES Regional Technologist

508-854-4514

esnay at qcc.mass.edu

SABES: Training leaders in Adult Basic Education

For more information on upcoming Central SABES offerings and/or to
register for our events please go to: http://calendar.sabes.org/central
<http://calendar.sabes.org/central> 

 

 

 

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Sharla Gross
Sent: Friday, October 24, 2008 12:18 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1783] Re: how screenless laptops might helpour
communities

 

Where can I get some more information on this and one-to-one computing
statistics.  I teach at an alternative program, and we are working on a
grant to obtain laptops to help our students with their writing.  Any
info would be helpful.
Sharla

> Date: Wed, 22 Oct 2008 05:10:49 -0700
> From: lalumineuse at yahoo.com
> To: technology at nifl.gov
> Subject: [Technology 1782] Re: how screenless laptops might help our
communities
> 
> Hi Phil,
> 
> I am a bit new to this. But when I worked for a London
> charity, we had projects in India, Pakistan and
> Afghanistan. One of our newest projects was teaming
> with an organisation called Hole in the Wall which
> placed computers in public places and taught kids how
> to use them. Another was a project called One Laptop
> Per Child, which I know has developed a very cheap
> commputer that a number of rural and slum schools were
> working with. I remember that OLPC was developed in
> the US, but I don't have any of the documentation here
> in NJ. Perhaps it's worth looking into?
> 
> Regards
> Ujwala Samant
> 
> 
> --- Phil Shapiro <pshapiro at his.com> wrote:
> 
> > hi nifl-tech community,
> > 
> > i've been thinking a lot recently about ways of
> > bringing affordable mobile
> > technology into people's homes -- to expand learning
> > opportunities at home.
> > here's a proposal i sent google for their project 10
> > to the 100 grant initiative.
> > 
> > public voting for that initiative begins on
> > january 27, 2009. let's
> > inaugurate some good ideas then. 
> > 
> > http://www.project10tothe100.com/
> > 
> > phil shapiro
> > 
> > 
> > Low-income families could benefit from being able to
> > buy laptops without an LCD
> > screens. A laptop without an LCD can be a very
> > useful portable solution when
> > connected to CRT or desktop LCD monitors. Laptops
> > without screens would also be
> > a green solution, giving value to donated CRT
> > monitors that would otherwise be
> > heading for landfills. Portability means that this
> > computer can be more easily
> > maintained by volunteers, who don't always have the
> > time to travel to people's
> > homes. To spur the development of laptops without
> > screens, a nonprofit
> > organization named Designed by Consumers could
> > collect pre-purchase payments for
> > designated laptops, such as the Acer Aspire One.
> > When 5,000 or 10,000 of such
> > pre-payments are collected, Acer would have a real
> > incentive to consider selling
> > a version of the Acer Aspire One without a screen
> > for about $160. This laptop
> > would also have no batteries or speakers, further
> > reducing weight and cost. A
> > one-pound, virus free "laptop" could allow a
> > low-income person to get tech
> > support or tech training at a public library,
> > church, or community technology
> > center and could expand the number of computers in
> > use at such shared community
> > spaces. Students could more easily carry such light
> > laptops in their heavy
> > bookbags.
> > 
> > The nonprofit organization named Designed by
> > Consumers would pool funds from
> > low-income people - and others who support them, to
> > give low-income persons a
> > stronger voice in technology product design
> > decisions. The pooling of the funds
> > would reward manufacturers who give greater thought
> > to the needs of low-end
> > consumers. Designed by Consumers would also accept
> > anonymous donations from
> > persons wanting to strengthen the public voice in
> > design decisions. In some
> > cases, Designed by Consumers would negotiate with
> > manufacturers to remove (or
> > include) features that would best benefit low-income
> > consumers. 
> > 
> > 
> > 
> > 
> > -- 
> > Phil Shapiro pshapiro at his.com
> > http://www.his.com/pshapiro/briefbio.html
> > http://philsrssfeed.blogspot.com
> > http://www.his.com/pshapiro/stories.menu.html
> > 
> > "Wisdom starts with wonder." - Socrates
> > "Learning happens through gentleness."
> > 
> > 
> > ----------------------------------------------------
> > National Institute for Literacy
> > Technology and Literacy mailing list
> > Technology at nifl.gov
> > To unsubscribe or change your subscription settings,
> > please go to
> > http://www.nifl.gov/mailman/listinfo/technology
> > Email delivered to lalumineuse at yahoo.com
> > 
> 
> 
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to sharla_gross at hotmail.com

________________________________

Store, manage and share up to 5GB with Windows Live SkyDrive. Start
uploading now
<http://skydrive.live.com/welcome.aspx?provision=1?ocid=TXT_TAGLM_WL_sky
drive_102008> 

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From DJRosen at theworld.com  Fri Oct 24 16:18:11 2008
From: DJRosen at theworld.com (David Rosen)
Date: Fri, 24 Oct 2008 16:18:11 -0400
Subject: [Technology 1785] Re: how screenless laptops might
	helpour	communities
In-Reply-To: <7D243C93CC45DC47BD40B11C9D073BA90696B2FE@HOBBES.campus.qcc.edu>
References: <1224612396.48fe1a2c5865d@webmail2.his.com><223553.87341.qm@web55101.mail.re4.yahoo.com>
	<BAY139-W20E3C6F9BB7B211BA921E0EF2B0@phx.gbl>
	<7D243C93CC45DC47BD40B11C9D073BA90696B2FE@HOBBES.campus.qcc.edu>
Message-ID: <27BCB872-AAD6-4AB4-9210-AA2C213C88DD@theworld.com>

Sharla and Eunice,

The program you are referring to, Eunice, enables Americans to get an  
(OLPC) XO computer by buying two, one of which is donated to a  child  
in a developing country. Last year, when I did this, the cost was  
around $400 for the two computers. I think the XO is available to  
developing countries for $188 (not $100) now. The OLPC web site,  
http://laptop.org/ says this purchase program will be available  
November 17th (possibly for a short time -- as it was last year) from  
Amazon.com

In my opinion, while the OLPC XO computer could be useful in a family  
context, because it is designed specifically for children it may not  
be entirely suitable for adults. It's not simply an inexpensive  
computer. It's an amazing collaborative learning machine for children  
in poor countries, to enable them to join the world of 21st century  
technology even when they might not have electricity in their village.

My opinion: a brilliant idea, with some challenges to overcome in its  
execution, but not necessarily an ideal computer for adults in the  
U.S. That wasn't what it was designed for.

If you're curious -- go to their website to learn more.

David J. Rosen
DJRosen at theworld.com

On Oct 24, 2008, at 3:41 PM, Eunice Snay wrote:

> Sharla:  I believe that this link will give you more information:  
> http://laptop.org/ and here?s the wiki that give many other links  
> for additional information http://en.wikipedia.org/wiki/ 
> One_Laptop_per_Child. This link give you a visual of the $100  
> laptop: http://www.olpcnews.com/.  I also heard a while back that  
> if you buy one they will give one away your cost is more than $100:  
> http://bc.tech.coop/blog/071112.html Interesting marketing don?t  
> you think.
>
>
>
> This report talks about one on one computers for math and science:  
> http://www.ubiqcomputing.org/FinalReport.pdf
>
>
>
> Eunice Snay
>
> Central SABES Regional Technologist
>
> 508-854-4514
>
> esnay at qcc.mass.edu
>
> SABES: Training leaders in Adult Basic Education
>
> For more information on upcoming Central SABES offerings and/or to  
> register for our events please go to: http://calendar.sabes.org/ 
> central
>
>
>
>
>
>
>
> From: technology-bounces at nifl.gov [mailto:technology- 
> bounces at nifl.gov] On Behalf Of Sharla Gross
> Sent: Friday, October 24, 2008 12:18 PM
> To: The Technology and Literacy Discussion List
> Subject: [Technology 1783] Re: how screenless laptops might helpour  
> communities
>
>
>
> Where can I get some more information on this and one-to-one  
> computing statistics.  I teach at an alternative program, and we  
> are working on a grant to obtain laptops to help our students with  
> their writing.  Any info would be helpful.
> Sharla
>
> > Date: Wed, 22 Oct 2008 05:10:49 -0700
> > From: lalumineuse at yahoo.com
> > To: technology at nifl.gov
> > Subject: [Technology 1782] Re: how screenless laptops might help  
> our communities
> >
> > Hi Phil,
> >
> > I am a bit new to this. But when I worked for a London
> > charity, we had projects in India, Pakistan and
> > Afghanistan. One of our newest projects was teaming
> > with an organisation called Hole in the Wall which
> > placed computers in public places and taught kids how
> > to use them. Another was a project called One Laptop
> > Per Child, which I know has developed a very cheap
> > commputer that a number of rural and slum schools were
> > working with. I remember that OLPC was developed in
> > the US, but I don't have any of the documentation here
> > in NJ. Perhaps it's worth looking into?
> >
> > Regards
> > Ujwala Samant
> >
> >
> > --- Phil Shapiro <pshapiro at his.com> wrote:
> >
> > > hi nifl-tech community,
> > >
> > > i've been thinking a lot recently about ways of
> > > bringing affordable mobile
> > > technology into people's homes -- to expand learning
> > > opportunities at home.
> > > here's a proposal i sent google for their project 10
> > > to the 100 grant initiative.
> > >
> > > public voting for that initiative begins on
> > > january 27, 2009. let's
> > > inaugurate some good ideas then.
> > >
> > > http://www.project10tothe100.com/
> > >
> > > phil shapiro
> > >
> > >
> > > Low-income families could benefit from being able to
> > > buy laptops without an LCD
> > > screens. A laptop without an LCD can be a very
> > > useful portable solution when
> > > connected to CRT or desktop LCD monitors. Laptops
> > > without screens would also be
> > > a green solution, giving value to donated CRT
> > > monitors that would otherwise be
> > > heading for landfills. Portability means that this
> > > computer can be more easily
> > > maintained by volunteers, who don't always have the
> > > time to travel to people's
> > > homes. To spur the development of laptops without
> > > screens, a nonprofit
> > > organization named Designed by Consumers could
> > > collect pre-purchase payments for
> > > designated laptops, such as the Acer Aspire One.
> > > When 5,000 or 10,000 of such
> > > pre-payments are collected, Acer would have a real
> > > incentive to consider selling
> > > a version of the Acer Aspire One without a screen
> > > for about $160. This laptop
> > > would also have no batteries or speakers, further
> > > reducing weight and cost. A
> > > one-pound, virus free ?laptop? could allow a
> > > low-income person to get tech
> > > support or tech training at a public library,
> > > church, or community technology
> > > center and could expand the number of computers in
> > > use at such shared community
> > > spaces. Students could more easily carry such light
> > > laptops in their heavy
> > > bookbags.
> > >
> > > The nonprofit organization named Designed by
> > > Consumers would pool funds from
> > > low-income people ? and others who support them, to
> > > give low-income persons a
> > > stronger voice in technology product design
> > > decisions. The pooling of the funds
> > > would reward manufacturers who give greater thought
> > > to the needs of low-end
> > > consumers. Designed by Consumers would also accept
> > > anonymous donations from
> > > persons wanting to strengthen the public voice in
> > > design decisions. In some
> > > cases, Designed by Consumers would negotiate with
> > > manufacturers to remove (or
> > > include) features that would best benefit low-income
> > > consumers.
> > >
> > >
> > >
> > >
> > > --
> > > Phil Shapiro pshapiro at his.com
> > > http://www.his.com/pshapiro/briefbio.html
> > > http://philsrssfeed.blogspot.com
> > > http://www.his.com/pshapiro/stories.menu.html
> > >
> > > "Wisdom starts with wonder." - Socrates
> > > "Learning happens through gentleness."
> > >
> > >
> > > ----------------------------------------------------
> > > National Institute for Literacy
> > > Technology and Literacy mailing list
> > > Technology at nifl.gov
> > > To unsubscribe or change your subscription settings,
> > > please go to
> > > http://www.nifl.gov/mailman/listinfo/technology
> > > Email delivered to lalumineuse at yahoo.com
> > >
> >
> >
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Technology and Literacy mailing list
> > Technology at nifl.gov
> > To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/technology
> > Email delivered to sharla_gross at hotmail.com
>
> Store, manage and share up to 5GB with Windows Live SkyDrive. Start  
> uploading now
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to djrosen at theworld.com

From ESnay at qcc.mass.edu  Fri Oct 24 15:54:34 2008
From: ESnay at qcc.mass.edu (Eunice Snay)
Date: Fri, 24 Oct 2008 15:54:34 -0400
Subject: [Technology 1786] Re: how screenless laptops
	mighthelpour	communities
In-Reply-To: <7D243C93CC45DC47BD40B11C9D073BA90696B2FE@HOBBES.campus.qcc.edu>
References: <1224612396.48fe1a2c5865d@webmail2.his.com><223553.87341.qm@web55101.mail.re4.yahoo.com><BAY139-W20E3C6F9BB7B211BA921E0EF2B0@phx.gbl>
	<7D243C93CC45DC47BD40B11C9D073BA90696B2FE@HOBBES.campus.qcc.edu>
Message-ID: <7D243C93CC45DC47BD40B11C9D073BA90696B301@HOBBES.campus.qcc.edu>

Also the AlphaSmarts: http://www.alphasmart.com/Retail/

We've had the old model NEO that just does word processing and the Dana
a bit more for more $'s 

 

Eunice Snay

Central SABES Regional Technologist

508-854-4514

esnay at qcc.mass.edu

SABES: Training leaders in Adult Basic Education

For more information on upcoming Central SABES offerings and/or to
register for our events please go to: http://calendar.sabes.org/central
<http://calendar.sabes.org/central> 

 

 

 

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Eunice Snay
Sent: Friday, October 24, 2008 3:42 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1784] Re: how screenless laptops mighthelpour
communities

 

Sharla:  I believe that this link will give you more information:
http://laptop.org/ and here's the wiki that give many other links for
additional information
http://en.wikipedia.org/wiki/One_Laptop_per_Child. This link give you a
visual of the $100 laptop: http://www.olpcnews.com/.  I also heard a
while back that if you buy one they will give one away your cost is more
than $100: http://bc.tech.coop/blog/071112.html Interesting marketing
don't you think. 

 

This report talks about one on one computers for math and science:
http://www.ubiqcomputing.org/FinalReport.pdf

 

Eunice Snay

Central SABES Regional Technologist

508-854-4514

esnay at qcc.mass.edu

SABES: Training leaders in Adult Basic Education

For more information on upcoming Central SABES offerings and/or to
register for our events please go to: http://calendar.sabes.org/central

 

 

 

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Sharla Gross
Sent: Friday, October 24, 2008 12:18 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1783] Re: how screenless laptops might helpour
communities

 

Where can I get some more information on this and one-to-one computing
statistics.  I teach at an alternative program, and we are working on a
grant to obtain laptops to help our students with their writing.  Any
info would be helpful.
Sharla

> Date: Wed, 22 Oct 2008 05:10:49 -0700
> From: lalumineuse at yahoo.com
> To: technology at nifl.gov
> Subject: [Technology 1782] Re: how screenless laptops might help our
communities
> 
> Hi Phil,
> 
> I am a bit new to this. But when I worked for a London
> charity, we had projects in India, Pakistan and
> Afghanistan. One of our newest projects was teaming
> with an organisation called Hole in the Wall which
> placed computers in public places and taught kids how
> to use them. Another was a project called One Laptop
> Per Child, which I know has developed a very cheap
> commputer that a number of rural and slum schools were
> working with. I remember that OLPC was developed in
> the US, but I don't have any of the documentation here
> in NJ. Perhaps it's worth looking into?
> 
> Regards
> Ujwala Samant
> 
> 
> --- Phil Shapiro <pshapiro at his.com> wrote:
> 
> > hi nifl-tech community,
> > 
> > i've been thinking a lot recently about ways of
> > bringing affordable mobile
> > technology into people's homes -- to expand learning
> > opportunities at home.
> > here's a proposal i sent google for their project 10
> > to the 100 grant initiative.
> > 
> > public voting for that initiative begins on
> > january 27, 2009. let's
> > inaugurate some good ideas then. 
> > 
> > http://www.project10tothe100.com/
> > 
> > phil shapiro
> > 
> > 
> > Low-income families could benefit from being able to
> > buy laptops without an LCD
> > screens. A laptop without an LCD can be a very
> > useful portable solution when
> > connected to CRT or desktop LCD monitors. Laptops
> > without screens would also be
> > a green solution, giving value to donated CRT
> > monitors that would otherwise be
> > heading for landfills. Portability means that this
> > computer can be more easily
> > maintained by volunteers, who don't always have the
> > time to travel to people's
> > homes. To spur the development of laptops without
> > screens, a nonprofit
> > organization named Designed by Consumers could
> > collect pre-purchase payments for
> > designated laptops, such as the Acer Aspire One.
> > When 5,000 or 10,000 of such
> > pre-payments are collected, Acer would have a real
> > incentive to consider selling
> > a version of the Acer Aspire One without a screen
> > for about $160. This laptop
> > would also have no batteries or speakers, further
> > reducing weight and cost. A
> > one-pound, virus free "laptop" could allow a
> > low-income person to get tech
> > support or tech training at a public library,
> > church, or community technology
> > center and could expand the number of computers in
> > use at such shared community
> > spaces. Students could more easily carry such light
> > laptops in their heavy
> > bookbags.
> > 
> > The nonprofit organization named Designed by
> > Consumers would pool funds from
> > low-income people - and others who support them, to
> > give low-income persons a
> > stronger voice in technology product design
> > decisions. The pooling of the funds
> > would reward manufacturers who give greater thought
> > to the needs of low-end
> > consumers. Designed by Consumers would also accept
> > anonymous donations from
> > persons wanting to strengthen the public voice in
> > design decisions. In some
> > cases, Designed by Consumers would negotiate with
> > manufacturers to remove (or
> > include) features that would best benefit low-income
> > consumers. 
> > 
> > 
> > 
> > 
> > -- 
> > Phil Shapiro pshapiro at his.com
> > http://www.his.com/pshapiro/briefbio.html
> > http://philsrssfeed.blogspot.com
> > http://www.his.com/pshapiro/stories.menu.html
> > 
> > "Wisdom starts with wonder." - Socrates
> > "Learning happens through gentleness."
> > 
> > 
> > ----------------------------------------------------
> > National Institute for Literacy
> > Technology and Literacy mailing list
> > Technology at nifl.gov
> > To unsubscribe or change your subscription settings,
> > please go to
> > http://www.nifl.gov/mailman/listinfo/technology
> > Email delivered to lalumineuse at yahoo.com
> > 
> 
> 
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to sharla_gross at hotmail.com

________________________________

Store, manage and share up to 5GB with Windows Live SkyDrive. Start
uploading now
<http://skydrive.live.com/welcome.aspx?provision=1?ocid=TXT_TAGLM_WL_sky
drive_102008> 

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From LaFerlazzo at aol.com  Sun Nov  2 13:18:07 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sun, 2 Nov 2008 13:18:07 EST
Subject: [Technology 1787] Re: Best Websites For Thanksgiving, Social Studies,
	Iraq War, Darfur
Message-ID: <c92.3941b7f9.363f48df@aol.com>

Hi, Everybody,
 
Here are some of my more recent "The Best..." lists:
 
 
_The  Best Social Studies WebSites ? 2008_ 
(http://larryferlazzo.edublogs.org/2008/11/02/the-best-social-studies-websites-2008/) 
(_http://larryferlazzo.edublogs.org/2008/11/02/the-best-social-studies-website
s-2008/_ 
(http://larryferlazzo.edublogs.org/2008/11/02/the-best-social-studies-websites-2008/) ) 
_The  Best Sites To Teach and Learn About Thanksgiving_ 
(http://larryferlazzo.edublogs.org/2008/10/27/the-best-sites-to-learn-teach-about-thanksgiving/)  
(_http://larryferlazzo.edublogs.org/2008/10/27/the-best-sites-to-learn-teach-a
bout-thanksgiving/_ 
(http://larryferlazzo.edublogs.org/2008/10/27/the-best-sites-to-learn-teach-about-thanksgiving/) ) 
_The  Best Online Sources For Images_ 
(http://larryferlazzo.edublogs.org/2008/10/11/the-best-online-sources-for-images/)  
(_http://larryferlazzo.edublogs.org/2008/10/11/the-best-online-sources-for-ima
ges/_ 
(http://larryferlazzo.edublogs.org/2008/10/11/the-best-online-sources-for-images/) ) 
_The  Best Web Resources On The Iraq War_ 
(http://larryferlazzo.edublogs.org/2008/10/14/the-best-web-resources-on-the-iraq-war/)  
(_http://larryferlazzo.edublogs.org/2008/10/14/the-best-web-resources-on-the-i
raq-war/_ 
(http://larryferlazzo.edublogs.org/2008/10/14/the-best-web-resources-on-the-iraq-war/) ) 
_The  Best Online Karaoke Sites For English Language Learners_ 
(http://larryferlazzo.edublogs.org/2008/10/15/the-best-online-karaoke-sites-for-english-langu
age-learners/)  
(_http://larryferlazzo.edublogs.org/2008/10/15/the-best-online-karaoke-sites-f
or-english-language-learners/_ 
(http://larryferlazzo.edublogs.org/2008/10/15/the-best-online-karaoke-sites-for-english-language-learners/) ) 
_The  Best Places Where Students Can Write Online_ 
(http://larryferlazzo.edublogs.org/2008/10/19/the-best-places-where-students-can-write-online/)  
(_http://larryferlazzo.edublogs.org/2008/10/19/the-best-places-where-students-
can-write-online/_ 
(http://larryferlazzo.edublogs.org/2008/10/19/the-best-places-where-students-can-write-online/) )
_
The  Best Web Resources On Darfur_ 
(http://larryferlazzo.edublogs.org/2008/10/21/the-best-web-resources-on-darfur/)  
(_http://larryferlazzo.edublogs.org/2008/10/21/the-best-web-resources-on-darfu
r/_ 
(http://larryferlazzo.edublogs.org/2008/10/21/the-best-web-resources-on-darfur/) ) 
_The  Best New Sites Students Should Use With Supervision_ 
(http://larryferlazzo.edublogs.org/2008/10/23/the-best-new-sites-students-should-use-with-supervi
sion/)  
(_http://larryferlazzo.edublogs.org/2008/10/23/the-best-new-sites-students-sho
uld-use-with-supervision/_ 
(http://larryferlazzo.edublogs.org/2008/10/23/the-best-new-sites-students-should-use-with-supervision/) ) 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA 

**************Plan your next getaway with AOL Travel.  Check out Today's Hot 
5 Travel Deals! 
(http://pr.atwola.com/promoclk/100000075x1212416248x1200771803/aol?redir=http://travel.aol.com/discount-travel?ncid=emlcntustrav00000001)
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From tkowitt at gmail.com  Sun Nov  9 16:15:22 2008
From: tkowitt at gmail.com (Talia Kowitt)
Date: Sun, 9 Nov 2008 16:15:22 -0500
Subject: [Technology 1788] Online English literacy course for Spanish
	speaking adults and their families
Message-ID: <4a40671b0811091315g78d78a91k75f4b2c747c90b22@mail.gmail.com>

I have been developing a more tech-based, student-friendly English literacy
course for Spanish speaking adults and their families. Many free and
effective internet resources are being integrated into a cohesive
internet-based ESL program available on my website
http://tkowitt.home.comcast.net.

