From djrosen at comcast.net  Sun Jan  1 18:32:33 2006
From: djrosen at comcast.net (David Rosen)
Date: Sun, 1 Jan 2006 18:32:33 -0500
Subject: [WomenLiteracy] Literacy List Updated
Message-ID: <65423178-F949-450B-92AE-F5626C4E9B91@comcast.net>
Colleagues,
For several years, as a volunteer service, I have published the
Literacy List, a large online collection of free Adult Basic
Education and English language (ELL/ESL/ESOL) Web sites, electronic
discussion lists ("listservs"), and other Internet resources for
adult basic skills learners, teachers and tutors.
I have just updated it, removing a few outdated links and adding new
ones.  Please have a look.  If you know of a good free Web site
resource which you think should be added, please let me know.  The
Literacy List gets better as a result of teachers sharing their
favorite online resources.
You will find the Literacy List now in two locations:
	http://alri.org/literacylist.html
or
	http:newsomeassociates.com (Select Publications at the Bottom of the
Page)
All the best in 2006.
David J. Rosen
djrosen at comcast.net
From ALCDGG at langate.gsu.edu  Tue Jan  3 15:06:06 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 03 Jan 2006 15:06:06 -0500
Subject: [WomenLiteracy] Internet and Gender
Message-ID: <s3ba92e9.093@mailsrv4.gsu.edu>
A crosspost from the technology and literacy listserv that is pertinent to the discussion here:
Some additional information about the different information consumption
habits based on gender is available from CNN:
http://www.cnn.com/2005/TECH/internet/12/29/internet.gender.reut/index.html
It reports on a recent Pew Internet & American Life Project study about the
web habits of men and women. The study found that men are heavier users of
the internet tending to "log on more frequently and spend more time
online." In addition, it discusses some of the different content and
functions men and women tend to use, "men tend to be attracted to online
activities (music downloads, chat rooms, auctions) that are far more
action-oriented, while women tend to value things involving relationships
or human connections (e-mail for interpersonal communication and
connection, advice)."
How can we (should we?) use this type of information to inform the way we
engage adult literacy students in internet use? Should we think about
engaging our male and female students differently to tap what might be most
compeling for them? Do we need to try and close the gender gap in the type
of internet use between male and female students?
Best,
Mariann
>>> alcdgg at langate.gsu.edu 12/29/2005 5:28:50 PM >>>
I found an article online that describes a study reporting demographic differences and the Internet. I am wondering if you think that the results match what you see in your classrooms, centers, and libraries, or what you hear learners say. I also have a more general question for you: Do the majority of your learners use the Internet?
Here are excerpts from the article taken from
http://www.clickz.com/stats/sectors/demographics/article.php/3574176
The Online Battle of the Sexes
* * *   Demographics
By Enid Burns | December 29, 2005
As the gender gap narrows on the Internet, demographic differences hold more sway. The Pew Internet & American Life Project's report, "How Women and Men Use the Internet," finds online behavior differences between the two genders.
Since 2002, the percentage of online users has increased for both men and women. Male online users increased from 61 percent in 2002 to 68 percent in 2005. The percentage of women online in 2002 was 57 percent; by 2005 the number increased to 66 percent. Though the percentage of male Internet users is consistently higher, the actual number of women online is higher because there are more women than men in the U.S.
Age skews the gender gap. Young women, ages 18-29, are more likely to go online than men of the same age group. Eighty-six percent of the female group uses the Internet, compared to 80 percent of young males.
The statistics are flipped among older adults in the over 65 group. Thirty-four percent of older men use the Web, compared to 21 percent of women in the same age group.
Race is another demographic that sees a gender gap. White men are more likely to use the Web: 70 percent of white men and 67 percent of white women regularly going online. The percentage has increased for both sexes since 2002; 62 percent of white men and 58 percent of white women were online three years ago.
The percentage of African-American women outnumbers African-American men online. Sixty percent of black women use the Web, compared to 50 percent of black men. In 2002, only 46 percent of black women and 48 percent of black men used the Web.
English-speaking Hispanic women make up a fairly equal portion of the Web population. From 2002 to 2005, the percentage of online women in this group increased from 56 percent to 66 percent. Men from the English-speaking Hispanic community increased from 59 percent online three years ago to 67 percent this year.
Married couples are more likely to go online than their single counterparts. Seventy-five percent of married or living-as-married women use the Internet compared to 56 percent of single women. Men mirror the statistic; 72 percent of married and living-as-married men are online, and only 62 percent of single men use the Internet.
**********************************************************************************************
Once again, my questions are:
- Do you think that the results match what you see in your classrooms, centers, and libraries, or what you hear learners say?
- Do the majority of your learners use the Internet?
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From ALCDGG at langate.gsu.edu  Tue Jan  3 15:12:12 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 03 Jan 2006 15:12:12 -0500
Subject: [WomenLiteracy] Conference
Message-ID: <s3ba9455.080@mailsrv4.gsu.edu>
This conference at Yale University during April will likely be of
interest to many of you.
*International Health Conference at Yale University in April 2006 -
Early Bird Registration Rate!
"Empowering Communities to Bridge Health Divides"
*
*
When*: April 1-2, 2006
*Where*: Yale University, New Haven, Connecticut
*Theme*: "Empowering Communities to Bridge Health Divides"
*Who should attend?*  Anyone interested in women's health, children's
health,  medicine, health education, health promotion, public health,
international health, international service, eye care, nonprofits, or
microenterprise
*Conference Goal:* To empower conference attendees to identify health
needs and to develop solutions to improve access to care for the
medically underserved
*How to Register - Early Bird Registration!*
http://www.uniteforsight.org/2006_annual_conference.php
<mailbox:///C%7C/Documents%20and%20Settings/Jen/Application%20Data/Thunderbird/Profiles/nh86u2oy.default/Mail/mail.uniteforsight.org/Inbox?number=482618973>
*Early Bird Registration Rate:* $35 student rate; $50 for all others
*_
A Few of the Scheduled Presentations
_*
*_
_*
*_Keynote Address_
"Environment, Behavior and Health: Societies Matter" Al Sommer, MD, MHS
**_Global Health in Discussion_*//
///"Global Health Governance in a Time of Rapid Change: Opportunities
and Concerns"/ Derek Yach, MBChB, MPH
///"Millenium Development Goals,"/ Josh Ruxin, MPH, PhD
///"Community Approaches to Achieve Global Health Goals,"/ Jacob
Kumaresan, MD, MPH, Dr.PH
"Health as a Bridge to Peace," Paula Gutlove, DMD
"Medical Diplomacy: Lessons Learned from the U.S.N.S. Mercy/HOPE
Partnership, Banda Aceh and Nias Island, Indonesia," John P. Howe III, MD
"War Hospital: A True Story of Surgery and Survival," Sheri Fink, MD, PhD
"Teaching the Teachers: Empowering Refugee Communities Through
School-Based Education," Valda Ford, MPH, MS, RN
"Overcoming Inequalities in Healthcare Infrastructure: Models for the
Future," Sanjay Basu
"Germs of Progress: Schistosomiasis in Senegal and the Ethics, Politics
and Economics of International Health, Research and Development," Kohar
Jones, MD
*_Women's and Children's Health_
*"Women's Health: A Global Overview," Allan Rosenfield, MD
"Love, Labor, Loss - Film on Obstetric Fistula," Lisa Russell, MPH,
Filmmaker
"Strengthening Community Capacity for Maternal, Newborn and Child
Health," Charles MacCormack
"The Challenges of Pediatric AIDS in Africa - A Lesson in Hope and
Humanity" Shaffiq Essajee, BMBCh
"Is Women's Health a Human Right?" Padmini Murthy, MD, MPH, MS
"Child Health and the Orphan Crisis in Rwanda," Dai Ellis, JD Candidate,
Co-Director of Orphans of Rwanda
"Descriptive Analysis of Women's Status at Buduburam Refugee Settlement,
Ghana," Rena Patel, MPhil, BA, MD candidate
"Preventing and Managing Obstetric Fistula in East Africa: Lessons from
Ethiopia and Tanzania," Toyin Ajayi, MD Candidate
*_Community-Based Healthcare_
*"Small Initiatives with Big Vision: Working With Communities to Change
How They Address Healthcare," Evaleen Jones, MD and Betsy Fuller
Matambanadzo
"Fonkoze: Providing Financial and Educational Services to Haiti's Poor"
Sharmi Sobhan and Anne Hastings, PhD
"A Study of the Incidence of Caries in Rural Guatemala," Phillip Plunk,
DDS, FADI*
**_Global Eye Care_*
//"Update on Vision 2020: the Right to Sight," Louis Pizzarello, MD
//"Eye Care in Ghana," James Clarke, MD
"Barriers to Eye Care: Results of Qualitative Research," Rosie
Janiszewski, MS, CHES
//////"Glaucoma Care in West Africa: the Ghana Experience" Leon W.
Herndon, MD
"What is Glaucoma?" Robert Ritch, MD
"Glaucoma Screening in a High Risk Population of New Haven," Bruce
Shields, MD
"The EyeCare America Glaucoma EyeCare Program: Improving Health for the
Medically Underserved in the US" Martin Wand, MD "Gender Disparities in
Blindness and Visual Impairment" Ilene Gipson, PhD
//"Health Care in Zambia Through the Eyes of an American
Ophthalmologist," Thomas Beggins, MD
"Strengths and Challenges of Mobile Eye Surgery Delivery in Rural
Kenya," Sam Powdrill, PA, SPA
"Eyes, AIDS, and Africa," Thomas J. Beggins, MD
"Strategic planning for trachoma control in nine endemic countries," A.
Sam-Abbenyi, MD, MSc
"Challenges and Successes of Surgical Eye Care in Africa," Cathy
Schanzer, MD
"Building the Future of International Ophthalmology: SEE
International/George Washington University International Residency
Program Model," Harry S. Brown, MD
"Global Health at the Community Level - Eye Health As Part of Improved
Public Health Outreach," Nora Groce, PhD
"Social Entrepreneurship and Presbyopia" Jordan Kassalow, OD, MPH
/"Infinite Vision - The Story of Dr. V(enkataswamy) and the Aravind Eye
Care System,"/ Pavithra Krishnan
"High Volume Cataract Surgery at Aravind Eye Hospital - Film"
"Kalinga Eye Hospital in India - A Film"
""Christian Blind Mission International (CBMI) and Oncho Control in
Nigeria," Jeffrey Watson, MD
"Sustainable Surgical Eye Care Delivery," Victoria Sheffield and John
Barrows, MPH
"The Technology of Partnership for Program Impact," Suzanne S. Gilbert,
PhD, MPH
"Mobile Eye Services in the Indian Himalaya," Keith Tauro
"Public-Private Partnership as a Strategy for Addressing Global Health
Issues: Lessons Learned from The Mectizan Donation Program," Brenda
Colatrella
"Lok Swasthya Sewa, a Model Health Cooperative in Ahmedabad, India."
Chirag Shah, MD, MPH
"Community Ophthalmology Needs in Bihar, India," Anna Cooper, MPH Candidate
"From Eye Charts to Eye Clinics: Building Community Health
Infrastructure," Sachin Jain, MD, MPH Candidate
"A Vision of Possibilities: Merging Clinical and Public Health
Perspectives in Ocular Health," Rohit Ramchandani, MPH
"Glaucoma at Buduburam Refugee Camp in Ghana," Sally Ong
"Community Strategies To Improve Eye Care," Satya B. Verma, OD, FAAO
"Eye Care for Refugees in Thailand," Derek Mladenovich, OD
*_Vision and Clinical Research_*
"Advances In Corneal Transplantation," Shachar Tauber, MD
"Nutritional Factors in the Development of Cataracts," Heskel M. Haddad, MD
"The Ethics Behind Clinical Research in Developing Nations," Matthew D.
Paul, MD
*_Cultural Competency_*
//"Lessons from the Camps: Why You Should Not Hug the Monk and other
Faux Pas," Valda Ford, MPH, MS, RN
*_Complete schedule can be seen at
http://www.uniteforsight.org/2006_annual_conference.php
<mailbox:///C%7C/Documents%20and%20Settings/Jen/Application%20Data/Thunderbird/Profiles/nh86u2oy.default/Mail/mail.uniteforsight.org/Inbox?number=482618973>_***
From ALCDGG at langate.gsu.edu  Tue Jan  3 15:12:57 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 03 Jan 2006 15:12:57 -0500
Subject: [WomenLiteracy] Webcast
Message-ID: <s3ba9482.003@mailsrv4.gsu.edu>
This is a reminder about an important webcast scheduled for Friday,
January 6, from 10:30 - noon.
The results of the 2003 National Assessment of Adult Literacy have
finally been released -- but what do the figures really tell us and
how do we tell our communities and the news media what the numbers
mean in terms of adult learners and adult basic education?  Join
ProLiteracy Worldwide's Marsha Tait, senior vice president of public
affairs and Rochelle Cassella, director of marketing and corporate
communications for a presentation and question and answer session on
analyzing and interpreting the 2003 NAAL.   This webcast is sponsored
by California Library Literacy Services, in cooperation with
ProLiteracy Worldwide.
Friday, January 6, 10:30 am - Noon  - FREE
To participate live, go to
	http://rurallibraries.org/webcasts/01-06-06/
and take these three easy steps:
1. Test your computer (using the "Wizard" link at the bottom of the
page)
2. Download and print Speaker Slides and Handouts
3. Register for webcast
If you can't join us live, come view the archive afterwards at
	http://rurallibraries.org/webcasts/01-06-06/
The agenda will include:
* An analysis of the NAAL report
* Suggestions about how to talk to the media about it
* Some ideas about next steps we can all take to ensure good public
relations and public awareness about literacy issues
About the Technology:  A webcast is where the presenters are in a
studio broadcasting live over the Internet, so you don't have to
travel - you can participate at your desktop computer.   Some
libraries or literacy programs may want to project the webcast on a
screen in a conference  room, so that several participants can watch
together.
If you have any questions, please contact Dan Theobald at 415-431-0329
or dtheobald at i2icom.com <mailto:dtheobald at i2icom.com
--
Dan Theobald
Principal Consultant
i2i Communications
3716 16th Street
San Francisco, CA   94114
415-431-0329
FAX:  415-626-9499
dtheobald at i2icom.com
www.i2icom.com
From alcdgg at langate.gsu.edu  Wed Jan  4 10:17:36 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 04 Jan 2006 10:17:36 -0500
Subject: [WomenLiteracy] Transgender learners
Message-ID: <s3bba0c9.003@mailsrv4.gsu.edu>
Sam,
Thanks for your response. I like the idea of thinking of a classroom as a "safe place" and your idea of "to teach differences as a positive and not a negative; and to teach that every individual, every group, every society, has differences - and those difference can be leveraged for the benefit of everyone."
Does anyone on this listerv currently or in the past either created a "safe place" or was part of a learning opportunity where the leader created a "safe place"? If yes, can you share with us what this was like?
Also, does anyone know of curricula that teaches about differences in the type of way that Sam is describing that would be helpful to adult literacy teachers?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
>>> samuel.mcgraw at seattlegoodwill.org 12/30/05 1:29 PM >>>
Daphne,
I think classrooms can be a "safe" place for transgender learners if the instructor creates a safe place. As a teacher, I believe because we teach students to note the differences (in all matters) differences will be noted.
The next step: maybe to teach differences as a positive and not a negative; and to teach that every individual, every group, every society, has differences - and those difference can be leveraged for the benefit of everyone.
I am surprised (and not surprised) that the police continue to be part of the problem and not part of the solution.
Transgender learners, teachers, administrators will continue to have problems - as we continue to use differences to compete, make ourselves feel better, and hold on to socially "programmed" ideas.
my thoughts - as we roll into a new year
Sam - peace to everyone
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov]On Behalf Of Daphne Greenberg
Sent: Friday, December 30, 2005 9:36 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy]
Some of us may have transgender learners in our classrooms. In the fall, Amnesty International produced a report on police abuse and misconduct against lesbian, gay, bisexual and transgender people in the US. According to the fall 2005 INTERACT Newsletter (published by the Women's Humans Rights Action Network of Amnesty International) one of the most signficant findings of the report is the degree to which transgender women are targeted for abuse and misconduct by the police. The newsletter also states that "violence against women is characteristically underreported because women are ashamed or fear skepticism and disbelief. Lesbians, transgender men and women who are perceived as too masculine fear reporting abuse as all too often they are seen as responsible for the violence committed agains them and the violence is seen as a 'punishment' for their lack of conformity." (p. 5)
Do any of you have any thoughts about whether adult literacy classrooms are in "safe" places for transgender learners, teachers, administrators?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Wed Jan  4 15:16:19 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 04 Jan 2006 15:16:19 -0500
Subject: [WomenLiteracy] webcast
Message-ID: <s3bbe6cd.062@mailsrv4.gsu.edu>
PLEASE NOTE: THE FOLLOWING WEBCAST TIME IS PACIFIC STANDARD TIME. PLEASE ADJUST ACCORDINGLY BASED ON WHERE YOU LIVE/WORK.
This is a reminder about an webcast scheduled for Friday, January 6, from 10:30 - noon. The results of the 2003 National Assessment of Adult Literacy have finally been released -- but what do the figures really tell us and how do we tell our communities and the news media what the numbers mean in terms of adult learners and adult basic education?  Join ProLiteracy Worldwide's Marsha Tait, senior vice president of public affairs and Rochelle Cassella, director of marketing and corporate  communications for a presentation and question and answer session on analyzing and interpreting the 2003 NAAL.   This webcast is sponsored by California Library Literacy Services, in cooperation with ProLiteracy Worldwide.
Friday, January 6, 10:30 am - Noon  - FREE
To participate live, go to
    http://rurallibraries.org/webcasts/01-06-06/
and take these three easy steps:
1. Test your computer (using the "Wizard" link at the bottom of the page)
2. Download and print Speaker Slides and Handouts
3. Register for webcast
If you can't join us live, come view the archive afterwards at
    http://rurallibraries.org/webcasts/01-06-06/
The agenda will include:
* An analysis of the NAAL report
* Suggestions about how to talk to the media about it
* Some ideas about next steps we can all take to ensure good public relations and public awareness about literacy issues
About the Technology:  A webcast is where the presenters are in a studio broadcasting live over the Internet, so you don't have to
travel - you can participate at your desktop computer.   Some
libraries or literacy programs may want to project the webcast on a screen in a conference  room, so that several participants can watch together.
If you have any questions, please contact Dan Theobald at 415-431-0329 or dtheobald at i2icom.com
--
Dan Theobald
Principal Consultant
i2i Communications
3716 16th Street
San Francisco, CA   94114
415-431-0329
FAX:  415-626-9499
dtheobald at i2icom.com
www.i2icom.com
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From wjackson at roanegov.org  Thu Jan  5 12:27:27 2006
From: wjackson at roanegov.org (Wendy Jackson)
Date: Thu, 5 Jan 2006 12:27:27 -0500
Subject: [WomenLiteracy] "Safe Place"
Message-ID: <20060105173631.B22B311D28@mail.nifl.gov>
Daphne,
A couple of years back, I took some classes at North Metro Technical College
in Acworth, Georgia. The instructor, Diane Tate, encouraged us to be
ourselves and appreciate the differences in each other. We were a very
varied group. One of the young men had multiple piercings and a very radical
hair style; another was a very young 17 year old home schooled boy. One of
the women was a young single mother while I was a middle-aged house wife
trying to find a new role. One of the men had been laid off after 15 years
and was trying to gain documentation to obtain employment in a world that
now looked at documentation before skills. With the help of the instructor,
we learned to value each other for our differences. I found I would rather
my son, who was then 11 years old, to have wild hair and a bright mind than
to be "normal" and never have a challenging thought. The single mother knew
she did not want to work for minimum wage due to a lack of education until
her late thirties. The young gentleman from home school learned that things
are not always as they seem in the outside world. It was an eye-opening
experience that we would have missed if the instructor had not encouraged us
to discuss and share our differences. She would point out positive things in
each of us that were based on our differences.
Instructors who are openly supportive of students in spite of their
differences teach more than reading, writing and math. They teach
confidence, compassion and humanity. They eradicate prejudice and broaden
horizons.
Wendy Jackson
Roane County Adult Education
1082 N. Gateway Ave.
Rockwood, TN 37854
 (865) 376-6663
 wjackson at roanegov.org
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From alcdgg at langate.gsu.edu  Thu Jan  5 18:40:08 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 05 Jan 2006 18:40:08 -0500
Subject: [WomenLiteracy] Teaching and Assessing with EFF
Message-ID: <s3bd6814.004@mailsrv4.gsu.edu>
(note to subscribe to the discussion list go to: http://www.nifl.gov/mailman/listinfo/Assessment)
Announcement
Please join the National Institute for Literacy Assessment Discussion List for a discussion on
Teaching and Assessing with EFF
Date:  January 9 through 13, 2006
Guests:   Aaron Kohring, Peggy McGuire, Regie Stites, and EFF Center Staff and Consultants.
Aaron Kohring is a Research Associate at the Center for Literacy Studies, University of Tennessee, and is Coordinator of the Equipped for the Future Websites and Moderator of the NIFL Content Standards Discussion List.
Peggy McGuire, M.A., is a Senior Research Associate and Equipped for the Future National Consultant at the Center for Literacy Studies, The University of Tennessee.
Regie Stites, Ph.D., is Program Manager of the Literacy and Lifelong Learning, Center for Education Policy, SRI International in Menlo Park, CA.  Dr. Stites assists EFF in planning assessment development and validation processes.
Our discussion will focus on the EFF Assessment Framework, and how EFF assessments are developed for classroom use.
Suggested preparations for this discussion:
Go to the homepage of the EFF Collection at
http://eff.cls.utk.edu/default.htm
Ask yourself:  what do I know about EFF?
Click on Standards (left-hand toolbar)
(http://eff.cls.utk.edu/assessment/standards.htm)
Ask yourself:  what are standards?  what's the difference between EFF standards and competencies?
Click on Guides (left-hand toolbar)
http://eff.cls.utk.edu/assessment/guides.htm
Ask yourself:  what are EFF Performance Continua and how can I use this in my classroom?
Click on Assessment Resource Collection (square red button)
(http://eff.cls.utk.edu/assessment/default.htm)
Ask yourself:  what makes EFF assessments different from other types of assessment?
Click on Assessment Tools (left-hand toolbar)
(http://eff.cls.utk.edu/assessment/assessment_tools.htm)
Ask yourself:  is the Read With Understanding Assessment appropriate for my students' needs?
Thought-provokers:
1.  Pick any EFF standard, read its definition, and imagine what it would look like if you were actually assessing the application of the integrated skill process described in the standard's definition.
2.  How often do you feel a need to look for evidence that learning has happened?  How does the nature of the evidence you are looking for change as you look for learning within the space of one class session, one week, one week, one course, one year, and so on.
Please join us!
marie cora
Moderator, NIFL Assessment Discussion List, and
Coordinator/Developer LINCS Assessment Special Collection at
http://literacy.kent.edu/Midwest/assessment
From alcdgg at langate.gsu.edu  Thu Jan  5 18:43:45 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 05 Jan 2006 18:43:45 -0500
Subject: [WomenLiteracy] webcast
Message-ID: <s3bd68ef.059@mailsrv4.gsu.edu>
ANOTHER CORRECTION (I am so sorry for all of this...)
The webcast is open only to California libraries.  However, it will be archived for public access. Here's the link to the archived version, which will be available
for anyone to watch by the end of the day Friday:
http://rurallibraries.org/webcasts/01-06-06/
>>> alcdgg at langate.gsu.edu 01/04/06 3:16 PM >>>
PLEASE NOTE: THE FOLLOWING WEBCAST TIME IS PACIFIC STANDARD TIME. PLEASE ADJUST ACCORDINGLY BASED ON WHERE YOU LIVE/WORK.
This is a reminder about an webcast scheduled for Friday, January 6, from 10:30 - noon. The results of the 2003 National Assessment of Adult Literacy have finally been released -- but what do the figures really tell us and how do we tell our communities and the news media what the numbers mean in terms of adult learners and adult basic education?  Join ProLiteracy Worldwide's Marsha Tait, senior vice president of public affairs and Rochelle Cassella, director of marketing and corporate  communications for a presentation and question and answer session on analyzing and interpreting the 2003 NAAL.   This webcast is sponsored by California Library Literacy Services, in cooperation with ProLiteracy Worldwide.
Friday, January 6, 10:30 am - Noon  - FREE
To participate live, go to
    http://rurallibraries.org/webcasts/01-06-06/
and take these three easy steps:
1. Test your computer (using the "Wizard" link at the bottom of the page)
2. Download and print Speaker Slides and Handouts
3. Register for webcast
If you can't join us live, come view the archive afterwards at
    http://rurallibraries.org/webcasts/01-06-06/
The agenda will include:
* An analysis of the NAAL report
* Suggestions about how to talk to the media about it
* Some ideas about next steps we can all take to ensure good public relations and public awareness about literacy issues
About the Technology:  A webcast is where the presenters are in a studio broadcasting live over the Internet, so you don't have to
travel - you can participate at your desktop computer.   Some
libraries or literacy programs may want to project the webcast on a screen in a conference  room, so that several participants can watch together.
If you have any questions, please contact Dan Theobald at 415-431-0329 or dtheobald at i2icom.com
--
Dan Theobald
Principal Consultant
i2i Communications
3716 16th Street
San Francisco, CA   94114
415-431-0329
FAX:  415-626-9499
dtheobald at i2icom.com
www.i2icom.com
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From ALCDGG at langate.gsu.edu  Fri Jan  6 14:15:18 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 06 Jan 2006 14:15:18 -0500
Subject: [WomenLiteracy] "Safe Place"
Message-ID: <s3be7b7d.058@mailsrv4.gsu.edu>
Wendy ends her email by stating:
"Instructors who are openly supportive of students in spite of their differences teach more than reading, writing and math. They teach confidence, compassion and humanity. They eradicate prejudice and broaden
horizons."
I was wondering if anyone has any thoughts about this. Have any of you experienced the above as learners in adult literacy classrooms? Have any of facilitated this as teachers of adults in adult literacy classrooms?
Daphne
>>> wjackson at roanegov.org 1/5/2006 12:27 PM >>>
Daphne,
A couple of years back, I took some classes at North Metro Technical College
in Acworth, Georgia. The instructor, Diane Tate, encouraged us to be
ourselves and appreciate the differences in each other. We were a very
varied group. One of the young men had multiple piercings and a very radical
hair style; another was a very young 17 year old home schooled boy. One of
the women was a young single mother while I was a middle-aged house wife
trying to find a new role. One of the men had been laid off after 15 years
and was trying to gain documentation to obtain employment in a world that
now looked at documentation before skills. With the help of the instructor,
we learned to value each other for our differences. I found I would rather
my son, who was then 11 years old, to have wild hair and a bright mind than
to be "normal" and never have a challenging thought. The single mother knew
she did not want to work for minimum wage due to a lack of education until
her late thirties. The young gentleman from home school learned that things
are not always as they seem in the outside world. It was an eye-opening
experience that we would have missed if the instructor had not encouraged us
to discuss and share our differences. She would point out positive things in
each of us that were based on our differences.
Instructors who are openly supportive of students in spite of their
differences teach more than reading, writing and math. They teach
confidence, compassion and humanity. They eradicate prejudice and broaden
horizons.
Wendy Jackson
Roane County Adult Education
1082 N. Gateway Ave.
Rockwood, TN 37854
 (865) 376-6663
 wjackson at roanegov.org
From ALCDGG at langate.gsu.edu  Mon Jan  9 14:48:45 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 09 Jan 2006 14:48:45 -0500
Subject: [WomenLiteracy] webcast
Message-ID: <s3c277d5.086@mailsrv4.gsu.edu>
The NAAL Web cast that was held with California libraries is now
archived and can be accessed at
http://rurallibraries.org/webcasts/01-06-06/
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Wed Jan 11 09:57:33 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 11 Jan 2006 09:57:33 -0500
Subject: [WomenLiteracy] adult literacy professional development
Message-ID: <s3c4d698.083@mailsrv4.gsu.edu>
Dear Colleague:
Are you interested in getting more involved with adult literacy professional
development? If so, then I hope you will join or renew membership with the
Association of Adult Literacy Professional Developers (AALPD) for 2006:
http://www.aalpd.org/membership_form.cfm
While you are joining or renewing membership this month, you will also have
the opportunity to:
1) Vote on this year's slate of officers (by January 31)
2) Vote on the top 6 priorities for AALPD (by January 31)
Membership with AALPD is *free*. If you'd like more information about joining
AALPD, then please see below. Thanks! Jackie Taylor, List Moderator, Adult
Literacy Professional Development, jataylor at utk.edu
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Why should you join or renew your membership?
Renewing Membership:
As we grow and expand, we need updated information about our members in order
to advocate effectively for professional development and provide members with
the best possible services. So, we are asking everyone to renew their
memberships by registering as an AALPD member in January of each year.
***Please take a moment to update your membership information and *vote* for
this year's slate of officers and the top 6 AALPD priorities by visiting:
http://www.aalpd.org/membership_form.cfm
New Membership/Prospective Members:
If you are not yet a member, are you interested in:
- getting more involved with adult literacy professional development?
- contributing your voice 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 committed to adult literacy
professional development?
We invite you to become a formal member of the Association of Adult Literacy
Professional Developers (AALPD). Membership in AALPD is *free* and open to
adult educators interested or working in professional development in adult
literacy. Individuals join AALPD by completing and submitting the Membership
Form:
http://www.aalpd.org/membership_form.cfm
=============================================================
Vote While You Join or Renew Membership
1) **Members Vote for Slate of Officers by January 31st**
On the membership page, you can also VOTE for the current slate of nominated
AALPD officers (Chair, Vice-Chair and Secretary-Treasurer).
http://www.aalpd.org/membership_form.cfm
2) **Vote on the Top 6 Priorities for AALPD**
This year, the AALPD Executive Board is identifying top priorities for AALPD.
Ideas for AALPD activities were gathered both from individuals in the field
and by the board.  Update your membership at:
http://www.aalpd.org/membership_form.cfm and scroll to the bottom of the page
to vote on the top 6 AALPD priorities.
=============================================================
Why should you become a member of AALPD?
* It's 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 next year's COABE pre-conference
session.
* You can contribute your voice to our advocacy efforts.
* You can help to establish AALPD's legitimacy in the eyes of policy makers by
demonstrating a strong membership of concerned practitioners committed to
professional development.
Thank you for joining or renewing your membership with AALPD. We're glad to
have you on board!
On behalf of the AALPD Executive Board,
Jackie Taylor
Adult Literacy Professional Development List Moderator
jataylor at utk.edu
From ALCDGG at langate.gsu.edu  Thu Jan 12 11:43:30 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 12 Jan 2006 11:43:30 -0500
Subject: [WomenLiteracy] safety
Message-ID: <s3c640ea.084@mailsrv4.gsu.edu>
In response to a few postings that have been shared on this listserv, someone shared with me a story that she wanted me to post on her behalf. The names and some of the details have been changed to protect the identity of the people/site involved.
A 17 year old, named Daniella F. showed up in the teacher's GED class. She had only sporadically attended classes at her highschool and once she could legally drop out did. One day she overheard people in a public library talking about a GED class and she decided to registar. She went to the office of the GED program, registered, got tested and then was placed in an appropriate class for someone at her level. She attended every day. After a few weeks of class, the teacher noticed a discrepancy in the names of the students that the office had sent her and the names of the students who showed up in class. Specifically, her roster showed a Daniel F. and not a Daniella F. So one day, she asked the class if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if by any chance Daniel was her brother. She said no. Then she asked Daniella if she had enrolled in the program, because she noticed that she did not have a Daniella F. on her roster. Daniella replied that she did. At the end of class, Daniella went up to the teacher and admitted that she was Daniel. Apparently, because her official name is Daniel, she enrolled as Daniel, but she likes to be called Daniella. When she enrolled as Daniel, she dressed like a male, but once she attended class she dressed the way she feels comfortable, which is as a female. Unfortunately, both the teacher and Daniella did not know that there were some students in the hallway who heard Daniella share her information. When Daniella left program that day, they followed her as she walked away and in an empty and deserted lot they beat her up. They were a group of 3 teenage males who found her offensive. Daniella did not return to the program. The teacher was able to keep in touch with her for a few weeks and even tutored her for awhile, but then Daniella left town without leaving any contact information.
Any thoughts or reactions to the above?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Thu Jan 12 11:50:54 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 12 Jan 2006 11:50:54 -0500
Subject: [WomenLiteracy] PTO conference request for proposals
Message-ID: <s3c642a7.057@mailsrv4.gsu.edu>
THERE IS STILL TIME TO SEND YOUR PROPOSAL!
THE DEADLINE FOR SUBMISSION OF PROPOSALS HAS BEEN
EXTENDED TO JANUARY 23!
We invite you to submit a proposal to present at
the workshop, or to register to attend the
conference at our website:
http://www.ptoweb.org
for
The 12th Annual Pedagogy & Theatre of the
Oppressed
International Conference
"Engaging Community: Creating Critical Praxis"
Go to the website: http://www.ptoweb.org for
guidelines and to submit your proposal online and
for information about the Conference, workshops,
and housing.
We are excited that Augusto Boal will conduct
pre-conference workshops May 15-18, and that
Michael Rohd will conduct a post conference
workshop "Devising Performance: Collaboration,
Engagement and Dialogue" on May 21-22. We are very
excited that our featured guests at the Conference
include Augusto Boal, Lilia Bartolome, Geneva Gay,
Linda Parris-Bailey (with Marquez Rhyne) and
Michael Rohd.
The new PTO Newsletter is now available at the
website. Read this issue and think about
submitting your news or an article for the next
issue.
Please feel free to contact us with any questions
or ideas you have about the conference or PTO, or
to submit an article for the next newsletter.
Contact information is on the website.
Thank you all for you involvement and commitment.
We hope to see you in May in North Carolina!
Sincerely,
Ellie Friedland, president,
and The Board of Pedagogy & Theatre of the
Oppressed
From bertiemo at yahoo.com  Thu Jan 12 12:05:15 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Thu, 12 Jan 2006 09:05:15 -0800 (PST)
Subject: [WomenLiteracy] safety
In-Reply-To: <s3c640ea.084@mailsrv4.gsu.edu>
Message-ID: <20060112170515.86560.qmail@web30015.mail.mud.yahoo.com>
I feel  very sad and angry about what happened to Daniella.  Unfortunately this is after the fact, but I have a few suggests for this teacher>
  1.  I encourage everyone of the students in my Freshman Success Class and also who is in my opportunity program to make a private 15 to 20 minute appt. with me so we can get to know one another....and we can talk about issues such as nick names, unusual issues..All behind closed  doors..
  2.  Be more careful about issues of privacy and confidentiality....some issues are best discussed during office hours behind closed doors
  3.  Safety of classrooms needs to be discussed with sponsors of literacy programs.
       After the incident was there a discussion about follow/up steps...
  4.  Did Daniella and the instructor receive  counseling and support after the incident...
  5.  Was she ask about pressing charges and how she would be supporting to do this...
  Daniella and the teacher were both victims of violence against women...They both needed support.
  Several years ago, I was experienced an apt. invasion by a homeless  man...I was pretty outraged when I didn't receive support from the police, or the few  friends that I called...I wasn't physically hurt, but I felt psychologically invaded.  I think I moved home to my parents house for a while after that incident.
  Best,
  Bertie Mo
Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
  In response to a few postings that have been shared on this listserv, someone shared with me a story that she wanted me to post on her behalf. The names and some of the details have been changed to protect the identity of the people/site involved.
A 17 year old, named Daniella F. showed up in the teacher's GED class. She had only sporadically attended classes at her highschool and once she could legally drop out did. One day she overheard people in a public library talking about a GED class and she decided to registar. She went to the office of the GED program, registered, got tested and then was placed in an appropriate class for someone at her level. She attended every day. After a few weeks of class, the teacher noticed a discrepancy in the names of the students that the office had sent her and the names of the students who showed up in class. Specifically, her roster showed a Daniel F. and not a Daniella F. So one day, she asked the class if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if by any chance Daniel was her brother. She said no. Then she asked Daniella if she had enrolled in the program, because she noticed that she did not have a Daniella F. on her roster. Daniella replied th
at she did. At the end of class, Daniella went up to the teacher and admitted that she was Daniel. Apparently, because her official name is Daniel, she enrolled as Daniel, but she likes to be called Daniella. When she enrolled as Daniel, she dressed like a male, but once she attended class she dressed the way she feels comfortable, which is as a female. Unfortunately, both the teacher and Daniella did not know that there were some students in the hallway who heard Daniella share her information. When Daniella left program that day, they followed her as she walked away and in an empty and deserted lot they beat her up. They were a group of 3 teenage males who found her offensive. Daniella did not return to the program. The teacher was able to keep in touch with her for a few weeks and even tutored her for awhile, but then Daniella left town without leaving any contact information.
Any thoughts or reactions to the above?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From nicwhite at comcast.net  Thu Jan 12 12:05:47 2006
From: nicwhite at comcast.net (nicwhite at comcast.net)
Date: Thu, 12 Jan 2006 17:05:47 +0000
Subject: [WomenLiteracy] safety
Message-ID: <011220061705.7836.43C68C6B0004F69A00001E9C22007511500A9B0708990C0702@comcast.net>
Daphne and other readers of this post...  This story saddens me for so many reasons.  The thing that keeps popping up in my head after reading it is confidentiality.  I run an adult literacy program for women in Jacksonville, Florida and our center also provides counseling services, as well as advocacy for women who have been victims of sexual assault on site.  Given the wide-range of social services we provide here at the Women's Center, confidentiality is not only necessary, but practically understood around here.  Each department has confidentiality agreements and our students are aware that we take those policies very seriously.  While our center in particular has this understanding and policies set in place, I can't help but think that the location where this scenario took place does not have that, and therefore whoever walked through the hall at the time that conversation took place was able to hear it.  Therefore the student's right to confidentiality was not respected.  Sometimes it's as easy as closing a door to an office, so that the student knows what he/she says does not go any further than that room.  Confidentiality is so important, and something that I am constantly learning to respect more and more.
Nicole
--
Nicole White
Program Coordinator
Expanded Horizons Literacy Program
Women's Center of Jacksonville
(904)722-3000 ext: 233
www.womenscenterofjax.org
www.promotetruth.org
 -------------- Original message ----------------------
From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
> In response to a few postings that have been shared on this listserv, someone
> shared with me a story that she wanted me to post on her behalf. The names and
> some of the details have been changed to protect the identity of the people/site
> involved.
> A 17 year old, named Daniella F. showed up in the teacher's GED class. She had
> only sporadically attended classes at her highschool and once she could legally
> drop out did. One day she overheard people in a public library talking about a
> GED class and she decided to registar. She went to the office of the GED
> program, registered, got tested and then was placed in an appropriate class for
> someone at her level. She attended every day. After a few weeks of class, the
> teacher noticed a discrepancy in the names of the students that the office had
> sent her and the names of the students who showed up in class. Specifically, her
> roster showed a Daniel F. and not a Daniella F. So one day, she asked the class
> if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if
> by any chance Daniel was her brother. She said no. Then she asked Daniella if
> she had enrolled in the program, because she noticed that she did not have a
> Daniella F. on her roster. Daniella replied th
>  at she did. At the end of class, Daniella went up to the teacher and admitted
> that she was Daniel. Apparently, because her official name is Daniel, she
> enrolled as Daniel, but she likes to be called Daniella. When she enrolled as
> Daniel, she dressed like a male, but once she attended class she dressed the way
> she feels comfortable, which is as a female. Unfortunately, both the teacher and
> Daniella did not know that there were some students in the hallway who heard
> Daniella share her information. When Daniella left program that day, they
> followed her as she walked away and in an empty and deserted lot they beat her
> up. They were a group of 3 teenage males who found her offensive. Daniella did
> not return to the program. The teacher was able to keep in touch with her for a
> few weeks and even tutored her for awhile, but then Daniella left town without
> leaving any contact information.
> Any thoughts or reactions to the above?
> Daphne
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From smilin7 at direcway.com  Thu Jan 12 13:40:04 2006
From: smilin7 at direcway.com (smilin7 at direcway.com)
Date: Thu, 12 Jan 2006 13:40:04 -0500
Subject: [WomenLiteracy] safety
Message-ID: <2cc2fa92cc2418.2cc24182cc2fa9@direcway.com>
Wow... Daphne, thank you for sharing this story,
my reaction -- heartache...
and the woes and perils of the oft-changing facilities used for classes -- many places (most) where I've worked have had difficulties finding quiet private corners -- and too often the choice is to settle for what's doable -- that being circumstances similar to your story, where others' overhearing is a likelihood.
I (personally) tend to 'assume' that others share my compassion and worldview -- even though on an intellectual level I'm well aware this is not so.
In a GED class I taught a few years ago, there was a similar situation with a man/woman who him/herself chose to be one or the other -- and took offense if we guessed incorrectly --
physically, this person was strong and often highly defensive (privately shared stories of attacks, and certainly of personal emotional pain).   He/she did stay with the class through three sessions that I'm aware of (and then I left that program).
A positive from a story as poignant as this one, is that it becomes a memorable and definite LESSON for all of us -- to increase our sensitivity and alter our approaches... and hopefully to avoid inflicting a similar pain.
I use variations of a "comment cards" idea as a way to foster ideas and awareness (idea copied from a wonderful professor, Dr. Pat Russo, years ago) -- I have out on every desk/at each seat recycled paper or index cards -- every class -- and encourage students to write or draw ANYthing -- a reaction to something they hear in class, an answer to any question asked (by a student or teacher) during a class, a word they liked and wanted to remember, a question they wanted to ask but were too intimidated to ask -- cards are fine without names -- anonymous (this is stressed) -- cards are collected at the end of class, teacher reads ALL of them, may or may not make notes in response, and ALL cards are posted at/on/near the entrance/exit of the classroom -- for all to read and see -- as well as to read and see any responses the teacher makes (I use a green or purple/other color pen for my responses, so they're easy to see).   Some days (but not all days) I give a specific question/p
rompt for students to react to (how did you feel about the assessment test (and why)?  what is one of your best/worst memories from elementary school, I learned ___________ today., the best part of today's class, for me, was __________ , favorite quote/book/author, etc.).  ALWAYS there is the option to 'pass.'
I've had great success with this -- finding the time to keep up with it can be demanding -- but the silent rewards have always resounded within me -- I still keep cards written years ago from learners -- that have taught me something.    Giving people, _every_ person, a voice, _and_ the dignity of having that voice _heard_, is powerful and healing.
Thanks again for sharing,
Holly
From alcdgg at langate.gsu.edu  Fri Jan 13 15:25:54 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 13 Jan 2006 15:25:54 -0500
Subject: [WomenLiteracy] Grant Writing Discussion Forum
Message-ID: <s3c7c68c.017@mailsrv4.gsu.edu>
Participate in the VLC Effective Grant Writing Discussion Forum
Does your organization rely on grants to pay for staffing, training, new
equipment, and other organizational operations? Do you find it increasingly
challenging to target funders, develop successful grant proposals, and
provide effective project reporting and evaluation? From January 17 - 27,
Verizon Literacy Campus (VLC) will offer a moderated discussion on the VLC
Discussion Forum about the following facets of the grant writing process:
Research: finding appropriate funding sources
Relationship: building connections and associations with your funder
Request: writing and submitting the proposal
Reporting: evaluating your grant project and demonstrating accountability to
your funder
The guest moderator for this discussion will be Jim Aiello, development
officer for ProLiteracy Worldwide. During the nine-day period, questions
will be posted on the Forum for participants to discuss. As moderator, Jim
will answer and pose additional questions and topics for participants. At
the end of the period, this discussion will be archived on the VLC site.
You can access the discussion by doing the following anytime beginning
January 17:
To read the messages posted to the Effective Grant Writing forum:
1. Go to www.literacycampus.org.
2. Click on "Discussion Forums" in the upper left menu bar.
3. Click on "For Program Staff".
To respond to messages in the Effective Grant Writing discussion:
Follow steps 1 and 2 above.
If you are a new user, click on "Register" and complete the form displayed
on your screen. Please note that you can control whether or not your e-mail
address is displayed in your postings.
If you have already registered for a VLC Discussion Forum:
1. Click on "Log In" and enter your user information.
2. Go to the Discussion Forum page at:
http://www.literacycampus.org/discussion/index.asp
3. Click on "For Program Staff". You will see several topics displayed.
4. Click on "Effective Grant Writing". You will see a welcome message from
Jim Aiello containing information about this discussion as well as
instructions for accessing helpful resources in the VLC Library.
New topics about grant writing will be posted regularly during the nine days
of this moderated discussion. You are free to post responses to the
questions or to post new topics for the participants to discuss.
Please remember to visit the Discussion Forum page frequently to see new
questions and postings.
Additional resources will be made available in the VLC Library as
supplemental background and information.
Sylvia C. Lieshoff
Verizon Literacy Campus: www.literacycampus.org
From mev at litwomen.org  Sat Jan 14 12:47:49 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Sat, 14 Jan 2006 12:47:49 -0500
Subject: [WomenLiteracy] WE LEARN Conference Schedule - Posted
Message-ID: <E0F84CEC-8525-11DA-BED1-000393ABE4D2@litwomen.org>
3rd Annual (Net)Working Conference on Women & Literacy - Moving to
Power & Participation
sponsored by: WE LEARN / Women Expanding: Literacy Education Action
Resource Network
The conference schedule and workshop descriptions are now posted on the
WE LEARN website.
Conference main page: http://www.litwomen.org/conferences/2006/main.html
The Program Schedule can be viewed at:
http://www.litwomen.org/conferences/2006/program.htm
The Workshop Descriptions can be downloaded at:
http://www.litwomen.org/conferences/2006/workshops.pdf
*** Early registration deadline is Feb. 3, 2006 ***
Conference Dates: Friday, March 10 ? Saturday, March 11, 2006 | New
Haven, Connecticut
Complete details below.
For more information contact: 401-383-4374 or welearn at litwomen.org
--------------------------
3rd Annual (Net)Working Conference on Women & Literacy
Moving to Power & Participation
sponsored by: WE LEARN / Women Expanding: Literacy Education Action
Resource Network
Friday, March 10 ? Saturday, March 11, 2006
New Haven, Connecticut
Yale University, Linsly Chittenden Hall
Open to:
ABE students, teachers, administrators, researchers, writers, grad
students, community activists
? anyone interested in women's adult basic literacy/education and
related issues?
Keynote Speaker: Marcia Ann Gillespie*
Confirmed Panelists: ? Daphne Greenberg	? Lorna River   ? Char Caver
? Sandra Bridwell
Presenter:  Valerie Tutson
Conference Features:
? Interactive Workshops ? Exhibits & Resource Sharing ? Student
Gatherings ? Research & Policy Discussions ? Networking Opportunities &
Community Building ? Annual WE LEARN Membership Meeting ? Arts &
Reflection Spaces ? FUN!!!
Early-Bird Registration Deadline: February 3, 2006 (15% discount)
Pre-Registration Deadline: February 24, 2006
WE LEARN Membership & ABE Student Rates Available (see below)
? Conference Hotel Rates Available ?  Light Breakfast & Lunch included
? Wheelchair accessible
  ? ASL interpretation available with pre-arrangement
Conference Registration Rates
EARLY Registration Deadline: February 3, 2006 (15% discount)
Pre-Registration Deadline: February 24, 2006
WE LEARN Membership Rate
Pre-Registraton: Two-day $85.00 | One-day $50.00
On-site: per day $55.00
Non-Membership Rate
Pre-Registraton: Two-day $125.00 | One-Day $70.00
On-site: per day $75.00
ABE Student Rate
Two-Day $15.00 | One-Day $10.00 (** Sorry, NO Early Registration
discount for ABE student rate)
We have a limited number of ABE student scholarships & work exchange
options for the conference.
  ? For ABE students only, we can help with registration fees and some
travel expenses.
  ? For Americorp/VISTA volunteers, college or graduate students &
part-time teachers, we have a limited                    number of work
exchange opportunities available. This will help offset registration
fees ONLY.
For more information & forms, go to:
http://www.litwomen.org/conferences/2006/main.html
or contact Mev Miller -- 401-383-4374 or welearn at litwomen.org
The Program Schedule can be viewed at:
http://www.litwomen.org/conferences/2006/program.htm
The Workshop Descriptions can be downloaded at:
http://www.litwomen.org/conferences/2006/workshops.pdf
Co-Sponsored by WE LEARN | Women's, Gender, and Sexuality Studies
Program at Yale University  | literacytent.org
To download registration details and form, travel information, &
regular updates go to:
  http://www.litwomen.org/conferences/2006/main.html
To receive more information contact:
Mev Miller, Ed.D., Director  |     401-383-4374	  |
welearn at litwomen.org
182 Riverside Ave., Cranston, RI 02910
*Marcia Ann Gillespie has served as Ms. magazine's editor in chief
since 1993. Gillespie's association with Ms. magazine dates back to
1980 when she became a contributing editor. A trailblazer in the
magazine industry, as the editor in chief of Essence from 1971-1980,
Gillespie is credited with transforming the then-fledgling publication
into one of the fastest growing women's magazines in the United States.
During her tenure, Essence won a National Magazine Award, the
industry's most prestigious honor. A vice president of Essence
Communications, Inc., Gillespie was named "One of the Fifty Faces for
America's Future" by Time magazine. For more info:
http://www.soapboxinc.com/bio_gillespie.html
--------------------------
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From alcdgg at langate.gsu.edu  Sat Jan 14 23:34:09 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sat, 14 Jan 2006 23:34:09 -0500
Subject: [WomenLiteracy] Technology Grant
Message-ID: <s3c98a7d.094@mailsrv4.gsu.edu>
Technology Grant News Announces
2006 "Opening New Territory with Technology"
Deadline: May 30, 2006
Submit Application: newterritory at technologygrantnews.com
http://www.technologygrantnews.com
College, university, community college, post secondary educators, and adult educators are invited to apply for the 2006 "Opening New Territory with Technology" cash grant from Technology Grant News. The $500. cash grant is to be used for computer software or equipment for a project or goal that opens "new territory" for the applicant's field of study, school, profession or community. In addition, 25 subscriptions to Technology Grant News will be awarded to applicants.
A 1-2 page description of the project or goal is required, explaining how or what the computer software or equipment will be used for. Projects and goals will be considered in all subject matters. The cash grant will be awarded based on usefulness of the project or goal to the field of study, the school, profession, or to the public.
The 1-2 page description should be sent to:
newterritory at technologygrantnews.com
by May 30, 2006. The winner will be given the opportunity to write about the proposed project or goal for an article to be featured in Technology Grant News. The award will be announced in June 2006.
From alcdgg at langate.gsu.edu  Mon Jan 16 09:20:29 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 16 Jan 2006 09:20:29 -0500
Subject: [WomenLiteracy] grants for tutoring programs
Message-ID: <s3cb6567.036@mailsrv4.gsu.edu>
For those of you who run tutoring programs, this may be of interest:
Funds Available for Fiscal Year 2006 Learn and Serve America Grant Competition
The funds available for this year's competition in each of the categories for which Learn and Serve America provides grants:
Higher Education $ 9,188,438
Community-Based $ 4,134,797
School-Based Competitive $ 5,071,135
School-Based Indian Tribes and US Territories $?*702,915
School-Based State Formula $17,656,465
Guidelines are at---
http://www.learnandserve.gov/for_organizations/funding/nofa.asp
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From cesarwattsg at yahoo.com  Mon Jan 16 11:59:14 2006
From: cesarwattsg at yahoo.com (Cesar Watts)
Date: Mon, 16 Jan 2006 08:59:14 -0800 (PST)
Subject: [WomenLiteracy] non-reader who wants info on adult ed
Message-ID: <20060116165914.39087.qmail@web30306.mail.mud.yahoo.com>
  Dear Friends:
  you have any advice for me to share with an adult non-reader(native english speaker) who is interested in obtaining information about basic reading and writing? A woman called me the other day and she is interested in educating herself and supporting her children's emerging literacy skills. I can help her out in relation to children's literacy, but wasn't sure where to send her for adult education information, as she has very low literacy skills.
  Cesar Watts
  Read Out Loud Hotline Coordinator
  DC LEARNs
  www.readoutloud.org
  www.dclearns.org
  1-866-732-3688
---------------------------------
Yahoo! Photos ? Showcase holiday pictures in hardcover
 Photo Books. You design it and we?ll bind it!
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From bertiemo at yahoo.com  Mon Jan 16 13:07:16 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Mon, 16 Jan 2006 10:07:16 -0800 (PST)
Subject: [WomenLiteracy] non-reader who wants info on adult ed
In-Reply-To: <20060116165914.39087.qmail@web30306.mail.mud.yahoo.com>
Message-ID: <20060116180716.83785.qmail@web30003.mail.mud.yahoo.com>
You didn't say where she was located.  Rather  than send her on a wild goose chase, I'd go on the internet and  "google" some resources that are located in her neighborhood.   Universities with Schools of Education, the local United Way,  neighborhood libraries are all good resources.  When you assemble  a goodly number, perhaps your organization might put together a list of  resources by neighborhood and put together into a very easy to read  list.
  I suggest this because internet is not accessible to non-readers...
  A tip for all adults...As a lifelong reader, I've enriched my life by  reading along with my daugher who is now 14.  When she was young,  it was Dr. Seuss, then the Underground Railroad and now she is reading  the Harry Potter and discussing the Harry Potter series which I raced  through.  I'm looking forward to reading Narnia together...
  Best,
  Bertie Mo
Cesar Watts <cesarwattsg at yahoo.com> wrote:    Dear Friends:
  you  have any advice for me to share with an adult non-reader(native english  speaker) who is interested in obtaining information about basic  reading and writing? A woman called me the other day and she is  interested in educating herself and supporting her children's emerging  literacy skills. I can help her out in relation to children's literacy,  but wasn't sure where to send her for adult education information, as  she has very low literacy skills.
  Cesar Watts
  Read Out Loud Hotline Coordinator
  DC LEARNs
  www.readoutloud.org
  www.dclearns.org
    1-866-732-3688
---------------------------------
Yahoo! Photos ? Showcase holiday pictures in hardcover
   Photo Books. You design it and we?ll bind it!----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From irrobert at swbell.net  Mon Jan 16 12:30:51 2006
From: irrobert at swbell.net (Robert Pinhero)
Date: Mon, 16 Jan 2006 11:30:51 -0600
Subject: [WomenLiteracy] non-reader who wants info on adult ed
In-Reply-To: <20060116165914.39087.qmail@web30306.mail.mud.yahoo.com>
Message-ID: <005501c61ac2$99c59c00$6401a8c0@Robert>
Cesar there are @ half a dozen ProLiteracy affiliates in the D.C. area. That
would be a good place to start
HYPERLINK
"http://proliteracy.org/locator/index.asp?action=submit"http://proliteracy.o
rg/locator/index.asp?action=submit
Robert
   _____
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Cesar Watts
Sent: Monday, January 16, 2006 10:59 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy] non-reader who wants info on adult ed
Dear Friends:
you have any advice for me to share with an adult non-reader(native english
speaker) who is interested in obtaining information about basic reading and
writing? A woman called me the other day and she is interested in educating
herself and supporting her children's emerging literacy skills. I can help
her out in relation to children's literacy, but wasn't sure where to send
her for adult education information, as she has very low literacy skills.
Cesar Watts
Read Out Loud Hotline Coordinator
DC LEARNs
HYPERLINK
"http://us.f303.mail.yahoo.com/ym/www.readoutloud.org"www.readoutloud.org
HYPERLINK
"http://us.f303.mail.yahoo.com/ym/www.dclearns.org"www.dclearns.org
1-866-732-3688
   _____
Yahoo! Photos ? Showcase holiday pictures in hardcover
HYPERLINK
"http://us.rd.yahoo.com/mail_us/taglines/photobooks/*http://pa.yahoo.com/*ht
tp://us.rd.yahoo.com/mail_us/taglines/photos/evt=38088/*http://pg.photos.yah
oo.com/ph//page?.file=photobook_splash.html"Photo Books. You design it and
we?ll bind it!
--
No virus found in this incoming message.
Checked by AVG Free Edition.
Version: 7.1.371 / Virus Database: 267.14.18/230 - Release Date: 1/14/2006
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No virus found in this outgoing message.
Checked by AVG Free Edition.
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From irrobert at swbell.net  Mon Jan 16 12:56:11 2006
From: irrobert at swbell.net (Robert Pinhero)
Date: Mon, 16 Jan 2006 11:56:11 -0600
Subject: [WomenLiteracy] non-reader who wants info on adult ed
In-Reply-To: <20060116165914.39087.qmail@web30306.mail.mud.yahoo.com>
Message-ID: <006701c61ac6$24dc9340$6401a8c0@Robert>
Better link   HYPERLINK
"http://proliteracy.org/locator/"http://proliteracy.org/locator/
   _____
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Cesar Watts
Sent: Monday, January 16, 2006 10:59 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy] non-reader who wants info on adult ed
Dear Friends:
you have any advice for me to share with an adult non-reader(native english
speaker) who is interested in obtaining information about basic reading and
writing? A woman called me the other day and she is interested in educating
herself and supporting her children's emerging literacy skills. I can help
her out in relation to children's literacy, but wasn't sure where to send
her for adult education information, as she has very low literacy skills.
Cesar Watts
Read Out Loud Hotline Coordinator
DC LEARNs
HYPERLINK
"http://us.f303.mail.yahoo.com/ym/www.readoutloud.org"www.readoutloud.org
HYPERLINK
"http://us.f303.mail.yahoo.com/ym/www.dclearns.org"www.dclearns.org
1-866-732-3688
   _____
Yahoo! Photos ? Showcase holiday pictures in hardcover
HYPERLINK
"http://us.rd.yahoo.com/mail_us/taglines/photobooks/*http://pa.yahoo.com/*ht
tp://us.rd.yahoo.com/mail_us/taglines/photos/evt=38088/*http://pg.photos.yah
oo.com/ph//page?.file=photobook_splash.html"Photo Books. You design it and
we?ll bind it!
--
No virus found in this incoming message.
Checked by AVG Free Edition.
Version: 7.1.371 / Virus Database: 267.14.18/230 - Release Date: 1/14/2006
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No virus found in this outgoing message.
Checked by AVG Free Edition.
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From alcdgg at langate.gsu.edu  Mon Jan 16 17:02:01 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 16 Jan 2006 17:02:01 -0500
Subject: [WomenLiteracy] classroom activity
Message-ID: <s3cbd196.047@mailsrv4.gsu.edu>
Holly includes in her post a great classroom idea and I wonder if any others on this listserv have done something like this, or have experienced something like this and would like to share with us your experiences. She writes:
"I use variations of a "comment cards" idea as a way to foster ideas and awareness (idea copied from a wonderful professor, Dr. Pat Russo, years ago) -- I have out on every desk/at each seat recycled paper or index cards -- every class -- and encourage students to write or draw ANYthing -- a reaction to something they hear in class, an answer to any question asked (by a student or teacher) during a class, a word they liked and wanted to remember, a question they wanted to ask but were too intimidated to ask -- cards are fine without names -- anonymous (this is stressed) -- cards are collected at the end of class, teacher reads ALL of them, may or may not make notes in response, and ALL cards are posted at/on/near the entrance/exit of the classroom -- for all to read and see -- as well as to read and see any responses the teacher makes (I use a green or purple/other color pen for my responses, so they're easy to see).   Some days (but not all days) I give a specific question/prompt for students to react to (how did you feel about the assessment test (and why)?  what is one of your best/worst memories from elementary school, I learned ___________ today., the best part of today's class, for me, was __________ , favorite quote/book/author, etc.).  ALWAYS there is the option to 'pass.'   "
Any thoughts to the above activity?
Daphne
>>> smilin7 at direcway.com 01/12/06 1:40 PM >>>
Wow... Daphne, thank you for sharing this story,
my reaction -- heartache...
and the woes and perils of the oft-changing facilities used for classes -- many places (most) where I've worked have had difficulties finding quiet private corners -- and too often the choice is to settle for what's doable -- that being circumstances similar to your story, where others' overhearing is a likelihood.
I (personally) tend to 'assume' that others share my compassion and worldview -- even though on an intellectual level I'm well aware this is not so.
In a GED class I taught a few years ago, there was a similar situation with a man/woman who him/herself chose to be one or the other -- and took offense if we guessed incorrectly --
physically, this person was strong and often highly defensive (privately shared stories of attacks, and certainly of personal emotional pain).   He/she did stay with the class through three sessions that I'm aware of (and then I left that program).
A positive from a story as poignant as this one, is that it becomes a memorable and definite LESSON for all of us -- to increase our sensitivity and alter our approaches... and hopefully to avoid inflicting a similar pain.
I use variations of a "comment cards" idea as a way to foster ideas and awareness (idea copied from a wonderful professor, Dr. Pat Russo, years ago) -- I have out on every desk/at each seat recycled paper or index cards -- every class -- and encourage students to write or draw ANYthing -- a reaction to something they hear in class, an answer to any question asked (by a student or teacher) during a class, a word they liked and wanted to remember, a question they wanted to ask but were too intimidated to ask -- cards are fine without names -- anonymous (this is stressed) -- cards are collected at the end of class, teacher reads ALL of them, may or may not make notes in response, and ALL cards are posted at/on/near the entrance/exit of the classroom -- for all to read and see -- as well as to read and see any responses the teacher makes (I use a green or purple/other color pen for my responses, so they're easy to see).   Some days (but not all days) I give a specific question/p
rompt for students to react to (how did you feel about the assessment test (and why)?  what is one of your best/worst memories from elementary school, I learned ___________ today., the best part of today's class, for me, was __________ , favorite quote/book/author, etc.).  ALWAYS there is the option to 'pass.'
I've had great success with this -- finding the time to keep up with it can be demanding -- but the silent rewards have always resounded within me -- I still keep cards written years ago from learners -- that have taught me something.    Giving people, _every_ person, a voice, _and_ the dignity of having that voice _heard_, is powerful and healing.
Thanks again for sharing,
Holly
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Mon Jan 16 17:03:52 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 16 Jan 2006 17:03:52 -0500
Subject: [WomenLiteracy] confidentiality
Message-ID: <s3cbd1ff.070@mailsrv4.gsu.edu>
Nicole,
Can you share with us an example of a confidentiality agreement?
Daphne
>>> nicwhite at comcast.net 01/12/06 12:05 PM >>>
Daphne and other readers of this post...  This story saddens me for so many reasons.  The thing that keeps popping up in my head after reading it is confidentiality.  I run an adult literacy program for women in Jacksonville, Florida and our center also provides counseling services, as well as advocacy for women who have been victims of sexual assault on site.  Given the wide-range of social services we provide here at the Women's Center, confidentiality is not only necessary, but practically understood around here.  Each department has confidentiality agreements and our students are aware that we take those policies very seriously.  While our center in particular has this understanding and policies set in place, I can't help but think that the location where this scenario took place does not have that, and therefore whoever walked through the hall at the time that conversation took place was able to hear it.  Therefore the student's right to confidentiality was not respected
 .  Sometimes it's as easy as closing a door to an office, so that the student knows what he/she says does not go any further than that room.  Confidentiality is so important, and something that I am constantly learning to respect more and more.
Nicole
--
Nicole White
Program Coordinator
Expanded Horizons Literacy Program
Women's Center of Jacksonville
(904)722-3000 ext: 233
www.womenscenterofjax.org
www.promotetruth.org
 -------------- Original message ----------------------
From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
> In response to a few postings that have been shared on this listserv, someone
> shared with me a story that she wanted me to post on her behalf. The names and
> some of the details have been changed to protect the identity of the people/site
> involved.
> A 17 year old, named Daniella F. showed up in the teacher's GED class. She had
> only sporadically attended classes at her highschool and once she could legally
> drop out did. One day she overheard people in a public library talking about a
> GED class and she decided to registar. She went to the office of the GED
> program, registered, got tested and then was placed in an appropriate class for
> someone at her level. She attended every day. After a few weeks of class, the
> teacher noticed a discrepancy in the names of the students that the office had
> sent her and the names of the students who showed up in class. Specifically, her
> roster showed a Daniel F. and not a Daniella F. So one day, she asked the class
> if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if
> by any chance Daniel was her brother. She said no. Then she asked Daniella if
> she had enrolled in the program, because she noticed that she did not have a
> Daniella F. on her roster. Daniella replied th
>  at she did. At the end of class, Daniella went up to the teacher and admitted
> that she was Daniel. Apparently, because her official name is Daniel, she
> enrolled as Daniel, but she likes to be called Daniella. When she enrolled as
> Daniel, she dressed like a male, but once she attended class she dressed the way
> she feels comfortable, which is as a female. Unfortunately, both the teacher and
> Daniella did not know that there were some students in the hallway who heard
> Daniella share her information. When Daniella left program that day, they
> followed her as she walked away and in an empty and deserted lot they beat her
> up. They were a group of 3 teenage males who found her offensive. Daniella did
> not return to the program. The teacher was able to keep in touch with her for a
> few weeks and even tutored her for awhile, but then Daniella left town without
> leaving any contact information.
> Any thoughts or reactions to the above?
> Daphne
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Mon Jan 16 17:13:15 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 16 Jan 2006 17:13:15 -0500
Subject: [WomenLiteracy] safety
Message-ID: <s3cbd437.029@mailsrv4.gsu.edu>
Bertie,
You make great suggestions. In answer to your questions, apparently Daniella did not want to press charges. Apparently, she had been the victim of many attacks near her school and the police often psychologically abused her, making fun of her way of dressing, calling her derogatory names, and telling her that she deserved to be beaten up. She did not feel comfortable reaching out to counselors, apparently she did not have good experiences at her high school with counselors telling her that she had to dress more appropriately (i.e. like a boy) when she attended school.
The teacher wants me to thank you for your comment:
"Daniella and the teacher were both victims of violence against women...They both needed support."
The teacher was traumatized by this event, feeling responsible for Daniella getting beaten up.  Although she knows that she did not commit the crime, she does feel very guilty about not making sure that noone could eavesdrop while Daniella was talking to her. No one had ever mentioned to her that counselling may help her with this experience, and she is going to look into it. She thanks you. Up until now she focused on the impact this all had on Daniella without thinking about the impact it had on her.
Daphne
>>> bertiemo at yahoo.com 01/12/06 12:05 PM >>>
I feel  very sad and angry about what happened to Daniella.  Unfortunately this is after the fact, but I have a few suggests for this teacher>
  1.  I encourage everyone of the students in my Freshman Success Class and also who is in my opportunity program to make a private 15 to 20 minute appt. with me so we can get to know one another....and we can talk about issues such as nick names, unusual issues..All behind closed  doors..
  2.  Be more careful about issues of privacy and confidentiality....some issues are best discussed during office hours behind closed doors
  3.  Safety of classrooms needs to be discussed with sponsors of literacy programs.
       After the incident was there a discussion about follow/up steps...
  4.  Did Daniella and the instructor receive  counseling and support after the incident...
  5.  Was she ask about pressing charges and how she would be supporting to do this...
  Daniella and the teacher were both victims of violence against women...They both needed support.
  Several years ago, I was experienced an apt. invasion by a homeless  man...I was pretty outraged when I didn't receive support from the police, or the few  friends that I called...I wasn't physically hurt, but I felt psychologically invaded.  I think I moved home to my parents house for a while after that incident.
  Best,
  Bertie Mo
Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
  In response to a few postings that have been shared on this listserv, someone shared with me a story that she wanted me to post on her behalf. The names and some of the details have been changed to protect the identity of the people/site involved.
A 17 year old, named Daniella F. showed up in the teacher's GED class. She had only sporadically attended classes at her highschool and once she could legally drop out did. One day she overheard people in a public library talking about a GED class and she decided to registar. She went to the office of the GED program, registered, got tested and then was placed in an appropriate class for someone at her level. She attended every day. After a few weeks of class, the teacher noticed a discrepancy in the names of the students that the office had sent her and the names of the students who showed up in class. Specifically, her roster showed a Daniel F. and not a Daniella F. So one day, she asked the class if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if by any chance Daniel was her brother. She said no. Then she asked Daniella if she had enrolled in the program, because she noticed that she did not have a Daniella F. on her roster. Daniella replied th
at she did. At the end of class, Daniella went up to the teacher and admitted that she was Daniel. Apparently, because her official name is Daniel, she enrolled as Daniel, but she likes to be called Daniella. When she enrolled as Daniel, she dressed like a male, but once she attended class she dressed the way she feels comfortable, which is as a female. Unfortunately, both the teacher and Daniella did not know that there were some students in the hallway who heard Daniella share her information. When Daniella left program that day, they followed her as she walked away and in an empty and deserted lot they beat her up. They were a group of 3 teenage males who found her offensive. Daniella did not return to the program. The teacher was able to keep in touch with her for a few weeks and even tutored her for awhile, but then Daniella left town without leaving any contact information.
Any thoughts or reactions to the above?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From kabeall at comcast.net  Mon Jan 16 18:52:09 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Mon, 16 Jan 2006 18:52:09 -0500
Subject: [WomenLiteracy] New from NCSALL--Review of Adult Learning and
	Literacy, Volume 6
Message-ID: <008701c61af7$dd22d690$0202a8c0@your4105e587b6>
The newest volume of the Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice (Vol. 6, 2006) is now available from NCSALL. For more information, please visit the NCSALL Web site at http://www.ncsall.net.
It includes chapters on:
?         demographic change and low-literacy Americans
?         the role of vocabulary in adult basic education (ABE)
?         implications of research on spelling for ABE
?         issues in teaching speaking skills to adult ESOL learners
?         the preparation and stability of the ABE teaching workforce
?         the adult literacy system in Ireland
?         broad-based organizing as a vehicle for promoting adult literacy
To order the Review of Adult Learning and Literacy, Volume 6, visit Erlbaum?s Web site (https://www.erlbaum.com/shop/tek9.asp?pg=search&mode=regular).
To order Volume 6 at a 30% discount from NCSALL, go to our Order Form (http://www.ncsall.net/?id=1002); limited quantities available.
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From nicwhite at comcast.net  Wed Jan 18 09:58:21 2006
From: nicwhite at comcast.net (nicwhite at comcast.net)
Date: Wed, 18 Jan 2006 14:58:21 +0000
Subject: [WomenLiteracy] confidentiality
Message-ID: <011820061458.25341.43CE578D0000637E000062FD22058844840A9B0708990C0702@comcast.net>
Daphne,
I am attaching a link to the Women's Center of Jacksonville's volunteer application packet.  On pages 6 and 7 of the packet, you will find our confidentiality agreement that all volunteers are required to sign (as well as all staff of course).  Hope this helps....
http://www.womenscenterofjax.org/pdf/volunteer_app.pdf
Also, the more I thought about this topic and the story you shared, the more I realized how confidentiality is so much more than an agreement on a piece of paper (though the document is necessary and important in itself).  It's about a spirit of respect, and acknowledgment of a person's right to privacy and private conversation (in the case of the story you shared).  The environment that we have here at the Women's Center lends itself very well to upholding that spirit.  Though the actual confidentiality document is vital, the respect and trust between any client/student and service provider/tutor/teacher comes first (in my opinion).
Nicole
--
Nicole White
Program Coordinator
Expanded Horizons Literacy Program
Women's Center of Jacksonville
(904)722-3000 ext: 233
www.womenscenterofjax.org
www.promotetruth.org
 -------------- Original message ----------------------
From: "Daphne Greenberg" <alcdgg at langate.gsu.edu>
> Nicole,
> Can you share with us an example of a confidentiality agreement?
> Daphne
>
> >>> nicwhite at comcast.net 01/12/06 12:05 PM >>>
> Daphne and other readers of this post...  This story saddens me for so many
> reasons.  The thing that keeps popping up in my head after reading it is
> confidentiality.  I run an adult literacy program for women in Jacksonville,
> Florida and our center also provides counseling services, as well as advocacy
> for women who have been victims of sexual assault on site.  Given the wide-range
> of social services we provide here at the Women's Center, confidentiality is not
> only necessary, but practically understood around here.  Each department has
> confidentiality agreements and our students are aware that we take those
> policies very seriously.  While our center in particular has this understanding
> and policies set in place, I can't help but think that the location where this
> scenario took place does not have that, and therefore whoever walked through the
> hall at the time that conversation took place was able to hear it.  Therefore
> the student's right to confidentiality was not respected
>  .  Sometimes it's as easy as closing a door to an office, so that the student
> knows what he/she says does not go any further than that room.  Confidentiality
> is so important, and something that I am constantly learning to respect more and
> more.
>
> Nicole
>
> --
> Nicole White
> Program Coordinator
> Expanded Horizons Literacy Program
> Women's Center of Jacksonville
> (904)722-3000 ext: 233
> www.womenscenterofjax.org
> www.promotetruth.org
>
>  -------------- Original message ----------------------
> From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
> > In response to a few postings that have been shared on this listserv, someone
> > shared with me a story that she wanted me to post on her behalf. The names and
> > some of the details have been changed to protect the identity of the
> people/site
> > involved.
> > A 17 year old, named Daniella F. showed up in the teacher's GED class. She had
> > only sporadically attended classes at her highschool and once she could
> legally
> > drop out did. One day she overheard people in a public library talking about a
> > GED class and she decided to registar. She went to the office of the GED
> > program, registered, got tested and then was placed in an appropriate class
> for
> > someone at her level. She attended every day. After a few weeks of class, the
> > teacher noticed a discrepancy in the names of the students that the office had
> > sent her and the names of the students who showed up in class. Specifically,
> her
> > roster showed a Daniel F. and not a Daniella F. So one day, she asked the
> class
> > if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella
> if
> > by any chance Daniel was her brother. She said no. Then she asked Daniella if
> > she had enrolled in the program, because she noticed that she did not have a
> > Daniella F. on her roster. Daniella replied th
> >  at she did. At the end of class, Daniella went up to the teacher and admitted
> > that she was Daniel. Apparently, because her official name is Daniel, she
> > enrolled as Daniel, but she likes to be called Daniella. When she enrolled as
> > Daniel, she dressed like a male, but once she attended class she dressed the
> way
> > she feels comfortable, which is as a female. Unfortunately, both the teacher
> and
> > Daniella did not know that there were some students in the hallway who heard
> > Daniella share her information. When Daniella left program that day, they
> > followed her as she walked away and in an empty and deserted lot they beat her
> > up. They were a group of 3 teenage males who found her offensive. Daniella did
> > not return to the program. The teacher was able to keep in touch with her for
> a
> > few weeks and even tutored her for awhile, but then Daniella left town without
> > leaving any contact information.
> > Any thoughts or reactions to the above?
> > Daphne
> >
> > Daphne Greenberg
> > Assistant Professor
> > Educational Psych. & Special Ed.
> > Georgia State University
> > P.O. Box 3979
> > Atlanta, Georgia 30302-3979
> > phone: 404-651-0127
> > fax:404-651-4901
> > dgreenberg at gsu.edu
> >
> > Daphne Greenberg
> > Associate Director
> > Center for the Study of Adult Literacy
> > Georgia State University
> > P.O. Box 3977
> > Atlanta, Georgia 30302-3977
> > phone: 404-651-0127
> > fax:404-651-4901
> > dgreenberg at gsu.edu
> >
> > ----------------------------------------------------
> > National Insitute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Sun Jan 22 17:30:06 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 22 Jan 2006 17:30:06 -0500
Subject: [WomenLiteracy] confidentiality
Message-ID: <s3d3c12c.082@mailsrv4.gsu.edu>
Nicole,
WOW!!!! Thank you so much for sharing this with us. I encourage everyone to look at pages 6 and 7 for an example of a confidentiality agreement (go to:
http://www.womenscenterofjax.org/pdf/volunteer_app.pdf )
I am curious what others think about this example? Also, does anyone else on this listserv have a confidentiality policy that she/he can share with us? If not, do you think that it is important to have one?
Daphne
>>> nicwhite at comcast.net 01/18/06 9:58 AM >>>
Daphne,
I am attaching a link to the Women's Center of Jacksonville's volunteer application packet.  On pages 6 and 7 of the packet, you will find our confidentiality agreement that all volunteers are required to sign (as well as all staff of course).  Hope this helps....
http://www.womenscenterofjax.org/pdf/volunteer_app.pdf
Also, the more I thought about this topic and the story you shared, the more I realized how confidentiality is so much more than an agreement on a piece of paper (though the document is necessary and important in itself).  It's about a spirit of respect, and acknowledgment of a person's right to privacy and private conversation (in the case of the story you shared).  The environment that we have here at the Women's Center lends itself very well to upholding that spirit.  Though the actual confidentiality document is vital, the respect and trust between any client/student and service provider/tutor/teacher comes first (in my opinion).
Nicole
--
Nicole White
Program Coordinator
Expanded Horizons Literacy Program
Women's Center of Jacksonville
(904)722-3000 ext: 233
www.womenscenterofjax.org
www.promotetruth.org
 -------------- Original message ----------------------
From: "Daphne Greenberg" <alcdgg at langate.gsu.edu>
> Nicole,
> Can you share with us an example of a confidentiality agreement?
> Daphne
>
> >>> nicwhite at comcast.net 01/12/06 12:05 PM >>>
> Daphne and other readers of this post...  This story saddens me for so many
> reasons.  The thing that keeps popping up in my head after reading it is
> confidentiality.  I run an adult literacy program for women in Jacksonville,
> Florida and our center also provides counseling services, as well as advocacy
> for women who have been victims of sexual assault on site.  Given the wide-range
> of social services we provide here at the Women's Center, confidentiality is not
> only necessary, but practically understood around here.  Each department has
> confidentiality agreements and our students are aware that we take those
> policies very seriously.  While our center in particular has this understanding
> and policies set in place, I can't help but think that the location where this
> scenario took place does not have that, and therefore whoever walked through the
> hall at the time that conversation took place was able to hear it.  Therefore
> the student's right to confidentiality was not respected
>  .  Sometimes it's as easy as closing a door to an office, so that the student
> knows what he/she says does not go any further than that room.  Confidentiality
> is so important, and something that I am constantly learning to respect more and
> more.
>
> Nicole
>
> --
> Nicole White
> Program Coordinator
> Expanded Horizons Literacy Program
> Women's Center of Jacksonville
> (904)722-3000 ext: 233
> www.womenscenterofjax.org
> www.promotetruth.org
>
>  -------------- Original message ----------------------
> From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
> > In response to a few postings that have been shared on this listserv, someone
> > shared with me a story that she wanted me to post on her behalf. The names and
> > some of the details have been changed to protect the identity of the
> people/site
> > involved.
> > A 17 year old, named Daniella F. showed up in the teacher's GED class. She had
> > only sporadically attended classes at her highschool and once she could
> legally
> > drop out did. One day she overheard people in a public library talking about a
> > GED class and she decided to registar. She went to the office of the GED
> > program, registered, got tested and then was placed in an appropriate class
> for
> > someone at her level. She attended every day. After a few weeks of class, the
> > teacher noticed a discrepancy in the names of the students that the office had
> > sent her and the names of the students who showed up in class. Specifically,
> her
> > roster showed a Daniel F. and not a Daniella F. So one day, she asked the
> class
> > if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella
> if
> > by any chance Daniel was her brother. She said no. Then she asked Daniella if
> > she had enrolled in the program, because she noticed that she did not have a
> > Daniella F. on her roster. Daniella replied th
> >  at she did. At the end of class, Daniella went up to the teacher and admitted
> > that she was Daniel. Apparently, because her official name is Daniel, she
> > enrolled as Daniel, but she likes to be called Daniella. When she enrolled as
> > Daniel, she dressed like a male, but once she attended class she dressed the
> way
> > she feels comfortable, which is as a female. Unfortunately, both the teacher
> and
> > Daniella did not know that there were some students in the hallway who heard
> > Daniella share her information. When Daniella left program that day, they
> > followed her as she walked away and in an empty and deserted lot they beat her
> > up. They were a group of 3 teenage males who found her offensive. Daniella did
> > not return to the program. The teacher was able to keep in touch with her for
> a
> > few weeks and even tutored her for awhile, but then Daniella left town without
> > leaving any contact information.
> > Any thoughts or reactions to the above?
> > Daphne
> >
> > Daphne Greenberg
> > Assistant Professor
> > Educational Psych. & Special Ed.
> > Georgia State University
> > P.O. Box 3979
> > Atlanta, Georgia 30302-3979
> > phone: 404-651-0127
> > fax:404-651-4901
> > dgreenberg at gsu.edu
> >
> > Daphne Greenberg
> > Associate Director
> > Center for the Study of Adult Literacy
> > Georgia State University
> > P.O. Box 3977
> > Atlanta, Georgia 30302-3977
> > phone: 404-651-0127
> > fax:404-651-4901
> > dgreenberg at gsu.edu
> >
> > ----------------------------------------------------
> > National Insitute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Sun Jan 22 17:32:43 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 22 Jan 2006 17:32:43 -0500
Subject: [WomenLiteracy] taking care of ourselves
Message-ID: <s3d3c1c7.094@mailsrv4.gsu.edu>
I have been thinking a lot about Daniella and her teacher. I am struck by how the teacher was very thankful to Bertie for pointing out that the BOTH of them were victims and might want to seek support.
How often, do we as teachers, check in with ourselves and notice whether we need support after dealing with a difficult issue in class? Is it easy to get this kind of support? Who can we reach out to for this kind of help?
Any thoughts?
Daphne
>>> alcdgg at langate.gsu.edu 01/16/06 5:13 PM >>>
Bertie,
You make great suggestions. In answer to your questions, apparently Daniella did not want to press charges. Apparently, she had been the victim of many attacks near her school and the police often psychologically abused her, making fun of her way of dressing, calling her derogatory names, and telling her that she deserved to be beaten up. She did not feel comfortable reaching out to counselors, apparently she did not have good experiences at her high school with counselors telling her that she had to dress more appropriately (i.e. like a boy) when she attended school.
The teacher wants me to thank you for your comment:
"Daniella and the teacher were both victims of violence against women...They both needed support."
The teacher was traumatized by this event, feeling responsible for Daniella getting beaten up.  Although she knows that she did not commit the crime, she does feel very guilty about not making sure that noone could eavesdrop while Daniella was talking to her. No one had ever mentioned to her that counselling may help her with this experience, and she is going to look into it. She thanks you. Up until now she focused on the impact this all had on Daniella without thinking about the impact it had on her.
Daphne
>>> bertiemo at yahoo.com 01/12/06 12:05 PM >>>
I feel  very sad and angry about what happened to Daniella.  Unfortunately this is after the fact, but I have a few suggests for this teacher>
  1.  I encourage everyone of the students in my Freshman Success Class and also who is in my opportunity program to make a private 15 to 20 minute appt. with me so we can get to know one another....and we can talk about issues such as nick names, unusual issues..All behind closed  doors..
  2.  Be more careful about issues of privacy and confidentiality....some issues are best discussed during office hours behind closed doors
  3.  Safety of classrooms needs to be discussed with sponsors of literacy programs.
       After the incident was there a discussion about follow/up steps...
  4.  Did Daniella and the instructor receive  counseling and support after the incident...
  5.  Was she ask about pressing charges and how she would be supporting to do this...
  Daniella and the teacher were both victims of violence against women...They both needed support.
  Several years ago, I was experienced an apt. invasion by a homeless  man...I was pretty outraged when I didn't receive support from the police, or the few  friends that I called...I wasn't physically hurt, but I felt psychologically invaded.  I think I moved home to my parents house for a while after that incident.
  Best,
  Bertie Mo
Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
  In response to a few postings that have been shared on this listserv, someone shared with me a story that she wanted me to post on her behalf. The names and some of the details have been changed to protect the identity of the people/site involved.
A 17 year old, named Daniella F. showed up in the teacher's GED class. She had only sporadically attended classes at her highschool and once she could legally drop out did. One day she overheard people in a public library talking about a GED class and she decided to registar. She went to the office of the GED program, registered, got tested and then was placed in an appropriate class for someone at her level. She attended every day. After a few weeks of class, the teacher noticed a discrepancy in the names of the students that the office had sent her and the names of the students who showed up in class. Specifically, her roster showed a Daniel F. and not a Daniella F. So one day, she asked the class if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if by any chance Daniel was her brother. She said no. Then she asked Daniella if she had enrolled in the program, because she noticed that she did not have a Daniella F. on her roster. Daniella replied th
at she did. At the end of class, Daniella went up to the teacher and admitted that she was Daniel. Apparently, because her official name is Daniel, she enrolled as Daniel, but she likes to be called Daniella. When she enrolled as Daniel, she dressed like a male, but once she attended class she dressed the way she feels comfortable, which is as a female. Unfortunately, both the teacher and Daniella did not know that there were some students in the hallway who heard Daniella share her information. When Daniella left program that day, they followed her as she walked away and in an empty and deserted lot they beat her up. They were a group of 3 teenage males who found her offensive. Daniella did not return to the program. The teacher was able to keep in touch with her for a few weeks and even tutored her for awhile, but then Daniella left town without leaving any contact information.
Any thoughts or reactions to the above?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From bertiemo at yahoo.com  Sun Jan 22 18:28:51 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Sun, 22 Jan 2006 15:28:51 -0800 (PST)
Subject: [WomenLiteracy] taking care of ourselves
In-Reply-To: <s3d3c1c7.094@mailsrv4.gsu.edu>
Message-ID: <20060122232851.48572.qmail@web30007.mail.mud.yahoo.com>
I think that any therapist or group associated with violence prevention and intervention, even a rape crisis program (not associated) with the police should have counselling resources for both of you.
 It is so important to realize that this is not an isolated incident...that if Daniella was treated this way then anyone who is different from a diverse group could elicit the same response...So besides dealing with the trauma, it is time to find like minded people in this community.  And if there is no community, then it is time to create it...Because the following  will happen....
  "I did nothing when they took the Jews away because I was not Jewish, I did not nothing when they took the Japanese-Americans away, because I was not Japanese American.  I did nothing when they came to take the gays away, because I was not gay.    When they came take me away, no one was there to do anything...
 I know that the name of the community may not be identified because of confidentiality issues, but I think that any community in the US today, but the smallest would have resources.  And if there are no local resourses perhaps one needs to go to another level.
 Best,
 Bertie
Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:I have been thinking a lot about Daniella and her teacher. I am struck by how the teacher was very thankful to Bertie for pointing out that the BOTH of them were victims and might want to seek support.
How often, do we as teachers, check in with ourselves and notice whether we need support after dealing with a difficult issue in class? Is it easy to get this kind of support? Who can we reach out to for this kind of help?
Any thoughts?
Daphne
>>> alcdgg at langate.gsu.edu 01/16/06 5:13 PM >>>
Bertie,
You make great suggestions. In answer to your questions, apparently Daniella did not want to press charges. Apparently, she had been the victim of many attacks near her school and the police often psychologically abused her, making fun of her way of dressing, calling her derogatory names, and telling her that she deserved to be beaten up. She did not feel comfortable reaching out to counselors, apparently she did not have good experiences at her high school with counselors telling her that she had to dress more appropriately (i.e. like a boy) when she attended school.
The teacher wants me to thank you for your comment:
"Daniella and the teacher were both victims of violence against women...They both needed support."
The teacher was traumatized by this event, feeling responsible for Daniella getting beaten up. Although she knows that she did not commit the crime, she does feel very guilty about not making sure that noone could eavesdrop while Daniella was talking to her. No one had ever mentioned to her that counselling may help her with this experience, and she is going to look into it. She thanks you. Up until now she focused on the impact this all had on Daniella without thinking about the impact it had on her.
Daphne
>>> bertiemo at yahoo.com 01/12/06 12:05 PM >>>
I feel very sad and angry about what happened to Daniella. Unfortunately this is after the fact, but I have a few suggests for this teacher>
 1. I encourage everyone of the students in my Freshman Success Class and also who is in my opportunity program to make a private 15 to 20 minute appt. with me so we can get to know one another....and we can talk about issues such as nick names, unusual issues..All behind closed doors..
 2. Be more careful about issues of privacy and confidentiality....some issues are best discussed during office hours behind closed doors
  3.  Safety of classrooms needs to be discussed with sponsors of literacy programs.
       After the incident was there a discussion about follow/up steps...
  4.  Did Daniella and the instructor receive  counseling and support after the incident...
  5.  Was she ask about pressing charges and how she would be supporting to do this...
  Daniella and the teacher were both victims of violence against women...They both needed support.
 Several years ago, I was experienced an apt. invasion by a homeless man...I was pretty outraged when I didn't receive support from the police, or the few friends that I called...I wasn't physically hurt, but I felt psychologically invaded. I think I moved home to my parents house for a while after that incident.
  Best,
  Bertie Mo
Daphne Greenberg  wrote:
 In response to a few postings that have been shared on this listserv, someone shared with me a story that she wanted me to post on her behalf. The names and some of the details have been changed to protect the identity of the people/site involved.
A 17 year old, named Daniella F. showed up in the teacher's GED class. She had only sporadically attended classes at her highschool and once she could legally drop out did. One day she overheard people in a public library talking about a GED class and she decided to registar. She went to the office of the GED program, registered, got tested and then was placed in an appropriate class for someone at her level. She attended every day. After a few weeks of class, the teacher noticed a discrepancy in the names of the students that the office had sent her and the names of the students who showed up in class. Specifically, her roster showed a Daniel F. and not a Daniella F. So one day, she asked the class if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if by any chance Daniel was her brother. She said no. Then she asked Daniella if she had enrolled in the program, because she noticed that she did not have a Daniella F. on her roster. Daniella replied th
at she did. At the end of class, Daniella went up to the teacher and admitted that she was Daniel. Apparently, because her official name is Daniel, she enrolled as Daniel, but she likes to be called Daniella. When she enrolled as Daniel, she dressed like a male, but once she attended class she dressed the way she feels comfortable, which is as a female. Unfortunately, both the teacher and Daniella did not know that there were some students in the hallway who heard Daniella share her information. When Daniella left program that day, they followed her as she walked away and in an empty and deserted lot they beat her up. They were a group of 3 teenage males who found her offensive. Daniella did not return to the program. The teacher was able to keep in touch with her for a few weeks and even tutored her for awhile, but then Daniella left town without leaving any contact information.
Any thoughts or reactions to the above?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
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Women and Literacy mailing list
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From alcdgg at langate.gsu.edu  Mon Jan 23 09:01:19 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 23 Jan 2006 09:01:19 -0500
Subject: [WomenLiteracy] Challenger
Message-ID: <s3d49b6d.067@mailsrv4.gsu.edu>
This cross post from Family Literacy may be of interest to some of you (please note that because the link that is posted is so long, you will need to copy and paste it onto your browser instead of just clicking on it)
On January 28, 1986, the space shuttle "Challenger" exploded 73 seconds after liftoff.  Christa McAuliffe, the "first teacher in space," was aboard.  With primary sources (NASA-released pictures, drawings, videos and documents) linked in this story, http://www.awesomestories.com/disasters/challenger/challenger_explosion_ch1.htm  students can learn what went wrong - on the day of the launch (when the O-rings failed) and in the months leading up to the disaster (when people hotly debated whether the O-ring problem made the shuttle unsafe to fly).  After the explosion, a presidential commission examined NASA's photos.  Those pictures show smoke, coming from the failing rocket booster, less than a second after the shuttle's ignition.  Students can examine those photos, and many others, which investigators used to determine the disaster's cause and learn about the conference call, fifteen hours before launch, when concerned engineers argued against Challenger's flight.  Also linked are NASA's published transcript of the crew's last transmission (which ends with "Uhoh") and the official medical report (which indicates that at least some of the astronauts may have survived the initial explosion).
The website is free to all educators, schools and libraries.  Simply request an academic membership at its main URL http://www.awesomestories.com/ which provides a link to the sign-up form.  http://www.awesomestories.com/group_signup.php
Carole Bos
Grand Valley State University
Dean's Advisory Board
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From alcdgg at langate.gsu.edu  Mon Jan 23 16:30:25 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 23 Jan 2006 16:30:25 -0500
Subject: [WomenLiteracy] Job opportunities
Message-ID: <s3d504aa.087@mailsrv4.gsu.edu>
The National Institute for Literacy is launching projects in new areas and
seeks additional staff members, including those with expertise in early
literacy, English language acquisition, and workforce and basic skills
development. Other positions include: Associate Directors for Communication
and Programs, Contract Specialists, Human Resources Officer, Budget and
Policy Analyst.  For more information on career opportunities with the
National Institute for Literacy and how to apply please visit:
http://www.nifl.gov and click on Career Opportunities.
Please review instruction on How to Apply. Incomplete applications will not
be accepted.  Questions regarding these positions should be submitted to
staff_search at nifl.gov <mailto:staff_search at nifl.gov>  Note: Applications
will be accepted until 3:00 p.m. February 10, 2006.
Shelly Coles
National Institute for Literacy
From alcdgg at langate.gsu.edu  Mon Jan 23 17:07:47 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 23 Jan 2006 17:07:47 -0500
Subject: [WomenLiteracy] Discussion of "State Professional Development
	Systems"
Message-ID: <s3d50d6e.002@mailsrv4.gsu.edu>
Colleagues:
The Adult Literacy Professional Development Discussion List is hosting a
disscussion of "State Professional Development Systems," featuring
professional development offered both regionally in New England and in the
following states: California, Florida, Massachusetts, New Mexico, New York,
Ohio, and Rhode Island. Colleagues from all states are invited to participate
and share their work or experiences with state PD! To participate, subscribe
by visiting: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment
See below for the list of guests participating. I hope you will be able to
join us!  Jackie Taylor, Adult Literacy Professional Development List
Moderator, jataylor at utk.edu
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Topic: State Professional Development Systems
Discussion Dates: January 30 * February 10
Guest Facilitator: Cassie Drennon Bryant, President, Cassandra Drennon &
Associates, Inc.
To participate: Subscribe by visiting:
http://www.nifl.gov/mailman/listinfo/Professionaldevelopment
General Overview:
Join our guests to discuss a broad range of topics on how state professional
development (PD) systems work, including (but not limited to): funding,
leadership, structure, provision of PD, policy, state initiatives, assessment
and evaluation, continuous improvement, and other related issues.
The discussion is open to anyone who would like to share their work or
experiences with state PD. Guests from the following seven states and one
region will be joining us in discussion and participating on behalf of their
professional development entities/organizations:
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
GUESTS
New England
Silja Kallenbach, Coordinator, New England Literacy Resource Center
(NELRC)/World Education
California
Mary Ann Corley, Ph.D., Principal Research Analyst and California Adult
Literacy Professional Development Project (CALPRO) Director, American
Institutes for Research
Erik Jacobson, Research Analyst, American Institutes for Research/CALPRO
Wendi Maxwell, Education Programs Consultant, California Department of
Education
Florida
Teresa G. Bestor, State Director of Adult Education and Compliance Monitoring,
Division of Community Colleges and Workforce Education, Florida Department of
Education
Debra Hargrove, Coordinator, Florida TechNet
Massachusetts
Mina Reddy, Director, System for Adult Basic Education Support (SABES) Central
Resource Center, World Education
Steve Reuys, Director, Adult Literacy Resource Institute/Greater Boston SABES
Regional Support Center
George Kohout, Director, SABES Western Regional Support Center and has worked
for five years as Technology Coordinator
New Mexico
Nick Evangelista, Executive Director, New Mexico Adult Education Association
New York
Ira Yankwitt, Director of the New York City Regional Adult Education Network
(NYC RAEN), Literacy Assistance Center
Ohio
Jeff Fantine, Director of the Central/Southeast ABLE Resource Center at Ohio
University, participating on behalf of the Ohio ABLE Resource Center Network
Rhode Island
Janet Isserlis Project Director, Literacy Resources/RI
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
To participate, subscribe by visiting:
http://www.nifl.gov/mailman/listinfo/Professionaldevelopment
See you on the list! Best, Jackie Taylor
From mev at litwomen.org  Thu Jan 26 10:03:52 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Thu, 26 Jan 2006 10:03:52 -0500
Subject: [WomenLiteracy] Lesbians in ABE / research project & curriculum
Message-ID: <F6CA7DA4-8E7C-11DA-97FF-000393ABE4D2@litwomen.org>
Hello Colleagues
I have recently found an interesting grant RFP that I'd like to apply
for. The timeline is short for this (proposal is due Feb. 15) but I'm
hoping to gain some insight from many of you "in the field."
The grant specifically addresses lesbian (and to some extended sense,
lgbti) social change projects. [lgbti = lesbian, gay, bisexual,
transgender, intersexed] The proposed project must directly address the
depth and complexity of critical issues in lesbian (lgbti) communities,
and especially those coming from progressive women's organizations and
projects led by lesbians (lgbti people). So, WE LEARN -- with me as
principle investigator -- seems like a perfect fit for this opportunity.
FYI: the grant is being offered by an primarily lesbian focused
organization. Due to my own interests, experience, and desire to keep
the project manageable, I'd prefer to focus the project on lesbians,
but also understand that general lgbti issues will necessarily
intersect with this project.
Here's what I'd like from you:
I'm looking for key research questions and ways to frame them in a
social change project that could happen either within a one year or 1-3
year time frame of the grant. Your input on key questions from your
experience/perspective would help my development of this project. I
have listed some of my ideas below. What of these seem most urgent to
you? What different ideas or questions do you have?
Some of my initial thoughts include:
? How are lesbian (lgbti) issues addressed, ignored, silenced in
ABE/ESOL?
? How do we support lesbians (lgbti people) in ABE/ESOL -- across the
spectrum of participants -- students, teachers, tutors, volunteers,
administrators.
? We are beginning to understand the effects of violence and trauma on
learning. How many of our students/teachers experience violence and
trauma as a result of their sexuality? How are these issues/concerns
recognized and addressed?
? What are the effects of identity discovery on learning / adult
learning (this may connect to the violence issue, or it may not)?
? What can we learn from growing body of research on lesbian (lgbti)
youth, especially the policy report available from the National Gay and
Lesbian Task Force, GLSEN, and other education communities? Does the
growth of Youth in ABE correspond at all to the experiences of lesbian
(lgbti) youth? How many students in ABE/GED come to our programs
because of sexuality-related hate crime experienced in high school? How
do ABE programs serve these youth?
? We know that some young lesbians have babies to prove they're
"straight." Do these students get served by family literacy programs or
programs serving single moms? How does the implied heterosexuality of
such programs affect the lesbians who may be attending them? How do
their identities, issues, concerns get supported, ignored, silenced?
? How do we address, ignore, silence cultural issues in ESOL contexts
as they intersect with sexuality issues?
??Ditto: workplace literacy & workforce development
? How does the K-12 teaching environment for lesbian ((lgbti)) teachers
crossover into ABE/ESOL context?
? Do ABE/ESOL programs located in community colleges have a different
set of attitudes or experiences related to lesbians (lgbti people)
because they are located on a college campus?
? How are the realities, needs, and experiences of lesbians (lgbti
people) in ABE/ESOL invisible to the larger gay/equal rights movement?
How could these issues inform the larger context of lesbian/gay legal
rights?
It seems that much of ABE/ESOL experiences and writings on these issues
are anecdotal. I know of no serious research project addressing lesbian
(lgbti) issues in ABE. As far as I know, this is a gap in our research,
something I'm willing to address head-on. Does anyone know of anyone
who is doing direct research or participatory projects addressing these
issues?
Though I'm asking these as research questions, I'd like the proposal to
be a participatory inquiry-based social change project. Your
suggestions or experiences for framing this would also be useful. If
anyone has interest in collaborating on this project, please let me
know.
I have collected resources (what few there are) over the years:
ERIC Trends & Issues alert #21
Bright Ideas, 2000
Taking Risks, ALRI, 1999
The Change Agent #19, 2004
Addressing diversity - LACNYC 2002
a tape recording of the panel presentation at TESOL in 2003
novel-Working Parts
novel-Crybaby Butch
miscellaneous conversation threads on various NIFl lists, esp. womenlit
in 2002
and some others...
Do you know of other research or writings that are available --
specifically addressing lesbian (lgbti) issues in ABE/ESOL?
Thanks for all your reflections. Please respond to me privately and
I'll compile the comments for a future post.
Mev Miller
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From ALCDGG at langate.gsu.edu  Fri Jan 27 10:16:43 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 27 Jan 2006 10:16:43 -0500
Subject: [WomenLiteracy] taking care of ourselves
Message-ID: <s3d9f314.027@mailsrv4.gsu.edu>
Bertie mentions rape crisis, violence prevention and intervention groups and therapists as potential sources of support. I am wondering what exists in adult literacy programs. The adult literacy programs in my immediate community does not provide social work or counseling services. However, I believe that some of you may be involved with programs that have these kinds of support services. We would love to hear about them! Also, I am wondering, what do you do when you don't have these kinds of support services available. Who do you reach out to in your program for "unofficial" "informal" support?
Daphne
>>> bertiemo at yahoo.com 1/22/2006 6:28 PM >>>
I think that any therapist or group associated with violence prevention and intervention, even a rape crisis program (not associated) with the police should have counselling resources for both of you.
 It is so important to realize that this is not an isolated incident...that if Daniella was treated this way then anyone who is different from a diverse group could elicit the same response...So besides dealing with the trauma, it is time to find like minded people in this community.  And if there is no community, then it is time to create it...Because the following  will happen....
  "I did nothing when they took the Jews away because I was not Jewish, I did not nothing when they took the Japanese-Americans away, because I was not Japanese American.  I did nothing when they came to take the gays away, because I was not gay.    When they came take me away, no one was there to do anything...
 I know that the name of the community may not be identified because of confidentiality issues, but I think that any community in the US today, but the smallest would have resources.  And if there are no local resourses perhaps one needs to go to another level.
 Best,
 Bertie
Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:I have been thinking a lot about Daniella and her teacher. I am struck by how the teacher was very thankful to Bertie for pointing out that the BOTH of them were victims and might want to seek support.
How often, do we as teachers, check in with ourselves and notice whether we need support after dealing with a difficult issue in class? Is it easy to get this kind of support? Who can we reach out to for this kind of help?
Any thoughts?
Daphne
>>> alcdgg at langate.gsu.edu 01/16/06 5:13 PM >>>
Bertie,
You make great suggestions. In answer to your questions, apparently Daniella did not want to press charges. Apparently, she had been the victim of many attacks near her school and the police often psychologically abused her, making fun of her way of dressing, calling her derogatory names, and telling her that she deserved to be beaten up. She did not feel comfortable reaching out to counselors, apparently she did not have good experiences at her high school with counselors telling her that she had to dress more appropriately (i.e. like a boy) when she attended school.
The teacher wants me to thank you for your comment:
"Daniella and the teacher were both victims of violence against women...They both needed support."
The teacher was traumatized by this event, feeling responsible for Daniella getting beaten up. Although she knows that she did not commit the crime, she does feel very guilty about not making sure that noone could eavesdrop while Daniella was talking to her. No one had ever mentioned to her that counselling may help her with this experience, and she is going to look into it. She thanks you. Up until now she focused on the impact this all had on Daniella without thinking about the impact it had on her.
Daphne
>>> bertiemo at yahoo.com 01/12/06 12:05 PM >>>
I feel very sad and angry about what happened to Daniella. Unfortunately this is after the fact, but I have a few suggests for this teacher>
 1. I encourage everyone of the students in my Freshman Success Class and also who is in my opportunity program to make a private 15 to 20 minute appt. with me so we can get to know one another....and we can talk about issues such as nick names, unusual issues..All behind closed doors..
 2. Be more careful about issues of privacy and confidentiality....some issues are best discussed during office hours behind closed doors
  3.  Safety of classrooms needs to be discussed with sponsors of literacy programs.
       After the incident was there a discussion about follow/up steps...
  4.  Did Daniella and the instructor receive  counseling and support after the incident...
  5.  Was she ask about pressing charges and how she would be supporting to do this...
  Daniella and the teacher were both victims of violence against women...They both needed support.
 Several years ago, I was experienced an apt. invasion by a homeless man...I was pretty outraged when I didn't receive support from the police, or the few friends that I called...I wasn't physically hurt, but I felt psychologically invaded. I think I moved home to my parents house for a while after that incident.
  Best,
  Bertie Mo
Daphne Greenberg  wrote:
 In response to a few postings that have been shared on this listserv, someone shared with me a story that she wanted me to post on her behalf. The names and some of the details have been changed to protect the identity of the people/site involved.
A 17 year old, named Daniella F. showed up in the teacher's GED class. She had only sporadically attended classes at her highschool and once she could legally drop out did. One day she overheard people in a public library talking about a GED class and she decided to registar. She went to the office of the GED program, registered, got tested and then was placed in an appropriate class for someone at her level. She attended every day. After a few weeks of class, the teacher noticed a discrepancy in the names of the students that the office had sent her and the names of the students who showed up in class. Specifically, her roster showed a Daniel F. and not a Daniella F. So one day, she asked the class if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if by any chance Daniel was her brother. She said no. Then she asked Daniella if she had enrolled in the program, because she noticed that she did not have a Daniella F. on her roster. Daniella replied th
at she did. At the end of class, Daniella went up to the teacher and admitted that she was Daniel. Apparently, because her official name is Daniel, she enrolled as Daniel, but she likes to be called Daniella. When she enrolled as Daniel, she dressed like a male, but once she attended class she dressed the way she feels comfortable, which is as a female. Unfortunately, both the teacher and Daniella did not know that there were some students in the hallway who heard Daniella share her information. When Daniella left program that day, they followed her as she walked away and in an empty and deserted lot they beat her up. They were a group of 3 teenage males who found her offensive. Daniella did not return to the program. The teacher was able to keep in touch with her for a few weeks and even tutored her for awhile, but then Daniella left town without leaving any contact information.
Any thoughts or reactions to the above?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From nicwhite at comcast.net  Fri Jan 27 10:38:14 2006
From: nicwhite at comcast.net (nicwhite at comcast.net)
Date: Fri, 27 Jan 2006 15:38:14 +0000
Subject: [WomenLiteracy] taking care of ourselves
Message-ID: <012720061538.22301.43DA3E6500049B440000571D22007636920A9B0708990C0702@comcast.net>
Hello again Daphne.  :)  In response to your email, I thought I should share with you (and other readers) a bit about our adult literacy program...  This may/may not help answer your question about support...
An integral part of the program that I run consists of incorporating personal growth workshops, and offering these workshops for free to clients of our literacy program.  These workshops include Assertiveness Training, Healthy Living, and Self Esteem (to name a few).  When our program was founded (Jan. '04), there was a focus on life-skills training for our students...  Since then, we have expanded our own horizons to incorporate more educational work and GED preparation (in particular), but we still offer the personal growth workshops (which are CONSTANTLY full of students).
While I do not facilitate these workshops myself (we have certified facilitators who provide that service for us), I do witness the bond and support that develops amongst the women who participate in these workshops.  Like I have mentioned in previous posts, our center does provide counseling services, as well as rape crisis intervention, so we are blessed to have those services, as well as other programs like our literacy program all in one location.
For those of you who find yourselves in need of such services, but do not have them on-site and at your disposal, I would highly encourage you to develop an information and referral system of social service agencies in your area.  Collaboration (as we all see with this list-serv) is a key component to the success of providing services to the community.
I hope this helps....  I know I went off on a tangent, but I hope this helps to atleast stimulate some good conversation.  :)
Nicole
--
Nicole White
Program Coordinator
Expanded Horizons Literacy Program
Women's Center of Jacksonville
(904)722-3000 ext: 233
www.womenscenterofjax.org
www.promotetruth.org
 -------------- Original message ----------------------
From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
> Bertie mentions rape crisis, violence prevention and intervention groups and
> therapists as potential sources of support. I am wondering what exists in adult
> literacy programs. The adult literacy programs in my immediate community does
> not provide social work or counseling services. However, I believe that some of
> you may be involved with programs that have these kinds of support services. We
> would love to hear about them! Also, I am wondering, what do you do when you
> don't have these kinds of support services available. Who do you reach out to in
> your program for "unofficial" "informal" support?
> Daphne
>
> >>> bertiemo at yahoo.com 1/22/2006 6:28 PM >>>
> I think that any therapist or group associated with violence prevention and
> intervention, even a rape crisis program (not associated) with the police should
> have counselling resources for both of you.
>
>  It is so important to realize that this is not an isolated incident...that if
> Daniella was treated this way then anyone who is different from a diverse group
> could elicit the same response...So besides dealing with the trauma, it is time
> to find like minded people in this community.  And if there is no community,
> then it is time to create it...Because the following  will happen....
>
>   "I did nothing when they took the Jews away because I was not Jewish, I did
> not nothing when they took the Japanese-Americans away, because I was not
> Japanese American.  I did nothing when they came to take the gays away, because
> I was not gay.    When they came take me away, no one was there to do
> anything...
>
>  I know that the name of the community may not be identified because of
> confidentiality issues, but I think that any community in the US today, but the
> smallest would have resources.  And if there are no local resourses perhaps one
> needs to go to another level.
>
>  Best,
>
>  Bertie
>
>
>
>
>
>
>
>
>
> Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:I have been thinking a lot about
> Daniella and her teacher. I am struck by how the teacher was very thankful to
> Bertie for pointing out that the BOTH of them were victims and might want to
> seek support.
> How often, do we as teachers, check in with ourselves and notice whether we need
> support after dealing with a difficult issue in class? Is it easy to get this
> kind of support? Who can we reach out to for this kind of help?
> Any thoughts?
> Daphne
>
> >>> alcdgg at langate.gsu.edu 01/16/06 5:13 PM >>>
> Bertie,
> You make great suggestions. In answer to your questions, apparently Daniella did
> not want to press charges. Apparently, she had been the victim of many attacks
> near her school and the police often psychologically abused her, making fun of
> her way of dressing, calling her derogatory names, and telling her that she
> deserved to be beaten up. She did not feel comfortable reaching out to
> counselors, apparently she did not have good experiences at her high school with
> counselors telling her that she had to dress more appropriately (i.e. like a
> boy) when she attended school.
> The teacher wants me to thank you for your comment:
> "Daniella and the teacher were both victims of violence against women...They
> both needed support."
> The teacher was traumatized by this event, feeling responsible for Daniella
> getting beaten up. Although she knows that she did not commit the crime, she
> does feel very guilty about not making sure that noone could eavesdrop while
> Daniella was talking to her. No one had ever mentioned to her that counselling
> may help her with this experience, and she is going to look into it. She thanks
> you. Up until now she focused on the impact this all had on Daniella without
> thinking about the impact it had on her.
> Daphne
>
>
> >>> bertiemo at yahoo.com 01/12/06 12:05 PM >>>
> I feel very sad and angry about what happened to Daniella. Unfortunately this is
> after the fact, but I have a few suggests for this teacher>
>
>  1. I encourage everyone of the students in my Freshman Success Class and also
> who is in my opportunity program to make a private 15 to 20 minute appt. with me
> so we can get to know one another....and we can talk about issues such as nick
> names, unusual issues..All behind closed doors..
>
>  2. Be more careful about issues of privacy and confidentiality....some issues
> are best discussed during office hours behind closed doors
>
>   3.  Safety of classrooms needs to be discussed with sponsors of literacy
> programs.
>        After the incident was there a discussion about follow/up steps...
>
>   4.  Did Daniella and the instructor receive  counseling and support after the
> incident...
>
>   5.  Was she ask about pressing charges and how she would be supporting to do
> this...
>
>   Daniella and the teacher were both victims of violence against women...They
> both needed support.
>
>  Several years ago, I was experienced an apt. invasion by a homeless man...I was
> pretty outraged when I didn't receive support from the police, or the few
> friends that I called...I wasn't physically hurt, but I felt psychologically
> invaded. I think I moved home to my parents house for a while after that
> incident.
>
>   Best,
>
>   Bertie Mo
>
> Daphne Greenberg  wrote:
>  In response to a few postings that have been shared on this listserv, someone
> shared with me a story that she wanted me to post on her behalf. The names and
> some of the details have been changed to protect the identity of the people/site
> involved.
> A 17 year old, named Daniella F. showed up in the teacher's GED class. She had
> only sporadically attended classes at her highschool and once she could legally
> drop out did. One day she overheard people in a public library talking about a
> GED class and she decided to registar. She went to the office of the GED
> program, registered, got tested and then was placed in an appropriate class for
> someone at her level. She attended every day. After a few weeks of class, the
> teacher noticed a discrepancy in the names of the students that the office had
> sent her and the names of the students who showed up in class. Specifically, her
> roster showed a Daniel F. and not a Daniella F. So one day, she asked the class
> if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if
> by any chance Daniel was her brother. She said no. Then she asked Daniella if
> she had enrolled in the program, because she noticed that she did not have a
> Daniella F. on her roster. Daniella replied th
> at she did. At the end of class, Daniella went up to the teacher and admitted
> that she was Daniel. Apparently, because her official name is Daniel, she
> enrolled as Daniel, but she likes to be called Daniella. When she enrolled as
> Daniel, she dressed like a male, but once she attended class she dressed the way
> she feels comfortable, which is as a female. Unfortunately, both the teacher and
> Daniella did not know that there were some students in the hallway who heard
> Daniella share her information. When Daniella left program that day, they
> followed her as she walked away and in an empty and deserted lot they beat her
> up. They were a group of 3 teenage males who found her offensive. Daniella did
> not return to the program. The teacher was able to keep in touch with her for a
> few weeks and even tutored her for awhile, but then Daniella left town without
> leaving any contact information.
> Any thoughts or reactions to the above?
> Daphne
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
>
> ----------------------------------------------------
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> Women and Literacy mailing list
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> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
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> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
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> http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Fri Jan 27 20:02:46 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 27 Jan 2006 20:02:46 -0500
Subject: [WomenLiteracy] Lesbians in ABE
Message-ID: <s3da7c70.039@mailsrv4.gsu.edu>
In response to Mev's question, the following reply was posted on the Professional Development listserv. I thought that some of you may be interested:
Hi  Mev,
Great research topic.
I wonder about the intersection of ABE, welfare to work programs, and sexuality. How many of the single moms in Welfare to Work programs are lesbians? How many of the single moms got divorced or didn't stay with the father because they came out to themselves? How many lost family support because they are gay and had to go on welfare? I can think of a lot of vectors and stories, but you get the point.
More work has been done on GLBTQ youth leaving/being forced out of high schools. How many of those studies follow them to see how many go into ABE programs? Youth studies often end the story with leaving the public schools (the invisibility of ABE and adult students in our discourse on education), but the studies could give data on the first half of the picture.
They could also give some frameworks for looking at ABE. i.e. Here are the reasons why lesbian youth left the public schools -- how does ABE do the same thing and/or positively address those issues?
Thanks for taking this on.
Will Grant
>>> mev at litwomen.org <mev at litwomen.org> 01/26/06 10:03 AM >>>
Hello Colleagues
I have recently found an interesting grant RFP that I'd like to apply
for. The timeline is short for this (proposal is due Feb. 15) but I'm
hoping to gain some insight from many of you "in the field."
The grant specifically addresses lesbian (and to some extended sense,
lgbti) social change projects. [lgbti = lesbian, gay, bisexual,
transgender, intersexed] The proposed project must directly address the
depth and complexity of critical issues in lesbian (lgbti) communities,
and especially those coming from progressive women's organizations and
projects led by lesbians (lgbti people). So, WE LEARN -- with me as
principle investigator -- seems like a perfect fit for this opportunity.
FYI: the grant is being offered by an primarily lesbian focused
organization. Due to my own interests, experience, and desire to keep
the project manageable, I'd prefer to focus the project on lesbians,
but also understand that general lgbti issues will necessarily
intersect with this project.
Here's what I'd like from you:
I'm looking for key research questions and ways to frame them in a
social change project that could happen either within a one year or 1-3
year time frame of the grant. Your input on key questions from your
experience/perspective would help my development of this project. I
have listed some of my ideas below. What of these seem most urgent to
you? What different ideas or questions do you have?
Some of my initial thoughts include:
? How are lesbian (lgbti) issues addressed, ignored, silenced in
ABE/ESOL?
? How do we support lesbians (lgbti people) in ABE/ESOL -- across the
spectrum of participants -- students, teachers, tutors, volunteers,
administrators.
? We are beginning to understand the effects of violence and trauma on
learning. How many of our students/teachers experience violence and
trauma as a result of their sexuality? How are these issues/concerns
recognized and addressed?
? What are the effects of identity discovery on learning / adult
learning (this may connect to the violence issue, or it may not)?
? What can we learn from growing body of research on lesbian (lgbti)
youth, especially the policy report available from the National Gay and
Lesbian Task Force, GLSEN, and other education communities? Does the
growth of Youth in ABE correspond at all to the experiences of lesbian
(lgbti) youth? How many students in ABE/GED come to our programs
because of sexuality-related hate crime experienced in high school? How
do ABE programs serve these youth?
? We know that some young lesbians have babies to prove they're
"straight." Do these students get served by family literacy programs or
programs serving single moms? How does the implied heterosexuality of
such programs affect the lesbians who may be attending them? How do
their identities, issues, concerns get supported, ignored, silenced?
? How do we address, ignore, silence cultural issues in ESOL contexts
as they intersect with sexuality issues?
? Ditto: workplace literacy & workforce development
? How does the K-12 teaching environment for lesbian ((lgbti)) teachers
crossover into ABE/ESOL context?
? Do ABE/ESOL programs located in community colleges have a different
set of attitudes or experiences related to lesbians (lgbti people)
because they are located on a college campus?
? How are the realities, needs, and experiences of lesbians (lgbti
people) in ABE/ESOL invisible to the larger gay/equal rights movement?
How could these issues inform the larger context of lesbian/gay legal
rights?
It seems that much of ABE/ESOL experiences and writings on these issues
are anecdotal. I know of no serious research project addressing lesbian
(lgbti) issues in ABE. As far as I know, this is a gap in our research,
something I'm willing to address head-on. Does anyone know of anyone
who is doing direct research or participatory projects addressing these
issues?
Though I'm asking these as research questions, I'd like the proposal to
be a participatory inquiry-based social change project. Your
suggestions or experiences for framing this would also be useful. If
anyone has interest in collaborating on this project, please let me
know.
I have collected resources (what few there are) over the years:
ERIC Trends & Issues alert #21
Bright Ideas, 2000
Taking Risks, ALRI, 1999
The Change Agent #19, 2004
Addressing diversity - LACNYC 2002
a tape recording of the panel presentation at TESOL in 2003
novel-Working Parts
novel-Crybaby Butch
miscellaneous conversation threads on various NIFl lists, esp. womenlit
in 2002
and some others...
Do you know of other research or writings that are available --
specifically addressing lesbian (lgbti) issues in ABE/ESOL?
Thanks for all your reflections. Please respond to me privately and
I'll compile the comments for a future post.
Mev Miller
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
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Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Sun Jan 29 15:22:00 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 29 Jan 2006 15:22:00 -0500
Subject: [WomenLiteracy] Referrals
Message-ID: <s3dcdda0.040@mailsrv4.gsu.edu>
Nicole suggests that we "develop an information and referral system of social service agencies..." I know that I have utilized United Way quite a bit in order to find social services for adult learners in the Atlanta area. Has anyone used any other kind of angencies to find referrals?
Actually, do you find that your learners are asking for referrals? I know that I have been asked for the following kinds of referrals:
employment centers
therapists
low cost dental/medical help.
Does anyone on this list have similar kinds of requests?
Daphne
>>> nicwhite at comcast.net 01/27/06 10:38 AM >>>
Hello again Daphne.  :)  In response to your email, I thought I should share with you (and other readers) a bit about our adult literacy program...  This may/may not help answer your question about support...
An integral part of the program that I run consists of incorporating personal growth workshops, and offering these workshops for free to clients of our literacy program.  These workshops include Assertiveness Training, Healthy Living, and Self Esteem (to name a few).  When our program was founded (Jan. '04), there was a focus on life-skills training for our students...  Since then, we have expanded our own horizons to incorporate more educational work and GED preparation (in particular), but we still offer the personal growth workshops (which are CONSTANTLY full of students).
While I do not facilitate these workshops myself (we have certified facilitators who provide that service for us), I do witness the bond and support that develops amongst the women who participate in these workshops.  Like I have mentioned in previous posts, our center does provide counseling services, as well as rape crisis intervention, so we are blessed to have those services, as well as other programs like our literacy program all in one location.
For those of you who find yourselves in need of such services, but do not have them on-site and at your disposal, I would highly encourage you to develop an information and referral system of social service agencies in your area.  Collaboration (as we all see with this list-serv) is a key component to the success of providing services to the community.
I hope this helps....  I know I went off on a tangent, but I hope this helps to atleast stimulate some good conversation.  :)
Nicole
--
Nicole White
Program Coordinator
Expanded Horizons Literacy Program
Women's Center of Jacksonville
(904)722-3000 ext: 233
www.womenscenterofjax.org
www.promotetruth.org
 -------------- Original message ----------------------
From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
> Bertie mentions rape crisis, violence prevention and intervention groups and
> therapists as potential sources of support. I am wondering what exists in adult
> literacy programs. The adult literacy programs in my immediate community does
> not provide social work or counseling services. However, I believe that some of
> you may be involved with programs that have these kinds of support services. We
> would love to hear about them! Also, I am wondering, what do you do when you
> don't have these kinds of support services available. Who do you reach out to in
> your program for "unofficial" "informal" support?
> Daphne
>
> >>> bertiemo at yahoo.com 1/22/2006 6:28 PM >>>
> I think that any therapist or group associated with violence prevention and
> intervention, even a rape crisis program (not associated) with the police should
> have counselling resources for both of you.
>
>  It is so important to realize that this is not an isolated incident...that if
> Daniella was treated this way then anyone who is different from a diverse group
> could elicit the same response...So besides dealing with the trauma, it is time
> to find like minded people in this community.  And if there is no community,
> then it is time to create it...Because the following  will happen....
>
>   "I did nothing when they took the Jews away because I was not Jewish, I did
> not nothing when they took the Japanese-Americans away, because I was not
> Japanese American.  I did nothing when they came to take the gays away, because
> I was not gay.    When they came take me away, no one was there to do
> anything...
>
>  I know that the name of the community may not be identified because of
> confidentiality issues, but I think that any community in the US today, but the
> smallest would have resources.  And if there are no local resourses perhaps one
> needs to go to another level.
>
>  Best,
>
>  Bertie
>
>
>
>
>
>
>
>
>
> Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:I have been thinking a lot about
> Daniella and her teacher. I am struck by how the teacher was very thankful to
> Bertie for pointing out that the BOTH of them were victims and might want to
> seek support.
> How often, do we as teachers, check in with ourselves and notice whether we need
> support after dealing with a difficult issue in class? Is it easy to get this
> kind of support? Who can we reach out to for this kind of help?
> Any thoughts?
> Daphne
>
> >>> alcdgg at langate.gsu.edu 01/16/06 5:13 PM >>>
> Bertie,
> You make great suggestions. In answer to your questions, apparently Daniella did
> not want to press charges. Apparently, she had been the victim of many attacks
> near her school and the police often psychologically abused her, making fun of
> her way of dressing, calling her derogatory names, and telling her that she
> deserved to be beaten up. She did not feel comfortable reaching out to
> counselors, apparently she did not have good experiences at her high school with
> counselors telling her that she had to dress more appropriately (i.e. like a
> boy) when she attended school.
> The teacher wants me to thank you for your comment:
> "Daniella and the teacher were both victims of violence against women...They
> both needed support."
> The teacher was traumatized by this event, feeling responsible for Daniella
> getting beaten up. Although she knows that she did not commit the crime, she
> does feel very guilty about not making sure that noone could eavesdrop while
> Daniella was talking to her. No one had ever mentioned to her that counselling
> may help her with this experience, and she is going to look into it. She thanks
> you. Up until now she focused on the impact this all had on Daniella without
> thinking about the impact it had on her.
> Daphne
>
>
> >>> bertiemo at yahoo.com 01/12/06 12:05 PM >>>
> I feel very sad and angry about what happened to Daniella. Unfortunately this is
> after the fact, but I have a few suggests for this teacher>
>
>  1. I encourage everyone of the students in my Freshman Success Class and also
> who is in my opportunity program to make a private 15 to 20 minute appt. with me
> so we can get to know one another....and we can talk about issues such as nick
> names, unusual issues..All behind closed doors..
>
>  2. Be more careful about issues of privacy and confidentiality....some issues
> are best discussed during office hours behind closed doors
>
>   3.  Safety of classrooms needs to be discussed with sponsors of literacy
> programs.
>        After the incident was there a discussion about follow/up steps...
>
>   4.  Did Daniella and the instructor receive  counseling and support after the
> incident...
>
>   5.  Was she ask about pressing charges and how she would be supporting to do
> this...
>
>   Daniella and the teacher were both victims of violence against women...They
> both needed support.
>
>  Several years ago, I was experienced an apt. invasion by a homeless man...I was
> pretty outraged when I didn't receive support from the police, or the few
> friends that I called...I wasn't physically hurt, but I felt psychologically
> invaded. I think I moved home to my parents house for a while after that
> incident.
>
>   Best,
>
>   Bertie Mo
>
> Daphne Greenberg  wrote:
>  In response to a few postings that have been shared on this listserv, someone
> shared with me a story that she wanted me to post on her behalf. The names and
> some of the details have been changed to protect the identity of the people/site
> involved.
> A 17 year old, named Daniella F. showed up in the teacher's GED class. She had
> only sporadically attended classes at her highschool and once she could legally
> drop out did. One day she overheard people in a public library talking about a
> GED class and she decided to registar. She went to the office of the GED
> program, registered, got tested and then was placed in an appropriate class for
> someone at her level. She attended every day. After a few weeks of class, the
> teacher noticed a discrepancy in the names of the students that the office had
> sent her and the names of the students who showed up in class. Specifically, her
> roster showed a Daniel F. and not a Daniella F. So one day, she asked the class
> if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if
> by any chance Daniel was her brother. She said no. Then she asked Daniella if
> she had enrolled in the program, because she noticed that she did not have a
> Daniella F. on her roster. Daniella replied th
> at she did. At the end of class, Daniella went up to the teacher and admitted
> that she was Daniel. Apparently, because her official name is Daniel, she
> enrolled as Daniel, but she likes to be called Daniella. When she enrolled as
> Daniel, she dressed like a male, but once she attended class she dressed the way
> she feels comfortable, which is as a female. Unfortunately, both the teacher and
> Daniella did not know that there were some students in the hallway who heard
> Daniella share her information. When Daniella left program that day, they
> followed her as she walked away and in an empty and deserted lot they beat her
> up. They were a group of 3 teenage males who found her offensive. Daniella did
> not return to the program. The teacher was able to keep in touch with her for a
> few weeks and even tutored her for awhile, but then Daniella left town without
> leaving any contact information.
> Any thoughts or reactions to the above?
> Daphne
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
>
> ----------------------------------------------------
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> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
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> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
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> Women and Literacy mailing list
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From bertiemo at yahoo.com  Sun Jan 29 17:45:44 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Sun, 29 Jan 2006 14:45:44 -0800 (PST)
Subject: [WomenLiteracy] Referrals
In-Reply-To: <s3dcdda0.040@mailsrv4.gsu.edu>
Message-ID: <20060129224544.42960.qmail@web30003.mail.mud.yahoo.com>
I am sure that someone in Atlanta must have a  referral book;  United Way, the local social services or community  mental health.  However, if there isn't one, this is such a great  service learning project for a group of students at a local University.
  In St. Lawrence County, upstate New York where I work, there are two  agencies;  Reachout and Renewal House which anyone can call and  obtain referrals for many services.
  Best,
  Bertie Mo, Ph.D., MPH
Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:Nicole  suggests that we "develop an information and referral system of social  service agencies..." I know that I have utilized United Way quite a bit  in order to find social services for adult learners in the Atlanta  area. Has anyone used any other kind of angencies to find referrals?
Actually,  do you find that your learners are asking for referrals? I know that I  have been asked for the following kinds of referrals:
employment centers
therapists
low cost dental/medical help.
Does anyone on this list have similar kinds of requests?
Daphne
>>> nicwhite at comcast.net 01/27/06 10:38 AM >>>
Hello  again Daphne. :) In response to your email, I thought I should share  with you (and other readers) a bit about our adult literacy program...  This may/may not help answer your question about support...
An  integral part of the program that I run consists of incorporating  personal growth workshops, and offering these workshops for free to  clients of our literacy program. These workshops include Assertiveness  Training, Healthy Living, and Self Esteem (to name a few). When our  program was founded (Jan. '04), there was a focus on life-skills  training for our students... Since then, we have expanded our own  horizons to incorporate more educational work and GED preparation (in  particular), but we still offer the personal growth workshops (which  are CONSTANTLY full of students).
While I do not facilitate  these workshops myself (we have certified facilitators who provide that  service for us), I do witness the bond and support that develops  amongst the women who participate in these workshops. Like I have  mentioned in previous posts, our center does provide counseling  services, as well as rape crisis intervention, so we are blessed to  have those services, as well as other programs like our literacy  program all in one location.
For those of you who find  yourselves in need of such services, but do not have them on-site and  at your disposal, I would highly encourage you to develop an  information and referral system of social service agencies in your  area. Collaboration (as we all see with this list-serv) is a key  component to the success of providing services to the community.
I hope this helps....  I know I went off on a tangent, but I hope this helps to atleast stimulate some good conversation.  :)
Nicole
--
Nicole White
Program Coordinator
Expanded Horizons Literacy Program
Women's Center of Jacksonville
(904)722-3000 ext: 233
www.womenscenterofjax.org
www.promotetruth.org
 -------------- Original message ----------------------
From: "Daphne Greenberg"
> Bertie mentions rape crisis, violence prevention and intervention groups and
> therapists as potential sources of support. I am wondering what exists in adult
> literacy programs. The adult literacy programs in my immediate community does
> not provide social work or counseling services. However, I believe that some of
> you may be involved with programs that have these kinds of support services. We
> would love to hear about them! Also, I am wondering, what do you do when you
> don't have these kinds of support services available. Who do you reach out to in
> your program for "unofficial" "informal" support?
> Daphne
>
> >>> bertiemo at yahoo.com 1/22/2006 6:28 PM >>>
> I think that any therapist or group associated with violence prevention and
> intervention, even a rape crisis program (not associated) with the police should
> have counselling resources for both of you.
>
>  It is so important to realize that this is not an isolated incident...that if
> Daniella was treated this way then anyone who is different from a diverse group
> could elicit the same response...So besides dealing with the trauma, it is time
> to find like minded people in this community.  And if there is no community,
> then it is time to create it...Because the following  will happen....
>
>   "I did nothing when they took the Jews away because I was not Jewish, I did
> not nothing when they took the Japanese-Americans away, because I was not
> Japanese American.  I did nothing when they came to take the gays away, because
> I was not gay.    When they came take me away, no one was there to do
> anything...
>
>  I know that the name of the community may not be identified because of
> confidentiality issues, but I think that any community in the US today, but the
> smallest would have resources.  And if there are no local resourses perhaps one
> needs to go to another level.
>
>  Best,
>
>  Bertie
>
>
>
>
>
>
>
>
>
> Daphne Greenberg  wrote:I have been thinking a lot about
> Daniella and her teacher. I am struck by how the teacher was very thankful to
> Bertie for pointing out that the BOTH of them were victims and might want to
> seek support.
> How often, do we as teachers, check in with ourselves and notice whether we need
> support after dealing with a difficult issue in class? Is it easy to get this
> kind of support? Who can we reach out to for this kind of help?
> Any thoughts?
> Daphne
>
> >>> alcdgg at langate.gsu.edu 01/16/06 5:13 PM >>>
> Bertie,
> You make great suggestions. In answer to your questions, apparently Daniella did
> not want to press charges. Apparently, she had been the victim of many attacks
> near her school and the police often psychologically abused her, making fun of
> her way of dressing, calling her derogatory names, and telling her that she
> deserved to be beaten up. She did not feel comfortable reaching out to
> counselors, apparently she did not have good experiences at her high school with
> counselors telling her that she had to dress more appropriately (i.e. like a
> boy) when she attended school.
> The teacher wants me to thank you for your comment:
> "Daniella and the teacher were both victims of violence against women...They
> both needed support."
> The teacher was traumatized by this event, feeling responsible for Daniella
> getting beaten up. Although she knows that she did not commit the crime, she
> does feel very guilty about not making sure that noone could eavesdrop while
> Daniella was talking to her. No one had ever mentioned to her that counselling
> may help her with this experience, and she is going to look into it. She thanks
> you. Up until now she focused on the impact this all had on Daniella without
> thinking about the impact it had on her.
> Daphne
>
>
> >>> bertiemo at yahoo.com 01/12/06 12:05 PM >>>
> I feel very sad and angry about what happened to Daniella. Unfortunately this is
> after the fact, but I have a few suggests for this teacher>
>
>  1. I encourage everyone of the students in my Freshman Success Class and also
> who is in my opportunity program to make a private 15 to 20 minute appt. with me
> so we can get to know one another....and we can talk about issues such as nick
> names, unusual issues..All behind closed doors..
>
>  2. Be more careful about issues of privacy and confidentiality....some issues
> are best discussed during office hours behind closed doors
>
>   3.  Safety of classrooms needs to be discussed with sponsors of literacy
> programs.
>        After the incident was there a discussion about follow/up steps...
>
>   4.  Did Daniella and the instructor receive  counseling and support after the
> incident...
>
>   5.  Was she ask about pressing charges and how she would be supporting to do
> this...
>
>   Daniella and the teacher were both victims of violence against women...They
> both needed support.
>
>  Several years ago, I was experienced an apt. invasion by a homeless man...I was
> pretty outraged when I didn't receive support from the police, or the few
> friends that I called...I wasn't physically hurt, but I felt psychologically
> invaded. I think I moved home to my parents house for a while after that
> incident.
>
>   Best,
>
>   Bertie Mo
>
> Daphne Greenberg  wrote:
>  In response to a few postings that have been shared on this listserv, someone
> shared with me a story that she wanted me to post on her behalf. The names and
> some of the details have been changed to protect the identity of the people/site
> involved.
> A 17 year old, named Daniella F. showed up in the teacher's GED class. She had
> only sporadically attended classes at her highschool and once she could legally
> drop out did. One day she overheard people in a public library talking about a
> GED class and she decided to registar. She went to the office of the GED
> program, registered, got tested and then was placed in an appropriate class for
> someone at her level. She attended every day. After a few weeks of class, the
> teacher noticed a discrepancy in the names of the students that the office had
> sent her and the names of the students who showed up in class. Specifically, her
> roster showed a Daniel F. and not a Daniella F. So one day, she asked the class
> if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if
> by any chance Daniel was her brother. She said no. Then she asked Daniella if
> she had enrolled in the program, because she noticed that she did not have a
> Daniella F. on her roster. Daniella replied th
> at she did. At the end of class, Daniella went up to the teacher and admitted
> that she was Daniel. Apparently, because her official name is Daniel, she
> enrolled as Daniel, but she likes to be called Daniella. When she enrolled as
> Daniel, she dressed like a male, but once she attended class she dressed the way
> she feels comfortable, which is as a female. Unfortunately, both the teacher and
> Daniella did not know that there were some students in the hallway who heard
> Daniella share her information. When Daniella left program that day, they
> followed her as she walked away and in an empty and deserted lot they beat her
> up. They were a group of 3 teenage males who found her offensive. Daniella did
> not return to the program. The teacher was able to keep in touch with her for a
> few weeks and even tutored her for awhile, but then Daniella left town without
> leaving any contact information.
> Any thoughts or reactions to the above?
> Daphne
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
-------------- next part --------------
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From nicwhite at comcast.net  Mon Jan 30 14:26:24 2006
From: nicwhite at comcast.net (nicwhite at comcast.net)
Date: Mon, 30 Jan 2006 19:26:24 +0000
Subject: [WomenLiteracy] Referrals
Message-ID: <013020061926.18147.43DE685F000AE095000046E322007374780A9B0708990C0702@comcast.net>
Hello again...  Since this has become such a great topic of discussion, I just wanted to share the categories in which we have our information and referral (I&R) contacts.
Just a little background...  The Women's Center of Jacksonville recently celebrated its 10 year anniversary this past August.  We started as an information and referral center originally and have since expanded our services.  Feel free to check out our website...
www.womenscenterofjax.org
I&R is still a service we provide, and listed below are the categories for which we have contact information.  (Please keep in mind that there are many other service providers and referring systems that can be quite effective, and will take reserach on your part to become familiar with them.  This system has just worked well for our agency and supports the mission we uphold).
Dental
Domestic Violence
Education
Emergency Shelter
Employment
Elderly
Financial Assistance
Food and Clothing
Gay, Lesbian, Bisexual, Transgendered
Legal
Maternity
Medical Care
Mental Health
Pregnancy
Parenting/Childcare
Sexual Assault
Sexual Harrassment
Spirituality
Substance Abuse
Support Groups
Transportation
Volunteering
Women's Organizations
HIV/AIDS
Other...
Hope all of this helps!  Please keep me aware of other categories and/or groups and organizations that we should possibly add.  There's always room for improvement.  :)
Nicole
--
Nicole White
Program Coordinator
Expanded Horizons Literacy Program
Women's Center of Jacksonville
(904)722-3000 ext: 233
www.womenscenterofjax.org
www.promotetruth.org
 -------------- Original message ----------------------
From: Bertha Mo <bertiemo at yahoo.com>
> I am sure that someone in Atlanta must have a  referral book;  United Way, the
> local social services or community  mental health.  However, if there isn't one,
> this is such a great  service learning project for a group of students at a
> local University.
>
>   In St. Lawrence County, upstate New York where I work, there are two
> agencies;  Reachout and Renewal House which anyone can call and  obtain
> referrals for many services.
>
>   Best,
>
>   Bertie Mo, Ph.D., MPH
>
> Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:Nicole  suggests that we
> "develop an information and referral system of social  service agencies..." I
> know that I have utilized United Way quite a bit  in order to find social
> services for adult learners in the Atlanta  area. Has anyone used any other kind
> of angencies to find referrals?
> Actually,  do you find that your learners are asking for referrals? I know that
> I  have been asked for the following kinds of referrals:
> employment centers
> therapists
> low cost dental/medical help.
> Does anyone on this list have similar kinds of requests?
> Daphne
>
> >>> nicwhite at comcast.net 01/27/06 10:38 AM >>>
> Hello  again Daphne. :) In response to your email, I thought I should share
> with you (and other readers) a bit about our adult literacy program...  This
> may/may not help answer your question about support...
>
> An  integral part of the program that I run consists of incorporating  personal
> growth workshops, and offering these workshops for free to  clients of our
> literacy program. These workshops include Assertiveness  Training, Healthy
> Living, and Self Esteem (to name a few). When our  program was founded (Jan.
> '04), there was a focus on life-skills  training for our students... Since then,
> we have expanded our own  horizons to incorporate more educational work and GED
> preparation (in  particular), but we still offer the personal growth workshops
> (which  are CONSTANTLY full of students).
>
> While I do not facilitate  these workshops myself (we have certified
> facilitators who provide that  service for us), I do witness the bond and
> support that develops  amongst the women who participate in these workshops.
> Like I have  mentioned in previous posts, our center does provide counseling
> services, as well as rape crisis intervention, so we are blessed to  have those
> services, as well as other programs like our literacy  program all in one
> location.
>
> For those of you who find  yourselves in need of such services, but do not have
> them on-site and  at your disposal, I would highly encourage you to develop an
> information and referral system of social service agencies in your  area.
> Collaboration (as we all see with this list-serv) is a key  component to the
> success of providing services to the community.
>
> I hope this helps....  I know I went off on a tangent, but I hope this helps to
> atleast stimulate some good conversation.  :)
>
> Nicole
>
> --
> Nicole White
> Program Coordinator
> Expanded Horizons Literacy Program
> Women's Center of Jacksonville
> (904)722-3000 ext: 233
> www.womenscenterofjax.org
> www.promotetruth.org
>
>  -------------- Original message ----------------------
> From: "Daphne Greenberg"
> > Bertie mentions rape crisis, violence prevention and intervention groups and
> > therapists as potential sources of support. I am wondering what exists in
> adult
> > literacy programs. The adult literacy programs in my immediate community does
> > not provide social work or counseling services. However, I believe that some
> of
> > you may be involved with programs that have these kinds of support services.
> We
> > would love to hear about them! Also, I am wondering, what do you do when you
> > don't have these kinds of support services available. Who do you reach out to
> in
> > your program for "unofficial" "informal" support?
> > Daphne
> >
> > >>> bertiemo at yahoo.com 1/22/2006 6:28 PM >>>
> > I think that any therapist or group associated with violence prevention and
> > intervention, even a rape crisis program (not associated) with the police
> should
> > have counselling resources for both of you.
> >
> >  It is so important to realize that this is not an isolated incident...that if
> > Daniella was treated this way then anyone who is different from a diverse
> group
> > could elicit the same response...So besides dealing with the trauma, it is
> time
> > to find like minded people in this community.  And if there is no community,
> > then it is time to create it...Because the following  will happen....
> >
> >   "I did nothing when they took the Jews away because I was not Jewish, I did
> > not nothing when they took the Japanese-Americans away, because I was not
> > Japanese American.  I did nothing when they came to take the gays away,
> because
> > I was not gay.    When they came take me away, no one was there to do
> > anything...
> >
> >  I know that the name of the community may not be identified because of
> > confidentiality issues, but I think that any community in the US today, but
> the
> > smallest would have resources.  And if there are no local resourses perhaps
> one
> > needs to go to another level.
> >
> >  Best,
> >
> >  Bertie
> >
> >
> >
> >
> >
> >
> >
> >
> >
> > Daphne Greenberg  wrote:I have been thinking a lot about
> > Daniella and her teacher. I am struck by how the teacher was very thankful to
> > Bertie for pointing out that the BOTH of them were victims and might want to
> > seek support.
> > How often, do we as teachers, check in with ourselves and notice whether we
> need
> > support after dealing with a difficult issue in class? Is it easy to get this
> > kind of support? Who can we reach out to for this kind of help?
> > Any thoughts?
> > Daphne
> >
> > >>> alcdgg at langate.gsu.edu 01/16/06 5:13 PM >>>
> > Bertie,
> > You make great suggestions. In answer to your questions, apparently Daniella
> did
> > not want to press charges. Apparently, she had been the victim of many attacks
> > near her school and the police often psychologically abused her, making fun of
> > her way of dressing, calling her derogatory names, and telling her that she
> > deserved to be beaten up. She did not feel comfortable reaching out to
> > counselors, apparently she did not have good experiences at her high school
> with
> > counselors telling her that she had to dress more appropriately (i.e. like a
> > boy) when she attended school.
> > The teacher wants me to thank you for your comment:
> > "Daniella and the teacher were both victims of violence against women...They
> > both needed support."
> > The teacher was traumatized by this event, feeling responsible for Daniella
> > getting beaten up. Although she knows that she did not commit the crime, she
> > does feel very guilty about not making sure that noone could eavesdrop while
> > Daniella was talking to her. No one had ever mentioned to her that counselling
> > may help her with this experience, and she is going to look into it. She
> thanks
> > you. Up until now she focused on the impact this all had on Daniella without
> > thinking about the impact it had on her.
> > Daphne
> >
> >
> > >>> bertiemo at yahoo.com 01/12/06 12:05 PM >>>
> > I feel very sad and angry about what happened to Daniella. Unfortunately this
> is
> > after the fact, but I have a few suggests for this teacher>
> >
> >  1. I encourage everyone of the students in my Freshman Success Class and also
> > who is in my opportunity program to make a private 15 to 20 minute appt. with
> me
> > so we can get to know one another....and we can talk about issues such as nick
> > names, unusual issues..All behind closed doors..
> >
> >  2. Be more careful about issues of privacy and confidentiality....some issues
> > are best discussed during office hours behind closed doors
> >
> >   3.  Safety of classrooms needs to be discussed with sponsors of literacy
> > programs.
> >        After the incident was there a discussion about follow/up steps...
> >
> >   4.  Did Daniella and the instructor receive  counseling and support after
> the
> > incident...
> >
> >   5.  Was she ask about pressing charges and how she would be supporting to do
> > this...
> >
> >   Daniella and the teacher were both victims of violence against women...They
> > both needed support.
> >
> >  Several years ago, I was experienced an apt. invasion by a homeless man...I
> was
> > pretty outraged when I didn't receive support from the police, or the few
> > friends that I called...I wasn't physically hurt, but I felt psychologically
> > invaded. I think I moved home to my parents house for a while after that
> > incident.
> >
> >   Best,
> >
> >   Bertie Mo
> >
> > Daphne Greenberg  wrote:
> >  In response to a few postings that have been shared on this listserv, someone
> > shared with me a story that she wanted me to post on her behalf. The names and
> > some of the details have been changed to protect the identity of the
> people/site
> > involved.
> > A 17 year old, named Daniella F. showed up in the teacher's GED class. She had
> > only sporadically attended classes at her highschool and once she could
> legally
> > drop out did. One day she overheard people in a public library talking about a
> > GED class and she decided to registar. She went to the office of the GED
> > program, registered, got tested and then was placed in an appropriate class
> for
> > someone at her level. She attended every day. After a few weeks of class, the
> > teacher noticed a discrepancy in the names of the students that the office had
> > sent her and the names of the students who showed up in class. Specifically,
> her
> > roster showed a Daniel F. and not a Daniella F. So one day, she asked the
> class
> > if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella
> if
> > by any chance Daniel was her brother. She said no. Then she asked Daniella if
> > she had enrolled in the program, because she noticed that she did not have a
> > Daniella F. on her roster. Daniella replied th
> > at she did. At the end of class, Daniella went up to the teacher and admitted
> > that she was Daniel. Apparently, because her official name is Daniel, she
> > enrolled as Daniel, but she likes to be called Daniella. When she enrolled as
> > Daniel, she dressed like a male, but once she attended class she dressed the
> way
> > she feels comfortable, which is as a female. Unfortunately, both the teacher
> and
> > Daniella did not know that there were some students in the hallway who heard
> > Daniella share her information. When Daniella left program that day, they
> > followed her as she walked away and in an empty and deserted lot they beat her
> > up. They were a group of 3 teenage males who found her offensive. Daniella did
> > not return to the program. The teacher was able to keep in touch with her for
> a
> > few weeks and even tutored her for awhile, but then Daniella left town without
> > leaving any contact information.
> > Any thoughts or reactions to the above?
> > Daphne
> >
> > Daphne Greenberg
> > Assistant Professor
> > Educational Psych. & Special Ed.
> > Georgia State University
> > P.O. Box 3979
> > Atlanta, Georgia 30302-3979
> > phone: 404-651-0127
> > fax:404-651-4901
> > dgreenberg at gsu.edu
> >
> > Daphne Greenberg
> > Associate Director
> > Center for the Study of Adult Literacy
> > Georgia State University
> > P.O. Box 3977
> > Atlanta, Georgia 30302-3977
> > phone: 404-651-0127
> > fax:404-651-4901
> > dgreenberg at gsu.edu
> >
> > ----------------------------------------------------
> > National Insitute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
> >
> >
> > ----------------------------------------------------
> > National Insitute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
-------------- next part --------------
An embedded message was scrubbed...
From: Bertha Mo <bertiemo at yahoo.com>
Subject: Re: [WomenLiteracy] Referrals
Date: Mon, 30 Jan 2006 01:29:50 +0000
Size: 28577
Url: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060130/c7032c0c/attachment.mht
From alcdgg at langate.gsu.edu  Mon Jan 30 14:45:45 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 30 Jan 2006 14:45:45 -0500
Subject: [WomenLiteracy] family literacy grant
Message-ID: <s3de26a3.016@mailsrv4.gsu.edu>
This is copied and pasted from the family and literacy listserv:
Title: Grants for the Advancement of Literacy
Sponsor: Dollar General Literacy Foundation
Sponsor Type: Other Nonprofit
Deadline: February 17, 2006
Eligibility: Proposals will be considered from eligible tax-exempt organizations as defined by the IRS Code described in Section 501(c)(3).
To be eligible for consideration, organizations
- must provide direct literacy-based programs and services to adults or families in the thirty-one states where Dollar General stores are located;
- be located within fifteen miles of a Dollar General store (visit the store locator section of the Dollar General Web site for store locations);
- have not received funding from the Dollar General Literacy Foundation for the past two consecutive years; and
- have met all reporting requirements from previous Dollar General Literacy Foundation grants.
Family literacy programs applying for funding must have the following four components: adult education instruction; children's education; parent and child together time (PACT); and parenting classes that teach parents to be the primary teacher for their child.
Abstract: Since 1993, the Dollar General Literacy Foundation has increased the functional literacy of adults by providing grants to non-profit organizations dedicated to the advancement of literacy. The foundation will award grants to direct service providers in adult Literacy, including adult basic education, GED preparation, and English for speakers of other languages; and family literacy instruction.
URL for more information: http://www.dollargeneral.com/community/dgliteracy.aspx
From ALCDGG at langate.gsu.edu  Tue Jan 31 11:13:11 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 31 Jan 2006 11:13:11 -0500
Subject: [WomenLiteracy] Call for papers
Message-ID: <s3df4653.098@mailsrv4.gsu.edu>
Restorative Directions Journal, a Canadian based, internationally
distributed, peer-reviewed journal is presently seeking submissions on
the following topics:
i) Women and Incarceration, ii) Indigenous Peoples and Incarceration,
iii) African Americans and Incarceration, iv) Incarceration of the
Elderly and v) The Role of Apology in Criminal Justice or vi) Other
topics in Restorative Justice.
If you wish to find out more, or contribute a submission, please do not
hesitate to explore the journals web site at www.rdj.ca
<http://www.rdj.ca/>  or contact the editor at john at rdj.ca
Thank you,
John Charlton
Editor
Restorative Directions Journal
www.rdj.ca <http://www.rdj.ca/>
FYI, please note that the current edition of the journal is 56pgs.  Some
of the contributing authors are: Lisa Merkel-Holguin, Dr Cathy
Richardson, Helen Bowen, Dr PJ Verrecchia and His Honour Judge A.P.
Walsh of the District Court of New Zealand.
From ALCDGG at langate.gsu.edu  Tue Jan 31 15:22:31 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 31 Jan 2006 15:22:31 -0500
Subject: [WomenLiteracy] resources
Message-ID: <s3df80be.038@mailsrv4.gsu.edu>
The National Institute for Literacy, Partnership for Reading, Publications Web page has a couple of resources that are of interest to adult education instructors at:
http://www.nifl.gov/partnershipforreading/publications/adult.html.
For example,  one is entitled Applying Research in Reading Instruction for Adults: First Steps for Teachers. The author says the book "aims first to build background knowledge about reading and scientifically based reading
instruction." The book is full of student and classroom illustrations and sample instructional activities.
Another example is entitled Teaching Adults to Read. This booklet "describes strategies proven to work by the most rigorous scientific research available on the teaching of reading." It summarizes the trends and
principles identified in the 2002 publication Research-Based Principles for Adult Basic Education Reading Instruction.
Both publications may be viewed and may be downloaded from:
http://www.nifl.gov/partnershipforreading/publications/adult.html
Daphne
From alcdgg at langate.gsu.edu  Thu Feb  2 00:10:10 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 02 Feb 2006 00:10:10 -0500
Subject: [WomenLiteracy] reminders
Message-ID: <s3e14dec.038@mailsrv4.gsu.edu>
The easiest way to send a post to this listserv, is to reply to a previous posting.
Another way to do it is by sending your post to the following address:
womenliteracy at nifl.gov
If you have any questions, you can email me at:
dgreenberg at gsu.edu
or go the help page at:
http://www.nifl.gov/lincs/discussions/help/help_mailman.html
If you want/need to change your settings, here is the link:
http://www.nifl.gov/mailman/listinfo/womenliteracy
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From alcdgg at langate.gsu.edu  Fri Feb  3 18:24:48 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 03 Feb 2006 18:24:48 -0500
Subject: [WomenLiteracy] ESOL learners discussion and "guest speaker"
Message-ID: <s3e39ffb.077@mailsrv4.gsu.edu>
Some of you may be interested in joining the Focus on Basics Discussion List. This list will have a "guest speaker and discussion on ESOL learners.
For more information, see below:
================================================
Greetings to All from the Focus on Basics (FOB) Discussion List,
I want to invite you to a discussion on the Focus on Basics list starting
on Wednesday, Feb. 15th.
(It's very easy to join the FOB list for the event and then unsubscribe.)
FOB author, Robin Schwarz will be joining us to discuss her recent article:
"Taking a Closer Look at Struggling ESOL Learners" is about ESOL learners
who seem "stuck", and how we can find the real reasons for their struggles
and find ways to get them back on track. You can find this article at:
<http://www.ncsall.net/index.php?id=994>;
I'll post questions to think about on Tuesday, Feb. 7th, and the discussion
will start on Wednesday, Feb. 15th. We'll wrap up by the following
Wednesday. (I know that a Wed. to Wed. time frame is a little odd, but we
are trying it out to accommodate scheduling issues!)
I encourage you to read the article and start thinking about your
experiences with learners who have been "stuck", and the intake or
interviewing procedures that you use.
Robin Schwarz is an ESOL tutor, LD specialist and consultant in ESOL/LD
issues, and is a partner in the TLP Group in Columbus, Ohio. We are so
pleased to have her as guest speaker!
To subscribe to the FOB list, go to:
<www.nifl.gov/mailman/listinfo/Focusonbasics>;
Hope to have you join us,
Julie
Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org
From alcdgg at langate.gsu.edu  Sat Feb  4 10:41:27 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sat, 04 Feb 2006 10:41:27 -0500
Subject: [WomenLiteracy] Adolescents and ESL-guest discussion on English
	Language List
Message-ID: <s3e484e0.073@mailsrv4.gsu.edu>
In addition to the previous posting where I shared with you a discussion about English Learners, there is going to be another one, on the English Language List. Here is the information about that one:
The Adult English Language Learners is planning an online discussion on
adolescent learners in adult ESL/ESOL classes from February 8-14, 2006.
To join the English language list, please go to
http://www.nifl.gov/lincs/discussions/discussions.html and follow the
directions for subscribing.
Adolescent English language learners (ELLs) are a growing population in
secondary schools and a steady presence in postsecondary (adult)
education programs. Many of you have experienced the unique
characteristics and needs that adolescent ELLs present in the adult ESL
classroom. Like their adult counterparts, some of these adolescents may
be undocumented or may not have high literacy or education levels in
their native languages. They may be trying to juggle work, education,
community, and family responsibilities both here and in their native
countries. Some may be struggling with cross-generational reunification
issues. Others may have been born and raised in the U.S. but failed to
succeed in traditional K-12 schooling. Despite their varied educational,
social, and cultural backgrounds, these adolescents have one thing in
common - their developmental stage and related needs may set them apart
from the adult students in your classes.
As high school exit criteria grow more demanding in the United States,
students with limited or interrupted schooling are finding it difficult
to graduate within the timeframes traditionally allocated for high
school study. As a result, these students are turning to adult education
to earn high school diplomas, increase their job skills, and improve
their English language proficiency. On February 8-14 Sarah Young, author
of Adolescent Learners in Adult ESL Classes,
http://www.cal.org/caela/esl_resources/briefs/adolescent.html  will lead
a discussion and respond to questions about this topic.
Sarah is an instructor at the Arlington Education and Employment Program
(REEP) in Arlington, Virginia. She is also an adult ESL content
specialist at the Center for Applied Linguistics where she works on
several projects related to adolescent and adult English language
learners.
On February 8, Sarah will summarize some of the issues related to
adolescents studying in adult ESL/ESOL classrooms (e.g., who these
learners are and why they are in adult ESL/ESOL classes, what
instructional strategies may work well with this population, what types
of educational opportunities may be available).
To review the topic before the discussion, please read brief (above),
which includes an extensive bibliography.
We hope you will share your own experiences, advice, and comments,
before, during, and after the days that Sarah leads the discussion and
fields questions.
If questions or comments are raised before next Tuesday, I will forward
them to Sarah.
You may also send comments or questions to me off the list at
lterrill at cal.org
Lynda Terrill
English Language Discussion List
Center for Adult English Language Acquisition Center for Applied
Linguistics
4646 40th St, NW
Washington, DC
lterrill at cal.org
tel 202-362-0700
fax 202-363-7204
http://www.cal.org/caela
From EJacobson at air.org  Mon Feb  6 18:02:43 2006
From: EJacobson at air.org (Jacobson, Erik)
Date: Mon, 6 Feb 2006 15:02:43 -0800
Subject: [WomenLiteracy] National Reading Conference - J. Michael Parker
	Award
Message-ID: <DC59DD324318E44AA0C054AC1D7806BE0661A37B@ca1ex1.air.org>
National Reading Conference - J. Michael Parker Award
The National Reading Conference (NRC) - 56th Annual Meeting will take
place in Los Angeles, CA, from November 29 to December 2, 2006. The
conference covers a wide range of literacy related topics, including
sessions on adult literacy. Information about the annual meeting is
available at http://www.nrconline.org/. I encourage adult literacy
researchers to join the dialogue at the meeting and to consider
submitting proposals
In addition, to encourage research on adult literacy, NRC has
established the J. Michael Parker Award. This award is given to graduate
students and untenured professors who present research on adult learning
or education at the annual meeting. More information and submission
guidelines are available in the meeting's Call for Proposals -
http://www.nrconline.org/pdf/2006callforproposals.pdf  Submissions are
due March 1st, 2006, and must be submitted electronically.
Erik Jacobson
Chair, J. Michael Parker Award Committee
National Reading Conference
From ALCDGG at langate.gsu.edu  Tue Feb  7 09:57:02 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 07 Feb 2006 09:57:02 -0500
Subject: [WomenLiteracy] understanding figures
Message-ID: <s3e86ef4.092@mailsrv4.gsu.edu>
For those of you who include teaching how to read graphs, figures, and table, if you go to the following website, you will find an interesting figure that you can use in your classroom:
http://www.womensenews.org/article.cfm/dyn/aid/2620
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Tue Feb  7 10:03:41 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 07 Feb 2006 10:03:41 -0500
Subject: [WomenLiteracy] Betty Friedan and Coretta Scott King
Message-ID: <s3e87083.092@mailsrv4.gsu.edu>
With Betty Friedan's and Coretta Scott King's deaths, I was wondering if any adult literacy programs are honoring either women, and if yes how. It also made me wonder if our adult learners relate to the feminist and/or civil rights movement and whether they are involved in any of the movements, and if yes how.
Anybody have anything to share?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From Janet_Isserlis at brown.edu  Tue Feb  7 13:04:21 2006
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Tue, 07 Feb 2006 13:04:21 -0500
Subject: [WomenLiteracy] Now Online: Digital Stories by South Africans
 Explore Gender-Based Violence and HIV/AIDS
In-Reply-To: <s3e86ef4.092@mailsrv4.gsu.edu>
Message-ID: <C00E4B55.980C%Janet_Isserlis@brown.edu>
All - fyi
Janet Isserlis
In the Summer of 2005, the Men As Partners (MAP) Network and the Silence
Speaks program joined together in an effort to bring digital storytelling to
South African communities engaged in challenging violence against women and
supporting HIV prevention.
A series of digital stories created by MAP Network members can now be viewed
online at http://www.engenderhealth.org/ia/wwm/wwmds.html. These stories are
being shown in trainings and public screenings throughout South Africa and
beyond, to mobilize men?s involvement in MAP community organizing, training,
and policy advocacy activities.
For more information about this digital storytelling initiative, contact Amy
Hill, amylenita at storycenter.org or 510-548-2065. Please feel free to share
this story link with colleagues and friends.
--
Amy L. Hill
Community Projects Director
Center for Digital Storytelling
www.storycenter.org
510.548-2065 W
510-682-8311 C
"Listen Deeply. Tell Stories."
From ALCDGG at langate.gsu.edu  Wed Feb  8 11:11:51 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 08 Feb 2006 11:11:51 -0500
Subject: [WomenLiteracy] Now Online: Digital Stories by South	Africans
	Explore Gender-Based Violence and HIV/
Message-ID: <s3e9d1fc.060@mailsrv4.gsu.edu>
I encourage everyone to take a look at these stories-they are great! This posting inspires two questions for me:
1. Have any of you used digital stories in your classroom? How?
2. Do any of you talk about AIDS and HIV in your adult literacy classrooms?
Daphne
>>> Janet_Isserlis at brown.edu 2/7/2006 1:04 PM >>>
All - fyi
Janet Isserlis
In the Summer of 2005, the Men As Partners (MAP) Network and the Silence
Speaks program joined together in an effort to bring digital storytelling to
South African communities engaged in challenging violence against women and
supporting HIV prevention.
A series of digital stories created by MAP Network members can now be viewed
online at http://www.engenderhealth.org/ia/wwm/wwmds.html. These stories are
being shown in trainings and public screenings throughout South Africa and
beyond, to mobilize men?s involvement in MAP community organizing, training,
and policy advocacy activities.
For more information about this digital storytelling initiative, contact Amy
Hill, amylenita at storycenter.org or 510-548-2065. Please feel free to share
this story link with colleagues and friends.
--
Amy L. Hill
Community Projects Director
Center for Digital Storytelling
www.storycenter.org
510.548-2065 W
510-682-8311 C
"Listen Deeply. Tell Stories."
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From esp150 at psu.edu  Wed Feb  8 11:39:50 2006
From: esp150 at psu.edu (Esther Prins)
Date: Wed, 08 Feb 2006 11:39:50 -0500
Subject: [WomenLiteracy] Now Online: Digital Stories by South Africans
 Explore Gender-Based Violence and HIV/
In-Reply-To: <s3e9d1fc.060@mailsrv4.gsu.edu>
References: <s3e9d1fc.060@mailsrv4.gsu.edu>
Message-ID: <6.2.1.2.2.20060208113533.01ed6ea8@email.psu.edu>
An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060208/08c0ab06/attachment.html
From mev at litwomen.org  Thu Feb  9 12:12:49 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Thu, 9 Feb 2006 12:12:49 -0500
Subject: [WomenLiteracy] Women & Literacy Conference Deadlines Approaching
Message-ID: <4BFB4530-998F-11DA-8640-000393ABE4D2@litwomen.org>
Register now to get the best rates!!!
** Extended Deadline - to reserve Hotel Rooms at the Colony Inn -- **
Thursday February 16 **
Conference Pre-Registration Deadline: Friday, February 24
WE LEARN
Women Expanding: Literacy Education Action Resource Network
3rd Annual (Net)Working Conference - 2006
Women?s Literacy?..Moving to Power & Participation
New Haven, CT
Friday, March 10
Registration: 8:00 ? 9:00 (coffee, tea, juice & pastries available)
Opening of the conference begins promptly at 9:00
Exhibits will be open from 8:00 ? 4:30.
Lunch provided.
Women's Perspectives Celebration: 3:45
Keynote Address, Marcia Ann Gillespie: 4:30
Saturday, March 11
Registration: 8:00 ? 9:00 (coffee, tea, juice & pastries available)
Panel Discussion begins promptly at 9:00
Exhibits will be open from 8:00 ? 3:30.
Lunch provided.
Location:
Linsly-Chittenden Hall / Yale University / 63 High St. / New Haven, CT
To download travel information,  go to:
http://www.litwomen.org/conferences/2006/hotels.html
The Conference website is:
http://www.litwomen.org/conferences/2006/main.html
The Program Schedule can be viewed at:
http://www.litwomen.org/conferences/2006/program.htm
The Workshop Descriptions can be downloaded at:
http://www.litwomen.org/conferences/2006/workshops.pdf
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From alcdgg at langate.gsu.edu  Thu Feb  9 21:30:32 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 09 Feb 2006 21:30:32 -0500
Subject: [WomenLiteracy] Black History Month
Message-ID: <s3ebb47f.098@mailsrv4.gsu.edu>
Tom Sticht asked that I post this on his behalf:
Celebrating Black History Month February 2006
Three Black Ladies of Adult Literacy Education
In the Struggle for Social Justice in the United States
Tom Sticht
International Consultant in Adult Education
In Black History Month we celebrate the history of African-Americans in the
United States. In this history, nothing is more important than the struggle
of slaves, freedmen, and oppressed African-Americans to learn to read and
write and to use these literacy skills to obtain their civil rights.
In this history, three great African-American ladies stand out from
thousands of others because of the remarkable circumstances under which
they labored to help African-Americans gain the dignity and confidence they
needed to stand up for their rights. This is a brief summary of some of the
contributions of these three African-American ladies of literacy and
liberty.
Suzie (Baker) King Taylor (1848-unknown)
Susie (Baker) King Taylor was born a slave in Savannah, Georgia in 1848. She
was raised by her grandmother who sent her and one of her brothers to the
home of a free women to learn to read and write, even though it was against
the law for slaves to learn to read and write.  As she explained in her 1902
book, "We went every day with our books wrapped in paper to prevent the
police or white persons from seeing them." (Taylor in Lerner, 1972)
During the Civil War the Union Army initiated the practice of enlisting
freed African-Americans. But it was soon apparent that there were problems
in using these men as soldiers. Among other problems,  it was difficult for
officers to communicate with illiterate former slaves. So promotion and
advancement in the army was difficult for the African-American soldiers.
Many of them blamed this situation on their lack of education. In response
to these needs, many officers initiated programs of education for the
former slaves.
One officer, Colonel Thomas W. Higginson of the 33rd U. S. Colored Troops,
appointed the chaplain as the regimental teacher. Higginson reportedly saw
men at night gathered around a campfire, "spelling slow monosyllables out
of a primer, a feat which always commands all ears, " and he observed that,
"Their love of the spelling book is perfectly inexhaustible,
-they stumbling on by themselves, or the blind leading the
blind, with the same pathetic patience which they carry into
everything. The chaplain is getting up a schoolhouse,
where he will soon teach them as regularly as he can.
But the alphabet must always be a very incidental
business in a camp." (Cornish, 1952).
One of the people whom the chaplain engaged in teaching soldiers of the 33rd
to read and write was Susie King Taylor (Blassingame, 1965). She went with
the regiment to Florida where she reported that "I learned to handle a
musket very well while in the regiment and could shoot straight and often
hit the target. I assisted in cleaning the guns and used to fire them off,
to see if the cartridges were dry, before cleaning and re-loading , each
day. I thought this was great fun." (Taylor in Lerner, 1972, p. 101).
Describing something of the conditions under which she worked, Taylor said,
"Outside of the Fort were many skulls lying about;  I have often moved them
one side out of the path.The comrades and I would have wondered a bit as to
which side of the war the men fought on, some said they were the skulls of
our boys; some  said they were the enemies; but as there was no definite
way to know, it was never decided which could lay claim to them. They were
a gruesome sight, those fleshless heads and grinning jaws, but by this time
I had become used to worse things and did not feel as I would have earlier
in my camp life. *(Taylor in Lerner, 1972)
According to Taylor, "I taught a great many of the comrades in Company E to
read and write when they were off duty, nearly all were anxious to learn.
My husband taught some also when it was convenient for him. I was very
happy to know my efforts were successful in camp also very grateful for the
appreciation of my services. I gave my services willingly for four years and
three months without receiving a dollar." (Taylor in Lerner, 1972)
Throughout the Civil War, thousands of teachers, some modestly paid and many
volunteers, worked often under very arduous conditions, such as described
above by Suzie King Taylor, to educate the newly freed slaves who came to
fight for the preservation of the United States of America. In just the
Union Army?s  Department of the Gulf (Louisiana, Mississippi,
Alabama,Texas) by 1864 there were 95 schools with 9,571 children and 2,000
adults being taught by 162 teachers. By the war?s end it was estimated some
20,000 African-American troops had been taught to read "intelligently"
(Blassingame, 1965).
Harriet A. Jacobs (1813-1897)
Harriet A. Jacobs was born a slave. But even though it was unlawful to teach
slaves to read, Jacob?s mistress, the daughter of her owners, taught her to
read and write. As she reached puberty, Jacob?s master started to make
moves on her for sexual favors and subjected her to other abuses. So she
ran away and hid at her grandmother?s house. She hid in a garret between
the ceiling and roof that was about seven feet wide, nine feet in length
and only three feet high at the highest point. She hid there for seven
years!
In 1861, Jacobs  wrote a book entitled, "Incidents in the life of a slave
girl written by herself." In it she tells the story of her work to help an
older black man, a slave like her, learn to read so he could reach for a
greater reward for himself at the end of his life. In Jacob?s own words of
her time:
"I knew an old black man, whose piety and childlike trust in God were
beautiful to witness. At fifty-three years old he joined the Baptist
church. He had a most earnest desire to learn to read. He thought he should
know how to serve God better if he could only read the Bible. He came to me,
and begged me to teach him. He said he could not pay me, for he had no
money; but he would bring me nice fruit when the season for it came. I
asked him if he didn?t know it was contrary to law; and that slaves were
whipped and imprisoned for teaching each other to read. This brought the
tears into his eyes. "Don?t be troubled, Uncle Fred," said I. "I have no
thoughts of refusing to teach you. I only told you of the law, that you
might know the danger, and be on your guard."
He thought he could plan to come three times a week without its being
suspected. I selected a quiet nook, where no intruder was likely to
penetrate, and there I taught him his A, B, C. Considering his age, his
progress was astonishing. As soon as he could spell in two syllables he
wanted to spell out words in the Bible. The happy smile that illuminated
his face put joy into my heart. After spelling out a few words he paused,
and said, "Honey, it ?pears when I can read dis good book I shall be nearer
to God. White man is got all de sense. He can larn easy. It ain?t easy for
ole black man like me. I only want to read dis book, dat I may know how to
live; den I hab no fear ?bout dying."
I tried to encourage him by speaking of the rapid progress he had made. "Hab
patience, child," he replied. "I larns slow." At the end of six months he
had read through the New Testament, and could find any text in it.":End
Quote
The Freedmen?s Schools. Later in her life, after achieving her freedom,
Jacobs taught school for former slaves in what were called the Freedmen?s
Schools. These schools were set up after the Civil War when the U. S.
Congress created the Bureau of Refugees, Freedmen, and Abandoned Lands as
the primary agency for reconstruction. This agency was placed under the
jurisdiction of the War Department and was popularly known as the
Freedmen?s Bureau. The Freedmen?s Bureau provided education for freed
former slaves engaging teachers who were primarily from voluntary
organizations such as the American Missionary Association. Collectively
these organizations became known as Freedmen?s Aid Societies. Between 1862
and 1872, fifty-one anti-slavery societies, involving some 2,500 teachers
and over 2,000 schools, were conducting  education for freedmen. The
Freedmen?s Bureau was disbanded in 1872 for lack of political support
(Morris, 1981).
Septima Poinsette Clark (1898-1987)
Septima Poinsette Clark has been called the "Queen Mother? of the Civil
Rights Movement in the United States. Clark taught black soldiers at Fort
Jackson in South Carolina to read and write in the 1930s. Later she
conducted workshops at the Highlander Folk school in Tennessee where one of
her students was Rosa Parks.  Later Clark started citizenship schools with
Dr. Martin Luther King at the Southern Christian Leadership Conference.
Septima Clark was an innovator in teaching adult reading and writing within
the functional context of the civil rights movement to free
African-Americans from the oppression of those wanting to deny them full
citizenship. Her methods included using "real life" materials for teaching
adults to read (Clark, 1986). On January 7, 1957, Clark and her teachers
started the first Citizenship School serving adult African-Americans on
Johns Island in South Carolina. Clark (1962) recalled that when the
teachers asked the students what they wanted to learn, the answer was that,
"First, they wanted to learn how to write their names. That was a matter of
pride as well as practical need. (p. 147).
In teaching students to write their names Clark instructed teachers to carve
student?s names into cardboard. Then, according to Clark (1962), "What the
student does is trace with his pencil over and over his signature until he
gets the feel of writing his name. I suppose his fingers memorize it by
doing it over and over; he gets into the habit by repeating the tracing
time after time." (p.148). She went on to say, "And perhaps the single
greatest thing it accomplishes is the enabling of a man to raise his head a
little higher; knowing how to sign their names, many of those men and women
told me after they had learned, made them FEEL different. Suddenly they had
become a part of the community; they were on their way toward first-class
citizenship." (p. 149).
Speaking of a cleaning woman who asked to be taught to read and write in the
Citizenship School on Johns Island, South Carolina,  so that she might
prepare herself to vote, Septima Poinsette Clark wrote:
"This woman is but one of those persons whose stories I could tell. One will
never be able, I maintain, to measure or even to approximate the good that
this work among the adult illiterates on this one island has accomplished.
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."
Working with Dr. Martin Luther King at the Southern Christian Leadership
Conference Clark took the simple adult literacy educator?s method for
teaching adults to write their names and eventually trained 10,000 teachers
to teach literacy so that African-Americans could gain the vote. Altogether,
the Citizenship Schools got nearly 700,000 African-American adults
registered to vote in the South, providing political muscle to the Civil
Rights Movement  of the 1960s!
Black History Month owes a lot of its existence to the work of these three
great Black ladies, and of course many other African-American educators not
noted here, who labored under conditions of duress to help slaves, freedmen,
and those African-Americans living under oppression in the middle of the
20th century to acquire literacy. Armed with literacy, African-Americans
throughout the United States won the struggle for civil rights.
But the struggle goes on. The National Assessment of Adult Literacy (NAAL)
of 2003 showed that 67 percent of African-American adults scored at the
Basic or Below Basic literacy levels for prose tasks. But in fiscal year
2003, African-Americans made-up only 20 percent of adults enrolled in the
Adult Education and Literacy System (AELS) of the United States. Clearly
then, at the outset of the 21st century there is a continuing need for
political action to support African-American and other adult literacy
educators in their efforts to bring literacy and social justice for all.
The work goes on; and
We SHALL overcome!
References
Blassingame, J. W. (1965). The Union Army as an educational institution for
Negroes, 1862-1865. Journal of Negro Education, 34, 152-159.
Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0.
Cornish, D. T. (1952). The Union Army as a school for Negroes. Journal of
Negro history, 37, 368-382.
Cornish, D. T. (1952). The Union Army as a school for Negroes. Journal of
Negro History, 37, 368-382.
Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by
herself. Cambridge, MA: Harvard University Press. (Original work published
in 1861).
Lerner, G. (Ed.) (1972). Black women in white America: A documentary
history. New York: Pantheon Books-Random house.
Morris, R.C. (1981). Reading, ?Riting, and Reconstruction: The Education of
Freedmen in the South, 1861-1870. Chicago: The University of Chicago Press.
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
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Mon Feb 13 12:48:58 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 13 Feb 2006 12:48:58 -0500
Subject: [WomenLiteracy] Family Literacy Conference
Message-ID: <s3f08045.057@mailsrv4.gsu.edu>
Reminder:
The National Conference on Family Literacy is scheduled for March 19 -21, 2006, in Louisville, Kentucky, with Pre-Conference Professional  Development scheduled for March 17 - 18. The Conference features more
than 100 general and special sessions.  The deadline for early  registration is February 23, 2006. For more information about this  annual conference,  please visit http://www.famlit.org/Conference/ index.cfm
Gail J. Price
Multimedia Specialist
National Center for Family Literacy
325 West Main Street, Suite 300
Louisville, KY 40205
Phone: 502 584-1133, ext. 112
Fax: 502 584-0172
From kabeall at comcast.net  Wed Feb 15 11:53:21 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 15 Feb 2006 11:53:21 -0500
Subject: [WomenLiteracy] New from NCSALL--Program Administrators' Sourcebook
Message-ID: <002c01c63250$54bc31f0$0202a8c0@your4105e587b6>
If you administer an adult education program, you face a wide variety of challenges:
*         How can you help students make "level" gains?
*         How can you help students gain the skills they need to reach their goals?
*         How can you help students stay in programs long enough to meet their goals?
*         How can you prepare and retain good teachers?
*         How can you document the successes of your program?
The National Center for the Study of Adult Learning and Literacy (NCSALL) conducted research relevant to these questions. The Program Administrators? Sourcebook (December 2005) is designed to give you, as a program administrator, direct access to research that may help you address the challenges you face in your job.
Written by Jackie Taylor, Cristine Smith, and Beth Bingman in collaboration with five local program administrators, this sourcebook presents NCSALL?s research findings in short sections related to key challenges that program administrators face in their work as managers of adult education programs. It also presents the implications of these research findings for program structure and services, as well as some strategies for implementing change based on these implications.
To download the Program Administrators' Sourcebook, visit NCSALL's Web site: http://www.ncsall.net/?id=1035
To order the Program Administrators' Sourcebook at $10.00/copy, go to the NCSALL Order Form (http://www.ncsall.net/?id=674); limited quantities available.
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From mev at litwomen.org  Thu Feb 16 12:38:07 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Thu, 16 Feb 2006 12:38:07 -0500
Subject: [WomenLiteracy] travel news for Women & Literacy Conference
Message-ID: <FDA40911-9F12-11DA-894E-000393ABE4D2@litwomen.org>
Women?s Literacy?..Moving to Power & Participation - WE LEARN 3rd
Annual (Net)Working Conference - 2006
Location: Linsly-Chittenden Hall / Yale University / 63 High St. / New
Haven, CT
** Extended Deadline ** - to reserve Hotel Rooms at the Colony Inn --
*** Friday, Feb. 24 ***
Conference Pre-Registration Deadline: Friday, February 24
*** we have been hearing that people are having a hard time getting
good plane fairs to New Haven. We suggest that you try Bradley
International in Hartford and take the CT limo service ***
another option: T.F.Green airport in Providence, RI -- only from there
you'd have to rent a car - it's about a 90 minute drive.
For people along the Northeast Corridor, Amtrak is best bet. New
Yorkers are advised to use the commuter rail.
To download travel information,  go to:
http://www.litwomen.org/conferences/2006/hotels.html
The Conference website is:
http://www.litwomen.org/conferences/2006/main.html
Please call us if you have questions...
The Program Schedule can be viewed at:
http://www.litwomen.org/conferences/2006/program.htm
The Workshop Descriptions can be downloaded at:
http://www.litwomen.org/conferences/2006/workshops.pdf
Friday, March 10
Registration: 8:00 ? 9:00 (coffee, tea, juice & pastries available)
Opening of the conference begins promptly at 9:00
Exhibits will be open from 8:00 ? 4:30.
Lunch provided.
Women's Perspectives Celebration: 3:45
Keynote Address: 4:30
Saturday, March 11
Registration: 8:00 ? 9:00 (coffee, tea, juice & pastries available)
Panel Discussion begins promptly at 9:00
Exhibits will be open from 8:00 ? 3:30.
Lunch provided.
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From ALCDGG at langate.gsu.edu  Tue Feb 21 15:05:25 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 21 Feb 2006 15:05:25 -0500
Subject: [WomenLiteracy] Discussion on media in adult education
Message-ID: <s3fb2c3f.094@mailsrv4.gsu.edu>
Hello NIFL discussion list colleagues,
Audio and video resources have been used in adult education instruction for
many years, but the introduction of CDs, DVDs, the Internet, and other
electronic technologies has greatly expanded their availability and raise
many questions about implementation, support annd training.
I'm pleased to announce that David Collings, Technology Coordinator for the
Adult and Community Education Network in Delaware, and Alex Quinn,
Executive Director of the Adult Literacy Media Alliance (ALMA), will join
the NIFL Technology list as guests to lead a discussion on
current and emerging uses of media in adult ed. instruction in the
classroom and at a distance. Their discussion will take place next week
from Tuesday, February 28th through Friday March 3rd. Some of the areas
they will cover on this topic include: teacher training, technical support
for teachers and learners, the challenges of their use, media distribution,
and emerging uses and tools foor delivery of media.
You are encouraged to participate, ask questions, and share you experience
and knowledge.
To join the NIFL Technology and Literacy discussion list please subscribe
by going to:
http://www.nifl.gov/mailman/listinfo/Technology
Please don't hesitate to get in touch if you have questions.
Regards,
Mariann
Mariann Fedele
Coordinator of Professional Development,
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 ALCDGG at langate.gsu.edu  Fri Feb 24 11:18:24 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 24 Feb 2006 11:18:24 -0500
Subject: [WomenLiteracy] Job Announcement
Message-ID: <s3feeb89.006@mailsrv4.gsu.edu>
Job Announcement from:
Karen J. Starr
Nevada State Library & Archives
________________________________________________________________________
Position Open:  Literacy Coordinator, Nevada State Library and Archives,
Carson City, NV
The Nevada State Library and Archives located in Carson City is seeking
qualified applicants for the position of literacy coordinator.  This is
a full-time position.  Recruitment is open to all qualified individuals.
The Position:  Responsible for planning, organizing, and implementing a
statewide literacy effort which encompasses partnerships with other
agencies, public libraries, and literacy groups.  Collaboratively works
with community based support groups and local volunteers.  Develops
cooperative relationships and networking with educators, businesses and
community leaders.  Responsible for writing grants and preparing
budgets.  Gathers statistical and other data to define the status of
literacy efforts.  Prepares reports.  Interprets and ensures compliance
with state and federal regulations.  Supervises staff and volunteers.
Must be able to work flexible hours, including weekends and evenings,
representing the Nevada State Library and Archives statewide and
nationally.
Qualifications:  The minimum qualifications for this position require a
Master's degree from an accredited college or university in education or
a closely related field and three years of increasingly responsible
experience in the development and implementation of adult education
programs and activities.
Salary:  Approximate annual salary - $49,130 to $73,560.  Range reflects
retirement contributions by employee and employer.  Employer paid
contribution plan is available with a reduced gross salary.
Applications:  Accepted until recruitment needs are satisfied.  Hiring
may occur before the announcement closes.  Submit a detailed State of
Nevada application to Angelica Gonzalez, Department of Personnel, 209 E.
Musser Street, Suite, 101, Carson City, Nevada 89701-4204.  Direct
inquiries to 775-684-0144.
State of Nevada application (http://dop.nv.gov/empapp.html)
State of Nevada announcement #610629 (http://dop.nv.gov/05-240B.html)
Information about Carson City (http://www.carson-city.nv.us/)
From ALCDGG at langate.gsu.edu  Tue Feb 28 09:33:23 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 28 Feb 2006 09:33:23 -0500
Subject: [WomenLiteracy] abortion
Message-ID: <s40418ed.060@mailsrv4.gsu.edu>
South Dakota has been in the news lately about a bill that would ban most abortions in South Dakota. There are several threads of potential discussion for this listserv and I would like to throw out the following questions as discussion starters. I am hoping that one of these questions will interest someone to respond!
1. Does anyone know of websites that can provide adult literacy teachers with arguments on both sides of the abortion battle that teachers can share with their students?
2. I am wondering-is abortion ever included in a health literacy curriculum? If not why not? If yes, how it is included?
3. Is anyone on this listserv in South Dakota? Are people in adult literacy classrooms talking about the bill to ban abortions?
This is a possible activity that some of you may want to do in your adult literacy class to promote critical thinking, debating, writing, and research skills:
Apparently, Fidelis, a national Catholic-based advocacy organization is calling this bill, a bill that  protects women. Their vice president has been quoted as saying that: "The enormous amount of information now available on the harm to women brought about by legalized abortion is incredible. Study after study has shown that abortion is devastating for women."
This can be shared with students and then they can be asked to:
1. Debate/write and defend their views on whether they agree with the statement that this bill protects women.
2. What do studies say about abortion? Does it bring harm upon women? How is research defined?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ryanryanc at yahoo.com  Tue Feb 28 12:32:30 2006
From: ryanryanc at yahoo.com (Ryan Carter Hall)
Date: Tue, 28 Feb 2006 09:32:30 -0800 (PST)
Subject: [WomenLiteracy] abortion
In-Reply-To: <s40418ed.060@mailsrv4.gsu.edu>
Message-ID: <20060228173230.51402.qmail@web31801.mail.mud.yahoo.com>
Adding to Daphne's questions, . . . I am interested in
knowing whether or not including topics, such as the
legalization of abortion, gay marriage, etc., is ever
purposefully not included in adult education
curriculum. That is, are instructors leery of
including such "hot topics" for any specific reasons?
If so, what would those reasons be?
Thanks,
Ryan
--- Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
> South Dakota has been in the news lately about a
> bill that would ban most abortions in South Dakota.
> There are several threads of potential discussion
> for this listserv and I would like to throw out the
> following questions as discussion starters. I am
> hoping that one of these questions will interest
> someone to respond!
> 1. Does anyone know of websites that can provide
> adult literacy teachers with arguments on both sides
> of the abortion battle that teachers can share with
> their students?
> 2. I am wondering-is abortion ever included in a
> health literacy curriculum? If not why not? If yes,
> how it is included?
> 3. Is anyone on this listserv in South Dakota? Are
> people in adult literacy classrooms talking about
> the bill to ban abortions?
> This is a possible activity that some of you may
> want to do in your adult literacy class to promote
> critical thinking, debating, writing, and research
> skills:
> Apparently, Fidelis, a national Catholic-based
> advocacy organization is calling this bill, a bill
> that  protects women. Their vice president has been
> quoted as saying that: "The enormous amount of
> information now available on the harm to women
> brought about by legalized abortion is incredible.
> Study after study has shown that abortion is
> devastating for women."
> This can be shared with students and then they can
> be asked to:
> 1. Debate/write and defend their views on whether
> they agree with the statement that this bill
> protects women.
> 2. What do studies say about abortion? Does it bring
> harm upon women? How is research defined?
> Daphne
>
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From kabeall at comcast.net  Tue Feb 28 13:00:46 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Tue, 28 Feb 2006 13:00:46 -0500
Subject: [WomenLiteracy] New from NCSALL--Practitioner Research,
	Practitioner Knowledge
Message-ID: <008101c63c90$e6845ff0$0202a8c0@your4105e587b6>
Visit the new Practitioner Research, Practitioner Knowledge section of
NCSALL's Web site at http://www.ncsall.net/?id=967. Find out how
practitioners learn about new research and then inquire about how this
research might be used in their own practice.
Teachers in the Northwest Practitioner Knowledge Institute learned about ESL
research, made a change in their own practice, documented what happened when
they made the change, and shared this knowledge in final reports. They
developed and documented "practitioner knowledge" developed from learning
about others' research.
Teachers in the Minnesota Practitioner Research in Reading Project and the
Practitioner Dissemination and Research Network learned about others'
research and also conducted research of their own. After learning about new
research findings in reading or learner persistence, these teachers
developed a research question on one of these topics, planned an
intervention or change in their own practice, collected data on what
happened as a result, analyzed these data and reported their findings.
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From Janet_Isserlis at brown.edu  Wed Mar  1 09:28:57 2006
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Wed, 01 Mar 2006 09:28:57 -0500
Subject: [WomenLiteracy] abortion
In-Reply-To: <20060228173230.51402.qmail@web31801.mail.mud.yahoo.com>
Message-ID: <C02B19D9.A3F4%Janet_Isserlis@brown.edu>
Ryan , Daphne and all
I'm wondering if there are a couple of interrelated issues here.
- one is how to convey information about abortion, same sex partnerships,
reproductive health, and other 'difficult' topics to folks who may lack
access to that information, or for whom the information is difficult to
read, decode, decipher.
The other issue seems to have to do with how topics are raised and worked
with in adult ed classrooms and curricula generally.  Do we respond to
topics that learners present?  Do we introduce them?  Do we problematize
difficult issues if we're the only ones who seem to care (by "we' I mean
practitioners) about them?  Do we try to broaden our own and our learners'
thinking by proposing discussions of difficult topics?
The short answer usually seems to be, "it depends."
An example might help explain, or might further muddy the waters.
Years ago I shared with a group of women learners, (in the context of
talking about what we'd done over the weekend) the fact that I'd worked as
an escort at a planned parenthood clinic - helping women walk by people
protesting the fact that abortions (along with other procedures and
services) were provided at the clinic in question.  The women were appalled
- and angry - that I had done this, that I was talking about abortion at all
and certainly were not happy that I supported a pro-choice position.  They
went on to tell me their views about family, marraige and having children
(the children are the gift - the husband might stay or not, but you wanted
the kids)... and the class went on, but my sense was that from that moment
on their views about me changed.  Did it interfere in teaching/learning? no.
But it made me very mindful of the potential for damage in assuming that
people would not respond with great passion and conviction.  So much so,
that had I tried then to move beyond stating the "sides" of the issue (pro
and against), I'd have created conditions exactly antithetical to enabling
learning to continue.
If a group of learners raised the issue - or if the issue was in the news
and of interest to the group, would I try to bring in material to enable
people to discuss the 'facts' and the opinions of a controversial topic?
Absolutely.  If I knew, however, that a topic was likely to create stress
for and among learners,  I would ask them if they wanted to discuss it,
knowing that they might not want to - or that some would, some wouldn't...
Would I just come in one day and propose any of these topics ?  probably not
- without indication from learners that they wanted to know, and/or a clear
connection to ongoing work or a purpose behind making that choice.  It seems
that there's a need to find the balance between the purposes of
learning/teaching, the broad goals learners have with an interest some
educators have in wanting to help adults explore critical thinking and
reasoning.  There are ways and there are ways to accommodate and incorporate
all kinds of content - but we need to be very mindful of the risk of
shifting problem-posing into problem imposing.
Janet Isserlis
> From: Ryan Carter Hall <ryanryanc at yahoo.com>
>>
> Adding to Daphne's questions, . . . I am interested in
> knowing whether or not including topics, such as the
> legalization of abortion, gay marriage, etc., is ever
> purposefully not included in adult education
> curriculum. That is, are instructors leery of
> including such "hot topics" for any specific reasons?
> If so, what would those reasons be?
> Thanks,
> Ryan
>
>
> --- Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
>
>> South Dakota has been in the news lately about a
>> bill that would ban most abortions in South Dakota.
>> There are several threads of potential discussion
>> for this listserv and I would like to throw out the
>> following questions as discussion starters. I am
>> hoping that one of these questions will interest
>> someone to respond!
>> 1. Does anyone know of websites that can provide
>> adult literacy teachers with arguments on both sides
>> of the abortion battle that teachers can share with
>> their students?
>> 2. I am wondering-is abortion ever included in a
>> health literacy curriculum? If not why not? If yes,
>> how it is included?
>> 3. Is anyone on this listserv in South Dakota? Are
>> people in adult literacy classrooms talking about
>> the bill to ban abortions?
>> This is a possible activity that some of you may
>> want to do in your adult literacy class to promote
>> critical thinking, debating, writing, and research
>> skills:
>> Apparently, Fidelis, a national Catholic-based
>> advocacy organization is calling this bill, a bill
>> that  protects women. Their vice president has been
>> quoted as saying that: "The enormous amount of
>> information now available on the harm to women
>> brought about by legalized abortion is incredible.
>> Study after study has shown that abortion is
>> devastating for women."
>> This can be shared with students and then they can
>> be asked to:
>> 1. Debate/write and defend their views on whether
>> they agree with the statement that this bill
>> protects women.
>> 2. What do studies say about abortion? Does it bring
>> harm upon women? How is research defined?
>> Daphne
>>
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy
>> Georgia State University
>> P.O. Box 3977
>> Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings,
>> please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From ryanryanc at yahoo.com  Wed Mar  1 09:28:43 2006
From: ryanryanc at yahoo.com (Ryan Carter Hall)
Date: Wed, 1 Mar 2006 06:28:43 -0800 (PST)
Subject: [WomenLiteracy] Anxiety
Message-ID: <20060301142843.7130.qmail@web31802.mail.mud.yahoo.com>
Many students suffer from anxiety, which often
negatively affects their performance in the classroom.
Whether it is general academic anxiety, or anxiety
specific to a particular aspect of academics (e.g.,
tests, reading aloud, performing in specific
subjects), it can paralyze even the most motivated,
well-prepared students, and cause some to engage in
behaviors that are usually defined as deviant in the
classroom setting (e.g., not participating & excessive
absences). Sometimes, even the most attentive teachers
are surprised when they have somehow overlooked
anxiety as the cause of a student's deviant behavior.
My questions, then, deal with the role of anxiety in
the ABE classroom. Do ABE teachers address anxiety
openly, or do they indirectly deal with it if/when
they see it in their students? Should teachers take it
as part of their responsibility to help students deal
with their anxiety? In what ways do ABE students show
their anxiety? Is there a particular group of students
who usually seem more anxious than others (women vs.
men; older vs. younger; content area differences;
native vs. non native English speakers, etc.) What are
some approaches taken to alleviate anxiety in the ABE
classroom?
Ryan
From bertiemo at yahoo.com  Wed Mar  1 17:47:02 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Wed, 1 Mar 2006 14:47:02 -0800 (PST)
Subject: [WomenLiteracy] abortion
In-Reply-To: <C02B19D9.A3F4%Janet_Isserlis@brown.edu>
Message-ID: <20060301224702.53544.qmail@web30014.mail.mud.yahoo.com>
Catholics for a Free Choice is a very well respected organization that has lots of intersting things to say about choice.
  Check out the recent headlines in the New York Times for information on what happens when children are unwanted...Abuse, torture, murder....
  As a teacher, group facilitator, I'm usually very careful about what and how I share about my personal life...I want them to know just enough to know that I'm human..but it's more important that they share  what they think is important...
  However what is in the news is always up for discussion.
  Best,
  Bertie Mo
Janet Isserlis <Janet_Isserlis at brown.edu> wrote:
  Ryan , Daphne and all
I'm wondering if there are a couple of interrelated issues here.
- one is how to convey information about abortion, same sex partnerships,
reproductive health, and other 'difficult' topics to folks who may lack
access to that information, or for whom the information is difficult to
read, decode, decipher.
The other issue seems to have to do with how topics are raised and worked
with in adult ed classrooms and curricula generally. Do we respond to
topics that learners present? Do we introduce them? Do we problematize
difficult issues if we're the only ones who seem to care (by "we' I mean
practitioners) about them? Do we try to broaden our own and our learners'
thinking by proposing discussions of difficult topics?
The short answer usually seems to be, "it depends."
An example might help explain, or might further muddy the waters.
Years ago I shared with a group of women learners, (in the context of
talking about what we'd done over the weekend) the fact that I'd worked as
an escort at a planned parenthood clinic - helping women walk by people
protesting the fact that abortions (along with other procedures and
services) were provided at the clinic in question. The women were appalled
- and angry - that I had done this, that I was talking about abortion at all
and certainly were not happy that I supported a pro-choice position. They
went on to tell me their views about family, marraige and having children
(the children are the gift - the husband might stay or not, but you wanted
the kids)... and the class went on, but my sense was that from that moment
on their views about me changed. Did it interfere in teaching/learning? no.
But it made me very mindful of the potential for damage in assuming that
people would not respond with great passion and conviction. So much so,
that had I tried then to move beyond stating the "sides" of the issue (pro
and against), I'd have created conditions exactly antithetical to enabling
learning to continue.
If a group of learners raised the issue - or if the issue was in the news
and of interest to the group, would I try to bring in material to enable
people to discuss the 'facts' and the opinions of a controversial topic?
Absolutely. If I knew, however, that a topic was likely to create stress
for and among learners, I would ask them if they wanted to discuss it,
knowing that they might not want to - or that some would, some wouldn't...
Would I just come in one day and propose any of these topics ? probably not
- without indication from learners that they wanted to know, and/or a clear
connection to ongoing work or a purpose behind making that choice. It seems
that there's a need to find the balance between the purposes of
learning/teaching, the broad goals learners have with an interest some
educators have in wanting to help adults explore critical thinking and
reasoning. There are ways and there are ways to accommodate and incorporate
all kinds of content - but we need to be very mindful of the risk of
shifting problem-posing into problem imposing.
Janet Isserlis
> From: Ryan Carter Hall
>>
> Adding to Daphne's questions, . . . I am interested in
> knowing whether or not including topics, such as the
> legalization of abortion, gay marriage, etc., is ever
> purposefully not included in adult education
> curriculum. That is, are instructors leery of
> including such "hot topics" for any specific reasons?
> If so, what would those reasons be?
> Thanks,
> Ryan
>
>
> --- Daphne Greenberg wrote:
>
>> South Dakota has been in the news lately about a
>> bill that would ban most abortions in South Dakota.
>> There are several threads of potential discussion
>> for this listserv and I would like to throw out the
>> following questions as discussion starters. I am
>> hoping that one of these questions will interest
>> someone to respond!
>> 1. Does anyone know of websites that can provide
>> adult literacy teachers with arguments on both sides
>> of the abortion battle that teachers can share with
>> their students?
>> 2. I am wondering-is abortion ever included in a
>> health literacy curriculum? If not why not? If yes,
>> how it is included?
>> 3. Is anyone on this listserv in South Dakota? Are
>> people in adult literacy classrooms talking about
>> the bill to ban abortions?
>> This is a possible activity that some of you may
>> want to do in your adult literacy class to promote
>> critical thinking, debating, writing, and research
>> skills:
>> Apparently, Fidelis, a national Catholic-based
>> advocacy organization is calling this bill, a bill
>> that protects women. Their vice president has been
>> quoted as saying that: "The enormous amount of
>> information now available on the harm to women
>> brought about by legalized abortion is incredible.
>> Study after study has shown that abortion is
>> devastating for women."
>> This can be shared with students and then they can
>> be asked to:
>> 1. Debate/write and defend their views on whether
>> they agree with the statement that this bill
>> protects women.
>> 2. What do studies say about abortion? Does it bring
>> harm upon women? How is research defined?
>> Daphne
>>
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy
>> Georgia State University
>> P.O. Box 3977
>> Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings,
>> please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
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From discoveryjourney at yahoo.com  Wed Mar  1 17:41:32 2006
From: discoveryjourney at yahoo.com (Program Coordinator)
Date: Wed, 1 Mar 2006 14:41:32 -0800 (PST)
Subject: [WomenLiteracy] Invitation to an international conference
Message-ID: <20060301224132.69216.qmail@web31004.mail.mud.yahoo.com>
International forum on Citizenship Education, Beijing,
May 18-20, 2006
Forum Theme: Citizenship Education in the Context of
Information Society. Proposed topics include: Mass
media and the moral development, innovative approaches
for effective citizenship development, teaching and
learning for international understanding and
collaboration, partnership between schools, families,
and community for children's citizenship.
The Forum is expected to bring about 300 professionals
from several countries. The hosts encourage
individuals (practicing professionals, teachers, and
graduate students) to participate, present papers or
conduct workshops.
You may go for the three-day event or participate in
an eight-day group visit that includes the conference
and sightseeing of the Great Wall, Temple of Heaven,
Tin an Men Square, and Summer Palace.
The special discounted price of $1,600 includes
international flight, accommodation in first class
hotel, local transportation in China, and sightseeing.
Teachers: Earn CEUs.  Also available College Credits!
Dr. George Palamattam
Director
The Center for Discovery Learning
gp at discoveryjourney.org
(630) 616-1414.
www.discoveryjourney.org
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
From mev at litwomen.org  Thu Mar  2 07:26:47 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Thu, 2 Mar 2006 07:26:47 -0500
Subject: [WomenLiteracy] abortion
In-Reply-To: <s40418ed.060@mailsrv4.gsu.edu>
Message-ID: <D199EF3D-A9E7-11DA-9ED6-000393ABE4D2@litwomen.org>
In answer to Daphne's first question, there is a book called "Who Has
the Right?" - see a description at the WE LEARN website:
http://www.litwomen.org/learnmats/health.html#abortion
it had been distributed by Peppercorn and the book represented a jigsaw
activity for both sides of the abortion issue.
Mev Miller
Director, WE LEARN
www.litwomen.org/welearn.html
On Tuesday, February 28, 2006, at 09:33  AM, Daphne Greenberg wrote:
> South Dakota has been in the news lately about a bill that would ban
> most abortions in South Dakota. There are several threads of potential
> discussion for this listserv and I would like to throw out the
> following questions as discussion starters. I am hoping that one of
> these questions will interest someone to respond!
> 1. Does anyone know of websites that can provide adult literacy
> teachers with arguments on both sides of the abortion battle that
> teachers can share with their students?
> 2. I am wondering-is abortion ever included in a health literacy
> curriculum? If not why not? If yes, how it is included?
> 3. Is anyone on this listserv in South Dakota? Are people in adult
> literacy classrooms talking about the bill to ban abortions?
> This is a possible activity that some of you may want to do in your
> adult literacy class to promote critical thinking, debating, writing,
> and research skills:
> Apparently, Fidelis, a national Catholic-based advocacy organization
> is calling this bill, a bill that  protects women. Their vice
> president has been quoted as saying that: "The enormous amount of
> information now available on the harm to women brought about by
> legalized abortion is incredible. Study after study has shown that
> abortion is devastating for women."
> This can be shared with students and then they can be asked to:
> 1. Debate/write and defend their views on whether they agree with the
> statement that this bill protects women.
> 2. What do studies say about abortion? Does it bring harm upon women?
> How is research defined?
> Daphne
>
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From jswing at RADFORD.EDU  Thu Mar  2 12:22:45 2006
From: jswing at RADFORD.EDU (Swing, Jane C)
Date: Thu, 2 Mar 2006 12:22:45 -0500
Subject: [WomenLiteracy] Annual VAACE conference
Message-ID: <94408727380148499415989CDE2958780124E0D8@exchange03>
The Virginia Association of Adult and Continuing Education invites you
to
Sail into Spring
The Virginia Association of Adult and Continuing Education (VAACE)
invites you to attend its annual conference to be held May 3-5 at the
Virginia Beach Resort and Conference Center in Virginia Beach, Virginia.
The conference will provide a wonderful opportunity for you to network
and learn about the latest trends and issues facing adult education.
Vendors will be on hand to show off their newest publications along with
tried and true ones. Awards will be presented to some of Virginia's best
adult education practitioners.
The conference planning team is in search of presenters to offer
interesting and relevant sessions for our participants. They know there
are many people doing great work in adult education. Now is the time to
share what you are doing with others. Encourage your peers to share
their work and knowledge through a workshop presentation. The workshop
proposal form is attached to this message.
Don't miss out on this opportunity to learn, renew, and relax in a
wonderful setting with colleagues who are facing the same issues,
challenges and rewards.
More information about VAACE and this year's conference can be found at
www.vaace.org <http://www.vaace.org/> .
Jane C. Swing, Director
Office of Adult Education and Literacy Projects
Radford University
PO Box 7015
A 136 Peters Hall
Radford, VA 24142
540-831-6207
FAX 540-831-5779
jswing at radford.edu
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From ALCDGG at langate.gsu.edu  Fri Mar  3 12:37:10 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 03 Mar 2006 12:37:10 -0500
Subject: [WomenLiteracy] personal information
Message-ID: <s4083882.043@mailsrv4.gsu.edu>
Both Bertie and Janet raised in their posts interesting comments about teachers sharing personal information (for Bertie's see below, for Janet's scroll down below Bertie's).
I wonder what others think about this. If you are a teacher, how much personal information do you share with your learners? How do you decide? For example, if you are Jewish, and have to miss a class because of a Jewish holiday, do you tell your students that you can't come because it is such and such holiday and you celebrate it? Or do you just tell them that you are going to be absent? If you are straight and female and dating, and saw a movie that your students can relate to, do you tell them, my boyfriend and I just saw a great movie on tv about adult learners and we started to talk about it, he had this question and I am wondering what you think about it, since it is about adult learning? Or because it is personal and you are revealing your sexual orientation, you act as if you are the only one who saw the movie and you wondered about x, y, z. One other example. What if a student shares with you her grief about her being a target of a crime. Do you tell the student that you can relate because something like this happened to you? Or is this too personal?
What do people think? How/where/when do you as a teacher draw this line?
Daphne
>>> bertiemo at yahoo.com 3/1/2006 5:47:02 PM >>>
Catholics for a Free Choice is a very well respected organization that has lots of intersting things to say about choice.
  Check out the recent headlines in the New York Times for information on what happens when children are unwanted...Abuse, torture, murder....
  As a teacher, group facilitator, I'm usually very careful about what and how I share about my personal life...I want them to know just enough to know that I'm human..but it's more important that they share  what they think is important...
  However what is in the news is always up for discussion.
  Best,
  Bertie Mo
Janet Isserlis <Janet_Isserlis at brown.edu> wrote:
  Ryan , Daphne and all
I'm wondering if there are a couple of interrelated issues here.
- one is how to convey information about abortion, same sex partnerships,
reproductive health, and other 'difficult' topics to folks who may lack
access to that information, or for whom the information is difficult to
read, decode, decipher.
The other issue seems to have to do with how topics are raised and worked
with in adult ed classrooms and curricula generally. Do we respond to
topics that learners present? Do we introduce them? Do we problematize
difficult issues if we're the only ones who seem to care (by "we' I mean
practitioners) about them? Do we try to broaden our own and our learners'
thinking by proposing discussions of difficult topics?
The short answer usually seems to be, "it depends."
An example might help explain, or might further muddy the waters.
Years ago I shared with a group of women learners, (in the context of
talking about what we'd done over the weekend) the fact that I'd worked as
an escort at a planned parenthood clinic - helping women walk by people
protesting the fact that abortions (along with other procedures and
services) were provided at the clinic in question. The women were appalled
- and angry - that I had done this, that I was talking about abortion at all
and certainly were not happy that I supported a pro-choice position. They
went on to tell me their views about family, marraige and having children
(the children are the gift - the husband might stay or not, but you wanted
the kids)... and the class went on, but my sense was that from that moment
on their views about me changed. Did it interfere in teaching/learning? no.
But it made me very mindful of the potential for damage in assuming that
people would not respond with great passion and conviction. So much so,
that had I tried then to move beyond stating the "sides" of the issue (pro
and against), I'd have created conditions exactly antithetical to enabling
learning to continue.
If a group of learners raised the issue - or if the issue was in the news
and of interest to the group, would I try to bring in material to enable
people to discuss the 'facts' and the opinions of a controversial topic?
Absolutely. If I knew, however, that a topic was likely to create stress
for and among learners, I would ask them if they wanted to discuss it,
knowing that they might not want to - or that some would, some wouldn't...
Would I just come in one day and propose any of these topics ? probably not
- without indication from learners that they wanted to know, and/or a clear
connection to ongoing work or a purpose behind making that choice. It seems
that there's a need to find the balance between the purposes of
learning/teaching, the broad goals learners have with an interest some
educators have in wanting to help adults explore critical thinking and
reasoning. There are ways and there are ways to accommodate and incorporate
all kinds of content - but we need to be very mindful of the risk of
shifting problem-posing into problem imposing.
Janet Isserlis
> From: Ryan Carter Hall
>>
> Adding to Daphne's questions, . . . I am interested in
> knowing whether or not including topics, such as the
> legalization of abortion, gay marriage, etc., is ever
> purposefully not included in adult education
> curriculum. That is, are instructors leery of
> including such "hot topics" for any specific reasons?
> If so, what would those reasons be?
> Thanks,
> Ryan
>
>
> --- Daphne Greenberg wrote:
>
>> South Dakota has been in the news lately about a
>> bill that would ban most abortions in South Dakota.
>> There are several threads of potential discussion
>> for this listserv and I would like to throw out the
>> following questions as discussion starters. I am
>> hoping that one of these questions will interest
>> someone to respond!
>> 1. Does anyone know of websites that can provide
>> adult literacy teachers with arguments on both sides
>> of the abortion battle that teachers can share with
>> their students?
>> 2. I am wondering-is abortion ever included in a
>> health literacy curriculum? If not why not? If yes,
>> how it is included?
>> 3. Is anyone on this listserv in South Dakota? Are
>> people in adult literacy classrooms talking about
>> the bill to ban abortions?
>> This is a possible activity that some of you may
>> want to do in your adult literacy class to promote
>> critical thinking, debating, writing, and research
>> skills:
>> Apparently, Fidelis, a national Catholic-based
>> advocacy organization is calling this bill, a bill
>> that protects women. Their vice president has been
>> quoted as saying that: "The enormous amount of
>> information now available on the harm to women
>> brought about by legalized abortion is incredible.
>> Study after study has shown that abortion is
>> devastating for women."
>> This can be shared with students and then they can
>> be asked to:
>> 1. Debate/write and defend their views on whether
>> they agree with the statement that this bill
>> protects women.
>> 2. What do studies say about abortion? Does it bring
>> harm upon women? How is research defined?
>> Daphne
>>
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy
>> Georgia State University
>> P.O. Box 3977
>> Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings,
>> please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From ALCDGG at langate.gsu.edu  Fri Mar  3 14:26:29 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 03 Mar 2006 14:26:29 -0500
Subject: [WomenLiteracy] controversial subjects
Message-ID: <s4085222.078@mailsrv4.gsu.edu>
Janet,
Thanks so much for your thought provoking response! You give us a lot to think about. You wrote:
" Would I just come in one day and propose any of these topics ?  probably not - without indication from learners that they wanted to know, and/or a clear connection to ongoing work or a purpose behind making that choice."
I totally agree. I think that in the literacy classroom, or any classroom for that matter, topics should only be brought up that are related to the goals of the class. I think that sometimes inviting controversial topics helps to increase motivational levels, because people can get really into them, but it takes a very comfortable experienced teacher and a very safe classroom before this can occur. Most adult literacy classes do not have the luxury of having the same consistent students for a long period of time so that an atmosphere of safety can be created.
I also like how you said: " but we need to be very mindful of the risk of shifting problem-posing into problem imposing." I try very hard to listen to all my students and not bring up things that they may find offensive. It can be difficult. You give your example of bringing up your experience walking as an escort in a planned parenthood clinic and how some students were angry at you. I think that this experience is a two way street. For example, when I have a student describe something that I find distasteful/offensive, it can be very, very hard to control my inner reactions. This has happened on numerous occasions and I am very conscious after the student shares of making sure that my reactions do not influence how I interact with the student. It can be hard. I do this by trying to understand the learner's point of view. I also talk and share with friends and colleagues about it.
I have also noticed on this as well as other listservs that usually only the liberal side gets expressed. It is very rare to hear the conservative side. Although it is possible that all listserv subscribers are liberal, I doubt it. I wonder about this a lot....
Anyone has any thoughts on the above, or something else?
Daphne
>>> Janet_Isserlis at brown.edu 3/1/2006 9:28:57 AM >>>
Ryan , Daphne and all
I'm wondering if there are a couple of interrelated issues here.
- one is how to convey information about abortion, same sex partnerships,
reproductive health, and other 'difficult' topics to folks who may lack
access to that information, or for whom the information is difficult to
read, decode, decipher.
The other issue seems to have to do with how topics are raised and worked
with in adult ed classrooms and curricula generally.  Do we respond to
topics that learners present?  Do we introduce them?  Do we problematize
difficult issues if we're the only ones who seem to care (by "we' I mean
practitioners) about them?  Do we try to broaden our own and our learners'
thinking by proposing discussions of difficult topics?
The short answer usually seems to be, "it depends."
An example might help explain, or might further muddy the waters.
Years ago I shared with a group of women learners, (in the context of
talking about what we'd done over the weekend) the fact that I'd worked as
an escort at a planned parenthood clinic - helping women walk by people
protesting the fact that abortions (along with other procedures and
services) were provided at the clinic in question.  The women were appalled
- and angry - that I had done this, that I was talking about abortion at all
and certainly were not happy that I supported a pro-choice position.  They
went on to tell me their views about family, marraige and having children
(the children are the gift - the husband might stay or not, but you wanted
the kids)... and the class went on, but my sense was that from that moment
on their views about me changed.  Did it interfere in teaching/learning? no.
But it made me very mindful of the potential for damage in assuming that
people would not respond with great passion and conviction.  So much so,
that had I tried then to move beyond stating the "sides" of the issue (pro
and against), I'd have created conditions exactly antithetical to enabling
learning to continue.
If a group of learners raised the issue - or if the issue was in the news
and of interest to the group, would I try to bring in material to enable
people to discuss the 'facts' and the opinions of a controversial topic?
Absolutely.  If I knew, however, that a topic was likely to create stress
for and among learners,  I would ask them if they wanted to discuss it,
knowing that they might not want to - or that some would, some wouldn't...
Would I just come in one day and propose any of these topics ?  probably not
- without indication from learners that they wanted to know, and/or a clear
connection to ongoing work or a purpose behind making that choice.  It seems
that there's a need to find the balance between the purposes of
learning/teaching, the broad goals learners have with an interest some
educators have in wanting to help adults explore critical thinking and
reasoning.  There are ways and there are ways to accommodate and incorporate
all kinds of content - but we need to be very mindful of the risk of
shifting problem-posing into problem imposing.
Janet Isserlis
> From: Ryan Carter Hall <ryanryanc at yahoo.com>
>>
> Adding to Daphne's questions, . . . I am interested in
> knowing whether or not including topics, such as the
> legalization of abortion, gay marriage, etc., is ever
> purposefully not included in adult education
> curriculum. That is, are instructors leery of
> including such "hot topics" for any specific reasons?
> If so, what would those reasons be?
> Thanks,
> Ryan
>
>
> --- Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
>
>> South Dakota has been in the news lately about a
>> bill that would ban most abortions in South Dakota.
>> There are several threads of potential discussion
>> for this listserv and I would like to throw out the
>> following questions as discussion starters. I am
>> hoping that one of these questions will interest
>> someone to respond!
>> 1. Does anyone know of websites that can provide
>> adult literacy teachers with arguments on both sides
>> of the abortion battle that teachers can share with
>> their students?
>> 2. I am wondering-is abortion ever included in a
>> health literacy curriculum? If not why not? If yes,
>> how it is included?
>> 3. Is anyone on this listserv in South Dakota? Are
>> people in adult literacy classrooms talking about
>> the bill to ban abortions?
>> This is a possible activity that some of you may
>> want to do in your adult literacy class to promote
>> critical thinking, debating, writing, and research
>> skills:
>> Apparently, Fidelis, a national Catholic-based
>> advocacy organization is calling this bill, a bill
>> that  protects women. Their vice president has been
>> quoted as saying that: "The enormous amount of
>> information now available on the harm to women
>> brought about by legalized abortion is incredible.
>> Study after study has shown that abortion is
>> devastating for women."
>> This can be shared with students and then they can
>> be asked to:
>> 1. Debate/write and defend their views on whether
>> they agree with the statement that this bill
>> protects women.
>> 2. What do studies say about abortion? Does it bring
>> harm upon women? How is research defined?
>> Daphne
>>
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy
>> Georgia State University
>> P.O. Box 3977
>> Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings,
>> please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From ALCDGG at langate.gsu.edu  Fri Mar  3 15:14:43 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 03 Mar 2006 15:14:43 -0500
Subject: [WomenLiteracy] Anxiety
Message-ID: <s4085d6d.063@mailsrv4.gsu.edu>
Wow... Excellent questions!!!!! I know that from a testing point of view, I often see students exhibit anxiety by either crying or laughing. Many giggle excessivly during testing. In the classroom, I often see students rolling their eyes, or saying things like "this is stupid" "this is boring".
Does anyone else have any thoughts about the questions Ryan raises in her post below?
>>> ryanryanc at yahoo.com 3/1/2006 9:28:43 AM >>>
Many students suffer from anxiety, which often
negatively affects their performance in the classroom.
Whether it is general academic anxiety, or anxiety
specific to a particular aspect of academics (e.g.,
tests, reading aloud, performing in specific
subjects), it can paralyze even the most motivated,
well-prepared students, and cause some to engage in
behaviors that are usually defined as deviant in the
classroom setting (e.g., not participating & excessive
absences). Sometimes, even the most attentive teachers
are surprised when they have somehow overlooked
anxiety as the cause of a student's deviant behavior.
My questions, then, deal with the role of anxiety in
the ABE classroom. Do ABE teachers address anxiety
openly, or do they indirectly deal with it if/when
they see it in their students? Should teachers take it
as part of their responsibility to help students deal
with their anxiety? In what ways do ABE students show
their anxiety? Is there a particular group of students
who usually seem more anxious than others (women vs.
men; older vs. younger; content area differences;
native vs. non native English speakers, etc.) What are
some approaches taken to alleviate anxiety in the ABE
classroom?
Ryan
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From idais1 at comcast.net  Sat Mar  4 01:34:12 2006
From: idais1 at comcast.net (Ida)
Date: Fri, 3 Mar 2006 22:34:12 -0800
Subject: [WomenLiteracy] personal information
In-Reply-To: <s4083882.043@mailsrv4.gsu.edu>
References: <s4083882.043@mailsrv4.gsu.edu>
Message-ID: <991265CF-F8C7-42CD-AEC2-3D5F921B94CB@comcast.net>
I work as an instructor in a "closed facility."  I do not believe it
is needed or appropriate to share your personal information with
students.  It can be taken and used against you for manipulation.  If
you are working with children, worst yet.  I think it is important
that people stick to the subject matter and leave their personal
information for their biographies.
Ida
From idais1 at comcast.net  Sat Mar  4 12:45:22 2006
From: idais1 at comcast.net (Ida)
Date: Sat, 4 Mar 2006 09:45:22 -0800
Subject: [WomenLiteracy] Anxiety
In-Reply-To: <s4085d6d.063@mailsrv4.gsu.edu>
References: <s4085d6d.063@mailsrv4.gsu.edu>
Message-ID: <A0EA7106-2FC9-4E3B-A741-17381320CF61@comcast.net>
Anxiety
I do believe that it is the responsibility of us as teachers to
address testing and anxiety.  I believe time should be taken to
discuss it before hand, so that there is some education on ones
feelings and performance.  In this society too often we center on
only one aspect of the person.  Not the spirit, or intention but we
are ready to discipline for inappropriate behavior.
If the teacher can use his/her presence to calm the students, give
some suggestions on how to deal with test anxiety.  Make the students
cognizant that testing no matter how we feel about it is not going to
go away.  We can assist our students in reaching their goals with
their feelings thereby helping them to understand their behavior.
From gspangenberg at caalusa.org  Mon Mar  6 12:12:25 2006
From: gspangenberg at caalusa.org (Gail Spangenberg)
Date: Mon, 6 Mar 2006 12:12:25 -0500
Subject: [WomenLiteracy] New CAAL Publication: Corporate Giving to Adult
	Literacy
Message-ID: <p05100300c02f5fe23ce0@[4.237.86.165]>
NEWS RELEASE - March 6, 2006 - New York, NY -- The Council for
Advancement of Adult Literacy released a major, new report today,
titled THE ROLE OF CORPORATE GIVING IN ADULT LITERACY. It addresses a
topic of high national importance that, until now, has received
little or no attention. The 76-page publication grows out of a study
funded by the Verizon Foundation and is coauthored by CAAL's Gail
Spangenberg and Forrest Chisman. It examines the role and impact of
corporate giving in adult literacy at both the national and local
levels.
The study -- which includes findings from a web-based survey of local
literacy programs -- concludes that by any number of measures,
corporations play an critically important funding role in adult
literacy, supporting innovation and other essential activities at
both the national and local levels that would otherwise go unfunded.
Its role is particularly important to national leadership
organizations and, at the local level, to programs services offered
by community-based organizations, literacy councils, and libraries --
organizations and programs that do not depend primarily on funding
from public/governmental sources.
The study concludes that corporations have good reason to be proud of
their role. It urges current corporate donors and the general
corporate community to consider the benefits of philanthropy in adult
education and literacy -- because the strength and quality of this
system bear directly on the nation's well-being and economic
competitiveness. It also discusses special issues that corporate
donors might consider in planning and assessing their future giving
roles.
The report provides a framework and baseline of information for
understanding corporate philanthropy in adult literacy as well as a
basis for increased dialogue among corporate donors and literacy
leaders. It also signals a need for grantor and grantee organizations
to better communicate and document their expectations and outcomes.
THE ROLE OF CORPORATE GIVING IN ADULT LITERACY is available at no
charge in PDF form from the CAAL website at www.caalusa.org. However,
voluntary donations to CAAL to help offset production costs will
extremely helpful and welcome. (CAAL is a nonprofit organization.)
Bound copies of the report are also available directly from CAAL at
$10 each plus postage for a simple spiral-bound version, or $25 a
copy plus postage for a higher-end bound version. Phone 212-512-2363
to place an order.
Other CAAL publications still available from the CAAL website are:
*  Literacy and a Prepared Workforce (presentation by CAAL president
at the November 14, 2005 Verizon Literacy Summit)
*  To Reach the First Rung and Higher: Building Healthcare Career
Ladder Opportunities for Low-Skilled Adults (2005)
*  To Ensure America's Future: Building a National Opportunity System
for Adults -- Strengthening Links Between Adult Education and
Community Colleges. Also available, as part of CAAL's Community
College Series, are eight research papers commissioned to help inform
the two-year study that led to "To Ensure America's Future..." (2005)
*  Current Issues in Correctional Education (2004)
*  Leading from the Middle:The State Role in Adult Education and
Literacy (2002)
--
Council for Advancement of Adult Literacy
1221 Avenue of the Americas - 46th Floor
New York, NY 10020
212-512-2363, fax 212-512-2610
www.caalusa.org
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From ALCDGG at langate.gsu.edu  Mon Mar  6 14:42:47 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 06 Mar 2006 14:42:47 -0500
Subject: [WomenLiteracy] computer use
Message-ID: <s40c4a74.087@mailsrv4.gsu.edu>
I came across an interesting article that I thought that some of you may be interested in reading, and I have copied an excerpt:
"Microsoft Corp. is probing that question at a research lab in India. Working with a local advocacy group, Microsoft has developed a prototype of a system that would connect illiterate domestic workers in India with families seeking their services. The system uses pictures, video and voice commands to tell women what jobs are available, how much the jobs pay and where they are."
The complete article can be read at (it is not long):
http://www.businessweek.com/ap/tech/D8G34N0O2.htm
I am curious if any of you have any reactions to this article?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Mon Mar  6 16:45:07 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 06 Mar 2006 16:45:07 -0500
Subject: [WomenLiteracy] job opening
Message-ID: <s40c6718.015@mailsrv4.gsu.edu>
JOB OPENING -- Development Manager
PLEASE POST AND DISTRIBUTE
Background:
Women Work! The National Network for Women's Employment is a nonprofit organization that advocates for women's economic security through policies, programs and partnerships. Since 1978, the Network has assisted more than 10 million women to successfully enter, re-enter and advance in the workforce. Through supporting, advocating and advancing women's economic self-sufficiency, Women Work! strengthens families and communities.
The Position:
Women Work! is seeking a full-time Development Manager to join its small and cohesive
Development department.  This position offers an outstanding opportunity for professional growth as part of an energetic and dynamic team. The Development Manager will work with the President/CEO to sustain and increase funding from individuals and foundations.
Overall responsibilities include:
*	Recruit new donors and secure ongoing support from current donors in the $1 to $10,000 range
*	Manage annual fund and year-end campaign, employee giving and cultivation activities
*	Solicit financial contributions from prospects, as well as planned gifts as appropriate
*	Cultivate current donors to identify ways to expand and enhance these relationships and create compelling incentives for donors to "upgrade" their participation
*	Design and launch a recurring gift program (i.e. monthly, quarterly donors, etc.)
*	Manage development files, reports, donor database tracking systems, and donor communications
*	Research foundation prospects for national office and state affiliates
*	Assist in writing proposals, annual report, and regular solicitation letters
*	Schedule cultivation and solicitation meetings with current donors and prospects
Qualifications:
*	One to two years experience in development, particularly individual giving and foundation research
*	Highly positive and persuasive oral and written communication skills
*	Ability to motivate donors and successfully solicit individual gifts
*	Excellent interpersonal skills and ability to work with diverse audiences
*	Excellent research, strategic thinking, analytical, planning, and organizational skills
*	Self-starter, pro-active, hard-working, creative and flexible approach to the work
*	Exercise professional judgment and discretion
*	Team-oriented, flexible, positive, personable, and willing to learn
Required skills:
*	Computer applications: Word,  PowerPoint, Excel, Outlook, Internet, database.
*	On-line research
Salary:
Low to mid $30's depending on experience.
Excellent benefits: full health care and dental insurance, life insurance, 403(b), flexible spending account, and excellent leave benefits
To Apply:
Please submit a resume and cover letter to /via e-mail*(preferred), fax or regular mail to:
Development Manager Search
Women Work!
1625 K Street, NW , Ste. 300
Washington, DC 20006
Fax:  202/467-5366
*E-Mail:  dmsearch@ womenwork.org
INTERVIEWS WILL BE CONDUCTED ON A ROLLING BASIS.  EARLY APPLICATION IS STRONGLY ENCOURAGED.
Only applicants that are selected for interviews will be contacted.
To learn more about Women Work!, please visit www.womenwork.org
Women Work! is an Equal Opportunity Employer, and welcomes applicants
from diverse backgrounds. Women Work! is committed to upholding a work environment free from discrimination and inequality. It is our policy to actively encourage a diverse pool of candidates who believe in the organization's mission and vision.
From ALCDGG at langate.gsu.edu  Mon Mar  6 16:46:29 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 06 Mar 2006 16:46:29 -0500
Subject: [WomenLiteracy] another job opening
Message-ID: <s40c676c.044@mailsrv4.gsu.edu>
JOB OPENING  - Staff Assistant
PLEASE POST & DISTRIBUTE
Staff Assistant (Full time, Washington, DC)
Background:
Women Work! The National Network for Women's Employment is a nonprofit organization that advocates for women's economic security through policies, programs and partnerships. Since 1978, the Network has assisted more than 10 million women to successfully enter, re-enter and advance in the workforce. Through supporting, advocating and advancing women's economic self-sufficiency, Women Work! strengthens families and communities.
The Position:
The Women Work! Staff Assistant plays a critical support role to the Senior Manager for Administration and Data Management as well as other Women Work! departments, including but not limited to membership, communications and fund development. The Staff Assistant is responsible for interacting with a range of people who call the national office, including women in crises, Women Work! members, funders and corporate partners. The Staff Assistant is critical to maintaining the daily operations of the national office. She/he must be able to work cooperatively and collaboratively with support staff, program staff and senior leadership to fulfill a diverse range of responsibilities related to Women Work!'s mission and activities. This is an opportunity for a highly motivated, energetic and driven individual to work in a supportive and flexible work environment with a small staff dedicated to advancing women's economic security.
Staff Assistant will be expected to (but may not be limited to):
*	Provide staff support for Women Work! activities and projects
*	Assist with daily functions related to the administrative maintenance of the national office
*	Project a friendly and positive demeanor toward people who call Women Work!
*	Assist with bookkeeping and payroll functions
*	Maintain clean and orderly office environment
*	Assist membership department with recruitment, retention and maintenance
*	Provide support to the fundraising department and the CEO's fundraising activities
*	Assist with intern orientation
*	Provide support in preparing for the National Conference
*	Provide general support to the Sr. Manager for Administration and Data Management
Qualifications:
*	Minimum of an Associates' Degree or equivalent work experience. A Bachelor's degree a plus
*	Experience working in an office environment and providing office support
*	Well-organized with attention to detail and follow-up
*	Experience utilizing a database or managing data
*	Excellent interpersonal and phone skills
*	Initiative and problem-solving skills
*	Ability to multi-task without losing details
*	Interest in women's economic security issues
*	Interest and willingness to learn and grow professionally
*	Bilingual English/Spanish is a plus
Required skills:
*	Computer applications: Word, Excel, Outlook, Internet, database
*	Online research
Salary:
Mid to High 20's, plus excellent benefits = full health care and dental insurance, life insurance, 403(b), flexible spending accounts and excellent leave benefits
To Apply:
Please send resume, cover letter, to:
Staff Assistant Search
Women Work!
1625 K St, NW Suite 300
Washington, DC 20006
fax 202-467-5366
staffsearch at womenwork.org
INTERVIEWS WILL BE CONDUCTED ON A ROLLING BASIS.  EARLY APPLICATION IS STRONGLY ENCOURAGED.
Only applicants that are selected for interviews will be contacted.
To learn more about Women Work!, please go to www.womenwork.org
Women Work! is an Equal Opportunity Employer and welcomes applicants from diverse backgrounds. Women Work! is committed to upholding a work environment free from discrimination and inequality. It is our policy to actively encourage a diverse pool of candidates who believe in the organization's mission and vision.
From idais1 at comcast.net  Tue Mar  7 01:34:08 2006
From: idais1 at comcast.net (Ida)
Date: Mon, 6 Mar 2006 22:34:08 -0800
Subject: [WomenLiteracy] computer use
In-Reply-To: <s40c4a74.087@mailsrv4.gsu.edu>
References: <s40c4a74.087@mailsrv4.gsu.edu>
Message-ID: <70102C89-B2E2-42EE-8523-6A0E7A271779@comcast.net>
I think that introducing the computer to illiterate communities in
India is neglecting the fact that many people in the US that are
illiterate.  I think the idea is excellent, but so much energy and
time could be saved doing research on bridging the gap in the United
States with the many languages of people who need work and cannot
find it.
From kabeall at comcast.net  Wed Mar  8 08:21:48 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 8 Mar 2006 08:21:48 -0500
Subject: [WomenLiteracy] New from NCSALL--Skills for Chronic Disease
	Management
Message-ID: <003f01c642b3$418a26f0$0c0fca0a@your4105e587b6>
Skills for Chronic Disease Management
by Rima Rudd, Lisa Soricone, Maricel Santos, Charlotte Nath, and Janet Smith
is now available from NCSALL.
The goal of this 15-hour study circle+ is to prepare participants to help
their students develop basic skills needed for chronic disease management.
These skills include reading medicine labels, following directions, and
measuring dosages correctly; using measurement tools to monitor health;
monitoring symptoms and talking to health care professionals the
observations; and making critical decisions about health care.
To download the Health Literacy Study Circle+ Facilitator's Guide: Skills
for  Chronic Disease Management, visit NCSALL's Web site:
http://www.ncsall.net/?id=1058
To order the Health Literacy Study Circle+ Facilitator's Guide: Skills for
Chronic Disease Management at $33.00/copy, go to the NCSALL Order Form:
http://www.ncsall.net/?id=674
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From nicwhite at comcast.net  Tue Mar  7 17:39:20 2006
From: nicwhite at comcast.net (nicwhite at comcast.net)
Date: Tue, 07 Mar 2006 22:39:20 +0000
Subject: [WomenLiteracy] FW: Please forward the following job opportunity as
	appropriate
Message-ID: <030720062239.1846.440E0B9800054CFD0000073622064246130A9B0708990C0702@comcast.net>
Please post and forward as you see fit.