Websites such as www.Starfall.com <http://www.starfall.com/> and
www.Pumarosa.com <http://www.pumarosa.com/>, which have been funded by the
Polis-Schutz family, are being integrated into the program. These websites
are quite effective for teaching literacy. These and other internet-based
resources help students:
?        Cut the silent verbal period that often accompanies recent
immigration from a few months to only a few weeks.
?        Increase confidence in reading, writing and speaking in English.
?        Accommodate multilevel English language learning in the classroom.
?        Increase comfort with technology.
?        Increase time spent rehearsing English language skills at home on
the internet.
?        Increase time teen mothers spend reading to and with their children
at home or at the library.
?        Involve students' friends and families in the literacy process.

In my program I try not only to accommodate the students, but teachers as
well. I provide teachers with tools they can use to expand upon classroom
learning and provide a location where teachers can study the languages of
their ESOL students for free. Teachers are provided with many multilingual
ESL resources that use music, poetry, games and activities to improve
students' English in a fun and interactive way. I hope to share my program
at the TESOL conference in Denver in March of 2009.

Sincerely,

Talia Kowitt.
MA in Education
K-12 TESOL Certification
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From michael.thomas at gmx.co.uk  Tue Nov 11 02:02:59 2008
From: michael.thomas at gmx.co.uk (Michael Thomas)
Date: Tue, 11 Nov 2008 16:02:59 +0900
Subject: [Technology 1789]  Call for papers / IJVPLE
Message-ID: <EE39509E-F81D-4E01-9D91-A8CD51B04CC4@gmx.co.uk>

CALL FOR PAPERS

SUBMISSION DUE DATE: March 1, 2009

International Journal of Virtual and Personal Learning Environments /  
IJVPLE

Official publication of the Information Resources Management Association
www.igi-global.com/ijvple

Editor-in-Chief: Michael Thomas Ph.D.
Published: Quarterly (both in Print and Electronic form)

INTERNATIONAL ADVISORY BOARD

Dr Axel Bruns (Queensland University of Technology, Australia)
Dr Edward Castronova (Indiana University, USA)
Professor Thomas M. Connolly (University of the West of Scotland, UK)
Gavin Dudeney (The Consultants-e, Spain)
Professor Steve Higgins (University of Durham, UK)
Professor Dr Rob Koper (Open University of the Netherlands, The  
Netherlands)
Professor Agnes Kukulska-Hulme (Open University, UK)
Professor Robin Mason (Open University, UK)
Dr Hayo Reinders (RELC, Southeast Asian Ministers of Education,  
Singapore)
Roo Reynolds (Portfolio Executive for Social Media, BBC Vision, UK)
Dr Niall Sclater (Open University, UK)
George Siemens (University of Manitoba, Canada)
Professor Dr Jeroen van Merri?nboer (Open University of the  
Netherlands, The
Netherlands)
Professor Mark Warschauer (University of California, Irvine, USA)

MISSION OF IJVPLE

Prospective authors are invited to submit manuscripts for possible  
publication in the
International Journal of Virtual and Personal Learning Environments.  
The primary
objective of IJVPLE is to study and disseminate research about the  
design,
development and evaluation of online learning. IJVPLE is committed to  
encouraging
the best teaching and learning practices by examining the role of  
technology
enhanced learning in the emerging area of virtual and personal learning
environments.

The International Journal of Virtual and Personal Learning  
Environments provides
readers with a comprehensive coverage of developments in learning  
technologies
for an international readership of educators and trainers. The journal  
is a primary
source for academics, professionals, corporate trainers and policy  
makers in
information and communications technologies. The journal publishes  
work of a high
standard on a range of fields associated with Course Management  
Systems (CMS),
Learning Management Systems (LMS), Virtual Learning Environments (VLE),
Personalized Learning Environments (PLE), Social Networking Software  
(SNS), and
3D virtual worlds, including for example Second Life (SL).

Articles published in the journal cover the whole range of education  
and training,
concentrating on the theory, application and development of learning  
technologies.
There is a particular interest in the application of new and emerging  
information and
communications technologies in education and training.

RECOMMENDED TOPICS

Topics to be discussed in this journal include (but are not limited  
to) the following:

? Computer Mediated Communication
? Computer Mediated Conferencing
? Blended Learning
? e-Assessment
? Virtual Learning Environments
? 3D Online Worlds
? Gaming and Learning
? e-learning
? e-portfolios
? Web-based learning (WBL)
? Lifelong learning
? Intelligent content
? Adaptive and intuitive environments
? Responsive environments
? Mobile learning environments and applications
? Computer Aided Language Learning (CALL)
? Platforms and authoring tools
? Educational MashUps
? Networks/Grids for learning
? Knowledge management and learning
? Collaborative learning
? Applications of the Semantic Web
? Remote and virtual laboratories
? Multimedia applications and virtual reality
? Emerging technologies

SUBMITTING PAPERS TO IJVPLE

Prospective authors should note that only original and previously  
unpublished
articles will be considered. INTERESTED AUTHORS MUST CONSULT THE
JOURNAL?S GUIDELINES FOR MANUSCRIPT SUBMISSIONS at http://www.igi-
global.com/development/author_info/guidelines submission.pdf PRIOR TO
SUBMISSION. All article submissions will be forwarded to at least 3  
members of the
Editorial Review Board of the journal for double-blind, peer review.  
Final decisions
regarding acceptance/revision/rejection will be based on the reviews  
received from
the reviewers. All submissions must be forwarded electronically to
michael.thomas at nucba.ac.jp  NO LATER THAN March 1, 2009.

BOOK REVIEWS

IJVPLE publishes reviews of recently published books relating to the  
use of
information and communication technologies and education. Book reviews  
should be
not more than 2,000 words in length, including references. The  
following information
should be provided below the book title:
? Author
? Publisher
? Date of publication
? Number of pages
? ISBN
? Price

The book should be briefly summarized, referring to the sequence of  
chapters,
before engaging in a critical analysis of the contents. Book reviews  
should normally
include reference to research in relevant or related areas. Reviews  
should be
submitted to: michael.thomas at nucba.ac.jp

PUBLISHER

The International Journal of Virtual and Personal Learning  
Environments is
published by IGI Global (formerly Idea Group Inc.), publisher of the  
?Information
Science Reference? (formerly Idea Group Reference) and ?Medical  
Information
Science Reference? imprints. For additional information regarding the  
publisher,
please visit www.igi-global.com.

All inquiries and submissions should be directed to the attention of:

Michael Thomas Ph.D.
Editor-in-Chief
International Journal of Virtual and Personal Learning Environments
E-mail: michael.thomas at nucba.ac.jp
www.igi-global.com/ijvple

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From clare at pdx.edu  Tue Nov 11 16:05:58 2008
From: clare at pdx.edu (clare at pdx.edu)
Date: Tue, 11 Nov 2008 13:05:58 -0800
Subject: [Technology 1790] Research report on literacy and technology now
	available
Message-ID: <20081111130558.1jwljpfpsscggok0@webmail.pdx.edu>

   A new paper is now available from the Longitudinal Study of Adult  
Learning (www.lsal.pdx.edu)

   The Relationship Between Literacy Proficiency And The Digital  
Divide Among Adults With Low Education Attainmen[1]t
by Clare Strawn

Adults who didn?t finish high school are the demographic group making  
the most gains as the digital divide closes. The Longitudinal Study of  
Adult Learning followed a representative sample of these adults (born  
between 1954 and 1980) in the Portland, Oregon metropolitan area, with  
repeat tests of literacy proficiency, work, and technology use.
Computer ownership increased 62%, from 45 percent of the study  
population owning a computer in 1998 to 73 percent in 2005. Internet  
connection in home rose 11%: from 47 percent in 2001 to 52 percent in  
2005.
Computer use increased from 61 percent in 1998 to 98 percent in 2005.  
Most of the jump occurred between 1998 and 2001. People of color are  
as likely as whites to be computer users, when ownership is accounted  
for.

Links:
------
[1] http://www.lsal.pdx.edu/littech.pdf

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From mnega1 at student.gsu.edu  Wed Nov 12 11:19:53 2008
From: mnega1 at student.gsu.edu (Martha Nega)
Date: Wed, 12 Nov 2008 16:19:53 +0000
Subject: [Technology 1791] Re: Research report on literacy and technology
 now	available
In-Reply-To: <20081111130558.1jwljpfpsscggok0@webmail.pdx.edu>
References: <20081111130558.1jwljpfpsscggok0@webmail.pdx.edu>
Message-ID: <4C231C28C178184186058C798F47197F2B51BF5983@BL2PRD0101MB007.prod.exchangelabs.com>

Thanks for sharing the paper.

I was surprised to read that: "Adults who didn?t finish high school are the demographic group making the most gains as the digital divide closes."  it is also understandable that as the digital gap narrows, the people that may have been excluded the most now will become part of the population.

In fact, I have been researching to find out if the digital boom is helping adult literacy by creating access or widening the gap by adding the digital divide. more specifically, I'm trying to find more research articles on adult online learning. If you have suggestions, please let me know. Thanks,

Martha

________________________________
From: technology-bounces at nifl.gov [technology-bounces at nifl.gov] On Behalf Of clare at pdx.edu [clare at pdx.edu]
Sent: Tuesday, November 11, 2008 4:05 PM
To: technology at nifl.gov
Subject: [Technology 1790] Research report on literacy and technology now available

A new paper is now available from the Longitudinal Study of Adult Learning (www.lsal.pdx.edu)

The Relationship Between Literacy Proficiency And The Digital Divide Among Adults With Low Education Attainmen<http://www.lsal.pdx.edu/littech.pdf>t
by Clare Strawn

Adults who didn?t finish high school are the demographic group making the most gains as the digital divide closes. The Longitudinal Study of Adult Learning followed a representative sample of these adults (born between 1954 and 1980) in the Portland, Oregon metropolitan area, with repeat tests of literacy proficiency, work, and technology use.
Computer ownership increased 62%, from 45 percent of the study population owning a computer in 1998 to 73 percent in 2005. Internet connection in home rose 11%: from 47 percent in 2001 to 52 percent in 2005.
Computer use increased from 61 percent in 1998 to 98 percent in 2005. Most of the jump occurred between 1998 and 2001. People of color are as likely as whites to be computer users, when ownership is accounted for.

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From vtrott at ntl.sympatico.ca  Thu Nov 13 14:16:22 2008
From: vtrott at ntl.sympatico.ca (Vicki Trottier)
Date: Thu, 13 Nov 2008 14:16:22 -0500
Subject: [Technology 1792] Research Report on Online Learning for Canadian
	Literacy Practitioners now available
In-Reply-To: <4C231C28C178184186058C798F47197F2B51BF5983@BL2PRD0101MB007.prod.exchangelabs.com>
References: <20081111130558.1jwljpfpsscggok0@webmail.pdx.edu>
	<4C231C28C178184186058C798F47197F2B51BF5983@BL2PRD0101MB007.prod.exchangelabs.com>
Message-ID: <004401c945c4$50a44820$f1ecd860$@sympatico.ca>

The Getting Online (GO) Project is proud to release this report, available
at http://www.nald.ca/gettingonline/goreport/goreport.pdf. For more
information about the project, please visit our website at
www.nald.ca/gettingonline.

 

Vicki Trottier

Researcher/Writer, GO Project

 

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From LaFerlazzo at aol.com  Thu Nov 13 21:04:23 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Thu, 13 Nov 2008 21:04:23 EST
Subject: [Technology 1793] Re: Best Search Engines, Reference Websites,
	Match & Science Sites
Message-ID: <d41.2bf98deb.364e36a7@aol.com>

Hi, Everybody,
 
Here are some new "The Best..." lists:
 
 _The  Best Science & Math Sites -- 2008_ 
(http://larryferlazzo.edublogs.org/2008/11/08/the-best-science-math-websites-2008/) 
(_http://larryferlazzo.edublogs.org/2008/11/08/the-best-science-math-websites-
2008/_ 
(http://larryferlazzo.edublogs.org/2008/11/08/the-best-science-math-websites-2008/) )
 
 _The  Best Search Engines For ESL/EFL Learners -- 2008_ 
(http://larryferlazzo.edublogs.org/2008/11/10/the-best-search-engines-for-eslefl-learners/) 
(_http://larryferlazzo.edublogs.org/2008/11/10/the-best-search-engines-for-esl
efl-learners/_ 
(http://larryferlazzo.edublogs.org/2008/11/10/the-best-search-engines-for-eslefl-learners/) )
 
 _The  Best Websites To Learn About Veterans Day_ 
(http://larryferlazzo.edublogs.org/2008/11/11/the-best-websites-to-learn-about-veterans-day/) 
(_http://larryferlazzo.edublogs.org/2008/11/11/the-best-websites-to-learn-abou
t-veterans-day/_ 
(http://larryferlazzo.edublogs.org/2008/11/11/the-best-websites-to-learn-about-veterans-day/) )
 
 _The  Best Reference Websites For English Language Learners -- 2008_ 
(http://larryferlazzo.edublogs.org/2008/11/13/the-best-reference-websites-for-english-
language-learners-2008/) 
(_http://larryferlazzo.edublogs.org/2008/11/13/the-best-reference-websites-for
-english-language-learners-2008/_ 
(http://larryferlazzo.edublogs.org/2008/11/13/the-best-reference-websites-for-english-language-learners-2008/) )
 
* _Part  Twenty-Seven Of The Best Ways To Create Online Content Easily & 
Quickly ?  October, 2008_ 
(http://larryferlazzo.edublogs.org/2008/11/06/part-twenty-seven-of-the-best-ways-to-create-online-content-easily-quickly/) 
(_http://larryferlazzo.edublogs.org/2008/11/06/part-twenty-seven-of-the-best-w
ays-to-create-online-content-easily-quickly/_ 
(http://larryferlazzo.edublogs.org/2008/11/06/part-twenty-seven-of-the-best-ways-to-create-online-content-easi
ly-quickly/) )
 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA
**************Get the Moviefone Toolbar. Showtimes, theaters, movie news & 
more!(http://pr.atwola.com/promoclk/100000075x1212774565x1200812037/aol?redir=htt
p://toolbar.aol.com/moviefone/download.html?ncid=emlcntusdown00000001)
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From lwood at aii.edu  Sun Nov 16 19:30:06 2008
From: lwood at aii.edu (Wood, Linda)
Date: Sun, 16 Nov 2008 19:30:06 -0500
Subject: [Technology 1794] Re: Research report on literacy and technology
	now	available
References: <20081111130558.1jwljpfpsscggok0@webmail.pdx.edu>
	<4C231C28C178184186058C798F47197F2B51BF5983@BL2PRD0101MB007.prod.exchangelabs.com>
Message-ID: <49FFD75251BDFA48B279C946F5D68CD102EEA33D@CSCEX03.edmc.adm>

Martha,

I found an interesting paper that might be of interest to you in reference to adult online learning:

Cercone, K. (2008). Characteristics of adult learners with implications for
online learning design, AACE Journal, 16(2), 137-159. 

It is a PDF located at: www.editlib.org/index.cfm/files/paper_24286.pdf?fuseaction=Reader.DownloadFullText&paper_id=24286

Regards,

Linda W. Wood
Department Chair, Graphic Design | Photographic Imaging
The Art Institute of Atlanta

-----Original Message-----
From: technology-bounces at nifl.gov on behalf of Martha Nega
Sent: Wed 11/12/2008 11:19 AM
To: The Technology and Literacy Discussion List
Subject: [Technology 1791] Re: Research report on literacy and technology now	available
 
Thanks for sharing the paper.

I was surprised to read that: "Adults who didn't finish high school are the demographic group making the most gains as the digital divide closes."  it is also understandable that as the digital gap narrows, the people that may have been excluded the most now will become part of the population.

In fact, I have been researching to find out if the digital boom is helping adult literacy by creating access or widening the gap by adding the digital divide. more specifically, I'm trying to find more research articles on adult online learning. If you have suggestions, please let me know. Thanks,

Martha

________________________________
From: technology-bounces at nifl.gov [technology-bounces at nifl.gov] On Behalf Of clare at pdx.edu [clare at pdx.edu]
Sent: Tuesday, November 11, 2008 4:05 PM
To: technology at nifl.gov
Subject: [Technology 1790] Research report on literacy and technology now available

A new paper is now available from the Longitudinal Study of Adult Learning (www.lsal.pdx.edu)

The Relationship Between Literacy Proficiency And The Digital Divide Among Adults With Low Education Attainmen<http://www.lsal.pdx.edu/littech.pdf>t
by Clare Strawn

Adults who didn?t finish high school are the demographic group making the most gains as the digital divide closes. The Longitudinal Study of Adult Learning followed a representative sample of these adults (born between 1954 and 1980) in the Portland, Oregon metropolitan area, with repeat tests of literacy proficiency, work, and technology use.
Computer ownership increased 62%, from 45 percent of the study population owning a computer in 1998 to 73 percent in 2005. Internet connection in home rose 11%: from 47 percent in 2001 to 52 percent in 2005.
Computer use increased from 61 percent in 1998 to 98 percent in 2005. Most of the jump occurred between 1998 and 2001. People of color are as likely as whites to be computer users, when ownership is accounted for.

===================================================================================
CONFIDENTIALITY NOTICE: This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to which they are addressed.  If you are not the intended recipient, you may not review, copy or distribute this message.  If you have received this email in error, please notify the sender immediately and delete the original message.  Neither the sender nor the company for which he or she works accepts any liability for any damage caused by any virus transmitted by this email.
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From mnega1 at student.gsu.edu  Mon Nov 17 10:37:07 2008
From: mnega1 at student.gsu.edu (Martha Nega)
Date: Mon, 17 Nov 2008 15:37:07 +0000
Subject: [Technology 1795] Re: research paper resources
In-Reply-To: <BLU143-W2184DD483457C895FB365BB63C0@phx.gbl>
References: <BLU143-W2184DD483457C895FB365BB63C0@phx.gbl>
Message-ID: <4C231C28C178184186058C798F47197F2B51ED678B@BL2PRD0101MB007.prod.exchangelabs.com>

Here are some articles I found pertaining to adults and online learning. hope you find it useful.

Martha

Beeghly, D.G. (2005). It's about time: Using electronic literature discussion groups with adult learners. Journal of Adolescent and Adult Literacy, 49(1), 12-21.

Braun, T. (2008). Making a Choice: The Perceptions and Attitudes of Online Graduate Students. Journal of Technology and Teacher Education. 6(1), 63-92.

Dobrovolny, J. (2006). How Adults Learn from Self-Paced, Technology-Based Corporate Training: New focus for learners, new focus for designers. Distance Education, 27 (2), 155-170.

McKee, H., & Blair, K. (2007). Older adults and community based technological literacy programs: Barriers and benefits to learning. Community Literacy Journal, 1, 13-39.

Zembylas, M. (2008). Adult learners' emotions in online learning. Distance Education,   29(1), 71-87.

________________________________
From: technology-bounces at nifl.gov [technology-bounces at nifl.gov] On Behalf Of Michelle Stewart [mstew10 at hotmail.com]
Sent: Friday, October 03, 2008 2:15 PM
To: technology at nifl.gov
Subject: [Technology 1758] research paper resources

Hello,

I am a graduate student majoring in Adult teaching and learning with an emphasis in educational technology. One of my course requirements is to complete a 8-10 pg research paper on technology integration. I am interested in researching use of technology integration in Adult literacy programs and the benefits/challenges.  I would appreciate information on adult literacy and technology integration resources (books, scholarly articles, literature reviews....).

Thank you for your time.

Best,

Michelle Stewart
________________________________
Want to do more with Windows Live? Learn ?10 hidden secrets? from Jamie. Learn Now<http://windowslive.com/connect/post/jamiethomson.spaces.live.com-Blog-cns!550F681DAD532637!5295.entry?ocid=TXT_TAGLM_WL_domore_092008>
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From khoungblame at lovett.org  Mon Nov 17 13:26:37 2008
From: khoungblame at lovett.org (Rene Houngblame-Fac/Staff)
Date: Mon, 17 Nov 2008 13:26:37 -0500
Subject: [Technology 1796]  Technology Programs
Message-ID: <fc.000f4a0204659557000f4a0204659557.465958a@lovett.org>

Hello Duala and everybody,
I am really impressed by the different programs that you use to
vulgarize the use of computer by low-income populations. I am a
little interested on the Hole and One Laptop per Child programs
in India, Pakistan and Afghanistan. I have been also involved in
programs to help spread technology in West African states but it
didn?t succeed because of corruption all over the board. Can you
give me more ideas about how your program has worked and your
organization website. This project is of a big interest to me
because I strongly believe everyone should have access to basic
technology to be able to be competitive on the job market or for
personal information. Anybody who has ideas about these programs
please help.
Best Regards,
Koffivi Houngblame
Atlanta, Georgia

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From tsticht at znet.com  Mon Nov 17 18:35:51 2008
From: tsticht at znet.com (tsticht at znet.com)
Date: Mon, 17 Nov 2008 15:35:51 -0800
Subject: [Technology 1797]  Thinking about the NIFL
Message-ID: <1226964951.4921ffd7a78d4@webmail.znet.net>

Colleagues:

In July 1991, the President of the United States signed Public Law 102-73
which, among other things, established the National Institute for Literacy
(NIFL). The law called on the NIFL to conduct basic and applied research
and demonstrations. Though the actual agenda for the NIFL was not
specified, examples of questions to be addressed were given. These
included:

1.	How do adults learn to read and write and acquire other skills
(listening, speaking, reasoning, etc.)?
2.	How does the literacy level of the parents affect the skills development
and schooling of the parent?s children?
3.	What are better ways to assess literacy skills?
4.	How can better instructional programs be developed?
5.	What are good methods for assisting adults and families to acquire
literacy skills, including the use of technology; methods for adults with
special learning needs (learning disabilities), and limited English
proficient (LEP) adults?
6.	How can the most disadvantaged be effectively reached and taught literacy
skills?
7.	How can technology be used to instruct and to increase the knowledge
base?
8.	How can research effort of others be built on?
9.	How can the field attract, train and retrain professional and volunteer
teachers?

 We are now nearing the end of 2008, some 18 years after the NIFL was
established, and I am wondering what adult literacy professionals think of
these questions: were they appropriate for the work of the NIFL, if so, how
well have they been addressed, and if there were other questions that took
priority and were addressed by the NIFL, and how any one or all of these
activities have improved the field of adult literacy education up to now.

Some adult literacy advocates have called for changing the present NIFL?s
focus on lifelong learning of literacy from birth through adulthood, and
returning it to its original focus on adult literacy education. Is this a
good idea?

What do you think the NIFL should be doing to advance the field of adult
literacy education that it is not doing now?

Tom Sticht

From sandforddebbie at yahoo.com  Tue Nov 18 15:47:08 2008
From: sandforddebbie at yahoo.com (Debbie Sandford)
Date: Tue, 18 Nov 2008 12:47:08 -0800 (PST)
Subject: [Technology 1798] Re: Research Report on Online Learning for
	Canadian Literacy Practitioners now available
References: <20081111130558.1jwljpfpsscggok0@webmail.pdx.edu>
	<4C231C28C178184186058C798F47197F2B51BF5983@BL2PRD0101MB007.prod.exchangelabs.com>
	<004401c945c4$50a44820$f1ecd860$@sympatico.ca>
Message-ID: <931309.29774.qm@web45907.mail.sp1.yahoo.com>

This is a fascinating research report, Vicki. Can you provide a few more details regarding your respondents? In particular, what types of instruction are these organizations involved in? Work related staff development; adult literacy; etc.? Was any information collected regarding the populations they serve? I am currently planning my doctoral research and am thinking about comparing the face-to-face instruction and on-line learning in preparation programs (Masters level) of Library Media Specialists. My search is on for other research that has measured differences in outcomes. Thank you for sharing your research.

Debbie Sandford
Techer-Librarian at Large
DeKalb County Schools

________________________________
From: Vicki Trottier <vtrott at ntl.sympatico.ca>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Sent: Thursday, November 13, 2008 2:16:22 PM
Subject: [Technology 1792] Research Report on Online Learning for Canadian Literacy Practitioners now available

The Getting Online (GO) Project is proud to release this report, available at http://www.nald.ca/gettingonline/goreport/goreport.pdf. For more information about the project, please visit our website at www.nald.ca/gettingonline.
?
Vicki Trottier
Researcher/Writer, GO Project

      
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From vtrott at ntl.sympatico.ca  Tue Nov 18 19:08:56 2008
From: vtrott at ntl.sympatico.ca (Vicki Trottier)
Date: Tue, 18 Nov 2008 19:08:56 -0500
Subject: [Technology 1798] Re: Research Report on Online Learning
	for	Canadian Literacy Practitioners now available
In-Reply-To: <931309.29774.qm@web45907.mail.sp1.yahoo.com>
References: <20081111130558.1jwljpfpsscggok0@webmail.pdx.edu>	<4C231C28C178184186058C798F47197F2B51BF5983@BL2PRD0101MB007.prod.exchangelabs.com>	<004401c945c4$50a44820$f1ecd860$@sympatico.ca>
	<931309.29774.qm@web45907.mail.sp1.yahoo.com>
Message-ID: <017d01c949db$03d5d2a0$0b8177e0$@sympatico.ca>

Hi Debbie

The group of literacy-related respondents were involved in adult literacy
programs in Canada. Although we asked about online professional development
opportunities, some respondents spoke about their experiences as online
learners, others reflected on their experience delivering online learning in
a P.D. situation and others spoke about delivering to adult literacy
students. The other group of people who responded to our survey request came
from a mix of universities, colleges, not-for-profit groups and government
agencies (all but a few Canadian). This group responded mainly from the
point of view of providing P.D. opportunities.

 

In terms of populations served, we did collect information where possible on
the number of people who had accessed the online training and who their
target audience was.

 

It wasn't always possible to compare their f2f experiences with online
experiences because while some had offered both types of training, some had
not. Some had adapted existing training for online, some created new content
and approaches. It really was a mixed group of respondents as shown in the
demographic data in the report.

 

Best of luck in your research!

Vicki

 

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
Behalf Of Debbie Sandford
Sent: November 18, 2008 3:47 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1798] Re: Research Report on Online Learning for
Canadian Literacy Practitioners now available

 

This is a fascinating research report, Vicki. Can you provide a few more
details regarding your respondents? In particular, what types of instruction
are these organizations involved in? Work related staff development; adult
literacy; etc.? Was any information collected regarding the populations they
serve? I am currently planning my doctoral research and am thinking about
comparing the face-to-face instruction and on-line learning in preparation
programs (Masters level) of Library Media Specialists. My search is on for
other research that has measured differences in outcomes. Thank you for
sharing your research.

 

Debbie Sandford

Techer-Librarian at Large

DeKalb County Schools

 

  _____  

From: Vicki Trottier <vtrott at ntl.sympatico.ca>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Sent: Thursday, November 13, 2008 2:16:22 PM
Subject: [Technology 1792] Research Report on Online Learning for Canadian
Literacy Practitioners now available

The Getting Online (GO) Project is proud to release this report, available
at http://www.nald.ca/gettingonline/goreport/goreport.pdf. For more
information about the project, please visit our website at
www.nald.ca/gettingonline.

 

Vicki Trottier

Researcher/Writer, GO Project

 

 

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From hee1226 at gmail.com  Tue Nov 18 23:59:17 2008
From: hee1226 at gmail.com (heejung seo)
Date: Tue, 18 Nov 2008 23:59:17 -0500
Subject: [Technology 1799] Re: Technology Programs
In-Reply-To: <fc.000f4a0204659557000f4a0204659557.465958a@lovett.org>
References: <fc.000f4a0204659557000f4a0204659557.465958a@lovett.org>
Message-ID: <aa5130de0811182059nb7933a5gbcc58aefabdb87ae@mail.gmail.com>

Hello everyone.

I think about your question and just add some general discussion.
In 21st century, learners need to prepare their communication skills and
using technology skill for competing and succeeding in our global economy.
In this point of view, educators should take a role of facilitator who can
promote students' skills, especially in informational technology fields. For
providing a learning environment which can promote students' communication
skill for our students, school should be prepared in infrastructure, such
as, hardware, communication channel, and also technicians.
I just thought about that we need to provide not only the equipments, but
also training to our learners. Even though I give computer low-income
family, if they do not have internet connection or they don't know how to
use it, the equipments will be nothing. Also we should not miss the ethical
issue, such as learning netiquette.

Joy Seo
Graduate Student of GSU
Suwanee, GA
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From gastarks at stcloudstate.edu  Wed Nov 19 10:21:44 2008
From: gastarks at stcloudstate.edu (Starks-Martin, Gretchen A.)
Date: Wed, 19 Nov 2008 09:21:44 -0600
Subject: [Technology 1800] Re: Thinking about the NIFL
In-Reply-To: <1226964951.4921ffd7a78d4@webmail.znet.net>
References: <1226964951.4921ffd7a78d4@webmail.znet.net>
Message-ID: <CD12D6E53FCA33419F92FC623B0F314212D6BC7E16@SCSU80.campus.stcloudstate.edu>

I think NIFL should focus on adults.  Many states have initiatives called P-16 where learning extends beyond high school into college.  Has NIFL considered a focus on literacy and technology literacy for adults who graduate from high school and are in college?  Right now NIFL works with ABE, Workplace Literacy and GED programs, but not the remedial programs in community and technical colleges.

GSM

Dr. Gretchen Starks-Martin
Department of Academic Support
Centennial Hall 226
St. Cloud State University
720 Fourth Street South
St. Cloud, MN  56301-4498
gastarks at stcloudstate.edu
PH: 320-308-4742
FAX: 320-308-5274
www.stcloudstate.edu/alc/

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of tsticht at znet.com
Sent: Monday, November 17, 2008 5:36 PM
To: englishlanguage at nifl.gov; professionaldevelopment at nifl.gov; assessment at nifl.gov; familyliteracy at nifl.gov; diversity at nifl.gov; healthliteracy at nifl.gov; learningdisabilities at nifl.gov; technology at nifl.gov; workplace at nifl.gov
Subject: [Technology 1797] Thinking about the NIFL

Colleagues:

In July 1991, the President of the United States signed Public Law 102-73
which, among other things, established the National Institute for Literacy
(NIFL). The law called on the NIFL to conduct basic and applied research
and demonstrations. Though the actual agenda for the NIFL was not
specified, examples of questions to be addressed were given. These
included:

1.      How do adults learn to read and write and acquire other skills
(listening, speaking, reasoning, etc.)?
2.      How does the literacy level of the parents affect the skills development
and schooling of the parent's children?
3.      What are better ways to assess literacy skills?
4.      How can better instructional programs be developed?
5.      What are good methods for assisting adults and families to acquire
literacy skills, including the use of technology; methods for adults with
special learning needs (learning disabilities), and limited English
proficient (LEP) adults?
6.      How can the most disadvantaged be effectively reached and taught literacy
skills?
7.      How can technology be used to instruct and to increase the knowledge
base?
8.      How can research effort of others be built on?
9.      How can the field attract, train and retrain professional and volunteer
teachers?

 We are now nearing the end of 2008, some 18 years after the NIFL was
established, and I am wondering what adult literacy professionals think of
these questions: were they appropriate for the work of the NIFL, if so, how
well have they been addressed, and if there were other questions that took
priority and were addressed by the NIFL, and how any one or all of these
activities have improved the field of adult literacy education up to now.

Some adult literacy advocates have called for changing the present NIFL's
focus on lifelong learning of literacy from birth through adulthood, and
returning it to its original focus on adult literacy education. Is this a
good idea?

What do you think the NIFL should be doing to advance the field of adult
literacy education that it is not doing now?

Tom Sticht

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
Email delivered to gastarks at stcloudstate.edu

From pshapiro at his.com  Sun Nov 23 11:13:05 2008
From: pshapiro at his.com (Phil Shapiro)
Date: Sun, 23 Nov 2008 11:13:05 -0500
Subject: [Technology 1801]  Screencast of Freerice easier levels
Message-ID: <1227456785.49298111aad77@webmail2.his.com>

Hi group,

    Freerice.com is an excellent web site, but the easiest level is still too
difficult for many students. I created this screencast as a way to help students
-- young and old -- experience a higher degree of success with the easier levels
of Freerice.

     You can see the screencast on YouTube at 

http://www.youtube.com/watch?v=-3pOWrBTS_A

      You can download several version of this screencast in a ZIP file. One of
these versions runs well on older Macintosh computers -- as far back as 1994.
The other is for viewing on the iPod and iPhone.

       I've uploaded the ZIP file to the Internet Archive. You can download it
from this link.   http://tinyurl.com/5zw7wt

         If there are others on this list wanting to create Freerice
screencasts, thanks for sending me an email off-list. I can coach you on the
process for doing so. A great way of getting into screencasting is to use
CamStudio, the free screencasting program for Windows.

             Phil Shapiro
             Washington DC

-- 
Phil Shapiro  pshapiro at his.com
http://www.his.com/pshapiro/briefbio.html
http://philsrssfeed.blogspot.com
http://www.his.com/pshapiro/stories.menu.html

"Wisdom starts with wonder." - Socrates
"Learning happens through gentleness."

From DJRosen at theworld.com  Tue Nov 25 08:13:09 2008
From: DJRosen at theworld.com (David Rosen)
Date: Tue, 25 Nov 2008 08:13:09 -0500
Subject: [Technology 1802]  People of the Screen
Message-ID: <A3D6C713-EDA0-4BCA-8D5F-52402BF46401@theworld.com>

Colleagues,

Can you read fluently? Of course, you say. But maybe not. Although I  
meant, can you read text, I also meant, can you read screens? Very  
few of us can. Some of our younger students are more screen literate  
than we are. Is screen literacy important? If getting to meaning, and  
to the truth, is important, screen literacy is as important -- some  
would argue more important -- than reading. However, "If text  
literacy meant being able to parse and manipulate texts, then the new  
screen fluency means being able to parse and manipulate moving images  
with the same ease. But so far, these 'reader' tools of visuality  
have not made their way to the masses."

I hope I have tantalized you to read this short and fascinating  
article on screen literacy by New York Times writer Kevin Kelley:

http://www.nytimes.com/2008/11/23/magazine/23wwln-future-t.html?_r=1

I would also like to invite you, when you read -- or see -- something  
that we in technology and literacy might be interested in, to post  
the URL to this discussion list. If we are a community of practice on  
this discussion list,  then let's help each other to learn new  
things, think in new ways.

Your thoughts on the article?

David J. Rosen
DJRosen at theworld.com

From alcdgg at langate.gsu.edu  Tue Nov 25 17:40:19 2008
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 25 Nov 2008 17:40:19 -0500
Subject: [Technology 1803]  Discussion on Diversity and Literacy List
Message-ID: <492C3883020000310006D91F@mailsrv4.gsu.edu>

Starting December 1st a discussion will be held on the Diversity and Literacy list. Those of you are who are interested in women's issues as they pertain to technology issues may be interested in joining. The focus of the discussion will be on creating networks to support women's literacy, and we definitely want and need to hear your voices and perspectives as they relate to technology issues. Scroll down to see how to subscribe to the list (and don't forget-if you wish, you can always unsubscribe after the discussion is over).

Here are the specifics:
>From Monday Dec. 1-  Friday December 12, Dr. Mev Miller will be facilitating a guest discussion on: Creating Networks to Support Women's Literacy.

Mev Miller, Ed.D is an educator and consultant on issues of women and literacy. She is the founder and Director of WE LEARN (Women Expanding - Literacy, Education, Action, Resource, Network)  http://www.litwomen.org/welearn.html
WE LEARN also sponsors: Women Leading Through Reading http://www.litwomen.org/wltr.html and Women's Perspectives http://www.litwomen.org/perspectives.html

The focus of this discussion will be on further developing a women and literacy hub/clearinghouse for the nation. The specific focus of this discussion will be on  how can local and regional efforts gain visibility and support  through such a network/clearinghouse?

In preparation for this discussion, please start thinking about the following:

1) What are individuals and programs doing locally to address women's literacy issues? For this discussion, locally means in your  classroom, program, neighborhood, community, city, state. What you are doing might be a curriculum, a specific type of program, or any kind of organizing....and  more.

2) What do you need to support the work you are doing?

3) Would you find regional (state or area of country) events or  conferences useful? Be specific - how and what would you need or desire? How might a national organization facilitate regional  supports?

4) How can a national clearinghouse of information specifically  focused on women's literacy issues, curriculum, and research  support your work? What do you need it to do?

It would be great if you can share the technology perspective to the above questions!

To join the list for this discussion, go to:
http://nifl.gov/lincs/discussions/discussions.html
in the middle, if you scroll down you will see:
Diversity and Literacy
you should click on that and fill in the information to subscribe.
This is the critical part:
you will get an email requesting confirmation of your subscription. You MUST respond or else, you will not be subscribed.
At the end of the discussion you can unsubscribe, by going to the
same page as mentioned above ( http://nifl.gov/lincs/discussions/
discussions.html ) and if you scroll down you will see Unsubscribe and you should complete the information that is requested.

Daphne Greenberg
Facilitator of Diversity and Literacy List

From bonniesophia at sbcglobal.net  Tue Nov 25 19:56:57 2008
From: bonniesophia at sbcglobal.net (Bonnie Odiorne)
Date: Tue, 25 Nov 2008 16:56:57 -0800 (PST)
Subject: [Technology 1804] Re: People of the Screen
In-Reply-To: <A3D6C713-EDA0-4BCA-8D5F-52402BF46401@theworld.com>
Message-ID: <349084.28316.qm@web83303.mail.sp1.yahoo.com>

David, and colleagues,
Thank you for the timing of this article. I began my English composition class with some articles that appeared here, I believe, about the impact of technology on reading, and most particularly on newspapers. My students didn't seem terribly bothered about this, or about the fact that they may be reading in "sound bytes" (to mix a metaphor.) Coming now to the end of the course, I'm convinced more than ever that this is true for the majority of the students, who seem unable (or unwilling?) to sustain reading enough to trace an argument, or to perform analogous operations in writing. Of course, it sounds as if your article implies that the manipulations of a fluent text reader should be available to the fluent screen reader as well. But, as we approach Black Friday, I wonder if we've become consumers of the text as much as of the screen without doing more than scratching the surface. I gave the class an exercise of describing in detail an object in their
 possession. Most of them waxed eloquent about their cell phones: how "cool" they were, extolling their features to the extent that these descriptions became little more than product specs for the latest gadgetry. Far be it for me to decry the convenience of the cell phone; I'm the owner of a Smartphone, which I use to manipulate the texts of my daily life: schedules, memoes, and, if I could get Documents to Go to work, of actual texts and spreadsheets as well. Are we suggesting that visual literacy should proceed to critical literacy, analyzing these images, or learning to manipulate the technology to create yet more images? I can't wait to read the article to find out. I intend to use this text to end the class. Thanks for helping me come full circle.
P.S. Some of these students are superb writers, or would be if they could shed their consumerism of both language and "stuff." Not the "stuff" of adult literacy, but many of our students are "underperforming" (how I hate that word) which means we as teachers need to meet them where they are.
Gratefully yours,
Bonnie Odiorne
Post University Writing Center

--- On Tue, 11/25/08, David Rosen <DJRosen at theworld.com> wrote:

From: David Rosen <DJRosen at theworld.com>
Subject: [Technology 1802] People of the Screen
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
Date: Tuesday, November 25, 2008, 8:13 AM

Colleagues,

Can you read fluently? Of course, you say. But maybe not. Although I  
meant, can you read text, I also meant, can you read screens? Very  
few of us can. Some of our younger students are more screen literate  
than we are. Is screen literacy important? If getting to meaning, and  
to the truth, is important, screen literacy is as important -- some  
would argue more important -- than reading. However, "If text  
literacy meant being able to parse and manipulate texts, then the new  
screen fluency means being able to parse and manipulate moving images  
with the same ease. But so far, these 'reader' tools of visuality  
have not made their way to the masses."

I hope I have tantalized you to read this short and fascinating  
article on screen literacy by New York Times writer Kevin Kelley:

http://www.nytimes.com/2008/11/23/magazine/23wwln-future-t.html?_r=1

I would also like to invite you, when you read -- or see -- something  
that we in technology and literacy might be interested in, to post  
the URL to this discussion list. If we are a community of practice on  
this discussion list,  then let's help each other to learn new  
things, think in new ways.

Your thoughts on the article?