--
Nicole White
Program Coordinator
Expanded Horizons Literacy Program
Women's Center of Jacksonville
(904)722-3000 ext: 233
www.womenscenterofjax.org
www.promotetruth.org
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Subject: Please forward the following job opportunity as appropriate
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From ALCDGG at langate.gsu.edu  Wed Mar  8 09:52:23 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 08 Mar 2006 09:52:23 -0500
Subject: [WomenLiteracy] Women's History Month
Message-ID: <s40ea962.029@mailsrv4.gsu.edu>
Here is a cross post from English Language and Family Literacy listservs:
Commemorate "Women's History Month" with primary sources from the National Archives, the Library of Congress and other U.S. libraries and academic institutions:
1.  "Women's Rights" is a pictorial overview of pioneers in the voting-rights struggle. Nineteenth-century newspaper editorials, linked in the story, contain comments like these: "If our ladies will insist on voting and legislating, where, gentlemen, will be our dinners and our elbows?"  http://www.awesomestories.com/history/womens_rights/womens_rights_ch1.htm
2.  Lewis & Clark led one of the most successful explorations of all time.  One of their key interpretors was a female Shoshone teenager named Sacajawea.  http://www.awesomestories.com/biography/sacajawea/sacajawea_ch1.htm
3.  Anne Hutchinson and Mary Dyer, 17th century colonists, were tried for their religious beliefs in Massachusetts.  Dyer was condemned to death, in 1660, and became the first woman executed in America.  http://www.awesomestories.com/biography/mary_dyer/mary_dyer_ch1.htm
4.  During World War II, women left their homes to work in factories.  Producing much-need war materials, they helped the Allies prevail.  The U.S. government paid artists to create posters, encouraging American women to work in industry and to volunteer for the military.  Those primary-sources are featured in this story.  http://www.awesomestories.com/history/forgotten_posters/forgotten_posters_ch3.htm
5.  Women's history includes the history of children.  Girls and boys were part of the American work force until well into the 20th century.  Girls lost their arms http://memory.loc.gov/service/pnp/cph/3b30000/3b37000/3b37900/3b37900r.jpg at young ages.  Even a three-year-old girl, whose entire family (except for the youngest child)  http://memory.loc.gov/service/pnp/cph/3a00000/3a01000/3a01000/3a01064r.jpg worked at a Mississippi canning company, was - as her mother said - "learning the trade."  Posters, attempting to convince lawmakers to legally lighten a child's load, still reflect harsh expectations: "Every child should work but the work must develop not deaden."  The Library of Congress, and other national archives, document this little-discussed subject in American history.  http://www.awesomestories.com/history/child_labor/child_labor_ch1.htm
The website http://www.awesomestories.com/ is free for all educators, schools and libraries.  Simply request an academic membership with this sign-up form.  http://www.awesomestories.com/group_signup.php
Carole Bos
Grand Valley State University
Dean's Advisory Board
From ryanryanc at yahoo.com  Fri Mar 10 16:16:50 2006
From: ryanryanc at yahoo.com (Ryan Carter Hall)
Date: Fri, 10 Mar 2006 13:16:50 -0800 (PST)
Subject: [WomenLiteracy] Offending and being offended
Message-ID: <20060310211650.55060.qmail@web31812.mail.mud.yahoo.com>
In an earlier post, Daphne wrote:
?I try very hard to listen to all my students and not
bring up things that they may find offensive. It can
be difficult. You give your example of bringing up
your experience walking as an escort in a planned
parenthood clinic and how some students were angry at
you. I think that this experience is a two way street.
For example, when I have a student describe something
that I find distasteful/offensive, it can be very,
very hard to control my inner reactions. This has
happened on numerous occasions and I am very conscious
after the student shares of making sure that my
reactions do not influence how I interact with the
student. It can be hard. I do this by trying to
understand the learner's point of view. I also talk
and share with friends and colleagues about it.?
If it hasn?t happened yet, it is almost certain that,
at some point, each of us will be caught off guard by
a comment from one of our students. For those of you
who have already experienced a situation like this,
can you offer a suggestion for dealing with such
situations or, too, how NOT to deal with such
situations?
And, as Daphne pointed out, it is a two-way street.
There are times when we may offend our students.
Sometimes, we don?t know we have offended anyone
because nothing is said or done differently in the
class. Sometimes, though, what we have done causes an
upset in the class. Can anyone offer any suggestions
on how to mend these types of situations?
Thanks,
Ryan
From ryanryanc at yahoo.com  Fri Mar 10 17:32:54 2006
From: ryanryanc at yahoo.com (Ryan Carter Hall)
Date: Fri, 10 Mar 2006 14:32:54 -0800 (PST)
Subject: [WomenLiteracy] Sharing with students
Message-ID: <20060310223254.82736.qmail@web31807.mail.mud.yahoo.com>
Daphne, Ida, and others,
I see two issues with the personal information
comments. I guess the question is what type of
personal information should we allow our students to
know about us: our opinions about political, ethical,
and even educational issues and/or information about
our personal lives.
Of course no teacher should feel obligated to tell
his/her students any of this type of information, but
should s/he feel like it is wrong or unprofessional to
do so?
In terms of personal opinions about the hot topic
issues, I believe our opinions should be kept personal
in cases where we are trying to teach our students how
to think for themselves. So many of our students come
to us with a limited ability to think critically, so
they depend on the opinions of other people?ones they
feel are more knowledgeable than they?to dictate their
own thoughts. If we have the goal of teaching our
students how to think critically?and for themselves?we
should keep our own opinions to ourselves, only
playing the devil?s advocate. Furthermore, we should
never tell them whether their opinion is right or
wrong; only encourage their thought process so that
they can be independent thinkers who actively seek
knowledge about various perspectives of the topic
before they make a decision.
In terms of hiding who we are as individuals?whether
it deals with marital status, sexual orientation,
religious affiliation (or lack thereof), or political
stance?I don?t think it?s necessary; however, I do
understand Ida?s reason for not sharing any type of
personal information with her students. I don?t mean
that we should spill our guts the first day of class,
but in the same way that certain topics can relate to
the goals of our courses, sometimes certain elements
of our personal lives just fit into conversations we
have with our students. In fact, there are many cases
where allowing students to know certain things about
us can help change their opinions/misconceptions about
our differences. I know the goals of our classes very
rarely have to do with educating our students on
cultural differences or changing their potential
misguided views of others; however, I believe many of
us have misconceptions that need to be reviewed and
possibly changed?maybe ones that have to do with our
students (e.g., motivation, goals, etc.). Furthermore,
we are teaching more than reading, writing, math,
etc.- we are teaching individuals necessary skills
that will enable them to function more productively in
society. Dealing with differences is part of
functioning in our diverse society. With all this
being said, I really believe it is up to the
individual teacher to decide how much (if any)
personal information to tell students. In fact, the
same teacher may choose to reveal nothing in one
class, while being totally open in another class. It
really depends on the comfort level of both the
teacher and the students, as well as the information
we are talking about. I will say, though, that in
terms of comfort, students can really tell when a
teacher is uncomfortable. So, if one chooses to remain
completely private, and appears that s/he is trying to
remain private, it could make for a less-open class.
There are just so many factors to consider when
deciding if/when/what type of personal information one
should share with students. I am pretty open with my
students- if I saw a movie with my husband (and it?s
relevant to the discussion), I say I saw the movie
with my husband, even if I know there are homosexual
students in the class. I am lucky, though, in that I
usually have a consistent group of students who attend
my classes, so it is often easier to make comments
like that because there is an established
relationship. I?m not so sure, though, if I would
share, collectively or individually, a personal
trauma- that seems to move into more of a counselor
mode, and I don?t feel at all qualified to do that.
Ryan
From elmeehan at syr.edu  Fri Mar 10 10:27:27 2006
From: elmeehan at syr.edu (Elizabeth Carol Meehan)
Date: Fri, 10 Mar 2006 10:27:27 -0500
Subject: [WomenLiteracy] Computer Use
Message-ID: <20060310102727.cztd7uf7f4gckogk@mymail.syr.edu>
Hello!  I wanted to take the opportunity to introduce myself to everyone on this
listserv.  My name is Liz, and I am a first year doctoral student in the field
of English Education at Syracuse University.  My areas of interest include
gender equity in education, and issues of equity and power in education that
are impacted by such things as the economics and availability of technology.
I particularly thought that the article describing Microsoft?s research
program in India was an interesting one, because it brings up a variety of the
issues I have been studying.  I think Ida?s point about how programs like
this can be used to help illiterate women, or populations, in the U.S. is an
important one, and we can only hope that such programs are being developed or
used here.  I would love to know if anyone has any knowledge of that happening.
Going back to the article, I find areas of the research of this study
interesting ? how they are experimenting with images and other media used in
the program and providing the target group with accessibility to the program.
I would be interested in finding out if introducing this technology into the
lives of these women is truly more beneficial to them than the described
?word of mouth? way that they traditionally find out about work, and if
these interactions with technology actually lead to further development of
useful technological skills.  I would further love to know if this
technological tool could be used as a bridge to crucial literacy skills such as
basic reading and writing.
Elizabeth Meehan
English Education
Reading and Language Arts
200 Huntington Hall
Syracuse University
(845) 729-3971
From elmeehan at syr.edu  Sat Mar 11 12:11:47 2006
From: elmeehan at syr.edu (Elizabeth Carol Meehan)
Date: Sat, 11 Mar 2006 12:11:47 -0500
Subject: [WomenLiteracy] Offending and being offended
Message-ID: <20060311121147.wlrci3y1ypes0kow@mymail.syr.edu>
Ryan, you have brought up some important issues about how to deal with
situations that can be very difficult with students.  Just to add a brief
answer to your questions, I found when I worked with high school students (the
first part of my teaching career) and especially now working with college
students at all levels of education (undergraduate through doctoral), it can be
very difficult sometimes when teaching materials, style and even just personal
views might not resonate in students for various reasons.  It's also extremely
difficult to encounter a student who shares an offensive point of view with,
and/or offends, his/her peers.  In my experience though the simple act of
talking with a student directly after class or asking a student to come to
office hours to have the opportunity to talk about the situation, comment or
whatever was in the shared experience is usually best.  Even if I am the one
who inadvertently offended a student.  One-on-one discussions have worked best
for me.  It diffuses a potentially difficult situation and usually has a
positive outcome.  Sometimes the student in question does not even realize that
the comment or action s/he said or did was offensive, and it gives a teacher the
opportunity to say the same.  I don't know if this helps, but I wanted to just
share some of my own experience with these types of situations.  They can be
extremely hard.
Elizabeth Meehan
English Education
Reading and Language Arts
200 Huntington Hall
Syracuse University
(845) 729-3971
From gspangenberg at caalusa.org  Sat Mar 11 11:57:06 2006
From: gspangenberg at caalusa.org (Gail Spangenberg)
Date: Sat, 11 Mar 2006 11:57:06 -0500
Subject: [WomenLiteracy] WHATEVER IT TAKES
Message-ID: <p05100302c038abe47c55@[4.237.86.101]>
Colleagues,
Many in the adult education and literacy field will find a new
publication from the American Youth Policy Forum (AYPF) of interest.
It is titled: WHATEVER IT TAKES: How Twelve Communities Are
Reconnecting Out-of-School Youth. Its authors are Nancy Martin and
Samuel Halperin, the latter a member of the CAAL board of directors.
I recently learned from the U.S. Department of Education that a bit
more than one-third of adults in federally-funded ABE programs
nationally are the under-25 age group. (That comes from federal data
on 2002-2003, and 2003-2005 enrollment reports.) The larger number of
high school dropouts ABE programs have been seeing lately almost
certainly will produce an increase in the one-third percentage.
The report from AYPF -- published in cooperation with the National
Conference of State Legislatures, National League of Cities, National
School Boards Association, National Association of Secondary School
Principals, and Council of the Great City Schools -- documents what
committed, innovative educators, policymakers, and community leaders
in twelve communities across the country are doing to "reconnect
out-of-school youth to the social and economic mainstream." It
"provides background on America's socially, economically, and morally
unacceptable dropout problem" and profiles several major service
programs.
Significant tie-ins are made in the publication to adult education
and literacy -- see pages 4 and 165 among others.
Copies are available from AYPF by phoning 202-775-9731 or a PDF
version (181 pages) is available free at www.aypf.org.
Gail S
--
Gail Spangenberg
President
Council for Advancement of Adult Literacy
1221 Avenue of the Americas - 46th Floor
New York, NY 10020
212-512-2362, fax 212-512-2610
www.caalusa.org
From alcdgg at langate.gsu.edu  Sun Mar 12 17:41:56 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 12 Mar 2006 17:41:56 -0500
Subject: [WomenLiteracy] Computer Use
Message-ID: <s4145d70.073@mailsrv4.gsu.edu>
Liz-thanks for introducing yourself, and I encourage others who have either posted before, or never posted to introduce themselves.
Liz asks an interesting question. Does anyone know of initiatives funded by computer companies in the US to help women (and/or men) with literacy?
Daphne
>>> elmeehan at syr.edu 03/10/06 10:27 AM >>>
Hello!  I wanted to take the opportunity to introduce myself to everyone on this
listserv.  My name is Liz, and I am a first year doctoral student in the field
of English Education at Syracuse University.  My areas of interest include
gender equity in education, and issues of equity and power in education that
are impacted by such things as the economics and availability of technology.
I particularly thought that the article describing Microsoft?s research
program in India was an interesting one, because it brings up a variety of the
issues I have been studying.  I think Ida?s point about how programs like
this can be used to help illiterate women, or populations, in the U.S. is an
important one, and we can only hope that such programs are being developed or
used here.  I would love to know if anyone has any knowledge of that happening.
Going back to the article, I find areas of the research of this study
interesting ? how they are experimenting with images and other media used in
the program and providing the target group with accessibility to the program.
I would be interested in finding out if introducing this technology into the
lives of these women is truly more beneficial to them than the described
?word of mouth? way that they traditionally find out about work, and if
these interactions with technology actually lead to further development of
useful technological skills.  I would further love to know if this
technological tool could be used as a bridge to crucial literacy skills such as
basic reading and writing.
Elizabeth Meehan
English Education
Reading and Language Arts
200 Huntington Hall
Syracuse University
(845) 729-3971
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Sun Mar 12 18:02:19 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 12 Mar 2006 18:02:19 -0500
Subject: [WomenLiteracy] Presidential election
Message-ID: <s4146233.061@mailsrv4.gsu.edu>
On some of the other listservs, there has been a discussion on what people would want to ask candidates (regardless of party) regarding their views on adult literacy (such as adult literacy priorities, funding, etc). I am wondering what questions you may have specific to women and literacy that you would want addressed to the 2008 presidential candidates. I would be willing to pass your questions to a group called the "Literacy President Group". For the 2004 Presidential election the Literacy President Group generated the questions and sent them to both the Bush and Kerry campaigns.  Their responses were posted on the Literacy President Web page:
 http://www.litpresident.org/
The Literacy President Group is gearing up for the 2008 Presidential election.  They are starting early so they can reach candidates who will be campaigning for the New
Hampshire, Iowa, and other early state primaries.  The goal is to reach each
candidate many, many times in key early primary states, so that adult literacy
is on their campaign agenda, and so that for whomever is elected, regardless
of political party, adult literacy will be a priority.
So, do you have any questions for the candidates regarding women and literacy that you would like me to pass on?
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From kabeall at comcast.net  Mon Mar 13 13:30:06 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Mon, 13 Mar 2006 13:30:06 -0500
Subject: [WomenLiteracy 215] New from NCSALL--An Evaluation of Focus on
	Basics
Message-ID: <006301c646cc$26c9f440$0302a8c0@your4105e587b6>
"It's not an expensive journal, but has high quality articles with current
research and
techniques. . it helps me stay connected with the profession." says one
reader of Focus on Basics.
The results of a survey on the impact of Focus on Basics on its readers is
available on the NCSALL Web site at http://www.ncsall.net/?id=29#27.  To
order a printed version ($10), go to http://www.ncsall.net/?id=681. (Printed
copies will be available by 3/17/06.)
SNEAK PREVIEW: The findings were overwhelmingly upbeat. The 292 readers who
completed the survey report that Focus on Basics has had a positive impact
in the following ways:
. It has influenced their beliefs about adult basic education.
. It has helped them feel connected to the larger education community as
professionals.
. It has contributed to the development of communities of practice.
. It has enabled them to make a connection between research and practice.
. It has provided them with concrete ideas they have used to change their
programs and practice.
Four in-depth interviews with professional development providers are
included as well.
Read the report to find out more about how the publication is and can be
used as a professional development tool.
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From ALCDGG at langate.gsu.edu  Wed Mar 15 15:29:20 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 15 Mar 2006 15:29:20 -0500
Subject: [WomenLiteracy 216]  Open House
Message-ID: <s41832da.005@mailsrv4.gsu.edu>
OPEN HOUSE INVITATION
Adult Education Program
Pennsylvania State University
Promoting Learning Among Families, Communities and Workplaces
The Adult Education Program at the Pennsylvania State University is pleased to
announce that it will be holding a Spring Open House at the University Park
Campus on Saturday, April 1, 2006.
The Adult Education Program at Penn State is dedicated to advancing knowledge
and improving practices regarding teaching and learning of adults in formal,
non-formal, and informal contexts. Our program offers three graduate degrees:
M.Ed, D.Ed, and Ph.D, and three graduate certificates in Distance Education,
Family Literacy, and HRD/Workplace Learning. Areas of emphasis available in our
program are:
o	Adult Teaching and Learning
o	Distance Education
o	Learning in Workplace and Community
o	Literacy for Culturally and Linguistically Diverse Populations
Students of Adult Education enhance their ability to teach adults, plan adult
learning experiences, conduct research regarding the teaching and learning of
adults, and provide leadership in a variety of positions within the field.  Our
students come from diverse professional fields such as health, religious
education, human resources, continuing education, adult literacy,
community-based education, and community organizing.
We invite you to come and find out more about our program during the Spring Open
House.  The Open House is an excellent opportunity to meet faculty and
students, learn about financial assistance available and explore the
possibilities for graduate study.  The Adult Education Open House will be held
on Saturday, April 1, 2006 from 11am - 2pm at the Nittany Lion Inn, 200 West
Park Avenue, State College, PA 16803
Please visit our website: http://www.ed.psu.edu/adulted/ for further
information, and to RSVP for the Open House.  Completing the RSVP form is NOT a
requirement for attendance but will help us in our planning.  Feel free to
contact us by email at hnn107 at psu.edu or bed156 at psu.edu, or by phone at (814)
863-5580.
We look forward to seeing you at the Open House!
From ALCDGG at langate.gsu.edu  Wed Mar 15 15:38:26 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 15 Mar 2006 15:38:26 -0500
Subject: [WomenLiteracy 217]  "United for Reading Program"
Message-ID: <s41834fe.031@mailsrv4.gsu.edu>
I read this on the family literacy Listserv and thought some of you may be interested:
Creating video tapes or DVDs is a great way to keep families in touch.
United for Reading Program
Even though they are deployed thousands of miles away from home,
hundreds of Sailors assigned to USS Ronald Reagan are keeping in touch with their
children through the "United for Reading" program. Read more.
http://www.news.navy.mil/search/display.asp?story_id=22658
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Thu Mar 16 15:17:23 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 16 Mar 2006 15:17:23 -0500
Subject: [WomenLiteracy 218]  Homelessness
Message-ID: <s419818d.077@mailsrv4.gsu.edu>
Do any of you knowingly work (past or present) with women who are homeless?  Or have any of you been homeless?
When I think of neglected groups in adult literacy, homeless women often comes to mind. According to a professor at my university, "homelessness should be considered a form of psychological trauma that... may produce learned helplessness-the perceptions that control over one's situation is external and that one's own actions will have no influence." She continues to say that "homelessness represents instability and vulnerability, particularly when you are a woman. There aren't really shelters for women, so where do you go? You're in a vulnerable situation to get your basic needs met. You may be vulnerable to additional victimization-sexual victimization, coercion and things like that" (Spring 2006, Georgia State Magazine, pg. 15).
I wonder if any of you who have experience with homelessness or working with women who are homeless and want to write to us about this in relation to literacy work.
Coincidentally, on the Poverty Listserv, I came across this posting which also relates to homelessness and literacy:
Homeless advocates are concerned that a new policy requiring a library card to surf the web will prevent many homeless from using the internet in the one place it is available to them. To obtain a library card, applicants must
provide an address, which effectively bars the homeless who live outside of shelters.
Gale Snible, a publicist for the New York Public Library (NYPL), said a library card became mandatory for logging onto the internet at most branches as part of a technology upgrade last year that permits users to join a virtual
waiting list, and limits the time a user can surf the web ... Officials at the separately operated Brooklyn and Queens public libraries say they plan to shift to a similar system ... [cont'd] <<
http://www.citylimits.org/content/articles/weeklyView.cfm?articlenumber=1868
Any thoughts/reactions?????
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From bertiemo at yahoo.com  Thu Mar 16 16:02:06 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Thu, 16 Mar 2006 13:02:06 -0800 (PST)
Subject: [WomenLiteracy 219] Re: Homelessness
In-Reply-To: <s419818d.077@mailsrv4.gsu.edu>
Message-ID: <20060316210207.61432.qmail@web30015.mail.mud.yahoo.com>
Yes, I have worked with women who are homeless or at the edge.
  At this moment, I'm in Ottawa, Canada in a library in a very fancy neighborhood waiting for my daughter who is in a Marchbreak gymnastics class.  I left my library card in Potsdam, NY where I normally live and work. This library is so fancy that they don't even carry any newspapers...
  In order to use the library internet I had to produce my library card or an id so she could look up my library card...Luckily I had my passport...
  In the days when I was not gainfully employed, I used to visit Centretown Community Health Centre in downtown Ottawa.  They had a community computer area where I was able to check emails and feel at home.  Yes, it is oppressive to have to produce a library card in order to use the internet.
  Best,
  Bertie Mo
Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
  Do any of you knowingly work (past or present) with women who are homeless? Or have any of you been homeless?
When I think of neglected groups in adult literacy, homeless women often comes to mind. According to a professor at my university, "homelessness should be considered a form of psychological trauma that... may produce learned helplessness-the perceptions that control over one's situation is external and that one's own actions will have no influence." She continues to say that "homelessness represents instability and vulnerability, particularly when you are a woman. There aren't really shelters for women, so where do you go? You're in a vulnerable situation to get your basic needs met. You may be vulnerable to additional victimization-sexual victimization, coercion and things like that" (Spring 2006, Georgia State Magazine, pg. 15).
I wonder if any of you who have experience with homelessness or working with women who are homeless and want to write to us about this in relation to literacy work.
Coincidentally, on the Poverty Listserv, I came across this posting which also relates to homelessness and literacy:
Homeless advocates are concerned that a new policy requiring a library card to surf the web will prevent many homeless from using the internet in the one place it is available to them. To obtain a library card, applicants must
provide an address, which effectively bars the homeless who live outside of shelters.
Gale Snible, a publicist for the New York Public Library (NYPL), said a library card became mandatory for logging onto the internet at most branches as part of a technology upgrade last year that permits users to join a virtual
waiting list, and limits the time a user can surf the web ... Officials at the separately operated Brooklyn and Queens public libraries say they plan to shift to a similar system ... [cont'd] <<
http://www.citylimits.org/content/articles/weeklyView.cfm?articlenumber=1868
Any thoughts/reactions?????
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From andreawilder at comcast.net  Thu Mar 16 16:55:35 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 16 Mar 2006 16:55:35 -0500
Subject: [WomenLiteracy 220] Re: Homelessness
In-Reply-To: <s419818d.077@mailsrv4.gsu.edu>
References: <s419818d.077@mailsrv4.gsu.edu>
Message-ID: <71b4e12f699a35025d09c344d8cd908c@comcast.net>
Daphne,
A number of years ago I had a woman staying with me who worked at a
homeless shelter.  We discussed the mental health of those living on
the street, or in shelters, and  her assessment:  "If they aren't "
sick" before they get on the streets, they soon will be."  I would like
to know more about this and more about literacy for these women, and
what might be the best way to help out..
One woman who later became head of a volunteer group lived for most of
one year camped out behind  a row of tombstones in an overlooked
section of a  cemetery near me.  It can happen to anyone. She got help,
then got on her feet, and then made it back into society.
Thanks.
Andrea.
On Mar 16, 2006, at 3:17 PM, Daphne Greenberg wrote:
> Do any of you knowingly work (past or present) with women who are
> homeless?  Or have any of you been homeless?
>
> When I think of neglected groups in adult literacy, homeless women
> often comes to mind. According to a professor at my university,
> "homelessness should be considered a form of psychological trauma
> that... may produce learned helplessness-the perceptions that control
> over one's situation is external and that one's own actions will have
> no influence." She continues to say that "homelessness represents
> instability and vulnerability, particularly when you are a woman.
> There aren't really shelters for women, so where do you go? You're in
> a vulnerable situation to get your basic needs met. You may be
> vulnerable to additional victimization-sexual victimization, coercion
> and things like that" (Spring 2006, Georgia State Magazine, pg. 15).
>
> I wonder if any of you who have experience with homelessness or
> working with women who are homeless and want to write to us about this
> in relation to literacy work.
>
> Coincidentally, on the Poverty Listserv, I came across this posting
> which also relates to homelessness and literacy:
>
> Homeless advocates are concerned that a new policy requiring a library
> card to surf the web will prevent many homeless from using the
> internet in the one place it is available to them. To obtain a library
> card, applicants must
> provide an address, which effectively bars the homeless who live
> outside of shelters.
>
> Gale Snible, a publicist for the New York Public Library (NYPL), said
> a library card became mandatory for logging onto the internet at most
> branches as part of a technology upgrade last year that permits users
> to join a virtual
> waiting list, and limits the time a user can surf the web ...
> Officials at the separately operated Brooklyn and Queens public
> libraries say they plan to shift to a similar system ... [cont'd] <<
>
> http://www.citylimits.org/content/articles/weeklyView.cfm?
> articlenumber=1868
>
> Any thoughts/reactions?????
>
> Daphne
>
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From ALCDGG at langate.gsu.edu  Mon Mar 20 10:59:10 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 20 Mar 2006 10:59:10 -0500
Subject: [WomenLiteracy 221]  Correction to Homeless and Internet
Message-ID: <s41e8b08.096@mailsrv4.gsu.edu>
In a previous posting, I had mentioned an article that described Internet access issues for the homeless. Apparently, the story about New York Public Library and the homeless was not reported correctly.  Here is a statement sent by the Deputy Director for Public Service, Mary Frances Cooper, to the editor:
Your recent article about Internet access in public libraries mischaracterized the policies of The New York Public Library. Internet usage is available equally to everyone, including homeless individuals who don't have a library card or permanent address. Anyone without a library card may ask for a "guest pass" which will provide access to the Internet under the same terms as library card holders.
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Tue Mar 21 09:37:18 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 21 Mar 2006 09:37:18 -0500
Subject: [WomenLiteracy 222]  distance learning courses
Message-ID: <s41fc956.092@mailsrv4.gsu.edu>
The Center for Literacy Studies at the University of Tennessee, and the Ohio Literacy Resource Center at Kent State University are proud to announce  registration for our spring 2006 distance learning courses. Overviews of  each course, as well as the start dates, are outlined below.
Each course is a carefully-paced, facilitated training opportunity for adult education professionals. Each one has been piloted, reviewed, and offered previously to excellent reviews.
Bill McNutt
Technology Coordinator, AEProfessional Project
University of Tennessee, Center for Literacy Studies
http://www.aeprofessional.org
More information and registration can be found at:
http://www.aeprofessional.org
__________________________________________________
Adult Education - Teaching Tools
Course begins May 8, 2006
Cost - $149/person
Facilitator: Deb Hargrove
Delivered via the Internet, this six-week course focuses on familiarizing
instructors with teaching tools that will enhance teaching practices
leading to greater learning, retention, and success for adult students. It
offers a wealth of resources and teaching strategies on topics such as
reflective teaching, cooperative/collaborative learning, multiple
intelligences, and contextual instruction. The course will help participants
draw their own connections between current research and teacher practice; it
provides opportunities for practical classroom application, online
collaboration, and sharing best practices with other adult educators-and
much more!
___________________________________________________
Standards Based Approach to Defining and Measuring Results in the AE
Classroom
Course begins April 3, 2006
Cost - $149/person
Facilitator: Peggy McGuire
This EFF online course is designed for the range of practitioners, teachers,
program administrators, professional development providers, state adult
literacy and basic education staff who want and need to understand how
Equipped for the Future supports improvement in the quality and results of
adult basic/literacy/ESOL education through standards and an aligned
assessment and accountability framework. Participants will be able to
explore EFF educational improvement processes and tools in detail as well as
receive structured feedback and support from an EFF facilitator.
___________________________________________________
ESOL Basics
Course begins May 8, 2006
Cost - $149/person
Facilitator: Claire Valier, ESOL Coordinator and Certified CASAS Trainer
Do you need to know the basics of ESOL instruction? Through this online
course, you will learn how to identify characteristics of adult ESOL
learners, effective methods of teaching languages, the four language skills,
and how adults learn another language. Online activities, discussion boards
and assessments will keep you engaged.
___________________________________________________
Integration of Technology into the Adult Education Classroom
Course begins May 8, 2006 Cost - $149/person
Facilitator: Linda Eckert, AE Pro Developer
Have you ever tried to blindly put a puzzle together without knowing what
the final picture will look like? This may be what is happening to you when
you are trying to integrate computer technology into your classroom. This
course will provide quick access to educational resources, lesson plans,
activities, and tools for evaluating educational software, information about
purchasing educational software, and knowledge to help you utilize a variety
of software applications and web-based activities in the classroom. Online
activities, discussion boards and assessments will keep you engaged.
___________________________________________________
Introduction to Learning Disabilities in Adults Course begins April 3,
2006 Cost - $149/person
Facilitator: Staff
Fifty to eighty percent of students in adult education classes have learning
difficulties-many with diagnosed learning disabilities. Delivered via the
Internet, this introductory course, designed for adult education
instructors, will overview types of learning disabilities, various screening
tools to assist in identification, and teaching tools to support identified
learning needs. During this six-week course, participants will be asked to
apply ideas and techniques with their own AE learners.
___________________________________________________
Bill McNutt
Technology Coordinator, AEProfessional Project University of
Tennessee, Center for Literacy Studies http://www.aeprofessional.org
From ALCDGG at langate.gsu.edu  Tue Mar 21 16:34:24 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 21 Mar 2006 16:34:24 -0500
Subject: [WomenLiteracy 223]  WE LEARN Conference
Message-ID: <s4202b1c.074@mailsrv4.gsu.edu>
It is now about a week and a half since the WE LEARN Conference and I know that a few of us on this listserv were able to attend. I was thinking that it may be helpful to those who did not know about this conference, or could not attend to hear from those of us who attended what they learned, why they thought it was or was not worthwhile going, and anything else.
For those of you not familiar with this conference, it is an annual conference focusing on women and literacy issues. Some examples of what I came back with are a few tips about how to begin to talk about racism in the classroom, how to stay safe while using the Internet, and alternative ways to teach algebra with manipulatives. My most enjoyable session was one that was ran by the author Judith Frank who read from and discussed her book Crybaby Butch. I liked that session because I had read the book (and highly recommend it) and it was great to hear her perspectives of it.
Any one else interested in sharing?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From bertiemo at yahoo.com  Wed Mar 22 18:30:09 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Wed, 22 Mar 2006 15:30:09 -0800 (PST)
Subject: [WomenLiteracy 224] Re: WE LEARN Conference
In-Reply-To: <s4202b1c.074@mailsrv4.gsu.edu>
Message-ID: <20060322233009.49193.qmail@web30007.mail.mud.yahoo.com>
I work with students of color and female students who have math phobia.  I'd like to know the contact of the person who did the presentation on algebra and manipulatives.
  Best,
  Bertie Mo, Ph.D., MPH
Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
  It is now about a week and a half since the WE LEARN Conference and I know that a few of us on this listserv were able to attend. I was thinking that it may be helpful to those who did not know about this conference, or could not attend to hear from those of us who attended what they learned, why they thought it was or was not worthwhile going, and anything else.
For those of you not familiar with this conference, it is an annual conference focusing on women and literacy issues. Some examples of what I came back with are a few tips about how to begin to talk about racism in the classroom, how to stay safe while using the Internet, and alternative ways to teach algebra with manipulatives. My most enjoyable session was one that was ran by the author Judith Frank who read from and discussed her book Crybaby Butch. I liked that session because I had read the book (and highly recommend it) and it was great to hear her perspectives of it.
Any one else interested in sharing?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From lalumineuse at yahoo.com  Thu Mar 23 02:27:58 2006
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Wed, 22 Mar 2006 23:27:58 -0800 (PST)
Subject: [WomenLiteracy 225] Re: WE LEARN Conference
In-Reply-To: <20060322233009.49193.qmail@web30007.mail.mud.yahoo.com>
Message-ID: <20060323072758.58381.qmail@web36812.mail.mud.yahoo.com>
>From some of us who missed the conference (last year's
was super), how about those who attended giving us the
highlights?
Thanks
Ujwala
--- Bertha Mo <bertiemo at yahoo.com> wrote:
> I work with students of color and female students
> who have math phobia.  I'd like to know the contact
> of the person who did the presentation on algebra
> and manipulatives.
>
>   Best,
>
>   Bertie Mo, Ph.D., MPH
>
> Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
>   It is now about a week and a half since the WE
> LEARN Conference and I know that a few of us on this
> listserv were able to attend. I was thinking that it
> may be helpful to those who did not know about this
> conference, or could not attend to hear from those
> of us who attended what they learned, why they
> thought it was or was not worthwhile going, and
> anything else.
> For those of you not familiar with this conference,
> it is an annual conference focusing on women and
> literacy issues. Some examples of what I came back
> with are a few tips about how to begin to talk about
> racism in the classroom, how to stay safe while
> using the Internet, and alternative ways to teach
> algebra with manipulatives. My most enjoyable
> session was one that was ran by the author Judith
> Frank who read from and discussed her book Crybaby
> Butch. I liked that session because I had read the
> book (and highly recommend it) and it was great to
> hear her perspectives of it.
> Any one else interested in sharing?
> Daphne
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> >
----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
From andreawilder at comcast.net  Thu Mar 23 09:59:00 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 23 Mar 2006 09:59:00 -0500
Subject: [WomenLiteracy 226] Re: WE LEARN Conference
In-Reply-To: <20060323072758.58381.qmail@web36812.mail.mud.yahoo.com>
References: <20060323072758.58381.qmail@web36812.mail.mud.yahoo.com>
Message-ID: <6f0eb7c7968d6806796898ae78076ea3@comcast.net>
All:
I felt accepted as a woman.  The barriers that are usually present in a
male dominated conference weren't  there. So how did this happen?
1)	Flowers, massage, great  food, live music.
2)	In the workshops I went to the  presenters  made it a point to have
exercises which included all of  us.
3)	No female topics were off limits, I had the feeling that some of the
workshop leaders had seen it all--they were very calm.  	Excellent role
models.  I learned a lot about being a woman.
Andrea
On Mar 23, 2006, at 2:27 AM, Ujwala Samant wrote:
>> From some of us who missed the conference (last year's
> was super), how about those who attended giving us the
> highlights?
> Thanks
> Ujwala
>
> --- Bertha Mo <bertiemo at yahoo.com> wrote:
>
>> I work with students of color and female students
>> who have math phobia.  I'd like to know the contact
>> of the person who did the presentation on algebra
>> and manipulatives.
>>
>>   Best,
>>
>>   Bertie Mo, Ph.D., MPH
>>
>> Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
>>   It is now about a week and a half since the WE
>> LEARN Conference and I know that a few of us on this
>> listserv were able to attend. I was thinking that it
>> may be helpful to those who did not know about this
>> conference, or could not attend to hear from those
>> of us who attended what they learned, why they
>> thought it was or was not worthwhile going, and
>> anything else.
>> For those of you not familiar with this conference,
>> it is an annual conference focusing on women and
>> literacy issues. Some examples of what I came back
>> with are a few tips about how to begin to talk about
>> racism in the classroom, how to stay safe while
>> using the Internet, and alternative ways to teach
>> algebra with manipulatives. My most enjoyable
>> session was one that was ran by the author Judith
>> Frank who read from and discussed her book Crybaby
>> Butch. I liked that session because I had read the
>> book (and highly recommend it) and it was great to
>> hear her perspectives of it.
>> Any one else interested in sharing?
>> Daphne
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy
>> Georgia State University
>> P.O. Box 3977
>> Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings,
>> please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>>>
> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings,
>> please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> __________________________________________________
> Do You Yahoo!?
> Tired of spam?  Yahoo! Mail has the best spam protection around
> http://mail.yahoo.com
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From samuel.mcgraw at seattlegoodwill.org  Thu Mar 23 11:46:57 2006
From: samuel.mcgraw at seattlegoodwill.org (Samuel McGraw III)
Date: Thu, 23 Mar 2006 08:46:57 -0800
Subject: [WomenLiteracy 227] Re: WE LEARN Conference
Message-ID: <802F2B4590320142A57872DC43A2BFD20218AF0D@seamail.seagoodwill.org>
Andrea et. al.,
I would love to know of the "barriers that are usually present in a
male dominated conference."
Thanks,
Samuel McGraw III M. Ed.
Program Coordinator
Goodwill
Tel: 206.860.5789
Fax: 206.325.9845
http://www.seattlegoodwill.org
Because jobs change lives
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
Sent: Thursday, March 23, 2006 6:59 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 226] Re: WE LEARN Conference
All:
I felt accepted as a woman.  The barriers that are usually present in a
male dominated conference weren't  there. So how did this happen?
1)	Flowers, massage, great  food, live music.
2)	In the workshops I went to the  presenters  made it a point to
have
exercises which included all of  us.
3)	No female topics were off limits, I had the feeling that some of
the
workshop leaders had seen it all--they were very calm.
Excellent role
models.  I learned a lot about being a woman.
Andrea
On Mar 23, 2006, at 2:27 AM, Ujwala Samant wrote:
>> From some of us who missed the conference (last year's
> was super), how about those who attended giving us the
> highlights?
> Thanks
> Ujwala
>
> --- Bertha Mo <bertiemo at yahoo.com> wrote:
>
>> I work with students of color and female students
>> who have math phobia.  I'd like to know the contact
>> of the person who did the presentation on algebra
>> and manipulatives.
>>
>>   Best,
>>
>>   Bertie Mo, Ph.D., MPH
>>
>> Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
>>   It is now about a week and a half since the WE
>> LEARN Conference and I know that a few of us on this
>> listserv were able to attend. I was thinking that it
>> may be helpful to those who did not know about this
>> conference, or could not attend to hear from those
>> of us who attended what they learned, why they
>> thought it was or was not worthwhile going, and
>> anything else.
>> For those of you not familiar with this conference,
>> it is an annual conference focusing on women and
>> literacy issues. Some examples of what I came back
>> with are a few tips about how to begin to talk about
>> racism in the classroom, how to stay safe while
>> using the Internet, and alternative ways to teach
>> algebra with manipulatives. My most enjoyable
>> session was one that was ran by the author Judith
>> Frank who read from and discussed her book Crybaby
>> Butch. I liked that session because I had read the
>> book (and highly recommend it) and it was great to
>> hear her perspectives of it.
>> Any one else interested in sharing?
>> Daphne
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy
>> Georgia State University
>> P.O. Box 3977
>> Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings,
>> please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>>>
> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings,
>> please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> __________________________________________________
> Do You Yahoo!?
> Tired of spam?  Yahoo! Mail has the best spam protection around
> http://mail.yahoo.com
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From Bruno at centerforliteracy.org  Thu Mar 23 12:15:18 2006
From: Bruno at centerforliteracy.org (Cortney Bruno)
Date: Thu, 23 Mar 2006 12:15:18 -0500
Subject: [WomenLiteracy 228] Re: WE LEARN Conference
Message-ID: <D019C4C36F8E4147884307CE3A72DF1C1B183F@cflexchange.centerforliteracy.org>
For me, the biggest difference at WE LEARN from other conferences I have attended was the strong inclusion of adult literacy students. While other conferences I have attended have held award ceremonies to honor a couple of students, this was the first conference I have been to where the students present were included in the workshops, invited to present workshops, and overall treated as equals to other attendees. One of the most valuable workshops I attended was led by a group of students and former students from Operation Bootstrap who presented a workshop on Empowering Health Education. The presenters were members of Operation Bootstrap's Student Health Action Team and they shared with us how they use roleplaying to raise health awareness of student-chosed topics in adult literacy classes in their organization. Because the presenters themselves were or had been students, it provided a valuable perspective for me as to what strategies have worked for learners in regards to health literacy. It was also a reminder of the wealth of information and creativity adult learners can bring to the classroom and part of our job as practitioners is to find ways to tap into that resource as Operation Bootstrap has done with the Student Health Action Team.
Cortney Bruno
Center for Literacy
636 S. 48th Street
Philadelphia, PA 19143
________________________________
From: womenliteracy-bounces at nifl.gov on behalf of Andrea Wilder
Sent: Thu 3/23/2006 9:59 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 226] Re: WE LEARN Conference
All:
I felt accepted as a woman.  The barriers that are usually present in a
male dominated conference weren't  there. So how did this happen?
1)      Flowers, massage, great  food, live music.
2)      In the workshops I went to the  presenters  made it a point to have
exercises which included all of  us.
3)      No female topics were off limits, I had the feeling that some of the
workshop leaders had seen it all--they were very calm.          Excellent role
models.  I learned a lot about being a woman.
Andrea
On Mar 23, 2006, at 2:27 AM, Ujwala Samant wrote:
>> From some of us who missed the conference (last year's
> was super), how about those who attended giving us the
> highlights?
> Thanks
> Ujwala
>
> --- Bertha Mo <bertiemo at yahoo.com> wrote:
>
>> I work with students of color and female students
>> who have math phobia.  I'd like to know the contact
>> of the person who did the presentation on algebra
>> and manipulatives.
>>
>>   Best,
>>
>>   Bertie Mo, Ph.D., MPH
>>
>> Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
>>   It is now about a week and a half since the WE
>> LEARN Conference and I know that a few of us on this
>> listserv were able to attend. I was thinking that it
>> may be helpful to those who did not know about this
>> conference, or could not attend to hear from those
>> of us who attended what they learned, why they
>> thought it was or was not worthwhile going, and
>> anything else.
>> For those of you not familiar with this conference,
>> it is an annual conference focusing on women and
>> literacy issues. Some examples of what I came back
>> with are a few tips about how to begin to talk about
>> racism in the classroom, how to stay safe while
>> using the Internet, and alternative ways to teach
>> algebra with manipulatives. My most enjoyable
>> session was one that was ran by the author Judith
>> Frank who read from and discussed her book Crybaby
>> Butch. I liked that session because I had read the
>> book (and highly recommend it) and it was great to
>> hear her perspectives of it.
>> Any one else interested in sharing?
>> Daphne
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy
>> Georgia State University
>> P.O. Box 3977
>> Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings,
>> please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>>>
> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings,
>> please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> __________________________________________________
> Do You Yahoo!?
> Tired of spam?  Yahoo! Mail has the best spam protection around
> http://mail.yahoo.com
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From andreawilder at comcast.net  Thu Mar 23 12:35:12 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 23 Mar 2006 12:35:12 -0500
Subject: [WomenLiteracy 229] Re: WE LEARN Conference
In-Reply-To: <802F2B4590320142A57872DC43A2BFD20218AF0D@seamail.seagoodwill.org>
References: <802F2B4590320142A57872DC43A2BFD20218AF0D@seamail.seagoodwill.org>
Message-ID: <26f4b873f12a4f22aecac384f6b5eb8f@comcast.net>
Wow, Samuel, that's a hard one!
I bet an all male conference would seem different, too--let's trade
observations
OK--female conference-others chime in.
1)	flowers, music, food
2)	A sense of being sisters--there are givens that we all share, so
laughter can be shared laughter.  Mothers  and their relations to
children and bringing up children,  particularly girls, in a dangerous
world that can turn on you suddenly.
3)	Movement of the family literacy model from mother reading to child
to all the things mothers write  in the home that a child can
copy--this is kind of an insider's view of the home--one of the
presenters made that link.  Two very well known family ltiteracy
studies have been written by women, and they take in this wider view.
Also, ethnographic studies.
4)	Discussions of and acceptance of women's sexuality is usually pretty
tamped down in mixed gender conferences.
5)	A feeling of  goodness and wholeness drew us  together.
6)	We have common hurdles in living, in achievement--common experiences
that  unite women.
7)	I have to say that the managers of this conference were extremely
skilled in how they structured it , for example, workshop presenters
included all of us in perhaps introductions, or bad experiences, or
good attributes or our experiences.  Also--needs were taken care of
before they arose, for example, food was ready before lunchtime, one
woman went around drawing chairs together in threes  so we could talk.
It was a lovely generosity.
8)	No sparring for men's attention!  There was one guy there, i don't
mean to slight him, I think he came for a specific presentation. Maybe
others will know.
9)	Adult literacy students came, were asked to come, were included.
This was a deliberate "chain of life, let's hand on our knowledge to
women coming after us"  attitude.
I have to say, also, Samuel, that I went for 8 formative years to a
girls school, and  at our last reunion, in a classmate's  home, the
husband (up on the 2nd floor) was startled, we later learned, to hear a
good belly laugh that he associated only with men.  Two of our members
died this winter, so I called a reunion--I had a shared  feeling that
we should have been there for our friends, just to let them we loved
them,  and to wish them good luck on the voyage.
******************
Does anyone know of any movies which show, demonstrate this feeling of
sisterhood?
Andrea
On Mar 23, 2006, at 11:46 AM, Samuel McGraw III wrote:
> Andrea et. al.,
>
>
> I would love to know of the "barriers that are usually present in a
> male dominated conference."
>
> Thanks,
>
> Samuel McGraw III M. Ed.
> Program Coordinator
>
> Goodwill
> Tel: 206.860.5789
> Fax: 206.325.9845
> http://www.seattlegoodwill.org
> Because jobs change lives
>
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
> Sent: Thursday, March 23, 2006 6:59 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 226] Re: WE LEARN Conference
>
> All:
>
> I felt accepted as a woman.  The barriers that are usually present in a
> male dominated conference weren't  there. So how did this happen?
>
> 1)	Flowers, massage, great  food, live music.
>
> 2)	In the workshops I went to the  presenters  made it a point to
> have
> exercises which included all of  us.
>
> 3)	No female topics were off limits, I had the feeling that some of
> the
> workshop leaders had seen it all--they were very calm.
> Excellent role
> models.  I learned a lot about being a woman.
>
> Andrea
> On Mar 23, 2006, at 2:27 AM, Ujwala Samant wrote:
>
>>> From some of us who missed the conference (last year's
>> was super), how about those who attended giving us the
>> highlights?
>> Thanks
>> Ujwala
>>
>> --- Bertha Mo <bertiemo at yahoo.com> wrote:
>>
>>> I work with students of color and female students
>>> who have math phobia.  I'd like to know the contact
>>> of the person who did the presentation on algebra
>>> and manipulatives.
>>>
>>>   Best,
>>>
>>>   Bertie Mo, Ph.D., MPH
>>>
>>> Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
>>>   It is now about a week and a half since the WE
>>> LEARN Conference and I know that a few of us on this
>>> listserv were able to attend. I was thinking that it
>>> may be helpful to those who did not know about this
>>> conference, or could not attend to hear from those
>>> of us who attended what they learned, why they
>>> thought it was or was not worthwhile going, and
>>> anything else.
>>> For those of you not familiar with this conference,
>>> it is an annual conference focusing on women and
>>> literacy issues. Some examples of what I came back
>>> with are a few tips about how to begin to talk about
>>> racism in the classroom, how to stay safe while
>>> using the Internet, and alternative ways to teach
>>> algebra with manipulatives. My most enjoyable
>>> session was one that was ran by the author Judith
>>> Frank who read from and discussed her book Crybaby
>>> Butch. I liked that session because I had read the
>>> book (and highly recommend it) and it was great to
>>> hear her perspectives of it.
>>> Any one else interested in sharing?
>>> Daphne
>>>
>>> Daphne Greenberg
>>> Assistant Professor
>>> Educational Psych. & Special Ed.
>>> Georgia State University
>>> P.O. Box 3979
>>> Atlanta, Georgia 30302-3979
>>> phone: 404-651-0127
>>> fax:404-651-4901
>>> dgreenberg at gsu.edu
>>>
>>> Daphne Greenberg
>>> Associate Director
>>> Center for the Study of Adult Literacy
>>> Georgia State University
>>> P.O. Box 3977
>>> Atlanta, Georgia 30302-3977
>>> phone: 404-651-0127
>>> fax:404-651-4901
>>> dgreenberg at gsu.edu
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings,
>>> please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>>>>
>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings,
>>> please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>>
>> __________________________________________________
>> Do You Yahoo!?
>> Tired of spam?  Yahoo! Mail has the best spam protection around
>> http://mail.yahoo.com
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From alcdgg at langate.gsu.edu  Thu Mar 23 14:00:55 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 23 Mar 2006 14:00:55 -0500
Subject: [WomenLiteracy 229]  job posting
Message-ID: <s422aa1e.016@mailsrv4.gsu.edu>
I have been asked to post this:
Literacy Program Coordinator
 The Women's Center of Jacksonville's Community Education Department has an exciting opportunity for an individual with a strong interest in coordinating an innovative gender -based literacy program.  The Expanded Horizons Literacy Program is dedicated to improving the lives of women through adult education and life skills training, utilizing a program that addresses their unique needs and abilities.  This research-based program provides women with free one-one-one tutoring and small group classes in subjects such as reading, math, writing, social studies and science (for GED preparation) computer skills training, English as a second language, as well as personal growth workshops, such as self-esteem and assertiveness training.  Transportation and babysitting are provided to students on an as-needed basis.
 The Literacy Program Coordinator position requires an individual with a Bachelor's Degree, at least two years experience in adult education (specifically in areas such as GED, ESL, and basic literacy), a strong background in helping others set and keep goals, and supervisory experience.  The ideal candidate possesses program management experience, to include volunteer management, grants and budget management, and proficiency in computer programs, such as Word, Excel, Publisher, as well as Internet use.  This position requires the ability to handle multiple, pressing and competing priorities and interact successfully with diverse populations.  Awareness of feminism and sensitivity to th e societal issues of women preferred.
 Position is full time.  The Center offers a challenging, dynamic and supportive environment to its employees.  The Women's Center of Jacksonville embraces diversity in the workplace.
 Send cover letter and resume
 ATTN:  Liliana Cardona, Community Education Director
 Women's Center of Jacksonville
 5644 Colcord Ave.
 Jacksonville, FL 32211
             or
 Fax (904) 722-3100
             Or
 mail at womenscenterofjax.org
Sincerely,
Liliana Cardona
Community Education Director
Women's Center of Jacksonville
904.722.3000
From lalumineuse at yahoo.com  Fri Mar 24 02:59:08 2006
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Thu, 23 Mar 2006 23:59:08 -0800 (PST)
Subject: [WomenLiteracy 230] Re: WE LEARN Conference
In-Reply-To: <26f4b873f12a4f22aecac384f6b5eb8f@comcast.net>
Message-ID: <20060324075908.29888.qmail@web36813.mail.mud.yahoo.com>
Andrea and Samuel,
I agree with what Andrea says.
1. It's not even looking for men's attention, but more
than that the 'space' is more evenly distributed. In a
mixed/male-directed conference, floor space is often
taken over by men. And since adult education has a lot
of male gurus, women's space is clearly delineated.
2. Very few true 'minglers' are organised. The evening
drinks and cheese receptions are so outdated and de
passe, that I end up trying to organise something
myself which involves meeting people I want to meet
and talk to. It is always a pleasure to meet and talk
to people one knows as names on the various listservs.
Our field is dwindling even if the need for our work
is on the rise, and the better we know our colleagues
(male and female), the better for the longevity of our
profession and our learners.
3. Even the kind of food served is different. When we
had a female president of an organisation in NJ whose
board I was on organised lunch we could tell the
difference: The meat heavy or premade sandwiches were
gone. In their place was a smaller, but nicer
selection of hot and cold platters to choose from and
vegetables and fruit were not mere garnishes or an
unrecognisable green mass to be sidelined. Over food,
people actually find the time to sit down and talk to
their colleagues and find out what is happenening in
the field. In the case of We Learn, such mingling and
catching up with old friends was encouraged and space
was provided to do just that. Most times our
conferences are packed (as We Learn was) and the
inclusion of such time was invaluable.
3. I think more of us (men and women) ought to attend
We Learn, they would enjoy it and see a different sort
of conference, one on which future (and larger)
conferences could be modelled. The only other meeting
that came close to We Learn was one organised in
Portland.
4. There were some 'greats' there at last year's
conference. And despite that, there was less/no top
down hierarchy one sees when conferences are
male-focused.
5. Another important point: the serious inclusion of
adult learners. As someone pointed out, We Learn
includes adult learners. I've made this point before
that we tend to now pay lip service to our adult
learners. We either romanticise them or distance them.
We do not really listen to them. And a lot of it is
because of the circumstances our field is in: policy
dictates it, funding demands it. At We Learn, awards
were not important: their voices and opinions were.
These are my impressions from last year and which is
why I regret having missed it this year. Just to be
clear, this was not a wishy washy, coffee klatch
conference. I'd recommend more people attend it to
find out.
Warm regards,
Ujwala
--- Andrea Wilder <andreawilder at comcast.net> wrote:
> Wow, Samuel, that's a hard one!
>
> I bet an all male conference would seem different,
> too--let's trade
> observations
>
> OK--female conference-others chime in.
>
> 1)	flowers, music, food
> 2)	A sense of being sisters--there are givens that
> we all share, so
> laughter can be shared laughter.  Mothers  and their
> relations to
> children and bringing up children,  particularly
> girls, in a dangerous
> world that can turn on you suddenly.
> 3)	Movement of the family literacy model from mother
> reading to child
> to all the things mothers write  in the home that a
> child can
> copy--this is kind of an insider's view of the
> home--one of the
> presenters made that link.  Two very well known
> family ltiteracy
> studies have been written by women, and they take in
> this wider view.
> Also, ethnographic studies.
> 4)	Discussions of and acceptance of women's
> sexuality is usually pretty
> tamped down in mixed gender conferences.
> 5)	A feeling of  goodness and wholeness drew us
> together.
> 6)	We have common hurdles in living, in
> achievement--common experiences
> that  unite women.
>
> 7)	I have to say that the managers of this
> conference were extremely
> skilled in how they structured it , for example,
> workshop presenters
> included all of us in perhaps introductions, or bad
> experiences, or
> good attributes or our experiences.  Also--needs
> were taken care of
> before they arose, for example, food was ready
> before lunchtime, one
> woman went around drawing chairs together in threes
> so we could talk.
> It was a lovely generosity.
>
> 8)	No sparring for men's attention!  There was one
> guy there, i don't
> mean to slight him, I think he came for a specific
> presentation. Maybe
> others will know.
>
> 9)	Adult literacy students came, were asked to come,
> were included.
> This was a deliberate "chain of life, let's hand on
> our knowledge to
> women coming after us"  attitude.
>
> I have to say, also, Samuel, that I went for 8
> formative years to a
> girls school, and  at our last reunion, in a
> classmate's  home, the
> husband (up on the 2nd floor) was startled, we later
> learned, to hear a
> good belly laugh that he associated only with men.
> Two of our members
> died this winter, so I called a reunion--I had a
> shared  feeling that
> we should have been there for our friends, just to
> let them we loved
> them,  and to wish them good luck on the voyage.
>
> ******************
>
> Does anyone know of any movies which show,
> demonstrate this feeling of
> sisterhood?
>
> Andrea
>
>
> On Mar 23, 2006, at 11:46 AM, Samuel McGraw III
> wrote:
>
> > Andrea et. al.,
> >
> >
> > I would love to know of the "barriers that are
> usually present in a
> > male dominated conference."
> >
> > Thanks,
> >
> > Samuel McGraw III M. Ed.
> > Program Coordinator
> >
> > Goodwill
> > Tel: 206.860.5789
> > Fax: 206.325.9845
> > http://www.seattlegoodwill.org
> > Because jobs change lives
> >
> >
> > -----Original Message-----
> > From: womenliteracy-bounces at nifl.gov
> > [mailto:womenliteracy-bounces at nifl.gov] On Behalf
> Of Andrea Wilder
> > Sent: Thursday, March 23, 2006 6:59 AM
> > To: The Women and Literacy Discussion List
> > Subject: [WomenLiteracy 226] Re: WE LEARN
> Conference
> >
> > All:
> >
> > I felt accepted as a woman.  The barriers that are
> usually present in a
> > male dominated conference weren't  there. So how
> did this happen?
> >
> > 1)	Flowers, massage, great  food, live music.
> >
> > 2)	In the workshops I went to the  presenters
> made it a point to
> > have
> > exercises which included all of  us.
> >
> > 3)	No female topics were off limits, I had the
> feeling that some of
> > the
> > workshop leaders had seen it all--they were very
> calm.
> > Excellent role
> > models.  I learned a lot about being a woman.
> >
> > Andrea
> > On Mar 23, 2006, at 2:27 AM, Ujwala Samant wrote:
> >
> >>> From some of us who missed the conference (last
> year's
> >> was super), how about those who attended giving
> us the
> >> highlights?
> >> Thanks
> >> Ujwala
> >>
> >> --- Bertha Mo <bertiemo at yahoo.com> wrote:
> >>
> >>> I work with students of color and female
> students
> >>> who have math phobia.  I'd like to know the
> contact
> >>> of the person who did the presentation on
> algebra
> >>> and manipulatives.
> >>>
> >>>   Best,
> >>>
> >>>   Bertie Mo, Ph.D., MPH
> >>>
> >>> Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
> >>>   It is now about a week and a half since the WE
> >>> LEARN Conference and I know that a few of us on
> this
> >>> listserv were able to attend. I was thinking
> that it
> >>> may be helpful to those who did not know about
> this
> >>> conference, or could not attend to hear from
> those
> >>> of us who attended what they learned, why they
> >>> thought it was or was not worthwhile going, and
> >>> anything else.
> >>> For those of you not familiar with this
> conference,
> >>> it is an annual conference focusing on women and
> >>> literacy issues. Some examples of what I came
> back
> >>> with are a few tips about how to begin to talk
> about
> >>> racism in the classroom, how to stay safe while
> >>> using the Internet, and alternative ways to
> teach
> >>> algebra with manipulatives. My most enjoyable
> >>> session was one that was ran by the author
> Judith
> >>> Frank who read from and discussed her book
> Crybaby
> >>> Butch. I liked that session because I had read
> the
> >>> book (and highly recommend it) and it was great
> to
> >>> hear her perspectives of it.
> >>> Any one else interested in sharing?
> >>> Daphne
> >>>
> >>> Daphne Greenberg
> >>> Assistant Professor
>
=== message truncated ===
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
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From mev at litwomen.org  Fri Mar 24 07:51:47 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Fri, 24 Mar 2006 07:51:47 -0500
Subject: [WomenLiteracy 231] Re: WE LEARN Conference-response to BErtie
Message-ID: <F4836BB0-BB34-11DA-9FFA-000393ABE4D2@litwomen.org>
several of the presenters left handouts from their workshops and have
provided permission for us to put them up on our website. I hope to get
them up by the end of the month. I will send a general message to this
list when they are ready. the presenter for the math workshops was
Esther Leonelli who is a frequent poster on the nifl science & numeracy
listserv (http://literacynet.org/sciencelincs/).
Mev Miller, WE LEARN
On Wednesday, March 22, 2006, at 06:30  PM, Bertha Mo wrote:
> I work with students of color and female students who have math
> phobia.? I'd like to know the contact of the person who did the
> presentation on algebra and manipulatives.
> ?
> Best,
> ?
> Bertie Mo, Ph.D., MPH
>
>
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
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From andreawilder at comcast.net  Fri Mar 24 08:31:38 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Fri, 24 Mar 2006 08:31:38 -0500
Subject: [WomenLiteracy 232] Re: WE LEARN Conference
In-Reply-To: <20060324075908.29888.qmail@web36813.mail.mud.yahoo.com>
References: <20060324075908.29888.qmail@web36813.mail.mud.yahoo.com>
Message-ID: <22e9fce2908aad486ac870463264e808@comcast.net>
Ujwala and Samuel--
I thought about this topic deeply yesterday.  I am so glad that Ujwala
has said what she said, otherwise I'm like a voice crying in the
wilderness, as scripture would have it.
The language is different and meanings are understood differently by
men and women. The "presentation of self" is different.
I'm usually on the emotional/analytic side of discussions, and this is
a different female way of responding in discussions.  My impression is
that the standard mode of discussion as experienced by men, and as put
forward in psychology  textbooks, is for  emotions/analysis to be put
at two ends of a spectrum.  Men and women are then placed somewhere on
this line.
I have often/many times/some times been thought of as overly emotional
and consequently not listened to by men.   True story.  That male way
of listening lost me a bundle of money once..  The lawyer didn't listen
to me, was surprised by an outcome, and had to admit he had been wrong.
   This has happened also on NIFL list servs.  It's  DEEPLY DEEPLY
STUPID, especially in a field with many women, not to access women's
way of seeing, observing, and concluding.  I was once ridiculed for
this by a man, and I had to deck him, verbally, to get him to listen to
me.  Fortunately, neither a job nor money nor romance  hinged on this
encounter.
I just looked for an article(Chronicle of Higher Ed) about Laurel
Ulrich, 67, a history scholar and now a university professor at
Harvard--the top place  in Harvard's academic hierarchy.  She is
married, has 5 children and  grandchildren.  She speaks as a woman,
illustrating how by following a woman's way she made it to the top of
the heap at the University just down the street from me. Example:  she
took her  dissertation topic from the surrounding countryside of New
Hampshire, because she didn't want to be away from her children.   On
one of my trips around the neighborhood I saw where she and her husband
live, and I will write her a letter.  Believe, me, she will immediately
be asked for speeches on the  women's lecture circuit.
That's enough for now.  Thanks, Ujwala, and thanks Samuel.
Andrea
On Mar 24, 2006, at 2:59 AM, Ujwala Samant wrote:
> Andrea and Samuel,
>
> I agree with what Andrea says.
>
> 1. It's not even looking for men's attention, but more
> than that the 'space' is more evenly distributed. In a
> mixed/male-directed conference, floor space is often
> taken over by men. And since adult education has a lot
> of male gurus, women's space is clearly delineated.
>
> 2. Very few true 'minglers' are organised. The evening
> drinks and cheese receptions are so outdated and de
> passe, that I end up trying to organise something
> myself which involves meeting people I want to meet
> and talk to. It is always a pleasure to meet and talk
> to people one knows as names on the various listservs.
> Our field is dwindling even if the need for our work
> is on the rise, and the better we know our colleagues
> (male and female), the better for the longevity of our
> profession and our learners.
>
> 3. Even the kind of food served is different. When we
> had a female president of an organisation in NJ whose
> board I was on organised lunch we could tell the
> difference: The meat heavy or premade sandwiches were
> gone. In their place was a smaller, but nicer
> selection of hot and cold platters to choose from and
> vegetables and fruit were not mere garnishes or an
> unrecognisable green mass to be sidelined. Over food,
> people actually find the time to sit down and talk to
> their colleagues and find out what is happenening in
> the field. In the case of We Learn, such mingling and
> catching up with old friends was encouraged and space
> was provided to do just that. Most times our
> conferences are packed (as We Learn was) and the
> inclusion of such time was invaluable.
>
> 3. I think more of us (men and women) ought to attend
> We Learn, they would enjoy it and see a different sort
> of conference, one on which future (and larger)
> conferences could be modelled. The only other meeting
> that came close to We Learn was one organised in
> Portland.
>
> 4. There were some 'greats' there at last year's
> conference. And despite that, there was less/no top
> down hierarchy one sees when conferences are
> male-focused.
>
> 5. Another important point: the serious inclusion of
> adult learners. As someone pointed out, We Learn
> includes adult learners. I've made this point before
> that we tend to now pay lip service to our adult
> learners. We either romanticise them or distance them.
> We do not really listen to them. And a lot of it is
> because of the circumstances our field is in: policy
> dictates it, funding demands it. At We Learn, awards
> were not important: their voices and opinions were.
>
> These are my impressions from last year and which is
> why I regret having missed it this year. Just to be
> clear, this was not a wishy washy, coffee klatch
> conference. I'd recommend more people attend it to
> find out.
>
> Warm regards,
> Ujwala
>
> --- Andrea Wilder <andreawilder at comcast.net> wrote:
>
>> Wow, Samuel, that's a hard one!
>>
>> I bet an all male conference would seem different,
>> too--let's trade
>> observations
>>
>> OK--female conference-others chime in.
>>
>> 1)	flowers, music, food
>> 2)	A sense of being sisters--there are givens that
>> we all share, so
>> laughter can be shared laughter.  Mothers  and their
>> relations to
>> children and bringing up children,  particularly
>> girls, in a dangerous
>> world that can turn on you suddenly.
>> 3)	Movement of the family literacy model from mother
>> reading to child
>> to all the things mothers write  in the home that a
>> child can
>> copy--this is kind of an insider's view of the
>> home--one of the
>> presenters made that link.  Two very well known
>> family ltiteracy
>> studies have been written by women, and they take in
>> this wider view.
>> Also, ethnographic studies.
>> 4)	Discussions of and acceptance of women's
>> sexuality is usually pretty
>> tamped down in mixed gender conferences.
>> 5)	A feeling of  goodness and wholeness drew us
>> together.
>> 6)	We have common hurdles in living, in
>> achievement--common experiences
>> that  unite women.
>>
>> 7)	I have to say that the managers of this
>> conference were extremely
>> skilled in how they structured it , for example,
>> workshop presenters
>> included all of us in perhaps introductions, or bad
>> experiences, or
>> good attributes or our experiences.  Also--needs
>> were taken care of
>> before they arose, for example, food was ready
>> before lunchtime, one
>> woman went around drawing chairs together in threes
>> so we could talk.
>> It was a lovely generosity.
>>
>> 8)	No sparring for men's attention!  There was one
>> guy there, i don't
>> mean to slight him, I think he came for a specific
>> presentation. Maybe
>> others will know.
>>
>> 9)	Adult literacy students came, were asked to come,
>> were included.
>> This was a deliberate "chain of life, let's hand on
>> our knowledge to
>> women coming after us"  attitude.
>>
>> I have to say, also, Samuel, that I went for 8
>> formative years to a
>> girls school, and  at our last reunion, in a
>> classmate's  home, the
>> husband (up on the 2nd floor) was startled, we later
>> learned, to hear a
>> good belly laugh that he associated only with men.
>> Two of our members
>> died this winter, so I called a reunion--I had a
>> shared  feeling that
>> we should have been there for our friends, just to
>> let them we loved
>> them,  and to wish them good luck on the voyage.
>>
>> ******************
>>
>> Does anyone know of any movies which show,
>> demonstrate this feeling of
>> sisterhood?
>>
>> Andrea
>>
>>
>> On Mar 23, 2006, at 11:46 AM, Samuel McGraw III
>> wrote:
>>
>>> Andrea et. al.,
>>>
>>>
>>> I would love to know of the "barriers that are
>> usually present in a
>>> male dominated conference."
>>>
>>> Thanks,
>>>
>>> Samuel McGraw III M. Ed.
>>> Program Coordinator
>>>
>>> Goodwill
>>> Tel: 206.860.5789
>>> Fax: 206.325.9845
>>> http://www.seattlegoodwill.org
>>> Because jobs change lives
>>>
>>>
>>> -----Original Message-----
>>> From: womenliteracy-bounces at nifl.gov
>>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf
>> Of Andrea Wilder
>>> Sent: Thursday, March 23, 2006 6:59 AM
>>> To: The Women and Literacy Discussion List
>>> Subject: [WomenLiteracy 226] Re: WE LEARN
>> Conference
>>>
>>> All:
>>>
>>> I felt accepted as a woman.  The barriers that are
>> usually present in a
>>> male dominated conference weren't  there. So how
>> did this happen?
>>>
>>> 1)	Flowers, massage, great  food, live music.
>>>
>>> 2)	In the workshops I went to the  presenters
>> made it a point to
>>> have
>>> exercises which included all of  us.
>>>
>>> 3)	No female topics were off limits, I had the
>> feeling that some of
>>> the
>>> workshop leaders had seen it all--they were very
>> calm.
>>> Excellent role
>>> models.  I learned a lot about being a woman.
>>>
>>> Andrea
>>> On Mar 23, 2006, at 2:27 AM, Ujwala Samant wrote:
>>>
>>>>> From some of us who missed the conference (last
>> year's
>>>> was super), how about those who attended giving
>> us the
>>>> highlights?
>>>> Thanks
>>>> Ujwala
>>>>
>>>> --- Bertha Mo <bertiemo at yahoo.com> wrote:
>>>>
>>>>> I work with students of color and female
>> students
>>>>> who have math phobia.  I'd like to know the
>> contact
>>>>> of the person who did the presentation on
>> algebra
>>>>> and manipulatives.
>>>>>
>>>>>   Best,
>>>>>
>>>>>   Bertie Mo, Ph.D., MPH
>>>>>
>>>>> Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
>>>>>   It is now about a week and a half since the WE
>>>>> LEARN Conference and I know that a few of us on
>> this
>>>>> listserv were able to attend. I was thinking
>> that it
>>>>> may be helpful to those who did not know about
>> this
>>>>> conference, or could not attend to hear from
>> those
>>>>> of us who attended what they learned, why they
>>>>> thought it was or was not worthwhile going, and
>>>>> anything else.
>>>>> For those of you not familiar with this
>> conference,
>>>>> it is an annual conference focusing on women and
>>>>> literacy issues. Some examples of what I came
>> back
>>>>> with are a few tips about how to begin to talk
>> about
>>>>> racism in the classroom, how to stay safe while
>>>>> using the Internet, and alternative ways to
>> teach
>>>>> algebra with manipulatives. My most enjoyable
>>>>> session was one that was ran by the author
>> Judith
>>>>> Frank who read from and discussed her book
>> Crybaby
>>>>> Butch. I liked that session because I had read
>> the
>>>>> book (and highly recommend it) and it was great
>> to
>>>>> hear her perspectives of it.
>>>>> Any one else interested in sharing?
>>>>> Daphne
>>>>>
>>>>> Daphne Greenberg
>>>>> Assistant Professor
>>
> === message truncated ===
>
>
> __________________________________________________
> Do You Yahoo!?
> Tired of spam?  Yahoo! Mail has the best spam protection around
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> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From lalumineuse at yahoo.com  Fri Mar 24 09:57:44 2006
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Fri, 24 Mar 2006 06:57:44 -0800 (PST)
Subject: [WomenLiteracy 233] Re: WE LEARN Conference
In-Reply-To: <22e9fce2908aad486ac870463264e808@comcast.net>
Message-ID: <20060324145744.78619.qmail@web36801.mail.mud.yahoo.com>
Andrea,
I have been thinking about something. Are conferences
with Women in the title perceived as different and
exclusive? I am sure all the men on this listserv work
with women and have research issues etc with women.
Why then do we see such few men at conferences that
look at one half of the population? Are we (as
women)keeping men's participation out when we organise
such conferences? Are we deliberately maintaining the
distance?
We see men at conferences with "Family Literacy",
"Children's literacy" etc in the title....
Just curious...
Regards,
Ujwala
--- Andrea Wilder <andreawilder at comcast.net> wrote:
> Ujwala and Samuel--
>
> I thought about this topic deeply yesterday.  I am
> so glad that Ujwala
> has said what she said, otherwise I'm like a voice
> crying in the
> wilderness, as scripture would have it.
>
> The language is different and meanings are
> understood differently by
> men and women. The "presentation of self" is
> different.
>
> I'm usually on the emotional/analytic side of
> discussions, and this is
> a different female way of responding in discussions.
>  My impression is
> that the standard mode of discussion as experienced
> by men, and as put
> forward in psychology  textbooks, is for
> emotions/analysis to be put
> at two ends of a spectrum.  Men and women are then
> placed somewhere on
> this line.
>
> I have often/many times/some times been thought of
> as overly emotional
> and consequently not listened to by men.   True
> story.  That male way
> of listening lost me a bundle of money once..  The
> lawyer didn't listen
> to me, was surprised by an outcome, and had to admit
> he had been wrong.
>    This has happened also on NIFL list servs.  It's
> DEEPLY DEEPLY
> STUPID, especially in a field with many women, not
> to access women's
> way of seeing, observing, and concluding.  I was
> once ridiculed for
> this by a man, and I had to deck him, verbally, to
> get him to listen to
> me.  Fortunately, neither a job nor money nor
> romance  hinged on this
> encounter.
>
> I just looked for an article(Chronicle of Higher Ed)
> about Laurel
> Ulrich, 67, a history scholar and now a university
> professor at
> Harvard--the top place  in Harvard's academic
> hierarchy.  She is
> married, has 5 children and  grandchildren.  She
> speaks as a woman,
> illustrating how by following a woman's way she made
> it to the top of
> the heap at the University just down the street from
> me. Example:  she
> took her  dissertation topic from the surrounding
> countryside of New
> Hampshire, because she didn't want to be away from
> her children.   On
> one of my trips around the neighborhood I saw where
> she and her husband
> live, and I will write her a letter.  Believe, me,
> she will immediately
> be asked for speeches on the  women's lecture
> circuit.
>
> That's enough for now.  Thanks, Ujwala, and thanks
> Samuel.
>
> Andrea
>
>
>
>
>
>
> On Mar 24, 2006, at 2:59 AM, Ujwala Samant wrote:
>
> > Andrea and Samuel,
> >
> > I agree with what Andrea says.
> >
> > 1. It's not even looking for men's attention, but
> more
> > than that the 'space' is more evenly distributed.
> In a
> > mixed/male-directed conference, floor space is
> often
> > taken over by men. And since adult education has a
> lot
> > of male gurus, women's space is clearly
> delineated.
> >
> > 2. Very few true 'minglers' are organised. The
> evening
> > drinks and cheese receptions are so outdated and
> de
> > passe, that I end up trying to organise something
> > myself which involves meeting people I want to
> meet
> > and talk to. It is always a pleasure to meet and
> talk
> > to people one knows as names on the various
> listservs.
> > Our field is dwindling even if the need for our
> work
> > is on the rise, and the better we know our
> colleagues
> > (male and female), the better for the longevity of
> our
> > profession and our learners.
> >
> > 3. Even the kind of food served is different. When
> we
> > had a female president of an organisation in NJ
> whose
> > board I was on organised lunch we could tell the
> > difference: The meat heavy or premade sandwiches
> were
> > gone. In their place was a smaller, but nicer
> > selection of hot and cold platters to choose from
> and
> > vegetables and fruit were not mere garnishes or an
> > unrecognisable green mass to be sidelined. Over
> food,
> > people actually find the time to sit down and talk
> to
> > their colleagues and find out what is happenening
> in
> > the field. In the case of We Learn, such mingling
> and
> > catching up with old friends was encouraged and
> space
> > was provided to do just that. Most times our
> > conferences are packed (as We Learn was) and the
> > inclusion of such time was invaluable.
> >
> > 3. I think more of us (men and women) ought to
> attend
> > We Learn, they would enjoy it and see a different
> sort
> > of conference, one on which future (and larger)
> > conferences could be modelled. The only other
> meeting
> > that came close to We Learn was one organised in
> > Portland.
> >
> > 4. There were some 'greats' there at last year's
> > conference. And despite that, there was less/no
> top
> > down hierarchy one sees when conferences are
> > male-focused.
> >
> > 5. Another important point: the serious inclusion
> of
> > adult learners. As someone pointed out, We Learn
> > includes adult learners. I've made this point
> before
> > that we tend to now pay lip service to our adult
> > learners. We either romanticise them or distance
> them.
> > We do not really listen to them. And a lot of it
> is
> > because of the circumstances our field is in:
> policy
> > dictates it, funding demands it. At We Learn,
> awards
> > were not important: their voices and opinions
> were.
> >
> > These are my impressions from last year and which
> is
> > why I regret having missed it this year. Just to
> be
> > clear, this was not a wishy washy, coffee klatch
> > conference. I'd recommend more people attend it to
> > find out.
> >
> > Warm regards,
> > Ujwala
> >
> > --- Andrea Wilder <andreawilder at comcast.net>
> wrote:
> >
> >> Wow, Samuel, that's a hard one!
> >>
> >> I bet an all male conference would seem
> different,
> >> too--let's trade
> >> observations
> >>
> >> OK--female conference-others chime in.
> >>
> >> 1)	flowers, music, food
> >> 2)	A sense of being sisters--there are givens
> that
> >> we all share, so
> >> laughter can be shared laughter.  Mothers  and
> their
>
=== message truncated ===
__________________________________________________
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From andreawilder at comcast.net  Fri Mar 24 10:13:23 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Fri, 24 Mar 2006 10:13:23 -0500
Subject: [WomenLiteracy 234] Re: WE LEARN Conference
In-Reply-To: <20060324145744.78619.qmail@web36801.mail.mud.yahoo.com>
References: <20060324145744.78619.qmail@web36801.mail.mud.yahoo.com>
Message-ID: <8b5550a5fd25a655ed594d5b761e51de@comcast.net>
Ujwala--
We're probably keeping men out.  Also, women are devalued, so going to
a woman's conference would I think be seen as slightly icky and
crossing a line..  Hard to say this, but I think this is true.
Also,  as women we tend to pull into shells in "mixed" situations.
There are MEN on this list, so maybe they will speak up--THANKS SAMUEL
for asking your question!  You kind of opened a floodgate!!
Andrea
On Mar 24, 2006, at 9:57 AM, Ujwala Samant wrote:
> Andrea,
>
> I have been thinking about something. Are conferences
> with Women in the title perceived as different and
> exclusive? I am sure all the men on this listserv work
> with women and have research issues etc with women.
> Why then do we see such few men at conferences that
> look at one half of the population? Are we (as
> women)keeping men's participation out when we organise
> such conferences? Are we deliberately maintaining the
> distance?
>
> We see men at conferences with "Family Literacy",
> "Children's literacy" etc in the title....
>
> Just curious...
> Regards,
> Ujwala
>
> --- Andrea Wilder <andreawilder at comcast.net> wrote:
>
>> Ujwala and Samuel--
>>
>> I thought about this topic deeply yesterday.  I am
>> so glad that Ujwala
>> has said what she said, otherwise I'm like a voice
>> crying in the
>> wilderness, as scripture would have it.
>>
>> The language is different and meanings are
>> understood differently by
>> men and women. The "presentation of self" is
>> different.
>>
>> I'm usually on the emotional/analytic side of
>> discussions, and this is
>> a different female way of responding in discussions.
>>  My impression is
>> that the standard mode of discussion as experienced
>> by men, and as put
>> forward in psychology  textbooks, is for
>> emotions/analysis to be put
>> at two ends of a spectrum.  Men and women are then
>> placed somewhere on
>> this line.
>>
>> I have often/many times/some times been thought of
>> as overly emotional
>> and consequently not listened to by men.   True
>> story.  That male way
>> of listening lost me a bundle of money once..  The
>> lawyer didn't listen
>> to me, was surprised by an outcome, and had to admit
>> he had been wrong.
>>    This has happened also on NIFL list servs.  It's
>> DEEPLY DEEPLY
>> STUPID, especially in a field with many women, not
>> to access women's
>> way of seeing, observing, and concluding.  I was
>> once ridiculed for
>> this by a man, and I had to deck him, verbally, to
>> get him to listen to
>> me.  Fortunately, neither a job nor money nor
>> romance  hinged on this
>> encounter.
>>
>> I just looked for an article(Chronicle of Higher Ed)
>> about Laurel
>> Ulrich, 67, a history scholar and now a university
>> professor at
>> Harvard--the top place  in Harvard's academic
>> hierarchy.  She is
>> married, has 5 children and  grandchildren.  She
>> speaks as a woman,
>> illustrating how by following a woman's way she made
>> it to the top of
>> the heap at the University just down the street from
>> me. Example:  she
>> took her  dissertation topic from the surrounding
>> countryside of New
>> Hampshire, because she didn't want to be away from
>> her children.   On
>> one of my trips around the neighborhood I saw where
>> she and her husband
>> live, and I will write her a letter.  Believe, me,
>> she will immediately
>> be asked for speeches on the  women's lecture
>> circuit.
>>
>> That's enough for now.  Thanks, Ujwala, and thanks
>> Samuel.
>>
>> Andrea
>>
>>
>>
>>
>>
>>
>> On Mar 24, 2006, at 2:59 AM, Ujwala Samant wrote:
>>
>>> Andrea and Samuel,
>>>
>>> I agree with what Andrea says.
>>>
>>> 1. It's not even looking for men's attention, but
>> more
>>> than that the 'space' is more evenly distributed.
>> In a
>>> mixed/male-directed conference, floor space is
>> often
>>> taken over by men. And since adult education has a
>> lot
>>> of male gurus, women's space is clearly
>> delineated.
>>>
>>> 2. Very few true 'minglers' are organised. The
>> evening
>>> drinks and cheese receptions are so outdated and
>> de
>>> passe, that I end up trying to organise something
>>> myself which involves meeting people I want to
>> meet
>>> and talk to. It is always a pleasure to meet and
>> talk
>>> to people one knows as names on the various
>> listservs.
>>> Our field is dwindling even if the need for our
>> work
>>> is on the rise, and the better we know our
>> colleagues
>>> (male and female), the better for the longevity of
>> our
>>> profession and our learners.
>>>
>>> 3. Even the kind of food served is different. When
>> we
>>> had a female president of an organisation in NJ
>> whose
>>> board I was on organised lunch we could tell the
>>> difference: The meat heavy or premade sandwiches
>> were
>>> gone. In their place was a smaller, but nicer
>>> selection of hot and cold platters to choose from
>> and
>>> vegetables and fruit were not mere garnishes or an
>>> unrecognisable green mass to be sidelined. Over
>> food,
>>> people actually find the time to sit down and talk
>> to
>>> their colleagues and find out what is happenening
>> in
>>> the field. In the case of We Learn, such mingling
>> and
>>> catching up with old friends was encouraged and
>> space
>>> was provided to do just that. Most times our
>>> conferences are packed (as We Learn was) and the
>>> inclusion of such time was invaluable.
>>>
>>> 3. I think more of us (men and women) ought to
>> attend
>>> We Learn, they would enjoy it and see a different
>> sort
>>> of conference, one on which future (and larger)
>>> conferences could be modelled. The only other
>> meeting
>>> that came close to We Learn was one organised in
>>> Portland.
>>>
>>> 4. There were some 'greats' there at last year's
>>> conference. And despite that, there was less/no
>> top
>>> down hierarchy one sees when conferences are
>>> male-focused.
>>>
>>> 5. Another important point: the serious inclusion
>> of
>>> adult learners. As someone pointed out, We Learn
>>> includes adult learners. I've made this point
>> before
>>> that we tend to now pay lip service to our adult
>>> learners. We either romanticise them or distance
>> them.
>>> We do not really listen to them. And a lot of it
>> is
>>> because of the circumstances our field is in:
>> policy
>>> dictates it, funding demands it. At We Learn,
>> awards
>>> were not important: their voices and opinions
>> were.
>>>
>>> These are my impressions from last year and which
>> is
>>> why I regret having missed it this year. Just to
>> be
>>> clear, this was not a wishy washy, coffee klatch
>>> conference. I'd recommend more people attend it to
>>> find out.
>>>
>>> Warm regards,
>>> Ujwala
>>>
>>> --- Andrea Wilder <andreawilder at comcast.net>
>> wrote:
>>>
>>>> Wow, Samuel, that's a hard one!
>>>>
>>>> I bet an all male conference would seem
>> different,
>>>> too--let's trade
>>>> observations
>>>>
>>>> OK--female conference-others chime in.
>>>>
>>>> 1)	flowers, music, food
>>>> 2)	A sense of being sisters--there are givens
>> that
>>>> we all share, so
>>>> laughter can be shared laughter.  Mothers  and
>> their
>>
> === message truncated ===
>
>
> __________________________________________________
> Do You Yahoo!?
> Tired of spam?  Yahoo! Mail has the best spam protection around
> http://mail.yahoo.com
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From andreawilder at comcast.net  Sat Mar 25 09:04:59 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Sat, 25 Mar 2006 09:04:59 -0500
Subject: [WomenLiteracy 235] Re: WE LEARN Conference
In-Reply-To: <8b5550a5fd25a655ed594d5b761e51de@comcast.net>
References: <20060324145744.78619.qmail@web36801.mail.mud.yahoo.com>
	<8b5550a5fd25a655ed594d5b761e51de@comcast.net>
Message-ID: <c7049b032187e7ce8e0022db89bed02e@comcast.net>
Ujwala,
We very much need men to come,  what we can do is keep on a woman's
agenda.  I think this would give women a chance to work on reaching
-out-to-men skills.  I wonder if  we  need to be able to have women's
discussions in the presence of men.  What do you think?
Andrea
On Mar 24, 2006, at 10:13 AM, Andrea Wilder wrote:
> Ujwala--
>
> We're probably keeping men out.  Also, women are devalued, so going to
> a woman's conference would I think be seen as slightly icky and
> crossing a line..  Hard to say this, but I think this is true.
>
> Also,  as women we tend to pull into shells in "mixed" situations.
>
> There are MEN on this list, so maybe they will speak up--THANKS SAMUEL
> for asking your question!  You kind of opened a floodgate!!
>
> Andrea
>
>
>
> On Mar 24, 2006, at 9:57 AM, Ujwala Samant wrote:
>
>> Andrea,
>>
>> I have been thinking about something. Are conferences
>> with Women in the title perceived as different and
>> exclusive? I am sure all the men on this listserv work
>> with women and have research issues etc with women.
>> Why then do we see such few men at conferences that
>> look at one half of the population? Are we (as
>> women)keeping men's participation out when we organise
>> such conferences? Are we deliberately maintaining the
>> distance?
>>
>> We see men at conferences with "Family Literacy",
>> "Children's literacy" etc in the title....
>>
>> Just curious...
>> Regards,
>> Ujwala
>>
>> --- Andrea Wilder <andreawilder at comcast.net> wrote:
>>
>>> Ujwala and Samuel--
>>>
>>> I thought about this topic deeply yesterday.  I am
>>> so glad that Ujwala
>>> has said what she said, otherwise I'm like a voice
>>> crying in the
>>> wilderness, as scripture would have it.
>>>
>>> The language is different and meanings are
>>> understood differently by
>>> men and women. The "presentation of self" is
>>> different.
>>>
>>> I'm usually on the emotional/analytic side of
>>> discussions, and this is
>>> a different female way of responding in discussions.
>>>  My impression is
>>> that the standard mode of discussion as experienced
>>> by men, and as put
>>> forward in psychology  textbooks, is for
>>> emotions/analysis to be put
>>> at two ends of a spectrum.  Men and women are then
>>> placed somewhere on
>>> this line.
>>>
>>> I have often/many times/some times been thought of
>>> as overly emotional
>>> and consequently not listened to by men.   True
>>> story.  That male way
>>> of listening lost me a bundle of money once..  The
>>> lawyer didn't listen
>>> to me, was surprised by an outcome, and had to admit
>>> he had been wrong.
>>>    This has happened also on NIFL list servs.  It's
>>> DEEPLY DEEPLY
>>> STUPID, especially in a field with many women, not
>>> to access women's
>>> way of seeing, observing, and concluding.  I was
>>> once ridiculed for
>>> this by a man, and I had to deck him, verbally, to
>>> get him to listen to
>>> me.  Fortunately, neither a job nor money nor
>>> romance  hinged on this
>>> encounter.
>>>
>>> I just looked for an article(Chronicle of Higher Ed)
>>> about Laurel
>>> Ulrich, 67, a history scholar and now a university
>>> professor at
>>> Harvard--the top place  in Harvard's academic
>>> hierarchy.  She is
>>> married, has 5 children and  grandchildren.  She
>>> speaks as a woman,
>>> illustrating how by following a woman's way she made
>>> it to the top of
>>> the heap at the University just down the street from
>>> me. Example:  she
>>> took her  dissertation topic from the surrounding
>>> countryside of New
>>> Hampshire, because she didn't want to be away from
>>> her children.   On
>>> one of my trips around the neighborhood I saw where
>>> she and her husband
>>> live, and I will write her a letter.  Believe, me,
>>> she will immediately
>>> be asked for speeches on the  women's lecture
>>> circuit.
>>>
>>> That's enough for now.  Thanks, Ujwala, and thanks
>>> Samuel.
>>>
>>> Andrea
>>>
>>>
>>>
>>>
>>>
>>>
>>> On Mar 24, 2006, at 2:59 AM, Ujwala Samant wrote:
>>>
>>>> Andrea and Samuel,
>>>>
>>>> I agree with what Andrea says.
>>>>
>>>> 1. It's not even looking for men's attention, but
>>> more
>>>> than that the 'space' is more evenly distributed.
>>> In a
>>>> mixed/male-directed conference, floor space is
>>> often
>>>> taken over by men. And since adult education has a
>>> lot
>>>> of male gurus, women's space is clearly
>>> delineated.
>>>>
>>>> 2. Very few true 'minglers' are organised. The
>>> evening
>>>> drinks and cheese receptions are so outdated and
>>> de
>>>> passe, that I end up trying to organise something
>>>> myself which involves meeting people I want to
>>> meet
>>>> and talk to. It is always a pleasure to meet and
>>> talk
>>>> to people one knows as names on the various
>>> listservs.
>>>> Our field is dwindling even if the need for our
>>> work
>>>> is on the rise, and the better we know our
>>> colleagues
>>>> (male and female), the better for the longevity of
>>> our
>>>> profession and our learners.
>>>>
>>>> 3. Even the kind of food served is different. When
>>> we
>>>> had a female president of an organisation in NJ
>>> whose
>>>> board I was on organised lunch we could tell the
>>>> difference: The meat heavy or premade sandwiches
>>> were
>>>> gone. In their place was a smaller, but nicer
>>>> selection of hot and cold platters to choose from
>>> and
>>>> vegetables and fruit were not mere garnishes or an
>>>> unrecognisable green mass to be sidelined. Over
>>> food,
>>>> people actually find the time to sit down and talk
>>> to
>>>> their colleagues and find out what is happenening
>>> in
>>>> the field. In the case of We Learn, such mingling
>>> and
>>>> catching up with old friends was encouraged and
>>> space
>>>> was provided to do just that. Most times our
>>>> conferences are packed (as We Learn was) and the
>>>> inclusion of such time was invaluable.
>>>>
>>>> 3. I think more of us (men and women) ought to
>>> attend
>>>> We Learn, they would enjoy it and see a different
>>> sort
>>>> of conference, one on which future (and larger)
>>>> conferences could be modelled. The only other
>>> meeting
>>>> that came close to We Learn was one organised in
>>>> Portland.
>>>>
>>>> 4. There were some 'greats' there at last year's
>>>> conference. And despite that, there was less/no
>>> top
>>>> down hierarchy one sees when conferences are
>>>> male-focused.
>>>>
>>>> 5. Another important point: the serious inclusion
>>> of
>>>> adult learners. As someone pointed out, We Learn
>>>> includes adult learners. I've made this point
>>> before
>>>> that we tend to now pay lip service to our adult
>>>> learners. We either romanticise them or distance
>>> them.
>>>> We do not really listen to them. And a lot of it
>>> is
>>>> because of the circumstances our field is in:
>>> policy
>>>> dictates it, funding demands it. At We Learn,
>>> awards
>>>> were not important: their voices and opinions
>>> were.
>>>>
>>>> These are my impressions from last year and which
>>> is
>>>> why I regret having missed it this year. Just to
>>> be
>>>> clear, this was not a wishy washy, coffee klatch
>>>> conference. I'd recommend more people attend it to
>>>> find out.
>>>>
>>>> Warm regards,
>>>> Ujwala
>>>>
>>>> --- Andrea Wilder <andreawilder at comcast.net>
>>> wrote:
>>>>
>>>>> Wow, Samuel, that's a hard one!
>>>>>
>>>>> I bet an all male conference would seem
>>> different,
>>>>> too--let's trade
>>>>> observations
>>>>>
>>>>> OK--female conference-others chime in.
>>>>>
>>>>> 1)	flowers, music, food
>>>>> 2)	A sense of being sisters--there are givens
>>> that
>>>>> we all share, so
>>>>> laughter can be shared laughter.  Mothers  and
>>> their
>>>
>> === message truncated ===
>>
>>
>> __________________________________________________
>> Do You Yahoo!?
>> Tired of spam?  Yahoo! Mail has the best spam protection around
>> http://mail.yahoo.com
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From idais1 at comcast.net  Sat Mar 25 11:58:26 2006
From: idais1 at comcast.net (Ida)
Date: Sat, 25 Mar 2006 08:58:26 -0800
Subject: [WomenLiteracy 236]  Men in WOmens Groups
Message-ID: <4B0A32DB-6688-404C-91FD-C852F1A58C32@comcast.net>
I am saddened to hear that some women think that they can be
themselves in the presence of men.  We are socialized to react
differently in the presence of men. This comes from a very early
age.  I do think that some women can maintain themselves to be
themselves but it takes work, committment, and this does not come
easily in the male dominated society.
Ida
From ryanryanc at yahoo.com  Sat Mar 25 12:32:11 2006
From: ryanryanc at yahoo.com (Ryan Carter Hall)
Date: Sat, 25 Mar 2006 09:32:11 -0800 (PST)
Subject: [WomenLiteracy 237] Re: Men in WOmens Groups
In-Reply-To: <4B0A32DB-6688-404C-91FD-C852F1A58C32@comcast.net>
Message-ID: <20060325173211.15087.qmail@web31809.mail.mud.yahoo.com>
Ida,
I may have misunderstood you, but what did you mean
when you said that you are saddened to hear that some
women think that they can be themselves in the
presence of men? Wouldn't it be a good thing if we
could all be ourselves in the presence of men? Isn't
that what we're striving for- the
confidence/courage/belief that we can be who we really
are in this male-dominated society. . . and the skills
to actually do it.  .  . consistently?
Ryan
--- Ida <idais1 at comcast.net> wrote:
> I am saddened to hear that some women think that
> they can be
> themselves in the presence of men.  We are
> socialized to react
> differently in the presence of men. This comes from
> a very early
> age.  I do think that some women can maintain
> themselves to be
> themselves but it takes work, committment, and this
> does not come
> easily in the male dominated society.
> Ida
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From andreawilder at comcast.net  Sat Mar 25 12:57:28 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Sat, 25 Mar 2006 12:57:28 -0500
Subject: [WomenLiteracy 238] Re: Men in WOmens Groups
In-Reply-To: <4B0A32DB-6688-404C-91FD-C852F1A58C32@comcast.net>
References: <4B0A32DB-6688-404C-91FD-C852F1A58C32@comcast.net>
Message-ID: <12f33d6bd11ed68e20e731c21ffcdf4f@comcast.net>
Ida,
I think women have many roles, depending on their circumstances--here,
with men or without men.  It would be a different dynamic, that's for
sure.  Most women live in the presence of men all the time, and, as you
say, the  socialization is different.
Here's a quote:
"Traditional marriage shores up the power of men in subtle ways which I
believe few men--even sensitive men of the greatest goodwill towards
women--appreciate.  When you are playing tennis  and the wind is
blowing from your back, you may not be aware of  the wind at all and
think only that you are playing very well.  All your shots go in swift
and hard.  It isn't until you change courts and the wind is blowing
against you that you appreciate the force  of the wind.  Power is like
that.  You feel it most when it is working against you."  p. 268,
"Parallel Lives," Phyllis Rose, 1983, Vintage.
Myself, i find it strengthening to be in an all female group, to know
that i am not crazed, that other women have similar reactions to
events, and that within that similarity I can find other patterns which
I have overlooked previously.  I'm thinking of an analogy.  Like loving
plants, and being with another person who loves plants, and then this
person also has some more information about them that I can learn.
However, when we are stronger and more self-confident, then  we can try
out our new skills in male and female groups.
Here are some tidbits:  women have larger tear ducts than men, more
acute hearing, see a wider range of color hues.  I figure  putting
these facts out on a list serv is a way of saying who we are.
Andrea
On Mar 25, 2006, at 11:58 AM, Ida wrote:
> I am saddened to hear that some women think that they can be
> themselves in the presence of men.  We are socialized to react
> differently in the presence of men. This comes from a very early
> age.  I do think that some women can maintain themselves to be
> themselves but it takes work, committment, and this does not come
> easily in the male dominated society.
> Ida
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From andreawilder at comcast.net  Sat Mar 25 13:02:57 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Sat, 25 Mar 2006 13:02:57 -0500
Subject: [WomenLiteracy 239] Re: Men in WOmens Groups
In-Reply-To: <20060325173211.15087.qmail@web31809.mail.mud.yahoo.com>
References: <20060325173211.15087.qmail@web31809.mail.mud.yahoo.com>
Message-ID: <da944e894f2f1ccbbdc223b9ed661901@comcast.net>
It isn't that easy.  I wrote about decking a guy verbally for something
he said that showed a bad attitude.  It took enormous psychic strength
to speak up as I felt I had to, and I had to quickly run through my
head the possible downside of speaking up--not a job, not money, not
romance.  So I spoke up.
There have been many times when I knew the reality was different and I
just shut up.
Andrea
On Mar 25, 2006, at 12:32 PM, Ryan Carter Hall wrote:
> Ida,
> I may have misunderstood you, but what did you mean
> when you said that you are saddened to hear that some
> women think that they can be themselves in the
> presence of men? Wouldn't it be a good thing if we
> could all be ourselves in the presence of men? Isn't
> that what we're striving for- the
> confidence/courage/belief that we can be who we really
> are in this male-dominated society. . . and the skills
> to actually do it.  .  . consistently?
> Ryan
>
> --- Ida <idais1 at comcast.net> wrote:
>
>> I am saddened to hear that some women think that
>> they can be
>> themselves in the presence of men.  We are
>> socialized to react
>> differently in the presence of men. This comes from
>> a very early
>> age.  I do think that some women can maintain
>> themselves to be
>> themselves but it takes work, committment, and this
>> does not come
>> easily in the male dominated society.
>> Ida
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings,
>> please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From andreawilder at comcast.net  Sat Mar 25 13:43:56 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Sat, 25 Mar 2006 13:43:56 -0500
Subject: [WomenLiteracy 240] Re: Men in WOmens Groups
In-Reply-To: <da944e894f2f1ccbbdc223b9ed661901@comcast.net>
References: <20060325173211.15087.qmail@web31809.mail.mud.yahoo.com>
	<da944e894f2f1ccbbdc223b9ed661901@comcast.net>
Message-ID: <65573161f871723720a7d4ed2875e608@comcast.net>
OK, replying to my own email.
I once went to a female therapist, she was nutts, I  didn't  go back.
Went instead to a male therapist, much better deal..  So the quality of
the person matters a lot.
Andrea
Andrea
On Mar 25, 2006, at 1:02 PM, Andrea Wilder wrote:
> It isn't that easy.  I wrote about decking a guy verbally for something
> he said that showed a bad attitude.  It took enormous psychic strength
> to speak up as I felt I had to, and I had to quickly run through my
> head the possible downside of speaking up--not a job, not money, not
> romance.  So I spoke up.
>
> There have been many times when I knew the reality was different and I
> just shut up.
>
> Andrea
>
>
> On Mar 25, 2006, at 12:32 PM, Ryan Carter Hall wrote:
>
>> Ida,
>> I may have misunderstood you, but what did you mean
>> when you said that you are saddened to hear that some
>> women think that they can be themselves in the
>> presence of men? Wouldn't it be a good thing if we
>> could all be ourselves in the presence of men? Isn't
>> that what we're striving for- the
>> confidence/courage/belief that we can be who we really
>> are in this male-dominated society. . . and the skills
>> to actually do it.  .  . consistently?
>> Ryan
>>
>> --- Ida <idais1 at comcast.net> wrote:
>>
>>> I am saddened to hear that some women think that
>>> they can be
>>> themselves in the presence of men.  We are
>>> socialized to react
>>> differently in the presence of men. This comes from
>>> a very early
>>> age.  I do think that some women can maintain
>>> themselves to be
>>> themselves but it takes work, committment, and this
>>> does not come
>>> easily in the male dominated society.
>>> Ida
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings,
>>> please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From mev at litwomen.org  Sat Mar 25 13:27:00 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Sat, 25 Mar 2006 13:27:00 -0500
Subject: [WomenLiteracy 241]  WE LEARN at COABE
Message-ID: <F2FD3C17-BC2C-11DA-A275-000393ABE4D2@litwomen.org>
Going to COABE?
Interested in know more about WE LEARN? our work? Women's Literacy
issues?
Join us at COABE.
Women & Literacy: Moving to Power & Participation
Thursday, April 27. 2:15 - 5:00 (double session)
Presenters: Mev Miller,  Director & Founder of WE LEARN along with
members of WE LEARN -- Daphne Greenberg, Silja Kallenbach and Andy Nash.
Presentation Content and Main Points:
This workshop will demonstrate a variety of projects and resources
developed by WE LEARN (Women Expanding: Literacy Education Action
Resource Network). WE LEARN promotes women's literacy as a tool for
personal growth and social change through networking, education,
action, and resource development. This membership organization
addresses the barriers, consequences, and impact of gender-based
differences on women's learning and how those differences affect
women's success and their ability to progress socially, economically,
and politically. WE LEARN is the only national U.S. organization
directly addressing the issues of adult women's literacy and the needs
of women in adult basic education. The workshop activities will
encourage participants to consider the ways to address women's issues
in literacy/basic education settings in order to empower women's full
participation in all aspects of society.
The workshop will include a presentation of the resources and
networking available through the WE LEARN website (), and discuss
electronic forums such as . We will also display some of the books and
materials from the WE LEARN library and participants will use them
during the hands-on activities. We will discuss our writing projects;
including he collaborative work we've done with NELRC to co-publish
Issue #19 of The Change Agent on Women & Literacy, and Women's
Perspectives Student Writing Initiative with samples from the first
issue to be released in March 2006 on women's health & well-being.
Activities will demonstrate ways to use several WE LEARN resources
(lesson planes, etc.) and projects to develop the leadership and
participation of women in ABE.
Participants will have time to share their experiences and discuss the
innovative practices they have created. We will discuss our current and
forthcoming research projects and ways in which participants can
connect to WE LEARN, especially through regional groups.
Handouts will include The Change Agent #19, lesson plans, bibliography,
and several other resources.
Mev Miller
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From idais1 at comcast.net  Sat Mar 25 20:35:28 2006
From: idais1 at comcast.net (Ida)
Date: Sat, 25 Mar 2006 17:35:28 -0800
Subject: [WomenLiteracy 242] Re: Men in WOmens Groups
In-Reply-To: <65573161f871723720a7d4ed2875e608@comcast.net>
References: <20060325173211.15087.qmail@web31809.mail.mud.yahoo.com>
	<da944e894f2f1ccbbdc223b9ed661901@comcast.net>
	<65573161f871723720a7d4ed2875e608@comcast.net>
Message-ID: <92CD9BC7-9FA4-4EB9-AA0C-646561AD158D@comcast.net>
Hi Andrea:
I think you did misunderstand me.  To be clear, I think that it is
empowering for women to be able to bond and be with other women.  It
takes years of self reflection, and fortitude, to be oneself in the
presence of men.  Therefore, I think women should first bond, dissect
relationships and interact with women, and then bring it to the other
sex.
Individually, in response to your therapist, is different.
ida
From andreawilder at comcast.net  Sun Mar 26 10:00:47 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Sun, 26 Mar 2006 10:00:47 -0500
Subject: [WomenLiteracy 242] Re: Men in WOmens Groups
In-Reply-To: <92CD9BC7-9FA4-4EB9-AA0C-646561AD158D@comcast.net>
References: <20060325173211.15087.qmail@web31809.mail.mud.yahoo.com>
	<da944e894f2f1ccbbdc223b9ed661901@comcast.net>
	<65573161f871723720a7d4ed2875e608@comcast.net>
	<92CD9BC7-9FA4-4EB9-AA0C-646561AD158D@comcast.net>
Message-ID: <b18e07afddee01c232eafe6001e55258@comcast.net>
Ida,
No, I understand you and what you are saying.  I probably didn't write
clearly.  I've been musing over the last 24 hours about the plusses and
minuses of singular (new word) and mixed groups.
I think it is VERY  important to know that I share characteristics with
other women, otherwise I would really feel out in left field in mixed
groups.  That is why my class reunion is so important, I can explore
areas of commonality with my female  classmates.
Knowing that I am biologically different from men n tear duct size,
hearing acuity and color discrimination is very helpful.
Thanks for introducing the topic.
On Mar 25, 2006, at 8:35 PM, Ida wrote:
> Hi Andrea:
> I think you did misunderstand me.  To be clear, I think that it is
> empowering for women to be able to bond and be with other women.  It
> takes years of self reflection, and fortitude, to be oneself in the
> presence of men.  Therefore, I think women should first bond, dissect
> relationships and interact with women, and then bring it to the other
> sex.
> Individually, in response to your therapist, is different.
> ida
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From ALCDGG at langate.gsu.edu  Thu Mar 30 14:45:21 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 30 Mar 2006 14:45:21 -0500
Subject: [WomenLiteracy 243]  COABE
Message-ID: <s42bef0b.038@mailsrv4.gsu.edu>
Thanks Mev for announcing this presentation. Does anyone else have a presentation that they want shared with the rest of us-please let us know!
Here are two other presentations that you may want to know about:
1. On Saturday April 29 at 9:45 am, Jackie Taylor, Marie Cora and I will be presenting a session called:
Professional Development from your "Inbox": Making the most of National Discussion Lists.
This presentation will focus on the National Institute for Literacy Discussion Lists with extra attention focused on the Assessment, Professional Development, and Women and Literacy Discussion Lists.
2. A pre-conference session, "Sharing Experiences in Professional Development," will take place Wednesday, April 26th from 9:00 a.m. until 4:00 p.m.
This session will include an overview of the latest national projects and initiatives related to professional development. A facilitated panel presentation will showcase various PD models of NEW STAFF/TEACHER ORIENTATION. Also, pre-conference participants will have an opportunity to discuss key issues around the professional development policies being advocated for by AALPD.
To register for this preconference session, go to : <http://www.coabe06.org>
Daphne
>>> mev at litwomen.org 3/25/2006 1:27:00 PM >>>
Going to COABE?
Interested in know more about WE LEARN? our work? Women's Literacy
issues?
Join us at COABE.
Women & Literacy: Moving to Power & Participation
Thursday, April 27. 2:15 - 5:00 (double session)
Presenters: Mev Miller,  Director & Founder of WE LEARN along with
members of WE LEARN -- Daphne Greenberg, Silja Kallenbach and Andy Nash.
Presentation Content and Main Points:
This workshop will demonstrate a variety of projects and resources
developed by WE LEARN (Women Expanding: Literacy Education Action
Resource Network). WE LEARN promotes women's literacy as a tool for
personal growth and social change through networking, education,
action, and resource development. This membership organization
addresses the barriers, consequences, and impact of gender-based
differences on women's learning and how those differences affect
women's success and their ability to progress socially, economically,
and politically. WE LEARN is the only national U.S. organization
directly addressing the issues of adult women's literacy and the needs
of women in adult basic education. The workshop activities will
encourage participants to consider the ways to address women's issues
in literacy/basic education settings in order to empower women's full
participation in all aspects of society.
The workshop will include a presentation of the resources and
networking available through the WE LEARN website (), and discuss
electronic forums such as . We will also display some of the books and
materials from the WE LEARN library and participants will use them
during the hands-on activities. We will discuss our writing projects;
including he collaborative work we've done with NELRC to co-publish
Issue #19 of The Change Agent on Women & Literacy, and Women's
Perspectives Student Writing Initiative with samples from the first
issue to be released in March 2006 on women's health & well-being.
Activities will demonstrate ways to use several WE LEARN resources
(lesson planes, etc.) and projects to develop the leadership and
participation of women in ABE.
Participants will have time to share their experiences and discuss the
innovative practices they have created. We will discuss our current and
forthcoming research projects and ways in which participants can
connect to WE LEARN, especially through regional groups.
Handouts will include The Change Agent #19, lesson plans, bibliography,
and several other resources.
Mev Miller
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From ALCDGG at langate.gsu.edu  Tue Apr  4 09:46:46 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 04 Apr 2006 09:46:46 -0400
Subject: [WomenLiteracy 244] Discussion on women and literacy in Afghanistan
Message-ID: <s4324091.081@mailsrv4.gsu.edu>
As many of you remember, in the middle of November, Brenda Bell was a guest speaker on our listserv and she facilitated a discussion on women and literacy in Afghanistan. The postings from this discussion have been compiled and are now posted at:
 http://www.nifl.gov/lincs/discussions/nifl-womenlit/women_afgh_05.html
You may be interested in reading about other discussions that we have had in the past, or other NIFL listservs have had in the past. To find those, go to:
 http://www.nifl.gov/lincs/discussions/list_guests.html
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Tue Apr  4 12:36:34 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 04 Apr 2006 12:36:34 -0400
Subject: [WomenLiteracy 245] Pedagogy and Theatre of the Oppressed
	International Conference
Message-ID: <s432685c.051@mailsrv4.gsu.edu>
12th Annual Pedagogy and Theatre of the Oppressed
International Conference
Engaging Community: Creating Critical Praxis
May 18 - May 21, 2006
http://www.ptoweb.org
The University of North Carolina at Chapel Hill
Hosted by the University of North Carolina at
Chapel Hill School of Education with assistance
from the Department of Dramatic Arts, Playmakers
Repertory Theater,
and the Department of Communication Studies
FEATURED EVENTS:
THURSDAY NIGHT, MAY 15TH - THE CONFERENCE OPENING
will feature Augusto Boal and workshop
participants presenting a First-in-the-US event:
Rainbow-into-Forum.
The technique explores how personal oppressions
can be surfaced in workshops, imaged by
participants, and then turned into Forum Theatre
with which a public audience might interact and
offer insight. It promises to be an extraordinary
initiation into this, the 12th Annual Conference
of PTO.
Special Presentation: "Katrina" Panel/Luncheon
with Finding Our Folk Tour members - Modeled after
the Freedom Buses in the 1960's, high school and
college students are visiting cities, throughout
the United States, where Hurricane Katrina
survivors are currently living.
Featured Guests: Dr. Augusto Boal, internationally
renowned theatre artist and activist , returns to
provide Theatre of the Oppressed workshops prior
to our conference. He continues to share and
develop TO around the world.
Dr. Lilia Bartolom?, a nationally renowned scholar
in multicultural and minority education and a
professor of Applied Linguistics at the University
of Massachusetts, Boston. She is the author of
many articles and several books, including The
Misteaching of Academic Discourses: The Politics
of Language in the Classroom and Dancing With
Bigotry: Beyond the Politics of Tolerance with
co-author Donaldo Macedo.
Dr. Geneva Gay received the 1990 Distinguished
Scholar Award, presented by the Committee on the
Role and Status of Minorities in Educational
Research and Development of the American
Educational Research Association. She is
nationally and internationally known for her
scholarship in multicultural education, including,
At the Essence of Learning: Multicultural
Education and Culturally Responsive Teaching:
Theory, Practice, & Research.
Dr. Madeleine R. Grumet is a professor and former
Dean of the School of Education and a professor in
the Performance Studies program in the Department
of Communication Studies at the University of
North Carolina, Chapel Hill. Her early work
explored the use of autobiographical narratives in
the study of educational experience. In Bitter
Milk: Women and Teaching, Dr. Grumet addressed the
influence of gender on knowledge and teaching.
Current projects address the arts and their
integration into the curriculum of the academic
disciplines and analyses of current trends in
curriculum theory.
Dr. D. Soyini Madison is a professor in the
Performance Studies program in the Department of
Communication Studies at the University of North
Carolina, Chapel Hill. Dr. Madison's published
works focus on performance practices and the
intersections between gender and critical race
theory. Dr. Madison is a Fulbright Scholar and
recently completed a visiting lectureship at the
University of Ghana. Her current project is an
examination of staging/performing local debates
surrounding human rights and traditional religious
practices as these debates are influenced by the
global market and national development.
Linda Parris-Bailey is the Executive/Artistic
Director for The Carpetbag Theatre, Inc. (CBT), a
community based, non-profit, professional theatre
company in Knoxville, Tennessee and former member
of Highlander Research and Education Center.
Carpetbag Theatre, one of the few tenured
African-American professional theatre companies in
the South, develops new scripts primarily through
collaboration and improvisation.
Michael Rohd is founding artistic director of
Sojourn Theatre in Portland, Oregon, and author of
the book Theatre for Community, Conflict, and
Dialogue (1998). Examples of his work as
creator/director/ performer include "The Justice
Project," "Witness Our Schools," and "PASSING
GLANCES," a documentary theatre piece about race
and leadership. Rohd is currently a guest faculty
member at Northwestern University in Illinois.
NOTE: Pre-conference Workshops: "Theatre of the
Oppressed: Rainbow into Forum" -- Augusto Boal,
May 15 - 17, is FULL.
Boal "Introduction to T.O.", May 18, is FULL.
Post-conference Workshop: "Devising Performance:
Collaboration, Engagement, and Dialogue" - Michael
Rohd, May 21 - 22, is FULL.
MORE BASIC CONFERENCE INFORMATION
Remember to register
http://www.ptoweb.org/conference/registration.php
All participants must register for the conference.
This includes presenters!
Go to our website for the list of presentations
and the overview of the conference schedule.
http://www.ptoweb.org/conference/program.php
For housing information:
http://www.ptoweb.org/conference/travel.php#lodging
The deadline for requests for campus housing is
April 17th. Deadlines for conference hotels run
from mid- to late-April.
PTO Board Elections
PTO is looking for people who want to serve on the
organization's Board. We are seeking nominations
for President/President-Elect and one-to-two Board
positions. Janet Mittman, this year's on-site
Chair, has been nominated for a Board position and
Karen Mitchell has been nominated for President.
Please send other nominations to Ellie Friedland:
efriedland at rcn.com
This organization succeeds only through the
efforts of our volunteer Board and of our
Conference personnel. Self-nominations are very
acceptable. If you nominate someone, please
consult with them first to get their permission.
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Tue Apr  4 12:51:32 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 04 Apr 2006 12:51:32 -0400
Subject: [WomenLiteracy 246]  Day of Silence
Message-ID: <s4326be2.075@mailsrv4.gsu.edu>
Some of your students may be interested in the following:
On April 26, students around the country will take part in a Day of Silence, a program sponsored by the Gay and Lesbian Student/Educators Network (GLSEN). The Day of Silence began in 1996 at the University of Virginia with students determined to raise awareness about the ways in which lesbian, gay, bisexual and transgender students were silenced by prejudice based on gender identity and sexual orientation. In the last decade, students at thousands of schools have taken part by remaining silent for a day.
Riley Snorton, a member of NCTE's Board of Directors is a staff member at GLSEN. He notes, "This is the tenth anniversary of the Day of Silence and it looks like more students than ever will be participating this year. This is already the largest student-led action on LGBT issues that happens in this country and has ever happened in American history. I think it is so important that we draw attention to the kinds of harassment and silencing that students face regularly in schools because of their gender identity and expression."
You can find a resource manual, posters and lots of information at the Day of Silence website at www.dayofsilence.org.
Daphne
From alcdgg at langate.gsu.edu  Tue Apr  4 19:13:07 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 04 Apr 2006 19:13:07 -0400
Subject: [WomenLiteracy 247] Announcing a guest speaker on the Focus on
	Basics List: April	10-14
Message-ID: <s432c54c.029@mailsrv4.gsu.edu>
Announcing a guest speaker on the Focus on Basics List: April 10-14
Focus on Basics (FOB) is a quarterly publication from the National
Center for Adult Learning and Literacy (NCSALL), which connects research
to practice in adult literacy education. The report from the recent
evaluation of FOB is complete and highlights the variety of ways that it
impacts its readers. Barb Garner, FOB's editor, will lead a discussion
on the list the week of April 10-14 to discuss the survey results and
how these results can guide our use of FOB as professionals. Please take
a look at the evaluation and think about comments or questions you may
have.
If you are not subscribed to the FOB list, you can easily subscribe for
this discussion, and unsubscribe afterwards. Just go to:
http://www.nifl.gov/mailman/listinfo/focusonbasics
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From kabeall at comcast.net  Wed Apr  5 14:04:43 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 5 Apr 2006 14:04:43 -0400
Subject: [WomenLiteracy 248] Linking Research and Practice: NCSALL's
	Research Strand at COABE
Message-ID: <005801c658db$6b2d2280$0202a8c0@your4105e587b6>
For those of you attending the 2006 COABE Conference in Houston April 26-29,
the National Center for the Study of Adult Learning and Literacy (NCSALL)
invites you to attend its sessions during the conference.