David J. Rosen
DJRosen at theworld.com

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to bonniesophia at sbcglobal.net
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From DJRosen at theworld.com  Wed Nov 26 22:42:37 2008
From: DJRosen at theworld.com (David Rosen)
Date: Wed, 26 Nov 2008 22:42:37 -0500
Subject: [Technology 1805] People of the Screen (and of the book): mashup in
	video, audio and in print
In-Reply-To: <349084.28316.qm@web83303.mail.sp1.yahoo.com>
References: <349084.28316.qm@web83303.mail.sp1.yahoo.com>
Message-ID: <6BF82AA9-28E9-45F4-82A0-38E26EC96F74@theworld.com>

Hi Bonnie, and others,

Here's a YouTube video that you -- and your students might find  
interesting

http://www.youtube.com/watch?v=NLlGopyXT_g

Do you (everyone reading this) know what mashup means?
http://en.wikipedia.org/wiki/Mashup

What happens when you combine mashup and publishing?  You might get  
Philip M. Parker, an accomplished writer (and publisher) of  85,000  
books on Amazon.com alone (he has "written" perhaps over 200,000  
books altogether.)  He holds a Ph.D. in Business Economics from the  
Wharton School of the University of Pennsylvania and has Masters  
degrees in Finance and Banking (University of Aix-Marseille) and  
Managerial Economics (Wharton). He also happens to be dyslexic.

How does he do it? Are the books worth reading? Are these real books?  
Are they really "written" or are they "mashed up"? How big a  
difference is this, especially with the kinds of technical books  
Parker writes?  Is mashup software the new Gutenberg printing press  
for the 21st century? Should we all know about this? Should our  
students? How do you critically read a mashed up book? Same set of  
criteria as for other books, or some new ones, too? Has anyone read a  
Parker book? Tell us about it.
http://en.wikipedia.org/wiki/Philip_M._Parker

David J. Rosen
DJRosen at theworld.com

On Nov 25, 2008, at 7:56 PM, Bonnie Odiorne wrote:

> David, and colleagues,
> Thank you for the timing of this article. I began my English  
> composition class with some articles that appeared here, I believe,  
> about the impact of technology on reading, and most particularly on  
> newspapers. My students didn't seem terribly bothered about this,  
> or about the fact that they may be reading in "sound bytes" (to mix  
> a metaphor.) Coming now to the end of the course, I'm convinced  
> more than ever that this is true for the majority of the students,  
> who seem unable (or unwilling?) to sustain reading enough to trace  
> an argument, or to perform analogous operations in writing. Of  
> course, it sounds as if your article implies that the manipulations  
> of a fluent text reader should be available to the fluent screen  
> reader as well. But, as we approach Black Friday, I wonder if we've  
> become consumers of the text as much as of the screen without doing  
> more than scratching the surface. I gave the class an exercise of  
> describing in detail an object in their possession. Most of them  
> waxed eloquent about their cell phones: how "cool" they were,  
> extolling their features to the extent that these descriptions  
> became little more than product specs for the latest gadgetry. Far  
> be it for me to decry the convenience of the cell phone; I'm the  
> owner of a Smartphone, which I use to manipulate the texts of my  
> daily life: schedules, memoes, and, if I could get Documents to Go  
> to work, of actual texts and spreadsheets as well. Are we  
> suggesting that visual literacy should proceed to critical  
> literacy, analyzing these images, or learning to manipulate the  
> technology to create yet more images? I can't wait to read the  
> article to find out. I intend to use this text to end the class.  
> Thanks for helping me come full circle.
> P.S. Some of these students are superb writers, or would be if they  
> could shed their consumerism of both language and "stuff." Not the  
> "stuff" of adult literacy, but many of our students are  
> "underperforming" (how I hate that word) which means we as teachers  
> need to meet them where they are.
> Gratefully yours,
> Bonnie Odiorne
> Post University Writing Center
>
> --- On Tue, 11/25/08, David Rosen <DJRosen at theworld.com> wrote:
> From: David Rosen <DJRosen at theworld.com>
> Subject: [Technology 1802] People of the Screen
> To: "The Technology and Literacy Discussion List"  
> <technology at nifl.gov>
> Date: Tuesday, November 25, 2008, 8:13 AM
>
> Colleagues, Can you read fluently? Of course, you say. But maybe  
> not. Although I meant, can you read text, I also meant, can you  
> read screens? Very few of us can. Some of our younger students are  
> more screen literate than we are. Is screen literacy important? If  
> getting to meaning, and to the truth, is important, screen literacy  
> is as important -- some would argue more important -- than reading.  
> However, "If text literacy meant being able to parse and manipulate  
> texts, then the new screen fluency means being able to parse and  
> manipulate moving images with the same ease. But so far, these  
> 'reader' tools of visuality have not made their way to the masses."  
> I hope I have tantalized you to read this short and fascinating  
> article on screen literacy by New York Times writer Kevin Kelley:  
> http://www.nytimes.com/2008/11/23/magazine/23wwln-future-t.html? 
> _r=1 I would also like to invite you, when you read -- or see --  
> something that we in technology and literacy might be interested  
> in, to post the URL to this discussion list. If we are a community  
> of practice on this discussion list, then let's help each other to  
> learn new things, think in new ways. Your thoughts on the article?  
> David J. Rosen DJRosen at theworld.com  
> ---------------------------------------------------- National  
> Institute for Literacy Technology and Literacy mailing list  
> Technology at nifl.gov To unsubscribe or change your subscription  
> settings, please go to http://www.nifl.gov/mailman/listinfo/ 
> technology Email delivered to bonniesophia at sbcglobal.net
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to djrosen at theworld.com

David J. Rosen
DJRosen at theworld.com

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From ekocher at state.pa.us  Mon Dec  1 13:13:21 2008
From: ekocher at state.pa.us (Kocher, Eileen)
Date: Mon, 1 Dec 2008 13:13:21 -0500
Subject: [Technology 1806] Registration for 44th Annual PAACE Midwinter
 Conference on Adult Education
Message-ID: <7837AF0EC38E60488C6E26DCE465435E33AC8814F7@ENHBGMBX02.PA.LCL>

Greetings,
The 44th Annual PAACE Midwinter Conference on Adult Education, the largest gathering of adult educators in Pennsylvania, will be held at the Hershey Lodge, February 11-13, 2009. Adult educators and those from related areas will convene for the premier professional development and networking opportunity for all aspects of adult education in Pennsylvania.
The theme, "PAACE Yourself: Keeping Up with Adult Education," will provide a focal point for exploring educational opportunities for all types of adult students, more efficient delivery systems, transition to postsecondary education and training, new research, professional development, workforce development, public policy supporting adult education, and the great strides within our field. The 2009 PAACE Midwinter Conference will offer a rich context for adult education topics and issues. If you are a teacher or tutor of adults, program administrator, postsecondary educator, community collaborator, workforce development partner, trainer, publisher, or researcher-or you're simply interested, you will not want to miss this conference.
Keynote speaker will be Dr. Ian Baptiste who is an Associate Professor of Education and Professor-in-Charge of the Adult Education program at the Pennsylvania State University. As our 2009 keynote speaker, Dr. Baptiste will explore the role community partners can play in defining, developing, and assisting residents in applying literacy in their daily lives. Honorary conference chair is the Annie E. Casey Foundation. The primary mission of the Annie E. Casey Foundation is to foster public policies, human-service reforms, and community supports that more effectively meet the needs of today's vulnerable children and families. Special invited guests include Jackie Taylor who is the advocacy co-chair for the Tennessee Association of Adult and Community Education and runs Tennessee's federal level advocacy network and Katherine Ayres, author of Up, Down, and Around, the 2008 selection for the third annual Pennsylvania One Book, Every Young Child program. She'll be signing books at the Marketplace Grand Opening and presenting a session, "Playing with Words: Writing is the Other Side of Literacy".
Fun and networking are on the agenda, too: the Marketplace Grand Opening, PDC reception, and PAACE Night, encompassing the Thursday evening reception, banquet, and after-dinner entertainment, where we'll be celebrating in grand style.
 Registration opens December 1. The fee for PAACE members who register by December 31 is only $125, including 8 Act 48 hours. To qualify for the member discount, your membership needs to be in effect during the conference registration.
Look for session descriptions, awards information, conference registration, and a link to hotel reservations at www.paacesite.org<http://www.paacesite.org/>. Please spread the word.
See you in Hershey!

Diane C. Inverso
First Vice-President and Midwinter Conference Chair
Pennsylvania Association for Adult Continuing Education (PAACE) www.paacesite.org<https://webmail.library.phila.gov/exchweb/bin/redir.asp?URL=http://www.paacesite.org/>

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From irasocol at gmail.com  Wed Nov 26 15:40:07 2008
From: irasocol at gmail.com (Ira Socol)
Date: Wed, 26 Nov 2008 15:40:07 -0500
Subject: [Technology 1807] Re: People of the Screen
In-Reply-To: <349084.28316.qm@web83303.mail.sp1.yahoo.com>
References: <A3D6C713-EDA0-4BCA-8D5F-52402BF46401@theworld.com>
	<349084.28316.qm@web83303.mail.sp1.yahoo.com>
Message-ID: <6cdf233d0811261240h73b7bfc0x46b27d54e5023c7c@mail.gmail.com>

I am often confused by those I call "print privilegers" and their view of
how any kind of "reading" is learned. After all, "text" comes in many, many
forms. The complete Homeric legends, the Norse Sagas, the Celtic Cycles,
were all "written," absorbed, analyzed, understood, adapted, and "read"
before alphabetical reading was ever involved in any of these. And people
read landscapes and situations, cultures, and complex environments before
reading. And they developed civilization, engineering, agriculture,
religion, and, yes, literature, before reading as well.

But now we tend to think of "print literature" - "ink-on-paper reading"- as
somehow both "natural" and "essential." I think it is neither.

Yes, the Gutenberg era created a form of literature and thus a certain form
of literacy. It created "straight-line" literature and straight line
thinking. It fit perfectly with Lutheran and Calvinist religion, in its
directional and fixed nature. And we have taught it and taught it and taught
it. - How many hours of instruction have your students received in analyzing
and processing traditional print forms? Now how any hours have you spent
teaching them to process and analyze post-Gutenberg digital text forms?

This isn't about consumerism. Ink-on-paper literature has always been a
capitalist enterprise, based on expensive technologies, controlled by the
few and the powerful. Books have been, in fact, powerful instruments of
control - consider newspapers, textbooks, encyclopedias, dictionaries, and
who decides what gets on the library shelves or the shelves at Barnes and
Noble.

And it isn't about knowledge or cultural transmission either (though it
surely is about social reproduction). In the print era many authors tried to
fight print's inherent limitations. Think Dos Passos, or Ferlinghetti. Think
of the New York Modernists merging text with painting, or the rise of comic
books and graphic novels. It is really a question of helping students to
learn how to look at a chaotic world and make sense of it.

The New York Times, a while back in an article on Twitter -
http://www.nytimes.com/2008/09/07/magazine/07awareness-t.html - in which he
described a process:

"Each day, Haley logged on to his account, and his friends' updates would
appear as a long page of one- or two-line notes. He would check and recheck
the account several times a day, or even several times an hour. The updates
were indeed pretty banal. One friend would post about starting to feel sick;
one posted random thoughts like "I really hate it when people clip their
nails on the bus"; another Twittered whenever she made a sandwich ? and she
made a sandwich every day. Each so-called tweet was so brief as to be
virtually meaningless.

"But as the days went by, something changed. Haley discovered that he was
beginning to sense the rhythms of his friends' lives in a way he never had
before. When one friend got sick with a virulent fever, he could tell by her
Twitter updates when she was getting worse and the instant she finally
turned the corner. He could see when friends were heading into hellish days
at work or when they'd scored a big success. Even the daily catalog of
sandwiches became oddly mesmerizing, a sort of metronomic click that he grew
accustomed to seeing pop up in the middle of each day.

"This is the paradox of ambient awareness. Each little update ? each
individual bit of social information ? is insignificant on its own, even
supremely mundane. But taken together, over time, the little snippets
coalesce into a surprisingly sophisticated portrait of your friends' and
family members' lives, like thousands of dots making a pointillist painting.
This was never before possible, because in the real world, no friend would
bother to call you up and detail the sandwiches she was eating. The ambient
information becomes like "a type of E.S.P.," as Haley described it to me, an
invisible dimension floating over everyday life.
'"It's like I can distantly read everyone's mind," Haley went on to say. "I
love that. I feel like I'm getting to something raw about my friends. It's
like I've got this heads-up display for them." It can also lead to more
real-life contact, because when one member of Haley's group decides to go
out to a bar or see a band and Twitters about his plans, the others see it,
and some decide to drop by ? ad hoc, self-organizing socializing. And when
they do socialize face to face, it feels oddly as if they've never actually
been apart. They don't need to ask, "So, what have you been up to?" because
they already know. Instead, they'll begin discussing something that one of
the friends Twittered that afternoon, as if picking up a conversation in the
middle."

This is a powerful communication form, and a powerful way to build
knowledge. It is not shallow in the least, or, I suppose, it is only shallow
to those who have not yet learned to look beneath the surface. But that's
true of words on a page too, isn't it?

In the end we either engage with and actively teach literacy in this
post-Gutenberg age, or we become irrelevant - or maybe we become Latin
teachers in the 1950s - an interesting artifact prized by historians.

I have come to believe that this "reading of screens" is far more human than
the Gutenberg-era technologies. In many ways we have (as Bonnie suggested)
"come full circle." Digital text, multi-modal texts, screen text, all brings
us back to an era when we had to build theory out of multiple bits of
information swirling about us in many forms. That seems to me much more
difficult than attending to a single author or lecturer for a set amount of
time, but it also opens new world's of intellectual possibility.

Anyway, we fool ourselves when we speak of "digital natives." There is no
such thing. The skills needed for post-Gutenberg literacy must be learned.
The developing norms must be challenged. Critical literacy - in any literacy
- needs to be brought to students.

I think we have a lot to do.

And with that rant - a Happy Thanksgiving to all.

Ira David Socol
Special Education Technology Researcher
Michigan State University
College of Education
irasocol -at- gmail -dot- com
socolira -at- msu -dot- edu
http://speedchange.blogspot.com/
http://riverfoylepress.com/

On Tue, Nov 25, 2008 at 7:56 PM, Bonnie Odiorne
<bonniesophia at sbcglobal.net>wrote:

> David, and colleagues,
> Thank you for the timing of this article. I began my English composition
> class with some articles that appeared here, I believe, about the impact of
> technology on reading, and most particularly on newspapers. My students
> didn't seem terribly bothered about this, or about the fact that they may be
> reading in "sound bytes" (to mix a metaphor.) Coming now to the end of the
> course, I'm convinced more than ever that this is true for the majority of
> the students, who seem unable (or unwilling?) to sustain reading enough to
> trace an argument, or to perform analogous operations in writing. Of course,
> it sounds as if your article implies that the manipulations of a fluent text
> reader should be available to the fluent screen reader as well. But, as we
> approach Black Friday, I wonder if we've become consumers of the text as
> much as of the screen without doing more than scratching the surface. I gave
> the class an exercise of describing in detail an object in their possession.
> Most of them waxed eloquent about their cell phones: how "cool" they were,
> extolling their features to the extent that these descriptions became little
> more than product specs for the latest gadgetry. Far be it for me to decry
> the convenience of the cell phone; I'm the owner of a Smartphone, which I
> use to manipulate the texts of my daily life: schedules, memoes, and, if I
> could get Documents to Go to work, of actual texts and spreadsheets as well.
> Are we suggesting that visual literacy should proceed to critical literacy,
> analyzing these images, or learning to manipulate the technology to create
> yet more images? I can't wait to read the article to find out. I intend to
> use this text to end the class. Thanks for helping me come full circle.
> P.S. Some of these students are superb writers, or would be if they could
> shed their consumerism of both language and "stuff." Not the "stuff" of
> adult literacy, but many of our students are "underperforming" (how I hate
> that word) which means we as teachers need to meet them where they are.
> Gratefully yours,
> Bonnie Odiorne
> Post University Writing Center
>
> --- On *Tue, 11/25/08, David Rosen <DJRosen at theworld.com>* wrote:
>
> From: David Rosen <DJRosen at theworld.com>
> Subject: [Technology 1802] People of the Screen
> To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
> Date: Tuesday, November 25, 2008, 8:13 AM
>
> Colleagues,
>
> Can you read fluently? Of course, you say. But maybe not. Although I
> meant, can you read text, I also meant, can you read screens? Very
> few of us can. Some of our younger students are more screen literate
> than we are. Is screen literacy important? If getting to meaning, and
> to the truth, is important, screen literacy is as important -- some
> would argue more important -- than reading. However, "If text
> literacy meant being able to parse and manipulate texts, then the new
> screen fluency means being able to parse and manipulate moving images
> with the same ease. But so far, these 'reader' tools of visuality
> have not made their way to the masses."
>
> I hope I have tantalized you to read this short and fascinating
> article on screen literacy by New York Times writer Kevin Kelley:
> http://www.nytimes.com/2008/11/23/magazine/23wwln-future-t.html?_r=1
>
> I would also like to invite you, when you read -- or see -- something
> that we in technology and literacy might be interested in, to post
> the URL to this discussion list. If we are a community of practice on
> this discussion list,  then let's help each other to learn new
> things, think in new ways.
>
> Your thoughts on the article?
>
> David J. RosenDJRosen at theworld.com
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing listTechnology at nifl.gov
> To unsubscribe or change your subscription settings, please go tohttp://www.nifl.gov/mailman/listinfo/technology
>
> Email delivered to bonniesophia at sbcglobal.net
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to irasocol at gmail.com
>
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From mthacher at otan.us  Wed Nov 26 23:43:21 2008
From: mthacher at otan.us (Marian Thacher)
Date: Wed, 26 Nov 2008 20:43:21 -0800
Subject: [Technology 1808] Re: People of the Screen
In-Reply-To: <A3D6C713-EDA0-4BCA-8D5F-52402BF46401@theworld.com>
References: <A3D6C713-EDA0-4BCA-8D5F-52402BF46401@theworld.com>
Message-ID: <fc.004c56fb03a9efc63b9aca006b7c19bc.3a9f00c@scoe.net>

Kevin Kelly describes an interesting view of the future of moving images -
that we will be able to search them the way we now search text, and
manipulate them the way we now use words to write an article, poem or list
post. We will create a video by pulling images (a roof, a chimney, a dog,
a face) from a library in the same way we select words to describe a
scene, and set them in motion using software.

He also mentions that one of the areas that has really developed moving
image literacy is porn sites, that you can see a "summary" of a video by
viewing a series of key frames that gives you the gist of a 2 hr movie in
less than a minute. (Unfortunately, can't research this for fear of
getting icky spam.) It would be great to have this for mainstream movies!

Will we be able to hyperlink, footnote, and annotate movies the way we now
do text? He predicts that this is only a few years in the future. Right
now you can annotate photos on Flickr by drawing a box on an image and
adding your comments as a rollover. And there are sites that allow you to
add captions, thought bubbles, and other commentary to video. [
http://www.otan.us/browse/index.cfm?fuseaction=browse&catid=10722 ]Here is
a description of how to do this using Bubbleply, with suggestions for the
classroom.

Several years ago I visited an adult ed program where a young man was
studying for his high school diploma. His knowledge of US History was not
so great, but as we talked with him we discovered that he created and ran
a gaming Web site with chat, discussion boards, and other features that
got over 3,000 visits per day. That's digital literacy! It's fun to
imagine that video will become equally accessible.

Marian Thacher
OTAN

The Technology and Literacy Discussion List <technology at nifl.gov> on
Tuesday, November 25, 2008 at 5:13 AM -0800 wrote:
>Colleagues,
>
>Can you read fluently? Of course, you say. But maybe not. Although I  
>meant, can you read text, I also meant, can you read screens? Very  
>few of us can. Some of our younger students are more screen literate  
>than we are. Is screen literacy important? If getting to meaning, and  
>to the truth, is important, screen literacy is as important -- some  
>would argue more important -- than reading. However, "If text  
>literacy meant being able to parse and manipulate texts, then the new  
>screen fluency means being able to parse and manipulate moving images  
>with the same ease. But so far, these 'reader' tools of visuality  
>have not made their way to the masses."
>
>I hope I have tantalized you to read this short and fascinating  
>article on screen literacy by New York Times writer Kevin Kelley:
>
>http://www.nytimes.com/2008/11/23/magazine/23wwln-future-t.html?_r=1
>
>I would also like to invite you, when you read -- or see -- something  
>that we in technology and literacy might be interested in, to post  
>the URL to this discussion list. If we are a community of practice on  
>this discussion list,  then let's help each other to learn new  
>things, think in new ways.
>
>Your thoughts on the article?
>
>David J. Rosen
>DJRosen at theworld.com
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Technology and Literacy mailing list
>Technology at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/technology
>Email delivered to mthacher at otan.us

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From teacherwendyq at gmail.com  Mon Dec  1 19:01:28 2008
From: teacherwendyq at gmail.com (Wendy Quinones)
Date: Mon, 1 Dec 2008 19:01:28 -0500
Subject: [Technology 1809] Re: Screencast of Freerice easier levels
In-Reply-To: <1227456785.49298111aad77@webmail2.his.com>
References: <1227456785.49298111aad77@webmail2.his.com>
Message-ID: <ad2cc1ef0812011601w4b0aa33bnc7c8b7b93a26680c@mail.gmail.com>

Phil,
How would students use this?  As soon as they get the words right, they move
up to higher levels, right?  What level words were you using in the
screencast?