Presenters will highlight NCSALL research findings and share professional
development activities and instructional strategies for strengthening the
quality of adult literacy programs.
Attached is a list of the NCSALL sessions.
See you at COABE! Stop by and visit our booth (#119) in the exhibit area.
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From jenny at jennyhorsman.com  Wed Apr  5 14:59:06 2006
From: jenny at jennyhorsman.com (Jenny Horsman)
Date: Wed, 5 Apr 2006 14:59:06 -0400
Subject: [WomenLiteracy 249] Re: Linking Research and Practice:
	NCSALL'sResearch Strand at COABE
In-Reply-To: <005801c658db$6b2d2280$0202a8c0@your4105e587b6>
Message-ID: <007301c658e3$04b24410$6400a8c0@userlz9uvn4k3w>
This looks interesting - for those who can't attend will there be papers
available - and if so where? I'm also struck that none of the research takes
up any issus specifically about women's experience - is NCSALL doing any
research that focuses on issues particular to women?
Jenny
Jenny Horsman
Spiral Community Resource Group
  _____
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Kaye Beall
Sent: Wednesday, April 05, 2006 2:05 PM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 248] Linking Research and Practice: NCSALL'sResearch
Strand at COABE
For those of you attending the 2006 COABE Conference in Houston April 26-29,
the National Center for the Study of Adult Learning and Literacy (NCSALL)
invites you to attend its sessions during the conference.
Presenters will highlight NCSALL research findings and share professional
development activities and instructional strategies for strengthening the
quality of adult literacy programs.
Attached is a list of the NCSALL sessions.
See you at COABE! Stop by and visit our booth (#119) in the exhibit area.
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From andreawilder at comcast.net  Wed Apr  5 15:30:02 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Wed, 5 Apr 2006 15:30:02 -0400
Subject: [WomenLiteracy 250] Re: Linking Research and Practice:
	NCSALL'sResearch Strand at COABE
In-Reply-To: <007301c658e3$04b24410$6400a8c0@userlz9uvn4k3w>
References: <007301c658e3$04b24410$6400a8c0@userlz9uvn4k3w>
Message-ID: <0f85e108057d2310aff9e752ceb2f59a@comcast.net>
Hi jenny,
I also wondered about this, and whether any sessions will be taped.
Good to hear from you.
Andrea
On Apr 5, 2006, at 2:59 PM, Jenny Horsman wrote:
>
> This looks interesting ? for those who can?t attend will there be
> papers available ? and if so where? I?m also struck that none of the
> research takes up any issus specifically about women?s experience ? is
> NCSALL doing any research that focuses on issues particular to women?
> ?
> Jenny
> ?
> Jenny Horsman
> Spiral Community Resource Group
> ?
>
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Kaye Beall
> Sent: Wednesday, April 05, 2006 2:05 PM
> To: womenliteracy at nifl.gov
> Subject: [WomenLiteracy 248] Linking Research and Practice:
> NCSALL'sResearch Strand at COABE
> ?
> For those of you attending the 2006 COABE Conference in Houston April
> 26-29, the National Center for the Study of Adult Learning and
> Literacy (NCSALL) invites you to attend its sessions during the
> conference.
> ?
> Presenters will highlight NCSALL research findings and share
> professional development activities and instructional strategies for
> strengthening the quality of adult literacy programs.
> ?
> Attached is a list of the NCSALL sessions.
> ?
> See you at COABE! Stop by and visit our booth (#119) in the exhibit
> area.
> ?
> ?
> ****************
> Kaye Beall
> Outreach Coordinator/NCSALL Dissemination Project
> World Education
> 4401 S. Madison St.
> Muncie, IN? 47302
> Tel: 765-717-3942
> Fax: 208-694-8262
> kaye_beall at worlded.org
> http://www.ncsall.net
> ?
> ?
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From kabeall at comcast.net  Thu Apr  6 10:15:09 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Thu, 6 Apr 2006 10:15:09 -0400
Subject: [WomenLiteracy 251] Re: Linking Research and
	Practice:NCSALL'sResearch Strand at COABE
In-Reply-To: <007301c658e3$04b24410$6400a8c0@userlz9uvn4k3w>
Message-ID: <004401c65984$833dd320$0202a8c0@your4105e587b6>
Hi Jenny and others,
Although there will not be papers available from the conference, you can
find reports and articles related to most of the sessions on the NCSALL Web
site: www.ncsall.net <http://www.ncsall.net/> .  In the Research section
(tab at top), you can find reports and briefs, as well as the full list of
research projects that NCSALL has or is conducting over the past 10 years.
NCSALL's research agenda was framed through discussions with practitioners
and others.
Kaye
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
  _____
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Jenny Horsman
Sent: Wednesday, April 05, 2006 2:59 PM
To: 'The Women and Literacy Discussion List'
Subject: [WomenLiteracy 249] Re: Linking Research and
Practice:NCSALL'sResearch Strand at COABE
This looks interesting - for those who can't attend will there be papers
available - and if so where? I'm also struck that none of the research takes
up any issus specifically about women's experience - is NCSALL doing any
research that focuses on issues particular to women?
Jenny
Jenny Horsman
Spiral Community Resource Group
  _____
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Kaye Beall
Sent: Wednesday, April 05, 2006 2:05 PM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 248] Linking Research and Practice: NCSALL'sResearch
Strand at COABE
For those of you attending the 2006 COABE Conference in Houston April 26-29,
the National Center for the Study of Adult Learning and Literacy (NCSALL)
invites you to attend its sessions during the conference.
Presenters will highlight NCSALL research findings and share professional
development activities and instructional strategies for strengthening the
quality of adult literacy programs.
Attached is a list of the NCSALL sessions.
See you at COABE! Stop by and visit our booth (#119) in the exhibit area.
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
-------------- next part --------------
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From andreawilder at comcast.net  Thu Apr  6 10:53:49 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 6 Apr 2006 10:53:49 -0400
Subject: [WomenLiteracy 252] Re: Linking Research and
	Practice:NCSALL'sResearch Strand at COABE
In-Reply-To: <004401c65984$833dd320$0202a8c0@your4105e587b6>
References: <004401c65984$833dd320$0202a8c0@your4105e587b6>
Message-ID: <25ad88e1652a345887264ff68ea4f720@comcast.net>
Thanks Kaye--
Do you have any information on taping?  One conference I go to
regularly tapes presentations, they are available 1/2 hour after the
session, they can be bought at the conference itself or by mail
afterwards.  i have used these taping services many times, as it is
impossible to be in 2 places at once.  Do you know if COABE has thought
of this?  Is doing this?  I wasn't able through many web searches to
find a person to talk to.
Thanks.
Andrea
On Apr 6, 2006, at 10:15 AM, Kaye Beall wrote:
>
> Hi Jenny and others,
> Although there will not be papers available from the conference, you
> can find reports and articles related to most of the sessions on the
> NCSALL Web site: www.ncsall.net. ?In the Research section (tab at
> top), you can find reports and briefs, as well as the full list of
> research projects that NCSALL has or is conducting over the past 10
> years. NCSALL?s research agenda was framed through discussions with
> practitioners and others.
> Kaye
> ?
> ****************
> Kaye Beall
> Outreach Coordinator/NCSALL Dissemination Project
> World Education
> 4401 S. Madison St.
> Muncie, IN? 47302
> Tel: 765-717-3942
> Fax: 208-694-8262
> kaye_beall at worlded.org
> http://www.ncsall.net
> ?
>
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Jenny Horsman
> Sent: Wednesday, April 05, 2006 2:59 PM
> To: 'The Women and Literacy Discussion List'
> Subject: [WomenLiteracy 249] Re: Linking Research and
> Practice:NCSALL'sResearch Strand at COABE
> ?
> This looks interesting ? for those who can?t attend will there be
> papers available ? and if so where? I?m also struck that none of the
> research takes up any issus specifically about women?s experience ? is
> NCSALL doing any research that focuses on issues particular to women?
> ?
> Jenny
> ?
> Jenny Horsman
> Spiral Community Resource Group
> ?
>
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Kaye Beall
> Sent: Wednesday, April 05, 2006 2:05 PM
> To: womenliteracy at nifl.gov
> Subject: [WomenLiteracy 248] Linking Research and Practice:
> NCSALL'sResearch Strand at COABE
> ?
> For those of you attending the 2006 COABE Conference in Houston April
> 26-29, the National Center for the Study of Adult Learning and
> Literacy (NCSALL) invites you to attend its sessions during the
> conference.
> ?
> Presenters will highlight NCSALL research findings and share
> professional development activities and instructional strategies for
> strengthening the quality of adult literacy programs.
> ?
> Attached is a list of the NCSALL sessions.
> ?
> See you at COABE! Stop by and visit our booth (#119) in the exhibit
> area.
> ?
> ?
> ****************
> Kaye Beall
> Outreach Coordinator/NCSALL Dissemination Project
> World Education
> 4401 S. Madison St.
> Muncie, IN? 47302
> Tel: 765-717-3942
> Fax: 208-694-8262
> kaye_beall at worlded.org
> http://www.ncsall.net
> ?
> ?
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From kabeall at comcast.net  Thu Apr  6 15:13:40 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Thu, 6 Apr 2006 15:13:40 -0400
Subject: [WomenLiteracy 253] Re: Linking Research
	andPractice:NCSALL'sResearch Strand at COABE
In-Reply-To: <25ad88e1652a345887264ff68ea4f720@comcast.net>
Message-ID: <008001c659ae$3766e6b0$0202a8c0@your4105e587b6>
Andrea,
I'm not aware that the sessions at COABE will be taped. You might try
contacting the Texas Center for the Advancement of Literacy and Learning
(TCALL), the lead agency for the conference at  <mailto:tcall at coe.tamu.edu>
tcall at coe.tamu.edu.
Kaye
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
  _____
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Andrea Wilder
Sent: Thursday, April 06, 2006 10:54 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 252] Re: Linking Research
andPractice:NCSALL'sResearch Strand at COABE
Thanks Kaye--
Do you have any information on taping? One conference I go to regularly
tapes presentations, they are available 1/2 hour after the session, they can
be bought at the conference itself or by mail afterwards. i have used these
taping services many times, as it is impossible to be in 2 places at once.
Do you know if COABE has thought of this? Is doing this? I wasn't able
through many web searches to find a person to talk to.
Thanks.
Andrea
On Apr 6, 2006, at 10:15 AM, Kaye Beall wrote:
Hi Jenny and others,
Although there will not be papers available from the conference, you can
find reports and articles related to most of the sessions on the NCSALL Web
site: www.ncsall.net.  In the Research section (tab at top), you can find
reports and briefs, as well as the full list of research projects that
NCSALL has or is conducting over the past 10 years. NCSALL's research agenda
was framed through discussions with practitioners and others.
Kaye
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Jenny Horsman
Sent: Wednesday, April 05, 2006 2:59 PM
To: 'The Women and Literacy Discussion List'
Subject: [WomenLiteracy 249] Re: Linking Research and
Practice:NCSALL'sResearch Strand at COABE
This looks interesting - for those who can't attend will there be papers
available - and if so where? I'm also struck that none of the research takes
up any issus specifically about women's experience - is NCSALL doing any
research that focuses on issues particular to women?
Jenny
Jenny Horsman
Spiral Community Resource Group
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Kaye Beall
Sent: Wednesday, April 05, 2006 2:05 PM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 248] Linking Research and Practice: NCSALL'sResearch
Strand at COABE
For those of you attending the 2006 COABE Conference in Houston April 26-29,
the National Center for the Study of Adult Learning and Literacy (NCSALL)
invites you to attend its sessions during the conference.
Presenters will highlight NCSALL research findings and share professional
development activities and instructional strategies for strengthening the
quality of adult literacy programs.
Attached is a list of the NCSALL sessions.
See you at COABE! Stop by and visit our booth (#119) in the exhibit area.
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
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From andreawilder at comcast.net  Thu Apr  6 16:10:58 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 6 Apr 2006 16:10:58 -0400
Subject: [WomenLiteracy 254] Re: Linking Research
	andPractice:NCSALL'sResearch Strand at COABE
In-Reply-To: <008001c659ae$3766e6b0$0202a8c0@your4105e587b6>
References: <008001c659ae$3766e6b0$0202a8c0@your4105e587b6>
Message-ID: <0ea1a03452169bc14c8386ca6f4c9d5a@comcast.net>
Kaye,
Thanks for the address, this is very helpful.
Andrea
On Apr 6, 2006, at 3:13 PM, Kaye Beall wrote:
>
> Andrea,
> I?m not aware that the sessions at COABE will be taped. You might try
> contacting the Texas Center for the Advancement of Literacy and
> Learning (TCALL), the lead agency for the conference at
> ?tcall at coe.tamu.edu.
> Kaye
> ?
> ****************
> Kaye Beall
> Outreach Coordinator/NCSALL Dissemination Project
> World Education
> 4401 S. Madison St.
> Muncie, IN? 47302
> Tel: 765-717-3942
> Fax: 208-694-8262
> kaye_beall at worlded.org
> http://www.ncsall.net
> ?
>
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
> Sent: Thursday, April 06, 2006 10:54 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 252] Re: Linking Research
> andPractice:NCSALL'sResearch Strand at COABE
> ?
>
> Thanks Kaye--
>
>  Do you have any information on taping? One conference I go to
> regularly tapes presentations, they are available 1/2 hour after the
> session, they can be bought at the conference itself or by mail
> afterwards. i have used these taping services many times, as it is
> impossible to be in 2 places at once. Do you know if COABE has thought
> of this? Is doing this? I wasn't able through many web searches to
> find a person to talk to.
>
>  Thanks.
>
>  Andrea
>
>
>  On Apr 6, 2006, at 10:15 AM, Kaye Beall wrote:
>
>  Hi Jenny and others,
>  Although there will not be papers available from the conference, you
> can find reports and articles related to most of the sessions on the
> NCSALL Web site: www.ncsall.net. ?In the Research section (tab at
> top), you can find reports and briefs, as well as the full list of
> research projects that NCSALL has or is conducting over the past 10
> years. NCSALL?s research agenda was framed through discussions with
> practitioners and others.
>  Kaye
>  ?
>  ****************
>  Kaye Beall
>  Outreach Coordinator/NCSALL Dissemination Project
>  World Education
> 4401  S. Madison St.
> Muncie, IN? 47302
>  Tel: 765-717-3942
>  Fax: 208-694-8262
>  kaye_beall at worlded.org
>  http://www.ncsall.net
>  ?
>
> From:womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Jenny Horsman
> Sent:Wednesday, April 05, 2006 2:59 PM
> To:'The Women and Literacy Discussion List'
> Subject:[WomenLiteracy 249] Re: Linking Research and
> Practice:NCSALL'sResearch Strand at COABE
>  ?
>  This looks interesting ? for those who can?t attend will there be
> papers available ? and if so where? I?m also struck that none of the
> research takes up any issus specifically about women?s experience ? is
> NCSALL doing any research that focuses on issues particular to women?
>  ?
>  Jenny
>  ?
>  Jenny Horsman
>  Spiral Community Resource Group
>  ?
>
> From:womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Kaye Beall
> Sent:Wednesday, April 05, 2006 2:05 PM
> To:womenliteracy at nifl.gov
> Subject:[WomenLiteracy 248] Linking Research and Practice:
> NCSALL'sResearch Strand at COABE
>  ?
> For those of you attending the 2006 COABE Conference in Houston April
> 26-29, the National Center for the Study of Adult Learning and
> Literacy (NCSALL) invites you to attend its sessions during the
> conference.
> ?
> Presenters will highlight NCSALL research findings and share
> professional development activities and instructional strategies for
> strengthening the quality of adult literacy programs.
> ?
> Attached is a list of the NCSALL sessions.
> ?
> See you at COABE! Stop by and visit our booth (#119) in the exhibit
> area.
>  ?
>  ?
>  ****************
>  Kaye Beall
>  Outreach Coordinator/NCSALL Dissemination Project
>  World Education
> 4401  S. Madison St.
> Muncie, IN? 47302
>  Tel: 765-717-3942
>  Fax: 208-694-8262
>  kaye_beall at worlded.org
>  http://www.ncsall.net
>  ?
>  ?
>  ----------------------------------------------------
>  National Institute for Literacy
>  Women and Literacy mailing list
>  WomenLiteracy at nifl.gov
>  To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From ALCDGG at langate.gsu.edu  Fri Apr  7 09:38:05 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 07 Apr 2006 09:38:05 -0400
Subject: [WomenLiteracy 255]  research on women and literacy
Message-ID: <s436330a.034@mailsrv4.gsu.edu>
Jenny raises a very good point about the lack of research that focuses on issues particular to women and literacy. I have two questions to pose in response:
1. What issues do people on this listserv think are important to explore regarding issues of women and literacy?
2. Have any of you in the past (or present) conducted research on women and literacy issues? Care to share your focus/your findings/your interests?
Daphne
>>> jenny at jennyhorsman.com 4/5/2006 2:59 PM >>>
This looks interesting - for those who can't attend will there be papers
available - and if so where? I'm also struck that none of the research takes
up any issus specifically about women's experience - is NCSALL doing any
research that focuses on issues particular to women?
Jenny
Jenny Horsman
Spiral Community Resource Group
  _____
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Kaye Beall
Sent: Wednesday, April 05, 2006 2:05 PM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 248] Linking Research and Practice: NCSALL'sResearch
Strand at COABE
For those of you attending the 2006 COABE Conference in Houston April 26-29,
the National Center for the Study of Adult Learning and Literacy (NCSALL)
invites you to attend its sessions during the conference.
Presenters will highlight NCSALL research findings and share professional
development activities and instructional strategies for strengthening the
quality of adult literacy programs.
Attached is a list of the NCSALL sessions.
See you at COABE! Stop by and visit our booth (#119) in the exhibit area.
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
From andreawilder at comcast.net  Fri Apr  7 09:45:35 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Fri, 7 Apr 2006 09:45:35 -0400
Subject: [WomenLiteracy 256] Re: research on women and literacy
In-Reply-To: <s436330a.034@mailsrv4.gsu.edu>
References: <s436330a.034@mailsrv4.gsu.edu>
Message-ID: <3b2ede873e45f65c8cf7bb8ee860c291@comcast.net>
Daphne,
All women groups  are different from mixed groups--that could be a
starting hypothesis
I am kind of baffled as to how to go about studying this;  I think a
literature review would be helpful, though.
Andrea
On Apr 7, 2006, at 9:38 AM, Daphne Greenberg wrote:
> Jenny raises a very good point about the lack of research that focuses
> on issues particular to women and literacy. I have two questions to
> pose in response:
> 1. What issues do people on this listserv think are important to
> explore regarding issues of women and literacy?
> 2. Have any of you in the past (or present) conducted research on
> women and literacy issues? Care to share your focus/your findings/your
> interests?
> Daphne
>
>>>> jenny at jennyhorsman.com 4/5/2006 2:59 PM >>>
> This looks interesting - for those who can't attend will there be
> papers
> available - and if so where? I'm also struck that none of the research
> takes
> up any issus specifically about women's experience - is NCSALL doing
> any
> research that focuses on issues particular to women?
>
>
>
> Jenny
>
>
>
> Jenny Horsman
>
> Spiral Community Resource Group
>
>
>
>   _____
>
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov]
> On Behalf Of Kaye Beall
> Sent: Wednesday, April 05, 2006 2:05 PM
> To: womenliteracy at nifl.gov
> Subject: [WomenLiteracy 248] Linking Research and Practice:
> NCSALL'sResearch
> Strand at COABE
>
>
>
> For those of you attending the 2006 COABE Conference in Houston April
> 26-29,
> the National Center for the Study of Adult Learning and Literacy
> (NCSALL)
> invites you to attend its sessions during the conference.
>
>
>
> Presenters will highlight NCSALL research findings and share
> professional
> development activities and instructional strategies for strengthening
> the
> quality of adult literacy programs.
>
>
>
> Attached is a list of the NCSALL sessions.
>
>
>
> See you at COABE! Stop by and visit our booth (#119) in the exhibit
> area.
>
>
>
>
>
> ****************
>
> Kaye Beall
>
> Outreach Coordinator/NCSALL Dissemination Project
>
> World Education
>
> 4401 S. Madison St.
>
> Muncie, IN  47302
>
> Tel: 765-717-3942
>
> Fax: 208-694-8262
>
> kaye_beall at worlded.org
>
> http://www.ncsall.net
>
>
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From tamill2 at uky.edu  Fri Apr  7 14:36:02 2006
From: tamill2 at uky.edu (Toni-Ann Mills)
Date: Fri, 07 Apr 2006 14:36:02 -0400
Subject: [WomenLiteracy 257] COABE - Research-based practices for teaching
 reading to adults workshop
Message-ID: <6.0.1.1.2.20060407143501.01cd99f8@pop.uky.edu>
Invitation to a professional development workshop ? Research-based
practices for teaching reading to adults
For those attending the 2006 COABE Conference in Houston April 26-29, the
NIFL/NCSALL Adult Literacy Research Working Group (ALRWG) would like to
invite you to register for the pre-conference session, Implementing
Research-Based Practices for Adult Literacy Instruction: Ideas from the
NIFL / NCSALL Adult Literacy Research Working Group, Wednesday, April 26th
from 9:00 am to 4:00pm.
The workshop is an in-depth exploration of research-based practices for
teaching reading to adults and includes demonstrations and activities from
a variety of professional development materials. As a workshop participant
you will learn about teaching practices drawn from reading instruction
research and how these practices can be applied in adult education
classrooms. You will look closely at professional development materials
based on reading instruction research, and participate in demonstrations of
reading instruction activities taken from these materials. How to access
many of the materials as free downloads from websites or arrange to have
copies sent to you and your colleagues will also be explored.
We look forward to working with you at COABE so be sure to register at
<<file:///javascript:ol('http://www.coabe06.org/');>http://www.coabe06.org>.
John Kruidenier
On behalf of the presentation team from NIFL/NCSALL ALRWG
Toni-Ann Mills
CCLD Director - Adult Education
Phone (859) 257-6127
Fax (859) 323 3963
email: tamill2 at uky.edu
Seize the day
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From alcdgg at langate.gsu.edu  Fri Apr  7 20:22:03 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 07 Apr 2006 20:22:03 -0400
Subject: [WomenLiteracy 258] Re: research on women and literacy
Message-ID: <s436c9f4.021@mailsrv4.gsu.edu>
I think that you are on to an interesting study. In what ways do you hypothesize they are different-especially within the literacy classroom?
Daphne
>>> andreawilder at comcast.net 04/07/06 9:45 AM >>>
Daphne,
All women groups  are different from mixed groups--that could be a
starting hypothesis
I am kind of baffled as to how to go about studying this;  I think a
literature review would be helpful, though.
Andrea
On Apr 7, 2006, at 9:38 AM, Daphne Greenberg wrote:
> Jenny raises a very good point about the lack of research that focuses
> on issues particular to women and literacy. I have two questions to
> pose in response:
> 1. What issues do people on this listserv think are important to
> explore regarding issues of women and literacy?
> 2. Have any of you in the past (or present) conducted research on
> women and literacy issues? Care to share your focus/your findings/your
> interests?
> Daphne
>
>>>> jenny at jennyhorsman.com 4/5/2006 2:59 PM >>>
> This looks interesting - for those who can't attend will there be
> papers
> available - and if so where? I'm also struck that none of the research
> takes
> up any issus specifically about women's experience - is NCSALL doing
> any
> research that focuses on issues particular to women?
>
>
>
> Jenny
>
>
>
> Jenny Horsman
>
> Spiral Community Resource Group
>
>
>
>   _____
>
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov]
> On Behalf Of Kaye Beall
> Sent: Wednesday, April 05, 2006 2:05 PM
> To: womenliteracy at nifl.gov
> Subject: [WomenLiteracy 248] Linking Research and Practice:
> NCSALL'sResearch
> Strand at COABE
>
>
>
> For those of you attending the 2006 COABE Conference in Houston April
> 26-29,
> the National Center for the Study of Adult Learning and Literacy
> (NCSALL)
> invites you to attend its sessions during the conference.
>
>
>
> Presenters will highlight NCSALL research findings and share
> professional
> development activities and instructional strategies for strengthening
> the
> quality of adult literacy programs.
>
>
>
> Attached is a list of the NCSALL sessions.
>
>
>
> See you at COABE! Stop by and visit our booth (#119) in the exhibit
> area.
>
>
>
>
>
> ****************
>
> Kaye Beall
>
> Outreach Coordinator/NCSALL Dissemination Project
>
> World Education
>
> 4401 S. Madison St.
>
> Muncie, IN  47302
>
> Tel: 765-717-3942
>
> Fax: 208-694-8262
>
> kaye_beall at worlded.org
>
> http://www.ncsall.net
>
>
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From andreawilder at comcast.net  Sat Apr  8 10:40:48 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Sat, 8 Apr 2006 10:40:48 -0400
Subject: [WomenLiteracy 259] Re: research on women and literacy
In-Reply-To: <s436c9f4.021@mailsrv4.gsu.edu>
References: <s436c9f4.021@mailsrv4.gsu.edu>
Message-ID: <d3880c4d506ae4f60b575e51f2563ccd@comcast.net>
Daphne,
I can think of two ways in which all women groups might be different.
1)	Women don't have men to olay up to.
2)	Women can say things in all women's groups that they wouldn't say in
mixed groups=--men don't share the same frames of reference, and as a
consequence women just shut down on those issues  that  they  know will
be met by men with  blank stares.
It is very easy for men  to either subtly or not so subtly ridicule
women, and women are exquisitely sensitive to this,
I remember reading twice about men who dressed up like women and their
amazement in the differences they noticed in how they write treated.
It would be an interesting study if transgendered people were included
as a comparison group, or just as informants on behavior changes.
How does this affect learning?  It might well shut down questioning,
which is an important behavior in learning situations.
If no differences were found between groups I would be thrilled.  But I
think there are differences,  which is why I am on a list to Amartya
Sen to get citations for a work he referenced in a talk last Monday.
Andrea
On Apr 7, 2006, at 8:22 PM, Daphne Greenberg wrote:
> I think that you are on to an interesting study. In what ways do you
> hypothesize they are different-especially within the literacy
> classroom?
> Daphne
>
>>>> andreawilder at comcast.net 04/07/06 9:45 AM >>>
> Daphne,
>
> All women groups  are different from mixed groups--that could be a
> starting hypothesis
> I am kind of baffled as to how to go about studying this;  I think a
> literature review would be helpful, though.
>
> Andrea
> On Apr 7, 2006, at 9:38 AM, Daphne Greenberg wrote:
>
>> Jenny raises a very good point about the lack of research that focuses
>> on issues particular to women and literacy. I have two questions to
>> pose in response:
>> 1. What issues do people on this listserv think are important to
>> explore regarding issues of women and literacy?
>> 2. Have any of you in the past (or present) conducted research on
>> women and literacy issues? Care to share your focus/your findings/your
>> interests?
>> Daphne
>>
>>>>> jenny at jennyhorsman.com 4/5/2006 2:59 PM >>>
>> This looks interesting - for those who can't attend will there be
>> papers
>> available - and if so where? I'm also struck that none of the research
>> takes
>> up any issus specifically about women's experience - is NCSALL doing
>> any
>> research that focuses on issues particular to women?
>>
>>
>>
>> Jenny
>>
>>
>>
>> Jenny Horsman
>>
>> Spiral Community Resource Group
>>
>>
>>
>>   _____
>>
>> From: womenliteracy-bounces at nifl.gov
>> [mailto:womenliteracy-bounces at nifl.gov]
>> On Behalf Of Kaye Beall
>> Sent: Wednesday, April 05, 2006 2:05 PM
>> To: womenliteracy at nifl.gov
>> Subject: [WomenLiteracy 248] Linking Research and Practice:
>> NCSALL'sResearch
>> Strand at COABE
>>
>>
>>
>> For those of you attending the 2006 COABE Conference in Houston April
>> 26-29,
>> the National Center for the Study of Adult Learning and Literacy
>> (NCSALL)
>> invites you to attend its sessions during the conference.
>>
>>
>>
>> Presenters will highlight NCSALL research findings and share
>> professional
>> development activities and instructional strategies for strengthening
>> the
>> quality of adult literacy programs.
>>
>>
>>
>> Attached is a list of the NCSALL sessions.
>>
>>
>>
>> See you at COABE! Stop by and visit our booth (#119) in the exhibit
>> area.
>>
>>
>>
>>
>>
>> ****************
>>
>> Kaye Beall
>>
>> Outreach Coordinator/NCSALL Dissemination Project
>>
>> World Education
>>
>> 4401 S. Madison St.
>>
>> Muncie, IN  47302
>>
>> Tel: 765-717-3942
>>
>> Fax: 208-694-8262
>>
>> kaye_beall at worlded.org
>>
>> http://www.ncsall.net
>>
>>
>>
>>
>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From alcdgg at langate.gsu.edu  Sun Apr  9 22:59:20 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 09 Apr 2006 22:59:20 -0400
Subject: [WomenLiteracy 260]  health literacy strategies
Message-ID: <s43991d0.071@mailsrv4.gsu.edu>
The Spring 2006 issue of The Reporter (a publication of Population Connection) carried an article about how pharmacists across the country are not always treating birth control prescriptions the same way they treat other prescriptions. The reason why they are not is because they are morally opposed to filling them. This is the case, even if the person is prescribed the pill for acne (a common use of the pill). Many of these pharmacists are refusing to refer the customer to another pharmacy. Four states (Arkansas, Georgia, Mississippi, and South Dakota) have laws or regulations that legally protect pharmacists who refuse to fill prescriptions. Illinois is the only state that requires pharmacists to ensure that prescriptions are filled, but a number of lawsuits are challenging this.
It might be helpful in our health literacy classes to talk to our students about the possibility of pharmacists not filling our prescriptions, and to help them brainstorm ways to get a prescription filled if their regular pharmacy won't.
This topic may also be a great stimulus for learning vocabulary, oral pursuasion skills, and writing skills.
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From mev at litwomen.org  Mon Apr 17 09:12:18 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Mon, 17 Apr 2006 09:12:18 -0400
Subject: [WomenLiteracy 261]  Student Writings on Women's Health & Wellness
Message-ID: <CC10CDB3-CE13-11DA-BE05-000393ABE4D2@litwomen.org>
** Now Available **
Women's Perspectives Series, Issue 1,  2006 / Women's Health & Wellness
published by WE LEARN (Women Expanding Literacy Education Action
Resource Network)
Women?s Perspectives Student Writing Initiative showcases writings by
adult literacy/basic education students across all levels. In the call
for writings, student writers were encouraged to reflect and to write
on the theme of women's health/well-being. The forms could be personal
stories, poems, opinion essays, advice, or other forms of writing.
Students were invited to cover the broad spectrum of issues related to
women's health and well-being: education/literacy, healthcare systems,
social issues, specific illnesses, media images, gender-specific
               issues such as reproductive health, as well as many other
topics. A pre-writing activity was made available for both teachers and
students. These writings highlight and personalize the struggles women
face with health and wellness issues. This collection will continue to
empower women to consider and further their knowledge
    about the important health issues that continue to impact their
lives. We hope they will provide a catalyst for change in support of
women's literacy for health and well-being.
WE LEARN received 75 writings from students across the United States
and Canada. They represented a range of topics and writing proficiency.
The full collection showcases 55 of those writings. The selection
committee chose writings that best represented the theme. They also
considered voice, clarity, heart, and writing technique. To read the
student writings chosen for Honors or Honorable Mention, go to:
http://www.litwomen.org/perspectives.html
To receive complete copies of Issue 1, Women's Health & Wellness,
please send a $5.00 donation for each copy + shipping to WE LEARN.
Order form: http://www.litwomen.org/06orderform.pdf
Purchase Orders accepted from organizations. Discounts available to WE
LEARN members.
Mev Miller, Ed.D.
WE LEARN Director
WE LEARN
Women Expanding Literacy Education Action Resource Network
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
www.litwomen.org/welearn.html
From alcdgg at langate.gsu.edu  Mon Apr 17 22:18:44 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 17 Apr 2006 22:18:44 -0400
Subject: [WomenLiteracy 262]  Conference Information
Message-ID: <s444144e.073@mailsrv4.gsu.edu>
SAVE the DATES:  November 30-December 2, 2006!
ANNOUNCING: A MEETING OF THE MINDS II SYMPOSIUM!
The National Center for the Study of Adult Learning and Literacy (NCSALL), the California Department of Education (CDE) Adult Education Office, and the California Adult Literacy Professional Development Project (CALPRO) of the American Institutes for Research are pleased to announce a Meeting of the Minds II: A National Adult Education Practitioner-Researcher Symposium.
Scheduled for November 30-December 2, 2006, at the Sheraton Grand hotel in Sacramento, California, the symposium is designed to provide opportunities for adult education practitioners and researchers to share and discuss the most current research findings and practitioner wisdom. It will engage practitioners and researchers with questions related to goals, accountability, and efficacy and efficiency in policy, practice, and research. The ultimate goals of the symposium are to highlight systemic changes that can enhance literacy practice and increase student learning gains. The theme of this year's symposium is Systemic Change and Student Success: What Does Research Tell Us?
As in the first Meeting of the Minds Symposium that was held in 2004, each session of the 2006 Symposium will be structured so that the research presentation is followed by a panel of practitioners who will discuss implications for practice or policy. In addition, conference attendees will have opportunities for small group interaction and networking with researcher-presenters to discuss not only how research can inform practice and policy, but also how practice and policy can inform and suggest a research agenda.
More information about the Meeting of the Minds II symposium will be available soon on the symposium Web site,  www.researchtopractice.org. (This Web site currently lists presenters' PowerPoints and abstracts of sessions held at the 2004 Meeting of the Minds symposium as well as thoughts generated by attendees regarding implications of the research findings.) We are in the process of updating this Web site to house information about online registration for the 2006 symposium as well as information about hotel registration. We will send out another notice after the Web site has been updated. In the meantime, please save the dates and plan to join us in November in Sacramento!
Thank you.
-Mary Ann Corley, Ph.D.
Symposium Coordinator and
CALPRO Director, American Institutes for Research
From kabeall at comcast.net  Tue Apr 18 14:28:36 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Tue, 18 Apr 2006 14:28:36 -0400
Subject: [WomenLiteracy 263]  New from NCSALL
Message-ID: <005901c66315$e8578270$0202a8c0@your4105e587b6>
Two new publications are now available from NCSALL. For more information,
please visit the NCSALL Web site at: http://www.ncsall.net
<http://www.ncsall.net/>
An Evidence-based Adult Education Program Model Appropriate for Research
by John Comings, Lisa Soricone, and Maricel Santos
The document reviews the available empirical evidence and professional
wisdom in order to define a program model that meets the requirements for
good practice. This program model describes what teachers, adult students,
counselors, administrators, volunteers, and program partners should do to
provide both effective instruction and the support services adults need to
persist in their learning long enough to be successful. This paper describes
a program model as having a program quality support component and three
chronological program components, which are entrance into a program,
participation in a program, and reengagement in learning. Though this model
could also be used as a description of good programs for other purposes,
here it describes the context in which research on approaches to instruction
and support services could be productive.
To download the NCSALL Occasional Paper, visit NCSALL's Web site:
http://www.ncsall.net/index.php?id=26#ebae
Learner's Engagement in Adult Literacy Education
by Hal Beder, Jessica Tomkins, Patsy Medina, Regina Riccioni, and Weiling
Deng
Engagement is mental effort focused on learning and is a precondition to
learning progress. It is important to understand how and why adult learners
engage in literacy instruction because engagement is a precondition to
learning progress. This study focused on how learning context shapes
engagement. The practical reason for doing so is that to a great extent
adult educators control the educational context. Thus if they understand how
the educational context shapes engagement, they can influence engagement in
positive ways.
To download the NCSALL Report, visit NCSALL's Web site:
http://www.ncsall.net/?id=29#28
To order the NCSALL Report at $10.00/copy, go to the Order Form:
http://www.ncsall.net/?id=681
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From ryanryanc at yahoo.com  Sun Apr 23 13:15:04 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Sun, 23 Apr 2006 13:15:04 -0400
Subject: [WomenLiteracy 264] Summer Institute for Intercultural Communication
Message-ID: <C0712E58.AEE%ryanryanc@yahoo.com>
I thought some of you on the listserv might be interested in this program.
The Summer Institute for Intercultural Communication is now accepting
registration for its 2006 summer sessions. Below is a brief description of
the institute I copied from the website:
"In 1976, Clifford Clarke, David Hoopes, and King Ming Young founded the
Stanford Institute for Intercultural Communication. With the support of
NAFSA and Stanford, this began a ten-year genesis of what was to become the
Summer Institute for Intercultural Communication. Faculty and resource
persons that first year included several people who, after thirty years, are
still familiar names. Some of them are Jack Condon, George Renwick, Muneo
Yoshikawa, Sheila Ramsey, Allen Ivey, Bob Moran, and Nessa Lowenthal. Many
of these seasoned ?veterans? are still giving their time and energy to make
SIIC a magical learning environment. Participants during the first SIIC
included Nancy Adler, Monica Armour, Janet Bennett, Milton Bennett, Ben
Broome, and Peggy Pusch.
The growth of the Summer Institute is truly gratifying! The inaugural
Institute had fewer than ten workshops over two weeks, with 83 participants.
In 2006, SIIC is offering 52 one-, three-, and five-day workshops with over
600 participants expected."
There are three sessions offered. Below are the session dates and the
workshops that will be offered in each session:
Session I (July 19-21)
1.Foundations of Intercultural Communication
2.Methods of Intercultural Training
3.Facilitating Difficult Dialogues
4.Strategic Planning for Campus Diversity
5.Foundations of Diversity Training
6.Religious and Spiritual Diversity in the Workplace
7.Diversity Work: Where Do We Go From Here?
8.Global Diversity: Cultures Within Cultures
9.Designing Study Abroad for Culture and Language Learning
10.Leveraging Diverse Communication Styles
11.Intercultural Teaching and Training Strategies for Asians
12.Borders, Boundaries, Belonging, and Beyond
13.Places of Culture: Creating Space for Effective Communication
14.Personal Leadership: The Artistry of Teaming Across Difference
Session II (July 24-28)
15.Cross-Cultural Training In International Corporation
16.Maximizing Innovation in Diverse Work Groups
17.Effective Management of Cultural Diversity
18.Emotional Intelligence and Diversity
19.Developing and Implementing a Multicultural Vision
20.Creating the New American Intercultural Campus
21.Understanding Racial and Cultural Identity in America
22.Training Design for Intercultural Learning
23.Tailoring Training for Transitions
24.Teaching Intercultural Communication
25.Facilitating Intercultural Discovery
26.Ideas That Work: Practicing Theory
27.Effecting Positive Change in Multicultural Groups
28.Resolving Conflict Across the Cultural Divide
29.Japanese and Chinese Mindscapes
Session III (July 31-August 4)
30.Collaborating Across Cultures in the Global Virtual Workplace
31.Advanced Workshop: Coaching Global Executives
32.Developing Global Leadership in Organizations
33.Development of the Multicultural Self
34.Making the Most of Diversity in Groups
35.Imaginative Facilitation East and West
36.Facilitating Groups Across Cultures
37.Designing Developmental Training
38.Training Across Cultures
39.Intercultural Change Agentry
40.Assessing Intercultural Programs
41.Negotiating Across Worldviews
42.Using Photography in Intercultural Communication
This program is held at Pacific University in Forest Grove, Oregon (about 25
miles west of Portland).
For more information about the program, visit www.intercultural.org or email
ici at intercultural.org
From ALCDGG at langate.gsu.edu  Mon Apr 24 08:24:40 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 24 Apr 2006 08:24:40 -0400
Subject: [WomenLiteracy 265]  COABE
Message-ID: <s44c8b55.042@mailsrv4.gsu.edu>
Dear Colleagues:
Please join us in the following session at this year's COABE National Conference
in Houston, Texas:
Professional Development From Your "Inbox": Making the Most of National Discussion Lists
Saturday, 9:45 * 11:00
Presented by NIFL Discussion List Moderators:
Jackie Taylor, Adult Literacy Professional Development List
Marie Cora, Assessment List
Daphne Greenberg, Women & Literacy List
National online discussion lists provide an opportunity for ongoing professional development with colleagues, researchers, nationally-recognized experts and leaders in the field. Presenters will provide information regarding the National Institute for Literacy's discussion lists, emerging and key issues for each topic, upcoming discussion activities, and how to get the most from your discussion list subscription.
To this end, we encourage you to attend the session to discuss your own experience being a subscriber (writer or lurker!) on any of the Institute's Lists.  Please come and share your thoughts on how newcomers can get the most out of their subscription, as well as provide us with feedback so that we can better serve your needs.
We look forward to meeting you in person!
Jackie Taylor, Moderator
Adult Literacy Professional Development List
Marie Cora, Moderator
Assessment List
Daphne Greenberg, Moderator
Women & Literacy List
The National Institute for Literacy's Discussion Lists are: Adult Literacy Professional Development, Assessment, Adult Education Content Standards, English Language Learners, Family Literacy, Focus on Basics, Health and Literacy, Learning Disabilities, Poverty, Race, and Literacy, Program Leadership and Improvement, Technology and Literacy, Women and Literacy, and Workplace Literacy.
From ALCDGG at langate.gsu.edu  Mon Apr 24 09:00:54 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 24 Apr 2006 09:00:54 -0400
Subject: [WomenLiteracy 266] Re: COABE
Message-ID: <s44c93fd.020@mailsrv4.gsu.edu>
Here is another COABE presentation that you may want to attend. Does anyone else want to announce a COABE presentation for the first time, or remind us for the second time?
>From David Rosen:
I am presenting a session on Saturday at 11:30 in the Westchester
computer lab on the Adult Literacy Education Wiki.
http://wiki.literacytent.org
The ALE Wiki is an online professional development environment, a
community of practice rich in professional wisdom and with links to
research, for teachers, other practitioners, researchers, learners
and others Not quite 18 months old, the ALE Wiki,  now has 700 pages,
and nearly 600 registered users (over fifty of whom have described
themselves on the ALE Wiki's "Who's Here" page). Thousands of people
have visited the ALE Wiki. One of 27 topics, the professional
development topic area is particularly strong.  I would love to see
PD list subscribers at this session!
>>> ALCDGG at langate.gsu.edu 4/24/2006 8:24 AM >>>
Dear Colleagues:
Please join us in the following session at this year's COABE National Conference
in Houston, Texas:
Professional Development From Your "Inbox": Making the Most of National Discussion Lists
Saturday, 9:45 * 11:00
Presented by NIFL Discussion List Moderators:
Jackie Taylor, Adult Literacy Professional Development List
Marie Cora, Assessment List
Daphne Greenberg, Women & Literacy List
National online discussion lists provide an opportunity for ongoing professional development with colleagues, researchers, nationally-recognized experts and leaders in the field. Presenters will provide information regarding the National Institute for Literacy's discussion lists, emerging and key issues for each topic, upcoming discussion activities, and how to get the most from your discussion list subscription.
To this end, we encourage you to attend the session to discuss your own experience being a subscriber (writer or lurker!) on any of the Institute's Lists.  Please come and share your thoughts on how newcomers can get the most out of their subscription, as well as provide us with feedback so that we can better serve your needs.
We look forward to meeting you in person!
Jackie Taylor, Moderator
Adult Literacy Professional Development List
Marie Cora, Moderator
Assessment List
Daphne Greenberg, Moderator
Women & Literacy List
The National Institute for Literacy's Discussion Lists are: Adult Literacy Professional Development, Assessment, Adult Education Content Standards, English Language Learners, Family Literacy, Focus on Basics, Health and Literacy, Learning Disabilities, Poverty, Race, and Literacy, Program Leadership and Improvement, Technology and Literacy, Women and Literacy, and Workplace Literacy.
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From djgbrian at utk.edu  Mon Apr 24 11:06:36 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Mon, 24 Apr 2006 11:06:36 -0400
Subject: [WomenLiteracy 267]  Invitation to a COABE Session
Message-ID: <5.1.0.14.2.20060424110212.03b9e0e8@pop.utk.edu>
Dear Colleagues:
Please join us in the following session at this year's COABE National
Conference in Houston, Texas:
Learning Disabilities & Work Issues: How Can We Help?
Thursday, April 27 at 11:00 AM in the computer lab
Presented by Aaron Kohring, Content Coordinator of the Literacy and
Learning Disabilities Special Collection
and Donna Brian, Content Coordinator of the Workforce Education Special
Collection
Learning disabilities among workers are common, though often unrecognized,
and they frequently contribute to job loss. As an educator, what can you do
to prepare adults with LD for greater success in the world of work? How do
you assist an adult to self-assess for their strengths, their struggles,
and helpful accommodations? What proactive steps can make the difference
between success and frustration for LD workers? What is the role of
self-advocacy? Are there learning strategies that are especially effective
with LD workers? Where can you go for resources?
This session begins with a participatory activity to heighten awareness of
the nature of LD in the workplace. Participants will then consider ways to
discern strengths and weaknesses of an adult with learning disabilities and
provide appropriate accommodations to foster success. Learning and work
strategies particularly effective for those with LD will be introduced. The
recounted experiences of successful LD workers will bring to life the
critical role that self-advocacy plays.
Throughout the presentation, the presenters will highlight pertinent
resources from the Literacy and Learning Disabilities and Workforce
Education Special Collections. We will demonstrate on-line how the
collections can be used to find free resources. The organization and
content of the special collections will be explored through using the
collections to find information about issues. Attendees will be able to
extend their learning beyond the presentation through access to a
self-paced tutorial (authored by the presenters) plus a list of applicable
online resources.
Participation of attendees in providing examples of their experiences with
adults with LD will be encouraged throughout the presentation. Discussion
will invite feedback from participants to guide the presenters' continued
future efforts in collecting and organizing on-line resources responsive to
the needs of workplace and workforce educators in mentoring adults with
learning disabilities.
Donna JG Brian
Moderator, NIFL Workplace Literacy Discussion List, and
Coordinator/Developer LINCS Workforce Education Special Collection at
http://worklink.coe.utk.edu/
Center for Literacy Studies at The University of Tennessee
600 Henley Street, Suite 312
Knoxville, TN 37996-4135
865-974-3420 (desk phone) FAX 865-974-3857
djgbrian at utk.edu
From alcdgg at langate.gsu.edu  Mon Apr 24 15:41:23 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 24 Apr 2006 15:41:23 -0400
Subject: [WomenLiteracy 268]  another COABE Presentation
Message-ID: <s44cf1b0.026@mailsrv4.gsu.edu>
Dear Colleagues:
Please join us in the following session  at this year's COABE National
Conference
in Houston,  Texas:
Practical Applications of Research in the Teaching of  Spelling/Reading to
Adults
Saturday, April 29
8:00 - 11:00 am
Presenter: Don McCabe, Research Director, AVKO Educational Research
Foundation
Don McCabe
spelling.org
----------------------------------------------------
From alcdgg at langate.gsu.edu  Tue Apr 25 08:23:59 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 25 Apr 2006 08:23:59 -0400
Subject: [WomenLiteracy 269]  Literacy President 2008
Message-ID: <s44ddcab.070@mailsrv4.gsu.edu>
The following is a message from David Rosen. I strongly encourage all of us to get involved and have the voices from this listserv represented!
Dear Colleague,
We need your opinion and your vote.  Literacy President 2008 is a non-
partisan effort to increase national awareness of adult literacy
regardless of whom is elected.  Literacy President provides members
of the adult education community with ways to be active participants
in the 2008 Presidential election.  The first activity was generating
possible questions to ask the candidates.  We now have 20 possible
questions, and they need to be narrowed to the top five.
This is your chance to vote on these, to help us narrow them to the
top five best questions.  In the 2004 election, Literacy President
had over 1000 people -- practitioners, adult learners and others --
who voted for  the top priority questions. This time our goal is 1500
people participating: students, practitioners and other advocates for
adult literacy.
To vote, please go to
http://www.surveymonkey.com/s.asp?u=85102489618
If the address breaks into two lines, you can try this one instead:
http://tinyurl.com/s553p
For the Literacy President Group,
David Rosen
djrosen at comcast.net
From alcdgg at langate.gsu.edu  Tue Apr 25 10:26:54 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 25 Apr 2006 10:26:54 -0400
Subject: [WomenLiteracy 270]  Uninsured Week
Message-ID: <s44df97a.062@mailsrv4.gsu.edu>
This is a cross post from the Poverty and Literacy listserv:
Activities are planned nationwide May 1 thru 7 for Cover the Uninsured
Week 2006, sponsored by the Robert Wood Johnson Foundation and other
organizations.
This event is designed to "mobilize a diverse mix of business owners,
union members, educators, students, patients, hospital staff, physicians,
nurses, faith leaders and their congregants, and many others" on behalf of
more than 45 million people without health insurance.
See: http://hhptf.org/article/58/cover-the-uninsured-week-2006
    http://covertheuninsured.org/
Related topics of interest at www.hhptf.org ...
* Kansas Class Surveys Homeless People at Library
* Free Books for Kids in Transition
* Maryland's Homeless and Public Libraries
* Young, Black, Poor (It Bears Repeating)
* Public Libraries and Teens in Low-Income Communities
* Lawyers in the Library: Free Legal Help
* Phone Service (and More) for Homeless People
- - - - -
John Gehner, Coordinator
Hunger, Homelessness & Poverty Task Force - SRRT/ALA
jgehner at hhptf.org
www.hhptf.org
www.libr.org/srrt
From leellington at vcu.edu  Fri Apr 28 12:00:14 2006
From: leellington at vcu.edu (Lauren E Ellington/FS/VCU)
Date: Fri, 28 Apr 2006 12:00:14 -0400
Subject: [WomenLiteracy 271]  multiple postings
Message-ID: <OF04C45D73.864C908F-ON8525715E.0057A84F-8525715E.0057ED8B@vcu.edu>
I'm wondering if it is at all possible for multiple postings to be sent to
the lists as one message rather than as separate messages.  I ask this
because I am a member of 12 of the 13 listservs and every time there is a
multiple message, I receive it 12 times.  As you can imagine this fills up
my inbox quite a bit.  It is rather easy to do by creating a group listing
in your address book (like I've done with this message).
I am sure that there are other listserv participants who are members of
multiple lists as well who would appreciate this consideration.  Thank
you.
**************************************************************
Lauren Ellington
Online Training Specialist,
Learning Disabilities Specialist, and
Writer/Editor of Update and Update on LD
Virginia Adult Learning Resource Center
Virginia Commonwealth University
817 W. Franklin Street, Room 221  |  P.O. Box 842037
Richmond, VA  23284-2037
Phone:  1-800-237-0178 or  804-828-6158
Fax:  804-828-7539
http://www.valrc.org
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From alcdgg at langate.gsu.edu  Fri Apr 28 17:11:00 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 28 Apr 2006 17:11:00 -0400
Subject: [WomenLiteracy 272] Re: multiple postings
Message-ID: <s4524cac.017@mailsrv4.gsu.edu>
I understand and can relate to what you are asking. I belong to all the NIFL listservs and also get multiple announcements. Unfortunately, at this very moment, there is no way to prevent this from happening. Most people do not belong to all the NIFL listservs, so when there is an announcement that has to be made regarding adult literacy, NIFL wants as many people as possible to get it, so the announcement is sent out to all NIFL listservs.
The strategy that I use is to read the subject line. If it is about an announcement that I have already read I delete it before even opening it up. I wish that I could offer a better solution-but for now there isn't one. However, please be assured that NIFL is taking this request seriously and is trying to figure out if there is anything that can be done about it.
Daphne
>>> leellington at vcu.edu 04/28/06 12:00 PM >>>
I'm wondering if it is at all possible for multiple postings to be sent to
the lists as one message rather than as separate messages.  I ask this
because I am a member of 12 of the 13 listservs and every time there is a
multiple message, I receive it 12 times.  As you can imagine this fills up
my inbox quite a bit.  It is rather easy to do by creating a group listing
in your address book (like I've done with this message).
I am sure that there are other listserv participants who are members of
multiple lists as well who would appreciate this consideration.  Thank
you.
**************************************************************
Lauren Ellington
Online Training Specialist,
Learning Disabilities Specialist, and
Writer/Editor of Update and Update on LD
Virginia Adult Learning Resource Center
Virginia Commonwealth University
817 W. Franklin Street, Room 221  |  P.O. Box 842037
Richmond, VA  23284-2037
Phone:  1-800-237-0178 or  804-828-6158
Fax:  804-828-7539
http://www.valrc.org
From alcdgg at langate.gsu.edu  Sun Apr 30 11:32:38 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 30 Apr 2006 11:32:38 -0400
Subject: [WomenLiteracy 273]  health literacy conferences
Message-ID: <s454a05f.071@mailsrv4.gsu.edu>
For those of you interested in health literacy, there are two conferences coming up in May that may interest you:
IHA 5th Annual Health Literacy Conference
May 4 - 5, 2006
Irvine, California
For more information call: 800-434-4633 or visit
www.iha4health.org
Cancer, Culture and Literacy
May 18-20, 2006
Clearwater, Florida
For more information contact:
Chrystyna Pospolyta: 813-745-1445
pospolch at moffitt.usf.edu or visit
www.moffitt.usf.edu
From alcdgg at langate.gsu.edu  Sun Apr 30 11:43:38 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 30 Apr 2006 11:43:38 -0400
Subject: [WomenLiteracy 274]  New health literacy resource guide
Message-ID: <s454a2f1.034@mailsrv4.gsu.edu>
The following announcement is from Julie McKinney.
**************************************
I would like to announce a new health literacy resource guide that has
just been published in print and on the Web!
Family Health and Literacy
This guide to easy-to-read health materials and websites is for adult
literacy practitioners and health educators alike. It lists resources to
teach health to families with lower literacy skills, but also discusses
how to integrate health and literacy education, how to get started and
engage adult learners, and how to build connections between literacy
programs and local health services.
You can find Family Health and Literacy online at:
www.worlded.org/us/health/docs/family
This is a PDF, and with Adobe Reader 7 or higher you can click on the
live links!
Hard copies are also available free of charge for a limited time: please
contact Leah_Peterson at worlded.org
I hope you find it helpful.
All the best,
Julie
From alcdgg at langate.gsu.edu  Sun Apr 30 11:49:54 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 30 Apr 2006 11:49:54 -0400
Subject: [WomenLiteracy 275]  Quick Guide to Health Literacy
Message-ID: <s454a46c.056@mailsrv4.gsu.edu>
Another health literacy announcement:
Announcing the release of the U.S. Department of Health and Human Services' Quick Guide to Health Literacy!
Combining evidence and best practice, the new HHS Quick Guide to Health Literacy is a reference for professionals interested in health literacy. The strategies discussed in the guide reflect the current body of research in health literacy and health communication.  These strategies include:
?         improving the usability of health information;
?         improving the usability of health services;
?         building knowledge to improve health decision-making; and
?         advocating for health literacy improvement.
The action-oriented tools can be applied to health care delivery, policy, administration, and public communication and education activities.
Background:
In 2000, HHS released the Healthy People 2010 objectives. Healthy People objectives are based on research that is used to shape policy and programmatic directions, as well as stimulate changes in organizational, professional, and public practices. The Office of Disease Prevention and Health Promotion (ODPHP) at HHS is the lead agency for Healthy People 2010 and specifically for the Health Communication Objectives that include health literacy improvement. Since 2003, ODPHP has used these objectives to lead an HHS-wide effort to develop the research base, identify organizational and professional barriers, raise awareness, and develop tools for health literacy improvement.
The Quick Guide, along with a sample Power Point presentation on health literacy and other resources, is available at: http://www.health.gov/communication/literacy/default.htm.
Please share these resources with colleagues and friends!
Thank you.
Stacy Robison, MPH, CHES
Health Literacy Fellow
Office of Disease Prevention and Health Promotion
Department of Health and Human Services
1101 Wootton Parkway, Suite LL100
Rockville, MD 20852
Phone: 240-453-8271
Email: srobison at osophs.dhhs.gov
From alcdgg at langate.gsu.edu  Mon May  1 17:01:06 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 01 May 2006 17:01:06 -0400
Subject: [WomenLiteracy 276]  fellowship opportunity
Message-ID: <s4563ede.010@mailsrv4.gsu.edu>
[posted on behalf of Dr. Dominique T. Chlup, TCALL Center Director:]
        The Texas Center for the Advancement of Literacy and Learning (TCALL), located at the Texas A & M University Riverside Campus, announces the availability of two (2) fellowships totaling $50,000 for the 2006-2007 academic year. TCALL is interested in enhancing the success of doctoral students desiring to pursue studies in Adult Education, Adult Literacy, Family Literacy or related fields. To that end, TCALL is providing funding to stimulate and further the research being conducted in the field of Adult Education. Each fellowship will consist of a one-year award which may be used to offset the cost of tuition, fees, and maintenance while the student is enrolled full-time at Texas A & M University but will not exceed $25,000 for each fellowship.
        The TCALL fellowship is intended to give fellows the opportunity to work with the Center Director and conduct research for the Texas Center for the Advancement of Literacy and Learning, the literacy resource Center for the State of Texas.
Requirements:
        The fellowships will be awarded for a one-year academic period beginning September 4, 2006 through June 30, 2007. The following requirements will apply to recipients of the TCALL fellowship award:
?       Travel and possibly present at one national conference in the field of Adult Education
?       Work with the Center Director towards the submission of a peer-reviewed journal article
?       Be involved with TCALL research projects throughout the year
?       Be available for meetings and to conduct onsite research at the TCALL Riverside Campus location
?       A time commitment of approximately 350 hours over the course of the academic year
Eligibility:
        To qualify for the TCALL award you must:
?       Be admitted on a full-time basis to Texas A & M University.  You are not required to reside in the Bryan-College Station area.
?       Be enrolled in a doctoral program.  All qualified applicants are encouraged to apply.  Preference will be given to students working toward a doctorate in adult education and/or human resource development or a similarly related field.
?       Submit a resume, cover letter, and 3-4 page proposal indicating your background and interest in Adult Literacy and/or Adult Education, your research interests in Adult Education, and other qualifications you may have to receive this fellowship.
?       Students who do not have substantial grant resources and are not employed by TCALL will be given priority. Please specify in your cover letter what financial aid or other funding you anticipate receiving for the 2006-2007 academic year.
Submit the required documents by July 31, 2006 to:
Dr. Dominique T. Chlup
Director of TCALL
Texas Center for the Advancement of Literacy and Learning
College of Education and Human Development
Department of EAHR
Texas A & M University
4477-TAMU
College Station, Texas 77843-4477
979-845-6615
dchlup at neo.tamu.edu
www-tcall.tamu.edu
From alcdgg at langate.gsu.edu  Tue May  2 14:00:44 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 02 May 2006 14:00:44 -0400
Subject: [WomenLiteracy 277]  New Special Topics Discussion List
Message-ID: <s4576616.098@mailsrv4.gsu.edu>
Exciting News! The National Institute for Literacy is launching a new electronic list focusing on special topics related to adult literacy. This list is different from other lists, in that it will be an intermittent discussion list.  The topics will open and close throughout the year, so there will be periods where there will be no discussion or postings. The first week long discussion will start on May 23rd. Read below for more information from David Rosen, the Special Topics Discussion List Moderator:
Dear Colleague,
On May 23rd we will begin a week-long discussion on the new National
Institute for Literacy Special Topics electronic list.  The topic is
the Adult Reading Components Study (ARCS).  Dr. Rosalind Davidson and
Dr. John Strucker, the co-researchers, will join us to answer your
questions.
Special Topics will be an intermittent discussion list.  The topics
will open and close throughout the year, so there will be periods
where there will be no discussion or postings. You can subscribe to
the e-list for a particular topic of interest, and then unsubscribe,
or you can stay subscribed throughout the year.  To participate in
this first topic, the Adult Reading Components Study, and to learn
more about the ARCS interactive Web site -- which has lots of reading
help for teachers --  please subscribe to the Special Topics list now
by going to:
http://www.nifl.gov/mailman/listinfo/specialtopics
Before the discussion begins on May 23rd please look at a 30-minute
streaming video introduction to the discussion with researcher
panelists Rosalind Davidson and John Strucker, and practitioners Kay
Vaccaro and Jane Meyer.
http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04a.html
(Note: Macintosh users will need to have Real Player installed, and
for them performance may not be optimal.)
After you subscribe, you can send your questions to the discussion
list.  Note, however, that messages will not be posted until May 22nd.
I look forward to having you join us in this discussion.
David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net
From info at nifl.gov  Wed May  3 09:03:29 2006
From: info at nifl.gov (Sandra Baxter)
Date: Wed,  3 May 2006 09:03:29 -0400 (EDT)
Subject: [WomenLiteracy 278]  News from the National Institute for Literacy
Message-ID: <20060503130329.CBECE46555@dev.nifl.gov>
Dear Colleagues,
We are happy to announce that the National Institute for Literacy has launched a new web page design to help provide easily accessible, high quality information about literacy. New features clearly highlight the Institute's work in all areas of literacy, including early childhood, childhood, adolescence, and adulthood. You will continue to find the links to all of the Institute's projects, such as Bridges to Practice, LINCS, Assessment Strategies and Reading Profiles under Programs and Services. The Institute's publications, including the recently released Teaching Reading to Adults can be found under the Publications link. Please visit http://www.nifl.gov for more information.
This is phase one of the redesign. We will soon be incorporating all the Institute's projects into this new design.  As many of you know, websites are always a work in progress and we intend to continue improving the Institute's site in order to provide you with the best available resources.
We would love to hear your thoughts regarding the new look. Please send your comments to Jo Maralit at mmaralit at nifl.gov.
Thanks,
Sandra Baxter, Ed.D.
Director
National Institute for Literacy
http://www.nifl.gov
From alcdgg at langate.gsu.edu  Sun May  7 21:08:49 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 07 May 2006 21:08:49 -0400
Subject: [WomenLiteracy 279]  Focus on Basics
Message-ID: <s45e61e8.001@mailsrv4.gsu.edu>
The newest Focus On Basics, on learners' Experiences, is now available on NCSALL's web site, www.ncsall.net.
Quick, tell me about your students' self esteem. Low, because of their academic struggles? That's not what a recent NCSALL-Rutgers study showed.
And how about reading? Do your learners know that to increase their reading fluency, they need to...read? What kind of and how much reading do they do outside of class? Another NCSALL-Rutgers study follows three learners as they go about their days and finds quite a variety in the amount of reading the learners do on their own.
Teachers, have you ever seen yourself teach? Or noticed just what that clump of students was doing while you were engaged with one person on another side of the classroom? Teachers working with NCSALL-Rutgers found that videos taken of their classroom for research purposes provided them with rich information useful to their own professional development. Learn how useful video can be in helping pinpoint issues and suggest new ways of doing things in the classroom.
There's lots more, particularly around learner engagement.
Go to www.ncsall.net and click on "Newest Issue of Focus on Basics"
Printed copies and a text-only web version will not be out for another two weeks.
Regards,
Barb Garner, Editor
From alcdgg at langate.gsu.edu  Sun May  7 21:23:05 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 07 May 2006 21:23:05 -0400
Subject: [WomenLiteracy 280] Reminder: New Special Topics List Discussion on
	the Adult	Reading Components Study (ARCS)
Message-ID: <s45e6540.078@mailsrv4.gsu.edu>
Dear Colleague,
Please join us on May 23rd for the launch of the new Special Topics list with guests Dr. Rosalind Davidson and Dr. John Strucker, co-researchers on the Adult Reading Components Study (ARCS).  They will be available for one week to answer your questions and to introduce you to the ARCS interactive Web site, designed to help teachers with assessing and teaching reading.
To subscribe, go to:
http://www.nifl.gov/mailman/listinfo/specialtopics
Before the discussion begins on May 23rd, please look at a 30-minute video panel discussion
on the ARCS, streamed on the National Institute for Literacy Web site, or on DVD.
1. Streaming video:
 http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04a.html
(Note: Macintosh users will need to have Real Player installed, and for them
performance may not be optimal.)
2. DVD:
Send a request for the Adult Readiing Components Study (ARCS) Panel (free) DVD to:
info at nifl.gov  Be sure to include your mailing address.
After you subscribe, you can send your questions to the discussion list. Note, however, that messages will not be posted until May 22nd.
I look forward to having you join us for this discussion.
David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net
From ALCDGG at langate.gsu.edu  Mon May  8 09:13:15 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 08 May 2006 09:13:15 -0400
Subject: [WomenLiteracy 281] Program Leadership & Improvement List
	Announcement
Message-ID: <s45f0bb5.054@mailsrv4.gsu.edu>
The  Program Leadership and Improvement Discussion List is hosting a  guest  speaker this week. If you are interested in joining, you can temporarily subscribe and then decide to unsubscribe when the week is over. If you are interested in subscribing go to:   http://www.nifl.gov/mailman/listinfo/Programleadership
Here is a description:
Esmerelda Doreste, Program Director with the Union City (NJ) Adult Learning Center, will be a guest on the
list from Monday, May 8 through Friday, May 12. As a participant in the UPS Foundation-funded "Leadership for Community Literacy" Initiative that was administered by the Equipped for the Future (EFF) Center in the late
winter, Ms. Doreste worked with her program to implement a program improvement process based on the EFF program quality model. Along with the four other participants, Ms. Doreste wrote about that
experience...her story is now accessible on the "Program Leadership and Improvement" web site. Go to [http://pli.cls.utk.edu] and click the "Stories of Program Improvement" button, then click/open "Union City
Adult Learning Center: A Program Improvement Process."
Please read the story in preparation for Ms. Doreste's visit. She  will be ready to answer your questions about the nuts and bolts of  implementing the process, as well as any other related issues.
To Subscribe to the Program Leadership & Improvement List, go to:
  http://www.nifl.gov/mailman/listinfo/Programleadership
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Mon May  8 16:48:56 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 08 May 2006 16:48:56 -0400
Subject: [WomenLiteracy 282]  Call for Articles
Message-ID: <s45f767e.085@mailsrv4.gsu.edu>
The Change Agent proudly announces the following call for articles:
Immigration reform has become a big political and social issue that many political leaders connect to securing our borders from terrorists.  Many members of Congress support laws that would strip immigrants of many rights, make it a felony to be an undocumented immigrant, keep immigrant families separated, and deny many immigrants a path to residency or citizenship in the United States.
This issue of The Change Agent aims at helping readers to understand and sort out what's at stake. Questions for students and teachers to think about:
- How would your life be different if the United States had closed its borders to immigrants 100 (or so) years ago?
- What should the United States do to deal with the growing numbers of immigrants who want to make this country their home?
- What are your experiences and opinions related to people immigrating to the United States? Have they changed since September 11, 2001?
-  What do you think about treating undocumented immigrants as criminals, as proposed by some members of Congress?
- What do you think of plans for a guest worker program in which immigrants could work for up to six years legally and pay taxes but never be eligible for citizenship and have almost no worker protections?
- What connections do you see between the current immigration  debate and racism and discrimination?
- What connections do you see between economic policies, such as NAFTA, and immigration patterns where many people endure great hardship to come to the United States in hopes of a better life for themselves and their families?
All articles must be received by May 19, 2006. All articles will be considered. Suggested length is 500-1,200 words. Final decisions are made by The Change Agent editorial board. A stipend of $50 will be paid to each adult education student whose work is accepted for publication in this issue.
Please send material (by email or PC disk) to:Angela Orlando, EditorNew England Literacy Resource Center/World Education44 Farnsworth St., Boston, MA 02210Phone: 617-482-9485 fax: 617-482-0617email: aorlando at worlded.org
From ALCDGG at langate.gsu.edu  Mon May  8 17:08:30 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 08 May 2006 17:08:30 -0400
Subject: [WomenLiteracy 283]  Transgender Equality
Message-ID: <s45f7b17.036@mailsrv4.gsu.edu>
Transgendered learners may be interested in the following:
National Center for Transgender Equality <ncte at nctequality.org> wrote:  Date: Mon, 8 May 2006 15:52:25 -0400 (EDT)
From: National Center for Transgender Equality <ncte at nctequality.org>
Subject: States Pass Historic Anti-Discrimination Legislation
  Washington, DC - Last week, two states, Hawai'i and Vermont, made historic strides forward in protecting the civil rights of transgender and gender nonconforming people. On May 3, Hawaii's second transgender-inclusive bill passed into law, and on May 5 an expansive nondiscrimination bill in Vermont cleared the Legislature, positioning Vermont to become the ninth state in the country to make discriminatory practices based on gender identity or expression illegal. The District of Columbia also amended its anti-discrimination law in March to include gender identity or expression.
  "The legislation in Hawai'i and Vermont represent huge civil rights victory for the transgender community," said Mara Keisling, executive director of the National Center for Transgender Equality (NCTE). "I applaud the efforts of state groups and local advocates who showed that when we stand up for what's right, we can win.
  Hawaii's new law explicitly prohibits discriminatory practices in public accommodations based on "gender identity or expression, or sexual orientation." Public accommodations include any facility whose operations affect commerce, such as hospitals, shops, hotels, restaurants, museums, theaters, and schools. The law strengthens Hawaii's existing protections, building on the state's housing nondiscrimination bill, which passed into law just last year. The bill passed into law without the signature of Governor Linda Lingle. Last year, a bill passed through Hawaii's Legislature that would specifically ban employment discrimination based on gender identity or expression, but was vetoed by the Governor. Other elected officials recognized the need for civil rights protections for all of their constituents, like recent bill supporter Representative Blake Oshiro (D-33rd).
The same day, a Vermont bill that would prohibit discrimination based on a person's gender identity or expression passed the Senate, and on May 5 a final 88-47 vote of concurrence sent the bill to Governor Jim Douglas. First introduced four years ago as H. 478 by Representative Bill Lippert (D-Hinesburg), the favorable concurrence vote has built momentum for the bill to be signed into law. Last February, the National Center for Transgender Equality held an advocacy training in Vermont to support local efforts in the state.   "I am so excited," said Christopher Kaufman, executive director of the R.U.1.2? Queer Community Center in Burlington. "It's going to make a huge difference. People are going to feel like they have protections in this state."
  The bill covers employment, housing and public accommodations, and is a bold step forward in providing equal protection under the law for all Vermonters. Vermont's hate crimes law already includes "gender identity and expression" language. If Governor Douglas allows the bill to become law, Vermont will be the ninth state to pass an explicitly transgender-inclusive anti-discrimination law.
  Recognizing the need to curb rampant discrimination against gender-variant people, currently eight states, the District of Columbia and 80 cities and counties across the country have now passed explicitly transgender-inclusive anti-discrimination laws. These laws currently cover 31-percent of the US population.
 National Center for Transgender Equality
---------------------------------
    email: ncte at nctequality.org
  phone: 202-903-0112
  web: http://www.nctequality.org
From ALCDGG at langate.gsu.edu  Tue May  9 14:09:58 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 09 May 2006 14:09:58 -0400
Subject: [WomenLiteracy 284] Re: Call for Articles
Message-ID: <s460a2c2.013@mailsrv4.gsu.edu>
NOTE:
We have been notified by Angela Orlando, the Change Agent Editor, that the
submission date for these articles is May 12th, this Friday rather than a
week later on the 19th.
Daphne
>>> ALCDGG at langate.gsu.edu 5/8/2006 4:48:56 PM >>>
The Change Agent proudly announces the following call for articles:
Immigration reform has become a big political and social issue that many political leaders connect to securing our borders from terrorists.  Many members of Congress support laws that would strip immigrants of many rights, make it a felony to be an undocumented immigrant, keep immigrant families separated, and deny many immigrants a path to residency or citizenship in the United States.
This issue of The Change Agent aims at helping readers to understand and sort out what's at stake. Questions for students and teachers to think about:
- How would your life be different if the United States had closed its borders to immigrants 100 (or so) years ago?
- What should the United States do to deal with the growing numbers of immigrants who want to make this country their home?
- What are your experiences and opinions related to people immigrating to the United States? Have they changed since September 11, 2001?
-  What do you think about treating undocumented immigrants as criminals, as proposed by some members of Congress?
- What do you think of plans for a guest worker program in which immigrants could work for up to six years legally and pay taxes but never be eligible for citizenship and have almost no worker protections?
- What connections do you see between the current immigration  debate and racism and discrimination?
- What connections do you see between economic policies, such as NAFTA, and immigration patterns where many people endure great hardship to come to the United States in hopes of a better life for themselves and their families?
All articles must be received by May 19, 2006. All articles will be considered. Suggested length is 500-1,200 words. Final decisions are made by The Change Agent editorial board. A stipend of $50 will be paid to each adult education student whose work is accepted for publication in this issue.
Please send material (by email or PC disk) to:Angela Orlando, EditorNew England Literacy Resource Center/World Education44 Farnsworth St., Boston, MA 02210Phone: 617-482-9485 fax: 617-482-0617email: aorlando at worlded.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From ALCDGG at langate.gsu.edu  Wed May 10 12:20:13 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 10 May 2006 12:20:13 -0400
Subject: [WomenLiteracy 285]  signs of domestic violence during intake
Message-ID: <s461da85.074@mailsrv4.gsu.edu>
I would like to share a recent experience and would love to hear any feedback regarding it, especially if you have an experience that you would like to share with us.
First some background:
As many of you know, I am conducting a research project which takes me out to various adult literacy sites to recruit and screen students who may be interested in getting involved with the study. Students who qualify (they have to identify words between third and 5.9 grade levels) are invited to spend 100 hours worth of instruction with us. My encounter with students during the recruitment/screening process is brief-not more than 20 minutes, and often less. The screening time is the first time that I meet the learners and I am correctly perceived during this process as an outsider-the researcher from a university who is meeting with them at their adult literacy program.
The experience:
I met with a woman who wanted to be screened. Part of the screening involves finding out the best way to contact the student (home/work/cell phone and/or email). When I got up to that part, she gave me her phone number and then asked are you going to be calling me? I said yes and saw the concerned look on her face. I told her that I did not have to call if that was a problem and that I could either erase her number, or make a note that she should not be called. She told me that it was okay to call, but that her partner does not like her to get phone calls. This immediately raised a red flag for me. I told her that I did not want to put her in harms' way, that if she would be safer if I did not call, I should not call. She said ok. We then talked about when the class would meet and I asked her if she thought she could attend the class. She hesitated and said well, I guess my partner could drop me off at that time. I asked her if that would be a problem. She said that he would not trust that she is coming to class, and would think that she is meeting a lover. I reminded her that I did not want to put her in harm's way, that she needed to keep safety in mind at all times, and asked her if it would help if her partner met the teacher and saw that she was really going to be part of a class. She said that that may be a good idea, she would think about that. I also suggested that she could show him the form that I was giving her, which states the nature of the research project and provides my name as a contact. She liked that. Once again I reminded her that she needs to do what is right for her. If she is too scared to join the class because she may be unsafe, as long as she is with him, she probably should take her fear very seriously and pay attention to it. Maybe now is not the time to join my class if she does not feel safe. We ended it with me not calling her, but her calling me to find out about next steps. She never called, and I never saw her again.
My reactions/questions:
I was very shaken during this exchange. On the one hand, I did not want to pry and ask for more information. On the other hand, I wondered if I should. Was I protecting myself by not asking or was I protecting her by not pushing for more than she was willing to share? Would my responses to her have changed if I knew that he was being physically abusive to her?
Anyway, I could go on and on, providing more details about the process and my reactions, but I don't want this posting to be too long. If appropriate, I will add more information in response to people's responses. I am curious, if anyone has anything to share about the above, or anything related that they would like to share about their own experiences.
Thanks,
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From MMaralit at NIFL.gov  Mon May  8 16:06:16 2006
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Mon, 8 May 2006 16:06:16 -0400
Subject: [WomenLiteracy 286] Update: New National Institute for Literacy
	Discussion List
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932E1F@wdcrobe2m03.ed.gov>
Dear subscribers,
We invite you to join us on the National Institute for Literacy's new
SPECIAL TOPICS List. This list was established to provide opportunities
throughout the year for focused discussion topics with invited researchers
and other experts in the field of adult education and literacy (including
English language learning and numeracy).
The Special Topics Discussion List will be moderated by David Rosen, Ed.D.,
Senior Associate, Newsome Associates. This list is an intermittent
discussion list. The topics will open and close throughout the year, so
there are periods when there will be no
discussion or postings. You can subscribe to the discussion list for a
particular topic of interest, and then unsubscribe, or you can stay
subscribed throughout the year.
We look forward to the upcoming discussion, beginning May 23, with Dr.
Rosalind Davidson and Dr. John Strucker, co-researchers on the Adult Reading
Components Study (ARCS). You may have seen the previous announcement for
this on the list, if not, please visit the list archives at:
http://www.nifl.gov/pipermail/womenliteracy/2006/000282.html
For more information, or suggestions of topics, contact David J. Rosen at
djrosen1 at comcast.net
Regards,
Jo Maralit
National Institute for Literacy
http://www.nifl.gov
From Janet_Isserlis at brown.edu  Sat May 13 16:21:05 2006
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Sat, 13 May 2006 16:21:05 -0400
Subject: [WomenLiteracy 287] Re: signs of domestic violence during intake
In-Reply-To: <s461da85.074@mailsrv4.gsu.edu>
Message-ID: <C08BB7F1.CBA0%Janet_Isserlis@brown.edu>
Daphne and all
I've been thinking about this and wonder if there has been a lack of
response for the reasons that I've hesitated to answer..
I think first of all that none of us can know what is best for anyone else,
but it does seem that you'd done everything you could do to ensure that the
woman you were talking to understood that she had some choices, if limited
ones - and in suggesting that she call you, some might say you enabled her
to exercise at least one of those choices on her own (again, possibly)
limited terms.  This encounter could be the first time that she was given
some small control over what to do - it could well be that others have
rarely, if ever, given her some semblance of choice, or that she may have
felt that she'd either have to commit to going to school on your terms or
not at all.
it's impossible to know what prevented her from calling you back but my own
feeling is that she may be at least one step closer to understanding that
school could be an option for her when and as she's able to enroll.
Most common wisdom holds that no one can really 'make' someone leave an
abusive relationship; however, your telling her that her own safety actually
counts may be part of a much bigger and more complex process that one hopes
she will undertake if she does feel herself able to leave .  Without knowing
more, it seems you've done everything you could to serve her best interests.
Janet Isserlis
> She told me that it was okay to call, but that her partner does not
> like her to get phone calls. This immediately raised a red flag for me. I told
> her that I did not want to put her in harms' way, that if she would be safer
> if I did not call, I should not call. She said ok. We then talked about when
> the class would meet and I asked her if she thought she could attend the
> class. ... She said that he would
>  not trust that she is coming to class, and would think that she is meeting a
> lover. I reminded her that I did not want to put her in harm's way, that she
> needed to keep safety in mind at all times, and asked her if it would help if
> her partner met the teacher and saw that she was really going to be part of a
> class. She said that that may be a good idea, she would think about that. I
> also suggested that she could show him the form that I was giving her, which
> states the nature of the research project and provides my name as a contact.
> She liked that. Once again I reminded her that she needs to do what is right
> for her. If she is too scared to join the class because she may be unsafe, as
> long as she is with him, she probably should take her fear very seriously and
> pay attention to it. Maybe now is not the time to join my class if she does
> not feel safe. We ended it with me not calling her, but her calling me to find
> out about next steps. She never called, and I never saw her again.
> My reactions/questions:
> I was very shaken during this exchange. On the one hand, I did not want to pry
> and ask for more information. On the other hand, I wondered if I should. Was I
> protecting myself by not asking or was I protecting her by not pushing for
> more than she was willing to share? Would my responses to her have changed if
> I knew that he was being physically abusive to her?
> Anyway, I could go on and on, providing more details about the process and my
> reactions, but I don't want this posting to be too long. If appropriate, I
> will add more information in response to people's responses. I am curious, if
> anyone has anything to share about the above, or anything related that they
> would like to share about their own experiences.
> Thanks,
> Daphne
>
From alcdgg at langate.gsu.edu  Sat May 13 17:15:29 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sat, 13 May 2006 17:15:29 -0400
Subject: [WomenLiteracy 288]  Literacy President 2008
Message-ID: <s466143c.042@mailsrv4.gsu.edu>
Dear Colleague,
We need your opinion and your vote.  Literacy President 2008 is a non-
partisan effort to increase national awareness of adult literacy
regardless of whom is elected.  Literacy President provides members
of the adult education community with ways to be active participants
in the 2008 Presidential election.  The first activity was generating
possible questions to ask the candidates.  We now have 20 possible
questions, and they need to be narrowed to the top five.
This is your chance to vote on these, to help us narrow them to the
top five best questions.  In the 2004 election, Literacy President
had over 1000 people -- practitioners, adult learners and others --
who voted for  the top priority questions. This time our goal is 1500
people participating: students, practitioners and other advocates for
adult literacy.  We are more than half way there, but the voting ends on
May 30th, so we hope you will weigh in well before then.
To vote, please go to
http://www.surveymonkey.com/s.asp?u=85102489618
If the address breaks into two lines, you can try this one instead:
http://tinyurl.com/s553p
For the Literacy President Group,
David Rosen
djrosen at comcast.net
From ALCDGG at langate.gsu.edu  Mon May 15 12:14:26 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 15 May 2006 12:14:26 -0400
Subject: [WomenLiteracy 289]  Job announcement
Message-ID: <s46870ae.084@mailsrv4.gsu.edu>
Dear Colleagues:
The following is an announcement for a new position at the Literacy
Assistance Center in New York City:
Project Leader
The Literacy Assistant Center (LAC), a not-for-profit organization that
supports and promotes the expansion of quality literacy services in New
York, is looking for a Project Leader to join its dynamic work team.
This individual's primary responsibility is to lead the three-year
Statewide Staff Development Project beginning June 1, 2006.  The goal of
the project is to improve instruction in adult basic education, ESOL,
and GED classes.  Specific responsibilities include developing a
specialized training curriculum; providing related professional
development sessions to adult educators, program managers and
administrators; and creating four policy/resource manuals.  This work
will incorporate New York State Adult Education Learning Standards,
reflect essential concepts for teaching adults, and integrate core
principles of teaching reading, writing, mathematics, and English
language attainment.  Statewide travel required.
The Project Leader will be an expert in adult and literacy education,
knowledgeable about current trends in the field, and have a proven
ability to work with key external constituents, including state
education department personnel, and with diverse local organizations and
individuals.  This highly qualified educator will have an advanced
degree (masters required, doctorate preferred) with commensurate
experience and demonstrated skill in new project development.  S/he will
be expected to describe the impact of the project in published articles
and/or professional conference presentations.
LAC offers a competitive compensation package commensurate with
experience.  Send resume and cover letter to hr at lacnyc.org or fax to
212-952-1359 by May 25, 2006.  No phone calls, please.
Mariann Fedele
Coordinator of Professional Development,
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 ALCDGG at langate.gsu.edu  Mon May 22 17:06:36 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 22 May 2006 17:06:36 -0400
Subject: [WomenLiteracy 290]  Reminder on special discussion list
Message-ID: <s471efa9.043@mailsrv4.gsu.edu>
Hi Everyone,
A REMINDER: starting tomorrow, May 23rd, there will be a
discussion on the Adult Reading Components Study (ARCS) with the
researchers.  This discussion will be on the NEW Special Topics
Discussion List!
To sign up, go to
http://www.nifl.gov/mailman/listinfo/specialtopics
You will find a 30-minute video panel discussion with ARCS
researchers,  Rosalind Davidson and John Strucker, and practitioners
Kay Vaccaro and Jane Meyer at
http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04.html
The video panel introduction is also available on DVD from the
National Center for the Study of Adult Learning and Literacy [ http://
www.ncsall.net/?id=24 ] or from the National Institute for Literacy.
(Send a request for the Adult Readiing Components Study (ARCS) Panel
(free) DVD to: info at nifl.gov  Be sure to include your mailing
address.)
Other ARCS introductory materials include:
1. Adult Reading Components Study (ARCS) [PDF document]
by John Strucker and Rosalind Davidson
http://www.ncsall.net/?id=27   (ninth item down)
2. How the ARCS Was Done
http://www.ncsall.net/fileadmin/resources/research/op_arcs.pdf
3. Adult Reading Components Study (ARCS)
http://www.ncsall.net/?id=27#arcs
We do hope you will be able to join us, from May 23rd through May
30th to learn about and explore the uses of the ARCS.
David J. Rosen
djrosen at comcast.net
From alcdgg at langate.gsu.edu  Tue May 23 19:58:29 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 23 May 2006 19:58:29 -0400
Subject: [WomenLiteracy 291]  Leadership conference for adult educators
Message-ID: <s473696d.076@mailsrv4.gsu.edu>
Dear Colleagues:
The New York Association for Continuing/Community Education (NYACCE) is hosting a three-day leadership conference for adult educators this July 26-28.  For more information, please see the description below.
Are you an educator, an administrator, or a program manager wishing to be a catalyst of change in your organization? Are you a workforce development practitioner seeking to build your leadership skills? As a leader, do you feel you have fully tapped your ability to reflect on what you do in order to inspire yourself and others to be and do more?
Join the New York Association for Continuing/Community Education this July in the Hudson Valley for a three day leadership retreat that will help you find some of the answers to these questions. This leadership retreat will be led by Louis Miceli of Workforce Professionals Training Institute, and will feature Sheila Maguire of Working Ventures for a special keynote presentation, among others.
To download a brochure about this event, go to:
http://www.workforceprofessionals.org/wpti_content/uploadfiles/NYACCE_brochure.pdf
To download the registration form for this event, go to: http://www.workforceprofessionals.org/wpti_content/uploadfiles/NYACCE_registration.doc
If you have any questions, you can contact Lou Miceli at lmiceli at workforceprofessionals.org, or Marjorie Parker at Marjorie.parker at verizon.net. To learn more about NYACCE, visit www.nyacce.org.
Sent to you from the WPTI team on behalf of the New York Association for Continuing/Community Educators.
From alcdgg at langate.gsu.edu  Wed May 24 20:08:40 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 24 May 2006 20:08:40 -0400
Subject: [WomenLiteracy 292]  on-line trainings for AE practitioners
Message-ID: <s474bd52.005@mailsrv4.gsu.edu>
The Center for Literacy Studies at the University of TN and the Ohio
Literacy Resource Center at Kent State are presenting a series of
on-line trainings for AE practitioners starting on June 5, 2006.  We
have a variety of topics available for all levels of practitioner.  Each
of our trainings has been piloted and are facilitated by trainers
experienced in the field and with many, many hours experience in on-line
facilitation.    But class slots are filling up, and the registration
deadline is getting close. If you want to participate, you will need to
get your registration in soon.
Our summer offerings are:
Adult Education - Teaching Tools
Cost - $149/person
CEUs: 1 (optional)
Delivered via the Internet, this six-week course focuses on
familiarizing instructors with teaching tools that will enhance teaching
practices leading to greater learning, retention, and success for adult
students. It offers a wealth of resources and teaching strategies on
topics such as reflective teaching, cooperative/collaborative learning,
multiple intelligences, and contextual instruction. The course will help
participants draw their own connections between current research and
teacher practice; it provides opportunities for practical classroom
application, online collaboration, and sharing best practices with other
adult educators-and much more!
ESOL Basics
Cost - $149/person
CEUs: 1 (optional)
Do you need to know the basics of ESOL instruction? Through this online
course, you will learn how to identify characteristics of adult ESOL
learners, effective methods of teaching languages, the four language
skills, and how adults learn another language. Online activities,
discussion boards and assessments will keep you engaged.
Cost - $149/person
CEUs: 1 (optional)
This web-based training will provide you with information and resources
that will help you help your students be better readers. If you want to
be effective in helping your students achieve their goals, it is
important that you know about a variety of aspects regarding the adult
student and strategies to enhance reading skills.
Topics within this training include:
The Adult Learner and Brain Compatible Classrooms
Essentials of Reading
Adult Learners and Comprehension Strategies
Helping ESOL Students and Students with Learning Disabilities
Helping the Adult to Help the Child
Integration of Technology into the Adult Education Classroom
Cost - $149/person
CEUs: 1 (optional)
Have you ever tried to blindly put a puzzle together without knowing
what the final picture will look like? This may be what is happening to
you when you are trying to integrate computer technology into your
classroom. This course will provide quick access to educational
resources, lesson plans, activities, tools for evaluating educational
software, information about purchasing educational software, and
knowledge to help you utilize a variety of software applications and
web-based activities in the classroom. Online activities, discussion
boards and assessments will keep you engaged.
All participants must have their own e-mail address to participate in
the course. ALL online course participants will complete a "Tech Check"
one week before course start date to ensure their computer equipment and
Internet connection are sufficient for effective course participation.
Please come take advantage of this professional development opportunity.
Bill McNutt
CTO
UT Center for Literacy Studies
http://cls.coe.utk.edu
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From alcdgg at langate.gsu.edu  Sat May 27 18:22:30 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sat, 27 May 2006 18:22:30 -0400
Subject: [WomenLiteracy 293]  domestic violence shelters
Message-ID: <s47898f3.045@mailsrv4.gsu.edu>
This recently came up for an adult learner. She has a 19 year old daughter who is beating her up, vandalizing her possessions, and threatening her. After the most recent experience she was arrested and placed in jail, however friends of the daughter are trying to raise bail money. These experiences are understandably hindering this learner's ability to come to class and when she attends class to focus.
This experience has raised a question for me which I am thinking some of you may know the answer to.
Do domestic violence shelters only cater to women who are abused by husbands or boyfriends? What if the perpetrator is an adult child? What if the perpertrator is a female partner? What if an adult lives at home with a parent who abuses the adult child? What if the victim is a male and the perpertrator is a female,or another male?
In other words, do domestic violence shelters provide services for all types of domestic violence, or only the traditional husband/boyfriend abusing wife/girlfriend scenario?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From alcdgg at langate.gsu.edu  Sun May 28 09:13:53 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 28 May 2006 09:13:53 -0400
Subject: [WomenLiteracy 294]  Focus on Basics Discussion
Message-ID: <s47969da.029@mailsrv4.gsu.edu>
Following is a message from Julie McKinney, moderator of the Focus on Basics
discussion list about upcoming discussions on that list that will be of
interest to some of you on this list. If you are intereseted, please subscribe to the list at:
http://www.nifl.gov/mailman/listinfo/focusonbasics
******************************************************
I want to give you a heads-up on next month's rich schedule of weekly
discussions with Focus On Basics authors. The following authors will
discuss their articles from the recent issue of Focus On Basics, Vol.
8B, which is about Learners' Experiences.
Find the whole issue at:
http://www.ncsall.net/?id=1103
June 5-9:
Jessica Tomkins
Video as a Professional Development Tool
http://www.ncsall.net/index.php?id=1107
June 12-16:
Alisa Belzer
Influences on the Reading Practices of Adults in ABE
http://www.ncsall.net/index.php?id=1108
      and
Learners on Learning to Read
http://www.ncsall.net/index.php?id=1110
June 25-30:
Hal Beder
Shaping and Sustaining Learner Engagement in Individualized Group
Instruction Classrooms
http://www.ncsall.net/index.php?id=1106
Please pass on the word to colleagues who may be interested in these
discussions! Anyone can subscribe to the list at:
http://www.nifl.gov/mailman/listinfo/focusonbasics
From andreawilder at comcast.net  Mon May 29 17:42:24 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Mon, 29 May 2006 17:42:24 -0400
Subject: [WomenLiteracy 295]  "Are Women Human?"  Catherine McKinnon
In-Reply-To: <s47969da.029@mailsrv4.gsu.edu>
References: <s47969da.029@mailsrv4.gsu.edu>
Message-ID: <4070ab7f859ae7d1be34a4694ca893f7@comcast.net>
Hello, all--
I am piggybacking on someone else's topic(thank you!)  This is a new
topic.
I have just  cited the title of Catherine McKinnon's new book, a
humdinger, wonderfully thought out and quite painful to read--of course
I must say that everyone should--i have jsut skimmed it, so am now
expert.
I heard  her speak recently, was bowled over, the talk included
extremely thoughtful questions from the audience, and I have NEVER
heard before the kind of thoughtful verbal interaction that happened.
We were treated right there in the Brattle Theater of Cambridge, MA as
PEOPLE worthy of RESPECT.
McKinnon is a lawyer with an international practice, she has also
worked for the UN as a consultant.  She is extremely elegant, tall,
thin, long  hair swept up and pinned on top of her head--a dynamic,
arresting presence.
Andrea
On May 28, 2006, at 9:13 AM, Daphne Greenberg wrote:
> Following is a message from Julie McKinney, moderator of the Focus on
> Basics
> discussion list about upcoming discussions on that list that will be of
> interest to some of you on this list. If you are intereseted, please
> subscribe to the list at:
> http://www.nifl.gov/mailman/listinfo/focusonbasics
>
>
> ******************************************************
> I want to give you a heads-up on next month's rich schedule of weekly
> discussions with Focus On Basics authors. The following authors will
> discuss their articles from the recent issue of Focus On Basics, Vol.
> 8B, which is about Learners' Experiences.
>
> Find the whole issue at:
> http://www.ncsall.net/?id=1103
>
> June 5-9:
> Jessica Tomkins
> Video as a Professional Development Tool
> http://www.ncsall.net/index.php?id=1107
>
> June 12-16:
> Alisa Belzer
> Influences on the Reading Practices of Adults in ABE
> http://www.ncsall.net/index.php?id=1108
>       and
> Learners on Learning to Read
> http://www.ncsall.net/index.php?id=1110
>
> June 25-30:
> Hal Beder
> Shaping and Sustaining Learner Engagement in Individualized Group
> Instruction Classrooms
> http://www.ncsall.net/index.php?id=1106
>
> Please pass on the word to colleagues who may be interested in these
> discussions! Anyone can subscribe to the list at:
> http://www.nifl.gov/mailman/listinfo/focusonbasics
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From alcdgg at langate.gsu.edu  Mon May 29 22:50:17 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 29 May 2006 22:50:17 -0400
Subject: [WomenLiteracy 296] Re: "Are Women Human?"  Catherine	McKinnon
Message-ID: <s47b7ab0.091@mailsrv4.gsu.edu>
Andrea,
Thank you for sharing this with us. I am wondering what message did you get from her book, or her talk that you think would be powerful/meaningful for adult learners, adult literacy teachers/administrators to read/hear?
Daphne
>>> andreawilder at comcast.net 05/29/06 5:42 PM >>>
Hello, all--
I am piggybacking on someone else's topic(thank you!)  This is a new
topic.
I have just  cited the title of Catherine McKinnon's new book, a
humdinger, wonderfully thought out and quite painful to read--of course
I must say that everyone should--i have jsut skimmed it, so am now
expert.
I heard  her speak recently, was bowled over, the talk included
extremely thoughtful questions from the audience, and I have NEVER
heard before the kind of thoughtful verbal interaction that happened.
We were treated right there in the Brattle Theater of Cambridge, MA as
PEOPLE worthy of RESPECT.
McKinnon is a lawyer with an international practice, she has also
worked for the UN as a consultant.  She is extremely elegant, tall,
thin, long  hair swept up and pinned on top of her head--a dynamic,
arresting presence.
Andrea
On May 28, 2006, at 9:13 AM, Daphne Greenberg wrote:
> Following is a message from Julie McKinney, moderator of the Focus on
> Basics
> discussion list about upcoming discussions on that list that will be of
> interest to some of you on this list. If you are intereseted, please
> subscribe to the list at:
> http://www.nifl.gov/mailman/listinfo/focusonbasics
>
>
> ******************************************************
> I want to give you a heads-up on next month's rich schedule of weekly
> discussions with Focus On Basics authors. The following authors will
> discuss their articles from the recent issue of Focus On Basics, Vol.
> 8B, which is about Learners' Experiences.
>
> Find the whole issue at:
> http://www.ncsall.net/?id=1103
>
> June 5-9:
> Jessica Tomkins
> Video as a Professional Development Tool
> http://www.ncsall.net/index.php?id=1107
>
> June 12-16:
> Alisa Belzer
> Influences on the Reading Practices of Adults in ABE
> http://www.ncsall.net/index.php?id=1108
>       and
> Learners on Learning to Read
> http://www.ncsall.net/index.php?id=1110
>
> June 25-30:
> Hal Beder
> Shaping and Sustaining Learner Engagement in Individualized Group
> Instruction Classrooms
> http://www.ncsall.net/index.php?id=1106
>
> Please pass on the word to colleagues who may be interested in these
> discussions! Anyone can subscribe to the list at:
> http://www.nifl.gov/mailman/listinfo/focusonbasics
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From andreawilder at comcast.net  Tue May 30 09:19:04 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Tue, 30 May 2006 09:19:04 -0400
Subject: [WomenLiteracy 297] Re: "Are Women Human?"  Catherine	McKinnon
In-Reply-To: <s47b7ab0.091@mailsrv4.gsu.edu>
References: <s47b7ab0.091@mailsrv4.gsu.edu>
Message-ID: <40b32c41326fbcc5bacd6cbc63d946ff@comcast.net>
Daphne,
Thanks for asking.
I'll think over your question today.
I'll be using McKinnon later on in my writing, so I haven't digested
all that she said--but here is a tidbit:  The manner  in which she
engaged the audience in dialogue.  This was a terrific model for all of
us, showing what is possible.
She took women's questions seriously, made notes  on paper, then
carefully spoke her thoughts.  The questions were complex, too..  This
is respect.
Here is another example:  a woman asked about female genital
mutilation, and the idea of "respect for other cultures," kind of a
bugaboo.  McKinnon immediately cited the attitudes of the African (I
know it's a big continent) women she had worked with--they agreed
instantly that genital mutilation was a bad idea, no problem there.  As
  it is written about often in the US, there is mention of women who
would lose income, and what that would do to the female economy--there
is sympathy, whereas McKinnon has none, and the African women she works
with had none.  And of course it is a horrible practice.
She goes further than anyone I have listened to on the enslavement of
women, legally, and of the use of women and the rape of women as male
policy  during war.  In Bosnia women weren't only raped, the rapes were
filmed and shown on television.  Kind  of ultimate "snuff films."
People really should read this book.  It should be part of any stock on
books for a program.  or, share out the cost.
Andrea
p.s., By the way,  Harvard Bookstore is an independent bookseller, and
has kept going  partly through book talks--newly published authors who
will travel to promote their book.  The tickets I get are $3, sometimes
a little more, but affordable.  I have found the book lectures are a
great networking place, as all the people who come are interested in
the same topic.
The talks are held in the bookstore itself, in the Brattle Theater,
kind of down at the heels, but centrally located to mass transit, and
a local church about 5 steps away from transit.  Harvard Bookstore
brings a pile of books to each book reading, people OFTEN buy the books
after the talk, then the author signs the books.  No food served.  The
hour for the book talk is ALWAYS convenient, maybe  5, 5:30, 6, or
6:30, not later.  The talk lasts maybe 1/2 hr, and the second part of
the 1/2 hour is used for taking questions.
AW
On May 29, 2006, at 10:50 PM, Daphne Greenberg wrote:
> Andrea,
> Thank you for sharing this with us. I am wondering what message did
> you get from her book, or her talk that you think would be
> powerful/meaningful for adult learners, adult literacy
> teachers/administrators to read/hear?
> Daphne
>
>>>> andreawilder at comcast.net 05/29/06 5:42 PM >>>
> Hello, all--
>
> I am piggybacking on someone else's topic(thank you!)  This is a new
> topic.
>
> I have just  cited the title of Catherine McKinnon's new book, a
> humdinger, wonderfully thought out and quite painful to read--of course
> I must say that everyone should--i have jsut skimmed it, so am now
> expert.
>
> I heard  her speak recently, was bowled over, the talk included
> extremely thoughtful questions from the audience, and I have NEVER
> heard before the kind of thoughtful verbal interaction that happened.
> We were treated right there in the Brattle Theater of Cambridge, MA as
> PEOPLE worthy of RESPECT.
>
> McKinnon is a lawyer with an international practice, she has also
> worked for the UN as a consultant.  She is extremely elegant, tall,
> thin, long  hair swept up and pinned on top of her head--a dynamic,
> arresting presence.
>
> Andrea
>
> On May 28, 2006, at 9:13 AM, Daphne Greenberg wrote:
>
>> Following is a message from Julie McKinney, moderator of the Focus on
>> Basics
>> discussion list about upcoming discussions on that list that will be
>> of
>> interest to some of you on this list. If you are intereseted, please
>> subscribe to the list at:
>> http://www.nifl.gov/mailman/listinfo/focusonbasics
>>
>>
>> ******************************************************
>> I want to give you a heads-up on next month's rich schedule of weekly
>> discussions with Focus On Basics authors. The following authors will
>> discuss their articles from the recent issue of Focus On Basics, Vol.
>> 8B, which is about Learners' Experiences.
>>
>> Find the whole issue at:
>> http://www.ncsall.net/?id=1103
>>
>> June 5-9:
>> Jessica Tomkins
>> Video as a Professional Development Tool
>> http://www.ncsall.net/index.php?id=1107
>>
>> June 12-16:
>> Alisa Belzer
>> Influences on the Reading Practices of Adults in ABE
>> http://www.ncsall.net/index.php?id=1108
>>       and
>> Learners on Learning to Read
>> http://www.ncsall.net/index.php?id=1110
>>
>> June 25-30:
>> Hal Beder
>> Shaping and Sustaining Learner Engagement in Individualized Group
>> Instruction Classrooms
>> http://www.ncsall.net/index.php?id=1106
>>
>> Please pass on the word to colleagues who may be interested in these
>> discussions! Anyone can subscribe to the list at:
>> http://www.nifl.gov/mailman/listinfo/focusonbasics
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From caalusa at earthlink.net  Wed May 31 06:19:26 2006
From: caalusa at earthlink.net (gspangenberg@caalusa.org)
Date: Wed, 31 May 2006 06:19:26 -0400 (GMT-04:00)
Subject: [WomenLiteracy 298] Re: "Are Women Human?"  CatherineMcKinnon
Message-ID: <11520936.1149070767205.JavaMail.root@elwamui-muscovy.atl.sa.earthlink.net>
Colleagues, Re inhuman and malicious treatment of women and girls, has anyone read about the phenomenon of "widows" in India? It was a widespread practice at the time of WWII and even today some 34 million women and girls in India are living out their lives as widows. I realize this discussion is about books and reading, but I strongly recommend the powerful film "Water," which is playing in movie theaters now. It may lead to some interesting discussion and reading. Gail S
-----Original Message-----
>From: Andrea Wilder <andreawilder at comcast.net>
>Sent: May 30, 2006 9:19 AM
>To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
>Subject: [WomenLiteracy 297] Re: "Are Women Human?"  Catherine	McKinnon
>
>Daphne,
>
>Thanks for asking.
>
>I'll think over your question today.
>
>I'll be using McKinnon later on in my writing, so I haven't digested
>all that she said--but here is a tidbit:  The manner  in which she
>engaged the audience in dialogue.  This was a terrific model for all of
>us, showing what is possible.
>She took women's questions seriously, made notes  on paper, then
>carefully spoke her thoughts.  The questions were complex, too..  This
>is respect.
>
>Here is another example:  a woman asked about female genital
>mutilation, and the idea of "respect for other cultures," kind of a
>bugaboo.  McKinnon immediately cited the attitudes of the African (I
>know it's a big continent) women she had worked with--they agreed
>instantly that genital mutilation was a bad idea, no problem there.  As
>  it is written about often in the US, there is mention of women who
>would lose income, and what that would do to the female economy--there
>is sympathy, whereas McKinnon has none, and the African women she works
>with had none.  And of course it is a horrible practice.
>
>She goes further than anyone I have listened to on the enslavement of
>women, legally, and of the use of women and the rape of women as male
>policy  during war.  In Bosnia women weren't only raped, the rapes were
>filmed and shown on television.  Kind  of ultimate "snuff films."
>
>People really should read this book.  It should be part of any stock on
>books for a program.  or, share out the cost.
>
>Andrea
>
>p.s., By the way,  Harvard Bookstore is an independent bookseller, and
>has kept going  partly through book talks--newly published authors who
>will travel to promote their book.  The tickets I get are $3, sometimes
>a little more, but affordable.  I have found the book lectures are a
>great networking place, as all the people who come are interested in
>the same topic.
>
>The talks are held in the bookstore itself, in the Brattle Theater,
>kind of down at the heels, but centrally located to mass transit, and
>a local church about 5 steps away from transit.  Harvard Bookstore
>brings a pile of books to each book reading, people OFTEN buy the books
>after the talk, then the author signs the books.  No food served.  The
>hour for the book talk is ALWAYS convenient, maybe  5, 5:30, 6, or
>6:30, not later.  The talk lasts maybe 1/2 hr, and the second part of
>the 1/2 hour is used for taking questions.
>
>AW
>
>On May 29, 2006, at 10:50 PM, Daphne Greenberg wrote:
>
>> Andrea,
>> Thank you for sharing this with us. I am wondering what message did
>> you get from her book, or her talk that you think would be
>> powerful/meaningful for adult learners, adult literacy
>> teachers/administrators to read/hear?
>> Daphne
>>
>>>>> andreawilder at comcast.net 05/29/06 5:42 PM >>>
>> Hello, all--
>>
>> I am piggybacking on someone else's topic(thank you!)  This is a new
>> topic.
>>
>> I have just  cited the title of Catherine McKinnon's new book, a
>> humdinger, wonderfully thought out and quite painful to read--of course
>> I must say that everyone should--i have jsut skimmed it, so am now
>> expert.
>>
>> I heard  her speak recently, was bowled over, the talk included
>> extremely thoughtful questions from the audience, and I have NEVER
>> heard before the kind of thoughtful verbal interaction that happened.
>> We were treated right there in the Brattle Theater of Cambridge, MA as
>> PEOPLE worthy of RESPECT.
>>
>> McKinnon is a lawyer with an international practice, she has also
>> worked for the UN as a consultant.  She is extremely elegant, tall,
>> thin, long  hair swept up and pinned on top of her head--a dynamic,
>> arresting presence.
>>
>> Andrea
>>
>> On May 28, 2006, at 9:13 AM, Daphne Greenberg wrote:
>>
>>> Following is a message from Julie McKinney, moderator of the Focus on
>>> Basics
>>> discussion list about upcoming discussions on that list that will be
>>> of
>>> interest to some of you on this list. If you are intereseted, please
>>> subscribe to the list at:
>>> http://www.nifl.gov/mailman/listinfo/focusonbasics
>>>
>>>
>>> ******************************************************
>>> I want to give you a heads-up on next month's rich schedule of weekly
>>> discussions with Focus On Basics authors. The following authors will
>>> discuss their articles from the recent issue of Focus On Basics, Vol.
>>> 8B, which is about Learners' Experiences.
>>>
>>> Find the whole issue at:
>>> http://www.ncsall.net/?id=1103
>>>
>>> June 5-9:
>>> Jessica Tomkins
>>> Video as a Professional Development Tool
>>> http://www.ncsall.net/index.php?id=1107
>>>
>>> June 12-16:
>>> Alisa Belzer
>>> Influences on the Reading Practices of Adults in ABE
>>> http://www.ncsall.net/index.php?id=1108
>>>       and
>>> Learners on Learning to Read
>>> http://www.ncsall.net/index.php?id=1110
>>>
>>> June 25-30:
>>> Hal Beder
>>> Shaping and Sustaining Learner Engagement in Individualized Group
>>> Instruction Classrooms
>>> http://www.ncsall.net/index.php?id=1106
>>>
>>> Please pass on the word to colleagues who may be interested in these
>>> discussions! Anyone can subscribe to the list at:
>>> http://www.nifl.gov/mailman/listinfo/focusonbasics
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From bertiemo at yahoo.com  Wed May 31 09:50:33 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Wed, 31 May 2006 06:50:33 -0700 (PDT)
Subject: [WomenLiteracy 299] Re: "Are Women Human?"  CatherineMcKinnon
In-Reply-To: <11520936.1149070767205.JavaMail.root@elwamui-muscovy.atl.sa.earthlink.net>
Message-ID: <20060531135033.84014.qmail@web30001.mail.mud.yahoo.com>
I saw the film, "Water" at a women's spirituality retreat and recommend it highly.
  I'm a medical anthropologist and I'd like to remind everyone that culture is dynamic and change occurs as a result of many things including culture contact.  New information coming into a community through contact with outsiders (Health education) constitutes a type of culture contact.
  Best,
  Bertie
"gspangenberg at caalusa.org" <caalusa at earthlink.net> wrote:
  Colleagues, Re inhuman and malicious treatment of women and girls, has anyone read about the phenomenon of "widows" in India? It was a widespread practice at the time of WWII and even today some 34 million women and girls in India are living out their lives as widows. I realize this discussion is about books and reading, but I strongly recommend the powerful film "Water," which is playing in movie theaters now. It may lead to some interesting discussion and reading. Gail S
-----Original Message-----
>From: Andrea Wilder
>Sent: May 30, 2006 9:19 AM
>To: The Women and Literacy Discussion List
>Subject: [WomenLiteracy 297] Re: "Are Women Human?" Catherine McKinnon
>
>Daphne,
>
>Thanks for asking.
>
>I'll think over your question today.
>
>I'll be using McKinnon later on in my writing, so I haven't digested
>all that she said--but here is a tidbit: The manner in which she
>engaged the audience in dialogue. This was a terrific model for all of
>us, showing what is possible.
>She took women's questions seriously, made notes on paper, then
>carefully spoke her thoughts. The questions were complex, too.. This
>is respect.
>
>Here is another example: a woman asked about female genital
>mutilation, and the idea of "respect for other cultures," kind of a
>bugaboo. McKinnon immediately cited the attitudes of the African (I
>know it's a big continent) women she had worked with--they agreed
>instantly that genital mutilation was a bad idea, no problem there. As
> it is written about often in the US, there is mention of women who
>would lose income, and what that would do to the female economy--there
>is sympathy, whereas McKinnon has none, and the African women she works
>with had none. And of course it is a horrible practice.
>
>She goes further than anyone I have listened to on the enslavement of
>women, legally, and of the use of women and the rape of women as male
>policy during war. In Bosnia women weren't only raped, the rapes were
>filmed and shown on television. Kind of ultimate "snuff films."
>
>People really should read this book. It should be part of any stock on
>books for a program. or, share out the cost.
>
>Andrea
>
>p.s., By the way, Harvard Bookstore is an independent bookseller, and
>has kept going partly through book talks--newly published authors who
>will travel to promote their book. The tickets I get are $3, sometimes
>a little more, but affordable. I have found the book lectures are a
>great networking place, as all the people who come are interested in
>the same topic.
>
>The talks are held in the bookstore itself, in the Brattle Theater,
>kind of down at the heels, but centrally located to mass transit, and
>a local church about 5 steps away from transit. Harvard Bookstore
>brings a pile of books to each book reading, people OFTEN buy the books
>after the talk, then the author signs the books. No food served. The
>hour for the book talk is ALWAYS convenient, maybe 5, 5:30, 6, or
>6:30, not later. The talk lasts maybe 1/2 hr, and the second part of
>the 1/2 hour is used for taking questions.
>
>AW
>
>On May 29, 2006, at 10:50 PM, Daphne Greenberg wrote:
>
>> Andrea,
>> Thank you for sharing this with us. I am wondering what message did
>> you get from her book, or her talk that you think would be
>> powerful/meaningful for adult learners, adult literacy
>> teachers/administrators to read/hear?
>> Daphne
>>
>>>>> andreawilder at comcast.net 05/29/06 5:42 PM >>>
>> Hello, all--
>>
>> I am piggybacking on someone else's topic(thank you!) This is a new
>> topic.
>>
>> I have just cited the title of Catherine McKinnon's new book, a
>> humdinger, wonderfully thought out and quite painful to read--of course
>> I must say that everyone should--i have jsut skimmed it, so am now
>> expert.
>>
>> I heard her speak recently, was bowled over, the talk included
>> extremely thoughtful questions from the audience, and I have NEVER
>> heard before the kind of thoughtful verbal interaction that happened.
>> We were treated right there in the Brattle Theater of Cambridge, MA as
>> PEOPLE worthy of RESPECT.
>>
>> McKinnon is a lawyer with an international practice, she has also
>> worked for the UN as a consultant. She is extremely elegant, tall,
>> thin, long hair swept up and pinned on top of her head--a dynamic,
>> arresting presence.
>>
>> Andrea
>>
>> On May 28, 2006, at 9:13 AM, Daphne Greenberg wrote:
>>
>>> Following is a message from Julie McKinney, moderator of the Focus on
>>> Basics
>>> discussion list about upcoming discussions on that list that will be
>>> of
>>> interest to some of you on this list. If you are intereseted, please
>>> subscribe to the list at:
>>> http://www.nifl.gov/mailman/listinfo/focusonbasics
>>>
>>>
>>> ******************************************************
>>> I want to give you a heads-up on next month's rich schedule of weekly
>>> discussions with Focus On Basics authors. The following authors will
>>> discuss their articles from the recent issue of Focus On Basics, Vol.
>>> 8B, which is about Learners' Experiences.
>>>
>>> Find the whole issue at:
>>> http://www.ncsall.net/?id=1103
>>>
>>> June 5-9:
>>> Jessica Tomkins
>>> Video as a Professional Development Tool
>>> http://www.ncsall.net/index.php?id=1107
>>>
>>> June 12-16:
>>> Alisa Belzer
>>> Influences on the Reading Practices of Adults in ABE
>>> http://www.ncsall.net/index.php?id=1108
>>> and
>>> Learners on Learning to Read
>>> http://www.ncsall.net/index.php?id=1110
>>>
>>> June 25-30:
>>> Hal Beder
>>> Shaping and Sustaining Learner Engagement in Individualized Group
>>> Instruction Classrooms
>>> http://www.ncsall.net/index.php?id=1106
>>>
>>> Please pass on the word to colleagues who may be interested in these
>>> discussions! Anyone can subscribe to the list at:
>>> http://www.nifl.gov/mailman/listinfo/focusonbasics
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
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From ALCDGG at langate.gsu.edu  Wed May 31 11:28:17 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 31 May 2006 11:28:17 -0400
Subject: [WomenLiteracy 300]  Guest facilitator
Message-ID: <s47d7dd7.010@mailsrv4.gsu.edu>
I am pleased to announce that from Monday June 19th through Friday June 30th, Judy Ward, as a guest facilitator on this listserv, will lead a discussion on adult numeracy and women. Here is her introduction:
Previous to earning my doctorate in adult education, I was a seventh grade mathematics teacher. Many of my students had experiences that manifested as mathematics anxiety. I found that by changing my teaching techniques to a more hands-on and visual approach and teaching for understanding, the anxiety level decreased drastically. About ten years ago I stumbled into adult education and found there was a need for my expertise. I am in the second year of a two year term as President Elect of the Adult Numeracy Network (ANN). ANN is dedicated to upgrading mathematics instruction for the adult learner.
Once again, the discussion will be conducted from Monday June 19th through Friday June 30th. You may want to encourage friends and colleagues to join for this discussion (they can subscribe at: http://www.nifl.gov/mailman/listinfo/Womenliteracy
>From now until the 19th, here are some questions that you may want to think about:
When you think about yourself, how would you answer the following:
How do you feel about math?
Do you remember any situations both in and out of school that affected how you feel about math?
Which mathematical topics/concepts would you say are your best?
Which mathematical topics/concepts would you say are your most difficult?
Do you or have you experienced "math anxiety"?
If you have or currently teach your students math, how would you answer the following:
How do most of your students feel about math?
Have they ever shared any situations both in and out of school that affected how they feel about math?
Which mathematical topics/concepts would you say are the easiest for your students to learn?
Which mathematical topics/concepts would you say are the most difficult for your students to learn?
Have any students shared with you that they experience "math anxiety"?
Judy will be joining us on the 19th of June and looks foward to your comments and reactions.
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From alcdgg at langate.gsu.edu  Thu Jun  1 20:15:44 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 01 Jun 2006 20:15:44 -0400
Subject: [WomenLiteracy 301]  assessment practices
Message-ID: <s47f4af5.008@mailsrv4.gsu.edu>
David Rosen on the Assessment List posted the following message, which I thought some of you may want to know about:
You may find of interest a new study on assessment practices across Canada by Pat Campbell:
Student Assessment in Adult Basic Education: (2006), A Canadian Snapshot
>From the description on the NALD web page:
The purpose of this document is to report on the findings from a national survey on student assessment in adult basic education. This report is one of several outcomes from a national project entitled  Assessment Practices in Adult Basic Education. This project will also produce an edited book on assessment practices and three videos.
http://library.nald.ca/research/item/5995
David J. Rosen
djrosen at comcast.net
From alcdgg at langate.gsu.edu  Thu Jun  1 20:28:06 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 01 Jun 2006 20:28:06 -0400
Subject: [WomenLiteracy 302]  video as a professional development tool
Message-ID: <s47f4ddc.070@mailsrv4.gsu.edu>
This is a REMINDER of a discussion starting Monday with author Jessica Tomkins about her recent Focus On Basics article:
Video as a Professional Development Tool
http://www.ncsall.net/index.php?id=1107
The discussion will go from Monday, June 5 to Friday, June 9. To subscribe, please go to:
www.nifl.gov/mailman/listinfo/focusonbasics
Please read the article at the link above, and think about the following
questions in preparation for the discussion. Please invite colleagues
who you think may be interested to join the Focus on Basics Discussion
List for this discussion.
************************************************
Discussion Questions
1. Have you ever seen a video of yourself teaching? If so, what was your
impression?  Did it affect your teaching? How?
2. What do you think you might gain from seeing yourself and your
students on video?
3. How might your students benefit from you reviewing such a video?
4. Have you ever used video as a professional development tool in your
program? If so, how did your group review and process the video in order
to share thoughts, give feedback and get the maximum benefit? How did
teachers receive this?
5. After reading this article, what unanswered questions stay with
you?
*****************************************************
To subscribe, please go to:
www.nifl.gov/mailman/listinfo/focusonbasics
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From rosamw at comcast.net  Fri Jun  2 09:52:37 2006
From: rosamw at comcast.net (rosamw at comcast.net)
Date: Fri, 02 Jun 2006 13:52:37 +0000
Subject: [WomenLiteracy 303]  employment opportunities
Message-ID: <060220061352.9832.448042A50007364D00002668220073747899030E9C019D@comcast.net>
-------------- Original message --------------
From: "Daphne Greenberg" <alcdgg at langate.gsu.edu>
> This would be an excellent posting for the women and literacy listserv.
Perhaps
> someone out there can give you good advice. If you hit reply all to a posting
> that you get from the listserv, and copy/paste this message, you message will
be
> posted. Does that make sense to you?
> Daphne
>
> >>> 06/01/06 12:02 PM >>>
> Dear Ms. Greenberg:
>
> I am a woman extremely interested in the concept of "women and literacy."
> Reading is a vital component of who I am as a person and my worldview. I want
> to pass this passion and skill on to other women. But this has been a problem
> to date. How does one find employment in this field? I live on Cape Cod, MA
> and, unfortunately, it appears my options are limited. I need full time
> employment, not one course here or there. I have my undergraduate degree in
> management, but have been in the field of education for the past 15 years. Of
> course, I am not looking for job offers from you, but maybe some ideas to get
> into the field. Any suggestions or ideas would be appreciated. Also, state
> jobs appear to be the only other option but are few and far between.
>
> Thanks so much for any consideration you can give me. And thank you for your
> valuable work in this field.
>
> R.N.
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From ALCDGG at langate.gsu.edu  Fri Jun  2 15:33:00 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 02 Jun 2006 15:33:00 -0400
Subject: [WomenLiteracy 304] Toyota Family Literacy Program Funding
	Opportunity
Message-ID: <s4805a36.061@mailsrv4.gsu.edu>
Funding Opportunity: Toyota Family Literacy Program Expands!
The National Center for Family Literacy (NCFL) is pleased to announce
the expansion of the Toyota Family Literacy Program (TFLP) into
additional cities that have experienced substantial growth in their
Hispanic and other immigrant populations.
NCFL will consider school systems that provide evidence of need for
family literacy services and that can demonstrate the capability to
deliver these services beginning in the fall of 2006. Interested
applicants should begin now to identify school sites for the TFLP
initiative that will focus on Hispanic students in grades
kindergarten through third grade and their parents.
The TFLP is currently being implemented in ten cities: Chicago, the
District of Columbia, Los Angeles, New York City, Providence, Chelsea
(Boston), Detroit, Shelby County AL, Denver and Santa Paula CA.
TFLP program development includes: Adult Education/ESL; Children's
Education; Parent Time; and Parent and Child Together (PACT) Time.
These services will be offered in three qualifying elementary schools
in each school district selected. NCFL will apply its expertise in
designing programs that connect families, schools and communities to
expand family literacy services in Hispanic/Latino communities.
Capability Surveys must be received by June 30, 2006. For information
on how to apply for this strategic program and a copy of the
Capability Survey, visit the National Center for Family Literacy's
Web site at
www.famlit.org
then click on Funding Opportunity:Toyota Family Literacy Program on
the right.
From ALCDGG at langate.gsu.edu  Fri Jun  2 15:37:26 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 02 Jun 2006 15:37:26 -0400
Subject: [WomenLiteracy 305]  some items of interest
Message-ID: <s4805b43.089@mailsrv4.gsu.edu>
I found this on Women's eNews and thought that some of you may be interested:
- The European Union said it would fund 200 new "girl friendly" schools for disadvantaged girls throughout Egypt. Egypt's "girl-friendly" schools serve both sexes, but their curricula and administration are designed to encourage attendance by disadvantaged girls who are often burdened with household responsibilities.
- A worldwide trend of rising Caesarean sections is linked to a higher risk of birth-related health complications and infant and mother mortality in Latin and Central America. The study surveyed 97,065 deliveries over a three month period. Researchers expected to find C-section rates of about 15 percent, but observed a 35 percent incidence or 2 million more C-sections a year than they had assumed. Caesarean deliveries have risen from about 5 percent in developed countries in the early 1970s to more than 50 percent in some regions of the world in the late 1990s.
For more information go to:
http://www.womensenews.org/article.cfm?aid=2754
From ALCDGG at langate.gsu.edu  Fri Jun  2 15:53:13 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 02 Jun 2006 15:53:13 -0400
Subject: [WomenLiteracy 306] Re: employment opportunities
Message-ID: <s4805ef6.093@mailsrv4.gsu.edu>
R.N. is looking for employment in adult literacy. She lives in Cape Cod, MA. Any ideas, in general, or specifically to that area she can look for employment? How does one find employment in the field of adult literacy? If you are working in this field, how did you find your job?
Here is a copy of her request:
I am a woman extremely interested in the concept of "women and literacy."  Reading is a vital component of who I am as a person and my worldview. I want to pass this passion and skill on to other women. But this has been a problem to date. How does one find employment in this field? I live on Cape Cod, MA and, unfortunately, it appears my options are limited. I need full time employment, not one course here or there. I have my undergraduate degree in management, but have been in the field of education for the past 15 years. Of course, I am not looking for job offers from you, but maybe some ideas to get into the field. Any suggestions or ideas would be appreciated. Also, state jobs appear to be the only other option but are few and far between. Thanks so much for any consideration you can give me. And thank you for your valuable work in this field.
R.N.
From Janet_Isserlis at brown.edu  Fri Jun  2 11:24:37 2006
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Fri, 02 Jun 2006 11:24:37 -0400
Subject: [WomenLiteracy 307]  employment in Massachusetts
In-Reply-To: <s47f4af5.008@mailsrv4.gsu.edu>
Message-ID: <C0A5D075.D571%Janet_Isserlis@brown.edu>
all
I'm aware of this site for events, postings and information
http://www.sabes.org
others, in Massachusetts with more specific information?
Janet Isserlis
From mev at litwomen.org  Fri Jun  2 15:55:44 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Fri, 2 Jun 2006 15:55:44 -0400
Subject: [WomenLiteracy 308] Re: employment opportunities
In-Reply-To: <060220061352.9832.448042A50007364D00002668220073747899030E9C019D@comcast.net>
Message-ID: <C6C6F3FF-F271-11DA-985F-000393ABE4D2@litwomen.org>
R.N.
I would recommend that you have a look at the SABES website - they
provide professional development in Massachusetts and their website
could give you some leads. (www.sabes.org) -- they sometimes have job
postings -- and you should try to get on the mailing lists of the
regional offices - they sometimes have job postings as well.
and have a look at the ACLS section of the Dept of Mass ed website
(http://www.doemass.org/acls/)
The only DOE funded literacy programs on the Cape are through ACCCESS
at Cape Cod community College - and on Martha's Vineyard.
The annual WE LEARN conference (www.litwomen.org/welearn.html) will
most likely be in the Boston area in March 2007 -- you might try to get
to that as well as a way to start making contacts with other women
involved in women's literacy issues in your area.
Hope this all helps.
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
On Friday, June 2, 2006, at 09:52  AM, rosamw at comcast.net wrote:
> ?
>
>
> -------------- Original message --------------
> From: "Daphne Greenberg" <alcdgg at langate.gsu.edu>
>
> > This would be an excellent posting for the women and literacy
> listserv.
> Perhaps
> > someone out there can give you good advice. If you hit reply all to
> a posting
> > that you get from the listserv, and copy/paste this message, you
> message will
> be
> > posted. Does that make sense to you?
> > Daphne
> >
> > >>> 06/01/06 12:02 PM >>>
> > Dear Ms. Greenberg:
> >
> > I am a woman extremely interested in the concept of "women and
> literacy."
> > Reading is a vital component of who I am as a person and my
> worldview. I want
> > to pass this passion and skill on to other women. But this has been
> a problem
> > to date. How does one find employment in this field? I live on Cape
> Cod, MA
> > and, unfortunately, it appears my options are limited. I need full
> time
> > employment, not one course here or there. I have my undergraduate
> degree in
> > management, but have been in the field of education for the past 15
> years. Of
> > course, I am not looking for job offers from you, but maybe some
> ideas to get
> > into the field. Any suggestions or ideas would be appreciated. Also,
> state
> > jobs appear to be the only other option but are few and far between.
> >
> > Thanks so much for any consideration you can give me. And thank you
> for your
> > valuable work in this field.
> >
> > R.N.
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From wendi at educ.umass.edu  Fri Jun  2 20:09:48 2006
From: wendi at educ.umass.edu (Wendi Carman)
Date: Fri,  2 Jun 2006 20:09:48 -0400
Subject: [WomenLiteracy 309] Re: employment opportunities
In-Reply-To: <060220061352.9832.448042A50007364D00002668220073747899030E9C019D@comcast.net>
References: <060220061352.9832.448042A50007364D00002668220073747899030E9C019D@comcast.net>
Message-ID: <1149293388.4480d34c2a9e2@mail-www2.oit.umass.edu>
Hi all,
I just received this job announcement. Since it is in Western Massachusetts
instead of the Cape Cod area, I'm not sure R.N. will be interested. But a wide
circulation can't hurt. I just finished a Masters in Education, and found that
job announcements were always circulating on various listserves in the
university. Schools of ed are usually prime grounds for recruiting and hiring
educators, so R.N. may benefit from making contacts or enlisting help from
exisiting contacts in a university or college nearby who have access to those
listserves and/or job announcements.
Also, the Massachusetts DOE website has resources for educators in ABE. For
example, there are listings of agencies by region or city. Not sure if they
list only state-funded programs, but it may help get other ideas. The home
page is www.doe.mass.edu
Best of luck!
Positions Available: Program Director and Administrative Director
The Community Education Project is an independent non-profit organization in
Holyoke, founded in 1991.  CEP?s mission is to address the need for English
language and basic literacy skills among Latino adults in the city.  While
literacy and language programming remains at the heart of CEP?s activities,
over the years its work has expanded to include popular education, leadership
development, and community initiatives involving learners in addressing issues
of concern to themselves and to their fellow community members.
CEP?s Staff and Board of Directors include current and former adult learners
and other Latina/o residents of Holyoke, and is mostly Spanish/English
bilingual.  CEP collaborates with other adult education programs, community
organizations, and local colleges & universities.
CEP currently offers the following programming:
*Courses in Native Language Literacy and English for Speakers of Other
Languages (ESOL);
*An ABE-to-College Transition program;
*A GED Class in a Family Literacy setting
*An ESOL class for parents of children in Holyoke after school programs
*A parent leadership development program;
*Educational counseling and support/referrals
*Kimbomb? Theater Collective
The Community Education Project has two Co-Director positions available:
Program Director
This 32 Hours/Week position provides staff supervision; program planning and
development; program administration and reporting; curriculum assessment,
development and evaluation and represents CEP in community settings and
collaborations.
Requires a Bachelor?s Degree with a minimum of three years experience with
adult education (familiarity with MA DOE guidelines preferred). Excellent
interpersonal skills, demonstrated ability to supervise and work effectively
with people of diverse backgrounds. Experience with and commitment to, the
Latino community in Holyoke, MA. Oral and written fluency in both Spanish and
English preferred. Collaborative working style a must.
Administrative Director
This 16 Hours/Week position provides financial and operations management,
personnel administration and fundraising support.
Requires a Bachelor?s Degree with a minimum of three years of non-profit
administrative and management experience in financial management (familiarity
with QuickBooks preferred) and non-profit budgeting, personnel issues, grant
management and operations management. Excellent interpersonal skills,
demonstrated ability to supervise and work effectively with people of diverse
backgrounds. Experience with and commitment to, the Latino community in
Holyoke, MA. Collaborative working style a must.
If you are interested in applying for this position, please send your resume
together with a cover letter and a list of three references to:
Rene Theberge/Director Search
Community Education Project
317 Main Street
Holyoke, MA 01040
or email to rtheberge at cepholyoke.org
Date posted: May 31, 2006 until filled
 4 unnamed text/plain 0.13 KB
_______________________________________________
Cie-l mailing list
Cie-l at educ.umass.edu
https://list.umass.edu/mailman/listinfo/cie-l
--
Wendi Carman
Center for International Education
285 Hills House South
University of Massachusetts
Amherst, MA 01003
Tel: (413) 545-2105
Fax: (413) 545-1263
Quoting rosamw at comcast.net:
>
>
>
> -------------- Original message --------------
> From: "Daphne Greenberg" <alcdgg at langate.gsu.edu>
>
> > This would be an excellent posting for the women and literacy listserv.
> Perhaps
> > someone out there can give you good advice. If you hit reply all to a
> posting
> > that you get from the listserv, and copy/paste this message, you message
> will
> be
> > posted. Does that make sense to you?
> > Daphne
> >
> > >>> 06/01/06 12:02 PM >>>
> > Dear Ms. Greenberg:
> >
> > I am a woman extremely interested in the concept of "women and literacy."
> > Reading is a vital component of who I am as a person and my worldview. I
> want
> > to pass this passion and skill on to other women. But this has been a
> problem
> > to date. How does one find employment in this field? I live on Cape Cod, MA
>
> > and, unfortunately, it appears my options are limited. I need full time
> > employment, not one course here or there. I have my undergraduate degree in
>
> > management, but have been in the field of education for the past 15 years.
> Of
> > course, I am not looking for job offers from you, but maybe some ideas to
> get
> > into the field. Any suggestions or ideas would be appreciated. Also, state
>
> > jobs appear to be the only other option but are few and far between.
> >
> > Thanks so much for any consideration you can give me. And thank you for
> your
> > valuable work in this field.
> >
> > R.N.
From idais1 at comcast.net  Sat Jun  3 17:03:21 2006
From: idais1 at comcast.net (Ida)
Date: Sat, 3 Jun 2006 14:03:21 -0700
Subject: [WomenLiteracy 310] Re: employment opportunities
In-Reply-To: <060220061352.9832.448042A50007364D00002668220073747899030E9C019D@comcast.net>
References: <060220061352.9832.448042A50007364D00002668220073747899030E9C019D@comcast.net>
Message-ID: <a68cc68045acf69f422e3295273058c6@comcast.net>
Dear Rosa
I hope I hit the correct button.
I had a few thoughts on your desire to instruct women.  Yes, maybe your
options are limited, you did not indicated where you really want to
live.  If I were you, I would decide first where on this planet I
wanted to be, and from there get the best job I could.  If the job I
landed to take care of myself did not match my passion, I would
consider volunteering or starting an incarcerated womens reading
program.  There are many women in the U>S> who don't read, and you just
may not find a job that match both your passion and need for survival.
ida
From ALCDGG at langate.gsu.edu  Mon Jun  5 15:01:01 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 05 Jun 2006 15:01:01 -0400
Subject: [WomenLiteracy 311]  Guest facilitator-reminder
Message-ID: <s4844734.080@mailsrv4.gsu.edu>
***********REMINDER*****************
I am pleased to announce that from Monday June 19th through Friday June 30th, Judy Ward, as a guest facilitator on this listserv, will lead a discussion on adult numeracy and women. Here is her introduction:
Previous to earning my doctorate in adult education, I was a seventh grade mathematics teacher. Many of my students had experiences that manifested as mathematics anxiety. I found that by changing my teaching techniques to a more hands-on and visual approach and teaching for understanding, the anxiety level decreased drastically. About ten years ago I stumbled into adult education and found there was a need for my expertise. I am in the second year of a two year term as President Elect of the Adult Numeracy Network (ANN). ANN is dedicated to upgrading mathematics instruction for the adult learner.
Once again, the discussion will be conducted from Monday June 19th through Friday June 30th. You may want to encourage friends and colleagues to join for this discussion (they can subscribe at: http://www.nifl.gov/mailman/listinfo/Womenliteracy
>From now until the 19th, here are some questions that you may want to think about:
When you think about yourself, how would you answer the following:
How do you feel about math?
Do you remember any situations both in and out of school that affected how you feel about math?
Which mathematical topics/concepts would you say are your best?
Which mathematical topics/concepts would you say are your most difficult?
Do you or have you experienced "math anxiety"?
If you have or currently teach your students math, how would you answer the following:
How do most of your students feel about math?
Have they ever shared any situations both in and out of school that affected how they feel about math?
Which mathematical topics/concepts would you say are the easiest for your students to learn?
Which mathematical topics/concepts would you say are the most difficult for your students to learn?
Have any students shared with you that they experience "math anxiety"?
Judy will be joining us on the 19th of June and looks foward to your comments and reactions.
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From kabeall at comcast.net  Wed Jun  7 12:55:58 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 7 Jun 2006 12:55:58 -0400
Subject: [WomenLiteracy 312]  New from NIFL & NCSALL-ARCS Video
Message-ID: <003101c68a53$400313e0$0202a8c0@your4105e587b6>
The National Institute for Literacy (NIFL) and the National Center for the
Study of Adult Learning and Literacy (NCSALL) announce the "Adult Reading
Components Study (ARCS) Panel," a 30-minute video on NCSALL's ARCS research
produced by the Institute.  This video is available in streaming format and
can be viewed by going to:
http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04.html
ARCS was the first large-scale attempt to use a battery of individually
administered reading and language tests to describe the reading of students
enrolled in adult basic education (ABE) and English for speakers of other
languages (ESOL) programs. Nearly 1,000 adult learners from 30 learning
centers in seven states were assessed in order to develop instructionally
relevant cluster profiles of adult readers.
The video offers a panel discussion about NCSALL's ARCS research and ways in
which programs can use the Assessment Strategies and Reading Profiles, an
on-line assessment tool based on the ARCS research, to assess students and
plan instruction tailored to their specific profiles. Panel participants
are:
Dr. John Strucker - Researcher and ARCS Director, NCSALL
Dr. Rosalind Davidson - Researcher and ARCS Assistant Director, NCSALL
Kay Vaccaro - Program Assistant, Harris County, TX Department of Education,
Adult Education Division
Jane Meyer - Coordinator, ABLE-funded adult literacy project, Canton, OH
David J. Rosen (moderator) - Senior Associate, Newsome Associates, Boston,
MA
To visit the Assessment Strategies and Reading Profiles ARCS Web site,
please go to: http://www.nifl.gov/readingprofiles/
To learn more about the ARCS, please see NCSALL's "Seminar Guide - Reading
Profiles" http://www.ncsall.net/?id=597 available from the CPPR section of
the NCSALL Web site.
A NCSALL study circle guide on reading research and teaching materials on
reading are available from the Publications section of the NCSALL Web site:
http://www.ncsall.net/index.php?id=25
The ARCS video panel introduction is also available free on DVD:
Order from NCSALL at http://www.ncsall.net/?id=24 for $5.00/copy (shipping
and handling), or send your request to NIFL at info at nifl.gov, and be sure to
include your mailing address.
The ARCS video is the first in a series of videos based on NCSALL research
that are being produced by the National Institute for Literacy.   As each
video is completed, streaming versions will be posted to the Web, with
accompanying announcements on the Institute's listservs and web sites and
NCSALL's Web site. Once the entire series is completed, all of the videos
will be packaged in a single DVD, which the Institute and NCSALL will make
available to the field.  The National Institute for Literacy and NCSALL
present these videos as introductions to key research topics in adult
learning and literacy.  We hope the field finds them useful as professional
and program development tools.
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From jataylor at utk.edu  Sat Jun 10 13:33:49 2006
From: jataylor at utk.edu (jataylor)
Date: Sat, 10 Jun 2006 13:33:49 -0400
Subject: [WomenLiteracy 313]  Learner Persistence
Message-ID: <4499D333@webmail.utk.edu>
The following message is posted on behalf of David Rosen, please see below ~
Jackie
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Colleagues,
I am pleased to announce that on the Special Topics discussion list from July
10-18, Dr. John Comings, Director of the National Center for the Study of
Adult Learning and Literacy (NCSALL), will be a guest to discuss research on
student persistence in adult literacy education.
Special Topics is an intermittent discussion list. The topics open and close
throughout the year, so there are periods where there will be no discussion or
postings. You can subscribe to the e-list for a particular topic of interest,
and then unsubscribe, or you can stay subscribed throughout the year. To
participate in this topic, you can subscribe by going to:
http://www.nifl.gov/mailman/listinfo/specialtopics
David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net
From jataylor at utk.edu  Mon Jun 12 20:16:49 2006
From: jataylor at utk.edu (jataylor)
Date: Mon, 12 Jun 2006 20:16:49 -0400
Subject: [WomenLiteracy 314]  FWD: Assessment in Mathematics
Message-ID: <44A88DDA@webmail.utk.edu>
To subscribe to this discussion, go to:
http://www.nifl.gov/mailman/listinfo/Assessment
Dear Colleagues,
I hope this email finds you well.
I'm pleased to announce the following Guest Discussion, which will begin on
Monday of next week:
June 19 ? 23, 2006
Topic: Assessment in Mathematics
Guest: Myrna Manly ? please see Myrna?s bio below.
Myrna will respond to your email posts once per day ? feel free to send your
post to the Assessment Discussion List, or to me so that I can post it for you
(marie.cora at hotspurpartners.com).
Bio
Myrna Manly, a mathematics teacher with experience at many academic levels,
retired in 2001 from a position as professor of mathematics at El Camino
College. In addition to instruction, she has been involved with the assessment
of the mathematics proficiency of adults in various roles: as the Mathematics
Specialist for the 1988 version of the GED test; as a member of the numeracy
team for the Adult Literacy and Lifeskills Survey (ALL); and as the numeracy
consultant for a similar international survey to be used in developing
countries, the Literacy Assessment and Monitoring Programme (LAMP). She is the
Past President of the Adult Numeracy Network (ANN), is the author of The GED
Math Problem Solver, and also works with states and programs facilitating
staff-development workshops aimed at improving mathematics instruction to
adults.
Myrna is presently writing a paper with Mary Jane Schmidt and Lynda Ginsburg
on the components of numeracy for NCSALL (National Center for the Study of
Adult Learning and Literacy). The paper reviews the literature, describes the
fundamental elements of adult numeracy, and makes recommendations for further
research, particularly with respect to curriculum and assessment. Look for
this resource soon from NCSALL.
Recommended preparations for this discussion
Myrna has provided several questions below to get you thinking about math
assessment:
It is known that students and teachers come to value what is assessed. What is
your opinion of the influence that the standardized mathematics assessments
(GED, TABE, CASAS) have in your classrooms? Are they assessing the mathematics
that is important for the 21st century? Do you think that they all assess the
same mathematics? What do you think is missing from each?
Computation skills are easy to assess. How can we assess other important
aspects of mathematics like strategic problem solving, conceptual
understanding, and reasoning?
Describe instances where you have seen a student?s ?math anxiety? interfere
with an accurate assessment of his/her abilities. Do you assess math anxiety
in any way? What strategies have you used to reduce it? Any luck with them?
Which classroom techniques do you recommend for informal, ongoing assessment
of a student?s progress in learning mathematics?
In addition to the above questions to stimulate discussion, Myrna has provided
these sites for math assessment. Please take a look at these sites and post
your questions and comments to the Discussion:
http://www.literacy.org/products/ncal/pdf/TR9805.pdf Assessing Mathematical
Knowledge of Adult Learners: Are We Looking at What Counts? This technical
report from NCAL was written by Joy Cumming, Iddo Gal, and Lynda Ginsburg in
1998. It discusses assessment principles and evaluates their implementation in
common numeracy assessment tools.
http://www.ncsall.net/?id=573 The Inclusion of Numeracy in Adult Basic
Education, Dave Tout and Mary Jane Schmitt, 2002. This chapter from NCSALL?s
annual review contains a section on assessment that includes a description of
assessments in adult education from Australia and The Netherlands.
http://www.nctm.org/news/assessment/2005_12nb.htm Will This Be on the Test?
This article discusses the importance of including significant mathematics on
tests. It includes a good example of a test item that goes beyond procedural
skills.
http://standards.nctm.org/document/chapter2/assess.htm This document in an
overview of NCTM?s assessment principle for K-12 mathematics.
Large-scale surveys of adult skills:
Adult Literacy and Lifeskills Survey (ALL)
Numeracy Framework (begins on p.137):
http://www.statcan.ca/cgi-bin/downpub/listpub.cgi?catno=89-552-MIE2005013
First results:
http://www.statcan.ca/english/freepub/89-603-XIE/2005001/pdf.htm
Data Tool: http://litdata.ets.org/ialdata/search.asp
National Assessment of Adult Literacy (NAAL)
First results: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470
Hard Copy Resource:
Adult Numeracy Development: Theory, Policy and Practice, Iddo Gal, ed., 2000.
Hampton Press, Inc. This book has a section on numeracy assessment with one
article discussing assessment issues and principles using examples from the US
and Australia and another article describing the use of ?Supermarket Strategy?
materials for diagnosing the skills of individual learners in The Netherlands.
Thanks everyone, and I?m looking forward to seeing you all next week to chat
about math assessment!
Marie Cora
Moderator
NIFL Assessment Discussion List
marie.cora at hotspurpartners.com
From bertiemo at yahoo.com  Tue Jun 13 10:59:32 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Tue, 13 Jun 2006 07:59:32 -0700 (PDT)
Subject: [WomenLiteracy 315] Re: FWD: Assessment in Mathematics
In-Reply-To: <44A88DDA@webmail.utk.edu>
Message-ID: <20060613145932.22764.qmail@web30007.mail.mud.yahoo.com>
Do I need to sign-up somewhere to participate on this discussion?
  Best,
  Bertie Mo, Ph.D., MPH
jataylor <jataylor at utk.edu> wrote:
  To subscribe to this discussion, go to:
http://www.nifl.gov/mailman/listinfo/Assessment
Dear Colleagues,
I hope this email finds you well.
I'm pleased to announce the following Guest Discussion, which will begin on
Monday of next week:
June 19 ? 23, 2006
Topic: Assessment in Mathematics
Guest: Myrna Manly ? please see Myrna?s bio below.
Myrna will respond to your email posts once per day ? feel free to send your
post to the Assessment Discussion List, or to me so that I can post it for you
(marie.cora at hotspurpartners.com).
Bio
Myrna Manly, a mathematics teacher with experience at many academic levels,
retired in 2001 from a position as professor of mathematics at El Camino
College. In addition to instruction, she has been involved with the assessment
of the mathematics proficiency of adults in various roles: as the Mathematics
Specialist for the 1988 version of the GED test; as a member of the numeracy
team for the Adult Literacy and Lifeskills Survey (ALL); and as the numeracy
consultant for a similar international survey to be used in developing
countries, the Literacy Assessment and Monitoring Programme (LAMP). She is the
Past President of the Adult Numeracy Network (ANN), is the author of The GED
Math Problem Solver, and also works with states and programs facilitating
staff-development workshops aimed at improving mathematics instruction to
adults.
Myrna is presently writing a paper with Mary Jane Schmidt and Lynda Ginsburg
on the components of numeracy for NCSALL (National Center for the Study of
Adult Learning and Literacy). The paper reviews the literature, describes the
fundamental elements of adult numeracy, and makes recommendations for further
research, particularly with respect to curriculum and assessment. Look for
this resource soon from NCSALL.
Recommended preparations for this discussion
Myrna has provided several questions below to get you thinking about math
assessment:
It is known that students and teachers come to value what is assessed. What is
your opinion of the influence that the standardized mathematics assessments
(GED, TABE, CASAS) have in your classrooms? Are they assessing the mathematics
that is important for the 21st century? Do you think that they all assess the
same mathematics? What do you think is missing from each?
Computation skills are easy to assess. How can we assess other important
aspects of mathematics like strategic problem solving, conceptual
understanding, and reasoning?
Describe instances where you have seen a student?s ?math anxiety? interfere
with an accurate assessment of his/her abilities. Do you assess math anxiety
in any way? What strategies have you used to reduce it? Any luck with them?
Which classroom techniques do you recommend for informal, ongoing assessment
of a student?s progress in learning mathematics?
In addition to the above questions to stimulate discussion, Myrna has provided
these sites for math assessment. Please take a look at these sites and post
your questions and comments to the Discussion:
http://www.literacy.org/products/ncal/pdf/TR9805.pdf Assessing Mathematical
Knowledge of Adult Learners: Are We Looking at What Counts? This technical
report from NCAL was written by Joy Cumming, Iddo Gal, and Lynda Ginsburg in
1998. It discusses assessment principles and evaluates their implementation in
common numeracy assessment tools.
http://www.ncsall.net/?id=573 The Inclusion of Numeracy in Adult Basic
Education, Dave Tout and Mary Jane Schmitt, 2002. This chapter from NCSALL?s
annual review contains a section on assessment that includes a description of
assessments in adult education from Australia and The Netherlands.
http://www.nctm.org/news/assessment/2005_12nb.htm Will This Be on the Test?
This article discusses the importance of including significant mathematics on
tests. It includes a good example of a test item that goes beyond procedural
skills.
http://standards.nctm.org/document/chapter2/assess.htm This document in an
overview of NCTM?s assessment principle for K-12 mathematics.
Large-scale surveys of adult skills:
Adult Literacy and Lifeskills Survey (ALL)
Numeracy Framework (begins on p.137):
http://www.statcan.ca/cgi-bin/downpub/listpub.cgi?catno=89-552-MIE2005013
First results:
http://www.statcan.ca/english/freepub/89-603-XIE/2005001/pdf.htm
Data Tool: http://litdata.ets.org/ialdata/search.asp
National Assessment of Adult Literacy (NAAL)
First results: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470
Hard Copy Resource:
Adult Numeracy Development: Theory, Policy and Practice, Iddo Gal, ed., 2000.
Hampton Press, Inc. This book has a section on numeracy assessment with one
article discussing assessment issues and principles using examples from the US
and Australia and another article describing the use of ?Supermarket Strategy?
materials for diagnosing the skills of individual learners in The Netherlands.
Thanks everyone, and I?m looking forward to seeing you all next week to chat
about math assessment!
Marie Cora
Moderator
NIFL Assessment Discussion List
marie.cora at hotspurpartners.com
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
-------------- next part --------------
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From jataylor at utk.edu  Wed Jun 14 09:52:08 2006
From: jataylor at utk.edu (jataylor)
Date: Wed, 14 Jun 2006 09:52:08 -0400
Subject: [WomenLiteracy 316] Re: FWD: Assessment in Mathematics
Message-ID: <4497D697@webmail.utk.edu>
Hello Bertie,
Yes, to participate, you will need to subscribe to the Assessment Discussion
List. Visit: http://www.nifl.gov/mailman/listinfo/Assessment
For those only subscribing for the duration of the discussion, you can then
unsubscribe after it's over by using the same link.
Hope that helps,
Jackie Taylor
>===== Original Message From Bertha Mo <bertiemo at yahoo.com> =====
>Do I need to sign-up somewhere to participate on this discussion?
>
>  Best,
>
>  Bertie Mo, Ph.D., MPH
>
>jataylor <jataylor at utk.edu> wrote:
>  To subscribe to this discussion, go to:
>http://www.nifl.gov/mailman/listinfo/Assessment
>
>
>Dear Colleagues,
>
>I hope this email finds you well.
>
>I'm pleased to announce the following Guest Discussion, which will begin on
>Monday of next week:
>
>June 19 ? 23, 2006
>
>Topic: Assessment in Mathematics
>Guest: Myrna Manly ? please see Myrna?s bio below.
>
>Myrna will respond to your email posts once per day ? feel free to send your
>post to the Assessment Discussion List, or to me so that I can post it for
you
>(marie.cora at hotspurpartners.com).
>
>Bio
>
>Myrna Manly, a mathematics teacher with experience at many academic levels,
>retired in 2001 from a position as professor of mathematics at El Camino
>College. In addition to instruction, she has been involved with the
assessment
>of the mathematics proficiency of adults in various roles: as the Mathematics
>Specialist for the 1988 version of the GED test; as a member of the numeracy
>team for the Adult Literacy and Lifeskills Survey (ALL); and as the numeracy
>consultant for a similar international survey to be used in developing
>countries, the Literacy Assessment and Monitoring Programme (LAMP). She is
the
>Past President of the Adult Numeracy Network (ANN), is the author of The GED
>Math Problem Solver, and also works with states and programs facilitating
>staff-development workshops aimed at improving mathematics instruction to
>adults.
>
>Myrna is presently writing a paper with Mary Jane Schmidt and Lynda Ginsburg
>on the components of numeracy for NCSALL (National Center for the Study of
>Adult Learning and Literacy). The paper reviews the literature, describes the
>fundamental elements of adult numeracy, and makes recommendations for further
>research, particularly with respect to curriculum and assessment. Look for
>this resource soon from NCSALL.
>
>Recommended preparations for this discussion
>
>Myrna has provided several questions below to get you thinking about math
>assessment:
>
>It is known that students and teachers come to value what is assessed. What
is
>your opinion of the influence that the standardized mathematics assessments
>(GED, TABE, CASAS) have in your classrooms? Are they assessing the
mathematics
>that is important for the 21st century? Do you think that they all assess the
>same mathematics? What do you think is missing from each?
>
>
>Computation skills are easy to assess. How can we assess other important
>aspects of mathematics like strategic problem solving, conceptual
>understanding, and reasoning?
>
>
>Describe instances where you have seen a student?s ?math anxiety? interfere
>with an accurate assessment of his/her abilities. Do you assess math anxiety
>in any way? What strategies have you used to reduce it? Any luck with them?
>
>
>Which classroom techniques do you recommend for informal, ongoing assessment
>of a student?s progress in learning mathematics?
>
>In addition to the above questions to stimulate discussion, Myrna has
provided
>these sites for math assessment. Please take a look at these sites and post
>your questions and comments to the Discussion:
>
>
>http://www.literacy.org/products/ncal/pdf/TR9805.pdf Assessing Mathematical
>Knowledge of Adult Learners: Are We Looking at What Counts? This technical
>report from NCAL was written by Joy Cumming, Iddo Gal, and Lynda Ginsburg in
>1998. It discusses assessment principles and evaluates their implementation
in
>common numeracy assessment tools.
>
>
>http://www.ncsall.net/?id=573 The Inclusion of Numeracy in Adult Basic
>Education, Dave Tout and Mary Jane Schmitt, 2002. This chapter from NCSALL?s
>annual review contains a section on assessment that includes a description of
>assessments in adult education from Australia and The Netherlands.
>
>
>http://www.nctm.org/news/assessment/2005_12nb.htm Will This Be on the Test?
>This article discusses the importance of including significant mathematics on
>tests. It includes a good example of a test item that goes beyond procedural
>skills.
>
>
>http://standards.nctm.org/document/chapter2/assess.htm This document in an
>overview of NCTM?s assessment principle for K-12 mathematics.
>
>Large-scale surveys of adult skills:
>
>Adult Literacy and Lifeskills Survey (ALL)
>
>Numeracy Framework (begins on p.137):
>
>http://www.statcan.ca/cgi-bin/downpub/listpub.cgi?catno=89-552-MIE2005013
>
>First results:
>http://www.statcan.ca/english/freepub/89-603-XIE/2005001/pdf.htm
>
>Data Tool: http://litdata.ets.org/ialdata/search.asp
>
>National Assessment of Adult Literacy (NAAL)
>
>First results: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470
>
>
>Hard Copy Resource:
>
>Adult Numeracy Development: Theory, Policy and Practice, Iddo Gal, ed., 2000.
>Hampton Press, Inc. This book has a section on numeracy assessment with one
>article discussing assessment issues and principles using examples from the
US
>and Australia and another article describing the use of ?Supermarket Strategy
>materials for diagnosing the skills of individual learners in The
Netherlands.
>
>
>Thanks everyone, and I?m looking forward to seeing you all next week to chat
>about math assessment!
>
>Marie Cora
>Moderator
>NIFL Assessment Discussion List
>marie.cora at hotspurpartners.com
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From mev at litwomen.org  Wed Jun 14 14:38:49 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Wed, 14 Jun 2006 14:38:49 -0400
Subject: [WomenLiteracy 317]  WE LEARN Newsletter
Message-ID: <0501FD5E-FBD5-11DA-BA6B-000393ABE4D2@litwomen.org>
Looking for some good summer reading?
Have a look at the news & updates from WE LEARN...Please be sure to
check out these links...
April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
New titles to our database: http://www.litwomen.org/learnmats/06new.html
Annual Conference -- 2006 Report & 2007 early news:
http://www.litwomen.org/conference.html
Excepts from the 1st issue of Women's Perspectives - Health & Wellness
student writing Initiative also available:
http://www.litwomen.org/perspectives/2006/06excerpts.pdf
For complete details about Women's Perspectives go to:
http://www.litwomen.org/perspectives.html
We also invite you to get involved in our many projects:
http://www.litwomen.org/projects.html
2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
Enjoy your summer.
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From s.cuban at lancaster.ac.uk  Thu Jun 15 04:36:16 2006
From: s.cuban at lancaster.ac.uk (Cuban, Sondra)
Date: Thu, 15 Jun 2006 09:36:16 +0100
Subject: [WomenLiteracy 318] Re: WE LEARN Newsletter
References: <0501FD5E-FBD5-11DA-BA6B-000393ABE4D2@litwomen.org>
Message-ID: <E36B692FEB773C4BB3EC8B1828516B871790F8DF@exchange-be2.lancs.ac.uk>
Hi Mev, Hi all,
I was really sorry to miss the women and literacy conference this past year, ---- it looked fantastic!!! I am now living in England (and Ujwala, if you are reading this, please call me!). I have started a women and literacy reading group at my university, and would like to do more....Are there others out there who can make some suggestions about what an academic can do to create more women-literacy knowledge-generating activities in or around her workplace and community? Thanks and hope you are doing well! Sondra
-----Original Message-----
From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
Sent: Wed 6/14/2006 7:38 PM
To: NIFL Womenlit
Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional Development; NIFL Povracelit Povracelit
Subject: [WomenLiteracy 317]  WE LEARN Newsletter
Looking for some good summer reading?
Have a look at the news & updates from WE LEARN...Please be sure to
check out these links...
April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
New titles to our database: http://www.litwomen.org/learnmats/06new.html
Annual Conference -- 2006 Report & 2007 early news:
http://www.litwomen.org/conference.html
Excepts from the 1st issue of Women's Perspectives - Health & Wellness
student writing Initiative also available:
http://www.litwomen.org/perspectives/2006/06excerpts.pdf
For complete details about Women's Perspectives go to:
http://www.litwomen.org/perspectives.html
We also invite you to get involved in our many projects:
http://www.litwomen.org/projects.html
2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
Enjoy your summer.
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From Janet_Isserlis at brown.edu  Thu Jun 15 09:13:44 2006
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Thu, 15 Jun 2006 09:13:44 -0400
Subject: [WomenLiteracy 319]  what an academic can do
Message-ID: <C0B6D548.DBC0%Janet_Isserlis@brown.edu>
Sondra
You ask about ideas for 'an academic ' to do with women/literacy.  If, by
academic, you mean someone sited at a university, I'd ask about the
resources available to you at that site.
For example, if women are interested in learning about technology, is there
a computer lab to which you have access to help them work on that?  Is there
meeting space, are there others at the university interested in working with
women to further literacy in ways that the women determine?
Aside from that, I'm wondering if you're seeing your role as an academic in
other ways as well?
Janet Isserlis
From s.cuban at lancaster.ac.uk  Thu Jun 15 10:03:10 2006
From: s.cuban at lancaster.ac.uk (Cuban, Sondra)
Date: Thu, 15 Jun 2006 15:03:10 +0100
Subject: [WomenLiteracy 320] Re: what an academic can do
In-Reply-To: <C0B6D548.DBC0%Janet_Isserlis@brown.edu>
Message-ID: <E36B692FEB773C4BB3EC8B1828516B8717EB30F5@exchange-be2.lancs.ac.uk>
Janet, yes, I see myself as both an academic and activist --- at the
last women and literacy conference, in 2005,  a number of us discussed
ways that people who work at universities can be involved  in women and
literacy issues at the levels of the university--bringing awareness to
the issues--Mev Miller wrote a really good article about women's studies
and the inclusiveness of women and literacy issues (2003). So I am
trying to carry some of these ideas out. I joined the gender and
education association here and have been going to gender conferences. I
am also working with practitioner-researchers here so that might be
another way.
 I like the ideas you have here re: computers and doing assessments to
learn (in context) what I can do!
I hope none of this sounds elitist--I surely don't mean it that way.
Apologies if my terminology is unclear. Sondra
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Janet Isserlis
Sent: 15 June 2006 14:14
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 319] what an academic can do
Sondra
You ask about ideas for 'an academic ' to do with women/literacy.  If,
by academic, you mean someone sited at a university, I'd ask about the
resources available to you at that site.
For example, if women are interested in learning about technology, is
there a computer lab to which you have access to help them work on that?
Is there meeting space, are there others at the university interested in
working with women to further literacy in ways that the women determine?
Aside from that, I'm wondering if you're seeing your role as an academic
in other ways as well?
Janet Isserlis
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From ALCDGG at langate.gsu.edu  Thu Jun 15 11:00:18 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 15 Jun 2006 11:00:18 -0400
Subject: [WomenLiteracy 321]  Guest facilitator-reminder
Message-ID: <s4913dcf.012@mailsrv4.gsu.edu>
***********REMINDER*****************
I am pleased to announce that from Monday June 19th through Friday June 30th, Judy Ward, as a guest facilitator on this listserv, will lead a discussion on adult numeracy and women. Here is her introduction:
Previous to earning my doctorate in adult education, I was a seventh grade mathematics teacher. Many of my students had experiences that manifested as mathematics anxiety. I found that by changing my teaching techniques to a more hands-on and visual approach and teaching for understanding, the anxiety level decreased drastically. About ten years ago I stumbled into adult education and found there was a need for my expertise. I am in the second year of a two year term as President Elect of the Adult Numeracy Network (ANN). ANN is dedicated to upgrading mathematics instruction for the adult learner.
Once again, the discussion will be conducted from Monday June 19th through Friday June 30th. You may want to encourage friends and colleagues to join for this discussion (they can subscribe at: http://www.nifl.gov/mailman/listinfo/Womenliteracy
>From now until the 19th, here are some questions that you may want to think about:
When you think about yourself, how would you answer the following:
How do you feel about math?
Do you remember any situations both in and out of school that affected how you feel about math?
Which mathematical topics/concepts would you say are your best?
Which mathematical topics/concepts would you say are your most difficult?
Do you or have you experienced "math anxiety"?
If you have or currently teach your students math, how would you answer the following:
How do most of your students feel about math?
Have they ever shared any situations both in and out of school that affected how they feel about math?
Which mathematical topics/concepts would you say are the easiest for your students to learn?
Which mathematical topics/concepts would you say are the most difficult for your students to learn?
Have any students shared with you that they experience "math anxiety"?
Judy will be joining us on the 19th of June and looks foward to your comments and reactions.
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From lalumineuse at yahoo.com  Thu Jun 15 10:57:04 2006
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Thu, 15 Jun 2006 07:57:04 -0700 (PDT)
Subject: [WomenLiteracy 322] Re: WE LEARN Newsletter
In-Reply-To: <E36B692FEB773C4BB3EC8B1828516B871790F8DF@exchange-be2.lancs.ac.uk>
Message-ID: <20060615145704.52490.qmail@web55105.mail.re4.yahoo.com>
Hi Sondra,
Sorry about the silence. Have been dealing with work,
new project starting in India: Community development
with those affected by HIV/AIDS. Still looking at
women's groups, women's roles. Also dealing with some
(un)professional stuff from my past that bubbled up
recently.
Can you tell me more about your course? Sounds
interesting. Now if it was in London, I would attend!
Talk soon,
Ujwala
--- "Cuban, Sondra" <s.cuban at lancaster.ac.uk> wrote:
> Hi Mev, Hi all,
>
> I was really sorry to miss the women and literacy
> conference this past year, ---- it looked
> fantastic!!! I am now living in England (and Ujwala,
> if you are reading this, please call me!). I have
> started a women and literacy reading group at my
> university, and would like to do more....Are there
> others out there who can make some suggestions about
> what an academic can do to create more
> women-literacy knowledge-generating activities in or
> around her workplace and community? Thanks and hope
> you are doing well! Sondra
>
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov on behalf of
> mev at litwomen.org
> Sent: Wed 6/14/2006 7:38 PM
> To: NIFL Womenlit
> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL;
> nifl-Professional Development; NIFL Povracelit
> Povracelit
> Subject: [WomenLiteracy 317]  WE LEARN Newsletter
>
> Looking for some good summer reading?
> Have a look at the news & updates from WE
> LEARN...Please be sure to
> check out these links...
>
> April 2006 Newsletter:
> http://www.litwomen.org/news/06april.pdf
>
> New titles to our database:
> http://www.litwomen.org/learnmats/06new.html
>
> Annual Conference -- 2006 Report & 2007 early news:
> http://www.litwomen.org/conference.html
>
> Excepts from the 1st issue of Women's Perspectives -
> Health & Wellness
> student writing Initiative also available:
>
http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>
> For complete details about Women's Perspectives go
> to:
> http://www.litwomen.org/perspectives.html
>
> We also invite you to get involved in our many
> projects:
> http://www.litwomen.org/projects.html
>
> 2005 Annual Report:
> http://www.litwomen.org/reports/2005annual.pdf
>
> Enjoy your summer.
>
>
> WE LEARN
> Women Expanding: Literacy Education Action Resource
> Network
> www.litwomen.org/welearn.html
>
> Mev Miller, Ed.D., Director
> 182 Riverside Ave.
> Cranston, RI 02910
> 401-383-4374
> welearn at litwomen.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
From alcdgg at langate.gsu.edu  Sat Jun 17 13:53:20 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sat, 17 Jun 2006 13:53:20 -0400
Subject: [WomenLiteracy 323]  women and literacy reading group
Message-ID: <s4940959.002@mailsrv4.gsu.edu>
Sondra,
When you say that you have started a women and literacy reading group at your university, what do you mean? Is this a group for women who have difficulty reading that is held at the university, is it for faculty/staff? How often does it mean and what happens in the group?
Thanks,
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
Hi Mev, Hi all,
I was really sorry to miss the women and literacy conference this past year, ---- it looked fantastic!!! I am now living in England (and Ujwala, if you are reading this, please call me!). I have started a women and literacy reading group at my university, and would like to do more....Are there others out there who can make some suggestions about what an academic can do to create more women-literacy knowledge-generating activities in or around her workplace and community? Thanks and hope you are doing well! Sondra
-----Original Message-----
From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
Sent: Wed 6/14/2006 7:38 PM
To: NIFL Womenlit
Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional Development; NIFL Povracelit Povracelit
Subject: [WomenLiteracy 317]  WE LEARN Newsletter
Looking for some good summer reading?
Have a look at the news & updates from WE LEARN...Please be sure to
check out these links...
April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
New titles to our database: http://www.litwomen.org/learnmats/06new.html
Annual Conference -- 2006 Report & 2007 early news:
http://www.litwomen.org/conference.html
Excepts from the 1st issue of Women's Perspectives - Health & Wellness
student writing Initiative also available:
http://www.litwomen.org/perspectives/2006/06excerpts.pdf
For complete details about Women's Perspectives go to:
http://www.litwomen.org/perspectives.html
We also invite you to get involved in our many projects:
http://www.litwomen.org/projects.html
2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
Enjoy your summer.
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From s.cuban at lancaster.ac.uk  Sun Jun 18 04:03:08 2006
From: s.cuban at lancaster.ac.uk (Cuban, Sondra)
Date: Sun, 18 Jun 2006 09:03:08 +0100
Subject: [WomenLiteracy 324] Re: women and literacy reading group
References: <s4940959.002@mailsrv4.gsu.edu>
Message-ID: <E36B692FEB773C4BB3EC8B1828516B871790F908@exchange-be2.lancs.ac.uk>
Daphne, I've started a reading group on women writers and researchers on the topic of  women and literacy---so we'll read anything from Anna Robinson-Pant's work to Sapphire to the Oakland Readers series on women. The group includes women lecturers, researchers, doctoral and masters students from Education, Religious Studies, and, Educational Research.  Everyone in the group is interested in issues related to women and literacy from different angles. Thats what I mean. The staff learning centre at the university offers literacy courses to those who want literacy and language instruction. I think your idea of starting a women and literacy reading group for women literacy learners is a good one. It would be different than what the staff centre offers--using a reading group venue might be a lot of fun too. I'll think about how that could work! Thanks, Sondra
-----Original Message-----
From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
Sent: Sat 6/17/2006 6:53 PM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 323]  women and literacy reading group
Sondra,
When you say that you have started a women and literacy reading group at your university, what do you mean? Is this a group for women who have difficulty reading that is held at the university, is it for faculty/staff? How often does it mean and what happens in the group?
Thanks,
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
Hi Mev, Hi all,
I was really sorry to miss the women and literacy conference this past year, ---- it looked fantastic!!! I am now living in England (and Ujwala, if you are reading this, please call me!). I have started a women and literacy reading group at my university, and would like to do more....Are there others out there who can make some suggestions about what an academic can do to create more women-literacy knowledge-generating activities in or around her workplace and community? Thanks and hope you are doing well! Sondra
-----Original Message-----
From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
Sent: Wed 6/14/2006 7:38 PM
To: NIFL Womenlit
Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional Development; NIFL Povracelit Povracelit
Subject: [WomenLiteracy 317]  WE LEARN Newsletter
Looking for some good summer reading?
Have a look at the news & updates from WE LEARN...Please be sure to
check out these links...
April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
New titles to our database: http://www.litwomen.org/learnmats/06new.html
Annual Conference -- 2006 Report & 2007 early news:
http://www.litwomen.org/conference.html
Excepts from the 1st issue of Women's Perspectives - Health & Wellness
student writing Initiative also available:
http://www.litwomen.org/perspectives/2006/06excerpts.pdf
For complete details about Women's Perspectives go to:
http://www.litwomen.org/perspectives.html
We also invite you to get involved in our many projects:
http://www.litwomen.org/projects.html
2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
Enjoy your summer.
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From andreawilder at comcast.net  Sun Jun 18 09:26:49 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Sun, 18 Jun 2006 09:26:49 -0400
Subject: [WomenLiteracy 325] Re: women and literacy reading group
In-Reply-To: <E36B692FEB773C4BB3EC8B1828516B871790F908@exchange-be2.lancs.ac.uk>
References: <s4940959.002@mailsrv4.gsu.edu>
	<E36B692FEB773C4BB3EC8B1828516B871790F908@exchange-be2.lancs.ac.uk>
Message-ID: <c37513e0ce186e7210d54abc35144d92@comcast.net>
Daphne,
I'd sure like to be in a women/literacy group on this list serv.  What
do others think?
Andrea
On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote:
> Daphne, I've started a reading group on women writers and researchers
> on the topic of  women and literacy---so we'll read anything from Anna
> Robinson-Pant's work to Sapphire to the Oakland Readers series on
> women. The group includes women lecturers, researchers, doctoral and
> masters students from Education, Religious Studies, and, Educational
> Research.  Everyone in the group is interested in issues related to
> women and literacy from different angles. Thats what I mean. The staff
> learning centre at the university offers literacy courses to those who
> want literacy and language instruction. I think your idea of starting
> a women and literacy reading group for women literacy learners is a
> good one. It would be different than what the staff centre
> offers--using a reading group venue might be a lot of fun too. I'll
> think about how that could work! Thanks, Sondra
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
> Sent: Sat 6/17/2006 6:53 PM
> To: womenliteracy at nifl.gov
> Subject: [WomenLiteracy 323]  women and literacy reading group
>
> Sondra,
> When you say that you have started a women and literacy reading group
> at your university, what do you mean? Is this a group for women who
> have difficulty reading that is held at the university, is it for
> faculty/staff? How often does it mean and what happens in the group?
> Thanks,
> Daphne
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
> Hi Mev, Hi all,
>
> I was really sorry to miss the women and literacy conference this past
> year, ---- it looked fantastic!!! I am now living in England (and
> Ujwala, if you are reading this, please call me!). I have started a
> women and literacy reading group at my university, and would like to
> do more....Are there others out there who can make some suggestions
> about what an academic can do to create more women-literacy
> knowledge-generating activities in or around her workplace and
> community? Thanks and hope you are doing well! Sondra
>
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
> Sent: Wed 6/14/2006 7:38 PM
> To: NIFL Womenlit
> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional
> Development; NIFL Povracelit Povracelit
> Subject: [WomenLiteracy 317]  WE LEARN Newsletter
>
> Looking for some good summer reading?
> Have a look at the news & updates from WE LEARN...Please be sure to
> check out these links...
>
> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
>
> New titles to our database:
> http://www.litwomen.org/learnmats/06new.html
>
> Annual Conference -- 2006 Report & 2007 early news:
> http://www.litwomen.org/conference.html
>
> Excepts from the 1st issue of Women's Perspectives - Health & Wellness
> student writing Initiative also available:
> http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>
> For complete details about Women's Perspectives go to:
> http://www.litwomen.org/perspectives.html
>
> We also invite you to get involved in our many projects:
> http://www.litwomen.org/projects.html
>
> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
>
> Enjoy your summer.
>
>
> WE LEARN
> Women Expanding: Literacy Education Action Resource Network
> www.litwomen.org/welearn.html
>
> Mev Miller, Ed.D., Director
> 182 Riverside Ave.
> Cranston, RI 02910
> 401-383-4374
> welearn at litwomen.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From ryanryanc at yahoo.com  Sun Jun 18 11:41:23 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Sun, 18 Jun 2006 11:41:23 -0400
Subject: [WomenLiteracy 326] Re: women and literacy reading group
In-Reply-To: <c37513e0ce186e7210d54abc35144d92@comcast.net>
Message-ID: <C0BAEC63.15DF%ryanryanc@yahoo.com>
I'm with you, Andrea- I think this would be an excellent idea!
Ryan
On 6/18/06 9:26 AM, "Andrea Wilder" <andreawilder at comcast.net> wrote:
> Daphne,
>
> I'd sure like to be in a women/literacy group on this list serv.  What
> do others think?
>
> Andrea
>
>
> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote:
>
>> Daphne, I've started a reading group on women writers and researchers
>> on the topic of  women and literacy---so we'll read anything from Anna
>> Robinson-Pant's work to Sapphire to the Oakland Readers series on
>> women. The group includes women lecturers, researchers, doctoral and
>> masters students from Education, Religious Studies, and, Educational
>> Research.  Everyone in the group is interested in issues related to
>> women and literacy from different angles. Thats what I mean. The staff
>> learning centre at the university offers literacy courses to those who
>> want literacy and language instruction. I think your idea of starting
>> a women and literacy reading group for women literacy learners is a
>> good one. It would be different than what the staff centre
>> offers--using a reading group venue might be a lot of fun too. I'll
>> think about how that could work! Thanks, Sondra
>> -----Original Message-----
>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
>> Sent: Sat 6/17/2006 6:53 PM
>> To: womenliteracy at nifl.gov
>> Subject: [WomenLiteracy 323]  women and literacy reading group
>>
>> Sondra,
>> When you say that you have started a women and literacy reading group
>> at your university, what do you mean? Is this a group for women who
>> have difficulty reading that is held at the university, is it for
>> faculty/staff? How often does it mean and what happens in the group?
>> Thanks,
>> Daphne
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy
>> Georgia State University
>> P.O. Box 3977
>> Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
>> Hi Mev, Hi all,
>>
>> I was really sorry to miss the women and literacy conference this past
>> year, ---- it looked fantastic!!! I am now living in England (and
>> Ujwala, if you are reading this, please call me!). I have started a
>> women and literacy reading group at my university, and would like to
>> do more....Are there others out there who can make some suggestions
>> about what an academic can do to create more women-literacy
>> knowledge-generating activities in or around her workplace and
>> community? Thanks and hope you are doing well! Sondra
>>
>>
>> -----Original Message-----
>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
>> Sent: Wed 6/14/2006 7:38 PM
>> To: NIFL Womenlit
>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional
>> Development; NIFL Povracelit Povracelit
>> Subject: [WomenLiteracy 317]  WE LEARN Newsletter
>>
>> Looking for some good summer reading?
>> Have a look at the news & updates from WE LEARN...Please be sure to
>> check out these links...
>>
>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
>>
>> New titles to our database:
>> http://www.litwomen.org/learnmats/06new.html
>>
>> Annual Conference -- 2006 Report & 2007 early news:
>> http://www.litwomen.org/conference.html
>>
>> Excepts from the 1st issue of Women's Perspectives - Health & Wellness
>> student writing Initiative also available:
>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>>
>> For complete details about Women's Perspectives go to:
>> http://www.litwomen.org/perspectives.html
>>
>> We also invite you to get involved in our many projects:
>> http://www.litwomen.org/projects.html
>>
>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
>>
>> Enjoy your summer.
>>
>>
>> WE LEARN
>> Women Expanding: Literacy Education Action Resource Network
>> www.litwomen.org/welearn.html
>>
>> Mev Miller, Ed.D., Director
>> 182 Riverside Ave.
>> Cranston, RI 02910
>> 401-383-4374
>> welearn at litwomen.org
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From bfreeman at famlit.org  Sun Jun 18 12:14:21 2006
From: bfreeman at famlit.org (Bonnie Freeman)
Date: Sun, 18 Jun 2006 12:14:21 -0400
Subject: [WomenLiteracy 327] Re: women and literacy reading group
Message-ID: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE40196A9DE@SYNNODE2>
Andrea,
Have you created a book list as yet?
Bonnie
Bonnie Lash Freeman
Director - Training/Special Projects
National Center for Family Literacy
325 W Main St Suite 300
Louisville, KY 40202
502 584 1133 ext 115
bfreeman at famlit.org
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
Sent: Sunday, June 18, 2006 9:27 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 325] Re: women and literacy reading group
Daphne,
I'd sure like to be in a women/literacy group on this list serv.  What
do others think?
Andrea
On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote:
> Daphne, I've started a reading group on women writers and researchers
> on the topic of  women and literacy---so we'll read anything from Anna
> Robinson-Pant's work to Sapphire to the Oakland Readers series on
> women. The group includes women lecturers, researchers, doctoral and
> masters students from Education, Religious Studies, and, Educational
> Research.  Everyone in the group is interested in issues related to
> women and literacy from different angles. Thats what I mean. The staff
> learning centre at the university offers literacy courses to those who
> want literacy and language instruction. I think your idea of starting
> a women and literacy reading group for women literacy learners is a
> good one. It would be different than what the staff centre
> offers--using a reading group venue might be a lot of fun too. I'll
> think about how that could work! Thanks, Sondra -----Original
> Message-----
> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
> Sent: Sat 6/17/2006 6:53 PM
> To: womenliteracy at nifl.gov
> Subject: [WomenLiteracy 323]  women and literacy reading group
>
> Sondra,
> When you say that you have started a women and literacy reading group
> at your university, what do you mean? Is this a group for women who
> have difficulty reading that is held at the university, is it for
> faculty/staff? How often does it mean and what happens in the group?
> Thanks,
> Daphne
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy Georgia State University P.O.
> Box 3977 Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
> Hi Mev, Hi all,
>
> I was really sorry to miss the women and literacy conference this past
> year, ---- it looked fantastic!!! I am now living in England (and
> Ujwala, if you are reading this, please call me!). I have started a
> women and literacy reading group at my university, and would like to
> do more....Are there others out there who can make some suggestions
> about what an academic can do to create more women-literacy
> knowledge-generating activities in or around her workplace and
> community? Thanks and hope you are doing well! Sondra
>
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
> Sent: Wed 6/14/2006 7:38 PM
> To: NIFL Womenlit
> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional
> Development; NIFL Povracelit Povracelit
> Subject: [WomenLiteracy 317]  WE LEARN Newsletter
>
> Looking for some good summer reading?
> Have a look at the news & updates from WE LEARN...Please be sure to
> check out these links...
>
> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
>
> New titles to our database:
> http://www.litwomen.org/learnmats/06new.html
>
> Annual Conference -- 2006 Report & 2007 early news:
> http://www.litwomen.org/conference.html
>
> Excepts from the 1st issue of Women's Perspectives - Health & Wellness
> student writing Initiative also available:
> http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>
> For complete details about Women's Perspectives go to:
> http://www.litwomen.org/perspectives.html
>
> We also invite you to get involved in our many projects:
> http://www.litwomen.org/projects.html
>
> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
>
> Enjoy your summer.
>
>
> WE LEARN
> Women Expanding: Literacy Education Action Resource Network
> www.litwomen.org/welearn.html
>
> Mev Miller, Ed.D., Director
> 182 Riverside Ave.
> Cranston, RI 02910
> 401-383-4374
> welearn at litwomen.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From andreawilder at comcast.net  Sun Jun 18 17:37:04 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Sun, 18 Jun 2006 17:37:04 -0400
Subject: [WomenLiteracy 328] Re: women and literacy reading group
In-Reply-To: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE40196A9DE@SYNNODE2>
References: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE40196A9DE@SYNNODE2>
Message-ID: <4dc0abd95c934ef809cd31589e3632cd@comcast.net>
Bonnie et al,
The first book I'd like to suggest is by Catherine MacKinnon, "Are
Women Human?'  I've talked about this book on the list before, as I
bought it after hearing MacKinnon, but I would like to read it WITH
other people.  has anyone here had experience with leading a book
discussion?  She is a lawyer with an international clientele, very
lucid speaker, very thoughtful, very respectful of audience questions.
What do others think?
Andrea
On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote:
> Andrea,
> Have you created a book list as yet?
> Bonnie
>
>
> Bonnie Lash Freeman
> Director - Training/Special Projects
> National Center for Family Literacy
> 325 W Main St Suite 300
> Louisville, KY 40202
> 502 584 1133 ext 115
> bfreeman at famlit.org
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
> Sent: Sunday, June 18, 2006 9:27 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 325] Re: women and literacy reading group
>
> Daphne,
>
> I'd sure like to be in a women/literacy group on this list serv.  What
> do others think?
>
> Andrea
>
>
> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote:
>
>> Daphne, I've started a reading group on women writers and researchers
>> on the topic of  women and literacy---so we'll read anything from Anna
>
>> Robinson-Pant's work to Sapphire to the Oakland Readers series on
>> women. The group includes women lecturers, researchers, doctoral and
>> masters students from Education, Religious Studies, and, Educational
>> Research.  Everyone in the group is interested in issues related to
>> women and literacy from different angles. Thats what I mean. The staff
>
>> learning centre at the university offers literacy courses to those who
>
>> want literacy and language instruction. I think your idea of starting
>> a women and literacy reading group for women literacy learners is a
>> good one. It would be different than what the staff centre
>> offers--using a reading group venue might be a lot of fun too. I'll
>> think about how that could work! Thanks, Sondra -----Original
>> Message-----
>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
>> Sent: Sat 6/17/2006 6:53 PM
>> To: womenliteracy at nifl.gov
>> Subject: [WomenLiteracy 323]  women and literacy reading group
>>
>> Sondra,
>> When you say that you have started a women and literacy reading group
>> at your university, what do you mean? Is this a group for women who
>> have difficulty reading that is held at the university, is it for
>> faculty/staff? How often does it mean and what happens in the group?
>> Thanks,
>> Daphne
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy Georgia State University P.O.
>> Box 3977 Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
>> Hi Mev, Hi all,
>>
>> I was really sorry to miss the women and literacy conference this past
>
>> year, ---- it looked fantastic!!! I am now living in England (and
>> Ujwala, if you are reading this, please call me!). I have started a
>> women and literacy reading group at my university, and would like to
>> do more....Are there others out there who can make some suggestions
>> about what an academic can do to create more women-literacy
>> knowledge-generating activities in or around her workplace and
>> community? Thanks and hope you are doing well! Sondra
>>
>>
>> -----Original Message-----
>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
>> Sent: Wed 6/14/2006 7:38 PM
>> To: NIFL Womenlit
>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional
>> Development; NIFL Povracelit Povracelit
>> Subject: [WomenLiteracy 317]  WE LEARN Newsletter
>>
>> Looking for some good summer reading?
>> Have a look at the news & updates from WE LEARN...Please be sure to
>> check out these links...
>>
>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
>>
>> New titles to our database:
>> http://www.litwomen.org/learnmats/06new.html
>>
>> Annual Conference -- 2006 Report & 2007 early news:
>> http://www.litwomen.org/conference.html
>>
>> Excepts from the 1st issue of Women's Perspectives - Health & Wellness
>
>> student writing Initiative also available:
>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>>
>> For complete details about Women's Perspectives go to:
>> http://www.litwomen.org/perspectives.html
>>
>> We also invite you to get involved in our many projects:
>> http://www.litwomen.org/projects.html
>>
>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
>>
>> Enjoy your summer.
>>
>>
>> WE LEARN
>> Women Expanding: Literacy Education Action Resource Network
>> www.litwomen.org/welearn.html
>>
>> Mev Miller, Ed.D., Director
>> 182 Riverside Ave.
>> Cranston, RI 02910
>> 401-383-4374
>> welearn at litwomen.org
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From alcdgg at langate.gsu.edu  Sun Jun 18 17:55:26 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 18 Jun 2006 17:55:26 -0400
Subject: [WomenLiteracy 329] Re: women and literacy reading group
Message-ID: <s4959394.014@mailsrv4.gsu.edu>
If enough people are interested, we can from time to time decide as a group to read a book and discuss it on the listserv. We would need to make the connection to literacy in our discussions. If people are interested in reading a book that is not connected to literacy then I would encourage people to individually email each other and create a small group that discusses that particular book.
Daphne
>>> andreawilder at comcast.net 06/18/06 5:37 PM >>>
Bonnie et al,
The first book I'd like to suggest is by Catherine MacKinnon, "Are
Women Human?'  I've talked about this book on the list before, as I
bought it after hearing MacKinnon, but I would like to read it WITH
other people.  has anyone here had experience with leading a book
discussion?  She is a lawyer with an international clientele, very
lucid speaker, very thoughtful, very respectful of audience questions.
What do others think?
Andrea
On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote:
> Andrea,
> Have you created a book list as yet?
> Bonnie
>
>
> Bonnie Lash Freeman
> Director - Training/Special Projects
> National Center for Family Literacy
> 325 W Main St Suite 300
> Louisville, KY 40202
> 502 584 1133 ext 115
> bfreeman at famlit.org
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
> Sent: Sunday, June 18, 2006 9:27 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 325] Re: women and literacy reading group
>
> Daphne,
>
> I'd sure like to be in a women/literacy group on this list serv.  What
> do others think?
>
> Andrea
>
>
> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote:
>
>> Daphne, I've started a reading group on women writers and researchers
>> on the topic of  women and literacy---so we'll read anything from Anna
>
>> Robinson-Pant's work to Sapphire to the Oakland Readers series on
>> women. The group includes women lecturers, researchers, doctoral and
>> masters students from Education, Religious Studies, and, Educational
>> Research.  Everyone in the group is interested in issues related to
>> women and literacy from different angles. Thats what I mean. The staff
>
>> learning centre at the university offers literacy courses to those who
>
>> want literacy and language instruction. I think your idea of starting
>> a women and literacy reading group for women literacy learners is a
>> good one. It would be different than what the staff centre
>> offers--using a reading group venue might be a lot of fun too. I'll
>> think about how that could work! Thanks, Sondra -----Original
>> Message-----
>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
>> Sent: Sat 6/17/2006 6:53 PM
>> To: womenliteracy at nifl.gov
>> Subject: [WomenLiteracy 323]  women and literacy reading group
>>
>> Sondra,
>> When you say that you have started a women and literacy reading group
>> at your university, what do you mean? Is this a group for women who
>> have difficulty reading that is held at the university, is it for
>> faculty/staff? How often does it mean and what happens in the group?
>> Thanks,
>> Daphne
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy Georgia State University P.O.
>> Box 3977 Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
>> Hi Mev, Hi all,
>>
>> I was really sorry to miss the women and literacy conference this past
>
>> year, ---- it looked fantastic!!! I am now living in England (and
>> Ujwala, if you are reading this, please call me!). I have started a
>> women and literacy reading group at my university, and would like to
>> do more....Are there others out there who can make some suggestions
>> about what an academic can do to create more women-literacy
>> knowledge-generating activities in or around her workplace and
>> community? Thanks and hope you are doing well! Sondra
>>
>>
>> -----Original Message-----
>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
>> Sent: Wed 6/14/2006 7:38 PM
>> To: NIFL Womenlit
>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional
>> Development; NIFL Povracelit Povracelit
>> Subject: [WomenLiteracy 317]  WE LEARN Newsletter
>>
>> Looking for some good summer reading?
>> Have a look at the news & updates from WE LEARN...Please be sure to
>> check out these links...
>>
>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
>>
>> New titles to our database:
>> http://www.litwomen.org/learnmats/06new.html
>>
>> Annual Conference -- 2006 Report & 2007 early news:
>> http://www.litwomen.org/conference.html
>>
>> Excepts from the 1st issue of Women's Perspectives - Health & Wellness
>
>> student writing Initiative also available:
>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>>
>> For complete details about Women's Perspectives go to:
>> http://www.litwomen.org/perspectives.html
>>
>> We also invite you to get involved in our many projects:
>> http://www.litwomen.org/projects.html
>>
>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
>>
>> Enjoy your summer.
>>
>>
>> WE LEARN
>> Women Expanding: Literacy Education Action Resource Network
>> www.litwomen.org/welearn.html
>>
>> Mev Miller, Ed.D., Director
>> 182 Riverside Ave.
>> Cranston, RI 02910
>> 401-383-4374
>> welearn at litwomen.org
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From mev at litwomen.org  Sun Jun 18 19:50:10 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Sun, 18 Jun 2006 19:50:10 -0400
Subject: [WomenLiteracy 330] Re: women and literacy reading group
In-Reply-To: <s4959394.014@mailsrv4.gsu.edu>
Message-ID: <2DBEA329-FF25-11DA-8BE3-000393ABE4D2@litwomen.org>
Hi all
Just catching up on my email after being away the weekend...
Here are some suggestions I'd like to make on behalf of WE LEARN on
this reading group thread...
1) RE: women & literacy books groups for academics & activists...
I did such a group many years ago in conjunction with a feminist
bookstore in Mineapolis / St. Paul -- attended by women from the
community, academics & ABE folks. We read "Something in My Mind Besides
the Everyday" (J. Horsman) and "By Women/ For Women" (Laubach). I'd
love to see Sondra's list and I'd also like to suggest a new title -
the Women's Studies Quarterly #32 (1/2) on Women & Literacy (academic
research studies) - read in conjunction with The Change Agent #19 on
Women and literacy (by learners & teachers). and I'd also like to
direct you to other good titles on the women & literacy booklist on our
website: [http://www.litwomen.org/womlitbiblio.html]
I think such book groups provide a great possibility for folks to build
local community support around these topics.  The Twin Cities group
helped initiate some support to Women Leading through reading (see next)
2) RE: reading discussion circles for women learners....
I've had some experience with this over the past several years and I
think it's a great way to get learners thinking about reading for
various pursuits -- for example, connecting reading to what they want
to know more about and discussion to learning from each other. WE LEARN
has a grant pending for a project we want to do in RI -- something
we'll keep the list informed about if the project goes forward. In the
meantime, though, check out Women Leading through Reading
[http://www.litwomen.org/wltr.html] -- an initiative that offered book
discussion groups for women learners in the Twin Cities in the late
1990s. This manual is old -- and I'm looking for resources to update it
-- and if you have questions, let me know.
Also, some years back on this list we had a discussion about
women-centered literacy materials and several folks offered some
suggestions for using these materials with learners. I remember that
some ideas from Deb Schwartz about reading with learners were
especially useful -- you can see the archive at:
http://www.nifl.gov/nifl-womenlit/2002/0407.html
3) RE: or own book group on this list...
I'm not sure how a reading discussion (book group) would work on this
listserv -- frankly, I'd rather talk that type! but perhaps this is a
good impetus for another project... WE LEARN has been asked to consider
the possibility of taking responsibility to facilitate a women &
literacy topic thread on the Adult Literacy Education Wiki
[http://wiki.literacytent.org/index.php/Main_Page] Would this be of
interest to anyone? perhaps some book discussion threads could provide
initial focus.
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From alcdgg at langate.gsu.edu  Sun Jun 18 20:09:32 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 18 Jun 2006 20:09:32 -0400
Subject: [WomenLiteracy 331] Re: women and literacy reading group
Message-ID: <s495b305.012@mailsrv4.gsu.edu>
Mev raises an interesting question about how a book group on this list would work. One way is that we would all decide to read the same book and give ourselves a deadline. Ideally, if I can get the author to be a guest facilitator, she/he would lead all of us in a discussion, the same way we have guest facilitators from time to time. If we cannot get the author, then I or another volunteer from the listserv would facilitate the discussion. We would make sure to keep book discussion, or something like that, in the subject line so that those not interested in participating can delete the message without reading it. In the meantime, discussions/postings would occur on other subjects, the same way we sometimes have more than one discussion thread going on during the same time. Another approach would be to do one chapter at a time (assuming that it is a chapter book). Both approaches have been done on other listservs. I am sure that there are other ways that some of you may suggest.
Daphne
>>> mev at litwomen.org 06/18/06 7:50 PM >>>
Hi all
Just catching up on my email after being away the weekend...
Here are some suggestions I'd like to make on behalf of WE LEARN on
this reading group thread...
1) RE: women & literacy books groups for academics & activists...
I did such a group many years ago in conjunction with a feminist
bookstore in Mineapolis / St. Paul -- attended by women from the
community, academics & ABE folks. We read "Something in My Mind Besides
the Everyday" (J. Horsman) and "By Women/ For Women" (Laubach). I'd
love to see Sondra's list and I'd also like to suggest a new title -
the Women's Studies Quarterly #32 (1/2) on Women & Literacy (academic
research studies) - read in conjunction with The Change Agent #19 on
Women and literacy (by learners & teachers). and I'd also like to
direct you to other good titles on the women & literacy booklist on our
website: [http://www.litwomen.org/womlitbiblio.html]
I think such book groups provide a great possibility for folks to build
local community support around these topics.  The Twin Cities group
helped initiate some support to Women Leading through reading (see next)
2) RE: reading discussion circles for women learners....
I've had some experience with this over the past several years and I
think it's a great way to get learners thinking about reading for
various pursuits -- for example, connecting reading to what they want
to know more about and discussion to learning from each other. WE LEARN
has a grant pending for a project we want to do in RI -- something
we'll keep the list informed about if the project goes forward. In the
meantime, though, check out Women Leading through Reading
[http://www.litwomen.org/wltr.html] -- an initiative that offered book
discussion groups for women learners in the Twin Cities in the late
1990s. This manual is old -- and I'm looking for resources to update it
-- and if you have questions, let me know.
Also, some years back on this list we had a discussion about
women-centered literacy materials and several folks offered some
suggestions for using these materials with learners. I remember that
some ideas from Deb Schwartz about reading with learners were
especially useful -- you can see the archive at:
http://www.nifl.gov/nifl-womenlit/2002/0407.html
3) RE: or own book group on this list...
I'm not sure how a reading discussion (book group) would work on this
listserv -- frankly, I'd rather talk that type! but perhaps this is a
good impetus for another project... WE LEARN has been asked to consider
the possibility of taking responsibility to facilitate a women &
literacy topic thread on the Adult Literacy Education Wiki
[http://wiki.literacytent.org/index.php/Main_Page] Would this be of
interest to anyone? perhaps some book discussion threads could provide
initial focus.
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Sun Jun 18 22:07:52 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 18 Jun 2006 22:07:52 -0400
Subject: [WomenLiteracy 332]  Numeracy
Message-ID: <s495cebf.081@mailsrv4.gsu.edu>
I would like to extend a very warm welcome to Judy Ward who has graciously agreed to be a guest facilitator on this listserv starting today through Friday June 30th. The focus of her guest faciliation is on adult numeracy and women.
To help us get started, she invites us to think and share (if comfortable) answers to any of the following:
How do you feel about math?
Do you remember any situations both in and out of school that affected how you feel about math?
Which mathematical topics/concepts would you say are your best?
Which mathematical topics/concepts would you say are your most difficult?
Do you or have you experienced "math anxiety"?
If you have or currently teach your students math, how would you answer the following:
How do most of your students feel about math?
Have they ever shared any situations both in and out of school that affected how they feel about math?
Which mathematical topics/concepts would you say are the easiest for your students to learn?
Which mathematical topics/concepts would you say are the most difficult for your students to learn?
Have any students shared with you that they experience "math anxiety"?
Here is her introduction:
Previous to earning my doctorate in adult education, I was a seventh grade mathematics teacher. Many of my students had experiences that manifested as mathematics anxiety. I found that by changing my teaching techniques to a more hands-on and visual approach and teaching for understanding, the anxiety level decreased drastically. About ten years ago I stumbled into adult education and found there was a need for my expertise. I am in the second year of a two year term as President Elect of the Adult Numeracy Network (ANN). ANN is dedicated to upgrading mathematics instruction for the adult learner.
If you have any friends/colleagues who you think may be interested in joining us, please invite them to join us by subscribing at:
http://www.nifl.gov/mailman/listinfo/Womenliteracy
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From s.cuban at lancaster.ac.uk  Mon Jun 19 02:45:58 2006
From: s.cuban at lancaster.ac.uk (Cuban, Sondra)
Date: Mon, 19 Jun 2006 07:45:58 +0100
Subject: [WomenLiteracy 333] Re: women and literacy reading group
References: <s495b305.012@mailsrv4.gsu.edu>
Message-ID: <E36B692FEB773C4BB3EC8B1828516B871790F90E@exchange-be2.lancs.ac.uk>
Dear all, I'm glad this idea of a reading group sparked so many wonderful ideas, and Mev's experience and wisdom and materials are really a good place to start. With the group I have, we are just reading chapters in books and articles. The main reason is people's time. Although we only meet once a month, reading a chapter or article doesn't feel overwhelming to people and so it seems that more people are attending. On the other hand, I am hoping we can 'graduate' to books, but I'm really interested in all sorts of reading, including lyrics of women's songs, poetry, etc...many of the genres in WELEARN materials. Yes the women's studies quarterly 2004 issue on women and literacy is fabulous. I highly recommend it. And I also recommend Jenny Horsman's Something in my mind--a page turner! We will definitely be reading chapters from these two. we've only met 3 times and are meeting a 4th time next week. So far so good. People want to meet during the summer, so we'll continue onwards through the summer.
So far the ones we have read are:
Kathleen Rockhill, "disconnecting and sexuality: speaking the unspeakable in the classroom (1993) in Lankshear and McLaren's Critical Literacy (this is a brilliant piece that challenges so many concepts in the literacy world and she is reflexive, talking about her own experience of abuse).
Anna Robinson-Pant's "Illiterate woman" in women, literacy, and development (ed, Robinson-Pant), 2004. we also plan to read Chizu Sato's piece in that too.
Sheryl Gowan and Jennifer Bartlett (1997), "friends in the kitchen." A chapter in Hull's edited book, changing work, changing workers..."
Our next piece is one by bell hooks (any suggestions?)
And we plan to read Jenny Horsman's book, "too scared to learn." and the Lorna Rivera chapter in Women's studies (2004) , and a chapter by Kathleen Weiler on Freirean pedagogy from a feminist viewpoint.   we will also read The oakland readers series on women, enterprising women (Marilyn Martin-Jones), a chapter by Jane Mace in her book, playing with time, Bonny Norton's chapter on literacy and gender,  Jean Barr's work on liberating knowledge: research, feminism, and adult education, and the women and literacy change agent issue.
If you have others, please say! There are a number of women in the group who are interested in domestic violence issues w/literacy so I am attempting to get more of those.
It's also important to have broad representation across countries, different viewpoints, and across social class, ethnicity, race, and other factors, like ESOL, learning disabilities, etc..
Also, yes, I am interested in an online discussion on WIKI or on this listserv. If you do it on a WIKI, can you have a space for synchronous discussions? if so, perhaps you can have a "live chat" I don't know.
Later, Sondra
-----Original Message-----
From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
Sent: Mon 6/19/2006 1:09 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 331] Re: women and literacy reading group
Mev raises an interesting question about how a book group on this list would work. One way is that we would all decide to read the same book and give ourselves a deadline. Ideally, if I can get the author to be a guest facilitator, she/he would lead all of us in a discussion, the same way we have guest facilitators from time to time. If we cannot get the author, then I or another volunteer from the listserv would facilitate the discussion. We would make sure to keep book discussion, or something like that, in the subject line so that those not interested in participating can delete the message without reading it. In the meantime, discussions/postings would occur on other subjects, the same way we sometimes have more than one discussion thread going on during the same time. Another approach would be to do one chapter at a time (assuming that it is a chapter book). Both approaches have been done on other listservs. I am sure that there are other ways that some of you may sugges
 t.
Daphne
>>> mev at litwomen.org 06/18/06 7:50 PM >>>
Hi all
Just catching up on my email after being away the weekend...
Here are some suggestions I'd like to make on behalf of WE LEARN on
this reading group thread...
1) RE: women & literacy books groups for academics & activists...
I did such a group many years ago in conjunction with a feminist
bookstore in Mineapolis / St. Paul -- attended by women from the
community, academics & ABE folks. We read "Something in My Mind Besides
the Everyday" (J. Horsman) and "By Women/ For Women" (Laubach). I'd
love to see Sondra's list and I'd also like to suggest a new title -
the Women's Studies Quarterly #32 (1/2) on Women & Literacy (academic
research studies) - read in conjunction with The Change Agent #19 on
Women and literacy (by learners & teachers). and I'd also like to
direct you to other good titles on the women & literacy booklist on our
website: [http://www.litwomen.org/womlitbiblio.html]
I think such book groups provide a great possibility for folks to build
local community support around these topics.  The Twin Cities group
helped initiate some support to Women Leading through reading (see next)
2) RE: reading discussion circles for women learners....
I've had some experience with this over the past several years and I
think it's a great way to get learners thinking about reading for
various pursuits -- for example, connecting reading to what they want
to know more about and discussion to learning from each other. WE LEARN
has a grant pending for a project we want to do in RI -- something
we'll keep the list informed about if the project goes forward. In the
meantime, though, check out Women Leading through Reading
[http://www.litwomen.org/wltr.html] -- an initiative that offered book
discussion groups for women learners in the Twin Cities in the late
1990s. This manual is old -- and I'm looking for resources to update it
-- and if you have questions, let me know.
Also, some years back on this list we had a discussion about
women-centered literacy materials and several folks offered some
suggestions for using these materials with learners. I remember that
some ideas from Deb Schwartz about reading with learners were
especially useful -- you can see the archive at:
http://www.nifl.gov/nifl-womenlit/2002/0407.html
3) RE: or own book group on this list...
I'm not sure how a reading discussion (book group) would work on this
listserv -- frankly, I'd rather talk that type! but perhaps this is a
good impetus for another project... WE LEARN has been asked to consider
the possibility of taking responsibility to facilitate a women &
literacy topic thread on the Adult Literacy Education Wiki
[http://wiki.literacytent.org/index.php/Main_Page] Would this be of
interest to anyone? perhaps some book discussion threads could provide
initial focus.
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Mon Jun 19 07:28:27 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 19 Jun 2006 07:28:27 -0400
Subject: [WomenLiteracy 334] Re: women and literacy reading group
Message-ID: <s496521e.099@mailsrv4.gsu.edu>
Sondra-thanks for sharing so many of your materials. I am not sure that where the discussion is held needs to be an either or situation. One possibility is to have it on this listserv and then include it in the wiki, like we did with the literacy in Afghanistan discussion. Of course, the other way is possible too-to have it on the wiki and then include it here. I don't know if wikis have live chat capabilities, the listserv does not.
Daphne
>>> s.cuban at lancaster.ac.uk 06/19/06 2:45 AM >>>
Dear all, I'm glad this idea of a reading group sparked so many wonderful ideas, and Mev's experience and wisdom and materials are really a good place to start. With the group I have, we are just reading chapters in books and articles. The main reason is people's time. Although we only meet once a month, reading a chapter or article doesn't feel overwhelming to people and so it seems that more people are attending. On the other hand, I am hoping we can 'graduate' to books, but I'm really interested in all sorts of reading, including lyrics of women's songs, poetry, etc...many of the genres in WELEARN materials. Yes the women's studies quarterly 2004 issue on women and literacy is fabulous. I highly recommend it. And I also recommend Jenny Horsman's Something in my mind--a page turner! We will definitely be reading chapters from these two. we've only met 3 times and are meeting a 4th time next week. So far so good. People want to meet during the summer, so we'll continue onwar
 ds through the summer.
So far the ones we have read are:
Kathleen Rockhill, "disconnecting and sexuality: speaking the unspeakable in the classroom (1993) in Lankshear and McLaren's Critical Literacy (this is a brilliant piece that challenges so many concepts in the literacy world and she is reflexive, talking about her own experience of abuse).
Anna Robinson-Pant's "Illiterate woman" in women, literacy, and development (ed, Robinson-Pant), 2004. we also plan to read Chizu Sato's piece in that too.
Sheryl Gowan and Jennifer Bartlett (1997), "friends in the kitchen." A chapter in Hull's edited book, changing work, changing workers..."
Our next piece is one by bell hooks (any suggestions?)
And we plan to read Jenny Horsman's book, "too scared to learn." and the Lorna Rivera chapter in Women's studies (2004) , and a chapter by Kathleen Weiler on Freirean pedagogy from a feminist viewpoint.   we will also read The oakland readers series on women, enterprising women (Marilyn Martin-Jones), a chapter by Jane Mace in her book, playing with time, Bonny Norton's chapter on literacy and gender,  Jean Barr's work on liberating knowledge: research, feminism, and adult education, and the women and literacy change agent issue.
If you have others, please say! There are a number of women in the group who are interested in domestic violence issues w/literacy so I am attempting to get more of those.
It's also important to have broad representation across countries, different viewpoints, and across social class, ethnicity, race, and other factors, like ESOL, learning disabilities, etc..
Also, yes, I am interested in an online discussion on WIKI or on this listserv. If you do it on a WIKI, can you have a space for synchronous discussions? if so, perhaps you can have a "live chat" I don't know.
Later, Sondra
-----Original Message-----
From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
Sent: Mon 6/19/2006 1:09 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 331] Re: women and literacy reading group
Mev raises an interesting question about how a book group on this list would work. One way is that we would all decide to read the same book and give ourselves a deadline. Ideally, if I can get the author to be a guest facilitator, she/he would lead all of us in a discussion, the same way we have guest facilitators from time to time. If we cannot get the author, then I or another volunteer from the listserv would facilitate the discussion. We would make sure to keep book discussion, or something like that, in the subject line so that those not interested in participating can delete the message without reading it. In the meantime, discussions/postings would occur on other subjects, the same way we sometimes have more than one discussion thread going on during the same time. Another approach would be to do one chapter at a time (assuming that it is a chapter book). Both approaches have been done on other listservs. I am sure that there are other ways that some of you may sugges
 t.
Daphne
>>> mev at litwomen.org 06/18/06 7:50 PM >>>
Hi all
Just catching up on my email after being away the weekend...
Here are some suggestions I'd like to make on behalf of WE LEARN on
this reading group thread...
1) RE: women & literacy books groups for academics & activists...
I did such a group many years ago in conjunction with a feminist
bookstore in Mineapolis / St. Paul -- attended by women from the
community, academics & ABE folks. We read "Something in My Mind Besides
the Everyday" (J. Horsman) and "By Women/ For Women" (Laubach). I'd
love to see Sondra's list and I'd also like to suggest a new title -
the Women's Studies Quarterly #32 (1/2) on Women & Literacy (academic
research studies) - read in conjunction with The Change Agent #19 on
Women and literacy (by learners & teachers). and I'd also like to
direct you to other good titles on the women & literacy booklist on our
website: [http://www.litwomen.org/womlitbiblio.html]
I think such book groups provide a great possibility for folks to build
local community support around these topics.  The Twin Cities group
helped initiate some support to Women Leading through reading (see next)
2) RE: reading discussion circles for women learners....
I've had some experience with this over the past several years and I
think it's a great way to get learners thinking about reading for
various pursuits -- for example, connecting reading to what they want
to know more about and discussion to learning from each other. WE LEARN
has a grant pending for a project we want to do in RI -- something
we'll keep the list informed about if the project goes forward. In the
meantime, though, check out Women Leading through Reading
[http://www.litwomen.org/wltr.html] -- an initiative that offered book
discussion groups for women learners in the Twin Cities in the late
1990s. This manual is old -- and I'm looking for resources to update it
-- and if you have questions, let me know.
Also, some years back on this list we had a discussion about
women-centered literacy materials and several folks offered some
suggestions for using these materials with learners. I remember that
some ideas from Deb Schwartz about reading with learners were
especially useful -- you can see the archive at:
http://www.nifl.gov/nifl-womenlit/2002/0407.html
3) RE: or own book group on this list...
I'm not sure how a reading discussion (book group) would work on this
listserv -- frankly, I'd rather talk that type! but perhaps this is a
good impetus for another project... WE LEARN has been asked to consider
the possibility of taking responsibility to facilitate a women &
literacy topic thread on the Adult Literacy Education Wiki
[http://wiki.literacytent.org/index.php/Main_Page] Would this be of
interest to anyone? perhaps some book discussion threads could provide
initial focus.
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From mev at litwomen.org  Mon Jun 19 07:39:20 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Mon, 19 Jun 2006 07:39:20 -0400
Subject: [WomenLiteracy 335] Re: women and literacy reading group
In-Reply-To: <E36B692FEB773C4BB3EC8B1828516B871790F90E@exchange-be2.lancs.ac.uk>
Message-ID: <3F379AFD-FF88-11DA-9E90-000393ABE4D2@litwomen.org>
Sondra
There's much to choose from in bell hooks -- but I think a great place
for your discussion group is "Talking Back" Chapter 4 (especially, but
since they're short, through to 8)-- it specifically makes the
connections between literacy and feminist activism -- especially as
feminism has moved from the kitchen table into the academy!
Mev
On Monday, June 19, 2006, at 02:45  AM, Cuban, Sondra wrote:
> Dear all, I'm glad this idea of a reading group sparked so many
> wonderful ideas, and Mev's experience and wisdom and materials are
> really a good place to start. With the group I have, we are just
> reading chapters in books and articles. The main reason is people's
> time. Although we only meet once a month, reading a chapter or article
> doesn't feel overwhelming to people and so it seems that more people
> are attending. On the other hand, I am hoping we can 'graduate' to
> books, but I'm really interested in all sorts of reading, including
> lyrics of women's songs, poetry, etc...many of the genres in WELEARN
> materials. Yes the women's studies quarterly 2004 issue on women and
> literacy is fabulous. I highly recommend it. And I also recommend
> Jenny Horsman's Something in my mind--a page turner! We will
> definitely be reading chapters from these two. we've only met 3 times
> and are meeting a 4th time next week. So far so good. People want to
> meet during the summer, so we'll continue onwar
>  ds through the summer.
>
> So far the ones we have read are:
> Kathleen Rockhill, "disconnecting and sexuality: speaking the
> unspeakable in the classroom (1993) in Lankshear and McLaren's
> Critical Literacy (this is a brilliant piece that challenges so many
> concepts in the literacy world and she is reflexive, talking about her
> own experience of abuse).
>
> Anna Robinson-Pant's "Illiterate woman" in women, literacy, and
> development (ed, Robinson-Pant), 2004. we also plan to read Chizu
> Sato's piece in that too.
>
> Sheryl Gowan and Jennifer Bartlett (1997), "friends in the kitchen." A
> chapter in Hull's edited book, changing work, changing workers..."
>
> Our next piece is one by bell hooks (any suggestions?)
>
> And we plan to read Jenny Horsman's book, "too scared to learn." and
> the Lorna Rivera chapter in Women's studies (2004) , and a chapter by
> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint.   we
> will also read The oakland readers series on women, enterprising women
> (Marilyn Martin-Jones), a chapter by Jane Mace in her book, playing
> with time, Bonny Norton's chapter on literacy and gender,  Jean Barr's
> work on liberating knowledge: research, feminism, and adult education,
> and the women and literacy change agent issue.
>
> If you have others, please say! There are a number of women in the
> group who are interested in domestic violence issues w/literacy so I
> am attempting to get more of those.
>
> It's also important to have broad representation across countries,
> different viewpoints, and across social class, ethnicity, race, and
> other factors, like ESOL, learning disabilities, etc..
>
> Also, yes, I am interested in an online discussion on WIKI or on this
> listserv. If you do it on a WIKI, can you have a space for synchronous
> discussions? if so, perhaps you can have a "live chat" I don't know.
>
> Later, Sondra
>
From mev at litwomen.org  Mon Jun 19 07:59:06 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Mon, 19 Jun 2006 07:59:06 -0400
Subject: [WomenLiteracy 336] Re: women and literacy reading group
In-Reply-To: <s496521e.099@mailsrv4.gsu.edu>
Message-ID: <02182E4C-FF8B-11DA-9E90-000393ABE4D2@litwomen.org>
Daphne
thanks for the ideas for how to do a book discussion group on this
list. I'd be up for trying it here for the summer -- if anyone is still
on the list! since June is almost gone, maybe we could experiment with
something shorter (and easily available) in July & August -- perhaps
something accessible to all through Internet download??
A lot of the old CCLOW items are on the Internet & downloadable --
including one of my favorites - the canadian Women's Studies  issue on
Women & literacy -- here's a good list:
[http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18]
Also, Take on the Challenge: A Source Book from the Women, Violence,
and Adult Education Project, is also on the internet
{http://www.worlded.org/docs/TakeOnTheChallenge.pdf] (and Jenny &
perhaps Judy lurk on this list!)
btw - WE LEARN is also changing and expanding our website over the
summer. Finding ways of including chats, discussions, & distance
learning opportunities related to women & literacy are under
consideration. so maybe there's a way we could expand on these ideas
come the fall.
Mev
WE LEARN
On Monday, June 19, 2006, at 07:28  AM, Daphne Greenberg wrote:
> Sondra-thanks for sharing so many of your materials. I am not sure
> that where the discussion is held needs to be an either or situation.
> One possibility is to have it on this listserv and then include it in
> the wiki, like we did with the literacy in Afghanistan discussion. Of
> course, the other way is possible too-to have it on the wiki and then
> include it here. I don't know if wikis have live chat capabilities,
> the listserv does not.
> Daphne
>
>>>> s.cuban at lancaster.ac.uk 06/19/06 2:45 AM >>>
> Dear all, I'm glad this idea of a reading group sparked so many
> wonderful ideas, and Mev's experience and wisdom and materials are
> really a good place to start. With the group I have, we are just
> reading chapters in books and articles. The main reason is people's
> time. Although we only meet once a month, reading a chapter or article
> doesn't feel overwhelming to people and so it seems that more people
> are attending. On the other hand, I am hoping we can 'graduate' to
> books, but I'm really interested in all sorts of reading, including
> lyrics of women's songs, poetry, etc...many of the genres in WELEARN
> materials. Yes the women's studies quarterly 2004 issue on women and
> literacy is fabulous. I highly recommend it. And I also recommend
> Jenny Horsman's Something in my mind--a page turner! We will
> definitely be reading chapters from these two. we've only met 3 times
> and are meeting a 4th time next week. So far so good. People want to
> meet during the summer, so we'll continue onwar
>  ds through the summer.
>
> So far the ones we have read are:
> Kathleen Rockhill, "disconnecting and sexuality: speaking the
> unspeakable in the classroom (1993) in Lankshear and McLaren's
> Critical Literacy (this is a brilliant piece that challenges so many
> concepts in the literacy world and she is reflexive, talking about her
> own experience of abuse).
>
> Anna Robinson-Pant's "Illiterate woman" in women, literacy, and
> development (ed, Robinson-Pant), 2004. we also plan to read Chizu
> Sato's piece in that too.
>
> Sheryl Gowan and Jennifer Bartlett (1997), "friends in the kitchen." A
> chapter in Hull's edited book, changing work, changing workers..."
>
> Our next piece is one by bell hooks (any suggestions?)
>
> And we plan to read Jenny Horsman's book, "too scared to learn." and
> the Lorna Rivera chapter in Women's studies (2004) , and a chapter by
> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint.   we
> will also read The oakland readers series on women, enterprising women
> (Marilyn Martin-Jones), a chapter by Jane Mace in her book, playing
> with time, Bonny Norton's chapter on literacy and gender,  Jean Barr's
> work on liberating knowledge: research, feminism, and adult education,
> and the women and literacy change agent issue.
>
> If you have others, please say! There are a number of women in the
> group who are interested in domestic violence issues w/literacy so I
> am attempting to get more of those.
>
> It's also important to have broad representation across countries,
> different viewpoints, and across social class, ethnicity, race, and
> other factors, like ESOL, learning disabilities, etc..
>
> Also, yes, I am interested in an online discussion on WIKI or on this
> listserv. If you do it on a WIKI, can you have a space for synchronous
> discussions? if so, perhaps you can have a "live chat" I don't know.
>
> Later, Sondra
>
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
> Sent: Mon 6/19/2006 1:09 AM
> To: womenliteracy at nifl.gov
> Subject: [WomenLiteracy 331] Re: women and literacy reading group
>
> Mev raises an interesting question about how a book group on this list
> would work. One way is that we would all decide to read the same book
> and give ourselves a deadline. Ideally, if I can get the author to be
> a guest facilitator, she/he would lead all of us in a discussion, the
> same way we have guest facilitators from time to time. If we cannot
> get the author, then I or another volunteer from the listserv would
> facilitate the discussion. We would make sure to keep book discussion,
> or something like that, in the subject line so that those not
> interested in participating can delete the message without reading it.
> In the meantime, discussions/postings would occur on other subjects,
> the same way we sometimes have more than one discussion thread going
> on during the same time. Another approach would be to do one chapter
> at a time (assuming that it is a chapter book). Both approaches have
> been done on other listservs. I am sure that there are other ways that
> some of you may sugges
>  t.
> Daphne
>
>>>> mev at litwomen.org 06/18/06 7:50 PM >>>
> Hi all
>
> Just catching up on my email after being away the weekend...
>
> Here are some suggestions I'd like to make on behalf of WE LEARN on
> this reading group thread...
>
> 1) RE: women & literacy books groups for academics & activists...
> I did such a group many years ago in conjunction with a feminist
> bookstore in Mineapolis / St. Paul -- attended by women from the
> community, academics & ABE folks. We read "Something in My Mind Besides
> the Everyday" (J. Horsman) and "By Women/ For Women" (Laubach). I'd
> love to see Sondra's list and I'd also like to suggest a new title -
> the Women's Studies Quarterly #32 (1/2) on Women & Literacy (academic
> research studies) - read in conjunction with The Change Agent #19 on
> Women and literacy (by learners & teachers). and I'd also like to
> direct you to other good titles on the women & literacy booklist on our
> website: [http://www.litwomen.org/womlitbiblio.html]
> I think such book groups provide a great possibility for folks to build
> local community support around these topics.  The Twin Cities group
> helped initiate some support to Women Leading through reading (see
> next)
>
> 2) RE: reading discussion circles for women learners....
> I've had some experience with this over the past several years and I
> think it's a great way to get learners thinking about reading for
> various pursuits -- for example, connecting reading to what they want
> to know more about and discussion to learning from each other. WE LEARN
> has a grant pending for a project we want to do in RI -- something
> we'll keep the list informed about if the project goes forward. In the
> meantime, though, check out Women Leading through Reading
> [http://www.litwomen.org/wltr.html] -- an initiative that offered book
> discussion groups for women learners in the Twin Cities in the late
> 1990s. This manual is old -- and I'm looking for resources to update it
> -- and if you have questions, let me know.
>
> Also, some years back on this list we had a discussion about
> women-centered literacy materials and several folks offered some
> suggestions for using these materials with learners. I remember that
> some ideas from Deb Schwartz about reading with learners were
> especially useful -- you can see the archive at:
> http://www.nifl.gov/nifl-womenlit/2002/0407.html
>
> 3) RE: or own book group on this list...
> I'm not sure how a reading discussion (book group) would work on this
> listserv -- frankly, I'd rather talk that type! but perhaps this is a
> good impetus for another project... WE LEARN has been asked to consider
> the possibility of taking responsibility to facilitate a women &
> literacy topic thread on the Adult Literacy Education Wiki
> [http://wiki.literacytent.org/index.php/Main_Page] Would this be of
> interest to anyone? perhaps some book discussion threads could provide
> initial focus.
>
> Mev
> WE LEARN
> Women Expanding: Literacy Education Action Resource Network
> www.litwomen.org/welearn.html
>
> Mev Miller, Ed.D., Director
> 182 Riverside Ave.
> Cranston, RI 02910
> 401-383-4374
> welearn at litwomen.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From jataylor at utk.edu  Sun Jun 18 11:55:15 2006
From: jataylor at utk.edu (jataylor)
Date: Sun, 18 Jun 2006 11:55:15 -0400
Subject: [WomenLiteracy 337]  women as learners and math anxiety
Message-ID: <44A80706@webmail.utk.edu>
Dear All
I believe math anxiety can be a clear barrier for some students in seeing
themselves as successful at math (self-efficacy), and ultimately inhibiting
their ability to make progress with math. What strategies do you use to help
learners reduce math anxiety? How do you know (assess) whether or not the
strategy does indeed reduce anxiety? (of course there?s simply asking them
what they thought of the activity
) But are there also quick tools or other
formative assessments you use to gauge student comfort with learning math?
I?m also wondering -- are there math activities or classroom strategies, in
particular, with which women as learners have experienced success??
I?ve asked a similar question on the Assessment List. I?d be glad to collect
any strategies or resources posted to either list (pertaining to math
anxiety), and share them with you when the discussion is over.
Best, Jackie
Jackie Taylor, Adult Literacy Professional Development List Moderator,
jataylor at utk.edu
From mev at litwomen.org  Mon Jun 19 08:28:36 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Mon, 19 Jun 2006 08:28:36 -0400
Subject: [WomenLiteracy 338] Re: Numeracy
In-Reply-To: <s495cebf.081@mailsrv4.gsu.edu>
Message-ID: <21797356-FF8F-11DA-9E90-000393ABE4D2@litwomen.org>
I'm so looking forward to this discussion. IN addition to my obvious
interest for WE LEARN, I'm also working with math in my "day job."
SABES (System for Adult Basic Education Support) in Massachusetts is
starting the 2nd year of a 3 year initiative on Math -- with no
specific focus on women. So I'm hoping to get some ideas to take to our
regional work.
As for myself, I was "tracked" in HS to the academic threads -
including algebra 2 and advanced science. Of course, how serious my all
girls' HS in the early 70s was about sending girls to college is open
for debate. I do remember getting "scared" out of calculus and
trigonometry - never took either. I can't remember if it was a phobia
about those subjects that scared me off  or the reality of who was
teaching it ! I've never really been math phobic and especially loved
algebra -- something about it's abstractness and solving puzzles
actually appealed to me. I didn't like geometry then because it was all
about memorizing the theorems (at least, that's how I was taught) --
too many abstract words for me -- I didn't want to "read" math in that
way. for some reason, x + y made more sense - go figure!  But I think
I'd like it better now as I understand myself as a spacial/visual
learner and that's in geometry too I think. I like anything dealing
with number sense. but I have a terrible time remembering anything that
has numbers in it. (I can't rattle off statistics or percents unless
it's written in front of me).
My experience is not so much with ABE learners - but with teachers.
I've met a number of teachers who are called upon to teach math --
though it may not be their strong suit. I've talked to a couple of
teachers who experience a lack of confidence (which may or may not
include phobia) in teaching math and feel they struggle along with
their learners through the process. But I've also met a number of women
teachers who are excited and competent about teaching math -- and
finding interactive & practical/meaningful ways of teaching it.
I think one of the things I've come to appreciate over this past year
with the initiative is the understanding of how numeracy reaches across
many topics and educational areas. We tend to want to isolate it into a
45-minute period when in fact, teaching and learning math can happen in
reading, social science, day-to-day survival skills and workplace
skills. Also, teaching and learning math -- there is more than one way
to arrive at answers. We may be looking for one answer -- but there
will be multiple options for how we get to the answer.
I wonder if women use numeracy more than we identify it - and may not
fear it as much if we could get to more holistic, relational, and
creative ways of teaching/learning and experiencing it throughout the
fabric of our lives (how we cook, clean, garden, apply medications,
shop for bargains, sew or do fabric arts, figure better gas mileage,
estimate time,  use public transportation, maintain a budget,  decide
what phone plan to use, decide which job is better to take in terms if
income, distance, child care, etc. etc. etc.)
Mev
On Sunday, June 18, 2006, at 10:07  PM, Daphne Greenberg wrote:
> I would like to extend a very warm welcome to Judy Ward who has
> graciously agreed to be a guest facilitator on this listserv starting
> today through Friday June 30th. The focus of her guest faciliation is
> on adult numeracy and women.
> To help us get started, she invites us to think and share (if
> comfortable) answers to any of the following:
> How do you feel about math?
> Do you remember any situations both in and out of school that affected
> how you feel about math?
> Which mathematical topics/concepts would you say are your best?
> Which mathematical topics/concepts would you say are your most
> difficult?
> Do you or have you experienced "math anxiety"?
>
> If you have or currently teach your students math, how would you
> answer the following:
> How do most of your students feel about math?
> Have they ever shared any situations both in and out of school that
> affected how they feel about math?
> Which mathematical topics/concepts would you say are the easiest for
> your students to learn?
> Which mathematical topics/concepts would you say are the most
> difficult for your students to learn?
> Have any students shared with you that they experience "math anxiety"?
>
> Here is her introduction:
>
> Previous to earning my doctorate in adult education, I was a seventh
> grade mathematics teacher. Many of my students had experiences that
> manifested as mathematics anxiety. I found that by changing my
> teaching techniques to a more hands-on and visual approach and
> teaching for understanding, the anxiety level decreased drastically.
> About ten years ago I stumbled into adult education and found there
> was a need for my expertise. I am in the second year of a two year
> term as President Elect of the Adult Numeracy Network (ANN). ANN is
> dedicated to upgrading mathematics instruction for the adult learner.
>
> If you have any friends/colleagues who you think may be interested in
> joining us, please invite them to join us by subscribing at:
> http://www.nifl.gov/mailman/listinfo/Womenliteracy
>
>
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From andreawilder at comcast.net  Mon Jun 19 08:19:12 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Mon, 19 Jun 2006 08:19:12 -0400
Subject: [WomenLiteracy 339] Re: women and literacy reading group
In-Reply-To: <02182E4C-FF8B-11DA-9E90-000393ABE4D2@litwomen.org>
References: <02182E4C-FF8B-11DA-9E90-000393ABE4D2@litwomen.org>
Message-ID: <b214c108f089f136061423139c3f8069@comcast.net>
Mev,
Your insight is fabulous.  I look forward to continuing this discussion.
Andrea
On Jun 19, 2006, at 7:59 AM, mev at litwomen.org wrote:
> Daphne
> thanks for the ideas for how to do a book discussion group on this
> list. I'd be up for trying it here for the summer -- if anyone is still
> on the list! since June is almost gone, maybe we could experiment with
> something shorter (and easily available) in July & August -- perhaps
> something accessible to all through Internet download??
> A lot of the old CCLOW items are on the Internet & downloadable --
> including one of my favorites - the canadian Women's Studies  issue on
> Women & literacy -- here's a good list:
> [http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18]
> Also, Take on the Challenge: A Source Book from the Women, Violence,
> and Adult Education Project, is also on the internet
> {http://www.worlded.org/docs/TakeOnTheChallenge.pdf] (and Jenny &
> perhaps Judy lurk on this list!)
>
> btw - WE LEARN is also changing and expanding our website over the
> summer. Finding ways of including chats, discussions, & distance
> learning opportunities related to women & literacy are under
> consideration. so maybe there's a way we could expand on these ideas
> come the fall.
>
> Mev
> WE LEARN
>
>
>
> On Monday, June 19, 2006, at 07:28  AM, Daphne Greenberg wrote:
>
>> Sondra-thanks for sharing so many of your materials. I am not sure
>> that where the discussion is held needs to be an either or situation.
>> One possibility is to have it on this listserv and then include it in
>> the wiki, like we did with the literacy in Afghanistan discussion. Of
>> course, the other way is possible too-to have it on the wiki and then
>> include it here. I don't know if wikis have live chat capabilities,
>> the listserv does not.
>> Daphne
>>
>>>>> s.cuban at lancaster.ac.uk 06/19/06 2:45 AM >>>
>> Dear all, I'm glad this idea of a reading group sparked so many
>> wonderful ideas, and Mev's experience and wisdom and materials are
>> really a good place to start. With the group I have, we are just
>> reading chapters in books and articles. The main reason is people's
>> time. Although we only meet once a month, reading a chapter or article
>> doesn't feel overwhelming to people and so it seems that more people
>> are attending. On the other hand, I am hoping we can 'graduate' to
>> books, but I'm really interested in all sorts of reading, including
>> lyrics of women's songs, poetry, etc...many of the genres in WELEARN
>> materials. Yes the women's studies quarterly 2004 issue on women and
>> literacy is fabulous. I highly recommend it. And I also recommend
>> Jenny Horsman's Something in my mind--a page turner! We will
>> definitely be reading chapters from these two. we've only met 3 times
>> and are meeting a 4th time next week. So far so good. People want to
>> meet during the summer, so we'll continue onwar
>>  ds through the summer.
>>
>> So far the ones we have read are:
>> Kathleen Rockhill, "disconnecting and sexuality: speaking the
>> unspeakable in the classroom (1993) in Lankshear and McLaren's
>> Critical Literacy (this is a brilliant piece that challenges so many
>> concepts in the literacy world and she is reflexive, talking about her
>> own experience of abuse).
>>
>> Anna Robinson-Pant's "Illiterate woman" in women, literacy, and
>> development (ed, Robinson-Pant), 2004. we also plan to read Chizu
>> Sato's piece in that too.
>>
>> Sheryl Gowan and Jennifer Bartlett (1997), "friends in the kitchen." A
>> chapter in Hull's edited book, changing work, changing workers..."
>>
>> Our next piece is one by bell hooks (any suggestions?)
>>
>> And we plan to read Jenny Horsman's book, "too scared to learn." and
>> the Lorna Rivera chapter in Women's studies (2004) , and a chapter by
>> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint.   we
>> will also read The oakland readers series on women, enterprising women
>> (Marilyn Martin-Jones), a chapter by Jane Mace in her book, playing
>> with time, Bonny Norton's chapter on literacy and gender,  Jean Barr's
>> work on liberating knowledge: research, feminism, and adult education,
>> and the women and literacy change agent issue.
>>
>> If you have others, please say! There are a number of women in the
>> group who are interested in domestic violence issues w/literacy so I
>> am attempting to get more of those.
>>
>> It's also important to have broad representation across countries,
>> different viewpoints, and across social class, ethnicity, race, and
>> other factors, like ESOL, learning disabilities, etc..
>>
>> Also, yes, I am interested in an online discussion on WIKI or on this
>> listserv. If you do it on a WIKI, can you have a space for synchronous
>> discussions? if so, perhaps you can have a "live chat" I don't know.
>>
>> Later, Sondra
>>
>>
>> -----Original Message-----
>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
>> Sent: Mon 6/19/2006 1:09 AM
>> To: womenliteracy at nifl.gov
>> Subject: [WomenLiteracy 331] Re: women and literacy reading group
>>
>> Mev raises an interesting question about how a book group on this list
>> would work. One way is that we would all decide to read the same book
>> and give ourselves a deadline. Ideally, if I can get the author to be
>> a guest facilitator, she/he would lead all of us in a discussion, the
>> same way we have guest facilitators from time to time. If we cannot
>> get the author, then I or another volunteer from the listserv would
>> facilitate the discussion. We would make sure to keep book discussion,
>> or something like that, in the subject line so that those not
>> interested in participating can delete the message without reading it.
>> In the meantime, discussions/postings would occur on other subjects,
>> the same way we sometimes have more than one discussion thread going
>> on during the same time. Another approach would be to do one chapter
>> at a time (assuming that it is a chapter book). Both approaches have
>> been done on other listservs. I am sure that there are other ways that
>> some of you may sugges
>>  t.
>> Daphne
>>
>>>>> mev at litwomen.org 06/18/06 7:50 PM >>>
>> Hi all
>>
>> Just catching up on my email after being away the weekend...
>>
>> Here are some suggestions I'd like to make on behalf of WE LEARN on
>> this reading group thread...
>>
>> 1) RE: women & literacy books groups for academics & activists...
>> I did such a group many years ago in conjunction with a feminist
>> bookstore in Mineapolis / St. Paul -- attended by women from the
>> community, academics & ABE folks. We read "Something in My Mind
>> Besides
>> the Everyday" (J. Horsman) and "By Women/ For Women" (Laubach). I'd
>> love to see Sondra's list and I'd also like to suggest a new title -
>> the Women's Studies Quarterly #32 (1/2) on Women & Literacy (academic
>> research studies) - read in conjunction with The Change Agent #19 on
>> Women and literacy (by learners & teachers). and I'd also like to
>> direct you to other good titles on the women & literacy booklist on
>> our
>> website: [http://www.litwomen.org/womlitbiblio.html]
>> I think such book groups provide a great possibility for folks to
>> build
>> local community support around these topics.  The Twin Cities group
>> helped initiate some support to Women Leading through reading (see
>> next)
>>
>> 2) RE: reading discussion circles for women learners....
>> I've had some experience with this over the past several years and I
>> think it's a great way to get learners thinking about reading for
>> various pursuits -- for example, connecting reading to what they want
>> to know more about and discussion to learning from each other. WE
>> LEARN
>> has a grant pending for a project we want to do in RI -- something
>> we'll keep the list informed about if the project goes forward. In the
>> meantime, though, check out Women Leading through Reading
>> [http://www.litwomen.org/wltr.html] -- an initiative that offered book
>> discussion groups for women learners in the Twin Cities in the late
>> 1990s. This manual is old -- and I'm looking for resources to update
>> it
>> -- and if you have questions, let me know.