Wendy Quinones

On Sun, Nov 23, 2008 at 11:13 AM, Phil Shapiro <pshapiro at his.com> wrote:

> Hi group,
>
>    Freerice.com is an excellent web site, but the easiest level is still
> too
> difficult for many students. I created this screencast as a way to help
> students
> -- young and old -- experience a higher degree of success with the easier
> levels
> of Freerice.
>
>     You can see the screencast on YouTube at
>
> http://www.youtube.com/watch?v=-3pOWrBTS_A
>
>      You can download several version of this screencast in a ZIP file. One
> of
> these versions runs well on older Macintosh computers -- as far back as
> 1994.
> The other is for viewing on the iPod and iPhone.
>
>       I've uploaded the ZIP file to the Internet Archive. You can download
> it
> from this link.   http://tinyurl.com/5zw7wt
>
>         If there are others on this list wanting to create Freerice
> screencasts, thanks for sending me an email off-list. I can coach you on
> the
> process for doing so. A great way of getting into screencasting is to use
> CamStudio, the free screencasting program for Windows.
>
>             Phil Shapiro
>             Washington DC
>
> --
> Phil Shapiro  pshapiro at his.com
> http://www.his.com/pshapiro/briefbio.html
> http://philsrssfeed.blogspot.com
> http://www.his.com/pshapiro/stories.menu.html
>
> "Wisdom starts with wonder." - Socrates
> "Learning happens through gentleness."
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to teacherwendyq at gmail.com
>
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From bonniesophia at sbcglobal.net  Mon Dec  1 17:25:38 2008
From: bonniesophia at sbcglobal.net (Bonnie Odiorne)
Date: Mon, 1 Dec 2008 14:25:38 -0800 (PST)
Subject: [Technology 1810] Re: People of the Screen
In-Reply-To: <6cdf233d0811261240h73b7bfc0x46b27d54e5023c7c@mail.gmail.com>
Message-ID: <171730.42874.qm@web83301.mail.sp1.yahoo.com>

This is fascinating: how via Facebook or Twitter (I read recently someone who wrote that he preferred not to Twitter (or is it "tweet"?)?"because he had thoughts." I wish I could remember where that was... I also overheard a student telling her sociology professor who was questioning how she'd complete an assignment, asking?what she'd stop doing online. She said she couldn't possibly stop Facebook, "because that's the only way she keeps in contact with people." I'm having a little brain flutter, suggesting that, maybe, people who, in the newspaper and media literacy articles posted a while back, "read" a news story by jumping from link to link, reading in "sound bytes," as it were, are in effect getting a kind of non-linear Gestalt rather than a linear reasoned argument. This kind of thinking would more closely approximate how thoughts, and events, occur in the "real world," in a kind of simultaneity rather than within the constraints of linearity, and
 the standard writing/reading repertoire that depends on it: coherence, cause and effect, transitions, and the like. How, then, do we translate E.M.Forster's dictum "How can I know what I think unitl I see what I say?" into digital or screen literacy? And what kinds of critical literacy skills would then come into play? I don't know. It would be nice to "outsource" these questions. :-) 
Bonnie Odiorne
Writing Center, Post University, Waterbury CT

--- On Wed, 11/26/08, Ira Socol <irasocol at gmail.com> wrote:

From: Ira Socol <irasocol at gmail.com>
Subject: [Technology 1807] Re: People of the Screen
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
Date: Wednesday, November 26, 2008, 3:40 PM

I am often confused by those I call "print privilegers" and their view of how any kind of "reading" is learned. After all, "text" comes in many, many forms. The complete Homeric legends, the Norse Sagas, the Celtic Cycles, were all "written," absorbed, analyzed, understood, adapted, and "read" before alphabetical reading was ever involved in any of these. And people read landscapes and situations, cultures, and complex environments before reading. And they developed civilization, engineering, agriculture, religion, and, yes, literature, before reading as well.

But now we tend to think of "print literature" - "ink-on-paper reading"- as somehow both "natural" and "essential." I think it is neither.

Yes, the Gutenberg era created a form of literature and thus a certain form of literacy. It created "straight-line" literature and straight line thinking. It fit perfectly with Lutheran and Calvinist religion, in its directional and fixed nature. And we have taught it and taught it and taught it. - How many hours of instruction have your students received in analyzing and processing traditional print forms? Now how any hours have you spent teaching them to process and analyze post-Gutenberg digital text forms?

This isn't about consumerism. Ink-on-paper literature has always been a capitalist enterprise, based on expensive technologies, controlled by the few and the powerful. Books have been, in fact, powerful instruments of control - consider newspapers, textbooks, encyclopedias, dictionaries, and who decides what gets on the library shelves or the shelves at Barnes and Noble.

And it isn't about knowledge or cultural transmission either (though it surely is about social reproduction). In the print era many authors tried to fight print's inherent limitations. Think Dos Passos, or Ferlinghetti. Think of the New York Modernists merging text with painting, or the rise of comic books and graphic novels. It is really a question of helping students to learn how to look at a chaotic world and make sense of it.

The New York Times, a while back in an article on Twitter - http://www.nytimes.com/2008/09/07/magazine/07awareness-t.html - in which he described a process: 

"Each day, Haley logged on to his account, and his friends' updates would appear as a long page of one- or two-line notes. He would check and recheck the account several times a day, or even several times an hour. The updates were indeed pretty banal. One friend would post about starting to feel sick; one posted random thoughts like "I really hate it when people clip their nails on the bus"; another Twittered whenever she made a sandwich ? and she made a sandwich every day. Each so-called tweet was so brief as to be virtually meaningless.
"But as the days went by, something changed. Haley discovered that he was beginning to sense the rhythms of his friends' lives in a way he never had before. When one friend got sick with a virulent fever, he could tell by her Twitter updates when she was getting worse and the instant she finally turned the corner. He could see when friends were heading into hellish days at work or when they'd scored a big success. Even the daily catalog of sandwiches became oddly mesmerizing, a sort of metronomic click that he grew accustomed to seeing pop up in the middle of each day.
"This is the paradox of ambient awareness. Each little update ? each individual bit of social information ? is insignificant on its own, even supremely mundane. But taken together, over time, the little snippets coalesce into a surprisingly sophisticated portrait of your friends' and family members' lives, like thousands of dots making a pointillist painting. This was never before possible, because in the real world, no friend would bother to call you up and detail the sandwiches she was eating. The ambient information becomes like "a type of E.S.P.," as Haley described it to me, an invisible dimension floating over everyday life.'"It's like I can distantly read everyone's mind," Haley went on to say. "I love that. I feel like I'm getting to something raw about my friends. It's like I've got this heads-up display for them." It can also lead to more real-life contact, because when one member of Haley's group decides to go out to a bar or see a band
 and Twitters about his plans, the others see it, and some decide to drop by ? ad hoc, self-organizing socializing. And when they do socialize face to face, it feels oddly as if they've never actually been apart. They don't need to ask, "So, what have you been up to?" because they already know. Instead, they'll begin discussing something that one of the friends Twittered that afternoon, as if picking up a conversation in the middle."

This is a powerful communication form, and a powerful way to build knowledge. It is not shallow in the least, or, I suppose, it is only shallow to those who have not yet learned to look beneath the surface. But that's true of words on a page too, isn't it?

In the end we either engage with and actively teach literacy in this post-Gutenberg age, or we become irrelevant - or maybe we become Latin teachers in the 1950s - an interesting artifact prized by historians.

I have come to believe that this "reading of screens" is far more human than the Gutenberg-era technologies. In many ways we have (as Bonnie suggested) "come full circle." Digital text, multi-modal texts, screen text, all brings us back to an era when we had to build theory out of multiple bits of information swirling about us in many forms. That seems to me much more difficult than attending to a single author or lecturer for a set amount of time, but it also opens new world's of intellectual possibility.

Anyway, we fool ourselves when we speak of "digital natives." There is no such thing. The skills needed for post-Gutenberg literacy must be learned. The developing norms must be challenged. Critical literacy - in any literacy - needs to be brought to students.

I think we have a lot to do.

And with that rant - a Happy Thanksgiving to all.

Ira David Socol
Special Education Technology Researcher
Michigan State University
College of Education
irasocol -at- gmail -dot- com
socolira -at- msu -dot- edu
http://speedchange.blogspot.com/
http://riverfoylepress.com/

On Tue, Nov 25, 2008 at 7:56 PM, Bonnie Odiorne <bonniesophia at sbcglobal.net> wrote:

David, and colleagues,
Thank you for the timing of this article. I began my English composition class with some articles that appeared here, I believe, about the impact of technology on reading, and most particularly on newspapers. My students didn't seem terribly bothered about this, or about the fact that they may be reading in "sound bytes" (to mix a metaphor.) Coming now to the end of the course, I'm convinced more than ever that this is true for the majority of the students, who seem unable (or unwilling?) to sustain reading enough to trace an argument, or to perform analogous operations in writing. Of course, it sounds as if your article implies that the manipulations of a fluent text reader should be available to the fluent screen reader as well. But, as we approach Black Friday, I wonder if we've become consumers of the text as much as of the screen without doing more than scratching the surface. I gave the class an exercise of describing in detail an object in their
 possession. Most of them waxed eloquent about their cell phones: how "cool" they were, extolling their features to the extent that these descriptions became little more than product specs for the latest gadgetry. Far be it for me to decry the convenience of the cell phone; I'm the owner of a Smartphone, which I use to manipulate the texts of my daily life: schedules, memoes, and, if I could get Documents to Go to work, of actual texts and spreadsheets as well. Are we suggesting that visual literacy should proceed to critical literacy, analyzing these images, or learning to manipulate the technology to create yet more images? I can't wait to read the article to find out. I intend to use this text to end the class. Thanks for helping me come full circle.
P.S. Some of these students are superb writers, or would be if they could shed their consumerism of both language and "stuff." Not the "stuff" of adult literacy, but many of our students are "underperforming" (how I hate that word) which means we as teachers need to meet them where they are.
Gratefully yours,
Bonnie Odiorne
Post University Writing Center

--- On Tue, 11/25/08, David Rosen <DJRosen at theworld.com> wrote:

From: David Rosen <DJRosen at theworld.com>
Subject: [Technology 1802] People of the Screen
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
Date: Tuesday, November 25, 2008, 8:13 AM

Colleagues,

Can you read fluently? Of course, you say. But maybe not. Although I  
meant, can you read text, I also meant, can you read screens? Very  
few of us can. Some of our younger students are more screen literate  
than we are. Is screen literacy important? If getting to meaning, and  
to the truth, is important, screen literacy is as important -- some  
would argue more important -- than reading. However, "If text  
literacy meant being able to parse and manipulate texts, then the new  
screen fluency means being able to parse and manipulate moving images  
with the same ease. But so far, these 'reader' tools of visuality  
have not made their way to the masses."

I hope I have tantalized you to read this short and fascinating  
article on screen literacy by New York Times writer Kevin Kelley:

http://www.nytimes.com/2008/11/23/magazine/23wwln-future-t.html?_r=1

I would also like to invite you, when you read -- or see -- something  
that we in technology and literacy might be interested in, to post  
the URL to this discussion list. If we are a community of practice on  
this discussion list,  then let's help each other to learn new  
things, think in new ways.

Your thoughts on the article?

David J. Rosen
DJRosen at theworld.com

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to bonniesophia at sbcglobal.net

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology
Email delivered to irasocol at gmail.com

----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
Email delivered to bonniesophia at sbcglobal.net
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From joyess1 at gmail.com  Mon Dec  1 18:32:10 2008
From: joyess1 at gmail.com (Lissa probus)
Date: Mon, 1 Dec 2008 18:32:10 -0500
Subject: [Technology 1811] Re: People of the Screen (and of the book):
	mashup in video, audio and in print
In-Reply-To: <6BF82AA9-28E9-45F4-82A0-38E26EC96F74@theworld.com>
References: <349084.28316.qm@web83303.mail.sp1.yahoo.com>
	<6BF82AA9-28E9-45F4-82A0-38E26EC96F74@theworld.com>
Message-ID: <9c70ff110812011532l4f49afc6i3437fd3cdf89e646@mail.gmail.com>

Greetings all...

Maybe the function of presenting an argument has changed in the era of
information plurality?

Perhaps presenting audiences with the sources you find, and leading them to
form their own conclusions (or further source related clouds) is the
evolution of telling them how it is?

Certainly presenting your own opinion needs to be done in a more concise
manner, as a single byte which inspires further nibbles, but putting out a
well documented formal argument in the new media suggests a dynamic path for
receptive thinkers that may lead them far from your intended point, and in
my humble opinion, maybe that's ok.

Happy Holidays!

Lissa

On Wed, Nov 26, 2008 at 10:42 PM, David Rosen <DJRosen at theworld.com> wrote:

> Hi Bonnie, and others,
> Here's a YouTube video that you -- and your students might find interesting
>
> http://www.youtube.com/watch?v=NLlGopyXT_g
>
> Do you (everyone reading this) know what *mashup* means?
> http://en.wikipedia.org/wiki/Mashup
>
> What happens when you combine mashup and publishing?  You might get Philip
> M. Parker, an accomplished writer (and publisher) of  85,000 books on
> Amazon.com alone (he has "written" perhaps over 200,000 books altogether.)
>  He holds a Ph.D. in Business Economics from the Wharton School of the
> University of Pennsylvania and has Masters degrees in Finance and Banking
> (University of Aix-Marseille) and Managerial Economics (Wharton). He also
> happens to be dyslexic.
>
> How does he do it? Are the books worth reading? Are these real books? Are
> they really "written" or are they "mashed up"? How big a difference is this,
> especially with the kinds of technical books Parker writes?  Is mashup
> software the new Gutenberg printing press for the 21st century? Should we
> all know about this? Should our students? How do you critically read a
> mashed up book? Same set of criteria as for other books, or some new ones,
> too? Has anyone read a Parker book? Tell us about it.
> http://en.wikipedia.org/wiki/Philip_M._Parker
>
> David J. Rosen
> DJRosen at theworld.com
>
> On Nov 25, 2008, at 7:56 PM, Bonnie Odiorne wrote:
>
> David, and colleagues,
> Thank you for the timing of this article. I began my English composition
> class with some articles that appeared here, I believe, about the impact of
> technology on reading, and most particularly on newspapers. My students
> didn't seem terribly bothered about this, or about the fact that they may be
> reading in "sound bytes" (to mix a metaphor.) Coming now to the end of the
> course, I'm convinced more than ever that this is true for the majority of
> the students, who seem unable (or unwilling?) to sustain reading enough to
> trace an argument, or to perform analogous operations in writing. Of course,
> it sounds as if your article implies that the manipulations of a fluent text
> reader should be available to the fluent screen reader as well. But, as we
> approach Black Friday, I wonder if we've become consumers of the text as
> much as of the screen without doing more than scratching the surface. I gave
> the class an exercise of describing in detail an object in their possession.
> Most of them waxed eloquent about their cell phones: how "cool" they were,
> extolling their features to the extent that these descriptions became little
> more than product specs for the latest gadgetry. Far be it for me to decry
> the convenience of the cell phone; I'm the owner of a Smartphone, which I
> use to manipulate the texts of my daily life: schedules, memoes, and, if I
> could get Documents to Go to work, of actual texts and spreadsheets as well.
> Are we suggesting that visual literacy should proceed to critical literacy,
> analyzing these images, or learning to manipulate the technology to create
> yet more images? I can't wait to read the article to find out. I intend to
> use this text to end the class. Thanks for helping me come full circle.
> P.S. Some of these students are superb writers, or would be if they could
> shed their consumerism of both language and "stuff." Not the "stuff" of
> adult literacy, but many of our students are "underperforming" (how I hate
> that word) which means we as teachers need to meet them where they are.
> Gratefully yours,
> Bonnie Odiorne
> Post University Writing Center
>
> --- On Tue, 11/25/08, David Rosen <DJRosen at theworld.com> wrote:
> From: David Rosen <DJRosen at theworld.com>
> Subject: [Technology 1802] People of the Screen
> To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
> Date: Tuesday, November 25, 2008, 8:13 AM
>
> Colleagues, Can you read fluently? Of course, you say. But maybe not.
> Although I meant, can you read text, I also meant, can you read screens?
> Very few of us can. Some of our younger students are more screen literate
> than we are. Is screen literacy important? If getting to meaning, and to the
> truth, is important, screen literacy is as important -- some would argue
> more important -- than reading. However, "If text literacy meant being able
> to parse and manipulate texts, then the new screen fluency means being able
> to parse and manipulate moving images with the same ease. But so far, these
> 'reader' tools of visuality have not made their way to the masses." I hope I
> have tantalized you to read this short and fascinating article on screen
> literacy by New York Times writer Kevin Kelley:
> http://www.nytimes.com/2008/11/23/magazine/23wwln-future-t.html?_r=1 I
> would also like to invite you, when you read -- or see -- something that we
> in technology and literacy might be interested in, to post the URL to this
> discussion list. If we are a community of practice on this discussion list,
> then let's help each other to learn new things, think in new ways. Your
> thoughts on the article? David J. Rosen DJRosen at theworld.com---------------------------------------------------- National Institute for
> Literacy Technology and Literacy mailing list Technology at nifl.gov To
> unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology Email delivered to
> bonniesophia at sbcglobal.net
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to djrosen at theworld.com
>
>
> David J. Rosen
> DJRosen at theworld.com
>
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to joyess1 at gmail.com
>
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From naasln at aol.com  Mon Dec  1 16:00:57 2008
From: naasln at aol.com (naasln at aol.com)
Date: Mon, 01 Dec 2008 16:00:57 -0500
Subject: [Technology 1812]
 =?utf-8?q?Transitioning_Students_with_AD/HD_into_the_Workforce_?=
 =?utf-8?q?=E2=80=93_Technologically_Enhanced_Listening/Learning_makes_the?=
 =?utf-8?q?_difference-_presented_by_Dr_Richard_Cooper_-_NAASLN=E2=80=99s_?=
 =?utf-8?q?Feb_09_Conference?=
Message-ID: <8CB220F0AA68648-D70-82D@WEBMAIL-DG15.sim.aol.com>

?Please share, post on your listservs and web sites and plan to attend! 

?

Be among the first to learn about Dr. Richard Cooper's newest initiative for students with AD/HD at NAASLN's February 2009 Mid-Atlantic Regional Conference near Baltimore, Maryland.??TELL, which stands for Technologically Enhanced Listening and Learning, is a ground-breaking curriculum aimed at cultivating entrepreneurial efforts while compensating for students' weaknesses.

?

NAASLN?s Mid-Atlantic Regional Conference

February 22?23, 2009? 

http://naasln.org/Regional_2009_conference.htm

?

Access to the New Economy for Adult & Adolescent Learners with AD/HD and Asperger?s Syndrome 

???????? 

A two-day concentrated format that directly responds to calls for more of what NAASLN does best?intimate, practical, hands-on conferences.

?

Conveniently located near Baltimore, this regional conference will draw adult education practitioners, transition specialists, community college faculty, workforce counselors, disability advocates, and others from New York to Virginia. 

?

The conference will feature the following plenary sessions:

?

ADD and Entrepreneurism...A Curriculum that Works! 

presented by Richard Cooper, Ph.D., Learning Specialist

Asperger?s Syndrome, Part I: The Adult Education Class 

presented by B
evan Gibson, M.S. Sp. Ed., Director Southern Illinois Professional Development Center? 

Asperger?s Syndrome, Part II: Transitioning to Postsecondary Education

presented by Melissa Arnott-Cox, Ed.D., L.P.C., C.A.C., Director Academic Success Center, Rowan University, Glassboro, NJ

For full program information, site description, accommodations, driving directions, registration details and to register online, visit NAASLN at http://www.naasln.org/Regional_2009_conference.htm

?

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From NellE at lacnyc.org  Wed Dec  3 10:16:22 2008
From: NellE at lacnyc.org (Nell Eckersley)
Date: Wed, 3 Dec 2008 10:16:22 -0500
Subject: [Technology 1813] Using Your Data to Improve Your Program Services
	from December 8 - 12, 2008
In-Reply-To: <8CB220F0AA68648-D70-82D@WEBMAIL-DG15.sim.aol.com>
References: <8CB220F0AA68648-D70-82D@WEBMAIL-DG15.sim.aol.com>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB801D6C407@lac-exch.lacnyc.local>

Colleagues,

 

Please join the Assessment List for a discussion on Using Your Data to
Improve Your Program Services from December 8 - 12, 2008.

 

To subscribe to the Assessment Discussion List, go to:
http://www.nifl.gov/mailman/listinfo/Assessment  

 

The full announcement for this discussion can be found at:
http://www.nifl.gov/lincs/discussions/assessment/08data.html

 

The discussion panelists would like to receive any questions or comments
you may have prior to the opening of the discussion next Monday.  Please
send your questions/comments to the Assessment List or to me at
marie.cora at hotspurpartners.com.  I will compile your contributions and
forward them to the panelists so that they can respond in advance.

 

Note that there are a number of resources to review and use before the
discussion begins.  

 

There is one resource - a case study - that is in draft now and will be
posted for your viewing later this week.

 

Thanks everyone for your interest. I'm looking forward to receiving your
questions/comments and looking forward to the discussion as well.

 

Marie

 

 

Marie Cora, Moderator

Assessment Discussion List 

National Institute for Literacy 

Email me at:  marie.cora at hotspurpartners.com

Subscribe at:  http://www.nifl.gov/mailman/listinfo/assessment

 

Coordinator of Assessment  

Program Planning Resource Collection

National Institute for Literacy 

Visit at:
http://www.nifl.gov/lincs/resourcecollections/resource_collections.html

 

 

 

Nell Eckersley

ALIES/ASISTS Program Operations Coordinator

tel: 212.803.3316

fax: 212.785.3685

nelle at lacnyc.org 

 

P please don't print this e-mail unless you really need to

<http://asists.org/> 

. 

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From LaFerlazzo at aol.com  Thu Dec  4 07:23:04 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Thu, 4 Dec 2008 07:23:04 EST
Subject: [Technology 1814] Re: Best Sites For Christmas, New Year's,
	Map-making, & More
Message-ID: <bca.3bc99642.366925a8@aol.com>

 
Hi, Everybody, 
Here are a few of the latest "The Best..." lists: 
_The  Best Places To Learn About Christmas, Hanukkah, & Kwanzaa_ 
(http://larryferlazzo.edublogs.org/2008/11/19/the-best-places-to-learn-about-christmas-hanu
kkah-kwanzaa/)  
(_http://larryferlazzo.edublogs.org/2008/11/19/the-best-places-to-learn-about-
christmas-hanukkah-kwanzaa/_ 
(http://larryferlazzo.edublogs.org/2008/11/19/the-best-places-to-learn-about-christmas-hanukkah-kwanzaa/) ) 
_The  Best Personal Home Page Creators_ 
(http://larryferlazzo.edublogs.org/2008/11/26/the-best-personal-home-page-creators/)  
(_http://larryferlazzo.edublogs.org/2008/11/26/the-best-personal-home-page-cre
ators/_ 
(http://larryferlazzo.edublogs.org/2008/11/26/the-best-personal-home-page-creators/) ) 
_The  Best Tools To Make Simple Graphs Online_ 
(http://larryferlazzo.edublogs.org/2008/11/28/the-best-tools-to-make-simple-graphs-online/)  
(_http://larryferlazzo.edublogs.org/2008/11/28/the-best-tools-to-make-simple-g
raphs-online/_ 
(http://larryferlazzo.edublogs.org/2008/11/28/the-best-tools-to-make-simple-graphs-online/) ) 
_The  Best Resources To Teach & Learn About The Terrorist Attacks In India_ 
(http://larryferlazzo.edublogs.org/2008/11/28/the-best-resources-to-teach-learn-
about-the-terrorist-attacks-in-india/)   
(_http://larryferlazzo.edublogs.org/2008/11/28/the-best-resources-to-teach-lea
rn-about-the-terrorist-attacks-in-india/_ 
(http://larryferlazzo.edublogs.org/2008/11/28/the-best-resources-to-teach-learn-about-the-terrorist-attacks-in-ind
ia/) ) 
_The  ?Best? Articles About Education ? 2008 _ 
(http://larryferlazzo.edublogs.org/2008/12/01/the-best-articles-about-education-2008/) 
(_http://larryferlazzo.edublogs.org/2008/12/01/the-best-articles-about-educati
on-2008/_ 
(http://larryferlazzo.edublogs.org/2008/12/01/the-best-articles-about-education-2008/) ) 
_The  Best Sites For Learning About New Year Celebrations_ 
(http://larryferlazzo.edublogs.org/2008/12/03/the-best-sites-for-learning-about-new-year-celebrat
ions/)  
(_http://larryferlazzo.edublogs.org/2008/12/03/the-best-sites-for-learning-abo
ut-new-year-celebrations/_ 
(http://larryferlazzo.edublogs.org/2008/12/03/the-best-sites-for-learning-about-new-year-celebrations/) ) 
_The  Best Map-Making Sites On The Web_ 
(http://larryferlazzo.edublogs.org/2008/12/03/the-best-map-making-sites-on-the-web/)  
(_http://larryferlazzo.edublogs.org/2008/12/03/the-best-map-making-sites-on-th
e-web/_ 
(http://larryferlazzo.edublogs.org/2008/12/03/the-best-map-making-sites-on-the-web/) ) 
Larry Ferlazzo
Luther Burbank High School
Sacramento,  CA
**************Make your life easier with all your friends, email, and 
favorite sites in one place.  Try it now. 
(http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom00000010)
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From mthacher at otan.us  Thu Dec  4 13:41:10 2008
From: mthacher at otan.us (Marian Thacher)
Date: Thu, 04 Dec 2008 10:41:10 -0800
Subject: [Technology 1815]  Examples of student cartoons?
Message-ID: <fc.004c56fb03ac5b32004c56fb03ac5b32.3ac5c56@scoe.net>

OTAN is planning to post an article about using Web sites that allow
students to create their own cartoons. Sites allow students to create
characters, cartoon panels, and speech bubbles. These could be used as
writing activities or discussion prompts. 

There are many of these sites, and I'm sure some of you have used these
with your students and have good examples of their work.

Some of these sites are:

[ http://www.bitstrips.com ]http://www.bitstrips.com
[
fcp://@fc.scoe.net,%235003003/Mailbox/TMN/_blank/www.pimpampum.net/bubblr/
]http://www.pimpampum.net/bubblr/
[ http://comiqs.com ]http://comiqs.com
[ http://www.makebeliefscomix.com ]http://www.makebeliefscomix.com
[ http://www.toondo.com ]http://www.toondo.com 

Have you used any of these, or other ones, with your students? And do you
have any examples of student work that your students would be willing to
share in the article? Please email me or Kristi directly if you do

Thanks,
Marian Thacher, OTAN
[ mailto:mthacher at otan.us ]mthacher at otan.us

Kristi Reyes, MiraCosta College Adult Education
[ mailto:kreyes at miracosta.edu ]kreyes at miracosta.edu

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From DJRosen at theworld.com  Tue Dec  9 07:17:57 2008
From: DJRosen at theworld.com (David Rosen)
Date: Tue, 9 Dec 2008 07:17:57 -0500
Subject: [Technology 1816]  How are you using graphica with your students?
In-Reply-To: <fc.004c56fb03ac5b32004c56fb03ac5b32.3ac5c56@scoe.net>
References: <fc.004c56fb03ac5b32004c56fb03ac5b32.3ac5c56@scoe.net>
Message-ID: <FC5EE4B6-317F-4D60-A9FD-2A699046D076@theworld.com>

Colleagues.

"Graphica" (comic books, comic strips, graphic novels and  
photonovels) are available in some libraries to encourage print  
literacy.
http://www.ennisdailynews.com/news.php?id=3206  I think some adult  
literacy and ESOL programs use them, too.

Marian Thacher has provided a short list of free software (to which I  
would add Go! Animate, http://goanimate.com ) and has asked if anyone  
on this discussion list has used any of these tools with students,  
has had students making digital cartoons,  and has examples.

Marian, could you share with us the examples that people have e- 
mailed you that have public web sites? If there are others on this  
discussion list who have examples, could you share them with everyone  
here?

The Fall 2008 Adult Basic Education and Literacy Journal has a good  
article on creating photo novels, and there was just a great  
discussion about photo novels for health literacy on the health  
literacy discussion list, archived at http://www.nifl.gov/pipermail/ 
healthliteracy/2008/date.html (beginning with message 2457)

Are you working or have you worked with students creating  
"graphica" ? If you are, please let us know. Let's use this  
technology discussion list as a "Community of Practice" to share what  
tools we are (or in the absence of replies -- are not) using with  
students, and if we are using them, how.

I would like to see more "shop talk" here on how teachers are  
actually using technology with students, especially as tools for  
project-based learning. Anyone else interested in this?

David J. Rosen
DJRosen at theworld.com

On Dec 4, 2008, at 1:41 PM, Marian Thacher wrote:

> OTAN is planning to post an article about using Web sites that  
> allow students to create their own cartoons. Sites allow students  
> to create characters, cartoon panels, and speech bubbles. These  
> could be used as writing activities or discussion prompts.
>
> There are many of these sites, and I'm sure some of you have used  
> these with your students and have good examples of their work.
>
> Some of these sites are:
>
> http://www.bitstrips.com
> http://www.pimpampum.net/bubblr/
> http://comiqs.com
> http://www.makebeliefscomix.com
> http://www.toondo.com
>
> Have you used any of these, or other ones, with your students? And  
> do you have any examples of student work that your students would  
> be willing to share in the article? Please email me or Kristi  
> directly if you do
>
> Thanks,
> Marian Thacher, OTAN
> mthacher at otan.us
>
> Kristi Reyes, MiraCosta College Adult Education
> kreyes at miracosta.edu
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> Technology at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/technology
> Email delivered to djrosen at theworld.com

David J. Rosen
DJRosen at theworld.com

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From mthacher at otan.us  Wed Dec 10 12:24:16 2008
From: mthacher at otan.us (Marian Thacher)
Date: Wed, 10 Dec 2008 09:24:16 -0800
Subject: [Technology 1817] Re: How are you using graphica with your students?
In-Reply-To: <FC5EE4B6-317F-4D60-A9FD-2A699046D076@theworld.com>
References: <FC5EE4B6-317F-4D60-A9FD-2A699046D076@theworld.com>
Message-ID: <fc.004c56fb03aea703004c56fb03ac5b32.3aea986@scoe.net>

I got one example of student work from Barry Bakin, see below. I would
love to find others. If you follow the link on Barry's page back to
student work you can also see some examples of cartoons and one word poems
made using Word.

Marian

"Bakin, Barry" <barry.bakin at lausd.net> on Thursday, December 04, 2008 at
1:28 PM -0800 wrote:
>I use makebeliefscomix regularly-had started using bubblr but since
>flickr?s been blocked I I haven?t used it.  I have two student projects
>posted here http://esl.adultinstruction.org/MakeBeliefsComix.htm
>
>Barry

The Technology and Literacy Discussion List <technology at nifl.gov> on
Tuesday, December 09, 2008 at 4:17 AM -0800 wrote:
>Colleagues.
>
>
>"Graphica" (comic books, comic strips, graphic novels and photonovels)
>are available in some libraries to encourage print literacy.  
>[ http://www.ennisdailynews.com/news.php?id=3206
>]http://www.ennisdailynews.com/news.php?id=3206  I think some adult
>literacy and ESOL programs use them, too. 
>
>
>Marian Thacher has provided a short list of free software (to which I
>would add Go! Animate, [ http://goanimate.com ]http://goanimate.com ) and
>has asked if anyone on this discussion list has used any of these tools
>with students, has had students making digital cartoons,  and has
>examples. 
>
>
>Marian, could you share with us the examples that people have e-mailed
>you that have public web sites? If there are others on this discussion
>list who have examples, could you share them with everyone here?
>
>
>The Fall 2008 Adult Basic Education and Literacy Journal has a good
>article on creating photo novels, and there was just a great discussion
>about photo novels for health literacy on the health literacy discussion
>list, archived at [
>http://www.nifl.gov/pipermail/healthliteracy/2008/date.html
>]http://www.nifl.gov/pipermail/healthliteracy/2008/date.html (beginning
>with message 2457)
>
>
>Are you working or have you worked with students creating "graphica" ? If
>you are, please let us know. Let's use this technology discussion list as
>a "Community of Practice" to share what tools we are (or in the absence
>of replies -- are not) using with students, and if we are using them,
>how. 
>
>
>I would like to see more "shop talk" here on how teachers are actually
>using technology with students, especially as tools for project-based
>learning. Anyone else interested in this?
>
>David J. Rosen
>[ mailto:DJRosen at theworld.com ]DJRosen at theworld.com
>
>
>On Dec 4, 2008, at 1:41 PM, Marian Thacher wrote:
>
>
>
>OTAN is planning to post an article about using Web sites that allow
>students to create their own cartoons. Sites allow students to create
>characters, cartoon panels, and speech bubbles. These could be used as
>writing activities or discussion prompts. 
>
>There are many of these sites, and I'm sure some of you have used these
>with your students and have good examples of their work.
>
>Some of these sites are:
>
>[ http://www.bitstrips.com ]http://www.bitstrips.com
>[ http://www.pimpampum.net/bubblr/ ]http://www.pimpampum.net/bubblr/
>[ http://comiqs.com ]http://comiqs.com
>[ http://www.makebeliefscomix.com ]http://www.makebeliefscomix.com
>[ http://www.toondo.com ]http://www.toondo.com 
>
>Have you used any of these, or other ones, with your students? And do you
>have any examples of student work that your students would be willing to
>share in the article? Please email me or Kristi directly if you do
>
>Thanks,
>Marian Thacher, OTAN
>[ mailto:mthacher at otan.us ]mthacher at otan.us
>
>Kristi Reyes, MiraCosta College Adult Education
>[ mailto:kreyes at miracosta.edu ]kreyes at miracosta.edu
>----------------------------------------------------
>National Institute for Literacy
>Technology and Literacy mailing list
>[ mailto:Technology at nifl.gov ]Technology at nifl.gov
>To unsubscribe or change your subscription settings, please go to [
>http://www.nifl.gov/mailman/listinfo/technology
>]http://www.nifl.gov/mailman/listinfo/technology
>Email delivered to [ mailto:djrosen at theworld.com ]djrosen at theworld.com
>
>
>David J. Rosen
>[ mailto:DJRosen at theworld.com ]DJRosen at theworld.com
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Technology and Literacy mailing list
>Technology at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/technology
>Email delivered to mthacher at otan.us

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From barry.bakin at lausd.net  Wed Dec 10 11:07:06 2008
From: barry.bakin at lausd.net (Bakin, Barry)
Date: Wed, 10 Dec 2008 08:07:06 -0800
Subject: [Technology 1818] Re: How are you using graphica with your students?
References: <fc.004c56fb03ac5b32004c56fb03ac5b32.3ac5c56@scoe.net>
	<FC5EE4B6-317F-4D60-A9FD-2A699046D076@theworld.com>
Message-ID: <D7D008D5A3EAF6478CF0328F18E6639B91AE2F@MAILBE-LA13.lausd.net>

David wrote: 
Are you working or have you worked with students creating  
"graphica" ? If you are, please let us know. Let's use this  
technology discussion list as a "Community of Practice" to share what  
tools we are (or in the absence of replies -- are not) using with  
students, and if we are using them, how.

I would like to see more "shop talk" here on how teachers are  
actually using technology with students, especially as tools for  
project-based learning. Anyone else interested in this?

You can see several project types that my Beginning and Intermediate Level ESL students have done over the years at http://esl.adultinstruction.org/StudentWork.htm 

The examples are often accompanied by step-by-step handouts that I've used at various in-services and conferences so if the "how-to" is not immediately apparent, you can download instructions on how to have your students do the projects. Included among the examples are projects with Word, PowerPoint, and Excel. Most involve the use of some type of graphic.

Barry Bakin
Pacoima Skills Center, ESL Teacher
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From shannon at torranceinc.com  Thu Dec 11 09:41:20 2008
From: shannon at torranceinc.com (Shannon Young)
Date: Thu, 11 Dec 2008 09:41:20 -0500
Subject: [Technology 1819]  Low-cost or free LMS?
Message-ID: <000b01c95b9e$88b69fc0$9a23df40$@com>

I have a client who would like to share demos of some of their e-learning
health courses in a secure Web environment.   Is there a user friendly,
relatively inexpensive way to do this?  Is Moodle a good option for
SCORM-compliant courses that have been created using software like
Articulate Presenter or Authorware?  The client wants to limit access to the
demos and isn't ready to invest in a full LMS.  

 

Thanks,

Shannon

 

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From gspangenberg at caalusa.org  Thu Dec 11 11:09:54 2008
From: gspangenberg at caalusa.org (Gail Spangenberg)
Date: Thu, 11 Dec 2008 11:09:54 -0500
Subject: [Technology 1820]  CAAL/Commission Report on Inflation...
Message-ID: <E3DFCBD7-5465-43A8-B81D-E87FE9F90E65@caalusa.org>

The National Commission on Adult Literacy, in Reach Higher, America,  
calls for an expenditure (in 2008 dollars), for the new adult  
education and workforce skills system it recommends, of $20 billion  
in public funding. It also calls for an unspecified amount in private  
sector funding, creation of a new national trust to help support  
development of this system which would be supported by both public  
and private funds, and use of technology on an unprecedented scale to  
help achieve increased enrollments and bring down per-student program  
costs.

The Center for Labor Management Studies at Northeastern recently  
calculated the affects of inflation by 2020 on the $20 billion figure  
and for private sector funding. The results are presented in a short  
paper prepared for CAAL as part of its follow-up work on behalf of  
the Commission. The paper is posted for interested parties at the  
CAAL website, www.caalusa.org (Publications page, item NC-CAAL3),  
along with other recent analyses for CAAL/the Commission.

Gail Spangenberg
President
Council for Advancement of Adult Literacy
1221 Avenue of the Americas - 46th Fl
New York, NY 10020
212-512-2362, F: 212-512-2610
www.caalusa.org

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From ppearson at otan.us  Thu Dec 11 13:46:02 2008
From: ppearson at otan.us (Penny Pearson)
Date: Thu, 11 Dec 2008 10:46:02 -0800
Subject: [Technology 1821] Re: Low-cost or free LMS?
In-Reply-To: <000b01c95b9e$88b69fc0$9a23df40$@com>
References: <000b01c95b9e$88b69fc0$9a23df40$@com>
Message-ID: <fc.004c56fb03af3c273b9aca0031f9a78b.3af3cd6@scoe.net>

Shannon - 
Moodle is a good alternative as the software is free, but your client
would need to find someone to host the service on the web. Check out
http://www.moodle.com for hosting and service information.  Moodle IS
SCORM-compliant though I have not used this part of Moodle myself. Courses
can be limited via registration and password entry. More information on
the capability of Moodle is available at:  http://www.moodle.org  (Be sure
to read about SCORM compliance here.) Please feel free to contact me
off-list if you have any questions. Hope this helps! 
Penny 

Penny Pearson, Project Specialist
Outreach and Technical Assistance Network
Sacramento CA

The Technology and Literacy Discussion List <technology at nifl.gov> on
Thursday, December 11, 2008 at 6:41 AM -0800 wrote:
>I have a client who would like to share demos of some of their e-learning
>health courses in a secure Web environment.   Is there a user friendly,
>relatively inexpensive way to do this?  Is Moodle a good option for
>SCORM-compliant courses that have been created using software like
>Articulate Presenter or Authorware?  The client wants to limit access to
>the demos and isn?t ready to invest in a full LMS.  
> 
>Thanks,
>
>Shannon
>

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From matt at neable.org  Thu Dec 11 14:43:10 2008
From: matt at neable.org (matt at neable.org)
Date: Thu, 11 Dec 2008 14:43:10 -0500
Subject: [Technology 1822] Re: Low-cost or free LMS?
In-Reply-To: <000b01c95b9e$88b69fc0$9a23df40$@com>
Message-ID: <478DD7D0F4264858A8A7A894ACF47A68@Technology>

Hi Shannon, this might help, it is from the Moodle developer's knowledge
base:

SCORM 1.2 is supported in Moodle 1.9.3 and Moodle 1.8.7 and passes all the
tests in the ADL Conformance test suite 1.2..7 for SCORM 1.2. 

SCORM 2004 is not completely supported in Moodle at this stage. Parts of the
API have been implemented, but others such as Navigation and Sequencing have
not yet been implemented.

http://docs.moodle.org/en/SCORM
 
Good luck,
 
Matt Gambrill
 
Northeast ABLE Resource Center 
23131 Lakeshore Blvd., 
Euclid, OH 44123 
216.261.7076 
www.neable.org 

-----Original Message-----
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
Behalf Of Shannon Young
Sent: Thursday, December 11, 2008 9:41 AM
To: technology at nifl.gov
Subject: [Technology 1819] Low-cost or free LMS?

I have a client who would like to share demos of some of their e-learning
health courses in a secure Web environment.   Is there a user friendly,
relatively inexpensive way to do this?  Is Moodle a good option for
SCORM-compliant courses that have been created using software like
Articulate Presenter or Authorware?  The client wants to limit access to the
demos and isn't ready to invest in a full LMS.  

 

Thanks,

Shannon

 

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From Marsha.Goldberg at ed.gov  Thu Dec 11 14:46:05 2008
From: Marsha.Goldberg at ed.gov (Goldberg, Marsha)
Date: Thu, 11 Dec 2008 14:46:05 -0500
Subject: [Technology 1823] Re: Low-cost or free LMS?
Message-ID: <D26662ADA323444C94B1D841DD24DE2E0331B5FE@wdcrobe2m06.ed.gov>

Shannon; 
 
Tell your client to try myicourse.com  It's very simple (not nearly as
sophisticated at Moodle) but much easier to use and has great support.   

The Technology and Literacy Discussion List <technology at nifl.gov> on
Thursday, December 11, 2008 at 6:41 AM -0800 wrote:
I have a client who would like to share demos of some of their e-learning
health courses in a secure Web environment.   Is there a user friendly,
relatively inexpensive way to do this?  Is Moodle a good option for
SCORM-compliant courses that have been created using software like
Articulate Presenter or Authorware?  The client wants to limit access to the
demos and isn't ready to invest in a full LMS.  
 