>>
>> Also, some years back on this list we had a discussion about
>> women-centered literacy materials and several folks offered some
>> suggestions for using these materials with learners. I remember that
>> some ideas from Deb Schwartz about reading with learners were
>> especially useful -- you can see the archive at:
>> http://www.nifl.gov/nifl-womenlit/2002/0407.html
>>
>> 3) RE: or own book group on this list...
>> I'm not sure how a reading discussion (book group) would work on this
>> listserv -- frankly, I'd rather talk that type! but perhaps this is a
>> good impetus for another project... WE LEARN has been asked to
>> consider
>> the possibility of taking responsibility to facilitate a women &
>> literacy topic thread on the Adult Literacy Education Wiki
>> [http://wiki.literacytent.org/index.php/Main_Page] Would this be of
>> interest to anyone? perhaps some book discussion threads could provide
>> initial focus.
>>
>> Mev
>> WE LEARN
>> Women Expanding: Literacy Education Action Resource Network
>> www.litwomen.org/welearn.html
>>
>> Mev Miller, Ed.D., Director
>> 182 Riverside Ave.
>> Cranston, RI 02910
>> 401-383-4374
>> welearn at litwomen.org
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From djrosen at comcast.net  Mon Jun 19 09:30:36 2006
From: djrosen at comcast.net (djrosen at comcast.net)
Date: Mon, 19 Jun 2006 13:30:36 +0000
Subject: [WomenLiteracy 340]  Adult Literacy Education (ALE) Wiki
Message-ID: <061920061330.14293.4496A6FB000D4DBB000037D52206998499020A9C019D060B@comcast.net>
Colleagues,
The Adult Literacy Education (ALE) Wiki now has 30 topics, a newly designed
front page, over 730 pages of content, and more  than 600 subscribers.  Every week adult literacy educators add new content.
The ALE Wiki is a community of practice and a professional development
treasurehouse.  Check it out -- or visit again -- at:
http://wiki.literacytent.org/index.php/Main_Page
For some of the topic areas we still nead Topic Area Leaders.  If you are interested in learning more about this, please email me.
David J. Rosen
djrosen at comcast.net
From j.e.ward at cox.net  Mon Jun 19 16:11:29 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Mon, 19 Jun 2006 15:11:29 -0500
Subject: [WomenLiteracy 341] Re: Numeracy
In-Reply-To: <21797356-FF8F-11DA-9E90-000393ABE4D2@litwomen.org>
Message-ID: <001101c693dc$8da31040$6402a8c0@Judy>
Mev,
I am familiar with SABES and the great job it has done for numeracy over the
years. Also, several people from Massachusetts are numeracy pioneers in the
US.
Between 2001 and 2004 I received a grant from the Winthrop Rockefeller
Foundation that funded the Arkansas Adult Numeracy Campaign. The grant was
based on the research I did on adult educators in Arkansas. My research and
experience with adult educators indicates they teach math only because it is
part of the job, they receive almost no training in how to teach math and
they have weak backgrounds in math. The training they do receive relates
almost entirely to helping their students pass the GED. In addition, they
tend to teach the way they were taught and, in fact, struggle with their own
skill level.
As a 7th grade math teacher I tired of students coming to me still not
understanding fractions, decimals, and percents. So, I changed my teaching
methods to include manipulatives and other visual methods. Once I began
teaching for understanding by using manipulatives such as the Cuisenaire
rods, the "light bulb" came on for everyone and they were much happier (as
was I).
When I stumbled into adult education, it became obvious that the same
problems existed. Not only did the adult students not understand fractions,
decimals, and percents, but neither did the instructors. During workshops I
have given, there have been many occasions the "light bulb" moment has
occurred with an adult educator. Sometimes even tears were shed.
Many think that math is computation only and it is taught as an isolated
subject. However, as we all know, in today's world more is needed. Also,
most people use math in everyday life but don't consider it math because
math is what they did in school. This is where numeracy comes into play.
Math becomes part of reading, literature, social studies, everyday problem
solving, and science.
We must remember that everyone does not learn the same especially when it
comes to math. Literacy instructors know there is more than one way to teach
reading but when it comes to math the tendency is to be stuck on computation
only.
Judy Ward
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of mev at litwomen.org
Sent: Monday, June 19, 2006 7:29 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 338] Re: Numeracy
I'm so looking forward to this discussion. IN addition to my obvious
interest for WE LEARN, I'm also working with math in my "day job."
SABES (System for Adult Basic Education Support) in Massachusetts is
starting the 2nd year of a 3 year initiative on Math -- with no
specific focus on women. So I'm hoping to get some ideas to take to our
regional work.
As for myself, I was "tracked" in HS to the academic threads -
including algebra 2 and advanced science. Of course, how serious my all
girls' HS in the early 70s was about sending girls to college is open
for debate. I do remember getting "scared" out of calculus and
trigonometry - never took either. I can't remember if it was a phobia
about those subjects that scared me off  or the reality of who was
teaching it ! I've never really been math phobic and especially loved
algebra -- something about it's abstractness and solving puzzles
actually appealed to me. I didn't like geometry then because it was all
about memorizing the theorems (at least, that's how I was taught) --
too many abstract words for me -- I didn't want to "read" math in that
way. for some reason, x + y made more sense - go figure!  But I think
I'd like it better now as I understand myself as a spacial/visual
learner and that's in geometry too I think. I like anything dealing
with number sense. but I have a terrible time remembering anything that
has numbers in it. (I can't rattle off statistics or percents unless
it's written in front of me).
My experience is not so much with ABE learners - but with teachers.
I've met a number of teachers who are called upon to teach math --
though it may not be their strong suit. I've talked to a couple of
teachers who experience a lack of confidence (which may or may not
include phobia) in teaching math and feel they struggle along with
their learners through the process. But I've also met a number of women
teachers who are excited and competent about teaching math -- and
finding interactive & practical/meaningful ways of teaching it.
I think one of the things I've come to appreciate over this past year
with the initiative is the understanding of how numeracy reaches across
many topics and educational areas. We tend to want to isolate it into a
45-minute period when in fact, teaching and learning math can happen in
reading, social science, day-to-day survival skills and workplace
skills. Also, teaching and learning math -- there is more than one way
to arrive at answers. We may be looking for one answer -- but there
will be multiple options for how we get to the answer.
I wonder if women use numeracy more than we identify it - and may not
fear it as much if we could get to more holistic, relational, and
creative ways of teaching/learning and experiencing it throughout the
fabric of our lives (how we cook, clean, garden, apply medications,
shop for bargains, sew or do fabric arts, figure better gas mileage,
estimate time,  use public transportation, maintain a budget,  decide
what phone plan to use, decide which job is better to take in terms if
income, distance, child care, etc. etc. etc.)
Mev
On Sunday, June 18, 2006, at 10:07  PM, Daphne Greenberg wrote:
> I would like to extend a very warm welcome to Judy Ward who has
> graciously agreed to be a guest facilitator on this listserv starting
> today through Friday June 30th. The focus of her guest faciliation is
> on adult numeracy and women.
> To help us get started, she invites us to think and share (if
> comfortable) answers to any of the following:
> How do you feel about math?
> Do you remember any situations both in and out of school that affected
> how you feel about math?
> Which mathematical topics/concepts would you say are your best?
> Which mathematical topics/concepts would you say are your most
> difficult?
> Do you or have you experienced "math anxiety"?
>
> If you have or currently teach your students math, how would you
> answer the following:
> How do most of your students feel about math?
> Have they ever shared any situations both in and out of school that
> affected how they feel about math?
> Which mathematical topics/concepts would you say are the easiest for
> your students to learn?
> Which mathematical topics/concepts would you say are the most
> difficult for your students to learn?
> Have any students shared with you that they experience "math anxiety"?
>
> Here is her introduction:
>
> Previous to earning my doctorate in adult education, I was a seventh
> grade mathematics teacher. Many of my students had experiences that
> manifested as mathematics anxiety. I found that by changing my
> teaching techniques to a more hands-on and visual approach and
> teaching for understanding, the anxiety level decreased drastically.
> About ten years ago I stumbled into adult education and found there
> was a need for my expertise. I am in the second year of a two year
> term as President Elect of the Adult Numeracy Network (ANN). ANN is
> dedicated to upgrading mathematics instruction for the adult learner.
>
> If you have any friends/colleagues who you think may be interested in
> joining us, please invite them to join us by subscribing at:
> http://www.nifl.gov/mailman/listinfo/Womenliteracy
>
>
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From lalumineuse at yahoo.com  Tue Jun 20 04:22:45 2006
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Tue, 20 Jun 2006 01:22:45 -0700 (PDT)
Subject: [WomenLiteracy 342] Re: women and literacy reading group
In-Reply-To: <E36B692FEB773C4BB3EC8B1828516B871790F90E@exchange-be2.lancs.ac.uk>
Message-ID: <20060620082245.88920.qmail@web55112.mail.re4.yahoo.com>
Dear Sondra,
Do you read fiction?
Ujwala
--- "Cuban, Sondra" <s.cuban at lancaster.ac.uk> wrote:
> Dear all, I'm glad this idea of a reading group
> sparked so many wonderful ideas, and Mev's
> experience and wisdom and materials are really a
> good place to start. With the group I have, we are
> just reading chapters in books and articles. The
> main reason is people's time. Although we only meet
> once a month, reading a chapter or article doesn't
> feel overwhelming to people and so it seems that
> more people are attending. On the other hand, I am
> hoping we can 'graduate' to books, but I'm really
> interested in all sorts of reading, including lyrics
> of women's songs, poetry, etc...many of the genres
> in WELEARN materials. Yes the women's studies
> quarterly 2004 issue on women and literacy is
> fabulous. I highly recommend it. And I also
> recommend Jenny Horsman's Something in my mind--a
> page turner! We will definitely be reading chapters
> from these two. we've only met 3 times and are
> meeting a 4th time next week. So far so good. People
> want to meet during the summer, so we'll continue
> onwar
>  ds through the summer.
>
> So far the ones we have read are:
> Kathleen Rockhill, "disconnecting and sexuality:
> speaking the unspeakable in the classroom (1993) in
> Lankshear and McLaren's Critical Literacy (this is a
> brilliant piece that challenges so many concepts in
> the literacy world and she is reflexive, talking
> about her own experience of abuse).
>
> Anna Robinson-Pant's "Illiterate woman" in women,
> literacy, and development (ed, Robinson-Pant), 2004.
> we also plan to read Chizu Sato's piece in that too.
>
>
> Sheryl Gowan and Jennifer Bartlett (1997), "friends
> in the kitchen." A chapter in Hull's edited book,
> changing work, changing workers..."
>
> Our next piece is one by bell hooks (any
> suggestions?)
>
> And we plan to read Jenny Horsman's book, "too
> scared to learn." and the Lorna Rivera chapter in
> Women's studies (2004) , and a chapter by Kathleen
> Weiler on Freirean pedagogy from a feminist
> viewpoint.   we will also read The oakland readers
> series on women, enterprising women (Marilyn
> Martin-Jones), a chapter by Jane Mace in her book,
> playing with time, Bonny Norton's chapter on
> literacy and gender,  Jean Barr's work on liberating
> knowledge: research, feminism, and adult education,
> and the women and literacy change agent issue.
>
> If you have others, please say! There are a number
> of women in the group who are interested in domestic
> violence issues w/literacy so I am attempting to get
> more of those.
>
> It's also important to have broad representation
> across countries, different viewpoints, and across
> social class, ethnicity, race, and other factors,
> like ESOL, learning disabilities, etc..
>
> Also, yes, I am interested in an online discussion
> on WIKI or on this listserv. If you do it on a WIKI,
> can you have a space for synchronous discussions? if
> so, perhaps you can have a "live chat" I don't know.
>
>
> Later, Sondra
>
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov on behalf of
> Daphne Greenberg
> Sent: Mon 6/19/2006 1:09 AM
> To: womenliteracy at nifl.gov
> Subject: [WomenLiteracy 331] Re: women and literacy
> reading group
>
> Mev raises an interesting question about how a book
> group on this list would work. One way is that we
> would all decide to read the same book and give
> ourselves a deadline. Ideally, if I can get the
> author to be a guest facilitator, she/he would lead
> all of us in a discussion, the same way we have
> guest facilitators from time to time. If we cannot
> get the author, then I or another volunteer from the
> listserv would facilitate the discussion. We would
> make sure to keep book discussion, or something like
> that, in the subject line so that those not
> interested in participating can delete the message
> without reading it. In the meantime,
> discussions/postings would occur on other subjects,
> the same way we sometimes have more than one
> discussion thread going on during the same time.
> Another approach would be to do one chapter at a
> time (assuming that it is a chapter book). Both
> approaches have been done on other listservs. I am
> sure that there are other ways that some of you may
> sugges
>  t.
> Daphne
>
> >>> mev at litwomen.org 06/18/06 7:50 PM >>>
> Hi all
>
> Just catching up on my email after being away the
> weekend...
>
> Here are some suggestions I'd like to make on behalf
> of WE LEARN on
> this reading group thread...
>
> 1) RE: women & literacy books groups for academics &
> activists...
> I did such a group many years ago in conjunction
> with a feminist
> bookstore in Mineapolis / St. Paul -- attended by
> women from the
> community, academics & ABE folks. We read "Something
> in My Mind Besides
> the Everyday" (J. Horsman) and "By Women/ For Women"
> (Laubach). I'd
> love to see Sondra's list and I'd also like to
> suggest a new title -
> the Women's Studies Quarterly #32 (1/2) on Women &
> Literacy (academic
> research studies) - read in conjunction with The
> Change Agent #19 on
> Women and literacy (by learners & teachers). and I'd
> also like to
> direct you to other good titles on the women &
> literacy booklist on our
> website: [http://www.litwomen.org/womlitbiblio.html]
> I think such book groups provide a great possibility
> for folks to build
> local community support around these topics.  The
> Twin Cities group
> helped initiate some support to Women Leading
> through reading (see next)
>
> 2) RE: reading discussion circles for women
> learners....
> I've had some experience with this over the past
> several years and I
> think it's a great way to get learners thinking
> about reading for
> various pursuits -- for example, connecting reading
> to what they want
> to know more about and discussion to learning from
> each other. WE LEARN
> has a grant pending for a project we want to do in
> RI -- something
> we'll keep the list informed about if the project
> goes forward. In the
> meantime, though, check out Women Leading through
> Reading
> [http://www.litwomen.org/wltr.html] -- an initiative
> that offered book
> discussion groups for women learners in the Twin
> Cities in the late
> 1990s. This manual is old -- and I'm looking for
> resources to update it
> -- and if you have questions, let me know.
>
> Also, some years back on this list we had a
> discussion about
> women-centered literacy materials and several folks
> offered some
> suggestions for using these materials with learners.
> I remember that
> some ideas from Deb Schwartz about reading with
> learners were
> especially useful -- you can see the archive at:
> http://www.nifl.gov/nifl-womenlit/2002/0407.html
>
> 3) RE: or own book group on this list...
> I'm not sure how a reading discussion (book group)
> would work on this
> listserv -- frankly, I'd rather talk that type! but
> perhaps this is a
> good impetus for another project... WE LEARN has
> been asked to consider
> the possibility of taking responsibility to
> facilitate a women &
> literacy topic thread on the Adult Literacy
> Education Wiki
> [http://wiki.literacytent.org/index.php/Main_Page]
> Would this be of
> interest to anyone? perhaps some book discussion
> threads could provide
> initial focus.
>
> Mev
> WE LEARN
> Women Expanding: Literacy Education Action Resource
> Network
> www.litwomen.org/welearn.html
>
=== message truncated ===
__________________________________________________
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From bfreeman at famlit.org  Tue Jun 20 11:30:21 2006
From: bfreeman at famlit.org (Bonnie Freeman)
Date: Tue, 20 Jun 2006 11:30:21 -0400
Subject: [WomenLiteracy 343] Re: women and literacy reading group
Message-ID: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE4019AEF57@SYNNODE2>
I have had experience.  Not online however it can't be to difficult.
I'll look for this book.
Bonnie Lash Freeman
Director - Training/Special Projects
National Center for Family Literacy
325 W Main St Suite 300
Louisville, KY 40202
502 584 1133 ext 115
bfreeman at famlit.org
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
Sent: Sunday, June 18, 2006 5:37 PM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 328] Re: women and literacy reading group
Bonnie et al,
The first book I'd like to suggest is by Catherine MacKinnon, "Are Women
Human?'  I've talked about this book on the list before, as I bought it
after hearing MacKinnon, but I would like to read it WITH other people.
has anyone here had experience with leading a book discussion?  She is a
lawyer with an international clientele, very lucid speaker, very
thoughtful, very respectful of audience questions.
What do others think?
Andrea
On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote:
> Andrea,
> Have you created a book list as yet?
> Bonnie
>
>
> Bonnie Lash Freeman
> Director - Training/Special Projects
> National Center for Family Literacy
> 325 W Main St Suite 300
> Louisville, KY 40202
> 502 584 1133 ext 115
> bfreeman at famlit.org
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
> Sent: Sunday, June 18, 2006 9:27 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 325] Re: women and literacy reading group
>
> Daphne,
>
> I'd sure like to be in a women/literacy group on this list serv.  What
> do others think?
>
> Andrea
>
>
> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote:
>
>> Daphne, I've started a reading group on women writers and researchers
>> on the topic of  women and literacy---so we'll read anything from
>> Anna
>
>> Robinson-Pant's work to Sapphire to the Oakland Readers series on
>> women. The group includes women lecturers, researchers, doctoral and
>> masters students from Education, Religious Studies, and, Educational
>> Research.  Everyone in the group is interested in issues related to
>> women and literacy from different angles. Thats what I mean. The
>> staff
>
>> learning centre at the university offers literacy courses to those
>> who
>
>> want literacy and language instruction. I think your idea of starting
>> a women and literacy reading group for women literacy learners is a
>> good one. It would be different than what the staff centre
>> offers--using a reading group venue might be a lot of fun too. I'll
>> think about how that could work! Thanks, Sondra -----Original
>> Message-----
>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
>> Sent: Sat 6/17/2006 6:53 PM
>> To: womenliteracy at nifl.gov
>> Subject: [WomenLiteracy 323]  women and literacy reading group
>>
>> Sondra,
>> When you say that you have started a women and literacy reading group
>> at your university, what do you mean? Is this a group for women who
>> have difficulty reading that is held at the university, is it for
>> faculty/staff? How often does it mean and what happens in the group?
>> Thanks,
>> Daphne
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy Georgia State University P.O.
>> Box 3977 Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
>> Hi Mev, Hi all,
>>
>> I was really sorry to miss the women and literacy conference this
>> past
>
>> year, ---- it looked fantastic!!! I am now living in England (and
>> Ujwala, if you are reading this, please call me!). I have started a
>> women and literacy reading group at my university, and would like to
>> do more....Are there others out there who can make some suggestions
>> about what an academic can do to create more women-literacy
>> knowledge-generating activities in or around her workplace and
>> community? Thanks and hope you are doing well! Sondra
>>
>>
>> -----Original Message-----
>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
>> Sent: Wed 6/14/2006 7:38 PM
>> To: NIFL Womenlit
>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional
>> Development; NIFL Povracelit Povracelit
>> Subject: [WomenLiteracy 317]  WE LEARN Newsletter
>>
>> Looking for some good summer reading?
>> Have a look at the news & updates from WE LEARN...Please be sure to
>> check out these links...
>>
>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
>>
>> New titles to our database:
>> http://www.litwomen.org/learnmats/06new.html
>>
>> Annual Conference -- 2006 Report & 2007 early news:
>> http://www.litwomen.org/conference.html
>>
>> Excepts from the 1st issue of Women's Perspectives - Health &
>> Wellness
>
>> student writing Initiative also available:
>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>>
>> For complete details about Women's Perspectives go to:
>> http://www.litwomen.org/perspectives.html
>>
>> We also invite you to get involved in our many projects:
>> http://www.litwomen.org/projects.html
>>
>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
>>
>> Enjoy your summer.
>>
>>
>> WE LEARN
>> Women Expanding: Literacy Education Action Resource Network
>> www.litwomen.org/welearn.html
>>
>> Mev Miller, Ed.D., Director
>> 182 Riverside Ave.
>> Cranston, RI 02910
>> 401-383-4374
>> welearn at litwomen.org
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
----------------------------------------------------
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Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From ALCDGG at langate.gsu.edu  Tue Jun 20 11:39:22 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 20 Jun 2006 11:39:22 -0400
Subject: [WomenLiteracy 344]   Re: women and literacy reading group
Message-ID: <s497de74.068@mailsrv4.gsu.edu>
Bonnie and others-
feel free to look for the book. But if we want to do a book discussion on this listserv, we will need to go through a process where we figure out when/how to run it, who will run it, and which book/article we all want to read. Ideally, I would like to focus on our women and numeracy issue right now, because we have a guest facilitator who can only be with us for the next two weeks. I know that many of you have expressed an interest in discussing numeracy on this listserv with an expert, so here is our chance. However, if people want to pursue a the idea of a book discussion now, I am open to that.
Daphne
>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>>
I have had experience.  Not online however it can't be to difficult.
I'll look for this book.
Bonnie Lash Freeman
Director - Training/Special Projects
National Center for Family Literacy
325 W Main St Suite 300
Louisville, KY 40202
502 584 1133 ext 115
bfreeman at famlit.org
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
Sent: Sunday, June 18, 2006 5:37 PM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 328] Re: women and literacy reading group
Bonnie et al,
The first book I'd like to suggest is by Catherine MacKinnon, "Are Women
Human?'  I've talked about this book on the list before, as I bought it
after hearing MacKinnon, but I would like to read it WITH other people.
has anyone here had experience with leading a book discussion?  She is a
lawyer with an international clientele, very lucid speaker, very
thoughtful, very respectful of audience questions.
What do others think?
Andrea
On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote:
> Andrea,
> Have you created a book list as yet?
> Bonnie
>
>
> Bonnie Lash Freeman
> Director - Training/Special Projects
> National Center for Family Literacy
> 325 W Main St Suite 300
> Louisville, KY 40202
> 502 584 1133 ext 115
> bfreeman at famlit.org
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
> Sent: Sunday, June 18, 2006 9:27 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 325] Re: women and literacy reading group
>
> Daphne,
>
> I'd sure like to be in a women/literacy group on this list serv.  What
> do others think?
>
> Andrea
>
>
> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote:
>
>> Daphne, I've started a reading group on women writers and researchers
>> on the topic of  women and literacy---so we'll read anything from
>> Anna
>
>> Robinson-Pant's work to Sapphire to the Oakland Readers series on
>> women. The group includes women lecturers, researchers, doctoral and
>> masters students from Education, Religious Studies, and, Educational
>> Research.  Everyone in the group is interested in issues related to
>> women and literacy from different angles. Thats what I mean. The
>> staff
>
>> learning centre at the university offers literacy courses to those
>> who
>
>> want literacy and language instruction. I think your idea of starting
>> a women and literacy reading group for women literacy learners is a
>> good one. It would be different than what the staff centre
>> offers--using a reading group venue might be a lot of fun too. I'll
>> think about how that could work! Thanks, Sondra -----Original
>> Message-----
>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
>> Sent: Sat 6/17/2006 6:53 PM
>> To: womenliteracy at nifl.gov
>> Subject: [WomenLiteracy 323]  women and literacy reading group
>>
>> Sondra,
>> When you say that you have started a women and literacy reading group
>> at your university, what do you mean? Is this a group for women who
>> have difficulty reading that is held at the university, is it for
>> faculty/staff? How often does it mean and what happens in the group?
>> Thanks,
>> Daphne
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy Georgia State University P.O.
>> Box 3977 Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
>> Hi Mev, Hi all,
>>
>> I was really sorry to miss the women and literacy conference this
>> past
>
>> year, ---- it looked fantastic!!! I am now living in England (and
>> Ujwala, if you are reading this, please call me!). I have started a
>> women and literacy reading group at my university, and would like to
>> do more....Are there others out there who can make some suggestions
>> about what an academic can do to create more women-literacy
>> knowledge-generating activities in or around her workplace and
>> community? Thanks and hope you are doing well! Sondra
>>
>>
>> -----Original Message-----
>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
>> Sent: Wed 6/14/2006 7:38 PM
>> To: NIFL Womenlit
>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional
>> Development; NIFL Povracelit Povracelit
>> Subject: [WomenLiteracy 317]  WE LEARN Newsletter
>>
>> Looking for some good summer reading?
>> Have a look at the news & updates from WE LEARN...Please be sure to
>> check out these links...
>>
>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
>>
>> New titles to our database:
>> http://www.litwomen.org/learnmats/06new.html
>>
>> Annual Conference -- 2006 Report & 2007 early news:
>> http://www.litwomen.org/conference.html
>>
>> Excepts from the 1st issue of Women's Perspectives - Health &
>> Wellness
>
>> student writing Initiative also available:
>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>>
>> For complete details about Women's Perspectives go to:
>> http://www.litwomen.org/perspectives.html
>>
>> We also invite you to get involved in our many projects:
>> http://www.litwomen.org/projects.html
>>
>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
>>
>> Enjoy your summer.
>>
>>
>> WE LEARN
>> Women Expanding: Literacy Education Action Resource Network
>> www.litwomen.org/welearn.html
>>
>> Mev Miller, Ed.D., Director
>> 182 Riverside Ave.
>> Cranston, RI 02910
>> 401-383-4374
>> welearn at litwomen.org
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Tue Jun 20 18:55:57 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 20 Jun 2006 18:55:57 -0400
Subject: [WomenLiteracy 345] math concepts behind saving and investing-xpost
	from	technology and literacy listserv
Message-ID: <s49844c6.075@mailsrv4.gsu.edu>
Given our theme of women and numeracy, I thought that this cross post from the technology and listserv is very appropriate:
This September the Adult Literacy Media Alliance is releasing a new multimedia financial literacy curriculum TV411 Save Smart developed with a generous grant from the NASD Investor Education Foundation. TV411 Save Smart features TV411's math-minded Calculating Woman and highlights key literacy and math concepts behind saving and investing. The curriculum, designed for ABE students, is made up of four units:  Planning for Retirement; Tax-Deferred Savings and Investing; Tracking Mutual Funds; and Reading the Fine Print.
To learn more about it go to:
http://www.tv411.org/index.shtml
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From andreawilder at comcast.net  Wed Jun 21 08:35:00 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Wed, 21 Jun 2006 08:35:00 -0400
Subject: [WomenLiteracy 346] Re: math concepts behind saving and
	investing-xpost from	technology and literacy listserv
In-Reply-To: <s49844c6.075@mailsrv4.gsu.edu>
References: <s49844c6.075@mailsrv4.gsu.edu>
Message-ID: <817805a3bd7eaac0392daec68fc3598b@comcast.net>
Friends--
It is simply ESSENTIAL that women learn how to manage money.  This is a
life-time topic.  I speak from experience on this one.
No body gave me advice, I had to hammer on people to get basic
information.  People DO NOT  want to talk about the ins and outs of
taking care of money.
Fortunately, i picked up enough to survive, but knowledge on this topic
goes FAR beyond a checking account.  In my experience,  women, when
given good information, are fabulous strategic planners.
I think that what helped me MOST was money success stories from women
who had been very clever with their money.  I picked up tips.  Another
thing  that helped me was 2 groups of close friends who increased
exponentially my connections to information.  War stories help here.
I know this is me talking about my experiences, but my experiences will
have some linkages to adult students--i think of myself sometimes like
an adult student, anyway.
Andrea
On Jun 20, 2006, at 6:55 PM, Daphne Greenberg wrote:
> Given our theme of women and numeracy, I thought that this cross post
> from the technology and listserv is very appropriate:
> This September the Adult Literacy Media Alliance is releasing a new
> multimedia financial literacy curriculum TV411 Save Smart developed
> with a generous grant from the NASD Investor Education Foundation.
> TV411 Save Smart features TV411's math-minded Calculating Woman and
> highlights key literacy and math concepts behind saving and investing.
> The curriculum, designed for ABE students, is made up of four units:
> Planning for Retirement; Tax-Deferred Savings and Investing; Tracking
> Mutual Funds; and Reading the Fine Print.
> To learn more about it go to:
> http://www.tv411.org/index.shtml
> Daphne
>
>
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From j.e.ward at cox.net  Wed Jun 21 12:27:45 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Wed, 21 Jun 2006 11:27:45 -0500
Subject: [WomenLiteracy 347]  math anxiety
Message-ID: <000c01c6954f$a141b1f0$6402a8c0@Judy>
Greetings to everyone,
Since this is a women and literacy list serve I assume that all have a deep
concern and interest in advancing women through a literacy perspective.
Also, I assume that you all love reading and writing and would like to help
others feel the same way.
To get the numeracy and math anxiety discussion going I would like to begin
from a different direction. I would like to tell you a little about my
"anxiety" with English class during my k-12 years. Although I never made bad
grades, English class was a challenge for me. Remembering all the sentence
structure rules was overwhelming and didn't make sense. Diagramming a
sentence, as well as the other 10 or so that were assigned, was a painful
task. The process didn't make sense to me and I wasn't able to carry the
exercise over to writing.
Writing was and still is another challenge and most of the time almost a
painful experience for me. You could say that my anxiety about putting words
on paper is a stumbling block and I have to work extremely hard just to get
started. There are times when I must write something important, like now,
that my stomach gets knots in it, my mind goes blank and I have to write and
rewrite over and over. Just before I send this email my anxiety level will
increase drastically because someone will read this and find mistakes or
think the writing is terrible. Where does this anxiety come from? Probably
past experiences with teachers that loved and knew their subject but didn't
teach the way I learn. We know a lot more now about how learning takes place
than in my k-12 years.
Now, for today's discussion question: Is there a relationship between
literacy and the content in a typical English class in the US?
I look forward to the discussion.
Judy Ward
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
From midnightmorningglory at hotmail.com  Wed Jun 21 16:52:59 2006
From: midnightmorningglory at hotmail.com (Corey Zimmerman)
Date: Wed, 21 Jun 2006 16:52:59 -0400
Subject: [WomenLiteracy 348] Re: math anxiety
In-Reply-To: <000c01c6954f$a141b1f0$6402a8c0@Judy>
Message-ID: <BAY108-F160BD1A79228DE68CC4641C2840@phx.gbl>
Judy and everyone,
This is a not a direct response to Judy's post, although I have to admit
reading a post from someone else who also would rather play with numbers
than words has intrigued me enough to write. So...
My job is as a community-based researcher in the field of early care and
education. My work is about responding to research questions posed by the
community, working with the community to gather the data to answer the
questions, and then giving the community back the data to take action. As I
have produced more and more reports, it has started to trickle back to me
that folks need help understanding how to read data. How do you look at a
graph and understand what it's telling you? How do you critically read a
statistic? How do you read data that is displayed on a map? How do you take
data and use it in key decisions? These skills are all second nature to me,
but I have begun to think of them as a type of "data literacy". Data
literacy in the manner of skills for how to read and gain meaning from
numbers. This current conversation has me intrigued because I am realizing
that perhaps this set of skills are also called numeracy skills, and perhaps
there are a lot of other folks already out there thinking about numeracy
skills and teaching them to adults. So all of that to say I am curious to
hear from other folks about their experiences teaching data literacy to
adults? Any suggestions of resources that define data literacy and discuss
how to teach it to adults (adults who have a range of education levels from
GED/HS diploma to Master's degrees, but mostly all experience some level of
math anxiety, and certainly the overwhelming majority of who are women), I
would be appreciative to hear them.
Thanks for your time and to Judy for moderating this discussion,
Corey
* ~ Faring thee well now. Let your life proceed by its own design ~ *
Corey Zimmerman
em: midnightmorningglory at hotmail.com
>From: "Judy Ward" <j.e.ward at cox.net>
>Reply-To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
>To: <womenliteracy at nifl.gov>
>Subject: [WomenLiteracy 347]  math anxiety
>Date: Wed, 21 Jun 2006 11:27:45 -0500
>
>Greetings to everyone,
>
>Since this is a women and literacy list serve I assume that all have a deep
>concern and interest in advancing women through a literacy perspective.
>Also, I assume that you all love reading and writing and would like to help
>others feel the same way.
>
>To get the numeracy and math anxiety discussion going I would like to begin
>from a different direction. I would like to tell you a little about my
>"anxiety" with English class during my k-12 years. Although I never made
>bad
>grades, English class was a challenge for me. Remembering all the sentence
>structure rules was overwhelming and didn't make sense. Diagramming a
>sentence, as well as the other 10 or so that were assigned, was a painful
>task. The process didn't make sense to me and I wasn't able to carry the
>exercise over to writing.
>
>Writing was and still is another challenge and most of the time almost a
>painful experience for me. You could say that my anxiety about putting
>words
>on paper is a stumbling block and I have to work extremely hard just to get
>started. There are times when I must write something important, like now,
>that my stomach gets knots in it, my mind goes blank and I have to write
>and
>rewrite over and over. Just before I send this email my anxiety level will
>increase drastically because someone will read this and find mistakes or
>think the writing is terrible. Where does this anxiety come from? Probably
>past experiences with teachers that loved and knew their subject but didn't
>teach the way I learn. We know a lot more now about how learning takes
>place
>than in my k-12 years.
>
>Now, for today's discussion question: Is there a relationship between
>literacy and the content in a typical English class in the US?
>
>I look forward to the discussion.
>
>Judy Ward
>
>
>
>Judy Ward, Ed.D.
>6886 Young Farm Avenue
>Springdale, AR 72762
>Phone: 479.361.2223
>Fax: 479.361.2223
>Email: j.e.ward at cox.net
>
>Arkansas Adult Numeracy Campaign
>Teaching Mathematics Effectively to Adult Learners
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/womenliteracy
From j.e.ward at cox.net  Wed Jun 21 19:10:31 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Wed, 21 Jun 2006 18:10:31 -0500
Subject: [WomenLiteracy 349] Re: math anxiety
In-Reply-To: <BAY108-F160BD1A79228DE68CC4641C2840@phx.gbl>
Message-ID: <001201c69587$e87e9050$6402a8c0@Judy>
Cory,
You are correct! People don't know how to read graphs and understand the
information or data that creates a "picture" of the story. As you have
discovered, others should but don't have the skills you so aptly call data
literacy. This set of skills is a very important part of numeracy. When
doing workshops and presentations I quickly discovered the participants did
not have a clue as to how to take data and put it into a graph or how to
critically read one. Just describing or giving handouts on different types
of graphs to a group doesn't get the information over to them. Only
gathering data, putting that data into a graph and explaining the
information helps them understand. This is an extremely important skill in
today's society.
I belong to the Adult Numeracy Network (ANN) which is THE organization
dedicated to recognizing the importance of numeracy and placing it on the
same level as literacy. The website is www.literacynet.org/ann and there are
links to other important sites. Also, there is an adult-based curriculum
called EmPower that has a set of lessons on using data. It is also listed on
the website.
Thank you for taking time to respond!
Judy
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Corey Zimmerman
Sent: Wednesday, June 21, 2006 3:53 PM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 348] Re: math anxiety
Judy and everyone,
This is a not a direct response to Judy's post, although I have to admit
reading a post from someone else who also would rather play with numbers
than words has intrigued me enough to write. So...
My job is as a community-based researcher in the field of early care and
education. My work is about responding to research questions posed by the
community, working with the community to gather the data to answer the
questions, and then giving the community back the data to take action. As I
have produced more and more reports, it has started to trickle back to me
that folks need help understanding how to read data. How do you look at a
graph and understand what it's telling you? How do you critically read a
statistic? How do you read data that is displayed on a map? How do you take
data and use it in key decisions? These skills are all second nature to me,
but I have begun to think of them as a type of "data literacy". Data
literacy in the manner of skills for how to read and gain meaning from
numbers. This current conversation has me intrigued because I am realizing
that perhaps this set of skills are also called numeracy skills, and perhaps
there are a lot of other folks already out there thinking about numeracy
skills and teaching them to adults. So all of that to say I am curious to
hear from other folks about their experiences teaching data literacy to
adults? Any suggestions of resources that define data literacy and discuss
how to teach it to adults (adults who have a range of education levels from
GED/HS diploma to Master's degrees, but mostly all experience some level of
math anxiety, and certainly the overwhelming majority of who are women), I
would be appreciative to hear them.
Thanks for your time and to Judy for moderating this discussion,
Corey
* ~ Faring thee well now. Let your life proceed by its own design ~ *
Corey Zimmerman
em: midnightmorningglory at hotmail.com
>From: "Judy Ward" <j.e.ward at cox.net>
>Reply-To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
>To: <womenliteracy at nifl.gov>
>Subject: [WomenLiteracy 347]  math anxiety
>Date: Wed, 21 Jun 2006 11:27:45 -0500
>
>Greetings to everyone,
>
>Since this is a women and literacy list serve I assume that all have a deep
>concern and interest in advancing women through a literacy perspective.
>Also, I assume that you all love reading and writing and would like to help
>others feel the same way.
>
>To get the numeracy and math anxiety discussion going I would like to begin
>from a different direction. I would like to tell you a little about my
>"anxiety" with English class during my k-12 years. Although I never made
>bad
>grades, English class was a challenge for me. Remembering all the sentence
>structure rules was overwhelming and didn't make sense. Diagramming a
>sentence, as well as the other 10 or so that were assigned, was a painful
>task. The process didn't make sense to me and I wasn't able to carry the
>exercise over to writing.
>
>Writing was and still is another challenge and most of the time almost a
>painful experience for me. You could say that my anxiety about putting
>words
>on paper is a stumbling block and I have to work extremely hard just to get
>started. There are times when I must write something important, like now,
>that my stomach gets knots in it, my mind goes blank and I have to write
>and
>rewrite over and over. Just before I send this email my anxiety level will
>increase drastically because someone will read this and find mistakes or
>think the writing is terrible. Where does this anxiety come from? Probably
>past experiences with teachers that loved and knew their subject but didn't
>teach the way I learn. We know a lot more now about how learning takes
>place
>than in my k-12 years.
>
>Now, for today's discussion question: Is there a relationship between
>literacy and the content in a typical English class in the US?
>
>I look forward to the discussion.
>
>Judy Ward
>
>
>
>Judy Ward, Ed.D.
>6886 Young Farm Avenue
>Springdale, AR 72762
>Phone: 479.361.2223
>Fax: 479.361.2223
>Email: j.e.ward at cox.net
>
>Arkansas Adult Numeracy Campaign
>Teaching Mathematics Effectively to Adult Learners
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From djrosen at comcast.net  Wed Jun 21 21:19:27 2006
From: djrosen at comcast.net (David Rosen)
Date: Wed, 21 Jun 2006 21:19:27 -0400
Subject: [WomenLiteracy 350] Re: math anxiety
In-Reply-To: <001201c69587$e87e9050$6402a8c0@Judy>
References: <001201c69587$e87e9050$6402a8c0@Judy>
Message-ID: <2CEA1DEC-4AA0-4CD2-BA33-B777F7D4084B@comcast.net>
Cory, Judy and others,
More information about the  EMPower curriculum  will be found at
http://adultnumeracy.terc.edu/
specifically, on data literacy,
http://adultnumeracy.terc.edu/EMP_books.html  (Many Points Make a Point)
Another resource is the National Institute for Literacy Special
Collection on Science and Numeracy.
http://literacynet.org/sciencelincs/
for example, projects on data literacy,
http://literacynet.org/sciencelincs/ttnum-data.html
David J. Rosen
Newsome Associates
djrosen at comcast.net
On Jun 21, 2006, at 7:10 PM, Judy Ward wrote:
> Cory,
>
> You are correct! People don't know how to read graphs and
> understand the
> information or data that creates a "picture" of the story. As you have
> discovered, others should but don't have the skills you so aptly
> call data
> literacy. This set of skills is a very important part of numeracy.
> When
> doing workshops and presentations I quickly discovered the
> participants did
> not have a clue as to how to take data and put it into a graph or
> how to
> critically read one. Just describing or giving handouts on
> different types
> of graphs to a group doesn't get the information over to them. Only
> gathering data, putting that data into a graph and explaining the
> information helps them understand. This is an extremely important
> skill in
> today's society.
>
> I belong to the Adult Numeracy Network (ANN) which is THE organization
> dedicated to recognizing the importance of numeracy and placing it
> on the
> same level as literacy. The website is www.literacynet.org/ann and
> there are
> links to other important sites. Also, there is an adult-based
> curriculum
> called EmPower that has a set of lessons on using data. It is also
> listed on
> the website.
>
> Thank you for taking time to respond!
>
> Judy
>
>
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-
> bounces at nifl.gov]
> On Behalf Of Corey Zimmerman
> Sent: Wednesday, June 21, 2006 3:53 PM
> To: womenliteracy at nifl.gov
> Subject: [WomenLiteracy 348] Re: math anxiety
>
> Judy and everyone,
>
> This is a not a direct response to Judy's post, although I have to
> admit
> reading a post from someone else who also would rather play with
> numbers
> than words has intrigued me enough to write. So...
>
> My job is as a community-based researcher in the field of early
> care and
> education. My work is about responding to research questions posed
> by the
> community, working with the community to gather the data to answer the
> questions, and then giving the community back the data to take
> action. As I
> have produced more and more reports, it has started to trickle back
> to me
> that folks need help understanding how to read data. How do you
> look at a
> graph and understand what it's telling you? How do you critically
> read a
> statistic? How do you read data that is displayed on a map? How do
> you take
> data and use it in key decisions? These skills are all second
> nature to me,
> but I have begun to think of them as a type of "data literacy". Data
> literacy in the manner of skills for how to read and gain meaning from
> numbers. This current conversation has me intrigued because I am
> realizing
> that perhaps this set of skills are also called numeracy skills,
> and perhaps
>
> there are a lot of other folks already out there thinking about
> numeracy
> skills and teaching them to adults. So all of that to say I am
> curious to
> hear from other folks about their experiences teaching data
> literacy to
> adults? Any suggestions of resources that define data literacy and
> discuss
> how to teach it to adults (adults who have a range of education
> levels from
> GED/HS diploma to Master's degrees, but mostly all experience some
> level of
> math anxiety, and certainly the overwhelming majority of who are
> women), I
> would be appreciative to hear them.
>
> Thanks for your time and to Judy for moderating this discussion,
> Corey
>
> * ~ Faring thee well now. Let your life proceed by its own design ~ *
>
> Corey Zimmerman
> em: midnightmorningglory at hotmail.com
>
>
>
>
>
>> From: "Judy Ward" <j.e.ward at cox.net>
>> Reply-To: The Women and Literacy Discussion List
>> <womenliteracy at nifl.gov>
>> To: <womenliteracy at nifl.gov>
>> Subject: [WomenLiteracy 347]  math anxiety
>> Date: Wed, 21 Jun 2006 11:27:45 -0500
>>
>> Greetings to everyone,
>>
>> Since this is a women and literacy list serve I assume that all
>> have a deep
>> concern and interest in advancing women through a literacy
>> perspective.
>> Also, I assume that you all love reading and writing and would
>> like to help
>> others feel the same way.
>>
>> To get the numeracy and math anxiety discussion going I would like
>> to begin
>> from a different direction. I would like to tell you a little
>> about my
>> "anxiety" with English class during my k-12 years. Although I
>> never made
>> bad
>> grades, English class was a challenge for me. Remembering all the
>> sentence
>> structure rules was overwhelming and didn't make sense. Diagramming a
>> sentence, as well as the other 10 or so that were assigned, was a
>> painful
>> task. The process didn't make sense to me and I wasn't able to
>> carry the
>> exercise over to writing.
>>
>> Writing was and still is another challenge and most of the time
>> almost a
>> painful experience for me. You could say that my anxiety about
>> putting
>> words
>> on paper is a stumbling block and I have to work extremely hard
>> just to get
>> started. There are times when I must write something important,
>> like now,
>> that my stomach gets knots in it, my mind goes blank and I have to
>> write
>> and
>> rewrite over and over. Just before I send this email my anxiety
>> level will
>> increase drastically because someone will read this and find
>> mistakes or
>> think the writing is terrible. Where does this anxiety come from?
>> Probably
>> past experiences with teachers that loved and knew their subject
>> but didn't
>> teach the way I learn. We know a lot more now about how learning
>> takes
>> place
>> than in my k-12 years.
>>
>> Now, for today's discussion question: Is there a relationship between
>> literacy and the content in a typical English class in the US?
>>
>> I look forward to the discussion.
>>
>> Judy Ward
>>
>>
>>
>> Judy Ward, Ed.D.
>> 6886 Young Farm Avenue
>> Springdale, AR 72762
>> Phone: 479.361.2223
>> Fax: 479.361.2223
>> Email: j.e.ward at cox.net
>>
>> Arkansas Adult Numeracy Campaign
>> Teaching Mathematics Effectively to Adult Learners
>>
>>
>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
David Rosen
djrosen at comcast.net
From ALCDGG at langate.gsu.edu  Thu Jun 22 11:12:49 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 22 Jun 2006 11:12:49 -0400
Subject: [WomenLiteracy 351] Re: math anxiety
Message-ID: <s49a7b3f.034@mailsrv4.gsu.edu>
Thank you Judy for sharing your anxiety about writing. I think that this is a great ice breaker for a lot of us who have anxiety doing math, thinking about explaining something in math, or even writing on this listserv about math. I have two wonders:
1. Do others on this listserv share my anxiety about anything related to math?
2. Judy, or others, what do you recommend for teachers who have math anxiety who are teaching students who have math anxiety?
Thanks,
Daphne
>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
Greetings to everyone,
Since this is a women and literacy list serve I assume that all have a deep
concern and interest in advancing women through a literacy perspective.
Also, I assume that you all love reading and writing and would like to help
others feel the same way.
To get the numeracy and math anxiety discussion going I would like to begin
from a different direction. I would like to tell you a little about my
"anxiety" with English class during my k-12 years. Although I never made bad
grades, English class was a challenge for me. Remembering all the sentence
structure rules was overwhelming and didn't make sense. Diagramming a
sentence, as well as the other 10 or so that were assigned, was a painful
task. The process didn't make sense to me and I wasn't able to carry the
exercise over to writing.
Writing was and still is another challenge and most of the time almost a
painful experience for me. You could say that my anxiety about putting words
on paper is a stumbling block and I have to work extremely hard just to get
started. There are times when I must write something important, like now,
that my stomach gets knots in it, my mind goes blank and I have to write and
rewrite over and over. Just before I send this email my anxiety level will
increase drastically because someone will read this and find mistakes or
think the writing is terrible. Where does this anxiety come from? Probably
past experiences with teachers that loved and knew their subject but didn't
teach the way I learn. We know a lot more now about how learning takes place
than in my k-12 years.
Now, for today's discussion question: Is there a relationship between
literacy and the content in a typical English class in the US?
I look forward to the discussion.
Judy Ward
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
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From andreawilder at comcast.net  Thu Jun 22 17:42:13 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 22 Jun 2006 17:42:13 -0400
Subject: [WomenLiteracy 352] Re: math anxiety
In-Reply-To: <s49a7b3f.034@mailsrv4.gsu.edu>
References: <s49a7b3f.034@mailsrv4.gsu.edu>
Message-ID: <0740fb4a8835ee63c633a6458e896780@comcast.net>
Friends--
What I can contribute is personal experience, but  why not, it probably
shows what numbers can do.
Soon after I separated from my husband income tax time came around.  I
knew i couldn't do  the math, but even assembling the documents was
overwhelming.  i ended up on the rug of my rented apartment crying and
picking fuzz off the  rug.
A couple of years later I had mastered the assemblage of documents, but
i neglected to send in the completed forms until I got a letter from
the IRS.
Now, because i am a small business, I have to divide my expenses into
4ths and multiply by 3. I was so put together this year that I have
even put the little coupons in their envelopes--stamped--and written
down the reminders of tax time on my calendar.
Turns out I am POWERFULLY  MOTIVATED  to save  money, so I put in the
extra time to NOT SPEND on checks to the IRS.
The above reasons are why I feel it is REALLY IMPORTANT for women to
know the ins and outs of managing money.  I had to go out and get the
knowledge, and I sure wish I had had a helping hand, so I am really
STRONGY in favor of emphasizing the practical uses of math.
Planning what to do with money can give a person control and
motivation.
Unless a person is planning to go into theoretical physics or math,
money has daily practical consequences.
Andrea
On Jun 22, 2006, at 11:12 AM, Daphne Greenberg wrote:
> Thank you Judy for sharing your anxiety about writing. I think that
> this is a great ice breaker for a lot of us who have anxiety doing
> math, thinking about explaining something in math, or even writing on
> this listserv about math. I have two wonders:
> 1. Do others on this listserv share my anxiety about anything related
> to math?
> 2. Judy, or others, what do you recommend for teachers who have math
> anxiety who are teaching students who have math anxiety?
> Thanks,
> Daphne
>
>>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
> Greetings to everyone,
>
> Since this is a women and literacy list serve I assume that all have a
> deep
> concern and interest in advancing women through a literacy perspective.
> Also, I assume that you all love reading and writing and would like to
> help
> others feel the same way.
>
> To get the numeracy and math anxiety discussion going I would like to
> begin
> from a different direction. I would like to tell you a little about my
> "anxiety" with English class during my k-12 years. Although I never
> made bad
> grades, English class was a challenge for me. Remembering all the
> sentence
> structure rules was overwhelming and didn't make sense. Diagramming a
> sentence, as well as the other 10 or so that were assigned, was a
> painful
> task. The process didn't make sense to me and I wasn't able to carry
> the
> exercise over to writing.
>
> Writing was and still is another challenge and most of the time almost
> a
> painful experience for me. You could say that my anxiety about putting
> words
> on paper is a stumbling block and I have to work extremely hard just
> to get
> started. There are times when I must write something important, like
> now,
> that my stomach gets knots in it, my mind goes blank and I have to
> write and
> rewrite over and over. Just before I send this email my anxiety level
> will
> increase drastically because someone will read this and find mistakes
> or
> think the writing is terrible. Where does this anxiety come from?
> Probably
> past experiences with teachers that loved and knew their subject but
> didn't
> teach the way I learn. We know a lot more now about how learning takes
> place
> than in my k-12 years.
>
> Now, for today's discussion question: Is there a relationship between
> literacy and the content in a typical English class in the US?
>
> I look forward to the discussion.
>
> Judy Ward
>
>
>
> Judy Ward, Ed.D.
> 6886 Young Farm Avenue
> Springdale, AR 72762
> Phone: 479.361.2223
> Fax: 479.361.2223
> Email: j.e.ward at cox.net
>
> Arkansas Adult Numeracy Campaign
> Teaching Mathematics Effectively to Adult Learners
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, pleasY?`'=??,???????%62????`M|????\X????3??.????e3?`[?6?h[C?Il?+~TfX?"????-??oWg??#???D????{(*0Y]3?t?T????FIe??a???|?[???N,??m:??G?R5'??Fl at lt?nD)?]n????\?]?L
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???X?fL?H??n?v??B??f?4??y'?'?$LyyFrom j.e.ward at cox.net  Thu Jun 22 20:48:25 2006
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From: "Judy Ward" <j.e.ward at cox.net>
To: "'The Women and Literacy Discussion List'" <womenliteracy at nifl.gov>
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Subject: [WomenLiteracy 353] Re: math anxiety
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Andrea,
Financial knowledge is extremely important. Fortunately you had friends =
who
pointed you in the right direction so that you could gain that =
knowledge.
There are many sources available to learn how to handle money but =
finding
them is not always easy. Congratulations to you for your determination =
and
success!
Judy
-----Original Message-----
From: womenliteracy-bounces at nifl.gov =
[mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Daphne Greenberg
Sent: Thursday, June 22, 2006 10:13 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 351] Re: math anxiety
Thank you Judy for sharing your anxiety about writing. I think that this =
is
a great ice breaker for a lot of us who have anxiety doing math, =
thinking
about explaining something in math, or even writing on this listserv =
about
math. I have two wonders:
1. Do others on this listserv share my anxiety about anything related to
math?
2. Judy, or others, what do you recommend for teachers who have math =
anxiety
who are teaching students who have math anxiety?
Thanks,
Daphne
>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
Greetings to everyone,
Since this is a women and literacy list serve I assume that all have a =
deep
concern and interest in advancing women through a literacy perspective.
Also, I assume that you all love reading and writing and would like to =
help
others feel the same way.=20
To get the numeracy and math anxiety discussion going I would like to =
begin
from a different direction. I would like to tell you a little about my
"anxiety" with English class during my k-12 years. Although I never made =
bad
grades, English class was a challenge for me. Remembering all the =
sentence
structure rules was overwhelming and didn't make sense. Diagramming a
sentence, as well as the other 10 or so that were assigned, was a =
painful
task. The process didn't make sense to me and I wasn't able to carry the
exercise over to writing.
Writing was and still is another challenge and most of the time almost a
painful experience for me. You could say that my anxiety about putting =
words
on paper is a stumbling block and I have to work extremely hard just to =
get
started. There are times when I must write something important, like =
now,
that my stomach gets knots in it, my mind goes blank and I have to write =
and
rewrite over and over. Just before I send this email my anxiety level =
will
increase drastically because someone will read this and find mistakes or
think the writing is terrible. Where does this anxiety come from? =
Probably
past experiences with teachers that loved and knew their subject but =
didn't
teach the way I learn. We know a lot more now about how learning takes =
place
than in my k-12 years.=20
Now, for today's discussion question: Is there a relationship between
literacy and the content in a typical English class in the US?=20
I look forward to the discussion.=20
Judy Ward
=20
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net=20
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
=20
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov=20
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From j.e.ward at cox.net  Thu Jun 22 21:23:21 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Thu, 22 Jun 2006 20:23:21 -0500
Subject: [WomenLiteracy 354] Re: math anxiety
In-Reply-To: <s49a7b3f.034@mailsrv4.gsu.edu>
Message-ID: <002701c69663$a1568b10$6402a8c0@Judy>
Math anxiety is an emotional response to math based on negative or
unpleasant past experiences. It can also come from not understanding one
basic concept like fractions. When I began using manipulatives with 7th
graders, the importance of "why" became obvious to me. The same "why" is
just as important to adults, both teachers and students. Also, most adult
students are visual and hands on learners, especially in mathematics. Math
was difficult for them in school because it was taught in an abstract manner
- usually the way the teacher learned. As you know more of the same doesn't
work.
My suggestion: You know what concept(s) is a stumbling block for you. Take a
friend and go to the math section of a school supply store. You should see
Cuisinare Rods (fractions), color cubes (blocks for teaching/learning
multiplication, area, perimeter, etc), base ten blocks (place value,
decimals, percents), Alge Blocks (solving equations) just to name a few. Ask
for a book that will go with the manipulative of your choice, go home to
your kitchen table, work with it and learn. It's better to work with a small
group but if that isn't an option work alone.
I have used all the manipulatives listed with both adults and children. They
work! I can't tell you how many tears of joy have been shed during one of my
workshops because an adult educator (ABE/GED/ESOL/Literacy/Workplace)
understood and could "see" the why for the first time. When you feel
confident take the manipulative to your students. Let them "see" the why.
Comments?
Judy
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Daphne Greenberg
Sent: Thursday, June 22, 2006 10:13 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 351] Re: math anxiety
Thank you Judy for sharing your anxiety about writing. I think that this is
a great ice breaker for a lot of us who have anxiety doing math, thinking
about explaining something in math, or even writing on this listserv about
math. I have two wonders:
1. Do others on this listserv share my anxiety about anything related to
math?
2. Judy, or others, what do you recommend for teachers who have math anxiety
who are teaching students who have math anxiety?
Thanks,
Daphne
>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
Greetings to everyone,
Since this is a women and literacy list serve I assume that all have a deep
concern and interest in advancing women through a literacy perspective.
Also, I assume that you all love reading and writing and would like to help
others feel the same way.
To get the numeracy and math anxiety discussion going I would like to begin
from a different direction. I would like to tell you a little about my
"anxiety" with English class during my k-12 years. Although I never made bad
grades, English class was a challenge for me. Remembering all the sentence
structure rules was overwhelming and didn't make sense. Diagramming a
sentence, as well as the other 10 or so that were assigned, was a painful
task. The process didn't make sense to me and I wasn't able to carry the
exercise over to writing.
Writing was and still is another challenge and most of the time almost a
painful experience for me. You could say that my anxiety about putting words
on paper is a stumbling block and I have to work extremely hard just to get
started. There are times when I must write something important, like now,
that my stomach gets knots in it, my mind goes blank and I have to write and
rewrite over and over. Just before I send this email my anxiety level will
increase drastically because someone will read this and find mistakes or
think the writing is terrible. Where does this anxiety come from? Probably
past experiences with teachers that loved and knew their subject but didn't
teach the way I learn. We know a lot more now about how learning takes place
than in my k-12 years.
Now, for today's discussion question: Is there a relationship between
literacy and the content in a typical English class in the US?
I look forward to the discussion.
Judy Ward
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From ryanryanc at yahoo.com  Thu Jun 22 23:13:18 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Thu, 22 Jun 2006 23:13:18 -0400
Subject: [WomenLiteracy 355] Re: math anxiety
In-Reply-To: <002701c69663$a1568b10$6402a8c0@Judy>
Message-ID: <C0C0D48E.174C%ryanryanc@yahoo.com>
That "why" Judy writes about is, I believe, essential information that is
often missing from instruction in all areas, not just math. Teaching
anything in an unconnected, abstract manner only creates a new list of
useless facts that students try to memorize for a test they have to pass in
order to be able to take the next test of useless facts. It sounds very
pessimistic, I know, but teachers create this attitude when they forget to
make sure students understand the "why" behind the abstract principles they
are teaching. What creates academic anxiety of any kind is the student's
inability to learn what is being taught the way it is being taught in the
short amount of time it is being taught. Not knowing the "why" only adds
frustration to the already overly anxious student who, at some point,
decides to quit caring at all in hopes that s/he will never have to deal
with the subject matter again. For me, it's definitely math, and the only
reason is because no teacher would (could?) ever tell me why I needed to
know it outside the classroom- having no real-life application for this
information left me without motivation to continue trying, so I didn't.
Writing, too, is often challenging for many people and causes some extreme
anxiety. Some people stress over the grammar and punctuation aspects, while
others stress over making their point in a clear and concise manner. What
many students fail to realize, mainly because instructors forget to help
them make this connection, is that the grammar and punctuation help make
meaning. Unless writing instruction focuses on both form and function,
students will continue to make errors in their writing that they do not make
when they complete grammar exercises that focus on form alone. Students need
to see how all the grammar stuff fits into their style of communicating so
they will be able to communicate effectively (and confidently!) in writing.
After all, isn't written communication the "why" of learning all that
grammar and punctuation stuff anyway?
Judy, I don't know much about the relationship between literacy and the
content in a typical English class in the US because I only get to see the
products of those classes. Based on what I see in students' writing, though,
I will say that there is much need for more explanation of the "why" in
them.
So, my question is how do teachers (of any subject and any level) on this
list explain the "why" to your students? Do you wait until they ask, or is
it something you build your lesson plan on? What types of activities do you
use to make the "why" more visible for those students who don't get it the
first, second, or even third time?
Ryan
On 6/22/06 9:23 PM, "Judy Ward" <j.e.ward at cox.net> wrote:
> Math anxiety is an emotional response to math based on negative or
> unpleasant past experiences. It can also come from not understanding one
> basic concept like fractions. When I began using manipulatives with 7th
> graders, the importance of "why" became obvious to me. The same "why" is
> just as important to adults, both teachers and students. Also, most adult
> students are visual and hands on learners, especially in mathematics. Math
> was difficult for them in school because it was taught in an abstract manner
> - usually the way the teacher learned. As you know more of the same doesn't
> work.
>
> My suggestion: You know what concept(s) is a stumbling block for you. Take a
> friend and go to the math section of a school supply store. You should see
> Cuisinare Rods (fractions), color cubes (blocks for teaching/learning
> multiplication, area, perimeter, etc), base ten blocks (place value,
> decimals, percents), Alge Blocks (solving equations) just to name a few. Ask
> for a book that will go with the manipulative of your choice, go home to
> your kitchen table, work with it and learn. It's better to work with a small
> group but if that isn't an option work alone.
>
> I have used all the manipulatives listed with both adults and children. They
> work! I can't tell you how many tears of joy have been shed during one of my
> workshops because an adult educator (ABE/GED/ESOL/Literacy/Workplace)
> understood and could "see" the why for the first time. When you feel
> confident take the manipulative to your students. Let them "see" the why.
>
> Comments?
>
> Judy
>
>
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
> On Behalf Of Daphne Greenberg
> Sent: Thursday, June 22, 2006 10:13 AM
> To: womenliteracy at nifl.gov
> Subject: [WomenLiteracy 351] Re: math anxiety
>
> Thank you Judy for sharing your anxiety about writing. I think that this is
> a great ice breaker for a lot of us who have anxiety doing math, thinking
> about explaining something in math, or even writing on this listserv about
> math. I have two wonders:
> 1. Do others on this listserv share my anxiety about anything related to
> math?
> 2. Judy, or others, what do you recommend for teachers who have math anxiety
> who are teaching students who have math anxiety?
> Thanks,
> Daphne
>
>>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
> Greetings to everyone,
>
> Since this is a women and literacy list serve I assume that all have a deep
> concern and interest in advancing women through a literacy perspective.
> Also, I assume that you all love reading and writing and would like to help
> others feel the same way.
>
> To get the numeracy and math anxiety discussion going I would like to begin
> from a different direction. I would like to tell you a little about my
> "anxiety" with English class during my k-12 years. Although I never made bad
> grades, English class was a challenge for me. Remembering all the sentence
> structure rules was overwhelming and didn't make sense. Diagramming a
> sentence, as well as the other 10 or so that were assigned, was a painful
> task. The process didn't make sense to me and I wasn't able to carry the
> exercise over to writing.
>
> Writing was and still is another challenge and most of the time almost a
> painful experience for me. You could say that my anxiety about putting words
> on paper is a stumbling block and I have to work extremely hard just to get
> started. There are times when I must write something important, like now,
> that my stomach gets knots in it, my mind goes blank and I have to write and
> rewrite over and over. Just before I send this email my anxiety level will
> increase drastically because someone will read this and find mistakes or
> think the writing is terrible. Where does this anxiety come from? Probably
> past experiences with teachers that loved and knew their subject but didn't
> teach the way I learn. We know a lot more now about how learning takes place
> than in my k-12 years.
>
> Now, for today's discussion question: Is there a relationship between
> literacy and the content in a typical English class in the US?
>
> I look forward to the discussion.
>
> Judy Ward
>
>
>
> Judy Ward, Ed.D.
> 6886 Young Farm Avenue
> Springdale, AR 72762
> Phone: 479.361.2223
> Fax: 479.361.2223
> Email: j.e.ward at cox.net
>
> Arkansas Adult Numeracy Campaign
> Teaching Mathematics Effectively to Adult Learners
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From mary_jane_schmitt at terc.edu  Fri Jun 23 07:04:43 2006
From: mary_jane_schmitt at terc.edu (Mary Jane Schmitt)
Date: Fri, 23 Jun 2006 07:04:43 -0400
Subject: [WomenLiteracy 356] Re: math anxiety
In-Reply-To: <0740fb4a8835ee63c633a6458e896780@comcast.net>
Message-ID: <OF255696FC.9BEB4523-ON85257196.0037EBA7-85257196.003CDD04@terc.edu>
Andrea's  description of her personal numeracy development is so real and
rich. Once a math professor of mine started the class with the question:
"How can a boring, heartless subject like math evoke so much emotion?" I
often think about that remark and maybe the answer is more complex than we
had bad math instruction. However, since I am a math teacher, people do
tend to share with me some horror stories about  school math experiences
that caused them to "check out" big time.
When I read Andrea's story, I was interested in why one has to  divide by
4 and then multiply by 3. Does the division by 4 get the quarterly
expenses? What does the multiplication by 3 do?  I think the answer to
alleviating  math anxiety/avoidance is to keep asking why -to  keep
sticking with the meaning behind the rules- if I know WHY you divide by 4,
and then multiply by 3, and can picture it in my mind, I tend not to
forget. It's memorizing rules I don't "get"  that makes me feel anxious.
Anyway, this morning I am finally getting it together to go to a financial
advisor for post divorce advice. The meeting is in 2 hours and writing
back to you is one way to avoid stuff- hmm have to go - there's so much
lint on my rugs and I would rather pick that than face the REAL math
music. I have noticed that many people who say they are bad at math are
great handling their money and a lot of math types are not so great (case
in point). I think the two types could learn a lot from one another.
Yours in the struggle,
Mary Jane Schmitt
Andrea Wilder <andreawilder at comcast.net>
Sent by: womenliteracy-bounces at nifl.gov
06/22/06 05:42 PM
Please respond to
The Women and Literacy Discussion List <womenliteracy at nifl.gov>
To
The Women and Literacy Discussion List <womenliteracy at nifl.gov>
cc
Subject
[WomenLiteracy 352] Re: math anxiety
Friends--
What I can contribute is personal experience, but  why not, it probably
shows what numbers can do.
Soon after I separated from my husband income tax time came around.  I
knew i couldn't do  the math, but even assembling the documents was
overwhelming.  i ended up on the rug of my rented apartment crying and
picking fuzz off the  rug.
A couple of years later I had mastered the assemblage of documents, but
i neglected to send in the completed forms until I got a letter from
the IRS.
Now, because i am a small business, I have to divide my expenses into
4ths and multiply by 3. I was so put together this year that I have
even put the little coupons in their envelopes--stamped--and written
down the reminders of tax time on my calendar.
Turns out I am POWERFULLY  MOTIVATED  to save  money, so I put in the
extra time to NOT SPEND on checks to the IRS.
The above reasons are why I feel it is REALLY IMPORTANT for women to
know the ins and outs of managing money.  I had to go out and get the
knowledge, and I sure wish I had had a helping hand, so I am really
STRONGY in favor of emphasizing the practical uses of math.
Planning what to do with money can give a person control and
motivation.
Unless a person is planning to go into theoretical physics or math,
money has daily practical consequences.
Andrea
On Jun 22, 2006, at 11:12 AM, Daphne Greenberg wrote:
> Thank you Judy for sharing your anxiety about writing. I think that
> this is a great ice breaker for a lot of us who have anxiety doing
> math, thinking about explaining something in math, or even writing on
> this listserv about math. I have two wonders:
> 1. Do others on this listserv share my anxiety about anything related
> to math?
> 2. Judy, or others, what do you recommend for teachers who have math
> anxiety who are teaching students who have math anxiety?
> Thanks,
> Daphne
>
>>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
> Greetings to everyone,
>
> Since this is a women and literacy list serve I assume that all have a
> deep
> concern and interest in advancing women through a literacy perspective.
> Also, I assume that you all love reading and writing and would like to
> help
> others feel the same way.
>
> To get the numeracy and math anxiety discussion going I would like to
> begin
> from a different direction. I would like to tell you a little about my
> "anxiety" with English class during my k-12 years. Although I never
> made bad
> grades, English class was a challenge for me. Remembering all the
> sentence
> structure rules was overwhelming and didn't make sense. Diagramming a
> sentence, as well as the other 10 or so that were assigned, was a
> painful
> task. The process didn't make sense to me and I wasn't able to carry
> the
> exercise over to writing.
>
> Writing was and still is another challenge and most of the time almost
> a
> painful experience for me. You could say that my anxiety about putting
> words
> on paper is a stumbling block and I have to work extremely hard just
> to get
> started. There are times when I must write something important, like
> now,
> that my stomach gets knots in it, my mind goes blank and I have to
> write and
> rewrite over and over. Just before I send this email my anxiety level
> will
> increase drastically because someone will read this and find mistakes
> or
> think the writing is terrible. Where does this anxiety come from?
> Probably
> past experiences with teachers that loved and knew their subject but
> didn't
> teach the way I learn. We know a lot more now about how learning takes
> place
> than in my k-12 years.
>
> Now, for today's discussion question: Is there a relationship between
> literacy and the content in a typical English class in the US?
>
> I look forward to the discussion.
>
> Judy Ward
>
>
>
> Judy Ward, Ed.D.
> 6886 Young Farm Avenue
> Springdale, AR 72762
> Phone: 479.361.2223
> Fax: 479.361.2223
> Email: j.e.ward at cox.net
>
> Arkansas Adult Numeracy Campaign
> Teaching Mathematics Effectively to Adult Learners
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
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From alcdgg at langate.gsu.edu  Fri Jun 23 07:25:41 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 23 Jun 2006 07:25:41 -0400
Subject: [WomenLiteracy 357] Re: math manipulatives
Message-ID: <s49b977e.053@mailsrv4.gsu.edu>
Judy-thanks for your suggestion regarding the use of manipulatives. I am wondering if there are others on this listserv who have experience using manipulatives such as
Cuisinare Rods, color cubes, base ten blocks, Alge Blocks, or anything else either for themselves when they were/are learning math, or when they were/are teaching math. Can you share with us your experiences? Also, I wonder whether typical adult literacy programs that include math instruction have budgets for these manipulatives? I have only visited a few math classes for adult learners, and have never seen manipulatives in use. I am trying to figure out if this was just coincidence or representative of adult literacy and math instruction.
Thanks,
Daphne
>>> j.e.ward at cox.net 06/22/06 9:23 PM >>>
Math anxiety is an emotional response to math based on negative or
unpleasant past experiences. It can also come from not understanding one
basic concept like fractions. When I began using manipulatives with 7th
graders, the importance of "why" became obvious to me. The same "why" is
just as important to adults, both teachers and students. Also, most adult
students are visual and hands on learners, especially in mathematics. Math
was difficult for them in school because it was taught in an abstract manner
- usually the way the teacher learned. As you know more of the same doesn't
work.
My suggestion: You know what concept(s) is a stumbling block for you. Take a
friend and go to the math section of a school supply store. You should see
Cuisinare Rods (fractions), color cubes (blocks for teaching/learning
multiplication, area, perimeter, etc), base ten blocks (place value,
decimals, percents), Alge Blocks (solving equations) just to name a few. Ask
for a book that will go with the manipulative of your choice, go home to
your kitchen table, work with it and learn. It's better to work with a small
group but if that isn't an option work alone.
I have used all the manipulatives listed with both adults and children. They
work! I can't tell you how many tears of joy have been shed during one of my
workshops because an adult educator (ABE/GED/ESOL/Literacy/Workplace)
understood and could "see" the why for the first time. When you feel
confident take the manipulative to your students. Let them "see" the why.
Comments?
Judy
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Daphne Greenberg
Sent: Thursday, June 22, 2006 10:13 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 351] Re: math anxiety
Thank you Judy for sharing your anxiety about writing. I think that this is
a great ice breaker for a lot of us who have anxiety doing math, thinking
about explaining something in math, or even writing on this listserv about
math. I have two wonders:
1. Do others on this listserv share my anxiety about anything related to
math?
2. Judy, or others, what do you recommend for teachers who have math anxiety
who are teaching students who have math anxiety?
Thanks,
Daphne
>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
Greetings to everyone,
Since this is a women and literacy list serve I assume that all have a deep
concern and interest in advancing women through a literacy perspective.
Also, I assume that you all love reading and writing and would like to help
others feel the same way.
To get the numeracy and math anxiety discussion going I would like to begin
from a different direction. I would like to tell you a little about my
"anxiety" with English class during my k-12 years. Although I never made bad
grades, English class was a challenge for me. Remembering all the sentence
structure rules was overwhelming and didn't make sense. Diagramming a
sentence, as well as the other 10 or so that were assigned, was a painful
task. The process didn't make sense to me and I wasn't able to carry the
exercise over to writing.
Writing was and still is another challenge and most of the time almost a
painful experience for me. You could say that my anxiety about putting words
on paper is a stumbling block and I have to work extremely hard just to get
started. There are times when I must write something important, like now,
that my stomach gets knots in it, my mind goes blank and I have to write and
rewrite over and over. Just before I send this email my anxiety level will
increase drastically because someone will read this and find mistakes or
think the writing is terrible. Where does this anxiety come from? Probably
past experiences with teachers that loved and knew their subject but didn't
teach the way I learn. We know a lot more now about how learning takes place
than in my k-12 years.
Now, for today's discussion question: Is there a relationship between
literacy and the content in a typical English class in the US?
I look forward to the discussion.
Judy Ward
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From djrosen at comcast.net  Fri Jun 23 07:59:11 2006
From: djrosen at comcast.net (David Rosen)
Date: Fri, 23 Jun 2006 07:59:11 -0400
Subject: [WomenLiteracy 358]  Math as a puzzle, or swimming
Message-ID: <EFE517E9-06B1-4B0B-B02C-8D4317291F4C@comcast.net>
Myrna, Judy, and others,
I am cross-posting this question to both the Women Literacy and
Assessment lists, and hope that anyone who wishes to will join in.
On National Public Radio Weekend Edition Sunday, in the Will Shortz
"Puzzle Master" segment, the Public Radio host, Liane Hansen, often
asks the contestant, "Are you a puzzle person?"  How would you answer
this question? For me, it's complicated. If I knew I wouldn't have to
compete on the radio, and if I had as much time as I needed,  I might
say "sometimes," depending on the kind of puzzle.
Those who would without waffling say yes, do not have "puzzle
anxiety." They confidently dive into the deepest, coldest puzzle
knowing that even if they thrash about they won't sink, and that they
also know several strokes (strategies) in addition to treading water.
Those who hesitate, qualify their "yes", or answer "no" have probably
gulped water a few times, and it wasn't fun.  They may be thinking
that these waters are dangerous.
So here's my question.  How do you as a teacher help those who are
not "puzzle people," or "math people," become more confident?  Is it
best for them to learn a few strokes first in shallow water?  Or to
dive right in to the deep parts with a buddy who can swim?  What is
the teacher's role as lifeguard? What are some strategies to help the
most anxious to put their toes in the water?  How do you help a
mature fish to not feel foolish learning to swim next to all these
smart fry swimming circles around them?  How do you help an cautious
swimmer become a strong swimmer?
And since overcoming any anxiety is tough work, what do you tell your
students is the reward?  What's so great about swimming when you can
enjoy sitting on a sunny beach or walking on the shore?
And do you have any good stories? Let's hear about one of your
students who was "aquaphobic" and who now loves to dive and to play
water polo, or who at least can enjoy an occasional swim.  How,
exactly did that transformation happen?  What was your role?
David Rosen
djrosen at comcast.net
From andreawilder at comcast.net  Fri Jun 23 08:33:49 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Fri, 23 Jun 2006 08:33:49 -0400
Subject: [WomenLiteracy 359] Re: math anxiety
In-Reply-To: <OF255696FC.9BEB4523-ON85257196.0037EBA7-85257196.003CDD04@terc.edu>
References: <OF255696FC.9BEB4523-ON85257196.0037EBA7-85257196.003CDD04@terc.edu>
Message-ID: <7e7b1166129aaad03df70348d3fed26d@comcast.net>
Friends--
Small steps: 5 bank accounts for different purposes, I have done this
since I was first married, someone questioned this practice and i was
so embarrassed it took me a long while to talk about it again--years,
and then the person who I told it to thought it was a fabulous idea.
Calendar for library books--I mark the due dates.  when I renew over
the phone, I mark on the card in the back the new date.
Spending records;  I write down what I spend in cash.  I seldom use a
credit card, I write checks.  My "financial advisor" gave me  work
sheets to fill out, and they were a breeze because I am so dogged about
expenses.  She said a lot of people don't  do what I do and this causes
havoc.  So my kind of babyish habits drew praise.  By the way, in my
looking around for a financial advisor, no one before her had given me
such detailed expense sheets to fill out.
When looking for services, I ask my friends who they use, then check
them out myself.
When doing taxes, I xerox and clip together my check stub info.
If someone who works for me botches up I job, I pay the person and hire
someone else.  (This technique has caused my friends to question my
sanity, but if a person doesn't do a job properly then they won't be
able to do it properly the second time...)
And so on...I wonder  if  there might be occasions in math classes for
group discussion on techniques adult learners  use to manage money?
Andrea
On Jun 23, 2006, at 7:04 AM, Mary Jane Schmitt wrote:
>
> Andrea's ?description of her personal numeracy development is so real
> and rich. Once a math professor of mine started the class with the
> question: "How can a boring, heartless subject like math evoke so much
> emotion?" I often think about that remark and maybe the answer is more
> complex than we had bad math instruction. However, since I am a math
> teacher, people do tend to share with me some horror stories about
> ?school math experiences that caused them to "check out" big time.
>
> When I read Andrea's story, I was interested in why one has to ?divide
> by 4 and then multiply by 3. Does the division by 4 get the quarterly
> expenses? What does the multiplication by 3 do? ?I think the answer to
> alleviating ?math anxiety/avoidance is to keep asking why -to ?keep
> sticking with the meaning behind the rules- if I know WHY you divide
> by 4, and then multiply by 3, and can picture it in my mind, I tend
> not to forget. It's memorizing rules I don't "get" ?that makes me feel
> anxious.
>
> Anyway, this morning I am finally getting it together to go to a
> financial advisor for post divorce advice. The meeting is in 2 hours
> and writing back to you is one way to avoid stuff- hmm have to go -
> there's so much lint on my rugs and I would rather pick that than face
> the REAL math music. I have noticed that many people who say they are
> bad at math are great handling their money and a lot of math types are
> not so great (case in point). I think the two types could learn a lot
> from one another.
>
> Yours in the struggle,
> Mary Jane Schmitt
>
>
>
>
>
>
> Andrea Wilder <andreawilder at comcast.net>
> Sent by: womenliteracy-bounces at nifl.gov
>
> 06/22/06 05:42 PM
> Please respond to
>  The Women and Literacy Discussion List <womenliteracy at nifl.gov>
>
> To
> The Women and Literacy Discussion List <womenliteracy at nifl.gov>
> cc
> Subject
> [WomenLiteracy 352] Re: math anxiety
>
>
>
>
>
> Friends--
>
>
>  What I can contribute is personal experience, but ?why not, it
> probably
>  shows what numbers can do.
>
>  Soon after I separated from my husband income tax time came around. ?I
>  knew i couldn't do ?the math, but even assembling the documents was
>  overwhelming. ?i ended up on the rug of my rented apartment crying
> and ?
>  picking fuzz off the ?rug.
>
>  A couple of years later I had mastered the assemblage of documents,
> but
>  i neglected to send in the completed forms until I got a letter from
>  the IRS.
>
>  Now, because i am a small business, I have to divide my expenses into
>  4ths and multiply by 3. I was so put together this year that I have
>  even put the little coupons in their envelopes--stamped--and written
>  down the reminders of tax time on my calendar.
>
>  Turns out I am POWERFULLY ?MOTIVATED ?to save ?money, so I put in the
>  extra time to NOT SPEND on checks to the IRS.
>
>  The above reasons are why I feel it is REALLY IMPORTANT for women to
>  know the ins and outs of managing money. ?I had to go out and get the
> ?
>  knowledge, and I sure wish I had had a helping hand, so I am really
>  STRONGY in favor of emphasizing the practical uses of math.
>
>  Planning what to do with money can give a person control and ?
>  motivation.
>
>  Unless a person is planning to go into theoretical physics or math,
>  money has daily practical consequences.
>
>  Andrea
>  On Jun 22, 2006, at 11:12 AM, Daphne Greenberg wrote:
>
>  > Thank you Judy for sharing your anxiety about writing. I think that
>  > this is a great ice breaker for a lot of us who have anxiety doing
>  > math, thinking about explaining something in math, or even writing
> on
>  > this listserv about math. I have two wonders:
>  > 1. Do others on this listserv share my anxiety about anything
> related
>  > to math?
>  > 2. Judy, or others, what do you recommend for teachers who have math
>  > anxiety who are teaching students who have math anxiety?
>  > Thanks,
>  > Daphne
>  >
>  >>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
>  > Greetings to everyone,
>  >
>  > Since this is a women and literacy list serve I assume that all
> have a
>  > deep
>  > concern and interest in advancing women through a literacy
> perspective.
>  > Also, I assume that you all love reading and writing and would like
> to
>  > help
>  > others feel the same way.
>  >
>  > To get the numeracy and math anxiety discussion going I would like
> to
>  > begin
>  > from a different direction. I would like to tell you a little about
> my
>  > "anxiety" with English class during my k-12 years. Although I never
>  > made bad
>  > grades, English class was a challenge for me. Remembering all the
>  > sentence
>  > structure rules was overwhelming and didn't make sense. Diagramming
> a
>  > sentence, as well as the other 10 or so that were assigned, was a
>  > painful
>  > task. The process didn't make sense to me and I wasn't able to carry
>  > the
>  > exercise over to writing.
>  >
>  > Writing was and still is another challenge and most of the time
> almost
>  > a
>  > painful experience for me. You could say that my anxiety about
> putting
>  > words
>  > on paper is a stumbling block and I have to work extremely hard just
>  > to get
>  > started. There are times when I must write something important, like
>  > now,
>  > that my stomach gets knots in it, my mind goes blank and I have to
>  > write and
>  > rewrite over and over. Just before I send this email my anxiety
> level
>  > will
>  > increase drastically because someone will read this and find
> mistakes
>  > or
>  > think the writing is terrible. Where does this anxiety come from?
>  > Probably
>  > past experiences with teachers that loved and knew their subject but
>  > didn't
>  > teach the way I learn. We know a lot more now about how learning
> takes
>  > place
>  > than in my k-12 years.
>  >
>  > Now, for today's discussion question: Is there a relationship
> between
>  > literacy and the content in a typical English class in the US?
>  >
>  > I look forward to the discussion.
>  >
>  > Judy Ward
>  >
>  >
>  >
>  > Judy Ward, Ed.D.
>  > 6886 Young Farm Avenue
>  > Springdale, AR 72762
>  > Phone: 479.361.2223
>  > Fax: 479.361.2223
>  > Email: j.e.ward at cox.net
>  >
>  > Arkansas Adult Numeracy Campaign
>  > Teaching Mathematics Effectively to Adult Learners
>  >
>  >
>  >
>  >
>  > ----------------------------------------------------
>  > National Institute for Literacy
>  > Women and Literacy mailing list
>  > WomenLiteracy at nifl.gov
>  > To unsubscribe or change your subscription settings, please go to
>  > http://www.nifl.gov/mailman/listinfo/womenliteracy
>  >
>  > ----------------------------------------------------
>  > National Institute for Literacy
>  > Women and Literacy mailing list
>  > WomenLiteracy at nifl.gov
>  > To unsubscribe or change your subscription settings, please go to
>  > http://www.nifl.gov/mailman/listinfo/womenliteracy
>  >
>
>  ----------------------------------------------------
>  National Institute for Literacy
>  Women and Literacy mailing list
>  WomenLiteracy at nifl.gov
>  To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From andreawilder at comcast.net  Fri Jun 23 08:50:22 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Fri, 23 Jun 2006 08:50:22 -0400
Subject: [WomenLiteracy 360] Re: math anxiety
In-Reply-To: <000c01c6954f$a141b1f0$6402a8c0@Judy>
References: <000c01c6954f$a141b1f0$6402a8c0@Judy>
Message-ID: <e5f7b41598b2d4b737e99bb9e0b56e70@comcast.net>
Judy--
This is about your word anxiety.  I have NONE for using the WP, but I
have found that  word skills related to the  library are ever
expanding.
i do my work often at Widener Library, Harvard, which is home to about
7 million books, all told--3.5 million in the big  building, then 3.5
million in the depository.
The floors go DEEP  into the ground, and I have anxiety about the
floors collapsing....BURIED IN BOOKS!
Two techniques, simple ones, for expanding book  knowledge:  1) Use the
bibliographies of the books you are reading for further research;  2)
Use the shelves  where you have found the books to get  more
information, Books on a topic are put together--this is something that
I don't think people think about, though it is so easy to do.
Also, if you have questions about a book, email the author!  Send an
email to the publisher of the book, with a catchy subject line, and
most likely (in my case this has happened) the publisher will send you
to the editor, who will then send you to the author.
Andrea
On Jun 21, 2006, at 12:27 PM, Judy Ward wrote:
> Greetings to everyone,
>
> Since this is a women and literacy list serve I assume that all have a
> deep
> concern and interest in advancing women through a literacy perspective.
> Also, I assume that you all love reading and writing and would like to
> help
> others feel the same way.
>
> To get the numeracy and math anxiety discussion going I would like to
> begin
> from a different direction. I would like to tell you a little about my
> "anxiety" with English class during my k-12 years. Although I never
> made bad
> grades, English class was a challenge for me. Remembering all the
> sentence
> structure rules was overwhelming and didn't make sense. Diagramming a
> sentence, as well as the other 10 or so that were assigned, was a
> painful
> task. The process didn't make sense to me and I wasn't able to carry
> the
> exercise over to writing.
>
> Writing was and still is another challenge and most of the time almost
> a
> painful experience for me. You could say that my anxiety about putting
> words
> on paper is a stumbling block and I have to work extremely hard just
> to get
> started. There are times when I must write something important, like
> now,
> that my stomach gets knots in it, my mind goes blank and I have to
> write and
> rewrite over and over. Just before I send this email my anxiety level
> will
> increase drastically because someone will read this and find mistakes
> or
> think the writing is terrible. Where does this anxiety come from?
> Probably
> past experiences with teachers that loved and knew their subject but
> didn't
> teach the way I learn. We know a lot more now about how learning takes
> place
> than in my k-12 years.
>
> Now, for today's discussion question: Is there a relationship between
> literacy and the content in a typical English class in the US?
>
> I look forward to the discussion.
>
> Judy Ward
>
>
>
> Judy Ward, Ed.D.
> 6886 Young Farm Avenue
> Springdale, AR 72762
> Phone: 479.361.2223
> Fax: 479.361.2223
> Email: j.e.ward at cox.net
>
> Arkansas Adult Numeracy Campaign
> Teaching Mathematics Effectively to Adult Learners
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From bertiemo at yahoo.com  Fri Jun 23 09:41:28 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Fri, 23 Jun 2006 06:41:28 -0700 (PDT)
Subject: [WomenLiteracy 361] Re: math anxiety
In-Reply-To: <7e7b1166129aaad03df70348d3fed26d@comcast.net>
Message-ID: <20060623134128.75919.qmail@web30006.mail.mud.yahoo.com>
Andrea and Mary Jane:
  Thank you for your insights.  I don't see the posting of the  history of my math anxiety on this discussion. I never thought that  math anxiety and lack of financial acumen might go together, but I  certainly have both.
  Andrea, I wondered if you'd share a blank copy of your expense form with me off line.
  I'm also searching for a financial advisor.  I made the mistake of  going to someone who was "selling" a product and did horribly.
  Bertie Mo
Andrea Wilder <andreawilder at comcast.net> wrote:  Friends--
Small steps: 5 bank accounts for different purposes, I have done this
since I was first married, someone questioned this practice and i was
so embarrassed it took me a long while to talk about it again--years,
and then the person who I told it to thought it was a fabulous idea.
Calendar for library books--I mark the due dates.  when I renew over
the phone, I mark on the card in the back the new date.
Spending records;  I write down what I spend in cash.  I seldom use a
credit card, I write checks.  My "financial advisor" gave me  work
sheets to fill out, and they were a breeze because I am so dogged about
expenses.  She said a lot of people don't  do what I do and this causes
havoc.  So my kind of babyish habits drew praise.  By the way, in my
looking around for a financial advisor, no one before her had given me
such detailed expense sheets to fill out.
When looking for services, I ask my friends who they use, then check
them out myself.
When doing taxes, I xerox and clip together my check stub info.
If someone who works for me botches up I job, I pay the person and hire
someone else.  (This technique has caused my friends to question my
sanity, but if a person doesn't do a job properly then they won't be
able to do it properly the second time...)
And so on...I wonder  if  there might be occasions in math classes for
group discussion on techniques adult learners  use to manage money?
Andrea
On Jun 23, 2006, at 7:04 AM, Mary Jane Schmitt wrote:
>
> Andrea's  description of her personal numeracy development is so real
> and rich. Once a math professor of mine started the class with the
> question: "How can a boring, heartless subject like math evoke so much
> emotion?" I often think about that remark and maybe the answer is more
> complex than we had bad math instruction. However, since I am a math
> teacher, people do tend to share with me some horror stories about
>  school math experiences that caused them to "check out" big time.
>
> When I read Andrea's story, I was interested in why one has to  divide
> by 4 and then multiply by 3. Does the division by 4 get the quarterly
> expenses? What does the multiplication by 3 do?  I think the answer to
> alleviating  math anxiety/avoidance is to keep asking why -to  keep
> sticking with the meaning behind the rules- if I know WHY you divide
> by 4, and then multiply by 3, and can picture it in my mind, I tend
> not to forget. It's memorizing rules I don't "get"  that makes me feel
> anxious.
>
> Anyway, this morning I am finally getting it together to go to a
> financial advisor for post divorce advice. The meeting is in 2 hours
> and writing back to you is one way to avoid stuff- hmm have to go -
> there's so much lint on my rugs and I would rather pick that than face
> the REAL math music. I have noticed that many people who say they are
> bad at math are great handling their money and a lot of math types are
> not so great (case in point). I think the two types could learn a lot
> from one another.
>
> Yours in the struggle,
> Mary Jane Schmitt
>
>
>
>
>
>
> Andrea Wilder
> Sent by: womenliteracy-bounces at nifl.gov
>
> 06/22/06 05:42 PM
> Please respond to
>  The Women and Literacy Discussion List
>
> To
> The Women and Literacy Discussion List
> cc
> Subject
> [WomenLiteracy 352] Re: math anxiety
>
>
>
>
>
> Friends--
>
>
>  What I can contribute is personal experience, but  why not, it
> probably
>  shows what numbers can do.
>
>  Soon after I separated from my husband income tax time came around.  I
>  knew i couldn't do  the math, but even assembling the documents was
>  overwhelming.  i ended up on the rug of my rented apartment crying
> and
>  picking fuzz off the  rug.
>
>  A couple of years later I had mastered the assemblage of documents,
> but
>  i neglected to send in the completed forms until I got a letter from
>  the IRS.
>
>  Now, because i am a small business, I have to divide my expenses into
>  4ths and multiply by 3. I was so put together this year that I have
>  even put the little coupons in their envelopes--stamped--and written
>  down the reminders of tax time on my calendar.
>
>  Turns out I am POWERFULLY  MOTIVATED  to save  money, so I put in the
>  extra time to NOT SPEND on checks to the IRS.
>
>  The above reasons are why I feel it is REALLY IMPORTANT for women to
>  know the ins and outs of managing money.  I had to go out and get the
>
>  knowledge, and I sure wish I had had a helping hand, so I am really
>  STRONGY in favor of emphasizing the practical uses of math.
>
>  Planning what to do with money can give a person control and
>  motivation.
>
>  Unless a person is planning to go into theoretical physics or math,
>  money has daily practical consequences.
>
>  Andrea
>  On Jun 22, 2006, at 11:12 AM, Daphne Greenberg wrote:
>
>  > Thank you Judy for sharing your anxiety about writing. I think that
>  > this is a great ice breaker for a lot of us who have anxiety doing
>  > math, thinking about explaining something in math, or even writing
> on
>  > this listserv about math. I have two wonders:
>  > 1. Do others on this listserv share my anxiety about anything
> related
>  > to math?
>  > 2. Judy, or others, what do you recommend for teachers who have math
>  > anxiety who are teaching students who have math anxiety?
>  > Thanks,
>  > Daphne
>  >
>  >>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
>  > Greetings to everyone,
>  >
>  > Since this is a women and literacy list serve I assume that all
> have a
>  > deep
>  > concern and interest in advancing women through a literacy
> perspective.
>  > Also, I assume that you all love reading and writing and would like
> to
>  > help
>  > others feel the same way.
>  >
>  > To get the numeracy and math anxiety discussion going I would like
> to
>  > begin
>  > from a different direction. I would like to tell you a little about
> my
>  > "anxiety" with English class during my k-12 years. Although I never
>  > made bad
>  > grades, English class was a challenge for me. Remembering all the
>  > sentence
>  > structure rules was overwhelming and didn't make sense. Diagramming
> a
>  > sentence, as well as the other 10 or so that were assigned, was a
>  > painful
>  > task. The process didn't make sense to me and I wasn't able to carry
>  > the
>  > exercise over to writing.
>  >
>  > Writing was and still is another challenge and most of the time
> almost
>  > a
>  > painful experience for me. You could say that my anxiety about
> putting
>  > words
>  > on paper is a stumbling block and I have to work extremely hard just
>  > to get
>  > started. There are times when I must write something important, like
>  > now,
>  > that my stomach gets knots in it, my mind goes blank and I have to
>  > write and
>  > rewrite over and over. Just before I send this email my anxiety
> level
>  > will
>  > increase drastically because someone will read this and find
> mistakes
>  > or
>  > think the writing is terrible. Where does this anxiety come from?
>  > Probably
>  > past experiences with teachers that loved and knew their subject but
>  > didn't
>  > teach the way I learn. We know a lot more now about how learning
> takes
>  > place
>  > than in my k-12 years.
>  >
>  > Now, for today's discussion question: Is there a relationship
> between
>  > literacy and the content in a typical English class in the US?
>  >
>  > I look forward to the discussion.
>  >
>  > Judy Ward
>  >
>  >
>  >
>  > Judy Ward, Ed.D.
>  > 6886 Young Farm Avenue
>  > Springdale, AR 72762
>  > Phone: 479.361.2223
>  > Fax: 479.361.2223
>  > Email: j.e.ward at cox.net
>  >
>  > Arkansas Adult Numeracy Campaign
>  > Teaching Mathematics Effectively to Adult Learners
>  >
>  >
>  >
>  >
>  > ----------------------------------------------------
>  > National Institute for Literacy
>  > Women and Literacy mailing list
>  > WomenLiteracy at nifl.gov
>  > To unsubscribe or change your subscription settings, please go to
>  > http://www.nifl.gov/mailman/listinfo/womenliteracy
>  >
>  > ----------------------------------------------------
>  > National Institute for Literacy
>  > Women and Literacy mailing list
>  > WomenLiteracy at nifl.gov
>  > To unsubscribe or change your subscription settings, please go to
>  > http://www.nifl.gov/mailman/listinfo/womenliteracy
>  >
>
>  ----------------------------------------------------
>  National Institute for Literacy
>  Women and Literacy mailing list
>  WomenLiteracy at nifl.gov
>  To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy----------------------------------------------------
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From bertiemo at yahoo.com  Fri Jun 23 09:56:57 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Fri, 23 Jun 2006 06:56:57 -0700 (PDT)
Subject: [WomenLiteracy 362] Re: Math as a puzzle, or swimming
In-Reply-To: <EFE517E9-06B1-4B0B-B02C-8D4317291F4C@comcast.net>
Message-ID: <20060623135657.31874.qmail@web30005.mail.mud.yahoo.com>
I attended some of San Francisco's best public schools and so I thought I was to blame for my learning anxieties.
  I really didn't understand the process and mechanics of writing until I  participated in the Bay Area Writer's Process while I was struggling  with my Ph.D. dissertation.
  Here are some of the things I learned about writing and learning almost anything:
  1)  Writing (learning) is a process
  2)  Remote writing, mind mapping, experimentation all help one to  relax...use colors or crayons to begin if that will relax you...
  2)  Writing need not be an isolating and lonely process...writing can be and probably should be shared.
  3)  Finished, published products have been shared with many people before reaching your eyes.
  4)  "Writing Prose" is the book that helped me crack a pretty serious writing anxiety.
  Bertie
David Rosen <djrosen at comcast.net> wrote:  Myrna, Judy, and others,
I am cross-posting this question to both the Women Literacy and
Assessment lists, and hope that anyone who wishes to will join in.
On National Public Radio Weekend Edition Sunday, in the Will Shortz
"Puzzle Master" segment, the Public Radio host, Liane Hansen, often
asks the contestant, "Are you a puzzle person?"  How would you answer
this question? For me, it's complicated. If I knew I wouldn't have to
compete on the radio, and if I had as much time as I needed,  I might
say "sometimes," depending on the kind of puzzle.
Those who would without waffling say yes, do not have "puzzle
anxiety." They confidently dive into the deepest, coldest puzzle
knowing that even if they thrash about they won't sink, and that they
also know several strokes (strategies) in addition to treading water.
Those who hesitate, qualify their "yes", or answer "no" have probably
gulped water a few times, and it wasn't fun.  They may be thinking
that these waters are dangerous.
So here's my question.  How do you as a teacher help those who are
not "puzzle people," or "math people," become more confident?  Is it
best for them to learn a few strokes first in shallow water?  Or to
dive right in to the deep parts with a buddy who can swim?  What is
the teacher's role as lifeguard? What are some strategies to help the
most anxious to put their toes in the water?  How do you help a
mature fish to not feel foolish learning to swim next to all these
smart fry swimming circles around them?  How do you help an cautious
swimmer become a strong swimmer?
And since overcoming any anxiety is tough work, what do you tell your
students is the reward?  What's so great about swimming when you can
enjoy sitting on a sunny beach or walking on the shore?
And do you have any good stories? Let's hear about one of your
students who was "aquaphobic" and who now loves to dive and to play
water polo, or who at least can enjoy an occasional swim.  How,
exactly did that transformation happen?  What was your role?
David Rosen
djrosen at comcast.net
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
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From bertiemo at yahoo.com  Fri Jun 23 10:04:55 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Fri, 23 Jun 2006 07:04:55 -0700 (PDT)
Subject: [WomenLiteracy 363] Re: math manipulatives
In-Reply-To: <s49b977e.053@mailsrv4.gsu.edu>
Message-ID: <20060623140455.70012.qmail@web30011.mail.mud.yahoo.com>
Judy-thanks for the info regarding manipulatives.  I didn't know  what they were. A computer science colleague kept talking about them,  but never explained what they were becacuse she assumed I knew.
  My daughter just completed 9th grade math with a much better teacher  who knew the subject matter and so spent more time explaining  the  material.  However, I'm fairly certain she didn't have  manipulatives.
  The reason is cost.  And I would imagine the same is true in adult education.
  You've all inspired me to visit the math education specialist at the  Univesity where I work.  I'd like to engage them in a discussion  of how they are using manipulatives in their teaching.
  Best,
  Bertie
Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:Judy-thanks  for your suggestion regarding the use of manipulatives. I am wondering  if there are others on this listserv who have experience using  manipulatives such as
Cuisinare  Rods, color cubes, base ten blocks, Alge Blocks, or anything else  either for themselves when they were/are learning math, or when they  were/are teaching math. Can you share with us your experiences? Also, I  wonder whether typical adult literacy programs that include math  instruction have budgets for these manipulatives? I have only visited a  few math classes for adult learners, and have never seen manipulatives  in use. I am trying to figure out if this was just coincidence or  representative of adult literacy and math instruction.
Thanks,
Daphne
>>> j.e.ward at cox.net 06/22/06 9:23 PM >>>
Math anxiety is an emotional response to math based on negative or
unpleasant past experiences. It can also come from not understanding one
basic concept like fractions. When I began using manipulatives with 7th
graders, the importance of "why" became obvious to me. The same "why" is
just as important to adults, both teachers and students. Also, most adult
students are visual and hands on learners, especially in mathematics. Math
was difficult for them in school because it was taught in an abstract manner
- usually the way the teacher learned. As you know more of the same doesn't
work.
My suggestion: You know what concept(s) is a stumbling block for you. Take a
friend and go to the math section of a school supply store. You should see
Cuisinare Rods (fractions), color cubes (blocks for teaching/learning
multiplication, area, perimeter, etc), base ten blocks (place value,
decimals, percents), Alge Blocks (solving equations) just to name a few. Ask
for a book that will go with the manipulative of your choice, go home to
your kitchen table, work with it and learn. It's better to work with a small
group but if that isn't an option work alone.
I have used all the manipulatives listed with both adults and children. They
work! I can't tell you how many tears of joy have been shed during one of my
workshops because an adult educator (ABE/GED/ESOL/Literacy/Workplace)
understood and could "see" the why for the first time. When you feel
confident take the manipulative to your students. Let them "see" the why.
Comments?
Judy
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Daphne Greenberg
Sent: Thursday, June 22, 2006 10:13 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 351] Re: math anxiety
Thank you Judy for sharing your anxiety about writing. I think that this is
a great ice breaker for a lot of us who have anxiety doing math, thinking
about explaining something in math, or even writing on this listserv about
math. I have two wonders:
1. Do others on this listserv share my anxiety about anything related to
math?
2. Judy, or others, what do you recommend for teachers who have math anxiety
who are teaching students who have math anxiety?
Thanks,
Daphne
>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
Greetings to everyone,
Since this is a women and literacy list serve I assume that all have a deep
concern and interest in advancing women through a literacy perspective.
Also, I assume that you all love reading and writing and would like to help
others feel the same way.
To get the numeracy and math anxiety discussion going I would like to begin
from a different direction. I would like to tell you a little about my
"anxiety" with English class during my k-12 years. Although I never made bad
grades, English class was a challenge for me. Remembering all the sentence
structure rules was overwhelming and didn't make sense. Diagramming a
sentence, as well as the other 10 or so that were assigned, was a painful
task. The process didn't make sense to me and I wasn't able to carry the
exercise over to writing.
Writing was and still is another challenge and most of the time almost a
painful experience for me. You could say that my anxiety about putting words
on paper is a stumbling block and I have to work extremely hard just to get
started. There are times when I must write something important, like now,
that my stomach gets knots in it, my mind goes blank and I have to write and
rewrite over and over. Just before I send this email my anxiety level will
increase drastically because someone will read this and find mistakes or
think the writing is terrible. Where does this anxiety come from? Probably
past experiences with teachers that loved and knew their subject but didn't
teach the way I learn. We know a lot more now about how learning takes place
than in my k-12 years.
Now, for today's discussion question: Is there a relationship between
literacy and the content in a typical English class in the US?
I look forward to the discussion.
Judy Ward
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From bertiemo at yahoo.com  Fri Jun 23 10:15:20 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Fri, 23 Jun 2006 07:15:20 -0700 (PDT)
Subject: [WomenLiteracy 364] Re: math anxiety
In-Reply-To: <C0C0D48E.174C%ryanryanc@yahoo.com>
Message-ID: <20060623141520.30493.qmail@web30015.mail.mud.yahoo.com>
I agree with you Ryan that the why is important.  In high school,  I had a very nice advance math  teacher who was an ex-navy  man.  While reading a Tom Clancy novel which involved submarine's  it suddenly dawned upon me why he might have become a math teacher...
  Math might have been more meaningful to me if he'd talked with us a bit  about his career and how math got him(his ship) out of some tough  situations...
  I teach at universty level, but I think this is useful in any  setting...During the first day of class, I talk about why I interested  in the particular topic I'm teaching.  Then I ask them to tell me  why they are taking this particular class.  Whenever I move into a  new topic, I try to remember to tell the class how they will use this  information.  Prior to ending the class I suggest how they might  practice using the new information.
  Bertie
Ryan Hall <ryanryanc at yahoo.com> wrote:
That "why" Judy writes about is, I believe, essential information that is
often missing from instruction in all areas, not just math. Teaching
anything in an unconnected, abstract manner only creates a new list of
useless facts that students try to memorize for a test they have to pass in
order to be able to take the next test of useless facts. It sounds very
pessimistic, I know, but teachers create this attitude when they forget to
make sure students understand the "why" behind the abstract principles they
are teaching. What creates academic anxiety of any kind is the student's
inability to learn what is being taught the way it is being taught in the
short amount of time it is being taught. Not knowing the "why" only adds
frustration to the already overly anxious student who, at some point,
decides to quit caring at all in hopes that s/he will never have to deal
with the subject matter again. For me, it's definitely math, and the only
reason is because no teacher would (could?) ever tell me why I needed to
know it outside the classroom- having no real-life application for this
information left me without motivation to continue trying, so I didn't.
Writing, too, is often challenging for many people and causes some extreme
anxiety. Some people stress over the grammar and punctuation aspects, while
others stress over making their point in a clear and concise manner. What
many students fail to realize, mainly because instructors forget to help
them make this connection, is that the grammar and punctuation help make
meaning. Unless writing instruction focuses on both form and function,
students will continue to make errors in their writing that they do not make
when they complete grammar exercises that focus on form alone. Students need
to see how all the grammar stuff fits into their style of communicating so
they will be able to communicate effectively (and confidently!) in writing.
After all, isn't written communication the "why" of learning all that
grammar and punctuation stuff anyway?
Judy, I don't know much about the relationship between literacy and the
content in a typical English class in the US because I only get to see the
products of those classes. Based on what I see in students' writing, though,
I will say that there is much need for more explanation of the "why" in
them.
So, my question is how do teachers (of any subject and any level) on this
list explain the "why" to your students? Do you wait until they ask, or is
it something you build your lesson plan on? What types of activities do you
use to make the "why" more visible for those students who don't get it the
first, second, or even third time?
Ryan
On 6/22/06 9:23 PM, "Judy Ward"  wrote:
> Math anxiety is an emotional response to math based on negative or
> unpleasant past experiences. It can also come from not understanding one
> basic concept like fractions. When I began using manipulatives with 7th
> graders, the importance of "why" became obvious to me. The same "why" is
> just as important to adults, both teachers and students. Also, most adult
> students are visual and hands on learners, especially in mathematics. Math
> was difficult for them in school because it was taught in an abstract manner
> - usually the way the teacher learned. As you know more of the same doesn't
> work.
>
> My suggestion: You know what concept(s) is a stumbling block for you. Take a
> friend and go to the math section of a school supply store. You should see
> Cuisinare Rods (fractions), color cubes (blocks for teaching/learning
> multiplication, area, perimeter, etc), base ten blocks (place value,
> decimals, percents), Alge Blocks (solving equations) just to name a few. Ask
> for a book that will go with the manipulative of your choice, go home to
> your kitchen table, work with it and learn. It's better to work with a small
> group but if that isn't an option work alone.
>
> I have used all the manipulatives listed with both adults and children. They
> work! I can't tell you how many tears of joy have been shed during one of my
> workshops because an adult educator (ABE/GED/ESOL/Literacy/Workplace)
> understood and could "see" the why for the first time. When you feel
> confident take the manipulative to your students. Let them "see" the why.
>
> Comments?
>
> Judy
>
>
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
> On Behalf Of Daphne Greenberg
> Sent: Thursday, June 22, 2006 10:13 AM
> To: womenliteracy at nifl.gov
> Subject: [WomenLiteracy 351] Re: math anxiety
>
> Thank you Judy for sharing your anxiety about writing. I think that this is
> a great ice breaker for a lot of us who have anxiety doing math, thinking
> about explaining something in math, or even writing on this listserv about
> math. I have two wonders:
> 1. Do others on this listserv share my anxiety about anything related to
> math?
> 2. Judy, or others, what do you recommend for teachers who have math anxiety
> who are teaching students who have math anxiety?
> Thanks,
> Daphne
>
>>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
> Greetings to everyone,
>
> Since this is a women and literacy list serve I assume that all have a deep
> concern and interest in advancing women through a literacy perspective.
> Also, I assume that you all love reading and writing and would like to help
> others feel the same way.
>
> To get the numeracy and math anxiety discussion going I would like to begin
> from a different direction. I would like to tell you a little about my
> "anxiety" with English class during my k-12 years. Although I never made bad
> grades, English class was a challenge for me. Remembering all the sentence
> structure rules was overwhelming and didn't make sense. Diagramming a
> sentence, as well as the other 10 or so that were assigned, was a painful
> task. The process didn't make sense to me and I wasn't able to carry the
> exercise over to writing.
>
> Writing was and still is another challenge and most of the time almost a
> painful experience for me. You could say that my anxiety about putting words
> on paper is a stumbling block and I have to work extremely hard just to get
> started. There are times when I must write something important, like now,
> that my stomach gets knots in it, my mind goes blank and I have to write and
> rewrite over and over. Just before I send this email my anxiety level will
> increase drastically because someone will read this and find mistakes or
> think the writing is terrible. Where does this anxiety come from? Probably
> past experiences with teachers that loved and knew their subject but didn't
> teach the way I learn. We know a lot more now about how learning takes place
> than in my k-12 years.
>
> Now, for today's discussion question: Is there a relationship between
> literacy and the content in a typical English class in the US?
>
> I look forward to the discussion.
>
> Judy Ward
>
>
>
> Judy Ward, Ed.D.
> 6886 Young Farm Avenue
> Springdale, AR 72762
> Phone: 479.361.2223
> Fax: 479.361.2223
> Email: j.e.ward at cox.net
>
> Arkansas Adult Numeracy Campaign
> Teaching Mathematics Effectively to Adult Learners
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
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From j.e.ward at cox.net  Fri Jun 23 11:00:32 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Fri, 23 Jun 2006 10:00:32 -0500
Subject: [WomenLiteracy 365] Re: math manipulatives
In-Reply-To: <s49b977e.053@mailsrv4.gsu.edu>
Message-ID: <001701c696d5$ca983150$6402a8c0@Judy>
Daphne, a comment on "visiting a few math classes and the lack of
manipulatives being a coincidence or representative...." My research of GED
programs in Arkansas showed the following: 95% of the instructors utilized a
textbook/workbook curriculum (algorithm based instruction), 99% used
paper-and-pencil- repeated practice as the instructional practice of choice
(algorithm based), 95% used individual instruction as their instruction
method of choice, and 99% reported repeated practice as their most effective
instructional method. The instructors were teaching the way they were taught
and had not idea there were other methods. If you visited 100 sites you
might come close to the same results.
Literacy programs are in a great position to teach basic math concepts
because basic math instruction can be easily integrated into the reading
curriculum. Although literacy providers understand and accept alternative
math instructional methods they seem to have difficulty integrating it into
their programs.
What about implementing a small group math/reading/discussion program?
Judy
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Daphne Greenberg
Sent: Friday, June 23, 2006 6:26 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 357] Re: math manipulatives
Judy-thanks for your suggestion regarding the use of manipulatives. I am
wondering if there are others on this listserv who have experience using
manipulatives such as
Cuisinare Rods, color cubes, base ten blocks, Alge Blocks, or anything else
either for themselves when they were/are learning math, or when they
were/are teaching math. Can you share with us your experiences? Also, I
wonder whether typical adult literacy programs that include math instruction
have budgets for these manipulatives? I have only visited a few math classes
for adult learners, and have never seen manipulatives in use. I am trying to
figure out if this was just coincidence or representative of adult literacy
and math instruction.
Thanks,
Daphne
>>> j.e.ward at cox.net 06/22/06 9:23 PM >>>
Math anxiety is an emotional response to math based on negative or
unpleasant past experiences. It can also come from not understanding one
basic concept like fractions. When I began using manipulatives with 7th
graders, the importance of "why" became obvious to me. The same "why" is
just as important to adults, both teachers and students. Also, most adult
students are visual and hands on learners, especially in mathematics. Math
was difficult for them in school because it was taught in an abstract manner
- usually the way the teacher learned. As you know more of the same doesn't
work.
My suggestion: You know what concept(s) is a stumbling block for you. Take a
friend and go to the math section of a school supply store. You should see
Cuisinare Rods (fractions), color cubes (blocks for teaching/learning
multiplication, area, perimeter, etc), base ten blocks (place value,
decimals, percents), Alge Blocks (solving equations) just to name a few. Ask
for a book that will go with the manipulative of your choice, go home to
your kitchen table, work with it and learn. It's better to work with a small
group but if that isn't an option work alone.
I have used all the manipulatives listed with both adults and children. They
work! I can't tell you how many tears of joy have been shed during one of my
workshops because an adult educator (ABE/GED/ESOL/Literacy/Workplace)
understood and could "see" the why for the first time. When you feel
confident take the manipulative to your students. Let them "see" the why.
Comments?
Judy
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Daphne Greenberg
Sent: Thursday, June 22, 2006 10:13 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 351] Re: math anxiety
Thank you Judy for sharing your anxiety about writing. I think that this is
a great ice breaker for a lot of us who have anxiety doing math, thinking
about explaining something in math, or even writing on this listserv about
math. I have two wonders:
1. Do others on this listserv share my anxiety about anything related to
math?
2. Judy, or others, what do you recommend for teachers who have math anxiety
who are teaching students who have math anxiety?
Thanks,
Daphne
>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
Greetings to everyone,
Since this is a women and literacy list serve I assume that all have a deep
concern and interest in advancing women through a literacy perspective.
Also, I assume that you all love reading and writing and would like to help
others feel the same way.
To get the numeracy and math anxiety discussion going I would like to begin
from a different direction. I would like to tell you a little about my
"anxiety" with English class during my k-12 years. Although I never made bad
grades, English class was a challenge for me. Remembering all the sentence
structure rules was overwhelming and didn't make sense. Diagramming a
sentence, as well as the other 10 or so that were assigned, was a painful
task. The process didn't make sense to me and I wasn't able to carry the
exercise over to writing.
Writing was and still is another challenge and most of the time almost a
painful experience for me. You could say that my anxiety about putting words
on paper is a stumbling block and I have to work extremely hard just to get
started. There are times when I must write something important, like now,
that my stomach gets knots in it, my mind goes blank and I have to write and
rewrite over and over. Just before I send this email my anxiety level will
increase drastically because someone will read this and find mistakes or
think the writing is terrible. Where does this anxiety come from? Probably
past experiences with teachers that loved and knew their subject but didn't
teach the way I learn. We know a lot more now about how learning takes place
than in my k-12 years.
Now, for today's discussion question: Is there a relationship between
literacy and the content in a typical English class in the US?
I look forward to the discussion.
Judy Ward
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
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Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From mev at litwomen.org  Fri Jun 23 11:14:15 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Fri, 23 Jun 2006 11:14:15 -0400
Subject: [WomenLiteracy 366] Re: Numeracy
In-Reply-To: <s49b977e.053@mailsrv4.gsu.edu>
Message-ID: <EF2603F0-02CA-11DB-A536-000393ABE4D2@litwomen.org>
hmmm...
about manipulatives...though some commercial products were named, and
the suggestion that "cost" was a reason for why they are not used in
ABE....
I think the point of manipulatives is to make numeracy-related concepts
both visual and kinesthetic. So once we have a sense of what a specific
manipulative might be used for, I think we could be creative about how
to acquire them....perhaps learners could help make them (to explain
the why) and they could be left in the classroom for future
use...colored paper cut in shapes, clean leftover plastic food
containers of all sizes, children's building blocks, deck of cards,
various grains and beans of differing shapes and sizes -- heck, even a
bag of M&Ms or different kinds of cookies could be used -- in this
regard, I think we're only limited by our imagination!
as this conversation progresses, though, I find myself asking what it
has to specifically do with women and literacy? Several suggestions
seem fairly generic - not particularly gender-specific to women.
Andrea offered one suggestion -- women have typically not been
encouraged to consider financial or money management issues in the way
that men might be. The overwhelming (or assumed?) sense that math
anxiety is typical among women (more so than among men) could be
another connection. Does the suggestion to use manipulatives correspond
to women's learning theory or does it have more to do with multiple
intelligences  contexts for learning?
I often wonder -- Are there keys in women's learning theory or specific
gender-based concerns that can help us to understand women's
relationship to numeracy/math, especially in ABE?
I wonder if is has to do more with socialization and structures of
power -- than anything to do directly with math...
why do I say that... well, here's my own theory (for what it's worth).