Thanks,

Shannon

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From LaFerlazzo at aol.com  Fri Dec 12 21:22:38 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Fri, 12 Dec 2008 21:22:38 EST
Subject: [Technology 1824] Re: Best Grammar, Website Creation,
	Music & Sound Effects, & More lists
Message-ID: <bf1.43e3eb03.3674766e@aol.com>

Hi, Everybody,
 
Here are the latest "The Best" lists -- this time with tiny urls!
 
_The  Best Fun Sites You Can Use For Learning, Too_ 
(http://larryferlazzo.edublogs.org/2008/12/11/the-best-fun-sites-you-can-use-for-learning-too-2008/)  
(_http://tinyurl.com/5cxbh2_ (http://tinyurl.com/5cxbh2) )
 
_The  Best Life Expectancy Calculators_ 
(http://larryferlazzo.edublogs.org/2008/12/10/how-long-will-you-live/) 
(_http://tinyurl.com/6l6y67_ (http://tinyurl.com/6l6y67) )
 
_The  Best Places To Get Royalty-Free Music & Sound Effects_ 
(http://larryferlazzo.edublogs.org/2008/12/08/the-best-places-to-get-royalty-free-music-sound-e
ffects/) 
(_http://tinyurl.com/6a9po5_ (http://tinyurl.com/6a9po5) )
 
_The  Best Sites For Grammar Practice_ 
(http://larryferlazzo.edublogs.org/2008/12/07/the-best-sites-for-grammar-practice/) 
(_http://tinyurl.com/6o3mox_ (http://tinyurl.com/6o3mox) )
 
_The  Best Online Resources For Teachers of Pre-Literate ELL?s_ 
(http://larryferlazzo.edublogs.org/2008/12/06/the-best-online-resources-for-teachers-of-pre-
literate-ells/) 
(_http://tinyurl.com/5fsea7_ (http://tinyurl.com/5fsea7) )
 
_The  Best Sites For Learning About Pearl Harbor_ 
(http://larryferlazzo.edublogs.org/2008/12/06/the-best-sites-for-learning-about-pearl-harbor/) 
(_http://tinyurl.com/6fzuuc_ (http://tinyurl.com/6fzuuc) )

_The  Best Ways For Students Or Teachers To Create A Website_ 
(http://larryferlazzo.edublogs.org/2008/12/12/the-best-ways-for-students-or-teachers-to-create
-a-website/) 
(_http://tinyurl.com/6kkqcr_ (http://tinyurl.com/6kkqcr) ) 
 
Larry Ferlazzo
Luther Burbank High School
**************Make your life easier with all your friends, email, and 
favorite sites in one place.  Try it now. 
(http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom00000010)
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From vgigliotti at proliteracy.org  Thu Dec 11 15:28:36 2008
From: vgigliotti at proliteracy.org (Val Gigliotti)
Date: Thu, 11 Dec 2008 15:28:36 -0500
Subject: [Technology 1825]  Grants for Instructional Materials Available
Message-ID: <DBF40CF21F685B45B1D163F82E43A221A4D5D2@miller.proliteracy.org>

> Applications are now being accepted for grants from
> the Charles Evans Book Fund!
> The Charles Evans Book Fund is a special program of ProLiteracy> '> s National Book Fund,? a program that supplies local programs with adult literacy and basic education curricula and materials. The Charles Evans Book Fund, dedicated to improving the lives of people who are homeless, was established with a generous grant from the Charles Evans Foundation in honor of the life and philanthropy of the late Charles Evans.
> Non-profit organizations that provide adult literacy or basic education services for people who are homeless are eligible to apply for a Charles Evans Book Fund grant from ProLiteracy. Grants typically range between $3,000 and $8,000, but may be smaller or larger depending on the needs of the applicant organization. Grants are in the form of vouchers for teaching materials and products from ProLiteracy> '> s publishing division, New Readers Press. 
> In addition to literacy instructional and reading materials, New Readers Press also produces many materials to help individuals with life skills such as applying for a job, parenting, obtaining a driver> '> s license, and others. 
> Applications are now being accepted by mail and must be postmarked no later than January 23, 2009 to be considered. For grant guidelines, applications, and additional information, go to http://www.proliteracy.org/NetCommunity/Page.aspx?pid=484&srcid=191
> 
> 
> Valerie Gigliotti
> ProLiteracy
> 1320 Jamesville Ave.
> Syracuse, NY  13210
> 315 422 9121 x225
> http://www.proliteracy.org
> 
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From Gina.Lobaccaro at state.de.us  Mon Dec 15 11:23:00 2008
From: Gina.Lobaccaro at state.de.us (Lobaccaro Gina (DOC))
Date: Mon, 15 Dec 2008 11:23:00 -0500
Subject: [Technology 1826] Re: Best Grammar, Website Creation,
 Music & Sound Effects, & More lists
In-Reply-To: <bf1.43e3eb03.3674766e@aol.com>
References: <bf1.43e3eb03.3674766e@aol.com>
Message-ID: <94997DF78EF247499E4E503926AE48D5082503B0D3@DTIE2K7CLS03.state.de.us>

Larry and/or others...
Are there sites that allow you to download short royalty free clips video clips from good quality movies that we can use for instruction? I am an adult educator- media and technology specialist in a prison. My students cannot access the Internet, so I must bring all the media to them.....
Thank you very much!
Gina

"Greatness is not in where we stand, but in what direction we are moving.  We must sail sometimes with the wind and sometimes against it - but sail we must and not drift nor lie at anchor." Author appreciated, but unknown.

Gina Lobaccaro
Sussex Correctional Institution
Prison Education Department
PO Box 500
Georgetown, DE 19947
Office (302) 856-5282 x 6204
Fax (302) 856-5642
gina.lobaccaro at state.de.us

________________________________
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of LaFerlazzo at aol.com
Sent: Friday, December 12, 2008 9:23 PM
Subject: [Technology 1824] Re: Best Grammar, Website Creation, Music & Sound Effects, & More lists

Hi, Everybody,

Here are the latest "The Best" lists -- this time with tiny urls!

The Best Fun Sites You Can Use For Learning, Too<http://larryferlazzo.edublogs.org/2008/12/11/the-best-fun-sites-you-can-use-for-learning-too-2008/>
(http://tinyurl.com/5cxbh2)

The Best Life Expectancy Calculators<http://larryferlazzo.edublogs.org/2008/12/10/how-long-will-you-live/>
(http://tinyurl.com/6l6y67)

The Best Places To Get Royalty-Free Music & Sound Effects<http://larryferlazzo.edublogs.org/2008/12/08/the-best-places-to-get-royalty-free-music-sound-effects/>
(http://tinyurl.com/6a9po5)

The Best Sites For Grammar Practice<http://larryferlazzo.edublogs.org/2008/12/07/the-best-sites-for-grammar-practice/>
(http://tinyurl.com/6o3mox)

The Best Online Resources For Teachers of Pre-Literate ELL's<http://larryferlazzo.edublogs.org/2008/12/06/the-best-online-resources-for-teachers-of-pre-literate-ells/>
(http://tinyurl.com/5fsea7)

The Best Sites For Learning About Pearl Harbor<http://larryferlazzo.edublogs.org/2008/12/06/the-best-sites-for-learning-about-pearl-harbor/>
(http://tinyurl.com/6fzuuc)

The Best Ways For Students Or Teachers To Create A Website<http://larryferlazzo.edublogs.org/2008/12/12/the-best-ways-for-students-or-teachers-to-create-a-website/>
(http://tinyurl.com/6kkqcr)

Larry Ferlazzo
Luther Burbank High School

________________________________
Make your life easier with all your friends, email, and favorite sites in one place. Try it now<http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom00000010>.
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From bmarceta at otan.us  Tue Dec 16 15:11:03 2008
From: bmarceta at otan.us (Branka Marceta)
Date: Tue, 16 Dec 2008 12:11:03 -0800
Subject: [Technology 1827] Re: Best ...Sound Effects | Downloading videos
In-Reply-To: <94997DF78EF247499E4E503926AE48D5082503B0D3@DTIE2K7CLS03.state.de.us>
References: <bf1.43e3eb03.3674766e@aol.com>
	<94997DF78EF247499E4E503926AE48D5082503B0D3@DTIE2K7CLS03.state.de.us>
Message-ID: <fc.004c56fb03b1028a3b9aca004a970ec9.3b10817@scoe.net>

Gina and all, 

We recently discovered a Web site with videos by experts in all areas of
life. There are categories for Auto and Mechanical, Careers and Education,
Health and Fitness, Parenting, Personal Finance, and Safety, among others. 
http://www.monkeysee.com/

This is from their About Us page:
MonkeySee is a new destination website, launched in January 2008, that
provides free access to a large collection of professionally-produced and
user-generated how-to videos. Visitors to MonkeySee will find a
rapidly-growing library of videos on a wide variety of topics, presented
in deep detail by accomplished, credible experts. It's a great way to
learn something new, and the perfect platform for experts to share their
knowledge and increase their credibility, while getting valuable
promotional exposure for their business or hobby.

Under their Terms and Conditions page, this is what they say about
downloading:

You may download or embed a Video, together with the biographical
information and/or blog of the expert featured in the Video, to your own
personal or commercial website, provided that: The website to which you
download the Video: Is not primarily in the business of displaying or
offering do-it-yourself videos, information, materials or advice or is
otherwise viewed as a competitor of the Site, as determined in our sole
discretion; and 
Does not contain, depict or promote offensive or illegal material or
activities; 

You do not change or delete any proprietary notices from the downloaded
Video, including, without limitation, the MonkeySee.com watermark; 
You do not alter the Video or its functionality in any way; and 
The Video is displayed for informational purposes only, and not for any
commercial purpose, unless the Video was originally submitted to the Site
by you. 

There are a number of (relatively safe and free) tools available for
downloading online videos including: 

  ? Real Media Player -
    http://i.realone.com/product/help/rp11/en/Content/Recording_Download-Record_Web.htm

  ? Download Helper (Firefox only) http://www.downloadhelper.net/

  ?  YouTube Downloader http://youtubedownload.altervista.org
  ? 

Once the video downloads, it will be in FLV format (Flash Live Video).
There are a number of free FLV players available:
  ? 
  ? FLV Player
    http://www.download.com/FLV-Player/3000-13632_4-10467081.html

  ? Wimpy
    http://www.wimpyplayer.com/products/wimpy_standalone_flv_player.html
  ? 

It is heartening to hear that a corrections educator is willing to spend
her time and energy outside teaching hours in order to collect resources
and materials to engage her incarcerated adult learners with the new tools
and new content, available only to those 'outside'.  

~Branka Marceta
OTAN, Sacramento, California

The Technology and Literacy Discussion List <technology at nifl.gov> on
Monday, December 15, 2008 at 8:23 AM -0800 wrote:
>Larry and/or others

>
>Are there sites that allow you to download short royalty free clips video
>clips from good quality movies that we can use for instruction? I am an
>adult educator- media and technology specialist in a prison. My students
>cannot access the Internet, so I must bring all the media to them
..
>
>Thank you very much!
>
>Gina
>
> 
>
>"Greatness is not in where we stand, but in what direction we are
>moving.  We must sail sometimes with the wind and sometimes against it ?
>but sail we must and not drift nor lie at anchor.? Author appreciated,
>but unknown.
>
>Gina Lobaccaro
>Sussex Correctional Institution
>Prison Education Department
>PO Box 500
>Georgetown, DE 19947
>Office (302) 856-5282 x 6204
>Fax (302) 856-5642
>gina.lobaccaro at state.de.us 
>
> 
>
> 
>
> 
>
>
> 
>===========================================================================
>
>
>From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
>Behalf Of LaFerlazzo at aol.com
>Sent: Friday, December 12, 2008 9:23 PM
>Subject: [Technology 1824] Re: Best Grammar, Website Creation, Music &
>Sound Effects, & More lists
>
>
>
>
> 
>
>
>
>
>Hi, Everybody,
>
>
>
>
> 
>
>
>
>
>Here are the latest "The Best" lists -- this time with tiny urls!
>
>
>
>
> 
>
>
>
>
>[
>http://larryferlazzo.edublogs.org/2008/12/11/the-best-fun-sites-you-can-use-for-learning-too-2008/
>]The Best Fun Sites You Can Use For Learning, Too 
>([ http://tinyurl.com/5cxbh2 ]http://tinyurl.com/5cxbh2)
>
>
>
>
> 
>
>
>
>
>[ http://larryferlazzo.edublogs.org/2008/12/10/how-long-will-you-live/
>]The Best Life Expectancy Calculators
>([ http://tinyurl.com/6l6y67 ]http://tinyurl.com/6l6y67)
>
>
>
>
> 
>
>
>
>
>[
>http://larryferlazzo.edublogs.org/2008/12/08/the-best-places-to-get-royalty-free-music-sound-effects/
>]The Best Places To Get Royalty-Free Music & Sound Effects
>([ http://tinyurl.com/6a9po5 ]http://tinyurl.com/6a9po5)
>
>
>
>
> 
>
>
>
>
>[
>http://larryferlazzo.edublogs.org/2008/12/07/the-best-sites-for-grammar-practice/
>]The Best Sites For Grammar Practice
>([ http://tinyurl.com/6o3mox ]http://tinyurl.com/6o3mox)
>
>
>
>
> 
>
>
>
>
>[
>http://larryferlazzo.edublogs.org/2008/12/06/the-best-online-resources-for-teachers-of-pre-literate-ells/
>]The Best Online Resources For Teachers of Pre-Literate ELL?s
>
>
>
>
>([ http://tinyurl.com/5fsea7 ]http://tinyurl.com/5fsea7)
>
>
>
>
> 
>
>
>
>
>[
>http://larryferlazzo.edublogs.org/2008/12/06/the-best-sites-for-learning-about-pearl-harbor/
>]The Best Sites For Learning About Pearl Harbor
>([ http://tinyurl.com/6fzuuc ]http://tinyurl.com/6fzuuc)
>
>
>
>
> 
>
>
>
>
>[
>http://larryferlazzo.edublogs.org/2008/12/12/the-best-ways-for-students-or-teachers-to-create-a-website/
>]The Best Ways For Students Or Teachers To Create A Website
>([ http://tinyurl.com/6kkqcr ]http://tinyurl.com/6kkqcr) 
>
>
>
>
> 
>
>
>
>
>Larry Ferlazzo
>
>
>
>
>Luther Burbank High School
>
>
>
>
>
>
>
>
> 
>===========================================================================
>
>
>Make your life easier with all your friends, email, and favorite sites in
>one place. [
>http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom00000010
>]Try it now.
>
>----------------------------------------------------
>National Institute for Literacy
>Technology and Literacy mailing list
>Technology at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/technology
>Email delivered to bmarceta at otan.us

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From ESnay at qcc.mass.edu  Tue Dec 16 12:41:49 2008
From: ESnay at qcc.mass.edu (Eunice Snay)
Date: Tue, 16 Dec 2008 12:41:49 -0500
Subject: [Technology 1828] Re: Best Grammar, Website Creation,
	Music & Sound Effects, & More lists
In-Reply-To: <94997DF78EF247499E4E503926AE48D5082503B0D3@DTIE2K7CLS03.state.de.us>
References: <bf1.43e3eb03.3674766e@aol.com>
	<94997DF78EF247499E4E503926AE48D5082503B0D3@DTIE2K7CLS03.state.de.us>
Message-ID: <7D243C93CC45DC47BD40B11C9D073BA90696B584@HOBBES.campus.qcc.edu>

Gina:  I've used www.archive.org.  Just looking now looking again the
site talks about "This library contains thousands of digital movies
which range from classic full-length films, to daily alternative news
broadcasts, to videos of every genre uploaded by Archive users. Many of
these movies are available for download."

For short video clips http://www.teachertube.com/ by You Tube works too
and is constantly being updated. 

 

Eunice Snay

Central SABES Regional Technologist

508-854-4514

esnay at qcc.mass.edu

SABES: Training leaders in Adult Basic Education

For more information on upcoming Central SABES offerings and/or to
register for our events please go to: http://calendar.sabes.org/central
<http://calendar.sabes.org/central> 

 

 

 

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of Lobaccaro Gina (DOC)
Sent: Monday, December 15, 2008 11:23 AM
To: 'The Technology and Literacy Discussion List'
Subject: [Technology 1826] Re: Best Grammar, Website Creation, Music &
Sound Effects, & More lists

 

Larry and/or others...

Are there sites that allow you to download short royalty free clips
video clips from good quality movies that we can use for instruction? I
am an adult educator- media and technology specialist in a prison. My
students cannot access the Internet, so I must bring all the media to
them.....

Thank you very much!

Gina

 

"Greatness is not in where we stand, but in what direction we are
moving.  We must sail sometimes with the wind and sometimes against it -
but sail we must and not drift nor lie at anchor." Author appreciated,
but unknown.

Gina Lobaccaro
Sussex Correctional Institution
Prison Education Department
PO Box 500
Georgetown, DE 19947
Office (302) 856-5282 x 6204
Fax (302) 856-5642
gina.lobaccaro at state.de.us 

 

 

 

________________________________

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]
On Behalf Of LaFerlazzo at aol.com
Sent: Friday, December 12, 2008 9:23 PM
Subject: [Technology 1824] Re: Best Grammar, Website Creation, Music &
Sound Effects, & More lists

 

Hi, Everybody,

 

Here are the latest "The Best" lists -- this time with tiny urls!

 

The Best Fun Sites You Can Use For Learning, Too
<http://larryferlazzo.edublogs.org/2008/12/11/the-best-fun-sites-you-can
-use-for-learning-too-2008/>  
(http://tinyurl.com/5cxbh2 <http://tinyurl.com/5cxbh2> )

 

The Best Life Expectancy Calculators
<http://larryferlazzo.edublogs.org/2008/12/10/how-long-will-you-live/> 
(http://tinyurl.com/6l6y67 <http://tinyurl.com/6l6y67> )

 

The Best Places To Get Royalty-Free Music & Sound Effects
<http://larryferlazzo.edublogs.org/2008/12/08/the-best-places-to-get-roy
alty-free-music-sound-effects/> 
(http://tinyurl.com/6a9po5 <http://tinyurl.com/6a9po5> )

 

The Best Sites For Grammar Practice
<http://larryferlazzo.edublogs.org/2008/12/07/the-best-sites-for-grammar
-practice/> 
(http://tinyurl.com/6o3mox <http://tinyurl.com/6o3mox> )

 

The Best Online Resources For Teachers of Pre-Literate ELL's
<http://larryferlazzo.edublogs.org/2008/12/06/the-best-online-resources-
for-teachers-of-pre-literate-ells/> 

(http://tinyurl.com/5fsea7 <http://tinyurl.com/5fsea7> )

 

The Best Sites For Learning About Pearl Harbor
<http://larryferlazzo.edublogs.org/2008/12/06/the-best-sites-for-learnin
g-about-pearl-harbor/> 
(http://tinyurl.com/6fzuuc <http://tinyurl.com/6fzuuc> )

 

The Best Ways For Students Or Teachers To Create A Website
<http://larryferlazzo.edublogs.org/2008/12/12/the-best-ways-for-students
-or-teachers-to-create-a-website/> 
(http://tinyurl.com/6kkqcr <http://tinyurl.com/6kkqcr> ) 

 

Larry Ferlazzo

Luther Burbank High School

 

________________________________

Make your life easier with all your friends, email, and favorite sites
in one place. Try it now
<http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom0
0000010> .

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From LaFerlazzo at aol.com  Tue Dec 16 20:35:40 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Tue, 16 Dec 2008 20:35:40 EST
Subject: [Technology 1829] Re: Best Grammar, Website Creation,
	Music & Sound Effec...
Message-ID: <cc3.37773fa6.3679b16c@aol.com>

Darren Draper has written an excellent blog post on the use of Creative  
Commons to make resources available for public use, and has included video  
sources:
 
_http://drapestakes.blogspot.com/2008/12/educators-guide-to-creative-commons.h
tml_ 
(http://drapestakes.blogspot.com/2008/12/educators-guide-to-creative-commons.html) 
 
Larry Ferlazzo
Luther Burbank High School
_http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) 
**************Make your life easier with all your friends, email, and 
favorite sites in one place.  Try it now. 
(http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom00000010)
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From shannon at torranceinc.com  Wed Dec 17 08:53:58 2008
From: shannon at torranceinc.com (Shannon Young)
Date: Wed, 17 Dec 2008 08:53:58 -0500
Subject: [Technology 1830]   Re: Low-cost or free LMS?
In-Reply-To: <mailman.17.1229101206.443.technology@nifl.gov>
References: <mailman.17.1229101206.443.technology@nifl.gov>
Message-ID: <000f01c9604e$e9b971d0$bd2c5570$@com>

I appreciate the suggestions for LMS possibilities.  I think myicourse may
be a good choice for simplicity and given the small number of users who will
access the courses at this stage of development.  I'll report back on the
process as we move forward.
Thanks! 
Shannon 

From dg21 at txstate.edu  Thu Dec 18 11:20:29 2008
From: dg21 at txstate.edu (Guckert, Denise A)
Date: Thu, 18 Dec 2008 10:20:29 -0600
Subject: [Technology 1831] Re: Low-cost or free LMS?
In-Reply-To: <D26662ADA323444C94B1D841DD24DE2E0331B5FE@wdcrobe2m06.ed.gov>
References: <D26662ADA323444C94B1D841DD24DE2E0331B5FE@wdcrobe2m06.ed.gov>
Message-ID: <598D9DA637C0E94685DFB185F261060DB02CAD9D7B@BOBCATMAIL4.matrix.txstate.edu>

I installed a test of Dokeos LMS (open source) a while back on my Windows XP machine and it ran well. I like the interface, and it has some scorm compatibility. They have a free service to upload courses, though it is not full featured - you can see the free service at http://campus.dokeos.com and get info on the main website at www.dokeos.com<http://www.dokeos.com>.
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Goldberg, Marsha
Sent: Thursday, December 11, 2008 1:46 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1823] Re: Low-cost or free LMS?