Think about what has considered to be "typically" women's work....and
how math-related they all are...
cooking -- need to understand relationships of amounts, volumes,
measurements -- how much of what to use, when, to feed how many....etc.
fabric arts -- counting stitches, how much thread, yards, how big is
ther person being sewn for...etc.
gardening -- how much space will something take in relation to other
plants, how much water, food, length of growing time
astrology, farming, childcare, transportation, home repair, food
storage, bargain shopping, bartering (how much is something worth
really) -- so much of common "women's work" and everyday survival DOES
depend on a certain familiarity with "figuring."
I think that as math became more associated with money management
(class / power) and abstract theoretical "higher" problem-solving, the
more it became removed from women's hands -- "closed" and made
"mysterious - even frightening for women. And I do believe it has to do
with power and access -- basically, women's self-sustainability and
self-sufficiently.
that's my rant for the day
also, I'd venture to guess that math may be a great "equalizer" for
women ABE learners as well as ABE teachers -- in this subject area, we
may be most like our students in comfort and expertise, than not!
by the way - check out these websites on women mathematicians...
http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm
http://www.agnesscott.edu/lriddle/women/
http://www.nwhp.org/tlp/links/links.html#math
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From mwaddell at famlit.org  Fri Jun 23 11:14:20 2006
From: mwaddell at famlit.org (Margo Waddell)
Date: Fri, 23 Jun 2006 11:14:20 -0400
Subject: [WomenLiteracy 367] Re: math anxiety
Message-ID: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE4019F6F88@SYNNODE2>
As I read the list this week I am compelled to share a resource which
has intrigued and helped me overcome financial challenges and some of my
math anxiety (I believe both are linked). I think many of you might
enjoy it and benefit from the practical advice within it's pages. The
Nine Steps to Financial Freedom by Suze Orman.
(ISBN 0-609-80186-4) This book explores how your past holds the key to
your financial future and helps you take charge of what to do now.
Margo Waddell
________________________________
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
Sent: Friday, June 23, 2006 8:34 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 359] Re: math anxiety
Friends--
Small steps: 5 bank accounts for different purposes, I have done this
since I was first married, someone questioned this practice and i was so
embarrassed it took me a long while to talk about it again--years, and
then the person who I told it to thought it was a fabulous idea.
Calendar for library books--I mark the due dates. when I renew over the
phone, I mark on the card in the back the new date.
Spending records; I write down what I spend in cash. I seldom use a
credit card, I write checks. My "financial advisor" gave me work sheets
to fill out, and they were a breeze because I am so dogged about
expenses. She said a lot of people don't do what I do and this causes
havoc. So my kind of babyish habits drew praise. By the way, in my
looking around for a financial advisor, no one before her had given me
such detailed expense sheets to fill out.
When looking for services, I ask my friends who they use, then check
them out myself.
When doing taxes, I xerox and clip together my check stub info.
If someone who works for me botches up I job, I pay the person and hire
someone else. (This technique has caused my friends to question my
sanity, but if a person doesn't do a job properly then they won't be
able to do it properly the second time...)
And so on...I wonder if there might be occasions in math classes for
group discussion on techniques adult learners use to manage money?
Andrea
On Jun 23, 2006, at 7:04 AM, Mary Jane Schmitt wrote:
	Andrea's  description of her personal numeracy development is so
real and rich. Once a math professor of mine started the class with the
question: "How can a boring, heartless subject like math evoke so much
emotion?" I often think about that remark and maybe the answer is more
complex than we had bad math instruction. However, since I am a math
teacher, people do tend to share with me some horror stories about
school math experiences that caused them to "check out" big time.
	When I read Andrea's story, I was interested in why one has to
divide by 4 and then multiply by 3. Does the division by 4 get the
quarterly expenses? What does the multiplication by 3 do?  I think the
answer to alleviating  math anxiety/avoidance is to keep asking why -to
keep sticking with the meaning behind the rules- if I know WHY you
divide by 4, and then multiply by 3, and can picture it in my mind, I
tend not to forget. It's memorizing rules I don't "get"  that makes me
feel anxious.
	Anyway, this morning I am finally getting it together to go to a
financial advisor for post divorce advice. The meeting is in 2 hours and
writing back to you is one way to avoid stuff- hmm have to go - there's
so much lint on my rugs and I would rather pick that than face the REAL
math music. I have noticed that many people who say they are bad at math
are great handling their money and a lot of math types are not so great
(case in point). I think the two types could learn a lot from one
another.
	Yours in the struggle,
	Mary Jane Schmitt
	Andrea Wilder <andreawilder at comcast.net>
	Sent by: womenliteracy-bounces at nifl.gov
	06/22/06 05:42 PM
	Please respond to
	The Women and Literacy Discussion List <womenliteracy at nifl.gov>
	To
	The Women and Literacy Discussion List <womenliteracy at nifl.gov>
	cc
	Subject
	[WomenLiteracy 352] Re: math anxiety
	Friends--
	What I can contribute is personal experience, but  why not, it
probably
	shows what numbers can do.
	Soon after I separated from my husband income tax time came
around.  I
	knew i couldn't do  the math, but even assembling the documents
was
	overwhelming.  i ended up on the rug of my rented apartment
crying and
	picking fuzz off the  rug.
	A couple of years later I had mastered the assemblage of
documents, but
	i neglected to send in the completed forms until I got a letter
from
	the IRS.
	Now, because i am a small business, I have to divide my expenses
into
	4ths and multiply by 3. I was so put together this year that I
have
	even put the little coupons in their envelopes--stamped--and
written
	down the reminders of tax time on my calendar.
	Turns out I am POWERFULLY  MOTIVATED  to save  money, so I put
in the
	extra time to NOT SPEND on checks to the IRS.
	The above reasons are why I feel it is REALLY IMPORTANT for
women to
	know the ins and outs of managing money.  I had to go out and
get the
	knowledge, and I sure wish I had had a helping hand, so I am
really
	STRONGY in favor of emphasizing the practical uses of math.
	Planning what to do with money can give a person control and
	motivation.
	Unless a person is planning to go into theoretical physics or
math,
	money has daily practical consequences.
	Andrea
	On Jun 22, 2006, at 11:12 AM, Daphne Greenberg wrote:
	> Thank you Judy for sharing your anxiety about writing. I think
that
	> this is a great ice breaker for a lot of us who have anxiety
doing
	> math, thinking about explaining something in math, or even
writing on
	> this listserv about math. I have two wonders:
	> 1. Do others on this listserv share my anxiety about anything
related
	> to math?
	> 2. Judy, or others, what do you recommend for teachers who
have math
	> anxiety who are teaching students who have math anxiety?
	> Thanks,
	> Daphne
	>
	>>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
	> Greetings to everyone,
	>
	> Since this is a women and literacy list serve I assume that
all have a
	> deep
	> concern and interest in advancing women through a literacy
perspective.
	> Also, I assume that you all love reading and writing and would
like to
	> help
	> others feel the same way.
	>
	> To get the numeracy and math anxiety discussion going I would
like to
	> begin
	> from a different direction. I would like to tell you a little
about my
	> "anxiety" with English class during my k-12 years. Although I
never
	> made bad
	> grades, English class was a challenge for me. Remembering all
the
	> sentence
	> structure rules was overwhelming and didn't make sense.
Diagramming a
	> sentence, as well as the other 10 or so that were assigned,
was a
	> painful
	> task. The process didn't make sense to me and I wasn't able to
carry
	> the
	> exercise over to writing.
	>
	> Writing was and still is another challenge and most of the
time almost
	> a
	> painful experience for me. You could say that my anxiety about
putting
	> words
	> on paper is a stumbling block and I have to work extremely
hard just
	> to get
	> started. There are times when I must write something
important, like
	> now,
	> that my stomach gets knots in it, my mind goes blank and I
have to
	> write and
	> rewrite over and over. Just before I send this email my
anxiety level
	> will
	> increase drastically because someone will read this and find
mistakes
	> or
	> think the writing is terrible. Where does this anxiety come
from?
	> Probably
	> past experiences with teachers that loved and knew their
subject but
	> didn't
	> teach the way I learn. We know a lot more now about how
learning takes
	> place
	> than in my k-12 years.
	>
	> Now, for today's discussion question: Is there a relationship
between
	> literacy and the content in a typical English class in the US?
	>
	> I look forward to the discussion.
	>
	> Judy Ward
	>
	>
	>
	> Judy Ward, Ed.D.
	> 6886 Young Farm Avenue
	> Springdale, AR 72762
	> Phone: 479.361.2223
	> Fax: 479.361.2223
	> Email: j.e.ward at cox.net
	>
	> Arkansas Adult Numeracy Campaign
	> Teaching Mathematics Effectively to Adult Learners
	>
	>
	>
	>
	> ----------------------------------------------------
	> National Institute for Literacy
	> Women and Literacy mailing list
	> WomenLiteracy at nifl.gov
	> To unsubscribe or change your subscription settings, please go
to
	> http://www.nifl.gov/mailman/listinfo/womenliteracy
	>
	> ----------------------------------------------------
	> National Institute for Literacy
	> Women and Literacy mailing list
	> WomenLiteracy at nifl.gov
	> To unsubscribe or change your subscription settings, please go
to
	> http://www.nifl.gov/mailman/listinfo/womenliteracy
	>
	----------------------------------------------------
	National Institute for Literacy
	Women and Literacy mailing list
	WomenLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/womenliteracy
	----------------------------------------------------
	National Institute for Literacy
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	WomenLiteracy at nifl.gov
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to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From midnightmorningglory at hotmail.com  Fri Jun 23 11:27:18 2006
From: midnightmorningglory at hotmail.com (Corey Zimmerman)
Date: Fri, 23 Jun 2006 11:27:18 -0400
Subject: [WomenLiteracy 368] Re: math anxiety
In-Reply-To: <2CEA1DEC-4AA0-4CD2-BA33-B777F7D4084B@comcast.net>
Message-ID: <BAY108-F47ADAE6B55B4412B66ABEC27A0@phx.gbl>
All,
Just wanted to say thanks for the data literacy resources! I am excited to
spend some time exploring them and learning more about ANN!
Also it's really interesting reading everyone's stories about their
experiences with math. It's making me realize how much actually I have
always been comfortable with numbers and did have good experiences in school
with math. I think I knew somewhere that this was not common, but this is
making me actually process and realize that. More importantly, though this
is making me think more about how can I use these skills to help others who
are not as comfortable with numbers. Use a strengh I hadn't realized was a
strength.
Daily relevance to me seems yes certainly financial. Actually figuring out
what my budget is and learning how to live within it so that I can meet my
priorities and goals has been incredibly empowering. Also though I see math
as being very important in terms of advocacy. Policymakers listen to
numbers. Being able to walk in to your legislator's office and say "83% of
early education teachers will need X type of support to enter and succeed in
higher education" is powerful. It moves from allowing a policymaker to
dismiss you because they think "oh well maybe there's just 6 teachers out
there who need that support, and everyone is just repeating the story of
those 6 teachers", to "wow 83% that's a lot of teachers". Stories are also
helpful but I have found numbers to be effective. This is what connects for
me though to data literacy, because you have to be able to pick out and
understand the statistic to use it effectively.
And related to teaching fractions, growing up helping my Mom cook dinner,
she would decide some night that we needed 5/8 or 3/4 of the recipe, just to
make me do the math :)
Best,
Corey
* ~ Faring thee well now. Let your life proceed by its own design ~ *
Corey Zimmerman
em: midnightmorningglory at hotmail.com
>From: David Rosen <djrosen at comcast.net>
>Reply-To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
>To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
>Subject: [WomenLiteracy 350] Re: math anxiety
>Date: Wed, 21 Jun 2006 21:19:27 -0400
>
>Cory, Judy and others,
>
>More information about the  EMPower curriculum  will be found at
>
>http://adultnumeracy.terc.edu/
>
>specifically, on data literacy,
>
>http://adultnumeracy.terc.edu/EMP_books.html  (Many Points Make a Point)
>
>Another resource is the National Institute for Literacy Special
>Collection on Science and Numeracy.
>
>http://literacynet.org/sciencelincs/
>
>for example, projects on data literacy,
>
>http://literacynet.org/sciencelincs/ttnum-data.html
>
>David J. Rosen
>Newsome Associates
>djrosen at comcast.net
>
>
>
>On Jun 21, 2006, at 7:10 PM, Judy Ward wrote:
>
> > Cory,
> >
> > You are correct! People don't know how to read graphs and
> > understand the
> > information or data that creates a "picture" of the story. As you have
> > discovered, others should but don't have the skills you so aptly
> > call data
> > literacy. This set of skills is a very important part of numeracy.
> > When
> > doing workshops and presentations I quickly discovered the
> > participants did
> > not have a clue as to how to take data and put it into a graph or
> > how to
> > critically read one. Just describing or giving handouts on
> > different types
> > of graphs to a group doesn't get the information over to them. Only
> > gathering data, putting that data into a graph and explaining the
> > information helps them understand. This is an extremely important
> > skill in
> > today's society.
> >
> > I belong to the Adult Numeracy Network (ANN) which is THE organization
> > dedicated to recognizing the importance of numeracy and placing it
> > on the
> > same level as literacy. The website is www.literacynet.org/ann and
> > there are
> > links to other important sites. Also, there is an adult-based
> > curriculum
> > called EmPower that has a set of lessons on using data. It is also
> > listed on
> > the website.
> >
> > Thank you for taking time to respond!
> >
> > Judy
> >
> >
> >
> > -----Original Message-----
> > From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-
> > bounces at nifl.gov]
> > On Behalf Of Corey Zimmerman
> > Sent: Wednesday, June 21, 2006 3:53 PM
> > To: womenliteracy at nifl.gov
> > Subject: [WomenLiteracy 348] Re: math anxiety
> >
> > Judy and everyone,
> >
> > This is a not a direct response to Judy's post, although I have to
> > admit
> > reading a post from someone else who also would rather play with
> > numbers
> > than words has intrigued me enough to write. So...
> >
> > My job is as a community-based researcher in the field of early
> > care and
> > education. My work is about responding to research questions posed
> > by the
> > community, working with the community to gather the data to answer the
> > questions, and then giving the community back the data to take
> > action. As I
> > have produced more and more reports, it has started to trickle back
> > to me
> > that folks need help understanding how to read data. How do you
> > look at a
> > graph and understand what it's telling you? How do you critically
> > read a
> > statistic? How do you read data that is displayed on a map? How do
> > you take
> > data and use it in key decisions? These skills are all second
> > nature to me,
> > but I have begun to think of them as a type of "data literacy". Data
> > literacy in the manner of skills for how to read and gain meaning from
> > numbers. This current conversation has me intrigued because I am
> > realizing
> > that perhaps this set of skills are also called numeracy skills,
> > and perhaps
> >
> > there are a lot of other folks already out there thinking about
> > numeracy
> > skills and teaching them to adults. So all of that to say I am
> > curious to
> > hear from other folks about their experiences teaching data
> > literacy to
> > adults? Any suggestions of resources that define data literacy and
> > discuss
> > how to teach it to adults (adults who have a range of education
> > levels from
> > GED/HS diploma to Master's degrees, but mostly all experience some
> > level of
> > math anxiety, and certainly the overwhelming majority of who are
> > women), I
> > would be appreciative to hear them.
> >
> > Thanks for your time and to Judy for moderating this discussion,
> > Corey
> >
> > * ~ Faring thee well now. Let your life proceed by its own design ~ *
> >
> > Corey Zimmerman
> > em: midnightmorningglory at hotmail.com
> >
> >
> >
> >
> >
> >> From: "Judy Ward" <j.e.ward at cox.net>
> >> Reply-To: The Women and Literacy Discussion List
> >> <womenliteracy at nifl.gov>
> >> To: <womenliteracy at nifl.gov>
> >> Subject: [WomenLiteracy 347]  math anxiety
> >> Date: Wed, 21 Jun 2006 11:27:45 -0500
> >>
> >> Greetings to everyone,
> >>
> >> Since this is a women and literacy list serve I assume that all
> >> have a deep
> >> concern and interest in advancing women through a literacy
> >> perspective.
> >> Also, I assume that you all love reading and writing and would
> >> like to help
> >> others feel the same way.
> >>
> >> To get the numeracy and math anxiety discussion going I would like
> >> to begin
> >> from a different direction. I would like to tell you a little
> >> about my
> >> "anxiety" with English class during my k-12 years. Although I
> >> never made
> >> bad
> >> grades, English class was a challenge for me. Remembering all the
> >> sentence
> >> structure rules was overwhelming and didn't make sense. Diagramming a
> >> sentence, as well as the other 10 or so that were assigned, was a
> >> painful
> >> task. The process didn't make sense to me and I wasn't able to
> >> carry the
> >> exercise over to writing.
> >>
> >> Writing was and still is another challenge and most of the time
> >> almost a
> >> painful experience for me. You could say that my anxiety about
> >> putting
> >> words
> >> on paper is a stumbling block and I have to work extremely hard
> >> just to get
> >> started. There are times when I must write something important,
> >> like now,
> >> that my stomach gets knots in it, my mind goes blank and I have to
> >> write
> >> and
> >> rewrite over and over. Just before I send this email my anxiety
> >> level will
> >> increase drastically because someone will read this and find
> >> mistakes or
> >> think the writing is terrible. Where does this anxiety come from?
> >> Probably
> >> past experiences with teachers that loved and knew their subject
> >> but didn't
> >> teach the way I learn. We know a lot more now about how learning
> >> takes
> >> place
> >> than in my k-12 years.
> >>
> >> Now, for today's discussion question: Is there a relationship between
> >> literacy and the content in a typical English class in the US?
> >>
> >> I look forward to the discussion.
> >>
> >> Judy Ward
> >>
> >>
> >>
> >> Judy Ward, Ed.D.
> >> 6886 Young Farm Avenue
> >> Springdale, AR 72762
> >> Phone: 479.361.2223
> >> Fax: 479.361.2223
> >> Email: j.e.ward at cox.net
> >>
> >> Arkansas Adult Numeracy Campaign
> >> Teaching Mathematics Effectively to Adult Learners
> >>
> >>
> >>
> >>
> >> ----------------------------------------------------
> >> National Institute for Literacy
> >> Women and Literacy mailing list
> >> WomenLiteracy at nifl.gov
> >> To unsubscribe or change your subscription settings, please go to
> >> http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>David Rosen
>djrosen at comcast.net
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/womenliteracy
From andreawilder at comcast.net  Sat Jun 24 10:20:19 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Sat, 24 Jun 2006 10:20:19 -0400
Subject: [WomenLiteracy 369] Re: Numeracy
In-Reply-To: <EF2603F0-02CA-11DB-A536-000393ABE4D2@litwomen.org>
References: <EF2603F0-02CA-11DB-A536-000393ABE4D2@litwomen.org>
Message-ID: <3b469a26d559590c0ea03d524273cfa0@comcast.net>
Money matters (math) have everything to do with money and power, and
absolutely nothing to do with gender--except in human societies, where
gender matters a lot.
One  of my teachers, Don Warwick, worked in what were then called
"developing nations," and reported that in Pakistan women excelled in
math.  He  thought it was a matter of training, and so do I.  The
comment about Pakistan shows that there was, indeed, a time of
optimism.
My mother remarked to me once "I should have taught you about money."
This was woman to woman, too.  So I had to learn about money on my own.
  In my senior year at school we were given an assignment to use the
newspaper and find an apartment to rent, look at ads and find out about
food to buy.  A truly great assignment.
A family member turned out to know A  LOT about money, He is a
lawyer,specializes in land deals and is  a crook--or at least was when
I knew him  He learned very well.
About cuisinaire rods--I have used them, I think they are terrific, I
don't know how much they cost, they are beautiful to look at and to use
  So buy them.  I  would use coins, etc  with them for fractions,
multiplying.  i would also use items like grocery slips, tax bills,
insert every piece of paper that comes with numbers into math lessons..
By the way, math knowledge, indeed knowledge in any field, is built
from the bottom up, in discernable stages. Start with the concrete.
Take students to city hall where they live, look at tax valuations
(publicly available) get  to know all the ordinary lessons about money.
I learned to ask "Where does money come into this?" about everything.
Andrea
On Jun 23, 2006, at 11:14 AM, mev at litwomen.org wrote:
> hmmm...
> about manipulatives...though some commercial products were named, and
> the suggestion that "cost" was a reason for why they are not used in
> ABE....
> I think the point of manipulatives is to make numeracy-related concepts
> both visual and kinesthetic. So once we have a sense of what a specific
> manipulative might be used for, I think we could be creative about how
> to acquire them....perhaps learners could help make them (to explain
> the why) and they could be left in the classroom for future
> use...colored paper cut in shapes, clean leftover plastic food
> containers of all sizes, children's building blocks, deck of cards,
> various grains and beans of differing shapes and sizes -- heck, even a
> bag of M&Ms or different kinds of cookies could be used -- in this
> regard, I think we're only limited by our imagination!
>
> as this conversation progresses, though, I find myself asking what it
> has to specifically do with women and literacy? Several suggestions
> seem fairly generic - not particularly gender-specific to women.
>
> Andrea offered one suggestion -- women have typically not been
> encouraged to consider financial or money management issues in the way
> that men might be. The overwhelming (or assumed?) sense that math
> anxiety is typical among women (more so than among men) could be
> another connection. Does the suggestion to use manipulatives correspond
> to women's learning theory or does it have more to do with multiple
> intelligences  contexts for learning?
>
> I often wonder -- Are there keys in women's learning theory or specific
> gender-based concerns that can help us to understand women's
> relationship to numeracy/math, especially in ABE?
> I wonder if is has to do more with socialization and structures of
> power -- than anything to do directly with math...
>
> why do I say that... well, here's my own theory (for what it's worth).
> Think about what has considered to be "typically" women's work....and
> how math-related they all are...
> cooking -- need to understand relationships of amounts, volumes,
> measurements -- how much of what to use, when, to feed how many....etc.
> fabric arts -- counting stitches, how much thread, yards, how big is
> ther person being sewn for...etc.
> gardening -- how much space will something take in relation to other
> plants, how much water, food, length of growing time
> astrology, farming, childcare, transportation, home repair, food
> storage, bargain shopping, bartering (how much is something worth
> really) -- so much of common "women's work" and everyday survival DOES
> depend on a certain familiarity with "figuring."
>
> I think that as math became more associated with money management
> (class / power) and abstract theoretical "higher" problem-solving, the
> more it became removed from women's hands -- "closed" and made
> "mysterious - even frightening for women. And I do believe it has to do
> with power and access -- basically, women's self-sustainability and
> self-sufficiently.
>
> that's my rant for the day
>
> also, I'd venture to guess that math may be a great "equalizer" for
> women ABE learners as well as ABE teachers -- in this subject area, we
> may be most like our students in comfort and expertise, than not!
>
> by the way - check out these websites on women mathematicians...
> http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm
>
> http://www.agnesscott.edu/lriddle/women/
>
> http://www.nwhp.org/tlp/links/links.html#math
>
>
> Mev
>
>
>
> WE LEARN
> Women Expanding: Literacy Education Action Resource Network
> www.litwomen.org/welearn.html
>
> Mev Miller, Ed.D., Director
> 182 Riverside Ave.
> Cranston, RI 02910
> 401-383-4374
> welearn at litwomen.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From andreawilder at comcast.net  Sat Jun 24 10:27:30 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Sat, 24 Jun 2006 10:27:30 -0400
Subject: [WomenLiteracy 370] Re: math anxiety
In-Reply-To: <20060623134128.75919.qmail@web30006.mail.mud.yahoo.com>
References: <20060623134128.75919.qmail@web30006.mail.mud.yahoo.com>
Message-ID: <a5586b717c953058644f5ecf77eca8c7@comcast.net>
What I can do is put the headings up for all to see, that would help.
Yes, I made the same mistake you did, once.  Then i figured out someone
was selling a "product," and, wiser, I moved on.
Andrea
On Jun 23, 2006, at 9:41 AM, Bertha Mo wrote:
> Andrea and Mary Jane:
>
>  Thank you for your insights.? I don't see the posting of the history
> of my math anxiety on this discussion. I never thought that math
> anxiety and lack of financial acumen might go together, but I
> certainly have both.
>
>  Andrea, I wondered if you'd share a blank copy of your expense form
> with me off line.
>
>  I'm also searching for a financial advisor.? I made the mistake of
> going to someone who was "selling" a product and did horribly.
>
>  Bertie Mo
>
> Andrea Wilder <andreawilder at comcast.net> wrote:
>>
>> Small steps: 5 bank accounts for different purposes, I have done this
>> since I was first married, someone questioned this practice and i was
>> so embarrassed it took me a long while to talk about it again--years,
>> and then the person who I told it to thought it was a fabulous idea.
>>
>> Calendar for library books--I mark the due dates. when I renew over
>> the phone, I mark on the card in the back the new date.
>>
>> Spending records; I write down what I spend in cash. I seldom use a
>> credit card, I write checks. My "financial advisor" gave me work
>> sheets to fill out, and they were a breeze because I am so dogged
>> about
>> expenses. She said a lot of people don't do what I do and this causes
>> havoc. So my kind of babyish habits drew praise. By the way, in my
>> looking around for a financial advisor, no one before her had given me
>> such detailed expense sheets to fill out.
>>
>> When looking for services, I ask my friends who they use, then check
>> them out myself.
>>
>> When doing taxes, I xerox and clip together my check stub info.
>>
>> If someone who works for me botches up I job, I pay the person and
>> hire
>> someone else. (This technique has caused my friends to question my
>> sanity, but if a person doesn't do a job properly then they won't be
>> able to do it properly the second time...)
>>
>> And so on...I wonder if there might be occasions in math classes for
>> group discussion on techniques adult learners use to manage money?
>>
>> Andrea
>>
>>
>> On Jun 23, 2006, at 7:04 AM, Mary Jane Schmitt wrote:
>>
>> >
>> > Andrea's ?description of her personal numeracy development is so
>> real
>> > and rich. Once a math professor of mine started the class with the
>> > question: "How can a boring, heartless subject like math evoke so
>> much
>> > emotion?" I often think about that remark and maybe the answer is
>> more
>> > complex than we had bad math instruction. However, since I am a math
>> > teacher, people do tend to share with me some horror stories about
>> > ?school math experiences that caused them to "check out" big time.
>> >
>> > When I read Andrea's story, I was interested in why one has to
>> ?divide
>> > by 4 and then multiply by 3. Does the division by 4 get the
>> quarterly
>> > expenses? What does the multiplication by 3 do? ?I think the answer
>> to
>> > alleviating ?math anxiety/avoidance is to keep asking why -to ?keep
>> > sticking with the meaning behind the rules- if I know WHY you divide
>> > by 4, and then multiply by 3, and can picture it in my mind, I tend
>> > not to forget. It's memorizing rules I don't "get" ?that makes me
>> feel
>> > anxious.
>> >
>> > Anyway, this morning I am finally getting it together to go to a
>> > financial advisor for post divorce advice. The meeting is in 2 hours
>> > and writing back to you is one way to avoid stuff- hmm have to go -
>> > there's so much lint on my rugs and I would rather pick that than
>> face
>> > the REAL math music. I have noticed that many people who say they
>> are
>> > bad at math are great handling their money and a lot of math types
>> are
>> > not so great (case in point). I think the two types could learn a
>> lot
>> > from one another.
>> >
>> > Yours in the struggle,
>> > Mary Jane Schmitt
>> >
>> >
>> >
>> >
>> >
>> >
>> > Andrea Wilder
>> > Sent by: womenliteracy-bounces at nifl.gov
>> >
>> > 06/22/06 05:42 PM
>> > Please respond to
>> > The Women and Literacy Discussion List
>> >
>> > To
>> > The Women and Literacy Discussion List
>> > cc
>> > Subject
>> > [WomenLiteracy 352] Re: math anxiety
>> >
>> >
>> >
>> >
>> >
>> > Friends--
>> >
>> >
>> > What I can contribute is personal experience, but ?why not, it
>> > probably
>> > shows what numbers can do.
>> >
>> > Soon after I separated from my husband income tax time came around.
>> ?I
>> > knew i couldn't do ?the math, but even assembling the documents was
>> > overwhelming. ?i ended up on the rug of my rented apartment crying
>> > and ?
>> > picking fuzz off the ?rug.
>> >
>> > A couple of years later I had mastered the assemblage of documents,
>> > but
>> > i neglected to send in the completed forms until I got a letter from
>> > the IRS.
>> >
>> > Now, because i am a small business, I have to divide my expenses
>> into
>> > 4ths and multiply by 3. I was so put together this year that I have
>> > even put the little coupons in their envelopes--stamped--and written
>> > down the reminders of tax time on my calendar.
>> >
>> > Turns out I am POWERFULLY ?MOTIVATED ?to save ?money, so I put in
>> the
>> > extra time to NOT SPEND on checks to the IRS.
>> >
>> > The above reasons are why I feel it is REALLY IMPORTANT for women to
>> > know the ins and outs of managing money. ?I had to go out and get
>> the
>> > ?
>> > knowledge, and I sure wish I had had a helping hand, so I am really
>> > STRONGY in favor of emphasizing the practical uses of math.
>> >
>> > Planning what to do with money can give a person control and ?
>> > motivation.
>> >
>> > Unless a person is planning to go into theoretical physics or math,
>> > money has daily practical consequences.
>> >
>> > Andrea
>> > On Jun 22, 2006, at 11:12 AM, Daphne Greenberg wrote:
>> >
>> > > Thank you Judy for sharing your anxiety about writing. I think
>> that
>> > > this is a great ice breaker for a lot of us who have anxiety doing
>> > > math, thinking about explaining something in math, or even writing
>> > on
>> > > this listserv about math. I have two wonders:
>> > > 1. Do others on this listserv share my anxiety about anything
>> > related
>> > > to math?
>> > > 2. Judy, or others, what do you recommend for teachers who have
>> math
>> > > anxiety who are teaching students who have math anxiety?
>> > > Thanks,
>> > > Daphne
>> > >
>> > >>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
>> > > Greetings to everyone,
>> > >
>> > > Since this is a women and literacy list serve I assume that all
>> > have a
>> > > deep
>> > > concern and interest in advancing women through a literacy
>> > perspective.
>> > > Also, I assume that you all love reading and writing and would
>> like
>> > to
>> > > help
>> > > others feel the same way.
>> > >
>> > > To get the numeracy and math anxiety discussion going I would like
>> > to
>> > > begin
>> > > from a different direction. I would like to tell you a little
>> about
>> > my
>> > > "anxiety" with English class during my k-12 years. Although I
>> never
>> > > made bad
>> > > grades, English class was a challenge for me. Remembering all the
>> > > sentence
>> > > structure rules was overwhelming and didn't make sense.
>> Diagramming
>> > a
>> > > sentence, as well as the other 10 or so that were assigned, was a
>> > > painful
>> > > task. The process didn't make sense to me and I wasn't able to
>> carry
>> > > the
>> > > exercise over to writing.
>> > >
>> > > Writing was and still is another challenge and most of the time
>> > almost
>> > > a
>> > > painful experience for me. You could say that my anxiety about
>> > putting
>> > > words
>> > > on paper is a stumbling block and I have to work extremely hard
>> just
>> > > to get
>> > > started. There are times when I must write something important,
>> like
>> > > now,
>> > > that my stomach gets knots in it, my mind goes blank and I have to
>> > > write and
>> > > rewrite over and over. Just before I send this email my anxiety
>> > level
>> > > will
>> > > increase drastically because someone will read this and find
>> > mistakes
>> > > or
>> > > think the writing is terrible. Where does this anxiety come from?
>> > > Probably
>> > > past experiences with teachers that loved and knew their subject
>> but
>> > > didn't
>> > > teach the way I learn. We know a lot more now about how learning
>> > takes
>> > > place
>> > > than in my k-12 years.
>> > >
>> > > Now, for today's discussion question: Is there a relationship
>> > between
>> > > literacy and the content in a typical English class in the US?
>> > >
>> > > I look forward to the discussion.
>> > >
>> > > Judy Ward
>> > >
>> > >
>> > >
>> > > Judy Ward, Ed.D.
>> > > 6886 Young Farm Avenue
>> > > Springdale, AR 72762
>> > > Phone: 479.361.2223
>> > > Fax: 479.361.2223
>> > > Email: j.e.ward at cox.net
>> > >
>> > > Arkansas Adult Numeracy Campaign
>> > > Teaching Mathematics Effectively to Adult Learners
>> > >
>> > >
>> > >
>> > >
>> > > ----------------------------------------------------
>> > > National Institute for Literacy
>> > > Women and Literacy mailing list
>> > > WomenLiteracy at nifl.gov
>> > > To unsubscribe or change your subscription settings, please go to
>> > > http://www.nifl.gov/mailman/listinfo/womenliteracy
>> > >
>> > > ----------------------------------------------------
>> > > National Institute for Literacy
>> > > Women and Literacy mailing list
>> > > WomenLiteracy at nifl.gov
>> > > To unsubscribe or change your subscription settings, please go to
>> > > http://www.nifl.gov/mailman/listinfo/womenliteracy
>> > >
>> >
>> > ----------------------------------------------------
>> > National Institute for Literacy
>> > Women and Literacy mailing list
>> > WomenLiteracy at nifl.gov
>> > To unsubscribe or change your subscription settings, please go to
>> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>> >
>> > ----------------------------------------------------
>> > National Institute for Literacy
>> > Women and Literacy mailing list
>> > WomenLiteracy at nifl.gov
>> > To unsubscribe or change your subscription settings, please go to
>> >
>> http://www.nifl.gov/mailman/listinfo/
>> womenliteracy----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/
>> womenliteracy----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From sreid at workbase.org.nz  Sat Jun 24 14:47:51 2006
From: sreid at workbase.org.nz (Susan Reid)
Date: Sun, 25 Jun 2006 06:47:51 +1200
Subject: [WomenLiteracy 371] Re: Numeracy
Message-ID: <14794889A1E3AF419042F64CC5425A1E23C097@secure.workbase.org.nz>
I can't recall  if it the same in the US but in New Zealand we have little plastic discs on the bread bags which record dates and are in different colours.
I collect these and use them as manipulatives.
They are useful for sorting activities, for explaining abbreviations ( months), the concept of Best Before and Use By dates, (we use both in New Zealand - I seem to recall you only use one in the US), they are durable and they are free.
Otherwise the laminator is a great friend in the resource making department.
Thanks for this great discussion - Australian numeracy experts Beth Marr, Dave Tout and Sue Helme have written a lot about maths anxiety in their publications - Breaking the Maths Barrier and Strength in Numbers.
One of the simplest things we do in professional development ( taken from Marr and others) is get participants to fill in a page called Maths in My Day. This makes people  recognise all the 'maths' they do that happens under the radar so to speak and which they never think of as being maths but just part of running a household and being a parent.
Susan Reid
Manager, Professional Development
Workbase the New Zealand Centre for Workforce
www.workbase.org.nz
Have a look at teh New Zealand Literacy Portal www.nzliteracyportal.org.nz
________________________________
From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
Sent: Sat 24/06/2006 3:14 a.m.
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 366] Re: Numeracy
hmmm...
about manipulatives...though some commercial products were named, and
the suggestion that "cost" was a reason for why they are not used in
ABE....
I think the point of manipulatives is to make numeracy-related concepts
both visual and kinesthetic. So once we have a sense of what a specific
manipulative might be used for, I think we could be creative about how
to acquire them....perhaps learners could help make them (to explain
the why) and they could be left in the classroom for future
use...colored paper cut in shapes, clean leftover plastic food
containers of all sizes, children's building blocks, deck of cards,
various grains and beans of differing shapes and sizes -- heck, even a
bag of M&Ms or different kinds of cookies could be used -- in this
regard, I think we're only limited by our imagination!
as this conversation progresses, though, I find myself asking what it
has to specifically do with women and literacy? Several suggestions
seem fairly generic - not particularly gender-specific to women.
Andrea offered one suggestion -- women have typically not been
encouraged to consider financial or money management issues in the way
that men might be. The overwhelming (or assumed?) sense that math
anxiety is typical among women (more so than among men) could be
another connection. Does the suggestion to use manipulatives correspond
to women's learning theory or does it have more to do with multiple
intelligences  contexts for learning?
I often wonder -- Are there keys in women's learning theory or specific
gender-based concerns that can help us to understand women's
relationship to numeracy/math, especially in ABE?
I wonder if is has to do more with socialization and structures of
power -- than anything to do directly with math...
why do I say that... well, here's my own theory (for what it's worth).
Think about what has considered to be "typically" women's work....and
how math-related they all are...
cooking -- need to understand relationships of amounts, volumes,
measurements -- how much of what to use, when, to feed how many....etc.
fabric arts -- counting stitches, how much thread, yards, how big is
ther person being sewn for...etc.
gardening -- how much space will something take in relation to other
plants, how much water, food, length of growing time
astrology, farming, childcare, transportation, home repair, food
storage, bargain shopping, bartering (how much is something worth
really) -- so much of common "women's work" and everyday survival DOES
depend on a certain familiarity with "figuring."
I think that as math became more associated with money management
(class / power) and abstract theoretical "higher" problem-solving, the
more it became removed from women's hands -- "closed" and made
"mysterious - even frightening for women. And I do believe it has to do
with power and access -- basically, women's self-sustainability and
self-sufficiently.
that's my rant for the day
also, I'd venture to guess that math may be a great "equalizer" for
women ABE learners as well as ABE teachers -- in this subject area, we
may be most like our students in comfort and expertise, than not!
by the way - check out these websites on women mathematicians...
http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm
http://www.agnesscott.edu/lriddle/women/
http://www.nwhp.org/tlp/links/links.html#math
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
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From mev at litwomen.org  Sat Jun 24 18:06:40 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Sat, 24 Jun 2006 18:06:40 -0400
Subject: [WomenLiteracy 372]  abusers and internet
Message-ID: <B6A34186-03CD-11DB-9366-000393ABE4D2@litwomen.org>
Hi all
I remember some time ago we were discussing how an abuser can use the
internet to track the activities of their victim.
I came across this today and thought I'd pass it along.
"How an abuser can discover your internet activities"
http://www.wrcsc.org/Warning.htm
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From nonesuch at MALA.BC.CA  Sun Jun 25 15:24:34 2006
From: nonesuch at MALA.BC.CA (Kate Nonesuch)
Date: Sun, 25 Jun 2006 12:24:34 -0700
Subject: [WomenLiteracy 373] Re: math manipulatives
References: <001701c696d5$ca983150$6402a8c0@Judy>
Message-ID: <4DA696749F7F4B4F85E67688BF659E82A7CD5D@sidney.capitan.mala.bc.ca>
I love to use manipulatives when I teach math.  I think one of the reasons they are not used by more instructors is that students resist using them, and it is hard to keep saying "yes" when the learners are saying "no."
Over the years, I have developed some ways of honouring student resistance, and reducing it--and I'll refer you to my article Working with Student Resistance to Math Tools at http://www.literacyjournal.ca/Forumpages/forum4_s05readings.htm
I'm wondering how other people on this list serve deal with learner resistance to manipulatives?  (and then, of course, there is our own resistance to something new.  :) :))
Kate Nonesuch
Career and Academic Preparation
Malaspina University-College, Cowichan Campus
222 Cowichan Way
Duncan, BC
V9L 6P4
nonesuch at mala.ca
phone:  (250) 746-3565
Fax:  (250) 746-3563
________________________________
From: womenliteracy-bounces at nifl.gov on behalf of Judy Ward
Sent: Fri 23-Jun-06 8:00 AM
To: 'The Women and Literacy Discussion List'
Subject: [WomenLiteracy 365] Re: math manipulatives
Daphne, a comment on "visiting a few math classes and the lack of
manipulatives being a coincidence or representative...." My research of GED
programs in Arkansas showed the following: 95% of the instructors utilized a
textbook/workbook curriculum (algorithm based instruction), 99% used
paper-and-pencil- repeated practice as the instructional practice of choice
(algorithm based), 95% used individual instruction as their instruction
method of choice, and 99% reported repeated practice as their most effective
instructional method. The instructors were teaching the way they were taught
and had not idea there were other methods. If you visited 100 sites you
might come close to the same results.
Literacy programs are in a great position to teach basic math concepts
because basic math instruction can be easily integrated into the reading
curriculum. Although literacy providers understand and accept alternative
math instructional methods they seem to have difficulty integrating it into
their programs.
What about implementing a small group math/reading/discussion program?
Judy
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Daphne Greenberg
Sent: Friday, June 23, 2006 6:26 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 357] Re: math manipulatives
Judy-thanks for your suggestion regarding the use of manipulatives. I am
wondering if there are others on this listserv who have experience using
manipulatives such as
Cuisinare Rods, color cubes, base ten blocks, Alge Blocks, or anything else
either for themselves when they were/are learning math, or when they
were/are teaching math. Can you share with us your experiences? Also, I
wonder whether typical adult literacy programs that include math instruction
have budgets for these manipulatives? I have only visited a few math classes
for adult learners, and have never seen manipulatives in use. I am trying to
figure out if this was just coincidence or representative of adult literacy
and math instruction.
Thanks,
Daphne
>>> j.e.ward at cox.net 06/22/06 9:23 PM >>>
Math anxiety is an emotional response to math based on negative or
unpleasant past experiences. It can also come from not understanding one
basic concept like fractions. When I began using manipulatives with 7th
graders, the importance of "why" became obvious to me. The same "why" is
just as important to adults, both teachers and students. Also, most adult
students are visual and hands on learners, especially in mathematics. Math
was difficult for them in school because it was taught in an abstract manner
- usually the way the teacher learned. As you know more of the same doesn't
work.
My suggestion: You know what concept(s) is a stumbling block for you. Take a
friend and go to the math section of a school supply store. You should see
Cuisinare Rods (fractions), color cubes (blocks for teaching/learning
multiplication, area, perimeter, etc), base ten blocks (place value,
decimals, percents), Alge Blocks (solving equations) just to name a few. Ask
for a book that will go with the manipulative of your choice, go home to
your kitchen table, work with it and learn. It's better to work with a small
group but if that isn't an option work alone.
I have used all the manipulatives listed with both adults and children. They
work! I can't tell you how many tears of joy have been shed during one of my
workshops because an adult educator (ABE/GED/ESOL/Literacy/Workplace)
understood and could "see" the why for the first time. When you feel
confident take the manipulative to your students. Let them "see" the why.
Comments?
Judy
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Daphne Greenberg
Sent: Thursday, June 22, 2006 10:13 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 351] Re: math anxiety
Thank you Judy for sharing your anxiety about writing. I think that this is
a great ice breaker for a lot of us who have anxiety doing math, thinking
about explaining something in math, or even writing on this listserv about
math. I have two wonders:
1. Do others on this listserv share my anxiety about anything related to
math?
2. Judy, or others, what do you recommend for teachers who have math anxiety
who are teaching students who have math anxiety?
Thanks,
Daphne
>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>
Greetings to everyone,
Since this is a women and literacy list serve I assume that all have a deep
concern and interest in advancing women through a literacy perspective.
Also, I assume that you all love reading and writing and would like to help
others feel the same way.
To get the numeracy and math anxiety discussion going I would like to begin
from a different direction. I would like to tell you a little about my
"anxiety" with English class during my k-12 years. Although I never made bad
grades, English class was a challenge for me. Remembering all the sentence
structure rules was overwhelming and didn't make sense. Diagramming a
sentence, as well as the other 10 or so that were assigned, was a painful
task. The process didn't make sense to me and I wasn't able to carry the
exercise over to writing.
Writing was and still is another challenge and most of the time almost a
painful experience for me. You could say that my anxiety about putting words
on paper is a stumbling block and I have to work extremely hard just to get
started. There are times when I must write something important, like now,
that my stomach gets knots in it, my mind goes blank and I have to write and
rewrite over and over. Just before I send this email my anxiety level will
increase drastically because someone will read this and find mistakes or
think the writing is terrible. Where does this anxiety come from? Probably
past experiences with teachers that loved and knew their subject but didn't
teach the way I learn. We know a lot more now about how learning takes place
than in my k-12 years.
Now, for today's discussion question: Is there a relationship between
literacy and the content in a typical English class in the US?
I look forward to the discussion.
Judy Ward
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
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Women and Literacy mailing list
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To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From nonesuch at MALA.BC.CA  Sun Jun 25 15:29:28 2006
From: nonesuch at MALA.BC.CA (Kate Nonesuch)
Date: Sun, 25 Jun 2006 12:29:28 -0700
Subject: [WomenLiteracy 374] Re: Numeracy
References: <EF2603F0-02CA-11DB-A536-000393ABE4D2@litwomen.org>
Message-ID: <4DA696749F7F4B4F85E67688BF659E82A7CD5E@sidney.capitan.mala.bc.ca>
Mev writes:
"I often wonder -- Are there keys in women's learning theory or specific
gender-based concerns that can help us to understand women's
relationship to numeracy/math, especially in ABE?
I wonder if is has to do more with socialization and structures of
power -- than anything to do directly with math..."
In my observation, some women who have survived violence in their past or are dealing with it in their present, have learned not to express an opinion, because they have not been allowed to have opinions, or have had dire consequences to expressing an opinion.
Yet, you cannot do math without expressing an opinion.  "I think ________ would be the best way to tackle this problem."  "I'm going to move the decimal two places to the right."  "The answer is ___."
Such women are caught--if they are to do math, they must jettison a survival tactic that has served them well.  As an instructor, I have to take this into consideration as I teach math--I cannot just expect women to jump in.
Kate Nonesuch
Career and Academic Preparation
Malaspina University-College, Cowichan Campus
222 Cowichan Way
Duncan, BC
V9L 6P4
nonesuch at mala.ca
phone:  (250) 746-3565
Fax:  (250) 746-3563
________________________________
From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
Sent: Fri 23-Jun-06 8:14 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 366] Re: Numeracy
hmmm...
about manipulatives...though some commercial products were named, and
the suggestion that "cost" was a reason for why they are not used in
ABE....
I think the point of manipulatives is to make numeracy-related concepts
both visual and kinesthetic. So once we have a sense of what a specific
manipulative might be used for, I think we could be creative about how
to acquire them....perhaps learners could help make them (to explain
the why) and they could be left in the classroom for future
use...colored paper cut in shapes, clean leftover plastic food
containers of all sizes, children's building blocks, deck of cards,
various grains and beans of differing shapes and sizes -- heck, even a
bag of M&Ms or different kinds of cookies could be used -- in this
regard, I think we're only limited by our imagination!
as this conversation progresses, though, I find myself asking what it
has to specifically do with women and literacy? Several suggestions
seem fairly generic - not particularly gender-specific to women.
Andrea offered one suggestion -- women have typically not been
encouraged to consider financial or money management issues in the way
that men might be. The overwhelming (or assumed?) sense that math
anxiety is typical among women (more so than among men) could be
another connection. Does the suggestion to use manipulatives correspond
to women's learning theory or does it have more to do with multiple
intelligences  contexts for learning?
I often wonder -- Are there keys in women's learning theory or specific
gender-based concerns that can help us to understand women's
relationship to numeracy/math, especially in ABE?
I wonder if is has to do more with socialization and structures of
power -- than anything to do directly with math...
why do I say that... well, here's my own theory (for what it's worth).
Think about what has considered to be "typically" women's work....and
how math-related they all are...
cooking -- need to understand relationships of amounts, volumes,
measurements -- how much of what to use, when, to feed how many....etc.
fabric arts -- counting stitches, how much thread, yards, how big is
ther person being sewn for...etc.
gardening -- how much space will something take in relation to other
plants, how much water, food, length of growing time
astrology, farming, childcare, transportation, home repair, food
storage, bargain shopping, bartering (how much is something worth
really) -- so much of common "women's work" and everyday survival DOES
depend on a certain familiarity with "figuring."
I think that as math became more associated with money management
(class / power) and abstract theoretical "higher" problem-solving, the
more it became removed from women's hands -- "closed" and made
"mysterious - even frightening for women. And I do believe it has to do
with power and access -- basically, women's self-sustainability and
self-sufficiently.
that's my rant for the day
also, I'd venture to guess that math may be a great "equalizer" for
women ABE learners as well as ABE teachers -- in this subject area, we
may be most like our students in comfort and expertise, than not!
by the way - check out these websites on women mathematicians...
http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm
http://www.agnesscott.edu/lriddle/women/
http://www.nwhp.org/tlp/links/links.html#math
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From andreawilder at comcast.net  Sun Jun 25 17:17:24 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Sun, 25 Jun 2006 17:17:24 -0400
Subject: [WomenLiteracy 375] Re: Numeracy
In-Reply-To: <4DA696749F7F4B4F85E67688BF659E82A7CD5E@sidney.capitan.mala.bc.ca>
References: <EF2603F0-02CA-11DB-A536-000393ABE4D2@litwomen.org>
	<4DA696749F7F4B4F85E67688BF659E82A7CD5E@sidney.capitan.mala.bc.ca>
Message-ID: <45c248b30516f12576c634bfab4f17ab@comcast.net>
Kate,
What a fabulous insight;  yes, math takes assertion.
Andrea
On Jun 25, 2006, at 3:29 PM, Kate Nonesuch wrote:
> Mev writes:
> "I often wonder -- Are there keys in women's learning theory or
> specific
> gender-based concerns that can help us to understand women's
> relationship to numeracy/math, especially in ABE?
> I wonder if is has to do more with socialization and structures of
> power -- than anything to do directly with math..."
>
> In my observation, some women who have survived violence in their past
> or are dealing with it in their present, have learned not to express
> an opinion, because they have not been allowed to have opinions, or
> have had dire consequences to expressing an opinion.
>
> Yet, you cannot do math without expressing an opinion.  "I think
> ________ would be the best way to tackle this problem."  "I'm going to
> move the decimal two places to the right."  "The answer is ___."
>
> Such women are caught--if they are to do math, they must jettison a
> survival tactic that has served them well.  As an instructor, I have
> to take this into consideration as I teach math--I cannot just expect
> women to jump in.
>
>
> Kate Nonesuch
> Career and Academic Preparation
> Malaspina University-College, Cowichan Campus
> 222 Cowichan Way
> Duncan, BC
> V9L 6P4
>
> nonesuch at mala.ca
> phone:  (250) 746-3565
> Fax:  (250) 746-3563
>
> ________________________________
>
> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
> Sent: Fri 23-Jun-06 8:14 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 366] Re: Numeracy
>
>
>
> hmmm...
> about manipulatives...though some commercial products were named, and
> the suggestion that "cost" was a reason for why they are not used in
> ABE....
> I think the point of manipulatives is to make numeracy-related concepts
> both visual and kinesthetic. So once we have a sense of what a specific
> manipulative might be used for, I think we could be creative about how
> to acquire them....perhaps learners could help make them (to explain
> the why) and they could be left in the classroom for future
> use...colored paper cut in shapes, clean leftover plastic food
> containers of all sizes, children's building blocks, deck of cards,
> various grains and beans of differing shapes and sizes -- heck, even a
> bag of M&Ms or different kinds of cookies could be used -- in this
> regard, I think we're only limited by our imagination!
>
> as this conversation progresses, though, I find myself asking what it
> has to specifically do with women and literacy? Several suggestions
> seem fairly generic - not particularly gender-specific to women.
>
> Andrea offered one suggestion -- women have typically not been
> encouraged to consider financial or money management issues in the way
> that men might be. The overwhelming (or assumed?) sense that math
> anxiety is typical among women (more so than among men) could be
> another connection. Does the suggestion to use manipulatives correspond
> to women's learning theory or does it have more to do with multiple
> intelligences  contexts for learning?
>
> I often wonder -- Are there keys in women's learning theory or specific
> gender-based concerns that can help us to understand women's
> relationship to numeracy/math, especially in ABE?
> I wonder if is has to do more with socialization and structures of
> power -- than anything to do directly with math...
>
> why do I say that... well, here's my own theory (for what it's worth).
> Think about what has considered to be "typically" women's work....and
> how math-related they all are...
> cooking -- need to understand relationships of amounts, volumes,
> measurements -- how much of what to use, when, to feed how many....etc.
> fabric arts -- counting stitches, how much thread, yards, how big is
> ther person being sewn for...etc.
> gardening -- how much space will something take in relation to other
> plants, how much water, food, length of growing time
> astrology, farming, childcare, transportation, home repair, food
> storage, bargain shopping, bartering (how much is something worth
> really) -- so much of common "women's work" and everyday survival DOES
> depend on a certain familiarity with "figuring."
>
> I think that as math became more associated with money management
> (class / power) and abstract theoretical "higher" problem-solving, the
> more it became removed from women's hands -- "closed" and made
> "mysterious - even frightening for women. And I do believe it has to do
> with power and access -- basically, women's self-sustainability and
> self-sufficiently.
>
> that's my rant for the day
>
> also, I'd venture to guess that math may be a great "equalizer" for
> women ABE learners as well as ABE teachers -- in this subject area, we
> may be most like our students in comfort and expertise, than not!
>
> by the way - check out these websites on women mathematicians...
> http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm
>
> http://www.agnesscott.edu/lriddle/women/
>
> http://www.nwhp.org/tlp/links/links.html#math
>
>
> Mev
>
>
>
> WE LEARN
> Women Expanding: Literacy Education Action Resource Network
> www.litwomen.org/welearn.html
>
> Mev Miller, Ed.D., Director
> 182 Riverside Ave.
> Cranston, RI 02910
> 401-383-4374
> welearn at litwomen.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> <winmail.dat>----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From j.e.ward at cox.net  Mon Jun 26 11:19:02 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Mon, 26 Jun 2006 10:19:02 -0500
Subject: [WomenLiteracy 376]  numeracy and women
Message-ID: <000701c69933$dee095c0$6402a8c0@Judy>
Good morning everyone,
Thanks to all who contributed to last week's meaningful discussion. Several
excellent topics related to women and numeracy should provide us with
valuable discussion through noon (central time) next Friday. Later today I
will post a summary and suggestions for furthering our discussion.
Judy
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
From vorfeldp at FPC.edu  Mon Jun 26 11:30:13 2006
From: vorfeldp at FPC.edu (Patricia Vorfeld)
Date: Mon, 26 Jun 2006 11:30:13 -0400
Subject: [WomenLiteracy 377] Re: Math anxiety
Message-ID: <DF4C00DFE629954799753FCE69E77292F6BC1E@prudence.fpc.edu>
2. Judy, or others, what do you recommend for teachers who have math
anxiety who are teaching students who have math anxiety?
Thanks,
Daphne
I would recommend Managing the Mean Math Blues by Cheryl Ooten: a
friendly book that combines a framework for understanding math anxiety
with a variety of strategies for developing math skills.
Patricia Vorfeld
Coordinator of 1st-Year Academic Support
Franklin Pierce College
Academic Services Center, Library
(603) 899-4108
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From j.e.ward at cox.net  Mon Jun 26 15:38:17 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Mon, 26 Jun 2006 14:38:17 -0500
Subject: [WomenLiteracy 378] Re: Math anxiety
In-Reply-To: <DF4C00DFE629954799753FCE69E77292F6BC1E@prudence.fpc.edu>
Message-ID: <001301c69958$24013af0$6402a8c0@Judy>
If your anxiety is related to a particular concept, that's a starting point.
However, working more problems from the textbook will not help because that
method is probably part of the problem. Remembering the algorithms (rules
and procedures) is a major anxiety stimulant. You may be a visual and or
kinesthetic learner and if you are manipulatives will help. Look back in
your "math history" to find where the problem began, maybe it was a
particular teacher or time in your life. But, if you are a visual learner
manipulatives will help and those can be found at any school supply store or
website.
I don't know anything about the suggested book. It may have some good
suggestions. I hope these suggestions help.
Judy
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Patricia Vorfeld
Sent: Monday, June 26, 2006 10:30 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 377] Re: Math anxiety
2. Judy, or others, what do you recommend for teachers who have math anxiety
who are teaching students who have math anxiety?
Thanks,
Daphne
I would recommend Managing the Mean Math Blues by Cheryl Ooten: a friendly
book that combines a framework for understanding math anxiety with a variety
of strategies for developing math skills.
Patricia Vorfeld
Coordinator of 1st-Year Academic Support
Franklin Pierce College
Academic Services Center, Library
(603) 899-4108
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From j.e.ward at cox.net  Mon Jun 26 17:18:26 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Mon, 26 Jun 2006 16:18:26 -0500
Subject: [WomenLiteracy 379]  numeracy and financial knowlege
Message-ID: <001801c69966$13c30660$6402a8c0@Judy>
There is not one accepted definition of numeracy, but for our purpose I
would like to establish that numeracy includes more than computation and
school mathematics.
Mev asks "how can we understand women's relationship to numeracy/math,
especially in ABE?"  Also Mev points out, 'all women use math in their
everyday lives' although some do more than others. It is very possible that
the family culture in which a woman is raised can determine her aptitude for
handling money.
The ABE classroom is the perfect setting for involving women in activities
that include handling money in their everyday life. One of the ABE
instructors that participated in my Arkansas program led a group of 5 women
and 1 man in a special project. They figured out how much they were spending
at the laundry each week over a period of a month (the total amount
surprised them). They then went to Sears, during class, and found out they
could buy a washer and dryer for what they were paying at the laundry. The
project helped them realize that they can do "math" in the context of a real
life situation and that math is more than "school math". During the process
calculators and problem solving skills were used. Many activities based on
real life situations such as this can be developed that will provide women
with opportunities for learning how to handle money.
Developing an activity on the interest charged when buying any household
item would be good. An activity teaching them to read the fine print at the
end of an ad that advertises no interest for ___ years would be very useful.
Such knowledge really gives women self confidence and power over their
lives.
Bertie, Margo, Mary Jane and Andrea all discussed the importance of
financial knowledge. During my divorce I was very thankful that I had
knowledge of my financial situation and had played an active roll in the
process. That made a huge difference in my financial situation.
Comments and discussion?
Judy
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
From ryanryanc at yahoo.com  Mon Jun 26 20:33:30 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Mon, 26 Jun 2006 20:33:30 -0400
Subject: [WomenLiteracy 380] Re: Numeracy
In-Reply-To: <4DA696749F7F4B4F85E67688BF659E82A7CD5E@sidney.capitan.mala.bc.ca>
Message-ID: <C0C5F51A.1852%ryanryanc@yahoo.com>
Kate,
Can you talk a little bit about how you move these women from quiet
observers of your instruction to active participants who actually take
initiative and offer suggestions for solving math problems? Also, do you
have any suggestions for dealing with their wrong answers- ways that will
not return them to their silence?
Thanks,
Ryan
On 6/25/06 3:29 PM, "Kate Nonesuch" <nonesuch at MALA.BC.CA> wrote:
> Mev writes:
> "I often wonder -- Are there keys in women's learning theory or specific
> gender-based concerns that can help us to understand women's
> relationship to numeracy/math, especially in ABE?
> I wonder if is has to do more with socialization and structures of
> power -- than anything to do directly with math..."
>
> In my observation, some women who have survived violence in their past or are
> dealing with it in their present, have learned not to express an opinion,
> because they have not been allowed to have opinions, or have had dire
> consequences to expressing an opinion.
>
> Yet, you cannot do math without expressing an opinion.  "I think ________
> would be the best way to tackle this problem."  "I'm going to move the decimal
> two places to the right."  "The answer is ___."
>
> Such women are caught--if they are to do math, they must jettison a survival
> tactic that has served them well.  As an instructor, I have to take this into
> consideration as I teach math--I cannot just expect women to jump in.
>
>
> Kate Nonesuch
> Career and Academic Preparation
> Malaspina University-College, Cowichan Campus
> 222 Cowichan Way
> Duncan, BC
> V9L 6P4
>
> nonesuch at mala.ca
> phone:  (250) 746-3565
> Fax:  (250) 746-3563
>
> ________________________________
>
> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
> Sent: Fri 23-Jun-06 8:14 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 366] Re: Numeracy
>
>
>
> hmmm...
> about manipulatives...though some commercial products were named, and
> the suggestion that "cost" was a reason for why they are not used in
> ABE....
> I think the point of manipulatives is to make numeracy-related concepts
> both visual and kinesthetic. So once we have a sense of what a specific
> manipulative might be used for, I think we could be creative about how
> to acquire them....perhaps learners could help make them (to explain
> the why) and they could be left in the classroom for future
> use...colored paper cut in shapes, clean leftover plastic food
> containers of all sizes, children's building blocks, deck of cards,
> various grains and beans of differing shapes and sizes -- heck, even a
> bag of M&Ms or different kinds of cookies could be used -- in this
> regard, I think we're only limited by our imagination!
>
> as this conversation progresses, though, I find myself asking what it
> has to specifically do with women and literacy? Several suggestions
> seem fairly generic - not particularly gender-specific to women.
>
> Andrea offered one suggestion -- women have typically not been
> encouraged to consider financial or money management issues in the way
> that men might be. The overwhelming (or assumed?) sense that math
> anxiety is typical among women (more so than among men) could be
> another connection. Does the suggestion to use manipulatives correspond
> to women's learning theory or does it have more to do with multiple
> intelligences  contexts for learning?
>
> I often wonder -- Are there keys in women's learning theory or specific
> gender-based concerns that can help us to understand women's
> relationship to numeracy/math, especially in ABE?
> I wonder if is has to do more with socialization and structures of
> power -- than anything to do directly with math...
>
> why do I say that... well, here's my own theory (for what it's worth).
> Think about what has considered to be "typically" women's work....and
> how math-related they all are...
> cooking -- need to understand relationships of amounts, volumes,
> measurements -- how much of what to use, when, to feed how many....etc.
> fabric arts -- counting stitches, how much thread, yards, how big is
> ther person being sewn for...etc.
> gardening -- how much space will something take in relation to other
> plants, how much water, food, length of growing time
> astrology, farming, childcare, transportation, home repair, food
> storage, bargain shopping, bartering (how much is something worth
> really) -- so much of common "women's work" and everyday survival DOES
> depend on a certain familiarity with "figuring."
>
> I think that as math became more associated with money management
> (class / power) and abstract theoretical "higher" problem-solving, the
> more it became removed from women's hands -- "closed" and made
> "mysterious - even frightening for women. And I do believe it has to do
> with power and access -- basically, women's self-sustainability and
> self-sufficiently.
>
> that's my rant for the day
>
> also, I'd venture to guess that math may be a great "equalizer" for
> women ABE learners as well as ABE teachers -- in this subject area, we
> may be most like our students in comfort and expertise, than not!
>
> by the way - check out these websites on women mathematicians...
> http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm
>
> http://www.agnesscott.edu/lriddle/women/
>
> http://www.nwhp.org/tlp/links/links.html#math
>
>
> Mev
>
>
>
> WE LEARN
> Women Expanding: Literacy Education Action Resource Network
> www.litwomen.org/welearn.html
>
> Mev Miller, Ed.D., Director
> 182 Riverside Ave.
> Cranston, RI 02910
> 401-383-4374
> welearn at litwomen.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From j.e.ward at cox.net  Mon Jun 26 21:13:25 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Mon, 26 Jun 2006 20:13:25 -0500
Subject: [WomenLiteracy 381]  Manipulatives
Message-ID: <000001c69986$e47a5e50$6402a8c0@Judy>
The research supporting use of manipulatives is the concrete to semi
concrete (or representation) to abstract sequence. All of that research was
done with children and, to my knowledge none has been done using adults in
ABE/GED/Literacy programs. There were a couple of studies completed during
the late 1990's with community college algebra students.
The CSA sequence begins with the concrete (blocks, fraction rods, etc) so
the concept can be seen and handled. Using beans or chips for counting is an
example. The semi concrete or representation is the use of a drawing of the
concept or problem to find an answer (drawing sticks for counting). The
abstract is the step taken when the student can perform the operation or
solve the problem with out the first two steps. Adult students tend to go
back and forth between the first and second step and then "leap" to the
third.
Adult students have gaps in their knowledge of mathematics. Those gaps can
be concepts like place value, multiplication, fractions, etc. The use of
manipulatives can help the adult student "see the why" and fill in those
gap(s). There are many success stories told by instructors who took the
knowledge of how to use manipulatives back to their students. Those students
became more confident in their math ability by "seeing the why".
Mev and Susan pointed out that manipulatives can be made out of construction
paper and other items found around the home and school. The cutting and
tearing of construction paper, paper plates, rulers, etc are wonderful
activities from which the student learns many things and can be used as an
assessment technique. But, if you think differently and look closely there
are things all around you that can be used.
I looked in many $1 stores in small Arkansas towns as well as Wal Mart for
geometry "things". Guess what? Look in the cosmetic section of Wal Mart,
Walgreens, Kmart, Target and most grocery stores and you will find cosmetic
sponges that are very inexpensive and are great for teaching geometry
concepts. They come in circles, rectangles and wedges (some of them are very
nice prisms) of different sizes that can be cut, stacked and colored.
The manipulatives that are "store bought" are not expensive because only one
set is usually all that's required. The Cuisenaire Rods come in sets for 1
to 4 people and cost around $10. There several reasons why I like using the
CR. 1. the student learns that "1" can be anything. When using fraction
circles one is always 360 degrees. 2. the student can see immediately what
an equivalent fraction is and it makes sense. 3. that "reducing" a fraction,
which doesn't make sense, is actually "exchanging for fewer parts".
I use a great paper back book with the CR titled "Everything's Coming Up
Fractions". The adult instructors and students that I have worked with love
manipulatives. They work and they make sense!
Judy
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
From nonesuch at MALA.BC.CA  Tue Jun 27 10:05:39 2006
From: nonesuch at MALA.BC.CA (Kate Nonesuch)
Date: Tue, 27 Jun 2006 07:05:39 -0700
Subject: [WomenLiteracy 382] Re: Numeracy
References: <C0C5F51A.1852%ryanryanc@yahoo.com>
Message-ID: <4DA696749F7F4B4F85E67688BF659E82A7CD64@sidney.capitan.mala.bc.ca>
Thanks for the questions, Ryan--I'll answer each separately:
Can you talk a little bit about how you move these women from quiet
observers of your instruction to active participants who actually take
initiative and offer suggestions for solving math problems?
I notice out loud that sitting back is a strategy that works in some places, but is usually less fruitful in math classes.  I acknowledge that I am asking them to do something difficult, i.e., be more active, but that I am confident that they can do it and I am confident it will make a difference in their ability to learn math.   I notice and encourage very small steps they take, and get them to talk about how/why/what they are feeling as they work in math.  I teach math in a group, so they can encourage each other and follow each other's lead.  I work with them on learning styles and multiple intelligences, so they know themselves better, and then invite them to make some choices about what kind of assignments or studying they will do.
Also, do you
have any suggestions for dealing with their wrong answers- ways that will
not return them to their silence?
Primarily I like to use manipulatives, because it is hard to get the wrong answers when you use manipulatives--for example,
3/8 plus 1/4 never turns out to be 4/12 when you use manipulatives.
I've been working on writing up some things about teaching math, and I have written a little piece exactly about dealing with wrong answers--I'll attach it here, and would appreciate feedback from anyone who reads it.
Kate Nonesuch
Career and Academic Preparation
Malaspina University-College, Cowichan Campus
222 Cowichan Way
Duncan, BC
V9L 6P4
nonesuch at mala.ca
phone:  (250) 746-3565
Fax:  (250) 746-3563
________________________________
From: womenliteracy-bounces at nifl.gov on behalf of Ryan Hall
Sent: Mon 26-Jun-06 5:33 PM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 380] Re: Numeracy
Kate,
Can you talk a little bit about how you move these women from quiet
observers of your instruction to active participants who actually take
initiative and offer suggestions for solving math problems? Also, do you
have any suggestions for dealing with their wrong answers- ways that will
not return them to their silence?
Thanks,
Ryan
On 6/25/06 3:29 PM, "Kate Nonesuch" <nonesuch at MALA.BC.CA> wrote:
> Mev writes:
> "I often wonder -- Are there keys in women's learning theory or specific
> gender-based concerns that can help us to understand women's
> relationship to numeracy/math, especially in ABE?
> I wonder if is has to do more with socialization and structures of
> power -- than anything to do directly with math..."
>
> In my observation, some women who have survived violence in their past or are
> dealing with it in their present, have learned not to express an opinion,
> because they have not been allowed to have opinions, or have had dire
> consequences to expressing an opinion.
>
> Yet, you cannot do math without expressing an opinion.  "I think ________
> would be the best way to tackle this problem."  "I'm going to move the decimal
> two places to the right."  "The answer is ___."
>
> Such women are caught--if they are to do math, they must jettison a survival
> tactic that has served them well.  As an instructor, I have to take this into
> consideration as I teach math--I cannot just expect women to jump in.
>
>
> Kate Nonesuch
> Career and Academic Preparation
> Malaspina University-College, Cowichan Campus
> 222 Cowichan Way
> Duncan, BC
> V9L 6P4
>
> nonesuch at mala.ca
> phone:  (250) 746-3565
> Fax:  (250) 746-3563
>
> ________________________________
>
> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
> Sent: Fri 23-Jun-06 8:14 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 366] Re: Numeracy
>
>
>
> hmmm...
> about manipulatives...though some commercial products were named, and
> the suggestion that "cost" was a reason for why they are not used in
> ABE....
> I think the point of manipulatives is to make numeracy-related concepts
> both visual and kinesthetic. So once we have a sense of what a specific
> manipulative might be used for, I think we could be creative about how
> to acquire them....perhaps learners could help make them (to explain
> the why) and they could be left in the classroom for future
> use...colored paper cut in shapes, clean leftover plastic food
> containers of all sizes, children's building blocks, deck of cards,
> various grains and beans of differing shapes and sizes -- heck, even a
> bag of M&Ms or different kinds of cookies could be used -- in this
> regard, I think we're only limited by our imagination!
>
> as this conversation progresses, though, I find myself asking what it
> has to specifically do with women and literacy? Several suggestions
> seem fairly generic - not particularly gender-specific to women.
>
> Andrea offered one suggestion -- women have typically not been
> encouraged to consider financial or money management issues in the way
> that men might be. The overwhelming (or assumed?) sense that math
> anxiety is typical among women (more so than among men) could be
> another connection. Does the suggestion to use manipulatives correspond
> to women's learning theory or does it have more to do with multiple
> intelligences  contexts for learning?
>
> I often wonder -- Are there keys in women's learning theory or specific
> gender-based concerns that can help us to understand women's
> relationship to numeracy/math, especially in ABE?
> I wonder if is has to do more with socialization and structures of
> power -- than anything to do directly with math...
>
> why do I say that... well, here's my own theory (for what it's worth).
> Think about what has considered to be "typically" women's work....and
> how math-related they all are...
> cooking -- need to understand relationships of amounts, volumes,
> measurements -- how much of what to use, when, to feed how many....etc.
> fabric arts -- counting stitches, how much thread, yards, how big is
> ther person being sewn for...etc.
> gardening -- how much space will something take in relation to other
> plants, how much water, food, length of growing time
> astrology, farming, childcare, transportation, home repair, food
> storage, bargain shopping, bartering (how much is something worth
> really) -- so much of common "women's work" and everyday survival DOES
> depend on a certain familiarity with "figuring."
>
> I think that as math became more associated with money management
> (class / power) and abstract theoretical "higher" problem-solving, the
> more it became removed from women's hands -- "closed" and made
> "mysterious - even frightening for women. And I do believe it has to do
> with power and access -- basically, women's self-sustainability and
> self-sufficiently.
>
> that's my rant for the day
>
> also, I'd venture to guess that math may be a great "equalizer" for
> women ABE learners as well as ABE teachers -- in this subject area, we
> may be most like our students in comfort and expertise, than not!
>
> by the way - check out these websites on women mathematicians...
> http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm
>
> http://www.agnesscott.edu/lriddle/women/
>
> http://www.nwhp.org/tlp/links/links.html#math
>
>
> Mev
>
>
>
> WE LEARN
> Women Expanding: Literacy Education Action Resource Network
> www.litwomen.org/welearn.html
>
> Mev Miller, Ed.D., Director
> 182 Riverside Ave.
> Cranston, RI 02910
> 401-383-4374
> welearn at litwomen.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From ginsburg at rci.rutgers.edu  Tue Jun 27 09:49:55 2006
From: ginsburg at rci.rutgers.edu (Lynda Ginsburg)
Date: Tue, 27 Jun 2006 09:49:55 -0400
Subject: [WomenLiteracy 383] Re: Manipulatives
In-Reply-To: <000001c69986$e47a5e50$6402a8c0@Judy>
References: <000001c69986$e47a5e50$6402a8c0@Judy>
Message-ID: <44A13783.1020208@rci.rutgers.edu>
Colleagues,
I have also used rulers (both inches and centimeters) and  measuring
tapes extensively for work with fractions. I have even had learners
create measuring "ribbons" with inches marked off.  As we measure
windows for shades, it becomes apparent soon that there is a need to
have more exact measurements, and we get into fractions, starting with
adding halves to the ribbons, and then later, fourths, etc. These also
function as a number line and give meaning to adding and subtracting
fractions as well as estimating. Centimeters work for understanding
decimals. These tools can be used for area and perimeter as well. Using
these tools does not seem "babyish" to learners, has real-life practical
applications, and you would be amazed at how many people don't know how
to measure.
Lynda
--
Lynda Ginsburg
Senior Research Associate, MetroMath
Rutgers University
118 Frelinghuysen Road
Piscataway, NJ 08854
Tel: 732-445-1409       Fax:  732-445-2894
Judy Ward wrote:
>The research supporting use of manipulatives is the concrete to semi
>concrete (or representation) to abstract sequence. All of that research was
>done with children and, to my knowledge none has been done using adults in
>ABE/GED/Literacy programs. There were a couple of studies completed during
>the late 1990's with community college algebra students.
>
>The CSA sequence begins with the concrete (blocks, fraction rods, etc) so
>the concept can be seen and handled. Using beans or chips for counting is an
>example. The semi concrete or representation is the use of a drawing of the
>concept or problem to find an answer (drawing sticks for counting). The
>abstract is the step taken when the student can perform the operation or
>solve the problem with out the first two steps. Adult students tend to go
>back and forth between the first and second step and then "leap" to the
>third.
>
>Adult students have gaps in their knowledge of mathematics. Those gaps can
>be concepts like place value, multiplication, fractions, etc. The use of
>manipulatives can help the adult student "see the why" and fill in those
>gap(s). There are many success stories told by instructors who took the
>knowledge of how to use manipulatives back to their students. Those students
>became more confident in their math ability by "seeing the why".
>
>Mev and Susan pointed out that manipulatives can be made out of construction
>paper and other items found around the home and school. The cutting and
>tearing of construction paper, paper plates, rulers, etc are wonderful
>activities from which the student learns many things and can be used as an
>assessment technique. But, if you think differently and look closely there
>are things all around you that can be used.
>
>I looked in many $1 stores in small Arkansas towns as well as Wal Mart for
>geometry "things". Guess what? Look in the cosmetic section of Wal Mart,
>Walgreens, Kmart, Target and most grocery stores and you will find cosmetic
>sponges that are very inexpensive and are great for teaching geometry
>concepts. They come in circles, rectangles and wedges (some of them are very
>nice prisms) of different sizes that can be cut, stacked and colored.
>
>The manipulatives that are "store bought" are not expensive because only one
>set is usually all that's required. The Cuisenaire Rods come in sets for 1
>to 4 people and cost around $10. There several reasons why I like using the
>CR. 1. the student learns that "1" can be anything. When using fraction
>circles one is always 360 degrees. 2. the student can see immediately what
>an equivalent fraction is and it makes sense. 3. that "reducing" a fraction,
>which doesn't make sense, is actually "exchanging for fewer parts".
>
>I use a great paper back book with the CR titled "Everything's Coming Up
>Fractions". The adult instructors and students that I have worked with love
>manipulatives. They work and they make sense!
>
>Judy
>
>
>
>Judy Ward, Ed.D.
>6886 Young Farm Avenue
>Springdale, AR 72762
>Phone: 479.361.2223
>Fax: 479.361.2223
>Email: j.e.ward at cox.net
>
>Arkansas Adult Numeracy Campaign
>Teaching Mathematics Effectively to Adult Learners
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
>
From reader at wcoil.com  Tue Jun 27 09:51:14 2006
From: reader at wcoil.com (OLC)
Date: Tue, 27 Jun 2006 09:51:14 -0400
Subject: [WomenLiteracy 384] Re: women and literacy reading group
References: <s497de74.068@mailsrv4.gsu.edu>
Message-ID: <000d01c699f0$c1b87590$4501a8c0@olceb5ac65434b>
Daphne...I have searched around for this book and have not found it at
Borders, Waldenbooks or elsewhere. They all say it is not available. Where
can you get it?  Reader @wcoil.com    Rose Marie
----- Original Message -----
From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
To: <womenliteracy at nifl.gov>
Sent: Tuesday, June 20, 2006 11:39 AM
Subject: [WomenLiteracy 344] Re: women and literacy reading group
> Bonnie and others-
> feel free to look for the book. But if we want to do a book discussion on
> this listserv, we will need to go through a process where we figure out
> when/how to run it, who will run it, and which book/article we all want to
> read. Ideally, I would like to focus on our women and numeracy issue right
> now, because we have a guest facilitator who can only be with us for the
> next two weeks. I know that many of you have expressed an interest in
> discussing numeracy on this listserv with an expert, so here is our
> chance. However, if people want to pursue a the idea of a book discussion
> now, I am open to that.
> Daphne
>
>
>>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>>
> I have had experience.  Not online however it can't be to difficult.
> I'll look for this book.
>
>
> Bonnie Lash Freeman
> Director - Training/Special Projects
> National Center for Family Literacy
> 325 W Main St Suite 300
> Louisville, KY 40202
> 502 584 1133 ext 115
> bfreeman at famlit.org
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
> Sent: Sunday, June 18, 2006 5:37 PM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 328] Re: women and literacy reading group
>
> Bonnie et al,
>
> The first book I'd like to suggest is by Catherine MacKinnon, "Are Women
> Human?'  I've talked about this book on the list before, as I bought it
> after hearing MacKinnon, but I would like to read it WITH other people.
> has anyone here had experience with leading a book discussion?  She is a
> lawyer with an international clientele, very lucid speaker, very
> thoughtful, very respectful of audience questions.
>
> What do others think?
>
> Andrea
> On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote:
>
>> Andrea,
>> Have you created a book list as yet?
>> Bonnie
>>
>>
>> Bonnie Lash Freeman
>> Director - Training/Special Projects
>> National Center for Family Literacy
>> 325 W Main St Suite 300
>> Louisville, KY 40202
>> 502 584 1133 ext 115
>> bfreeman at famlit.org
>>
>> -----Original Message-----
>> From: womenliteracy-bounces at nifl.gov
>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
>> Sent: Sunday, June 18, 2006 9:27 AM
>> To: The Women and Literacy Discussion List
>> Subject: [WomenLiteracy 325] Re: women and literacy reading group
>>
>> Daphne,
>>
>> I'd sure like to be in a women/literacy group on this list serv.  What
>
>> do others think?
>>
>> Andrea
>>
>>
>> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote:
>>
>>> Daphne, I've started a reading group on women writers and researchers
>
>>> on the topic of  women and literacy---so we'll read anything from
>>> Anna
>>
>>> Robinson-Pant's work to Sapphire to the Oakland Readers series on
>>> women. The group includes women lecturers, researchers, doctoral and
>>> masters students from Education, Religious Studies, and, Educational
>>> Research.  Everyone in the group is interested in issues related to
>>> women and literacy from different angles. Thats what I mean. The
>>> staff
>>
>>> learning centre at the university offers literacy courses to those
>>> who
>>
>>> want literacy and language instruction. I think your idea of starting
>
>>> a women and literacy reading group for women literacy learners is a
>>> good one. It would be different than what the staff centre
>>> offers--using a reading group venue might be a lot of fun too. I'll
>>> think about how that could work! Thanks, Sondra -----Original
>>> Message-----
>>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
>>> Sent: Sat 6/17/2006 6:53 PM
>>> To: womenliteracy at nifl.gov
>>> Subject: [WomenLiteracy 323]  women and literacy reading group
>>>
>>> Sondra,
>>> When you say that you have started a women and literacy reading group
>
>>> at your university, what do you mean? Is this a group for women who
>>> have difficulty reading that is held at the university, is it for
>>> faculty/staff? How often does it mean and what happens in the group?
>>> Thanks,
>>> Daphne
>>>
>>> Daphne Greenberg
>>> Assistant Professor
>>> Educational Psych. & Special Ed.
>>> Georgia State University
>>> P.O. Box 3979
>>> Atlanta, Georgia 30302-3979
>>> phone: 404-651-0127
>>> fax:404-651-4901
>>> dgreenberg at gsu.edu
>>>
>>> Daphne Greenberg
>>> Associate Director
>>> Center for the Study of Adult Literacy Georgia State University P.O.
>>> Box 3977 Atlanta, Georgia 30302-3977
>>> phone: 404-651-0127
>>> fax:404-651-4901
>>> dgreenberg at gsu.edu
>>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
>>> Hi Mev, Hi all,
>>>
>>> I was really sorry to miss the women and literacy conference this
>>> past
>>
>>> year, ---- it looked fantastic!!! I am now living in England (and
>>> Ujwala, if you are reading this, please call me!). I have started a
>>> women and literacy reading group at my university, and would like to
>>> do more....Are there others out there who can make some suggestions
>>> about what an academic can do to create more women-literacy
>>> knowledge-generating activities in or around her workplace and
>>> community? Thanks and hope you are doing well! Sondra
>>>
>>>
>>> -----Original Message-----
>>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
>>> Sent: Wed 6/14/2006 7:38 PM
>>> To: NIFL Womenlit
>>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional
>>> Development; NIFL Povracelit Povracelit
>>> Subject: [WomenLiteracy 317]  WE LEARN Newsletter
>>>
>>> Looking for some good summer reading?
>>> Have a look at the news & updates from WE LEARN...Please be sure to
>>> check out these links...
>>>
>>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
>>>
>>> New titles to our database:
>>> http://www.litwomen.org/learnmats/06new.html
>>>
>>> Annual Conference -- 2006 Report & 2007 early news:
>>> http://www.litwomen.org/conference.html
>>>
>>> Excepts from the 1st issue of Women's Perspectives - Health &
>>> Wellness
>>
>>> student writing Initiative also available:
>>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>>>
>>> For complete details about Women's Perspectives go to:
>>> http://www.litwomen.org/perspectives.html
>>>
>>> We also invite you to get involved in our many projects:
>>> http://www.litwomen.org/projects.html
>>>
>>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
>>>
>>> Enjoy your summer.
>>>
>>>
>>> WE LEARN
>>> Women Expanding: Literacy Education Action Resource Network
>>> www.litwomen.org/welearn.html
>>>
>>> Mev Miller, Ed.D., Director
>>> 182 Riverside Ave.
>>> Cranston, RI 02910
>>> 401-383-4374
>>> welearn at litwomen.org
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From j.e.ward at cox.net  Tue Jun 27 08:37:58 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Tue, 27 Jun 2006 07:37:58 -0500
Subject: [WomenLiteracy 385]  violence
Message-ID: <000201c699e6$88e93330$6402a8c0@Judy>
As Kate observed, "some women who have survived violence in their past or
are dealing with it in their present, have learned not to express an
opinion, because they have not been allowed to have opinions, or have had
dire consequences to expressing an opinion."
As a seventh grade teacher I did work with children who were from homes
where violence and abuse existed. Unfortunately it is too common. Also, I
have known women who experienced and survived violence and I know that
violence destroys their self confidence and inhibits their ability for
social interaction. The fear and mistrust inherent in a situation such as
this is a block for learning and it is very difficult to over come.
Including her in a group discussion will probably not work at first but
might over time.
How do others handle this situation?
Judy
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
From j.e.ward at cox.net  Tue Jun 27 10:20:13 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Tue, 27 Jun 2006 09:20:13 -0500
Subject: [WomenLiteracy 386]  data literacy
Message-ID: <000301c699f4$d1e84d10$6402a8c0@Judy>
Cory's realization that "data literacy is a set of skills called numeracy
skills and that there are folks out there thinking about numeracy and
teaching them to adults" is very important. My main purpose for
participating in this discussion is to inform others about numeracy and that
there is a group of individuals dedicated to the cause. That group is the
Adult Numeracy Network (ANN).
Numeracy is also an empowerment issue for women. It is more than school
math, computation, or solving the word problems at the end of the chapter.
Is it knowing how to function in society? What do you think?
Judy
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
From mev at litwomen.org  Tue Jun 27 11:50:23 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Tue, 27 Jun 2006 11:50:23 -0400
Subject: [WomenLiteracy 387] Re: women and literacy reading group
In-Reply-To: <000d01c699f0$c1b87590$4501a8c0@olceb5ac65434b>
Message-ID: <A4ED3546-05F4-11DB-B183-000393ABE4D2@litwomen.org>
ahhh - I worked in bookstores for 20+ years before I came to adult ad
-- so I know a good many tricks.
Are Women Human?: And Other International Dialogues
By MacKinnon, Catharine A.
2006/04 - Hardcover
Belknap Press
0674021878
Our Price $35.00
(full description below)
Step 1: check our your local feminist bookstore ! -- or your local
independent bookstore -- I know it's a rare breed now but they tend to
be better than your average chain bookstore option.
(want a list of women's bookstores? go to:
http://www.litwomen.org/WIP/stores.html --  it's a little out of date
and I'm hoping to update it over the summer -- many of these places do
mail order.) My personal favorite is Amazon Bookstores Cooperative in
Minneapolis (oldest feminist bookstore in US - 36 years - and NOT
related to the dot.com that stole it name - I used to be a cooperative
owner)-- http://www.amazonbookstorecoop.com/
Step 2: get the isbn - any bookstore worth its name will be able to
track on the isbn (international standard book number)
hint: if they are telling you they can't get it, they sometimes may not
know what they're talking about -- or are too lazy to look for it or to
order it! This book just came out in April so should still be around.
This is a smaller academic press -- associated with Harvard --  so it
may be more difficult to get than most - but not impossible. I checked
with my colleagues in Minneapolis http://www.amazonbookstorecoop.com/
- they don't have it in stock but were willing to order it for me.
Hope this all helps!
Mev
WE LEARN
Are Women Human?: And Other International Dialogues
By MacKinnon, Catharine A.
Publisher Comments
More than half a century after the Universal Declaration of Human
Rights defined what a human being is and is entitled to, Catharine
MacKinnon asks: Are women human yet? If women were regarded as human,
would they be sold into sexual slavery worldwide; veiled, silenced, and
imprisoned in homes; bred, and worked as menials for little or no pay;
stoned for sex outside marriage or burned within it; mutilated
genitally, impoverished economically, and mired in illiteracy--all as a
matter of course and without effective recourse?
The cutting edge is where law and culture hurts, which is where
MacKinnon operates in these essays on the transnational status and
treatment of women. Taking her gendered critique of the state to the
international plane, ranging widely intellectually and concretely, she
exposes the consequences and significance of the systematic
maltreatment of women and its systemic condonation. And she points
toward fresh ways--social, legal, and political--of targeting its toxic
orthodoxies.
MacKinnon takes us inside the workings of nation-states, where the
oppression of women defines community life and distributes power in
society and government. She takes us to Bosnia-Herzogovina for a
harrowing look at how the wholesale rape and murder of women and girls
there was an act of genocide, not a side effect of war. She takes us
into the heart of the international law of conflict to ask--and
reveal--why the international community can rally against terrorists'
violence, but not against violence against women. A critique of the
transnational status quo that also envisions the transforming
possibilities of human rights, this bracing book makes us look as never
before at anongoing war too long undeclared.
On Tuesday, June 27, 2006, at 09:51  AM, OLC wrote:
> Daphne...I have searched around for this book and have not found it at
> Borders, Waldenbooks or elsewhere. They all say it is not available.
> Where
> can you get it?  Reader @wcoil.com    Rose Marie
> ----- Original Message -----
> From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
> To: <womenliteracy at nifl.gov>
> Sent: Tuesday, June 20, 2006 11:39 AM
> Subject: [WomenLiteracy 344] Re: women and literacy reading group
>
>
>> Bonnie and others-
>> feel free to look for the book. But if we want to do a book
>> discussion on
>> this listserv, we will need to go through a process where we figure
>> out
>> when/how to run it, who will run it, and which book/article we all
>> want to
>> read. Ideally, I would like to focus on our women and numeracy issue
>> right
>> now, because we have a guest facilitator who can only be with us for
>> the
>> next two weeks. I know that many of you have expressed an interest in
>> discussing numeracy on this listserv with an expert, so here is our
>> chance. However, if people want to pursue a the idea of a book
>> discussion
>> now, I am open to that.
>> Daphne
>>
>>
>>>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>>
>> I have had experience.  Not online however it can't be to difficult.
>> I'll look for this book.
>>
>>
>> Bonnie Lash Freeman
>> Director - Training/Special Projects
>> National Center for Family Literacy
>> 325 W Main St Suite 300
>> Louisville, KY 40202
>> 502 584 1133 ext 115
>> bfreeman at famlit.org
>>
>> -----Original Message-----
>> From: womenliteracy-bounces at nifl.gov
>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
>> Sent: Sunday, June 18, 2006 5:37 PM
>> To: The Women and Literacy Discussion List
>> Subject: [WomenLiteracy 328] Re: women and literacy reading group
>>
>> Bonnie et al,
>>
>> The first book I'd like to suggest is by Catherine MacKinnon, "Are
>> Women
>> Human?'  I've talked about this book on the list before, as I bought
>> it
>> after hearing MacKinnon, but I would like to read it WITH other
>> people.
>> has anyone here had experience with leading a book discussion?  She
>> is a
>> lawyer with an international clientele, very lucid speaker, very
>> thoughtful, very respectful of audience questions.
>>
>> What do others think?
>>
>> Andrea
>> On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote:
>>
>>> Andrea,
>>> Have you created a book list as yet?
>>> Bonnie
>>>
>>>
>>> Bonnie Lash Freeman
>>> Director - Training/Special Projects
>>> National Center for Family Literacy
>>> 325 W Main St Suite 300
>>> Louisville, KY 40202
>>> 502 584 1133 ext 115
>>> bfreeman at famlit.org
>>>
>>> -----Original Message-----
>>> From: womenliteracy-bounces at nifl.gov
>>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
>>> Sent: Sunday, June 18, 2006 9:27 AM
>>> To: The Women and Literacy Discussion List
>>> Subject: [WomenLiteracy 325] Re: women and literacy reading group
>>>
>>> Daphne,
>>>
>>> I'd sure like to be in a women/literacy group on this list serv.
>>> What
>>
>>> do others think?
>>>
>>> Andrea
>>>
>>>
>>> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote:
>>>
>>>> Daphne, I've started a reading group on women writers and
>>>> researchers
>>
>>>> on the topic of  women and literacy---so we'll read anything from
>>>> Anna
>>>
>>>> Robinson-Pant's work to Sapphire to the Oakland Readers series on
>>>> women. The group includes women lecturers, researchers, doctoral and
>>>> masters students from Education, Religious Studies, and, Educational
>>>> Research.  Everyone in the group is interested in issues related to
>>>> women and literacy from different angles. Thats what I mean. The
>>>> staff
>>>
>>>> learning centre at the university offers literacy courses to those
>>>> who
>>>
>>>> want literacy and language instruction. I think your idea of
>>>> starting
>>
>>>> a women and literacy reading group for women literacy learners is a
>>>> good one. It would be different than what the staff centre
>>>> offers--using a reading group venue might be a lot of fun too. I'll
>>>> think about how that could work! Thanks, Sondra -----Original
>>>> Message-----
>>>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
>>>> Sent: Sat 6/17/2006 6:53 PM
>>>> To: womenliteracy at nifl.gov
>>>> Subject: [WomenLiteracy 323]  women and literacy reading group
>>>>
>>>> Sondra,
>>>> When you say that you have started a women and literacy reading
>>>> group
>>
>>>> at your university, what do you mean? Is this a group for women who
>>>> have difficulty reading that is held at the university, is it for
>>>> faculty/staff? How often does it mean and what happens in the group?
>>>> Thanks,
>>>> Daphne
>>>>
>>>> Daphne Greenberg
>>>> Assistant Professor
>>>> Educational Psych. & Special Ed.
>>>> Georgia State University
>>>> P.O. Box 3979
>>>> Atlanta, Georgia 30302-3979
>>>> phone: 404-651-0127
>>>> fax:404-651-4901
>>>> dgreenberg at gsu.edu
>>>>
>>>> Daphne Greenberg
>>>> Associate Director
>>>> Center for the Study of Adult Literacy Georgia State University P.O.
>>>> Box 3977 Atlanta, Georgia 30302-3977
>>>> phone: 404-651-0127
>>>> fax:404-651-4901
>>>> dgreenberg at gsu.edu
>>>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
>>>> Hi Mev, Hi all,
>>>>
>>>> I was really sorry to miss the women and literacy conference this
>>>> past
>>>
>>>> year, ---- it looked fantastic!!! I am now living in England (and
>>>> Ujwala, if you are reading this, please call me!). I have started a
>>>> women and literacy reading group at my university, and would like to
>>>> do more....Are there others out there who can make some suggestions
>>>> about what an academic can do to create more women-literacy
>>>> knowledge-generating activities in or around her workplace and
>>>> community? Thanks and hope you are doing well! Sondra
>>>>
>>>>
>>>> -----Original Message-----
>>>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
>>>> Sent: Wed 6/14/2006 7:38 PM
>>>> To: NIFL Womenlit
>>>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional
>>>> Development; NIFL Povracelit Povracelit
>>>> Subject: [WomenLiteracy 317]  WE LEARN Newsletter
>>>>
>>>> Looking for some good summer reading?
>>>> Have a look at the news & updates from WE LEARN...Please be sure to
>>>> check out these links...
>>>>
>>>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
>>>>
>>>> New titles to our database:
>>>> http://www.litwomen.org/learnmats/06new.html
>>>>
>>>> Annual Conference -- 2006 Report & 2007 early news:
>>>> http://www.litwomen.org/conference.html
>>>>
>>>> Excepts from the 1st issue of Women's Perspectives - Health &
>>>> Wellness
>>>
>>>> student writing Initiative also available:
>>>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>>>>
>>>> For complete details about Women's Perspectives go to:
>>>> http://www.litwomen.org/perspectives.html
>>>>
>>>> We also invite you to get involved in our many projects:
>>>> http://www.litwomen.org/projects.html
>>>>
>>>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
>>>>
>>>> Enjoy your summer.
>>>>
>>>>
>>>> WE LEARN
>>>> Women Expanding: Literacy Education Action Resource Network
>>>> www.litwomen.org/welearn.html
>>>>
>>>> Mev Miller, Ed.D., Director
>>>> 182 Riverside Ave.
>>>> Cranston, RI 02910
>>>> 401-383-4374
>>>> welearn at litwomen.org
>>>>
>>>> ----------------------------------------------------
>>>> National Institute for Literacy
>>>> Women and Literacy mailing list
>>>> WomenLiteracy at nifl.gov
>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>
>>>> ----------------------------------------------------
>>>> National Institute for Literacy
>>>> Women and Literacy mailing list
>>>> WomenLiteracy at nifl.gov
>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>> ----------------------------------------------------
>>>> National Institute for Literacy
>>>> Women and Literacy mailing list
>>>> WomenLiteracy at nifl.gov
>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From enobruwaa at yahoo.com  Tue Jun 27 11:45:09 2006
From: enobruwaa at yahoo.com (Evelyn Appiah-Donyina)
Date: Tue, 27 Jun 2006 08:45:09 -0700 (PDT)
Subject: [WomenLiteracy 388] Re: women and literacy reading group
In-Reply-To: <000d01c699f0$c1b87590$4501a8c0@olceb5ac65434b>
Message-ID: <20060627154510.52604.qmail@web53013.mail.yahoo.com>
Dear Daphne,
  Could you please let OLC know that if it is Are Women Human written by Dorothy Sayers that she is looking for she can try the following websites (I have found that it is easy to find what you are looking for when you use the author name link):
  www.eerdmans.com
  www.amazon.co.uk
  www.whs.co.uk
  Greetings from Sunderland.
  Evelyn
OLC <reader at wcoil.com> wrote:
  Daphne...I have searched around for this book and have not found it at
Borders, Waldenbooks or elsewhere. They all say it is not available. Where
can you get it? Reader @wcoil.com Rose Marie
----- Original Message -----
From: "Daphne Greenberg"
To:
Sent: Tuesday, June 20, 2006 11:39 AM
Subject: [WomenLiteracy 344] Re: women and literacy reading group
> Bonnie and others-
> feel free to look for the book. But if we want to do a book discussion on
> this listserv, we will need to go through a process where we figure out
> when/how to run it, who will run it, and which book/article we all want to
> read. Ideally, I would like to focus on our women and numeracy issue right
> now, because we have a guest facilitator who can only be with us for the
> next two weeks. I know that many of you have expressed an interest in
> discussing numeracy on this listserv with an expert, so here is our
> chance. However, if people want to pursue a the idea of a book discussion
> now, I am open to that.
> Daphne
>
>
>>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>>
> I have had experience. Not online however it can't be to difficult.
> I'll look for this book.
>
>
> Bonnie Lash Freeman
> Director - Training/Special Projects
> National Center for Family Literacy
> 325 W Main St Suite 300
> Louisville, KY 40202
> 502 584 1133 ext 115
> bfreeman at famlit.org
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
> Sent: Sunday, June 18, 2006 5:37 PM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 328] Re: women and literacy reading group
>
> Bonnie et al,
>
> The first book I'd like to suggest is by Catherine MacKinnon, "Are Women
> Human?' I've talked about this book on the list before, as I bought it
> after hearing MacKinnon, but I would like to read it WITH other people.
> has anyone here had experience with leading a book discussion? She is a
> lawyer with an international clientele, very lucid speaker, very
> thoughtful, very respectful of audience questions.
>
> What do others think?
>
> Andrea
> On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote:
>
>> Andrea,
>> Have you created a book list as yet?
>> Bonnie
>>
>>
>> Bonnie Lash Freeman
>> Director - Training/Special Projects
>> National Center for Family Literacy
>> 325 W Main St Suite 300
>> Louisville, KY 40202
>> 502 584 1133 ext 115
>> bfreeman at famlit.org
>>
>> -----Original Message-----
>> From: womenliteracy-bounces at nifl.gov
>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
>> Sent: Sunday, June 18, 2006 9:27 AM
>> To: The Women and Literacy Discussion List
>> Subject: [WomenLiteracy 325] Re: women and literacy reading group
>>
>> Daphne,
>>
>> I'd sure like to be in a women/literacy group on this list serv. What
>
>> do others think?
>>
>> Andrea
>>
>>
>> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote:
>>
>>> Daphne, I've started a reading group on women writers and researchers
>
>>> on the topic of women and literacy---so we'll read anything from
>>> Anna
>>
>>> Robinson-Pant's work to Sapphire to the Oakland Readers series on
>>> women. The group includes women lecturers, researchers, doctoral and
>>> masters students from Education, Religious Studies, and, Educational
>>> Research. Everyone in the group is interested in issues related to
>>> women and literacy from different angles. Thats what I mean. The
>>> staff
>>
>>> learning centre at the university offers literacy courses to those
>>> who
>>
>>> want literacy and language instruction. I think your idea of starting
>
>>> a women and literacy reading group for women literacy learners is a
>>> good one. It would be different than what the staff centre
>>> offers--using a reading group venue might be a lot of fun too. I'll
>>> think about how that could work! Thanks, Sondra -----Original
>>> Message-----
>>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
>>> Sent: Sat 6/17/2006 6:53 PM
>>> To: womenliteracy at nifl.gov
>>> Subject: [WomenLiteracy 323] women and literacy reading group
>>>
>>> Sondra,
>>> When you say that you have started a women and literacy reading group
>
>>> at your university, what do you mean? Is this a group for women who
>>> have difficulty reading that is held at the university, is it for
>>> faculty/staff? How often does it mean and what happens in the group?
>>> Thanks,
>>> Daphne
>>>
>>> Daphne Greenberg
>>> Assistant Professor
>>> Educational Psych. & Special Ed.
>>> Georgia State University
>>> P.O. Box 3979
>>> Atlanta, Georgia 30302-3979
>>> phone: 404-651-0127
>>> fax:404-651-4901
>>> dgreenberg at gsu.edu
>>>
>>> Daphne Greenberg
>>> Associate Director
>>> Center for the Study of Adult Literacy Georgia State University P.O.
>>> Box 3977 Atlanta, Georgia 30302-3977
>>> phone: 404-651-0127
>>> fax:404-651-4901
>>> dgreenberg at gsu.edu
>>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
>>> Hi Mev, Hi all,
>>>
>>> I was really sorry to miss the women and literacy conference this
>>> past
>>
>>> year, ---- it looked fantastic!!! I am now living in England (and
>>> Ujwala, if you are reading this, please call me!). I have started a
>>> women and literacy reading group at my university, and would like to
>>> do more....Are there others out there who can make some suggestions
>>> about what an academic can do to create more women-literacy
>>> knowledge-generating activities in or around her workplace and
>>> community? Thanks and hope you are doing well! Sondra
>>>
>>>
>>> -----Original Message-----
>>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
>>> Sent: Wed 6/14/2006 7:38 PM
>>> To: NIFL Womenlit
>>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional
>>> Development; NIFL Povracelit Povracelit
>>> Subject: [WomenLiteracy 317] WE LEARN Newsletter
>>>
>>> Looking for some good summer reading?
>>> Have a look at the news & updates from WE LEARN...Please be sure to
>>> check out these links...
>>>
>>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
>>>
>>> New titles to our database:
>>> http://www.litwomen.org/learnmats/06new.html
>>>
>>> Annual Conference -- 2006 Report & 2007 early news:
>>> http://www.litwomen.org/conference.html
>>>
>>> Excepts from the 1st issue of Women's Perspectives - Health &
>>> Wellness
>>
>>> student writing Initiative also available:
>>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>>>
>>> For complete details about Women's Perspectives go to:
>>> http://www.litwomen.org/perspectives.html
>>>
>>> We also invite you to get involved in our many projects:
>>> http://www.litwomen.org/projects.html
>>>
>>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
>>>
>>> Enjoy your summer.
>>>
>>>
>>> WE LEARN
>>> Women Expanding: Literacy Education Action Resource Network
>>> www.litwomen.org/welearn.html
>>>
>>> Mev Miller, Ed.D., Director
>>> 182 Riverside Ave.
>>> Cranston, RI 02910
>>> 401-383-4374
>>> welearn at litwomen.org
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
---------------------------------
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From mev at litwomen.org  Tue Jun 27 12:06:34 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Tue, 27 Jun 2006 12:06:34 -0400
Subject: [WomenLiteracy 389] Re: data literacy
In-Reply-To: <000301c699f4$d1e84d10$6402a8c0@Judy>
Message-ID: <E7A46237-05F6-11DB-B183-000393ABE4D2@litwomen.org>
On Tuesday, June 27, 2006, at 10:20  AM, Judy Ward wrote:
> Numeracy is also an empowerment issue for women. It is more than school
> math, computation, or solving the word problems at the end of the
> chapter.
> Is it knowing how to function in society? What do you think?
Judy
I especially like this observation. and with this "knowing how to
function" I want to go back to a question asked in a previous posting
..."... do you have any suggestions for dealing with their wrong
answers- ways that will
not return them to their silence?"
One of the things I've learned through my colleagues at TERC & SABES
and through the EmPower program is that there is more than one right
way to arrive at an answer. Sure, there may only be one answer -- but
exploring all the ways to get to that answer can help with learners'
ability to "know what they know" -- help to create a confidence in
experimentation, critical thinking, multiple solutions, and
problem-solving. Now there may be times when using some options may get
the wrong answer -- but this can be an important part of the process as
well. And some options may be more complicated (convoluted) or more
time consuming than others -- but the answer will still be the same.
Isn't that sometimes the way life is??
We all learn and do differently and I think being able to do this
through numeracy can help us to not be so anxious about math. sometimes
I think the pressure about math is that we have been made to believe
that there is only one right answer and only one way to get to it...so
if you don't do it right, then you fail. and i think that's how women's
lives get presented to us as times as well. Having the assertiveness,
and confidence (and the "permission to make mistakes and start over)
helps us all to function in our various contexts. I think "literacy"
has tended to show how this can happen through reading and writing --
but pursuing these "life lessons" through numeracy - especially for
women -- can lead to some very powerful results.
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From haydens at wvlc.lib.wv.us  Tue Jun 27 12:46:12 2006
From: haydens at wvlc.lib.wv.us (Susan Hayden)
Date: Tue, 27 Jun 2006 12:46:12 -0400
Subject: [WomenLiteracy 390] Re: women and literacy reading group
References: <s497de74.068@mailsrv4.gsu.edu>
	<000d01c699f0$c1b87590$4501a8c0@olceb5ac65434b>
Message-ID: <009b01c69a09$32dc2830$85f0630a@hayden>
Catherine MacKinnon, "Are Women Human?' this book is not listed in
Books-In-Print, therefore it must be out-of-print.
The group may be interested in reading the following book:
When Dad Hurts Mom:  Helping Your Children Heal the Wounds of Witnessing
Abuse by Lundy Bancroft --
    Library Journal
(August 1, 2004; 0-399-15110-9; 978-0-399-15110-1)
The author of Why Does He Do That? (see above) counsels battered mothers on
how to rebuild their lives and heal the damage done to their victimized
children. Especially notable are suggestions for repairing the mother/child
relationship and valuable and shrewd advice on dealing with abusive fathers
and the social institutions that impact their lives. (LJ 4/1/04). Copyright
2004 Reed Business Information.
A book title dealing with women and numeracy that is affordable may be more
difficult for interested persons to find.
Susan Hayden
Adult Services Library Consultant
West Virginia Library Commission
1900 Kanawha BLVD, East
Charleston, WV 25305
haydens at wvlc.lib.wv.us
304-558-3978, ext. 2014
FAX:  304-558-1612
"What makes a book great, a so-called classic, is its quality of always
being modern, of its author, though he be long dead, continuing to speak to
each new generation."
- Lawrence Clark Powell
----- Original Message -----
From: "OLC" <reader at wcoil.com>
To: "The Women and Literacy Discussion List" <womenliteracy at nifl.gov>
Sent: Tuesday, June 27, 2006 9:51 AM
Subject: [WomenLiteracy 384] Re: women and literacy reading group
> Daphne...I have searched around for this book and have not found it at
> Borders, Waldenbooks or elsewhere. They all say it is not available. Where
> can you get it?  Reader @wcoil.com    Rose Marie
> ----- Original Message -----
> From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
> To: <womenliteracy at nifl.gov>
> Sent: Tuesday, June 20, 2006 11:39 AM
> Subject: [WomenLiteracy 344] Re: women and literacy reading group
>
>
>> Bonnie and others-
>> feel free to look for the book. But if we want to do a book discussion on
>> this listserv, we will need to go through a process where we figure out
>> when/how to run it, who will run it, and which book/article we all want
>> to
>> read. Ideally, I would like to focus on our women and numeracy issue
>> right
>> now, because we have a guest facilitator who can only be with us for the
>> next two weeks. I know that many of you have expressed an interest in
>> discussing numeracy on this listserv with an expert, so here is our
>> chance. However, if people want to pursue a the idea of a book discussion
>> now, I am open to that.
>> Daphne
>>
>>
>>>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>>
>> I have had experience.  Not online however it can't be to difficult.
>> I'll look for this book.
>>
>>
>> Bonnie Lash Freeman
>> Director - Training/Special Projects
>> National Center for Family Literacy
>> 325 W Main St Suite 300
>> Louisville, KY 40202
>> 502 584 1133 ext 115
>> bfreeman at famlit.org
>>
>> -----Original Message-----
>> From: womenliteracy-bounces at nifl.gov
>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
>> Sent: Sunday, June 18, 2006 5:37 PM
>> To: The Women and Literacy Discussion List
>> Subject: [WomenLiteracy 328] Re: women and literacy reading group
>>
>> Bonnie et al,
>>
>> The first book I'd like to suggest is by Catherine MacKinnon, "Are Women
>> Human?'  I've talked about this book on the list before, as I bought it
>> after hearing MacKinnon, but I would like to read it WITH other people.
>> has anyone here had experience with leading a book discussion?  She is a
>> lawyer with an international clientele, very lucid speaker, very
>> thoughtful, very respectful of audience questions.
>>
>> What do others think?
>>
>> Andrea
>> On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote:
>>
>>> Andrea,
>>> Have you created a book list as yet?
>>> Bonnie
>>>
>>>
>>> Bonnie Lash Freeman
>>> Director - Training/Special Projects
>>> National Center for Family Literacy
>>> 325 W Main St Suite 300
>>> Louisville, KY 40202
>>> 502 584 1133 ext 115
>>> bfreeman at famlit.org
>>>
>>> -----Original Message-----
>>> From: womenliteracy-bounces at nifl.gov
>>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
>>> Sent: Sunday, June 18, 2006 9:27 AM
>>> To: The Women and Literacy Discussion List
>>> Subject: [WomenLiteracy 325] Re: women and literacy reading group
>>>
>>> Daphne,
>>>
>>> I'd sure like to be in a women/literacy group on this list serv.  What
>>
>>> do others think?
>>>
>>> Andrea
>>>
>>>
>>> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote:
>>>
>>>> Daphne, I've started a reading group on women writers and researchers
>>
>>>> on the topic of  women and literacy---so we'll read anything from
>>>> Anna
>>>
>>>> Robinson-Pant's work to Sapphire to the Oakland Readers series on
>>>> women. The group includes women lecturers, researchers, doctoral and
>>>> masters students from Education, Religious Studies, and, Educational
>>>> Research.  Everyone in the group is interested in issues related to
>>>> women and literacy from different angles. Thats what I mean. The
>>>> staff
>>>
>>>> learning centre at the university offers literacy courses to those
>>>> who
>>>
>>>> want literacy and language instruction. I think your idea of starting
>>
>>>> a women and literacy reading group for women literacy learners is a
>>>> good one. It would be different than what the staff centre
>>>> offers--using a reading group venue might be a lot of fun too. I'll
>>>> think about how that could work! Thanks, Sondra -----Original
>>>> Message-----
>>>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
>>>> Sent: Sat 6/17/2006 6:53 PM
>>>> To: womenliteracy at nifl.gov
>>>> Subject: [WomenLiteracy 323]  women and literacy reading group
>>>>
>>>> Sondra,
>>>> When you say that you have started a women and literacy reading group
>>
>>>> at your university, what do you mean? Is this a group for women who
>>>> have difficulty reading that is held at the university, is it for
>>>> faculty/staff? How often does it mean and what happens in the group?
>>>> Thanks,
>>>> Daphne
>>>>
>>>> Daphne Greenberg
>>>> Assistant Professor
>>>> Educational Psych. & Special Ed.
>>>> Georgia State University
>>>> P.O. Box 3979
>>>> Atlanta, Georgia 30302-3979
>>>> phone: 404-651-0127
>>>> fax:404-651-4901
>>>> dgreenberg at gsu.edu
>>>>
>>>> Daphne Greenberg
>>>> Associate Director
>>>> Center for the Study of Adult Literacy Georgia State University P.O.
>>>> Box 3977 Atlanta, Georgia 30302-3977
>>>> phone: 404-651-0127
>>>> fax:404-651-4901
>>>> dgreenberg at gsu.edu
>>>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
>>>> Hi Mev, Hi all,
>>>>
>>>> I was really sorry to miss the women and literacy conference this
>>>> past
>>>
>>>> year, ---- it looked fantastic!!! I am now living in England (and
>>>> Ujwala, if you are reading this, please call me!). I have started a
>>>> women and literacy reading group at my university, and would like to
>>>> do more....Are there others out there who can make some suggestions
>>>> about what an academic can do to create more women-literacy
>>>> knowledge-generating activities in or around her workplace and
>>>> community? Thanks and hope you are doing well! Sondra
>>>>
>>>>
>>>> -----Original Message-----
>>>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
>>>> Sent: Wed 6/14/2006 7:38 PM
>>>> To: NIFL Womenlit
>>>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional
>>>> Development; NIFL Povracelit Povracelit
>>>> Subject: [WomenLiteracy 317]  WE LEARN Newsletter
>>>>
>>>> Looking for some good summer reading?
>>>> Have a look at the news & updates from WE LEARN...Please be sure to
>>>> check out these links...
>>>>
>>>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
>>>>
>>>> New titles to our database:
>>>> http://www.litwomen.org/learnmats/06new.html
>>>>
>>>> Annual Conference -- 2006 Report & 2007 early news:
>>>> http://www.litwomen.org/conference.html
>>>>
>>>> Excepts from the 1st issue of Women's Perspectives - Health &
>>>> Wellness
>>>
>>>> student writing Initiative also available:
>>>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>>>>
>>>> For complete details about Women's Perspectives go to:
>>>> http://www.litwomen.org/perspectives.html
>>>>
>>>> We also invite you to get involved in our many projects:
>>>> http://www.litwomen.org/projects.html
>>>>
>>>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
>>>>
>>>> Enjoy your summer.
>>>>
>>>>
>>>> WE LEARN
>>>> Women Expanding: Literacy Education Action Resource Network
>>>> www.litwomen.org/welearn.html
>>>>
>>>> Mev Miller, Ed.D., Director
>>>> 182 Riverside Ave.
>>>> Cranston, RI 02910
>>>> 401-383-4374
>>>> welearn at litwomen.org
>>>>
>>>> ----------------------------------------------------
>>>> National Institute for Literacy
>>>> Women and Literacy mailing list
>>>> WomenLiteracy at nifl.gov
>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>
>>>> ----------------------------------------------------
>>>> National Institute for Literacy
>>>> Women and Literacy mailing list
>>>> WomenLiteracy at nifl.gov
>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>> ----------------------------------------------------
>>>> National Institute for Literacy
>>>> Women and Literacy mailing list
>>>> WomenLiteracy at nifl.gov
>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From mev at litwomen.org  Tue Jun 27 13:23:21 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Tue, 27 Jun 2006 13:23:21 -0400
Subject: [WomenLiteracy 391] Re: women and literacy reading group
In-Reply-To: <009b01c69a09$32dc2830$85f0630a@hayden>
Message-ID: <A199D930-0601-11DB-B183-000393ABE4D2@litwomen.org>
Are Women Human - no - not out of print - was just published in April
2006. see my previous message [387]
oh, and thanks for the reminder -- I've been meaning to pass along this
resource and keep forgetting (sorry, aging!)
anyway - I really like this video/dvd series that comes with a printed
curriculum and they have a specific one on Math for women which I think
is quite good
Women in Nontraditional Careers: An Introduction
Video 15 minutes; $95.00 (with public performance rights); order
#23001; ISBN #1-877933-68-6. Resource guide 114 pages, $45.00; order
#23002; ISBN #1-877933-69-4. Highlights forty-six women from a wide
variety of backgrounds, including welders, firefighters, construction
workers, machinists, a helicopter pilot, a dump-truck driver, police
officers, dentists, athletic coaches, a service mechanic, a mason, and
a mold-making apprentice.
Nontraditional careers are those in which women make up less than 25
percent of the workforce. The pay, benefits and job satisfaction can be
much higher than in traditional female occupations. These fourteen
videos, produced by Jocelyn Riley, are available from HER OWN WORDS?,
PO BOX 5264, Madison, WI 53705-0264; phone 608-271-7083; fax
608-271-0209; email herownword at aol.com "Powerful videos on women in
nontraditional careers" (Tradeswomen Tools for Change).
For more information on the videos below, go to:
www.NontraditionalCareers.com
and specifically -- Math at Work
http://members.aol.com/ntocareers/html/math_at_work.html
Mev
On Tuesday, June 27, 2006, at 12:46  PM, Susan Hayden wrote:
> Catherine MacKinnon, "Are Women Human?' this book is not listed in
> Books-In-Print, therefore it must be out-of-print.