Shannon;

Tell your client to try myicourse.com  It's very simple (not nearly as sophisticated at Moodle) but much easier to use and has great support.

The Technology and Literacy Discussion List <technology at nifl.gov<mailto:technology at nifl.gov>> on Thursday, December 11, 2008 at 6:41 AM -0800 wrote:
I have a client who would like to share demos of some of their e-learning health courses in a secure Web environment.   Is there a user friendly, relatively inexpensive way to do this?  Is Moodle a good option for SCORM-compliant courses that have been created using software like Articulate Presenter or Authorware?  The client wants to limit access to the demos and isn't ready to invest in a full LMS.

Thanks,

Shannon

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From gdemetrion at msn.com  Fri Dec 19 13:53:27 2008
From: gdemetrion at msn.com (George Demetrion)
Date: Fri, 19 Dec 2008 13:53:27 -0500
Subject: [Technology 1832]  history of the Listserv
In-Reply-To: <598D9DA637C0E94685DFB185F261060DB02CAD9D7B@BOBCATMAIL4.matrix.txstate.edu>
References: <D26662ADA323444C94B1D841DD24DE2E0331B5FE@wdcrobe2m06.ed.gov>
	<598D9DA637C0E94685DFB185F261060DB02CAD9D7B@BOBCATMAIL4.matrix.txstate.edu>
Message-ID: <BAY103-W44C6D9A5AB554E3BED4745C5F00@phx.gbl>

Good afternoon all,
 
I thought this would be of interest on the history of the Listserv http://www.lsoft.com/products/listserv-history.asp
 
Best,
 
George Demetrion
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From LaFerlazzo at aol.com  Sun Dec 21 07:38:16 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Sun, 21 Dec 2008 07:38:16 EST
Subject: [Technology 1833] Re: Best Ways To Use YouTube At School;
	Learn About M.L.King, and More
Message-ID: <cfa.4b791201.367f92b8@aol.com>

Hi, Everybody,
 
Here are some more "The Best..." lists:

_Not  ?The Best,? But ?A List? Of Social Network Sites_ 
(http://larryferlazzo.edublogs.org/2008/12/17/not-the-best-but-a-list-of-social-network-sites/) 
(_http://tinyurl.com/8fyweq_ (http://tinyurl.com/8fyweq) )
 
_The  Best Applications For Annotating Websites_ 
(http://larryferlazzo.edublogs.org/2008/12/18/best-applications-for-annotating-websites/) 
(_http://tinyurl.com/7afu2x_ (http://tinyurl.com/7afu2x) ) 
_The  Best Ways To Access Educational YouTube Videos At School_ 
(http://larryferlazzo.edublogs.org/2008/12/20/the-best-ways-to-access-educational-youtube-vi
deos-in-school/)  
(_http://tinyurl.com/7b6kd7_ (http://tinyurl.com/7b6kd7) ) 
_The  Best Websites For Learning About Martin Luther King_ 
(http://larryferlazzo.edublogs.org/2008/12/21/the-best-websites-about-martin-luther-king/)  
(_http://tinyurl.com/9kjytz_ (http://tinyurl.com/9kjytz) ) 
_Part  Twenty-Eight Of The Best Ways To Create Online Content Easily &  
Quickly_ 
(http://larryferlazzo.edublogs.org/2008/12/14/part-twenty-eight-of-the-best-ways-to-create-online-content-easily-quickly/) 
(_http://tinyurl.com/8b85xw_ (http://tinyurl.com/8b85xw) )  
Happy Holidays! 
Larry Ferlazzo
Luther Burbank High School
Sacramento,  CA
**************One site keeps you connected to all your email: AOL Mail, 
Gmail, and Yahoo Mail. Try it now. 
(http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom00000025)
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From gdemetrion at msn.com  Fri Dec 19 13:56:54 2008
From: gdemetrion at msn.com (George Demetrion)
Date: Fri, 19 Dec 2008 13:56:54 -0500
Subject: [Technology 1834]  sdetting up a listserv
In-Reply-To: <598D9DA637C0E94685DFB185F261060DB02CAD9D7B@BOBCATMAIL4.matrix.txstate.edu>
References: <D26662ADA323444C94B1D841DD24DE2E0331B5FE@wdcrobe2m06.ed.gov>
	<598D9DA637C0E94685DFB185F261060DB02CAD9D7B@BOBCATMAIL4.matrix.txstate.edu>
Message-ID: <BAY103-W421F5283C7AEDFF461A063C5F00@phx.gbl>

Good afternoon all,
 
We are looking to set up a few listservs on adult literacy for adult literacy practitioners in the Hartford Ct area.
 
In as jargon free gterms as possible, would would be the steps in doing so?
 
Please feel free to write to me personally if you prefer not to post to the list.
 
Thanks very much
 
George Demetrion
gdemetrion at msn.com
 
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From NellE at lacnyc.org  Sun Dec 21 21:29:51 2008
From: NellE at lacnyc.org (Nell Eckersley)
Date: Sun, 21 Dec 2008 21:29:51 -0500
Subject: [Technology 1835] NTEN/TechSoup Global Webinar Series: Social Media
	and Storytelling
References: <cfa.4b791201.367f92b8@aol.com>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB861A9DD@lac-exch.lacnyc.local>

Hi All,
I thought some of you might be interested in this.  Has anyone worked with this group before?
 
best,
Nell 
 
Nell Eckersley

ALIES/ASISTS Program Operations Coordinator,

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List

tel: 212.803.3316

fax: 212.785.3685

nelle at lacnyc.org

 

http://tinyurl.com/4e6cxr <http://tinyurl.com/4e6cxr> 

NTEN/TechSoup Global Webinar Series: Social Media and Storytelling

Cost: FREE!
Start: 01/21/2009 - 11:00am
End: 02/18/2009 - 12:30pm
Timezone: US/Pacific

Stories that wrap your audience in and keep them listening will do wonders for your work. What is a story if it isn't heard? The magic of the social web is making it easier and easier to get our stories out to more than our core audiences and allowing us to drawn in potential new listeners like never before. Perhaps, you have heard a podcast or overheard someone talking about tagging or social bookmarking, but do you know how to make these tools work for telling your story?

Join TechSoup Global and NTEN for this 5-part webinar series, Social Media and Storytelling, where you will start learning the building blocks of the social web, then learn specifics on podcasting, video creation, and creating social media buzz, and finishing with ROI to determine what your strategy is worth.

Sessions include (Space is limited, Register Early! Sign up separately for each session.):

Part 1: Building Blocks (1/21/2009, 11am PT) 

Presented by: Amy Sample Ward 

Is sharing really caring?  Well, it can at least boost your internal staff knowledge and your positioning as a resource in the community!

In this webinar we'll discuss the fundamentals of sharing information with social media tools.  You don't have to know how to do this already to take part-this is for those just starting out!  We'll cover social bookmarking, tagging, RSS and more, plus the tools you can start using for free to do it all. 

> More Information and Register Now! <https://cc.readytalk.com/cc/schedule/display.do?udc=khtm32zf524z> 

Part 2: Podcasting (1/28/2009, 11am PT) 

Presented by: Corey Pudhorodsky 

Though in person communication is often considered most effective storytelling method, podcasting is a great alternative to broadcast your message, educate constituents, or sharing your story in a compelling medium. In this session you will learn how simple podcasting your content can actually be. You will also get a better understanding of the investments required to maintain a compelling podcasting. Though this session will focus on audio podcasting, many of the tips and resources will also apply to those interested in video podcast as well. 

> More Information and Register Now! <https://cc.readytalk.com/cc/schedule/display.do?udc=1960d2f04kzx1>  

Part 3: Video Creation (2/4/2009, 11am PT) 

Presented by: Jay Dedman & Ryanne Hodson 

We will help you understand the best ways to integrate video storytelling into your already busy schedule running a non-profit. 

With five years experience of online video experience, we will show you how to effectively use the most affordable video equipment to document your projects for the web. We'll share our tried-and-true technical workflow, but more importantly, our simple storytelling strategies that have worked for past projects. We can also help you understand when to do a video project yourself and when to hire a pro. 

> More Information and Register Now! <https://cc.readytalk.com/cc/schedule/display.do?udc=ooihqk0ns1aj>  

Part 4: Creating Social Buzz (2/11/2009, 11am PT) 

Presented by: Danielle Brigida 

We've all been there. The breaking news, the big campaign, the recently released video--and that daunting online goal..."Make it go viral!"

As nonprofits, we have important news to share, and we want fast and cheap ways to build buzz and awareness. In this webinar, learn strategies for taking these messages to the next level and promoting and cross promoting content using social media.  

> More Information and Register Now! <https://cc.readytalk.com/cc/schedule/display.do?udc=13o5h4dwdvjgr>  

Social Media ROI (2/18/2009, 11am PT) 

Presented by: Beth Kanter 

This Webinar will show how you can effectively use ROI processes, techniques, and formulas to help your organization make better social media strategy decisions and demonstrate impact. We'll take a look at what you can and cannot quantify as well as look at the most appropriate metrics for a social media strategy. We'll also cover the importance of intangible benefits for ongoing improvement of your strategy implementation, particularly as it relates to user-generated content, and engagement with social media tools such as blogs, podcasts, photo sharing, and video. We'll also cover where to incorporate qualitative information and introduce you to small tool set of analytics, mostly free, that can help you capture, analyze, and interpret data. You will learn how to communicate the value of social media to other people in your organization and pave the way for successful strategy execution. 

> More Information and Register Now! <https://cc.readytalk.com/cc/schedule/display.do?udc=slpno8mh3wn0> 

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From jackg at tutorialcenter.org  Mon Dec 22 13:21:50 2008
From: jackg at tutorialcenter.org (Jack Glade)
Date: Mon, 22 Dec 2008 13:21:50 -0500
Subject: [Technology 1836] Re: NTEN/TechSoup Global Webinar Series: Social
	Mediaand Storytelling
In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB861A9DD@lac-exch.lacnyc.local>
References: <cfa.4b791201.367f92b8@aol.com>
	<6E8BC13A30982C44BCD32B38FB8F5AB861A9DD@lac-exch.lacnyc.local>
Message-ID: <7B0BE897F1D74C2B988D7CED227B514C@tutorialcenter.local>

NTEN is a great organization supporting non-profits and their tech
development. We've been a member for a few years and gotten a lot of bang
for our membership buck in terms of tech knowledge as well as product
discounts. 
 

*********** 
Jack Glade 
Executive Director 
The Tutorial Center 
Bennington, Vermont and Manchester, Vermont 
Vermont's Most Comprehensive Educational Support Center 
802-447-0111 

 

  _____  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
Behalf Of Nell Eckersley
Sent: Sunday, December 21, 2008 9:30 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1835] NTEN/TechSoup Global Webinar Series: Social
Mediaand Storytelling

Hi All,
I thought some of you might be interested in this.  Has anyone worked with
this group before?
 
best,
Nell 
 
Nell Eckersley

ALIES/ASISTS Program Operations Coordinator,

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List

tel: 212.803.3316

fax: 212.785.3685

nelle at lacnyc.org

 

 <http://tinyurl.com/4e6cxr> http://tinyurl.com/4e6cxr

NTEN/TechSoup Global Webinar Series: Social Media and Storytelling

Cost: FREE!
Start: 01/21/2009 - 11:00am
End: 02/18/2009 - 12:30pm
Timezone: US/Pacific

Stories that wrap your audience in and keep them listening will do wonders
for your work. What is a story if it isn't heard? The magic of the social
web is making it easier and easier to get our stories out to more than our
core audiences and allowing us to drawn in potential new listeners like
never before. Perhaps, you have heard a podcast or overheard someone talking
about tagging or social bookmarking, but do you know how to make these tools
work for telling your story?

Join TechSoup Global and NTEN for this 5-part webinar series, Social Media
and Storytelling, where you will start learning the building blocks of the
social web, then learn specifics on podcasting, video creation, and creating
social media buzz, and finishing with ROI to determine what your strategy is
worth.

Sessions include (Space is limited, Register Early! Sign up separately for
each session.):

Part 1: Building Blocks (1/21/2009, 11am PT) 

Presented by: Amy Sample Ward 

Is sharing really caring?  Well, it can at least boost your internal staff
knowledge and your positioning as a resource in the community!

In this webinar we'll discuss the fundamentals of sharing information with
social media tools.  You don't have to know how to do this already to take
part-this is for those just starting out!  We'll cover social bookmarking,
tagging, RSS and more, plus the tools you can start using for free to do it
all. 

 <https://cc.readytalk.com/cc/schedule/display.do?udc=khtm32zf524z> > More
Information and Register Now! 

Part 2: Podcasting (1/28/2009, 11am PT) 

Presented by: Corey Pudhorodsky 

Though in person communication is often considered most effective
storytelling method, podcasting is a great alternative to broadcast your
message, educate constituents, or sharing your story in a compelling medium.
In this session you will learn how simple podcasting your content can
actually be. You will also get a better understanding of the investments
required to maintain a compelling podcasting. Though this session will focus
on audio podcasting, many of the tips and resources will also apply to those
interested in video podcast as well. 

 <https://cc.readytalk.com/cc/schedule/display.do?udc=1960d2f04kzx1> > More
Information and Register Now! 

Part 3: Video Creation (2/4/2009, 11am PT) 

Presented by: Jay Dedman & Ryanne Hodson 

We will help you understand the best ways to integrate video storytelling
into your already busy schedule running a non-profit. 

With five years experience of online video experience, we will show you how
to effectively use the most affordable video equipment to document your
projects for the web. We'll share our tried-and-true technical workflow, but
more importantly, our simple storytelling strategies that have worked for
past projects. We can also help you understand when to do a video project
yourself and when to hire a pro. 

 <https://cc.readytalk.com/cc/schedule/display.do?udc=ooihqk0ns1aj> > More
Information and Register Now! 

Part 4: Creating Social Buzz (2/11/2009, 11am PT) 

Presented by: Danielle Brigida 

We've all been there. The breaking news, the big campaign, the recently
released video--and that daunting online goal..."Make it go viral!"

As nonprofits, we have important news to share, and we want fast and cheap
ways to build buzz and awareness. In this webinar, learn strategies for
taking these messages to the next level and promoting and cross promoting
content using social media.  

 <https://cc.readytalk.com/cc/schedule/display.do?udc=13o5h4dwdvjgr> > More
Information and Register Now! 

Social Media ROI (2/18/2009, 11am PT) 

Presented by: Beth Kanter 

This Webinar will show how you can effectively use ROI processes,
techniques, and formulas to help your organization make better social media
strategy decisions and demonstrate impact. We'll take a look at what you can
and cannot quantify as well as look at the most appropriate metrics for a
social media strategy. We'll also cover the importance of intangible
benefits for ongoing improvement of your strategy implementation,
particularly as it relates to user-generated content, and engagement with
social media tools such as blogs, podcasts, photo sharing, and video. We'll
also cover where to incorporate qualitative information and introduce you to
small tool set of analytics, mostly free, that can help you capture,
analyze, and interpret data. You will learn how to communicate the value of
social media to other people in your organization and pave the way for
successful strategy execution. 

 <https://cc.readytalk.com/cc/schedule/display.do?udc=slpno8mh3wn0> > More
Information and Register Now! 

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From LaFerlazzo at aol.com  Mon Dec 22 17:09:59 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Mon, 22 Dec 2008 17:09:59 EST
Subject: [Technology 1837] Re: What's the Best Education-Related Book You've
	Read This Year?
Message-ID: <c2d.4e2cb9a5.36816a37@aol.com>

 
Hi, Everybody,  
On my blog, I?d like to compile a list of The Best Education-Related  Books 
That Have Been Read In 2008. If you'd like to share your pickes, you  can email 
me directly or share it on the listserv.   It seems to me  that many might 
find this useful. 
In my thinking about this list, the books could have been published  earlier. 
 The only requirement would be that you?ve read them  sometime this year.  
They might not be obviously connected to education ?  just briefly explain how 
it is connected in your mind. 
If you'd like to contribute (and wouldn't mind me giving you "credit" on my  
blog post), it would be great if you could leave the title of the book; author?
s  name; why you like the book (or books) so much ? please keep the 
explanation to  no more than two or three sentences. 
Thanks! 
Larry Ferlazzo
Luther Burbank High School
Sacramento, CA
_http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) 
**************One site keeps you connected to all your email: AOL Mail, 
Gmail, and Yahoo Mail. Try it now. 
(http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom00000025)
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From LaFerlazzo at aol.com  Tue Dec 30 11:40:35 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Tue, 30 Dec 2008 11:40:35 EST
Subject: [Technology 1838] Re: Best Year-In-Review, Resources on Middle East,
	Best 2008 Books & More
Message-ID: <cc9.4561cdad.368ba903@aol.com>

Hi, Everybody,
 
Here are a few new "The Best..." lists to ring in the New Year:
 
 
_The  Best Posts Of 2008_ 
(http://larryferlazzo.edublogs.org/2008/12/22/the-best-posts-of-2008/) 
(_http://tinyurl.com/a69vlj_ (http://tinyurl.com/a69vlj) ) 
_The  Best Sites For Learning About The Presidential Inauguration_ 
(http://larryferlazzo.edublogs.org/2008/12/23/the-best-sites-for-learning-about-the-presi
dential-inauguration/)  
(_http://tinyurl.com/7fx4zk_ (http://tinyurl.com/7fx4zk) ) 
_The  Best Temporary Email Address Sites For Students (Or Anyone)_ 
(http://larryferlazzo.edublogs.org/2008/12/24/the-best-temporary-email-address-sites-for-
students-or-anyone/)  
(_http://tinyurl.com/7qvyeh_ (http://tinyurl.com/7qvyeh) ) 
_The  Best Year-End Collections Of Images ? 2008_ 
(http://larryferlazzo.edublogs.org/2008/12/25/the-best-year-end-collections-of-images-2008/) 
(_http://tinyurl.com/a8kz7y_ (http://tinyurl.com/a8kz7y) ) 
_The  Best Sources For Advice On Student Blogging_ 
(http://larryferlazzo.edublogs.org/2008/12/26/the-best-sources-for-advice-on-student-blogging/)  
(_http://tinyurl.com/a3a2fo_ (http://tinyurl.com/a3a2fo) ) 
_The  Best Posts From Other Blogs That Made Me ?Think? In 2008_ 
(http://larryferlazzo.edublogs.org/2008/12/27/the-best-posts-from-other-blogs-that-made-me-
think-in-2008/) 
(_http://tinyurl.com/axye8v_ (http://tinyurl.com/axye8v) ) 
_The  ?Best? Resources For Learning About The Israeli-Palestinian  Conflict_ 
(http://larryferlazzo.edublogs.org/2008/12/28/the-best-resources-for-learning-
about-the-israeli-palestinian-conflict/) 
(_http://tinyurl.com/7us25o_ (http://tinyurl.com/7us25o) ) 
_The  Best ?Year-In-Review? Features That Aren?t Photo Collections 2008 _ 
(http://larryferlazzo.edublogs.org/2008/12/29/the-best-year-in-review-features-th
at-arent-photo-collections-2008/) 
(_http://tinyurl.com/9nldm8_ (http://tinyurl.com/9nldm8) ) 
_The  Best Education-Related Books Visitors To This Blog Read In  2008_ 
(http://larryferlazzo.edublogs.org/2008/12/30/the-best-education-related-books-visit
ors-to-this-blog-have-read-in-2008/) 
(_http://tinyurl.com/8ax8pd_ (http://tinyurl.com/8ax8pd) ) 
Larry Ferlazzo
Luther Burbank High School
Sacramento,  CA
**************One site keeps you connected to all your email: AOL Mail, 
Gmail, and Yahoo Mail. Try it now. (http:
//www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom00000025)
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From clare at pdx.edu  Tue Dec 30 16:51:35 2008
From: clare at pdx.edu (Clare Strawn)
Date: Tue, 30 Dec 2008 13:51:35 -0800
Subject: [Technology 1839] New Research Report showing links between
	literacy, technology and work
Message-ID: <017b01c96ac8$c8fa9a80$96befc83@PSU.DS.PDX.EDU>

Adults who didn't finish high school in the US and who left formal education
at age 16 (UK) are the subjects of a just released study comparing Portland,
Oregon and London, England entitled The Digital Divide: Computer Use, Basic
Skills and Employment.

John Brynner, Steve Reder, Samantha Parsons and Clare Strawn untangle the
relationships between literacy proficiency, ICT use, and employment
opportunities by analyzing change over two points in time, 2000 and 2004.
The principle finding is that employment and ICT use in 2000 positively
influence literacy development by 2004. Literacy proficiency did not
significantly impact technology use.  

The full report can be found at www.nrdc.org.uk 

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