>
> The group may be interested in reading the following book:
> When Dad Hurts Mom:  Helping Your Children Heal the Wounds of
> Witnessing
> Abuse by Lundy Bancroft --
>     Library Journal
> (August 1, 2004; 0-399-15110-9; 978-0-399-15110-1)
>
> The author of Why Does He Do That? (see above) counsels battered
> mothers on
> how to rebuild their lives and heal the damage done to their victimized
> children. Especially notable are suggestions for repairing the
> mother/child
> relationship and valuable and shrewd advice on dealing with abusive
> fathers
> and the social institutions that impact their lives. (LJ 4/1/04).
> Copyright
> 2004 Reed Business Information.
>
> A book title dealing with women and numeracy that is affordable may be
> more
> difficult for interested persons to find.
>
> Susan Hayden
> Adult Services Library Consultant
> West Virginia Library Commission
> 1900 Kanawha BLVD, East
> Charleston, WV 25305
> haydens at wvlc.lib.wv.us
> 304-558-3978, ext. 2014
> FAX:  304-558-1612
>
> "What makes a book great, a so-called classic, is its quality of always
> being modern, of its author, though he be long dead, continuing to
> speak to
> each new generation."
> - Lawrence Clark Powell
>
> ----- Original Message -----
> From: "OLC" <reader at wcoil.com>
> To: "The Women and Literacy Discussion List" <womenliteracy at nifl.gov>
> Sent: Tuesday, June 27, 2006 9:51 AM
> Subject: [WomenLiteracy 384] Re: women and literacy reading group
>
>
>> Daphne...I have searched around for this book and have not found it at
>> Borders, Waldenbooks or elsewhere. They all say it is not available.
>> Where
>> can you get it?  Reader @wcoil.com    Rose Marie
>> ----- Original Message -----
>> From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
>> To: <womenliteracy at nifl.gov>
>> Sent: Tuesday, June 20, 2006 11:39 AM
>> Subject: [WomenLiteracy 344] Re: women and literacy reading group
>>
>>
>>> Bonnie and others-
>>> feel free to look for the book. But if we want to do a book
>>> discussion on
>>> this listserv, we will need to go through a process where we figure
>>> out
>>> when/how to run it, who will run it, and which book/article we all
>>> want
>>> to
>>> read. Ideally, I would like to focus on our women and numeracy issue
>>> right
>>> now, because we have a guest facilitator who can only be with us for
>>> the
>>> next two weeks. I know that many of you have expressed an interest in
>>> discussing numeracy on this listserv with an expert, so here is our
>>> chance. However, if people want to pursue a the idea of a book
>>> discussion
>>> now, I am open to that.
>>> Daphne
>>>
>>>
>>>>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>>
>>> I have had experience.  Not online however it can't be to difficult.
>>> I'll look for this book.
>>>
>>>
>>> Bonnie Lash Freeman
>>> Director - Training/Special Projects
>>> National Center for Family Literacy
>>> 325 W Main St Suite 300
>>> Louisville, KY 40202
>>> 502 584 1133 ext 115
>>> bfreeman at famlit.org
>>>
>>> -----Original Message-----
>>> From: womenliteracy-bounces at nifl.gov
>>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
>>> Sent: Sunday, June 18, 2006 5:37 PM
>>> To: The Women and Literacy Discussion List
>>> Subject: [WomenLiteracy 328] Re: women and literacy reading group
>>>
>>> Bonnie et al,
>>>
>>> The first book I'd like to suggest is by Catherine MacKinnon, "Are
>>> Women
>>> Human?'  I've talked about this book on the list before, as I bought
>>> it
>>> after hearing MacKinnon, but I would like to read it WITH other
>>> people.
>>> has anyone here had experience with leading a book discussion?  She
>>> is a
>>> lawyer with an international clientele, very lucid speaker, very
>>> thoughtful, very respectful of audience questions.
>>>
>>> What do others think?
>>>
>>> Andrea
>>> On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote:
>>>
>>>> Andrea,
>>>> Have you created a book list as yet?
>>>> Bonnie
>>>>
>>>>
>>>> Bonnie Lash Freeman
>>>> Director - Training/Special Projects
>>>> National Center for Family Literacy
>>>> 325 W Main St Suite 300
>>>> Louisville, KY 40202
>>>> 502 584 1133 ext 115
>>>> bfreeman at famlit.org
>>>>
>>>> -----Original Message-----
>>>> From: womenliteracy-bounces at nifl.gov
>>>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
>>>> Sent: Sunday, June 18, 2006 9:27 AM
>>>> To: The Women and Literacy Discussion List
>>>> Subject: [WomenLiteracy 325] Re: women and literacy reading group
>>>>
>>>> Daphne,
>>>>
>>>> I'd sure like to be in a women/literacy group on this list serv.
>>>> What
>>>
>>>> do others think?
>>>>
>>>> Andrea
>>>>
>>>>
>>>> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote:
>>>>
>>>>> Daphne, I've started a reading group on women writers and
>>>>> researchers
>>>
>>>>> on the topic of  women and literacy---so we'll read anything from
>>>>> Anna
>>>>
>>>>> Robinson-Pant's work to Sapphire to the Oakland Readers series on
>>>>> women. The group includes women lecturers, researchers, doctoral
>>>>> and
>>>>> masters students from Education, Religious Studies, and,
>>>>> Educational
>>>>> Research.  Everyone in the group is interested in issues related to
>>>>> women and literacy from different angles. Thats what I mean. The
>>>>> staff
>>>>
>>>>> learning centre at the university offers literacy courses to those
>>>>> who
>>>>
>>>>> want literacy and language instruction. I think your idea of
>>>>> starting
>>>
>>>>> a women and literacy reading group for women literacy learners is a
>>>>> good one. It would be different than what the staff centre
>>>>> offers--using a reading group venue might be a lot of fun too. I'll
>>>>> think about how that could work! Thanks, Sondra -----Original
>>>>> Message-----
>>>>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
>>>>> Sent: Sat 6/17/2006 6:53 PM
>>>>> To: womenliteracy at nifl.gov
>>>>> Subject: [WomenLiteracy 323]  women and literacy reading group
>>>>>
>>>>> Sondra,
>>>>> When you say that you have started a women and literacy reading
>>>>> group
>>>
>>>>> at your university, what do you mean? Is this a group for women who
>>>>> have difficulty reading that is held at the university, is it for
>>>>> faculty/staff? How often does it mean and what happens in the
>>>>> group?
>>>>> Thanks,
>>>>> Daphne
>>>>>
>>>>> Daphne Greenberg
>>>>> Assistant Professor
>>>>> Educational Psych. & Special Ed.
>>>>> Georgia State University
>>>>> P.O. Box 3979
>>>>> Atlanta, Georgia 30302-3979
>>>>> phone: 404-651-0127
>>>>> fax:404-651-4901
>>>>> dgreenberg at gsu.edu
>>>>>
>>>>> Daphne Greenberg
>>>>> Associate Director
>>>>> Center for the Study of Adult Literacy Georgia State University
>>>>> P.O.
>>>>> Box 3977 Atlanta, Georgia 30302-3977
>>>>> phone: 404-651-0127
>>>>> fax:404-651-4901
>>>>> dgreenberg at gsu.edu
>>>>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
>>>>> Hi Mev, Hi all,
>>>>>
>>>>> I was really sorry to miss the women and literacy conference this
>>>>> past
>>>>
>>>>> year, ---- it looked fantastic!!! I am now living in England (and
>>>>> Ujwala, if you are reading this, please call me!). I have started a
>>>>> women and literacy reading group at my university, and would like
>>>>> to
>>>>> do more....Are there others out there who can make some suggestions
>>>>> about what an academic can do to create more women-literacy
>>>>> knowledge-generating activities in or around her workplace and
>>>>> community? Thanks and hope you are doing well! Sondra
>>>>>
>>>>>
>>>>> -----Original Message-----
>>>>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
>>>>> Sent: Wed 6/14/2006 7:38 PM
>>>>> To: NIFL Womenlit
>>>>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional
>>>>> Development; NIFL Povracelit Povracelit
>>>>> Subject: [WomenLiteracy 317]  WE LEARN Newsletter
>>>>>
>>>>> Looking for some good summer reading?
>>>>> Have a look at the news & updates from WE LEARN...Please be sure to
>>>>> check out these links...
>>>>>
>>>>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
>>>>>
>>>>> New titles to our database:
>>>>> http://www.litwomen.org/learnmats/06new.html
>>>>>
>>>>> Annual Conference -- 2006 Report & 2007 early news:
>>>>> http://www.litwomen.org/conference.html
>>>>>
>>>>> Excepts from the 1st issue of Women's Perspectives - Health &
>>>>> Wellness
>>>>
>>>>> student writing Initiative also available:
>>>>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>>>>>
>>>>> For complete details about Women's Perspectives go to:
>>>>> http://www.litwomen.org/perspectives.html
>>>>>
>>>>> We also invite you to get involved in our many projects:
>>>>> http://www.litwomen.org/projects.html
>>>>>
>>>>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
>>>>>
>>>>> Enjoy your summer.
>>>>>
>>>>>
>>>>> WE LEARN
>>>>> Women Expanding: Literacy Education Action Resource Network
>>>>> www.litwomen.org/welearn.html
>>>>>
>>>>> Mev Miller, Ed.D., Director
>>>>> 182 Riverside Ave.
>>>>> Cranston, RI 02910
>>>>> 401-383-4374
>>>>> welearn at litwomen.org
>>>>>
>>>>> ----------------------------------------------------
>>>>> National Institute for Literacy
>>>>> Women and Literacy mailing list
>>>>> WomenLiteracy at nifl.gov
>>>>> To unsubscribe or change your subscription settings, please go to
>>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>>
>>>>> ----------------------------------------------------
>>>>> National Institute for Literacy
>>>>> Women and Literacy mailing list
>>>>> WomenLiteracy at nifl.gov
>>>>> To unsubscribe or change your subscription settings, please go to
>>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>> ----------------------------------------------------
>>>>> National Institute for Literacy
>>>>> Women and Literacy mailing list
>>>>> WomenLiteracy at nifl.gov
>>>>> To unsubscribe or change your subscription settings, please go to
>>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>>
>>>>
>>>> ----------------------------------------------------
>>>> National Institute for Literacy
>>>> Women and Literacy mailing list
>>>> WomenLiteracy at nifl.gov
>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>> ----------------------------------------------------
>>>> National Institute for Literacy
>>>> Women and Literacy mailing list
>>>> WomenLiteracy at nifl.gov
>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From haydens at wvlc.lib.wv.us  Tue Jun 27 16:54:13 2006
From: haydens at wvlc.lib.wv.us (Susan Hayden)
Date: Tue, 27 Jun 2006 16:54:13 -0400
Subject: [WomenLiteracy 392] Re: women and literacy reading group
References: <A4ED3546-05F4-11DB-B183-000393ABE4D2@litwomen.org>
Message-ID: <014001c69a2b$d8ecd9f0$85f0630a@hayden>
      Title: Are Women Human?: And Other International Dialogues
      Author: Catharine A. MacKinnon
      Publication Date: April 2006
      Publisher: Harvard University Press
      Imprint: Belknap Press
      Country of Publication: United States
      Market: United States
      ISBN: 0-674-02187-8
      ISBN 13: 978-0-674-02187-7
      Item Status: Active Record (Readily Available)
      Binding Format: Trade Cloth
      Edition: illustrated
      Pages: 432
      Price: $35.00(USD) Retail (Publisher)
      Also Available Through: Alibris  ;Baker & Taylor Books;Bertrams
Books;Blackwell North America;Bookazine Company, Incorporated;Brodart
Company;Gardners Books Limited;NACSCORP, Incorporated;Powells.com
      Language: English
      It is in BIP, but I didn't spell author's name correctly.  Here is all
the information one needs to order the book from a bookstore or public
library.
      Susan Hayden
      haydens at wvlc.lib.wv.us
----- Original Message -----
From: <mev at litwomen.org>
To: "The Women and Literacy Discussion List" <womenliteracy at nifl.gov>
Cc: <reader at wcoil.com>
Sent: Tuesday, June 27, 2006 11:50 AM
Subject: [WomenLiteracy 387] Re: women and literacy reading group
> ahhh - I worked in bookstores for 20+ years before I came to adult ad
> -- so I know a good many tricks.
>
> Are Women Human?: And Other International Dialogues
> By MacKinnon, Catharine A.
> 2006/04 - Hardcover
> Belknap Press
> 0674021878
> Our Price $35.00
> (full description below)
>
> Step 1: check our your local feminist bookstore ! -- or your local
> independent bookstore -- I know it's a rare breed now but they tend to
> be better than your average chain bookstore option.
> (want a list of women's bookstores? go to:
> http://www.litwomen.org/WIP/stores.html --  it's a little out of date
> and I'm hoping to update it over the summer -- many of these places do
> mail order.) My personal favorite is Amazon Bookstores Cooperative in
> Minneapolis (oldest feminist bookstore in US - 36 years - and NOT
> related to the dot.com that stole it name - I used to be a cooperative
> owner)-- http://www.amazonbookstorecoop.com/
>
> Step 2: get the isbn - any bookstore worth its name will be able to
> track on the isbn (international standard book number)
>
> hint: if they are telling you they can't get it, they sometimes may not
> know what they're talking about -- or are too lazy to look for it or to
> order it! This book just came out in April so should still be around.
> This is a smaller academic press -- associated with Harvard --  so it
> may be more difficult to get than most - but not impossible. I checked
> with my colleagues in Minneapolis http://www.amazonbookstorecoop.com/
> - they don't have it in stock but were willing to order it for me.
>
> Hope this all helps!
> Mev
> WE LEARN
>
>
> Are Women Human?: And Other International Dialogues
> By MacKinnon, Catharine A.
>
> Publisher Comments
>
> More than half a century after the Universal Declaration of Human
> Rights defined what a human being is and is entitled to, Catharine
> MacKinnon asks: Are women human yet? If women were regarded as human,
> would they be sold into sexual slavery worldwide; veiled, silenced, and
> imprisoned in homes; bred, and worked as menials for little or no pay;
> stoned for sex outside marriage or burned within it; mutilated
> genitally, impoverished economically, and mired in illiteracy--all as a
> matter of course and without effective recourse?
>
> The cutting edge is where law and culture hurts, which is where
> MacKinnon operates in these essays on the transnational status and
> treatment of women. Taking her gendered critique of the state to the
> international plane, ranging widely intellectually and concretely, she
> exposes the consequences and significance of the systematic
> maltreatment of women and its systemic condonation. And she points
> toward fresh ways--social, legal, and political--of targeting its toxic
> orthodoxies.
>
> MacKinnon takes us inside the workings of nation-states, where the
> oppression of women defines community life and distributes power in
> society and government. She takes us to Bosnia-Herzogovina for a
> harrowing look at how the wholesale rape and murder of women and girls
> there was an act of genocide, not a side effect of war. She takes us
> into the heart of the international law of conflict to ask--and
> reveal--why the international community can rally against terrorists'
> violence, but not against violence against women. A critique of the
> transnational status quo that also envisions the transforming
> possibilities of human rights, this bracing book makes us look as never
> before at anongoing war too long undeclared.
>
>
> On Tuesday, June 27, 2006, at 09:51  AM, OLC wrote:
>
>> Daphne...I have searched around for this book and have not found it at
>> Borders, Waldenbooks or elsewhere. They all say it is not available.
>> Where
>> can you get it?  Reader @wcoil.com    Rose Marie
>> ----- Original Message -----
>> From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
>> To: <womenliteracy at nifl.gov>
>> Sent: Tuesday, June 20, 2006 11:39 AM
>> Subject: [WomenLiteracy 344] Re: women and literacy reading group
>>
>>
>>> Bonnie and others-
>>> feel free to look for the book. But if we want to do a book
>>> discussion on
>>> this listserv, we will need to go through a process where we figure
>>> out
>>> when/how to run it, who will run it, and which book/article we all
>>> want to
>>> read. Ideally, I would like to focus on our women and numeracy issue
>>> right
>>> now, because we have a guest facilitator who can only be with us for
>>> the
>>> next two weeks. I know that many of you have expressed an interest in
>>> discussing numeracy on this listserv with an expert, so here is our
>>> chance. However, if people want to pursue a the idea of a book
>>> discussion
>>> now, I am open to that.
>>> Daphne
>>>
>>>
>>>>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>>
>>> I have had experience.  Not online however it can't be to difficult.
>>> I'll look for this book.
>>>
>>>
>>> Bonnie Lash Freeman
>>> Director - Training/Special Projects
>>> National Center for Family Literacy
>>> 325 W Main St Suite 300
>>> Louisville, KY 40202
>>> 502 584 1133 ext 115
>>> bfreeman at famlit.org
>>>
>>> -----Original Message-----
>>> From: womenliteracy-bounces at nifl.gov
>>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
>>> Sent: Sunday, June 18, 2006 5:37 PM
>>> To: The Women and Literacy Discussion List
>>> Subject: [WomenLiteracy 328] Re: women and literacy reading group
>>>
>>> Bonnie et al,
>>>
>>> The first book I'd like to suggest is by Catherine MacKinnon, "Are
>>> Women
>>> Human?'  I've talked about this book on the list before, as I bought
>>> it
>>> after hearing MacKinnon, but I would like to read it WITH other
>>> people.
>>> has anyone here had experience with leading a book discussion?  She
>>> is a
>>> lawyer with an international clientele, very lucid speaker, very
>>> thoughtful, very respectful of audience questions.
>>>
>>> What do others think?
>>>
>>> Andrea
>>> On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote:
>>>
>>>> Andrea,
>>>> Have you created a book list as yet?
>>>> Bonnie
>>>>
>>>>
>>>> Bonnie Lash Freeman
>>>> Director - Training/Special Projects
>>>> National Center for Family Literacy
>>>> 325 W Main St Suite 300
>>>> Louisville, KY 40202
>>>> 502 584 1133 ext 115
>>>> bfreeman at famlit.org
>>>>
>>>> -----Original Message-----
>>>> From: womenliteracy-bounces at nifl.gov
>>>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
>>>> Sent: Sunday, June 18, 2006 9:27 AM
>>>> To: The Women and Literacy Discussion List
>>>> Subject: [WomenLiteracy 325] Re: women and literacy reading group
>>>>
>>>> Daphne,
>>>>
>>>> I'd sure like to be in a women/literacy group on this list serv.
>>>> What
>>>
>>>> do others think?
>>>>
>>>> Andrea
>>>>
>>>>
>>>> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote:
>>>>
>>>>> Daphne, I've started a reading group on women writers and
>>>>> researchers
>>>
>>>>> on the topic of  women and literacy---so we'll read anything from
>>>>> Anna
>>>>
>>>>> Robinson-Pant's work to Sapphire to the Oakland Readers series on
>>>>> women. The group includes women lecturers, researchers, doctoral and
>>>>> masters students from Education, Religious Studies, and, Educational
>>>>> Research.  Everyone in the group is interested in issues related to
>>>>> women and literacy from different angles. Thats what I mean. The
>>>>> staff
>>>>
>>>>> learning centre at the university offers literacy courses to those
>>>>> who
>>>>
>>>>> want literacy and language instruction. I think your idea of
>>>>> starting
>>>
>>>>> a women and literacy reading group for women literacy learners is a
>>>>> good one. It would be different than what the staff centre
>>>>> offers--using a reading group venue might be a lot of fun too. I'll
>>>>> think about how that could work! Thanks, Sondra -----Original
>>>>> Message-----
>>>>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
>>>>> Sent: Sat 6/17/2006 6:53 PM
>>>>> To: womenliteracy at nifl.gov
>>>>> Subject: [WomenLiteracy 323]  women and literacy reading group
>>>>>
>>>>> Sondra,
>>>>> When you say that you have started a women and literacy reading
>>>>> group
>>>
>>>>> at your university, what do you mean? Is this a group for women who
>>>>> have difficulty reading that is held at the university, is it for
>>>>> faculty/staff? How often does it mean and what happens in the group?
>>>>> Thanks,
>>>>> Daphne
>>>>>
>>>>> Daphne Greenberg
>>>>> Assistant Professor
>>>>> Educational Psych. & Special Ed.
>>>>> Georgia State University
>>>>> P.O. Box 3979
>>>>> Atlanta, Georgia 30302-3979
>>>>> phone: 404-651-0127
>>>>> fax:404-651-4901
>>>>> dgreenberg at gsu.edu
>>>>>
>>>>> Daphne Greenberg
>>>>> Associate Director
>>>>> Center for the Study of Adult Literacy Georgia State University P.O.
>>>>> Box 3977 Atlanta, Georgia 30302-3977
>>>>> phone: 404-651-0127
>>>>> fax:404-651-4901
>>>>> dgreenberg at gsu.edu
>>>>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
>>>>> Hi Mev, Hi all,
>>>>>
>>>>> I was really sorry to miss the women and literacy conference this
>>>>> past
>>>>
>>>>> year, ---- it looked fantastic!!! I am now living in England (and
>>>>> Ujwala, if you are reading this, please call me!). I have started a
>>>>> women and literacy reading group at my university, and would like to
>>>>> do more....Are there others out there who can make some suggestions
>>>>> about what an academic can do to create more women-literacy
>>>>> knowledge-generating activities in or around her workplace and
>>>>> community? Thanks and hope you are doing well! Sondra
>>>>>
>>>>>
>>>>> -----Original Message-----
>>>>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
>>>>> Sent: Wed 6/14/2006 7:38 PM
>>>>> To: NIFL Womenlit
>>>>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional
>>>>> Development; NIFL Povracelit Povracelit
>>>>> Subject: [WomenLiteracy 317]  WE LEARN Newsletter
>>>>>
>>>>> Looking for some good summer reading?
>>>>> Have a look at the news & updates from WE LEARN...Please be sure to
>>>>> check out these links...
>>>>>
>>>>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
>>>>>
>>>>> New titles to our database:
>>>>> http://www.litwomen.org/learnmats/06new.html
>>>>>
>>>>> Annual Conference -- 2006 Report & 2007 early news:
>>>>> http://www.litwomen.org/conference.html
>>>>>
>>>>> Excepts from the 1st issue of Women's Perspectives - Health &
>>>>> Wellness
>>>>
>>>>> student writing Initiative also available:
>>>>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>>>>>
>>>>> For complete details about Women's Perspectives go to:
>>>>> http://www.litwomen.org/perspectives.html
>>>>>
>>>>> We also invite you to get involved in our many projects:
>>>>> http://www.litwomen.org/projects.html
>>>>>
>>>>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
>>>>>
>>>>> Enjoy your summer.
>>>>>
>>>>>
>>>>> WE LEARN
>>>>> Women Expanding: Literacy Education Action Resource Network
>>>>> www.litwomen.org/welearn.html
>>>>>
>>>>> Mev Miller, Ed.D., Director
>>>>> 182 Riverside Ave.
>>>>> Cranston, RI 02910
>>>>> 401-383-4374
>>>>> welearn at litwomen.org
>>>>>
>>>>> ----------------------------------------------------
>>>>> National Institute for Literacy
>>>>> Women and Literacy mailing list
>>>>> WomenLiteracy at nifl.gov
>>>>> To unsubscribe or change your subscription settings, please go to
>>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>>
>>>>> ----------------------------------------------------
>>>>> National Institute for Literacy
>>>>> Women and Literacy mailing list
>>>>> WomenLiteracy at nifl.gov
>>>>> To unsubscribe or change your subscription settings, please go to
>>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>> ----------------------------------------------------
>>>>> National Institute for Literacy
>>>>> Women and Literacy mailing list
>>>>> WomenLiteracy at nifl.gov
>>>>> To unsubscribe or change your subscription settings, please go to
>>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>>
>>>>
>>>> ----------------------------------------------------
>>>> National Institute for Literacy
>>>> Women and Literacy mailing list
>>>> WomenLiteracy at nifl.gov
>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>> ----------------------------------------------------
>>>> National Institute for Literacy
>>>> Women and Literacy mailing list
>>>> WomenLiteracy at nifl.gov
>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
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From j.e.ward at cox.net  Tue Jun 27 21:23:40 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Tue, 27 Jun 2006 20:23:40 -0500
Subject: [WomenLiteracy 393] Re: data literacy
In-Reply-To: <E7A46237-05F6-11DB-B183-000393ABE4D2@litwomen.org>
Message-ID: <003001c69a51$7daee440$6402a8c0@Judy>
Mev,
Thank you for bringing up the point that "there is more than one right
way to arrive at an answer". In fact everything you said in this posting is
so true and insightful. And your last paragraph is both wonderful and
powerful. I have nothing more to add but to thank you again.
Judy
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of mev at litwomen.org
Sent: Tuesday, June 27, 2006 11:07 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 389] Re: data literacy
On Tuesday, June 27, 2006, at 10:20  AM, Judy Ward wrote:
> Numeracy is also an empowerment issue for women. It is more than school
> math, computation, or solving the word problems at the end of the
> chapter.
> Is it knowing how to function in society? What do you think?
Judy
I especially like this observation. and with this "knowing how to
function" I want to go back to a question asked in a previous posting
..."... do you have any suggestions for dealing with their wrong
answers- ways that will
not return them to their silence?"
One of the things I've learned through my colleagues at TERC & SABES
and through the EmPower program is that there is more than one right
way to arrive at an answer. Sure, there may only be one answer -- but
exploring all the ways to get to that answer can help with learners'
ability to "know what they know" -- help to create a confidence in
experimentation, critical thinking, multiple solutions, and
problem-solving. Now there may be times when using some options may get
the wrong answer -- but this can be an important part of the process as
well. And some options may be more complicated (convoluted) or more
time consuming than others -- but the answer will still be the same.
Isn't that sometimes the way life is??
We all learn and do differently and I think being able to do this
through numeracy can help us to not be so anxious about math. sometimes
I think the pressure about math is that we have been made to believe
that there is only one right answer and only one way to get to it...so
if you don't do it right, then you fail. and i think that's how women's
lives get presented to us as times as well. Having the assertiveness,
and confidence (and the "permission to make mistakes and start over)
helps us all to function in our various contexts. I think "literacy"
has tended to show how this can happen through reading and writing --
but pursuing these "life lessons" through numeracy - especially for
women -- can lead to some very powerful results.
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From j.e.ward at cox.net  Tue Jun 27 21:28:48 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Tue, 27 Jun 2006 20:28:48 -0500
Subject: [WomenLiteracy 394] Re: Manipulatives
In-Reply-To: <44A13783.1020208@rci.rutgers.edu>
Message-ID: <003101c69a52$37fe8260$6402a8c0@Judy>
Lynda,
What a great example of a numeracy activity! It addresses so many concepts
while in the context of a real life experience and it is very inexpensive.
Can someone suggest another numeracy activity?
Judy
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Lynda Ginsburg
Sent: Tuesday, June 27, 2006 8:50 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 383] Re: Manipulatives
Colleagues,
I have also used rulers (both inches and centimeters) and  measuring
tapes extensively for work with fractions. I have even had learners
create measuring "ribbons" with inches marked off.  As we measure
windows for shades, it becomes apparent soon that there is a need to
have more exact measurements, and we get into fractions, starting with
adding halves to the ribbons, and then later, fourths, etc. These also
function as a number line and give meaning to adding and subtracting
fractions as well as estimating. Centimeters work for understanding
decimals. These tools can be used for area and perimeter as well. Using
these tools does not seem "babyish" to learners, has real-life practical
applications, and you would be amazed at how many people don't know how
to measure.
Lynda
--
Lynda Ginsburg
Senior Research Associate, MetroMath
Rutgers University
118 Frelinghuysen Road
Piscataway, NJ 08854
Tel: 732-445-1409       Fax:  732-445-2894
Judy Ward wrote:
>The research supporting use of manipulatives is the concrete to semi
>concrete (or representation) to abstract sequence. All of that research was
>done with children and, to my knowledge none has been done using adults in
>ABE/GED/Literacy programs. There were a couple of studies completed during
>the late 1990's with community college algebra students.
>
>The CSA sequence begins with the concrete (blocks, fraction rods, etc) so
>the concept can be seen and handled. Using beans or chips for counting is
an
>example. The semi concrete or representation is the use of a drawing of the
>concept or problem to find an answer (drawing sticks for counting). The
>abstract is the step taken when the student can perform the operation or
>solve the problem with out the first two steps. Adult students tend to go
>back and forth between the first and second step and then "leap" to the
>third.
>
>Adult students have gaps in their knowledge of mathematics. Those gaps can
>be concepts like place value, multiplication, fractions, etc. The use of
>manipulatives can help the adult student "see the why" and fill in those
>gap(s). There are many success stories told by instructors who took the
>knowledge of how to use manipulatives back to their students. Those
students
>became more confident in their math ability by "seeing the why".
>
>Mev and Susan pointed out that manipulatives can be made out of
construction
>paper and other items found around the home and school. The cutting and
>tearing of construction paper, paper plates, rulers, etc are wonderful
>activities from which the student learns many things and can be used as an
>assessment technique. But, if you think differently and look closely there
>are things all around you that can be used.
>
>I looked in many $1 stores in small Arkansas towns as well as Wal Mart for
>geometry "things". Guess what? Look in the cosmetic section of Wal Mart,
>Walgreens, Kmart, Target and most grocery stores and you will find cosmetic
>sponges that are very inexpensive and are great for teaching geometry
>concepts. They come in circles, rectangles and wedges (some of them are
very
>nice prisms) of different sizes that can be cut, stacked and colored.
>
>The manipulatives that are "store bought" are not expensive because only
one
>set is usually all that's required. The Cuisenaire Rods come in sets for 1
>to 4 people and cost around $10. There several reasons why I like using the
>CR. 1. the student learns that "1" can be anything. When using fraction
>circles one is always 360 degrees. 2. the student can see immediately what
>an equivalent fraction is and it makes sense. 3. that "reducing" a
fraction,
>which doesn't make sense, is actually "exchanging for fewer parts".
>
>I use a great paper back book with the CR titled "Everything's Coming Up
>Fractions". The adult instructors and students that I have worked with love
>manipulatives. They work and they make sense!
>
>Judy
>
>
>
>Judy Ward, Ed.D.
>6886 Young Farm Avenue
>Springdale, AR 72762
>Phone: 479.361.2223
>Fax: 479.361.2223
>Email: j.e.ward at cox.net
>
>Arkansas Adult Numeracy Campaign
>Teaching Mathematics Effectively to Adult Learners
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
>
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From andreawilder at comcast.net  Tue Jun 27 21:31:38 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Tue, 27 Jun 2006 21:31:38 -0400
Subject: [WomenLiteracy 395] Re: women and literacy reading group
In-Reply-To: <009b01c69a09$32dc2830$85f0630a@hayden>
References: <s497de74.068@mailsrv4.gsu.edu>
	<000d01c699f0$c1b87590$4501a8c0@olceb5ac65434b>
	<009b01c69a09$32dc2830$85f0630a@hayden>
Message-ID: <4f3c91234f2e9603f9619f5ea4737ec2@comcast.net>
I checked on amazon.com and there it is.  Not  the Dorothy Sayers one.
Andrea
On Jun 27, 2006, at 12:46 PM, Susan Hayden wrote:
> Catherine MacKinnon, "Are Women Human?' this book is not listed in
> Books-In-Print, therefore it must be out-of-print.
>
> The group may be interested in reading the following book:
> When Dad Hurts Mom:  Helping Your Children Heal the Wounds of
> Witnessing
> Abuse by Lundy Bancroft --
>     Library Journal
> (August 1, 2004; 0-399-15110-9; 978-0-399-15110-1)
>
> The author of Why Does He Do That? (see above) counsels battered
> mothers on
> how to rebuild their lives and heal the damage done to their victimized
> children. Especially notable are suggestions for repairing the
> mother/child
> relationship and valuable and shrewd advice on dealing with abusive
> fathers
> and the social institutions that impact their lives. (LJ 4/1/04).
> Copyright
> 2004 Reed Business Information.
>
> A book title dealing with women and numeracy that is affordable may be
> more
> difficult for interested persons to find.
>
> Susan Hayden
> Adult Services Library Consultant
> West Virginia Library Commission
> 1900 Kanawha BLVD, East
> Charleston, WV 25305
> haydens at wvlc.lib.wv.us
> 304-558-3978, ext. 2014
> FAX:  304-558-1612
>
> "What makes a book great, a so-called classic, is its quality of always
> being modern, of its author, though he be long dead, continuing to
> speak to
> each new generation."
> - Lawrence Clark Powell
>
> ----- Original Message -----
> From: "OLC" <reader at wcoil.com>
> To: "The Women and Literacy Discussion List" <womenliteracy at nifl.gov>
> Sent: Tuesday, June 27, 2006 9:51 AM
> Subject: [WomenLiteracy 384] Re: women and literacy reading group
>
>
>> Daphne...I have searched around for this book and have not found it at
>> Borders, Waldenbooks or elsewhere. They all say it is not available.
>> Where
>> can you get it?  Reader @wcoil.com    Rose Marie
>> ----- Original Message -----
>> From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
>> To: <womenliteracy at nifl.gov>
>> Sent: Tuesday, June 20, 2006 11:39 AM
>> Subject: [WomenLiteracy 344] Re: women and literacy reading group
>>
>>
>>> Bonnie and others-
>>> feel free to look for the book. But if we want to do a book
>>> discussion on
>>> this listserv, we will need to go through a process where we figure
>>> out
>>> when/how to run it, who will run it, and which book/article we all
>>> want
>>> to
>>> read. Ideally, I would like to focus on our women and numeracy issue
>>> right
>>> now, because we have a guest facilitator who can only be with us for
>>> the
>>> next two weeks. I know that many of you have expressed an interest in
>>> discussing numeracy on this listserv with an expert, so here is our
>>> chance. However, if people want to pursue a the idea of a book
>>> discussion
>>> now, I am open to that.
>>> Daphne
>>>
>>>
>>>>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>>
>>> I have had experience.  Not online however it can't be to difficult.
>>> I'll look for this book.
>>>
>>>
>>> Bonnie Lash Freeman
>>> Director - Training/Special Projects
>>> National Center for Family Literacy
>>> 325 W Main St Suite 300
>>> Louisville, KY 40202
>>> 502 584 1133 ext 115
>>> bfreeman at famlit.org
>>>
>>> -----Original Message-----
>>> From: womenliteracy-bounces at nifl.gov
>>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
>>> Sent: Sunday, June 18, 2006 5:37 PM
>>> To: The Women and Literacy Discussion List
>>> Subject: [WomenLiteracy 328] Re: women and literacy reading group
>>>
>>> Bonnie et al,
>>>
>>> The first book I'd like to suggest is by Catherine MacKinnon, "Are
>>> Women
>>> Human?'  I've talked about this book on the list before, as I bought
>>> it
>>> after hearing MacKinnon, but I would like to read it WITH other
>>> people.
>>> has anyone here had experience with leading a book discussion?  She
>>> is a
>>> lawyer with an international clientele, very lucid speaker, very
>>> thoughtful, very respectful of audience questions.
>>>
>>> What do others think?
>>>
>>> Andrea
>>> On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote:
>>>
>>>> Andrea,
>>>> Have you created a book list as yet?
>>>> Bonnie
>>>>
>>>>
>>>> Bonnie Lash Freeman
>>>> Director - Training/Special Projects
>>>> National Center for Family Literacy
>>>> 325 W Main St Suite 300
>>>> Louisville, KY 40202
>>>> 502 584 1133 ext 115
>>>> bfreeman at famlit.org
>>>>
>>>> -----Original Message-----
>>>> From: womenliteracy-bounces at nifl.gov
>>>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
>>>> Sent: Sunday, June 18, 2006 9:27 AM
>>>> To: The Women and Literacy Discussion List
>>>> Subject: [WomenLiteracy 325] Re: women and literacy reading group
>>>>
>>>> Daphne,
>>>>
>>>> I'd sure like to be in a women/literacy group on this list serv.
>>>> What
>>>
>>>> do others think?
>>>>
>>>> Andrea
>>>>
>>>>
>>>> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote:
>>>>
>>>>> Daphne, I've started a reading group on women writers and
>>>>> researchers
>>>
>>>>> on the topic of  women and literacy---so we'll read anything from
>>>>> Anna
>>>>
>>>>> Robinson-Pant's work to Sapphire to the Oakland Readers series on
>>>>> women. The group includes women lecturers, researchers, doctoral
>>>>> and
>>>>> masters students from Education, Religious Studies, and,
>>>>> Educational
>>>>> Research.  Everyone in the group is interested in issues related to
>>>>> women and literacy from different angles. Thats what I mean. The
>>>>> staff
>>>>
>>>>> learning centre at the university offers literacy courses to those
>>>>> who
>>>>
>>>>> want literacy and language instruction. I think your idea of
>>>>> starting
>>>
>>>>> a women and literacy reading group for women literacy learners is a
>>>>> good one. It would be different than what the staff centre
>>>>> offers--using a reading group venue might be a lot of fun too. I'll
>>>>> think about how that could work! Thanks, Sondra -----Original
>>>>> Message-----
>>>>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
>>>>> Sent: Sat 6/17/2006 6:53 PM
>>>>> To: womenliteracy at nifl.gov
>>>>> Subject: [WomenLiteracy 323]  women and literacy reading group
>>>>>
>>>>> Sondra,
>>>>> When you say that you have started a women and literacy reading
>>>>> group
>>>
>>>>> at your university, what do you mean? Is this a group for women who
>>>>> have difficulty reading that is held at the university, is it for
>>>>> faculty/staff? How often does it mean and what happens in the
>>>>> group?
>>>>> Thanks,
>>>>> Daphne
>>>>>
>>>>> Daphne Greenberg
>>>>> Assistant Professor
>>>>> Educational Psych. & Special Ed.
>>>>> Georgia State University
>>>>> P.O. Box 3979
>>>>> Atlanta, Georgia 30302-3979
>>>>> phone: 404-651-0127
>>>>> fax:404-651-4901
>>>>> dgreenberg at gsu.edu
>>>>>
>>>>> Daphne Greenberg
>>>>> Associate Director
>>>>> Center for the Study of Adult Literacy Georgia State University
>>>>> P.O.
>>>>> Box 3977 Atlanta, Georgia 30302-3977
>>>>> phone: 404-651-0127
>>>>> fax:404-651-4901
>>>>> dgreenberg at gsu.edu
>>>>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>>
>>>>> Hi Mev, Hi all,
>>>>>
>>>>> I was really sorry to miss the women and literacy conference this
>>>>> past
>>>>
>>>>> year, ---- it looked fantastic!!! I am now living in England (and
>>>>> Ujwala, if you are reading this, please call me!). I have started a
>>>>> women and literacy reading group at my university, and would like
>>>>> to
>>>>> do more....Are there others out there who can make some suggestions
>>>>> about what an academic can do to create more women-literacy
>>>>> knowledge-generating activities in or around her workplace and
>>>>> community? Thanks and hope you are doing well! Sondra
>>>>>
>>>>>
>>>>> -----Original Message-----
>>>>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
>>>>> Sent: Wed 6/14/2006 7:38 PM
>>>>> To: NIFL Womenlit
>>>>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional
>>>>> Development; NIFL Povracelit Povracelit
>>>>> Subject: [WomenLiteracy 317]  WE LEARN Newsletter
>>>>>
>>>>> Looking for some good summer reading?
>>>>> Have a look at the news & updates from WE LEARN...Please be sure to
>>>>> check out these links...
>>>>>
>>>>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf
>>>>>
>>>>> New titles to our database:
>>>>> http://www.litwomen.org/learnmats/06new.html
>>>>>
>>>>> Annual Conference -- 2006 Report & 2007 early news:
>>>>> http://www.litwomen.org/conference.html
>>>>>
>>>>> Excepts from the 1st issue of Women's Perspectives - Health &
>>>>> Wellness
>>>>
>>>>> student writing Initiative also available:
>>>>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf
>>>>>
>>>>> For complete details about Women's Perspectives go to:
>>>>> http://www.litwomen.org/perspectives.html
>>>>>
>>>>> We also invite you to get involved in our many projects:
>>>>> http://www.litwomen.org/projects.html
>>>>>
>>>>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf
>>>>>
>>>>> Enjoy your summer.
>>>>>
>>>>>
>>>>> WE LEARN
>>>>> Women Expanding: Literacy Education Action Resource Network
>>>>> www.litwomen.org/welearn.html
>>>>>
>>>>> Mev Miller, Ed.D., Director
>>>>> 182 Riverside Ave.
>>>>> Cranston, RI 02910
>>>>> 401-383-4374
>>>>> welearn at litwomen.org
>>>>>
>>>>> ----------------------------------------------------
>>>>> National Institute for Literacy
>>>>> Women and Literacy mailing list
>>>>> WomenLiteracy at nifl.gov
>>>>> To unsubscribe or change your subscription settings, please go to
>>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>>
>>>>> ----------------------------------------------------
>>>>> National Institute for Literacy
>>>>> Women and Literacy mailing list
>>>>> WomenLiteracy at nifl.gov
>>>>> To unsubscribe or change your subscription settings, please go to
>>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>> ----------------------------------------------------
>>>>> National Institute for Literacy
>>>>> Women and Literacy mailing list
>>>>> WomenLiteracy at nifl.gov
>>>>> To unsubscribe or change your subscription settings, please go to
>>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>>
>>>>
>>>> ----------------------------------------------------
>>>> National Institute for Literacy
>>>> Women and Literacy mailing list
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>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>> ----------------------------------------------------
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>>>> Women and Literacy mailing list
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>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
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>>> ----------------------------------------------------
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>>> Women and Literacy mailing list
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>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>> ----------------------------------------------------
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>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>> ----------------------------------------------------
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>> Women and Literacy mailing list
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>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
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>
>
> ----------------------------------------------------
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From j.e.ward at cox.net  Tue Jun 27 21:32:31 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Tue, 27 Jun 2006 20:32:31 -0500
Subject: [WomenLiteracy 396] Re: Numeracy
In-Reply-To: <4DA696749F7F4B4F85E67688BF659E82A7CD64@sidney.capitan.mala.bc.ca>
Message-ID: <003201c69a52$bcf582c0$6402a8c0@Judy>
Kate,
Your suggestions are good and I hope others will use them. Thank you for
your input.
Judy
-----Original Message-----
From: Kate Nonesuch [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of
Kate Nonesuch
Sent: Tuesday, June 27, 2006 9:06 AM
To: The Women and Literacy Discussion List
Subject: RE: [WomenLiteracy 380] Re: Numeracy
Thanks for the questions, Ryan--I'll answer each separately:
Can you talk a little bit about how you move these women from quiet
observers of your instruction to active participants who actually take
initiative and offer suggestions for solving math problems?
I notice out loud that sitting back is a strategy that works in some places,
but is usually less fruitful in math classes.  I acknowledge that I am
asking them to do something difficult, i.e., be more active, but that I am
confident that they can do it and I am confident it will make a difference
in their ability to learn math.   I notice and encourage very small steps
they take, and get them to talk about how/why/what they are feeling as they
work in math.  I teach math in a group, so they can encourage each other and
follow each other's lead.  I work with them on learning styles and multiple
intelligences, so they know themselves better, and then invite them to make
some choices about what kind of assignments or studying they will do.
Also, do you
have any suggestions for dealing with their wrong answers- ways that will
not return them to their silence?
Primarily I like to use manipulatives, because it is hard to get the wrong
answers when you use manipulatives--for example,
3/8 plus 1/4 never turns out to be 4/12 when you use manipulatives.
I've been working on writing up some things about teaching math, and I have
written a little piece exactly about dealing with wrong answers--I'll attach
it here, and would appreciate feedback from anyone who reads it.
Kate Nonesuch
Career and Academic Preparation
Malaspina University-College, Cowichan Campus
222 Cowichan Way
Duncan, BC
V9L 6P4
nonesuch at mala.ca
phone:  (250) 746-3565
Fax:  (250) 746-3563
  _____
From: womenliteracy-bounces at nifl.gov on behalf of Ryan Hall
Sent: Mon 26-Jun-06 5:33 PM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 380] Re: Numeracy
Kate,
Can you talk a little bit about how you move these women from quiet
observers of your instruction to active participants who actually take
initiative and offer suggestions for solving math problems? Also, do you
have any suggestions for dealing with their wrong answers- ways that will
not return them to their silence?
Thanks,
Ryan
On 6/25/06 3:29 PM, "Kate Nonesuch" <nonesuch at MALA.BC.CA> wrote:
> Mev writes:
> "I often wonder -- Are there keys in women's learning theory or specific
> gender-based concerns that can help us to understand women's
> relationship to numeracy/math, especially in ABE?
> I wonder if is has to do more with socialization and structures of
> power -- than anything to do directly with math..."
>
> In my observation, some women who have survived violence in their past or
are
> dealing with it in their present, have learned not to express an opinion,
> because they have not been allowed to have opinions, or have had dire
> consequences to expressing an opinion.
>
> Yet, you cannot do math without expressing an opinion.  "I think ________
> would be the best way to tackle this problem."  "I'm going to move the
decimal
> two places to the right."  "The answer is ___."
>
> Such women are caught--if they are to do math, they must jettison a
survival
> tactic that has served them well.  As an instructor, I have to take this
into
> consideration as I teach math--I cannot just expect women to jump in.
>
>
> Kate Nonesuch
> Career and Academic Preparation
> Malaspina University-College, Cowichan Campus
> 222 Cowichan Way
> Duncan, BC
> V9L 6P4
>
> nonesuch at mala.ca
> phone:  (250) 746-3565
> Fax:  (250) 746-3563
>
> ________________________________
>
> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
> Sent: Fri 23-Jun-06 8:14 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 366] Re: Numeracy
>
>
>
> hmmm...
> about manipulatives...though some commercial products were named, and
> the suggestion that "cost" was a reason for why they are not used in
> ABE....
> I think the point of manipulatives is to make numeracy-related concepts
> both visual and kinesthetic. So once we have a sense of what a specific
> manipulative might be used for, I think we could be creative about how
> to acquire them....perhaps learners could help make them (to explain
> the why) and they could be left in the classroom for future
> use...colored paper cut in shapes, clean leftover plastic food
> containers of all sizes, children's building blocks, deck of cards,
> various grains and beans of differing shapes and sizes -- heck, even a
> bag of M&Ms or different kinds of cookies could be used -- in this
> regard, I think we're only limited by our imagination!
>
> as this conversation progresses, though, I find myself asking what it
> has to specifically do with women and literacy? Several suggestions
> seem fairly generic - not particularly gender-specific to women.
>
> Andrea offered one suggestion -- women have typically not been
> encouraged to consider financial or money management issues in the way
> that men might be. The overwhelming (or assumed?) sense that math
> anxiety is typical among women (more so than among men) could be
> another connection. Does the suggestion to use manipulatives correspond
> to women's learning theory or does it have more to do with multiple
> intelligences  contexts for learning?
>
> I often wonder -- Are there keys in women's learning theory or specific
> gender-based concerns that can help us to understand women's
> relationship to numeracy/math, especially in ABE?
> I wonder if is has to do more with socialization and structures of
> power -- than anything to do directly with math...
>
> why do I say that... well, here's my own theory (for what it's worth).
> Think about what has considered to be "typically" women's work....and
> how math-related they all are...
> cooking -- need to understand relationships of amounts, volumes,
> measurements -- how much of what to use, when, to feed how many....etc.
> fabric arts -- counting stitches, how much thread, yards, how big is
> ther person being sewn for...etc.
> gardening -- how much space will something take in relation to other
> plants, how much water, food, length of growing time
> astrology, farming, childcare, transportation, home repair, food
> storage, bargain shopping, bartering (how much is something worth
> really) -- so much of common "women's work" and everyday survival DOES
> depend on a certain familiarity with "figuring."
>
> I think that as math became more associated with money management
> (class / power) and abstract theoretical "higher" problem-solving, the
> more it became removed from women's hands -- "closed" and made
> "mysterious - even frightening for women. And I do believe it has to do
> with power and access -- basically, women's self-sustainability and
> self-sufficiently.
>
> that's my rant for the day
>
> also, I'd venture to guess that math may be a great "equalizer" for
> women ABE learners as well as ABE teachers -- in this subject area, we
> may be most like our students in comfort and expertise, than not!
>
> by the way - check out these websites on women mathematicians...
> http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm
>
> http://www.agnesscott.edu/lriddle/women/
>
> http://www.nwhp.org/tlp/links/links.html#math
>
>
> Mev
>
>
>
> WE LEARN
> Women Expanding: Literacy Education Action Resource Network
> www.litwomen.org/welearn.html
>
> Mev Miller, Ed.D., Director
> 182 Riverside Ave.
> Cranston, RI 02910
> 401-383-4374
> welearn at litwomen.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
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> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From j.e.ward at cox.net  Tue Jun 27 22:20:15 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Tue, 27 Jun 2006 21:20:15 -0500
Subject: [WomenLiteracy 397]  New Math Panel
Message-ID: <004301c69a59$67f3b6f0$6402a8c0@Judy>
This came to me recently and I thought all might be interested.
As you may know, the president of the United States has created a National
Mathematics Advisory Panel. According to the Executive Order, the Panel is
to "foster greater knowledge of and improved performance in mathematics
among American students." More information about the panel, its charge, and
its members is available at:
http://www.ed.gov/about/bdscomm/list/mathpanel/index.html.
The Vice-chair of the Panel is Camilla Benbow, who is best known for the
hypothesis that there are intrinsic gender differences in favor of males at
the highest level of mathematical performance.  The Association for Women in
Mathematics has urged the removal of Dr. Benbow from the Panel in order to
avoid actual or perceived bias against women and girls in the Panel's
recommendations. If you are interested in reading a rather lengthy paper
about this-here it is:
1980, 1983, 1988 Work
In 1980, Camilla Benbow and Julian Stanley published an article in Science
reporting large gender differences in "mathematical reasoning ability."(1)
Their evidence was scores on the SAT taken by seventh graders as part of a
talent search for a program at Johns Hopkins University. In their conclusion
Benbow and Stanley explicitly favored (their word) "the hypothesis that sex
differences in achievement in and attitude towards mathematics result from
superior male mathematical ability . . . [which] is probably an expression
of a combination of both endogenous and exogenous variables."(1)
In 1983, Benbow and Stanley reported that the male to female ratio of
Hopkins talent search participants with scores over 700 was 13 to 1.(2)
In 1988, Benbow reported, "the ratio is 12.9 to 1 for the 278 cases reported
in Benbow and Stanley (1983b). When in November 1983 SMPY had temporarily
completed its national search . . . the ratio remained around 12 to 1." On
page 219, she states, "From 1980, the [talent search] samples, have indeed
been selected by the same criteria. During this time period there is no
evidence for a decrease [in sex difference], rather the opposite." She
concluded, "it is clear after the testing of several hundred thousand
intellectually talented 12- to 13-year-old students nationwide over a
15-year period that there are consistent [emphasis added] sex differences
favoring males in mathematical reasoning ability (or more specifically in
SAT-M scores). These differences are pronounced at the highest levels of
that ability."(3)
The male to female ratio for students scoring over 700 during the 15-year
period was not given explicitly. However, some have interpreted this article
as stating that the ratio has remained unchanged for fifteen years.(4),(5)
Critiques of Methodology Used in 1980s Work
Benbow's 14-page article in Behavioral and Brain Sciences is followed by 34
pages of commentary, mainly from psychologists, that includes critiques of
methodology.(6) Eccles and Jacobs discuss Benbow and Stanley's assumptions
about students' formal mathematical experiences in light of empirical
studies of SAT performance and course taking. (7) Ruskai notes also that the
Hopkins Center practice of sending students brochures stating that boys
outperform girls on the mathematics SAT could bias results.(8)
New Findings Since 1983: Changes in Talent Search Ratios and Other Measures
Researchers at the Hopkins Center reported that between 1984 and 1991 the
average for this ratio was 5.7 to 1.(9) The Hopkins Center brochures for
1988 and 1989 reported ratios of 4 to 1 and 8 to 1 respectively.(4) In 1997,
Julian Stanley wrote that the ratio was 4 to 1.(10) In 2005, the Chronicle
of Higher Education reported this ratio was 2.8 to 1.(11)
The Duke University Talent Identification Program (TIP) is a talent search
that follows the Hopkins model. TIP was established in 1980. Its regional
talent search covers sixteen states in the southeastern, midwestern, and
southwestern United States. TIP talent search ratios are shown in the table
below. The TIP researchers wrote in 1994, "These findings clearly indicate
that the gender gap in mathematical ability is markedly smaller than the
data from Benbow's recent articles would suggest."(12)
The decline in talent search ratios is consistent with changes in other
measures: 48% of the undergraduate mathematics degrees in the U.S. now go to
women, up from 40% in the 1970s; (13) about one third of the PhDs in
mathematics going to U.S. citizens go to women (this percentage has more
than doubled since the 1970s); (14) women have even begun to make inroads
into the rarified air of the prestigious Putman competition: for decades no
woman placed in the top fifteen, but in 2004 there were four women in this
exceptional group. (15)
Recent Talent Search Ratios Not Cited By Benbow and Colleagues In 1992,
Lubinski and Benbow gave the 13 to 1 ratio. Part of an endnote says that "In
American samples, these ratios have been fluctuating over the past decade at
least partly as a function of increasing numbers of Asian students entering
talent searches. For example, in Asian samples, the proportion of
males/females with SAT-M = 700 is 4/1 (this ratio has also been observed in
China); in Caucasian samples, the ratio is closer to 16/1."(16)
In 2000, although Stanley had stated the ratio was 4 to 1 three years
earlier,(8) Benbow et al. cited the 1983 ratio of 13 to 1 without mention of
later changes.(17)
Recent Talent Search Ratios Not Cited By Psychologists Psychologists and
others have used the 13 to 1 ratio. In his 1998 book, Male, Female: The
Evolution of Human Sex Differences, the psychologist David Geary wrote, "The
consequences of the sex differences in intrasexual variability are more
dramatic for mathematics than for reading and are most extreme in samples of
highly gifted people" and gave the 13 to 1 ratio without discussion of any
fluctuations. (18) (Geary is a member of the National Mathematics Advisory
Panel.)
In 2002, psychologist Steven Pinker's 2002 prize-winning book,(19) The Blank
Slate, also gave the 13 to 1 ratio--again, without discussion of later
changes.(20) Pinker wrote, "At the right tail, one finds that in a sample of
talented students who score above 700 (out of 800) on the mathematics
section of the Scholastic Assessment Test, boys outnumber girls by thirteen
to one, even though the scores of boys and girls are similar within the bulk
of the curve." Pinker cites Lubinski and Benbow's 1992 article but
apparently did not read the endnote that accompanied the 13 to 1 ratio.
Also in 2002, psychologist Doreen Kimura wrote in Scientific American,
"Benbow and her colleagues have reported consistent [emphasis added] sex
differences in mathematical reasoning ability that favor males. In
mathematically talented youth, the differences were especially sharp at the
upper end of the distribution, where males vastly outnumbered females. The
same has been found for the Putnam competition, a very demanding mathematics
examination. Benbow argues that these differences are not readily explained
by socialization."(21) (Two years after Kimura's article was published, as
noted previously, four women were among the top fifteen Putnam competitors.)
Recent Talent Search Ratios Not Cited in National Media
In 2005, during discussion of the remarks of Lawrence Summers, the 13 to 1
ratio, as well as Benbow's subsequent work, were cited in the national
media, e.g., U.S. News and World Report(22) and Commentary. (23) The Harvard
Crimson said, "Summers said the evidence for his speculative hypothesis that
biological differences may partially account for this gender gap comes
instead from scholars cited in Johnstone Family Professor of Psychology
Steven Pinker's bestselling 2002 book The Blank Slate: The Modern Denial of
Human Nature."(24)
________________________________________
1. C. P. Benbow and J. Stanley, "Sex Differences in Mathematical Ability:
Fact or Artifact?," Science, 210, no. 12 (1980): 1262-1264,
http://www.vanderbilt.edu/Peabody/SMPY/ScienceFactOrArtifact.pdf
2. C. P. Benbow and J. Stanley, "Sex Differences in Mathematical Reasoning
Ability: More Facts, Science, 222 (1983): 1029-1031,
http://www.vanderbilt.edu/Peabody/SMPY/ScienceMoreFacts.pdf
3. C. P. Benbow, "Sex Differences in Mathematical Reasoning Ability
Intellectually Talented Preadolescents: Their Nature, Effects, and Possible
Causes," Behavioral and Brain Sciences, 11 (1988): 169-232,
http://www.vanderbilt.edu/Peabody/SMPY/BBSBenbow.pdf . See pp. 172, 182.
4. D. Halpern, J. Wai, and A. Saw, "A Psychobiosocial Model: Why Females Are
Sometimes Greater Than and Sometimes Less Than Males in Math Achievement,"
in Gender Differences in Mathematics: An Integrative Psychological Approach,
ed. A. M. Gallagher and J. C. Kaufman (Cambridge: Cambridge University
Press), p. 66. Halpern et al. write that the ratio is 17:1, probably a
typographical error and 13 is meant.
5. M. B. Ruskai, "Guest Comment: Are There Innate Cognitive Gender
Differences? Some Comments on the Evidence in Response to a Letter from M.
Levin," American Journal of Physics, 59, no. 1 (1991): 11-14,
http://www.aps.org/educ/cswp/gender.pdf. See p. 11.
6. C. P. Benbow, "Sex Differences in Mathematical Reasoning Ability
Intellectually Talented Preadolescents: Their Nature, Effects, and Possible
Causes," Behavioral and Brain Sciences, 11 (1988): 169-232,
http://www.vanderbilt.edu/Peabody/SMPY/BBSBenbow.pdf
7. J. Eccles and J. Jacobs, "Social Forces Shape Math Attitudes and
Performance," Signs, 11, no. 2 (1986): 367-380.
8. M. B. Ruskai, "Guest Comment: Are There Innate Cognitive Gender
Differences? Some Comments on the Evidence in Response to a Letter from M.
Levin," American Journal of Physics, 59, no. 1 (1991): 11-14,
http://www.aps.org/educ/cswp/gender.pdf.
9. L. E. Brody, L. B. Barnett, and C. J. Mills, "Gender Differences Among
Talented Adolescents: Research Studies by SMPY and CTY at Johns Hopkins," in
Competence and Responsibility: The Third European Conference of the European
Council for High Ability, ed. K. A. Heller and E. A. Hany (Seattle: Hogrefe
& Huber, 1994).
10. J. Stanley, Letter to the editor, Johns Hopkins Magazine, September,
1997, http://www.jhu.edu/~jhumag/0997web/letters.html
11. R. Monastersky, "Primed for Numbers?" Chronicle of Higher Education, 51,
no. 26 (2005): A1, http://chronicle.com/free/v51/i26/26a00102.htm
12. D. Goldstein and V. Stocking, "TIP Studies of Gender Differences in
Talented Adolescents," in Competence and Responsibility: The Third European
Conference of the European Council for High Ability, ed. K. A. Heller and E.
A. Hany (Seattle: Hogrefe & Huber, 1994).
13. National Science Board, Science and Engineering Indicators 2004 (Vol. 1,
NSB 04-1; Vol. 2, NSB 04-1A), (Arlington, VA: National Science Foundation).
http://www.nsf.gov/statistics/seind04/
14. "Annual Survey of the Mathematical Sciences (AMS-ASA-IMS-MAA), Report On
The 2004-2005 New Doctoral Recipients," Notices of the American Mathematical
Society (2006), http://www.ams.org/employment/2005Survey-DG.pdf. See p. 236.
15. S. Olson, "Nurturing Mathematical Talent: Views from the Top Finishers
in the William Lowell Putnam Mathematical Competition,"
http://www.msri.org/activities/pastprojects/jir/Summary_report.pdf. See p.
5.
16. Lubinski and Benbow, "Gender Differences in Abilities and Preferences
Among the Gifted: Implications for the Math-Science Pipeline," Current
Directions in Psychological Science, 1(1992): 61-66,
http://www.vanderbilt.edu/Peabody/SMPY/CurrentDirections.pdf
17. C. P. Benbow, D. Lubinski, D. Shea, and H. Eftekhari-Sanjani, "Sex
Differences in Mathematical Ability at Age 13: Their Status 20 Years Later,"
Psychological Scientist, 11, no. 6 (2000): 474-487, p. 474,
http://www.vanderbilt.edu/Peabody/SMPY/SexDiffs.pdf
18. D. Geary, Male, Female: The Evolution of Human Sex Differences
(Washington, DC: American Psychological Association), pp. 314-315 cites
Benbow, 1988, Benbow & Stanley, 1980; Stanley, 1993.
19. See list of prizes at
http://pinker.wjh.harvard.edu/books/tbs/prizes.html
20. S. Pinker, The Blank Slate: The Modern Denial of Human Nature (New York:
Viking, 2002), pp. 344-345. The citations for this statement are: Hedges and
Nowell, "Sex Differences in Mental Test Scores, Variability, and Numbers of
High-scoring Individuals," Science, 269 (1995): 41-45; Lubinski and Benbow,
"Gender Differences in Abilities and Preferences Among the Gifted:
Implications for the Math-Science Pipeline," Current Directions in
Psychological Science, 1(1992): 61-66,
http://www.vanderbilt.edu/Peabody/SMPY/CurrentDirections.pdf.)
21. D. Kimura, "Sex Differences in the Brain," Scientific American, May 13,
2002,
http://www.sciam.com/article.cfm?articleID=00018E9D-879D-1D06-8E49809EC588EE
DF&pageNumber=3&catID=9 The article does not give a reference for this
statement.
22. J. Leo, "What Larry Summers Meant to Say," U.S. News and World Report,
February 14, 2005,
http://www.usnews.com/usnews/opinion/articles/050214/14john.htm
23. C. Murray, "The Inequality Taboo," Commentary, September 2005,
http://www.commentarymagazine.com/production/files/murray0905.html
24. http://www.thecrimson.com/article.aspx?ref=505363
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
From ALCDGG at langate.gsu.edu  Wed Jun 28 10:09:07 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 28 Jun 2006 10:09:07 -0400
Subject: [WomenLiteracy 398]  Job Announcement
Message-ID: <s4a2554b.021@mailsrv4.gsu.edu>
JOB ANNOUNCEMENT
COLLEGE TRANSITION CO-DIRECTOR
The New England Literacy Resource Center (NELRC)/ World Education is
looking to hire a full-time College Transition Co-Director to work as a
member our College Transition Leadership Team. NELRC is part of World
Education, Inc., a Boston non-profit organization that provides training
and technical assistance in adult education. See www.nelrc.org,
www.collegetransition.org and www.worlded.org for more information.
Responsibilities
With the support of the NELRC Director and Administrative Assistant, and
in coordination with the College Transition Leadership Team:
*	Provide leadership and technical assistance to build agreements
and align practices between adult and postsecondary education
institutions and systems
*	Provide training and technical assistance to adult educators on
preparing adult learners for postsecondary education and training
*	Plan and help implement regional and national training events
*	Help identify and document promising practices
*	Co-manage the New England ABE-to-College Transition Project
*	Prepare reports and occasional presentations to funders and
NELRC Board
*	Work closely with the Nellie Mae Education Foundation
*	Contribute to ongoing strategic planning and new program
development at NELRC and the Literacy Division.
*	Participate in the World Education Literacy Division staff
meetings, committees and activities
Qualifications
*	Expertise in one or more content areas of college preparation
*	Knowledge of or work experience in adult education preferred
*	Knowledge of postsecondary education and training systems
*	Demonstrated ability to organize and manage multifaceted
projects, meet deadlines and be self directed
*	Proven experience in designing and facilitating training
*	Excellent communication and interpersonal skills; ability to
work well as a member of a team
*	Strong writing skills
*	Strong computer skills: Microsoft Word, Excel
*	This job requires travel within the New England region and
nationally, access to a car required.
*	Master's degree or higher
Compensation: $55,000 - $60,000 based on experience, plus excellent
benefits.
Please send a cover letter and resume by August 15, 2006 to Ben Bruno,
Administrative Assistant, NELRC/World Education, 44 Farnsworth Street,
Boston, MA 02210. Fax: 617-482-0617.  Email: bbruno at worlded.org    No
calls, please.
World Education is an equal opportunity/ affirmative action employer
with a strong commitment to workforce diversity. Voluntary information
in this regard is welcome. M/F/V/H/D				6/2006
From ELeonelli at aol.com  Wed Jun 28 10:29:16 2006
From: ELeonelli at aol.com (ELeonelli at aol.com)
Date: Wed, 28 Jun 2006 10:29:16 EDT
Subject: [WomenLiteracy 399] Re: New Math Panel
Message-ID: <2e4.8e09b7f.31d3ec3c@aol.com>
Hello, Judy - this is very interesting. Do you know whether the panel is
charged with looking at the performance of adult math learners or just  K-12? I
noticed at least two names of people from NCTM circles (Deborah  Ball and the
president of NCTM).
It is interesting also because much of the educational data that I've  seen
that has come out recently on K-12 lists has had to do with girls
outperforming boys at the secondary level and in going on to college and  participation in
college. Apparently there is concern that in the push for  equity for girls
in access to college, something has happened to the boys.
Esther
In a message dated 6/28/2006 7:11:42 A.M. Eastern Daylight Time,
j.e.ward at cox.net writes:
This  came to me recently and I thought all might be interested.
As you  may know, the president of the United States has created a  National
Mathematics Advisory Panel. According to the Executive Order, the  Panel is
to "foster greater knowledge of and improved performance in  mathematics
among American students." More information about the panel, its  charge, and
its members is available  at:
http://www.ed.gov/about/bdscomm/list/mathpanel/index.html.
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From mnguyen at nifl.gov  Wed Jun 28 11:43:05 2006
From: mnguyen at nifl.gov (My Linh Nguyen)
Date: Wed, 28 Jun 2006 11:43:05 -0400 (EDT)
Subject: [WomenLiteracy 400] National Institute for Literacy Appoints New
	Staff
Message-ID: <20060628154305.58B1D46555@dev.nifl.gov>
Hello everyone,
My name is My Linh Nguyen, and I am the new Associated Director of
Communications for the National Institute for Literacy. I would like to take
this opportunity to introduce myself along with three other new hires at the
Institute. The press release below introduces each of the four new hires and
identifies our roles and backgrounds. Thank you, and I look forward to
working with all of you.
       National Institute for Literacy Appoints New Staff
The National Institute for Literacy has appointed four new staff members to
expand its capacity to contribute to improvements in adult, adolescent,
childhood and early childhood literacy.
Andrea Grimaldi has joined the Institute as Senior Project Officer
in Early Childhood Literacy. She will be responsible for planning and
managing the Institute's work on early childhood literacy. She will also
oversee dissemination of the National Early Literacy Panel Report, expected
to be released in late 2006.
My Linh Nguyen has joined the Institute as Associate Director of
Communications. In this capacity, she will plan and manage communications
activities designed raise awareness of literacy issues and the Institute's
products and services.
The two other new staffers will join the Institute in July. Susan
Boorse, who will serve as Executive Officer, will have responsibility for
budgetary and financial management activities as well as administrative
functions. Heather Wright has been selected to serve as Dissemination
Specialist. In this capacity, she will plan and oversee implementation of
the Institute's print and electronic products to ensure that they are widely
and easily available.
"The arrival of these four individuals signals an exciting new era for the
National Institute for Literacy," said Dr. Sandra Baxter, the Institute's
Director. "Each of them brings fresh ideas and new perspectives along with
their diverse backgrounds and expertise. Their presence will reenergize our
existing programs and help us carry out new efforts to better serve the
adult and childhood literacy communities."
All four new appointees have a wide variety of experience in their
fields.
Ms. Grimaldi has more than a decade of experience as an early
childhood education teacher, program manager, and trainer. Most recently,
she served as the training manager for professional development with the
Public Broadcasting Service's (PBS) five-year Ready To Learn Initiative to
prepare young children for success in school through educational television,
web-based media and training for parents and teachers.
Ms. Nguyen comes to the Institute from the Delaware River Port
Authority of Pennsylvania and New Jersey, where she served as manager of
corporate communications and public information officer. She is a former
general assignment reporter and copy editor for the St. Louis Post-Dispatch.
Ms. Boorse served in the Peace Corps for eight years as an
administrative and budget officer. She also served four years as a VISTA
volunteer, working with a literacy program in Philadelphia, a rural school
district in Mississippi, and a fledgling Philadelphia Habitat for Humanity
affiliate.
Ms. Wright comes to the Institute from the Montgomery County
Department of Public Libraries in Maryland, where, as Children's Librarian,
she was involved in early literacy programs for babies, toddlers,
preschoolers and elementary-school children. Her previous professional
background is in the field of marketing research, where she conducted many
research studies to measure the needs of customers and target markets, both
in the library setting and in the private sector.
The National Institute for Literacy provides leadership on literacy
issues, including the improvement of reading instruction for children,
youth, and adults. In consultation with the U.S. Departments of Education,
Labor, and Health and Human Services, the Institute serves as a national
resource on current, comprehensive literacy research, practice, and policy.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From laurie_sheridan at worlded.org  Wed Jun 28 11:44:59 2006
From: laurie_sheridan at worlded.org (Laurie Sheridan)
Date: Wed, 28 Jun 2006 11:44:59 -0400
Subject: [WomenLiteracy 401]   Re: New Math Panel
Message-ID: <s4a26be1.020@mail.jsi.com>
I just received the following article from the Washington Post that has bearing on boys potentially falling behind in math (and other school subjects).  I found it really interesting.  It might be worth looking at the actual NAEP study, too.
For a few years I have been worrying quite a lot about whether boys were hitting some significant barriers in school and post-secondary education, and as the mother and grandmother of two sons and a grandson, this has been of particular concern to me.    After reading this article, I continue to think that boys are experiencing social problems and dificulties in entering the workforce and society, as well as performing in school, that are worth looking into very seriously.  But it's interesting to learn that perhaps girls are just doing better than before, with some signiifcant obstacles having been reduced or removed for them, rather than males doing worse.
Laurie Sheridan
Study Casts Doubt On the 'Boy Crisis'
Improving Test Scores Cut Into Girls' Lead
By Jay Mathews
Washington Post Staff Writer
Monday, June 26, 2006; A01
A study to be released today looking at long-term trends in test scores and academic success argues that widespread reports of U.S. boys being in crisis are greatly overstated and that young males in school are in many ways doing better than ever.
Using data compiled from the National Assessment of Educational Progress, a federally funded accounting of student achievement since 1971, the Washington-based think tank Education Sector found that, over the past three decades, boys' test scores are mostly up, more boys are going to college and more are getting bachelor's degrees.
Although low-income boys, like low-income girls, are lagging behind middle-class students, boys are scoring significant gains in elementary and middle school and are much better prepared for college, the report says. It concludes that much of the pessimism about young males seems to derive from inadequate research, sloppy analysis and discomfort with the fact that although the average boy is doing better, the average girl has gotten ahead of him.
"The real story is not bad news about boys doing worse," the report says, "it's good news about girls doing better.
A number of articles have been written over the past year lamenting how boys have fallen behind. The new report, "The Truth About Boys and Girls," explains why some educators think this emphasis is misplaced and why some fear a focus on sex differences could sidetrack federal, state and private efforts to put more resources into inner-city and rural schools, where both boys and girls need better instruction.
"There's no doubt that some groups of boys -- particularly Hispanic and black boys and boys from low-income homes -- are in real trouble," Education Sector senior policy analyst Sara Mead says in the report. "But the predominant issues for them are race and class, not gender."
Black and Hispanic boys test far below white boys, the report notes. The difference between white and black boys in fourth-grade reading last year was 10 times as great as the improvement for all boys on that test since 1992. Still, the report notes, the performance of black and Hispanic boys is not getting worse. The average fourth-grade reading scores for black boys improved more than those of whites and Hispanics of both sexes.
Craig Jerald, an educational consultant who has analyzed trends for the federal government and the newspaper Education Week, said that "Ed Sector is right to call foul on all the crisis rhetoric, and we should stop using that word, though there are a few troubling statistics and trends that deserve further investigation." He noted a huge gap in writing skills between girls and boys, bad results in reading among older boys, and a sharp drop in high school seniors' positive feelings toward school that is worse among girls than boys.
Michael Gurian, a best-selling author who says boys are in trouble, said in reaction to the report: "I truly don't mind if everyone took the word 'crisis' out of the dialogue." But he said he thought the report "missed the cumulative nature of the problems boys face." The federal education data it cites, he said, are "just a small piece of the puzzle."
According to the report, reading achievement by 9-year-old boys increased 15 points on a 500-point scale between 1971 and 2004, and girls that age increased seven points, remaining five points ahead of boys. Reading achievement for 13-year-olds improved four points for boys and three points for girls, with girls 10 points ahead. Among 17-year-olds, there was almost no change in reading achievement, with girls up one point, boys down one point and girls 14 points ahead.
In mathematics achievement between 1973 and 2004, 9-year-old boys gained 25 points and girls gained 20 points, with boys ending up three points ahead. Thirteen-year-old boys increased 18 points and girls 12 points, with boys three points ahead. Among 17-year-olds, boys lost one point, girls gained four and boys were three points ahead.
The report notes that boys are far more likely to be diagnosed with learning disabilities. Two-thirds of students in special education classes are male. But, it notes, "the number of girls with disabilities has also grown rapidly in recent decades, meaning this is not just a boy issue."
To some, however, it's all about the boys. "At every level of education, they're falling behind," Newsweek reported.
Esquire proclaimed: "We're faced with the accrual of a significant population of boys who aren't well prepared for either school or work."
The Detroit News said that "every year, women increase their presence on campuses nationwide, while men do not."
Some of today's focus on boys might be backlash to legal remedies such as the 1972 Title IX law set up to ensure equality in education for girls, critics say. For several decades, school systems have worked to steer girls into more skilled math and science classes. Now girls in high school appear to be better prepared for college than boys, the report said. But, it adds, both sexes are taking more college-level courses, such as calculus, than ever.
More men are enrolling in college, and the share of men ages 25 to 29 with a college degree, 22 percent, is significantly higher than that of older men. The study did note that women are enrolling and graduating from college at higher rates than men.
The "boy crisis," the report says, has been used by conservative authors who accuse "misguided feminists" of lavishing resources on female students at the expense of males and by liberal authors who say schools are "forcing all children into a teacher-led pedagogical box that is particularly ill-suited to boys' interests and learning styles."
"Yet there is not sufficient evidence -- or the right kind of evidence -- available to draw firm conclusions," the report says. "As a result, there is a sort of free market for theories about why boys are underperforming girls in school, with parents, educators, media, and the public choosing to give credence to the explanations that are the best marketed and that most appeal to their pre-existing preferences."
? 2006 The Washington Post Company
From j.e.ward at cox.net  Wed Jun 28 17:25:50 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Wed, 28 Jun 2006 16:25:50 -0500
Subject: [WomenLiteracy 402] Re: New Math Panel
In-Reply-To: <2e4.8e09b7f.31d3ec3c@aol.com>
Message-ID: <000b01c69af9$718d2ed0$6402a8c0@Judy>
Hi, All the information I have seen indicates that it is only for K-12.
Yes, there is information/research that shows boys are falling behind.
According to what I have read, more women are entering college and going
into medicine, engineering, math, sciences. When I taught 7th grade it was
obvious that girls were more goal oriented (as were and are my daughters).
You have probably seen the information about more young men 17-20 entering
adult ed, many times as part of their probation. I think there are many
things in our society that now put boys more at risk than girls. But, I am
no expert.
Judy
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of ELeonelli at aol.com
Sent: Wednesday, June 28, 2006 9:29 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 399] Re: New Math Panel
Hello, Judy - this is very interesting. Do you know whether the panel is
charged with looking at the performance of adult math learners or just K-12?
I noticed at least two names of people from NCTM circles (Deborah Ball and
the president of NCTM).
It is interesting also because much of the educational data that I've seen
that has come out recently on K-12 lists has had to do with girls
outperforming boys at the secondary level and in going on to college and
participation in college. Apparently there is concern that in the push for
equity for girls in access to college, something has happened to the boys.
Esther
In a message dated 6/28/2006 7:11:42 A.M. Eastern Daylight Time,
j.e.ward at cox.net writes:
This came to me recently and I thought all might be interested.
As you may know, the president of the United States has created a National
Mathematics Advisory Panel. According to the Executive Order, the Panel is
to "foster greater knowledge of and improved performance in mathematics
among American students." More information about the panel, its charge, and
its members is available at:
http://www.ed.gov/about/bdscomm/list/mathpanel/index.html.
-------------- next part --------------
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From j.e.ward at cox.net  Wed Jun 28 18:41:29 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Wed, 28 Jun 2006 17:41:29 -0500
Subject: [WomenLiteracy 403]  Numeracy
Message-ID: <001801c69b03$ffb0ecb0$6402a8c0@Judy>
Good afternoon everyone,
I would like to make a couple of comments about Mev's and Lynda's important
postings yesterday. I encourage you to read them because they illustrate the
crux of numeracy. Hopefully they answer many questions but, at the same
time, may open more.
Mev said,
Sure, there may only be one answer -- but exploring all the ways to get to
that answer can help with learners' ability to "know what they know" -- help
to create a confidence in experimentation, critical thinking, multiple
solutions, and problem-solving. Now there may be times when using some
options may get the wrong answer -- but this can be an important part of the
process as well. And some options may be more complicated (convoluted) or
more time consuming than others -- but the answer will still be the same.
Isn't that sometimes the way life is??
Lynda described a measurement activity she uses that involves critical
thinking, problem solving, communication, decision making and many more
skills and concepts all while working with measurement in the context of a
real life experience. With this activity some explanation in the beginning
from the teacher may be required, but the students can work together on a
solution of the problem. The teacher becomes a facilitator rather than an
expert dispensing knowledge. Meanwhile the students, "by exploring all the
ways to get to that answer can help with learner's ability to 'know what
they know' - help to create a confidence in experimentation..."  This
activity is an example of "numeracy" and allows the student to achieve power
over their own learning and success.
There is a time and place for paper and pencil drill and practice but using
it as the main teaching and learning tool does not provide an environment
that allows for the student to "know what they know".  Most do math everyday
but since it isn't "school math" they don't consider that what they do
everyday is math and, therefore, don't have the confidence to do math.
This discussion runs until noon central time on Friday, June 30. I hope
there will be more discussion and or comments.
Judy
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
From ginsburg at rci.rutgers.edu  Thu Jun 29 11:10:08 2006
From: ginsburg at rci.rutgers.edu (Lynda Ginsburg)
Date: Thu, 29 Jun 2006 11:10:08 -0400
Subject: [WomenLiteracy 404] Re: Numeracy
In-Reply-To: <001801c69b03$ffb0ecb0$6402a8c0@Judy>
References: <001801c69b03$ffb0ecb0$6402a8c0@Judy>
Message-ID: <44A3ED50.7020604@rci.rutgers.edu>
We usually think about emotion/feelings/affect related to math as "math
anxiety" -- that fear of engaging with anything that has to do with
numbers. But Mev's description of mathematical exploration addresses
another kind of math related emotion that is rarely addressed --
frustration.
Many people seem to believe that when others try to solve math problems
(whether "typical" word problems or more complex, real problems) they
immediately know what to do and how to do it. Maybe this comes from
years of teachers standing at the board presenting problems from
beginning to end, never showing students a process that may include
false starts, selecting a strategy that is non-productive, having to
start over, having to work backwards, etc. And watching the students who
get or "see" those particular answers right away just emphasizes the
notion that the answer or methodology should just pop into your head.
But what really happens often is a feeling of frustration when you hit a
wall, or at least a stumbling block. And this, for absolutely everyone,
even research mathematicians studying arcane theoretical math, leads to
feelings of frustration. The issue is, what do you do with that
frustration? Learners, and everyone for that matter, need to realize
that there are alternative responses to that feeling of frustration.
Some people cut and run, and then say, "I can't do this and never will
be able to." Others might say, "I will just start again and try
something different this time." Others might really get fired up in
response to the frustration, and say, "I will figure this out if it's
the last thing I do!"
Talking about frustration and alternative responses to it is probably at
least as important as talking about "math anxiety."
Best,
Lynda
--
Lynda Ginsburg
Senior Research Associate, MetroMath
Rutgers University
118 Frelinghuysen Road
Piscataway, NJ 08854
Tel: 732-445-1409       Fax:  732-445-2894
Judy Ward wrote:
>Good afternoon everyone,
>
>I would like to make a couple of comments about Mev's and Lynda's important
>postings yesterday. I encourage you to read them because they illustrate the
>crux of numeracy. Hopefully they answer many questions but, at the same
>time, may open more.
>
>Mev said,
>Sure, there may only be one answer -- but exploring all the ways to get to
>that answer can help with learners' ability to "know what they know" -- help
>to create a confidence in experimentation, critical thinking, multiple
>solutions, and problem-solving. Now there may be times when using some
>options may get the wrong answer -- but this can be an important part of the
>process as well. And some options may be more complicated (convoluted) or
>more time consuming than others -- but the answer will still be the same.
>Isn't that sometimes the way life is??
>
>Lynda described a measurement activity she uses that involves critical
>thinking, problem solving, communication, decision making and many more
>skills and concepts all while working with measurement in the context of a
>real life experience. With this activity some explanation in the beginning
>from the teacher may be required, but the students can work together on a
>solution of the problem. The teacher becomes a facilitator rather than an
>expert dispensing knowledge. Meanwhile the students, "by exploring all the
>ways to get to that answer can help with learner's ability to 'know what
>they know' - help to create a confidence in experimentation..."  This
>activity is an example of "numeracy" and allows the student to achieve power
>over their own learning and success.
>
>There is a time and place for paper and pencil drill and practice but using
>it as the main teaching and learning tool does not provide an environment
>that allows for the student to "know what they know".  Most do math everyday
>but since it isn't "school math" they don't consider that what they do
>everyday is math and, therefore, don't have the confidence to do math.
>
>This discussion runs until noon central time on Friday, June 30. I hope
>there will be more discussion and or comments.
>
>Judy
>
>
>
>
>Judy Ward, Ed.D.
>6886 Young Farm Avenue
>Springdale, AR 72762
>Phone: 479.361.2223
>Fax: 479.361.2223
>Email: j.e.ward at cox.net
>
>Arkansas Adult Numeracy Campaign
>Teaching Mathematics Effectively to Adult Learners
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
>
From andreawilder at comcast.net  Thu Jun 29 10:01:57 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 29 Jun 2006 10:01:57 -0400
Subject: [WomenLiteracy 405]  Financial forms
Message-ID: <93596a30ac7e6fa2a117db8e568cefad@comcast.net>
Income
--salary and wages
--self-employment (net income (net  income  less expenses)
--pension
--retirement
Unearned income
--interest and dividends (not reinvested)
--income from annuities or trusts
--partnership  or S Corp distributions
Other income
--social security benefits
--disability
--other sources of income
												total income:  you, spouse
Expenses
Housing expenses
--mortgage
--mortgage--second home
--PMI (private mortgage insurance)
--condo fees
--real estate taxes
--real estate taxes, second home
--rent
--utilities:  electricity/gas/oil/water/sewer
--telephone:  base and long distance
--cell phone
--cable/Satellite TV
--Internet access
--home security system
--maintenance and repairs
--home improvements
--grounds  maintenance
--cleaning/domestic help
--household supplies
--other:  parking fees/swimming pool, etc.
																							total housing
Automobile and transportation  expenses
--loan or lease payments
--gas and oil
--license/registration
--excise taxes
--maintenance and repairs
--parking fees/tolls
--autoclub ex:  AAA
--train and bus fares
--other
												Total automobile and transportation
Insurance premiums
--Life
--medical
--dental (include amounts  deducted from pay)
--disability
--long-term care
--homeowner's/rental
--auto
--umbrella liability
--other
									total insurance premiums
Medical Expenses (excluding insurance premiums)
--doctors
--dentist/orthodontist
--drugs, prescriptions/medications
--others, ex: deductibles
												total medical
Living Expenses
--food/groceries
--clothing
--child care
--education
--alimony
--child support/dependent care support
--dry cleaning/laundry
--tailor/shoe repair
--personal care/grooming
--pet care
--gifts
--charitable contributions
--safe deposit box
--other
											Total living expenses
Entertainment and recreation
--lunches
--dining  out
--theater/movies/sporting events
--membershp and club dues
--videos/DVD rentals
--vacations
--weekend trips
--hobbies
--subscriptions
--other
											total  entertainment and  recreation
Professional Expenses
--accountant
--lawyer
--financial planner
--investment advisor
--dues, books, periodicals
--business  organizations
--other
										total professional expenses
Debt payments
--Credit card 1
--credit card  2
--credit cart  3
--investment debt (margin loans  for example)
--personal loan
--other long-term debt
								total debt payments
Income taxes
--federal tax withholding
--state tax withholding
--social security tax  withholding
--medicare tax withholding
--federal estimated tax payments
--state estimated tax payments
								total expenses
Savings
--bank/credit unin savings
--non-retirement savings
--retirements savings
--deferred compensation
--education savings
--other
								total savings
Planned  giving
--family
--charity
								total planned giving
NET CASH IN/OUT
************************************************************************
*******
1) Personal and family information
Your name, place of birth, social security number, date of birth
2)  spouse's full name, place of birth, social security number, date of
birth
3)	home address
4)	home phone/fax number
5)	 work phone, you and spouse
6)	mobil number
7)	email
8)	us citizen?
9)	spouse US citizen?
10)	date of marriage
11)	prior marriages
12)	children
13)	children
13)	grandchildren
14)	significant health problems?
15)	parents
16)	financial support to parents?
17)	Does anyone other than your children or your parents depend on you
or spouse?
18)	Other advisors:
	investment
	--attorney
	--banker
	--insurance agent
	--accountant
19)	current employment
	you--(company, position, years employed)
	spouse ("")
20)	Are you or your spouse engaged in any professional activities, paid
or unpaid, outside of your main employment (ex: board memberships,
volunteer work, professional association memberships, etc.0
Part 2--financial planning goals and objectives
1)	Financial  planning goals
	--indicate specific financial planning goals and indicate their
relative importance to you and to your spouse
	--very/somewhat important
2)	personal objectives
	indicate relative importance  of each of the following personal
objectives to you and  your spouse
	1	saving regularly
	2	making a major purchase
	3	home renovations
	4	taking a dream vacation
	5	minimizing personal  income taxes
	6	developing or revising your investment strategy
	7	investing for a comfortable retirement income
	8	providing for your children's education
	9	providing for your grandchildren's education
	10	making gifts to relatives
	11	making gifts to charity
	12	minimizing estate taxes
	13	determining how your  estate assets will be distributed
	14	avoiding probate  costs
	15	minimizing  the burden of health care costs
	16	providing  for your family in the event of your/spouse's death
	17	providing for your family in the event of your/your spouse's
disability
	18	changing or modifying careers
	19	other
3.	Investment objectives
	rank the relative importance of each of the following objectives to
you and your spouse
	--current income--dividends or interest to spend
	--liquidity--ability to quickly convert investments into cash
	--safety--little or no danger of losing the investment
	--ca[pital appreciation--possibility ot original investment gaining in
value over time
	--tax shelter--current  and/or long-term  tax advantages
	please describe sany significant investments planned in the near future
	Indicate if the following  statements sumamrize your and yur spouse's
financial attitudes or bwliefs
-	--optimistic about financial future
	--comfortable with aggressive investments
	--rather work longer than reduce my standard of living in retirement
	--concerned about protecting my assets than about growth
	--I feel I can reduce my current living expenses to save money for
retirement
--my immediate concern  is for income rather than growth
	--i prefer a predictable  steady return on my investments, even if the
return is low
Part 3--Assets
Cash accounts
	--type:  checking account, saving accounts, money market funds, CD's,
treasury  securities, US savings bonds
	other
	--who controls?  you, your spouse, together?
Brokerage/Investment Accounts (non-retirement)
	--name of institution/ownership/ current market value
Stocks, bonds, mutual funds--direct ownership with company
	name of security/ ownership/number of shares/current market value
part 4. retirement accounts
	--type/description/
5.	employer stock purchase plans
	--amount each pay period
6.	stock options
	--company/ownership/date nd type of grant/ # of options granted,
number of optoins vested, stock price, current market 		value
7.	Real Estate--personal use
	ownership/cost/market value/outstanding mortgages and home equity
loans/interest rate/term of loan/ years  left/monthly 	payment
8.	annuities
	institution/ownership/contract date/type (fixed variable)
basis/current market value
9.	receivables
	description/loan amounts/interest rate/payments/maturity date
10,	Real estate--investment
	(categories same as above for  personal real estate)
11.	Limited partnership Interest
	--description/ownership/date acquired/capital contribution/
12. 	Closely held business interests
	description/date acquired/percent owned/estimated fair market value
THIS IS IT FOR TODAY--I HAVE TO GO TO THE LIBRARY-
From andreawilder at comcast.net  Thu Jun 29 12:04:35 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 29 Jun 2006 12:04:35 -0400
Subject: [WomenLiteracy 406] Re: Numeracy
In-Reply-To: <44A3ED50.7020604@rci.rutgers.edu>
References: <001801c69b03$ffb0ecb0$6402a8c0@Judy>
	<44A3ED50.7020604@rci.rutgers.edu>
Message-ID: <4e3e3bc69a482e282b1aa89f4c1d29af@comcast.net>
I have to reply to this one.
When frustration occurs in  problem solving, the student goes back to
the concrete, and works up again to competence.  So any problem solving
can be charted/graphed, and what  will come out is a series of ups and
downs and eventually a stable up.  Also, performance depends on
context, that is, how the skill is to be displayed/ used.  Think
bicycle riding on a road and bicycle riding on a dirt path.
Competence is constructed.
Andrea
On Jun 29, 2006, at 11:10 AM, Lynda Ginsburg wrote:
> We usually think about emotion/feelings/affect related to math as "math
> anxiety" -- that fear of engaging with anything that has to do with
> numbers. But Mev's description of mathematical exploration addresses
> another kind of math related emotion that is rarely addressed --
> frustration.
>
> Many people seem to believe that when others try to solve math problems
> (whether "typical" word problems or more complex, real problems) they
> immediately know what to do and how to do it. Maybe this comes from
> years of teachers standing at the board presenting problems from
> beginning to end, never showing students a process that may include
> false starts, selecting a strategy that is non-productive, having to
> start over, having to work backwards, etc. And watching the students
> who
> get or "see" those particular answers right away just emphasizes the
> notion that the answer or methodology should just pop into your head.
>
> But what really happens often is a feeling of frustration when you hit
> a
> wall, or at least a stumbling block. And this, for absolutely everyone,
> even research mathematicians studying arcane theoretical math, leads to
> feelings of frustration. The issue is, what do you do with that
> frustration? Learners, and everyone for that matter, need to realize
> that there are alternative responses to that feeling of frustration.
> Some people cut and run, and then say, "I can't do this and never will
> be able to." Others might say, "I will just start again and try
> something different this time." Others might really get fired up in
> response to the frustration, and say, "I will figure this out if it's
> the last thing I do!"
>
> Talking about frustration and alternative responses to it is probably
> at
> least as important as talking about "math anxiety."
>
> Best,
> Lynda
> --
>
> Lynda Ginsburg
> Senior Research Associate, MetroMath
> Rutgers University
> 118 Frelinghuysen Road
> Piscataway, NJ 08854
> Tel: 732-445-1409       Fax:  732-445-2894
>
>
>
> Judy Ward wrote:
>
>> Good afternoon everyone,
>>
>> I would like to make a couple of comments about Mev's and Lynda's
>> important
>> postings yesterday. I encourage you to read them because they
>> illustrate the
>> crux of numeracy. Hopefully they answer many questions but, at the
>> same
>> time, may open more.
>>
>> Mev said,
>> Sure, there may only be one answer -- but exploring all the ways to
>> get to
>> that answer can help with learners' ability to "know what they know"
>> -- help
>> to create a confidence in experimentation, critical thinking, multiple
>> solutions, and problem-solving. Now there may be times when using some
>> options may get the wrong answer -- but this can be an important part
>> of the
>> process as well. And some options may be more complicated
>> (convoluted) or
>> more time consuming than others -- but the answer will still be the
>> same.
>> Isn't that sometimes the way life is??
>>
>> Lynda described a measurement activity she uses that involves critical
>> thinking, problem solving, communication, decision making and many
>> more
>> skills and concepts all while working with measurement in the context
>> of a
>> real life experience. With this activity some explanation in the
>> beginning
>> from the teacher may be required, but the students can work together
>> on a
>> solution of the problem. The teacher becomes a facilitator rather
>> than an
>> expert dispensing knowledge. Meanwhile the students, "by exploring
>> all the
>> ways to get to that answer can help with learner's ability to 'know
>> what
>> they know' - help to create a confidence in experimentation..."  This
>> activity is an example of "numeracy" and allows the student to
>> achieve power
>> over their own learning and success.
>>
>> There is a time and place for paper and pencil drill and practice but
>> using
>> it as the main teaching and learning tool does not provide an
>> environment
>> that allows for the student to "know what they know".  Most do math
>> everyday
>> but since it isn't "school math" they don't consider that what they do
>> everyday is math and, therefore, don't have the confidence to do math.
>>
>> This discussion runs until noon central time on Friday, June 30. I
>> hope
>> there will be more discussion and or comments.
>>
>> Judy
>>
>>
>>
>>
>> Judy Ward, Ed.D.
>> 6886 Young Farm Avenue
>> Springdale, AR 72762
>> Phone: 479.361.2223
>> Fax: 479.361.2223
>> Email: j.e.ward at cox.net
>>
>> Arkansas Adult Numeracy Campaign
>> Teaching Mathematics Effectively to Adult Learners
>>
>>
>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>>
>>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From andreawilder at comcast.net  Thu Jun 29 12:23:09 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 29 Jun 2006 12:23:09 -0400
Subject: [WomenLiteracy 407]  The financial forms
Message-ID: <bddf616f9911509e8dda219ff886435a@comcast.net>
Friends,
I have sent in an almost complete copy of the forms I mentioned.  They
are designed to cover every financial eventuality you can  think of, I
think.  This means that someone with a minute income can use them as
well as a person with a gigantic income.
I think the  expenses side is very useful, also the places where it is
possible to prioritize what you want and what you feel comfortable
with.  Still the best idea is to itemize everything, write it down.
As for making a will--you can actually get forms from the web, just be
sure to write everything out in your own hand.
Andrea Wilder
From mwaddell at famlit.org  Thu Jun 29 13:26:45 2006
From: mwaddell at famlit.org (Margo Waddell)
Date: Thu, 29 Jun 2006 13:26:45 -0400
Subject: [WomenLiteracy 408] Re: The financial forms
Message-ID: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE401A8A8F7@SYNNODE2>
The National Center for Family Literacy has been exploring and creating
strategies for bsic intergenerational  financial literacy. You can
explore some of the online resources we have used with adult learners
and their children. There are some interactive materials for adults here
that are very helpful and fun!
www.literacycampus.org/campus/library.asp
We will post some new resources in July that will include an interactive
game for adults to play with pre-school children. I will put a message
out when it is available.
Margo Waddell
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
Sent: Thursday, June 29, 2006 12:23 PM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 407] The financial forms
Friends,
I have sent in an almost complete copy of the forms I mentioned.  They
are designed to cover every financial eventuality you can  think of, I
think.  This means that someone with a minute income can use them as
well as a person with a gigantic income.
I think the  expenses side is very useful, also the places where it is
possible to prioritize what you want and what you feel comfortable with.
Still the best idea is to itemize everything, write it down.
As for making a will--you can actually get forms from the web, just be
sure to write everything out in your own hand.
Andrea Wilder
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From j.e.ward at cox.net  Thu Jun 29 15:54:38 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Thu, 29 Jun 2006 14:54:38 -0500
Subject: [WomenLiteracy 409] Re: Numeracy
In-Reply-To: <4e3e3bc69a482e282b1aa89f4c1d29af@comcast.net>
Message-ID: <001801c69bb5$dafa7230$6402a8c0@Judy>
Frustration is an impediment to solving any problem and going back to the
concrete may or may not help. It depends on the individual. I have a
tendency to perseverate on what ever is frustrating me. Discussing the
problem or situation with someone is just about the only way I can get
around the frustration and the wall. If it is a math/numeracy problem,
working with a group is best for me.
Judy
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Andrea Wilder
Sent: Thursday, June 29, 2006 11:05 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 406] Re: Numeracy
I have to reply to this one.
When frustration occurs in  problem solving, the student goes back to
the concrete, and works up again to competence.  So any problem solving
can be charted/graphed, and what  will come out is a series of ups and
downs and eventually a stable up.  Also, performance depends on
context, that is, how the skill is to be displayed/ used.  Think
bicycle riding on a road and bicycle riding on a dirt path.
Competence is constructed.
Andrea
On Jun 29, 2006, at 11:10 AM, Lynda Ginsburg wrote:
> We usually think about emotion/feelings/affect related to math as "math
> anxiety" -- that fear of engaging with anything that has to do with
> numbers. But Mev's description of mathematical exploration addresses
> another kind of math related emotion that is rarely addressed --
> frustration.
>
> Many people seem to believe that when others try to solve math problems
> (whether "typical" word problems or more complex, real problems) they
> immediately know what to do and how to do it. Maybe this comes from
> years of teachers standing at the board presenting problems from
> beginning to end, never showing students a process that may include
> false starts, selecting a strategy that is non-productive, having to
> start over, having to work backwards, etc. And watching the students
> who
> get or "see" those particular answers right away just emphasizes the
> notion that the answer or methodology should just pop into your head.
>
> But what really happens often is a feeling of frustration when you hit
> a
> wall, or at least a stumbling block. And this, for absolutely everyone,
> even research mathematicians studying arcane theoretical math, leads to
> feelings of frustration. The issue is, what do you do with that
> frustration? Learners, and everyone for that matter, need to realize
> that there are alternative responses to that feeling of frustration.
> Some people cut and run, and then say, "I can't do this and never will
> be able to." Others might say, "I will just start again and try
> something different this time." Others might really get fired up in
> response to the frustration, and say, "I will figure this out if it's
> the last thing I do!"
>
> Talking about frustration and alternative responses to it is probably
> at
> least as important as talking about "math anxiety."
>
> Best,
> Lynda
> --
>
> Lynda Ginsburg
> Senior Research Associate, MetroMath
> Rutgers University
> 118 Frelinghuysen Road
> Piscataway, NJ 08854
> Tel: 732-445-1409       Fax:  732-445-2894
>
>
>
> Judy Ward wrote:
>
>> Good afternoon everyone,
>>
>> I would like to make a couple of comments about Mev's and Lynda's
>> important
>> postings yesterday. I encourage you to read them because they
>> illustrate the
>> crux of numeracy. Hopefully they answer many questions but, at the
>> same
>> time, may open more.
>>
>> Mev said,
>> Sure, there may only be one answer -- but exploring all the ways to
>> get to
>> that answer can help with learners' ability to "know what they know"
>> -- help
>> to create a confidence in experimentation, critical thinking, multiple
>> solutions, and problem-solving. Now there may be times when using some
>> options may get the wrong answer -- but this can be an important part
>> of the
>> process as well. And some options may be more complicated
>> (convoluted) or
>> more time consuming than others -- but the answer will still be the
>> same.
>> Isn't that sometimes the way life is??
>>
>> Lynda described a measurement activity she uses that involves critical
>> thinking, problem solving, communication, decision making and many
>> more
>> skills and concepts all while working with measurement in the context
>> of a
>> real life experience. With this activity some explanation in the
>> beginning
>> from the teacher may be required, but the students can work together
>> on a
>> solution of the problem. The teacher becomes a facilitator rather
>> than an
>> expert dispensing knowledge. Meanwhile the students, "by exploring
>> all the
>> ways to get to that answer can help with learner's ability to 'know
>> what
>> they know' - help to create a confidence in experimentation..."  This
>> activity is an example of "numeracy" and allows the student to
>> achieve power
>> over their own learning and success.
>>
>> There is a time and place for paper and pencil drill and practice but
>> using
>> it as the main teaching and learning tool does not provide an
>> environment
>> that allows for the student to "know what they know".  Most do math
>> everyday
>> but since it isn't "school math" they don't consider that what they do
>> everyday is math and, therefore, don't have the confidence to do math.
>>
>> This discussion runs until noon central time on Friday, June 30. I
>> hope
>> there will be more discussion and or comments.
>>
>> Judy
>>
>>
>>
>>
>> Judy Ward, Ed.D.
>> 6886 Young Farm Avenue
>> Springdale, AR 72762
>> Phone: 479.361.2223
>> Fax: 479.361.2223
>> Email: j.e.ward at cox.net
>>
>> Arkansas Adult Numeracy Campaign
>> Teaching Mathematics Effectively to Adult Learners
>>
>>
>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>>
>>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to
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From andreawilder at comcast.net  Thu Jun 29 15:08:09 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 29 Jun 2006 15:08:09 -0400
Subject: [WomenLiteracy 410] Re: The financial forms
In-Reply-To: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE401A8A8F7@SYNNODE2>
References: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE401A8A8F7@SYNNODE2>
Message-ID: <dca2316801bb42af8696046cba810a70@comcast.net>
Thanks, Margo--
i want to reiterate that I went to other financial people before I got
to the one who gave me the forms.  The others were worthless, selling a
product, "trust us"--no I didn't want to.  This last one actually got
down to business.  Until I met her, i thought i was going loony...no
kidding.
Andrea
On Jun 29, 2006, at 1:26 PM, Margo Waddell wrote:
> The National Center for Family Literacy has been exploring and creating
> strategies for bsic intergenerational  financial literacy. You can
> explore some of the online resources we have used with adult learners
> and their children. There are some interactive materials for adults
> here
> that are very helpful and fun!
> www.literacycampus.org/campus/library.asp
> We will post some new resources in July that will include an
> interactive
> game for adults to play with pre-school children. I will put a message
> out when it is available.
> Margo Waddell
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder
> Sent: Thursday, June 29, 2006 12:23 PM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 407] The financial forms
>
> Friends,
>
> I have sent in an almost complete copy of the forms I mentioned.  They
> are designed to cover every financial eventuality you can  think of, I
> think.  This means that someone with a minute income can use them as
> well as a person with a gigantic income.
>
> I think the  expenses side is very useful, also the places where it is
> possible to prioritize what you want and what you feel comfortable
> with.
> Still the best idea is to itemize everything, write it down.
>
> As for making a will--you can actually get forms from the web, just be
> sure to write everything out in your own hand.
>
> Andrea Wilder
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
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> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From j.e.ward at cox.net  Thu Jun 29 17:44:24 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Thu, 29 Jun 2006 16:44:24 -0500
Subject: [WomenLiteracy 411]  Adult Numeracy Network
Message-ID: <002701c69bc5$338ed8a0$6402a8c0@Judy>
Since noon central time tomorrow is the end of this particular discussion I
thought providing some information about ANN would be appropriate.
In April 1990 a group of Adult Basic Education teachers addressed the
National Council of Teachers of Mathematics (NCTM) General Meeting in Salt
Lake City, asking NCTM to "extend its agenda to adults". As a result, in
1992 NCTM agreed to co-sponsor a conference with Adult Education
Organizations. In 1994, NCTM, The National Center on Adult Literacy (NCAL)
and OVAE co-sponsored "The Working Conference on Adult Mathematical
Literacy". The Adult Numeracy Practitioners Network (ANPN) was formed at
that meeting. The Math Practitioner, a quarterly newsletter, and the
NUMERACY listserv were established.
In 1995 a planning grant was awarded to ANPN by NIFL to begin developing
Content Standards and a reform plan for the ABE system. This was an early
phase of the Equipped for the Future initiative. ANPN submitted the report
to NIFL in 1996. The title of the report was "A Framework for Adult Numeracy
Standards: The Mathematical Skills and Abilities Adult Need to be Equipped
for the Future".
In 1998 ANPN changed the name to Adult Numeracy Network (ANN). Ann is an
affiliate of both the NCTM and the Commission on Adult Basic Education
(COABE). ANN members are active in both state and national organizations by
giving presentations and workshops to increase awareness of the need for
numeracy instruction in adult education.
During the last year, ANN developed Teaching and Learning Principles that
address both the curriculum and learning environment for teaching
mathematics to the adult learner. In addition Professional Development
Principles were developed that address both the design and content of
mathematics professional development.
Last April ANN presented a Pre Conference session at the COABE meeting in
Houston where practitioners from 21 different states attended the day long
session. The newly developed teaching and learning principles were
successfully integrated into the session. All participants agreed that the
activities along with the new principles made for a great day!
Next spring ANN will be in Philadelphia for COABE. Plan to be there for our
Pre Conference session and presentations during the regular session.
Our website is http://literacynet.org/ann. A membership form can be
downloaded from the website. Membership provides a newsletter, The Math
Practitioner, 3 times a year. The newsletter includes numeracy activities
that can be used with your students as well as general news for the adult
practitioner. Also, as a member you will be part of a group dedicated to
increasing awareness of the importance of numeracy.
Judy
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
From j.e.ward at cox.net  Fri Jun 30 11:49:35 2006
From: j.e.ward at cox.net (Judy Ward)
Date: Fri, 30 Jun 2006 10:49:35 -0500
Subject: [WomenLiteracy 412]  numeracy
Message-ID: <000901c69c5c$ccaea640$6402a8c0@Judy>
Good morning,
Some closing thoughts since discussion will conclude at noon.
There were several good topics for discussion that I hope the discussions
helped many of you become more familiar with the term "numeracy". As
literacy providers you are in a unique position for providing basic math
instruction. And remember that just as literacy is more than reading,
numeracy is more than computation.
Change is difficult and thinking differently about math is extremely
difficult because, generally, we were taught math by using drill and
practice methods. Several years ago a workshop participant commented that
using an activity based curriculum takes longer. My comment to her was that
it is like driving to a location where you have never been and on a road you
have never driven. It seems like the drive to the location takes forever but
the return journey passes very quickly. A second trip to the same location
goes much faster and you can pay more attention to the scenery. Just try one
simple activity. Once you see the results your second journey will be
quicker and better.
If you google the term numeracy, you will find thousands of results. But
look closely because the large majority of the numeracy sites are in other
parts of the world. The US is behind in recognizing the importance of
numeracy. Cheryl Keenan, during her presentation at COABE in Houston last
April, talked about the importance of numeracy and that it should be
elevated to the same level of literacy.
ANN's membership is dedicated to the numeracy cause and we hope you will
join us at COABE in Philadelphia next spring.
Judy
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
From ALCDGG at langate.gsu.edu  Fri Jun 30 13:09:02 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 30 Jun 2006 13:09:02 -0400
Subject: [WomenLiteracy 413] Re: numeracy
Message-ID: <s4a52278.086@mailsrv4.gsu.edu>
On behalf of the subscribers, I would like to thank Judy for facilitating an interesting and thought provoking discussion on numeracy. I also want to thank all of the members who contributed by writing, reading, and/or thinking about the posts. I will collate all of the postings into themes so that they are easy to read as a thread and will let you know when I do that.
In the meantime, I will look over the various postings we have had concerning a book discussion on this listserv, and get back to you about this after the 4th.
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
>>> j.e.ward at cox.net 6/30/2006 11:49 AM >>>
Good morning,
Some closing thoughts since discussion will conclude at noon.
There were several good topics for discussion that I hope the discussions
helped many of you become more familiar with the term "numeracy". As
literacy providers you are in a unique position for providing basic math
instruction. And remember that just as literacy is more than reading,
numeracy is more than computation.
Change is difficult and thinking differently about math is extremely
difficult because, generally, we were taught math by using drill and
practice methods. Several years ago a workshop participant commented that
using an activity based curriculum takes longer. My comment to her was that
it is like driving to a location where you have never been and on a road you
have never driven. It seems like the drive to the location takes forever but
the return journey passes very quickly. A second trip to the same location
goes much faster and you can pay more attention to the scenery. Just try one
simple activity. Once you see the results your second journey will be
quicker and better.
If you google the term numeracy, you will find thousands of results. But
look closely because the large majority of the numeracy sites are in other
parts of the world. The US is behind in recognizing the importance of
numeracy. Cheryl Keenan, during her presentation at COABE in Houston last
April, talked about the importance of numeracy and that it should be
elevated to the same level of literacy.
ANN's membership is dedicated to the numeracy cause and we hope you will
join us at COABE in Philadelphia next spring.
Judy
Judy Ward, Ed.D.
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net
Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Fri Jun 30 22:17:50 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 30 Jun 2006 22:17:50 -0400
Subject: [WomenLiteracy 414]  numeracy listserv
Message-ID: <s4a5a318.016@mailsrv4.gsu.edu>
For those of you interested in numeracy and adult literacy, you may be interested in the following information cross posted from the Assessment List:
To subscribe to the Numeracy list, write to: majordomo at world.std.com
In the message area, type: subscribe numeracy
Click here now to subscribe.
There is also a Numeracy Research and Practice topic section on the ALE
Wiki -
http://wiki.literacytent.org/index.php/Numeracy_Research_and_Practice
I will post a link there to your discussion section and copy some of the
Numeracy list discussion there.
Esther
Moderator, Numeracy list
ALE Wikiteer for Numeracy
From alcdgg at langate.gsu.edu  Wed Jul  5 21:23:20 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 05 Jul 2006 21:23:20 -0400
Subject: [WomenLiteracy 415]  Special Topics Discussion List Announcement
Message-ID: <s4ac2dd5.084@mailsrv4.gsu.edu>
The following discussion announcement is posted on behalf of David Rosen,
Moderator of the Special Topics Discussion List.
To subscribe for the duration of the discussion, visit:
http://www.nifl.gov/mailman/listinfo/specialtopics
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Colleagues,
On the Special Topics discussion list from July 10th-18th, Dr. John Comings,
Director of the National Center for the Study of Adult Learning and Literacy
(NCSALL), will be a guest to discuss his research on student persistence in
adult literacy education.
John introduces the discussion this way:
"When a group of us at World Education were preparing to write the proposal
for the funds that have supported NCSALL, we surveyed practitioners and policy
makers around the country to help us design our research agenda. Almost 500
people participated in the survey. We asked the survey participants to send us
the questions that they wanted answered to help them improve practice in ABE,
ESOL, and GED programs. One question was at the top of the list for teachers
and second on everyone else's list. One teacher phrased it this way, "Just
when they begin to make progress, many students leave the program. How can I
keep those students long enough that they can meet their educational goals?"
That question formed the basis of a three-phase study of persistence. The
first two phases are complete. The first phase surveyed the literature,
interviewed 150 students in the six New England states, and identified ways
that programs were trying to support the persistence of their students. The
report of that first phase can be found at:
<http://www.ncsall.net/fileadmin/resources/research/report12.pdf>;
In the second phase, 9 library literacy programs were provided with funds to
implement interventions that might help improve persistence, and our study
team observed the programs and interviewed their staff and students. We also
followed a cohort of 180 students for 14 months. The report of that second
phase can be found at:
<http://www.mdrc.org/publications/401/overview.html>;
We are prepared to implement the third phase, but NCSALL no longer has funding
to begin a new research project. This next phase would test three
interventions. One would add persistence supports to existing classroom
programs, one would use a wide range of modes of learning (in programs and
through self study on-line and in other ways) that more closely match the way
adults manage their learning, and the third would combine these two
approaches. I believe the third approach is a promising way to solve the
persistence problem, as well as it can be solved.
I'm looking forward to your questions, but I would also be interested in
practical ideas of how to build support to persistence and how to expand
opportunities for learning."
-----
Special Topics is an intermittent discussion list. The topics open and close
throughout the year, so there are periods where there will be no discussion or
postings. You can subscribe to the e-list for a particular topic of interest,
and then unsubscribe, or you can stay subscribed throughout the year. To
participate in this topic, you can subscribe by going to:
http://www.nifl.gov/mailman/listinfo/specialtopics
David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net
From ALCDGG at langate.gsu.edu  Thu Jul  6 10:27:33 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 06 Jul 2006 10:27:33 -0400
Subject: [WomenLiteracy 416]  book discussion
Message-ID: <s4ace5a8.041@mailsrv4.gsu.edu>
Quite a few of you expressed an interest in exploring the possibility of having a discussion on something that we all read regarding women and literacy. I have collated all the suggestions from previous posts and listed them below. If you are interested, please look at the list, and post which resource you would like to discuss on this listserv.
Some possible considerations when deciding:
a. Is the material accessible on the Internet-not everyone has equal access to materials not on the Internet.
b. Should we do a complete book, chapter, or article? Not everyone has the same amount of time to read.
c. Is there a resource not included on this list that you would like to recommend?
Once we decide on the reading material, we can decide on the procedure of how we want to go about doing this.
By the way, if I have made a mistake in listing a resource, please let us know!
Please post your suggestions by Friday the 14th.
Daphne
Are Women Human? By Catherine A. MacKinnon
Something in My Mind Besides the Everyday   By J. Horsman
Too scared to learn by J. Horsman
By Women/For Women Laubach
Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers*
Change Agent #19 on Women and literacy by teachers and learners
Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html
Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill
Illiterate woman in women, literacy, and development by Anna Robinson-Pants
Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants
bell hooks
bell hooks "talking back" chapter 4, or chapters 4-8
Oakland Readers Series on women, enterprising women (Marilyn Martin Jones)
A chapter by Jane Mace in her book, playing with time
Bonny Norton's chapter on literacy and gender
Jean Barr's work on liberating knowledge: research feminism and adult education
Canadian Women's Studies issue on Women and Literacy
Women and literacy related materials found at:
http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf
When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft
Why does he do that? By Lundy Bancroft
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From bertiemo at yahoo.com  Thu Jul  6 10:41:31 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Thu, 6 Jul 2006 07:41:31 -0700 (PDT)
Subject: [WomenLiteracy 417] Re: book discussion
In-Reply-To: <s4ace5a8.041@mailsrv4.gsu.edu>
Message-ID: <20060706144131.79748.qmail@web30007.mail.mud.yahoo.com>
Thank you for putting the list together.  It's a great biography.    I'm very intrigued by the title, "Too Scared to Learn."   However I'm willing to go with the group.
  Best,
  Bertie Mo
Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:Quite  a few of you expressed an interest in exploring the possibility of  having a discussion on something that we all read regarding women and  literacy. I have collated all the suggestions from previous posts and  listed them below. If you are interested, please look at the list, and  post which resource you would like to discuss on this listserv.
Some possible considerations when deciding:
a. Is the material accessible on the Internet-not everyone has equal access to materials not on the Internet.
b. Should we do a complete book, chapter, or article? Not everyone has the same amount of time to read.
c. Is there a resource not included on this list that you would like to recommend?
Once we decide on the reading material, we can decide on the procedure of how we want to go about doing this.
By the way, if I have made a mistake in listing a resource, please let us know!
Please post your suggestions by Friday the 14th.
Daphne
Are Women Human? By Catherine A. MacKinnon
Something in My Mind Besides the Everyday   By J. Horsman
Too scared to learn by J. Horsman
By Women/For Women Laubach
Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
Sheryl  Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in  Hull's edited book, changing work, changing workers*
Change Agent #19 on Women and literacy by teachers and learners
Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html
Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill
Illiterate woman in women, literacy, and development by Anna Robinson-Pants
Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants
bell hooks
bell hooks "talking back" chapter 4, or chapters 4-8
Oakland Readers Series on women, enterprising women (Marilyn Martin Jones)
A chapter by Jane Mace in her book, playing with time
Bonny Norton's chapter on literacy and gender
Jean Barr's work on liberating knowledge: research feminism and adult education
Canadian Women's Studies issue on Women and Literacy
Women and literacy related materials found at:
http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
Take  on the Challenge: A source book from the women, violence, and adult  education project: http://www.worlded.org/docs/takeonthechallenge.pdf
When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft
Why does he do that? By Lundy Bancroft
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From s.cuban at lancaster.ac.uk  Thu Jul  6 10:53:06 2006
From: s.cuban at lancaster.ac.uk (Cuban, Sondra)
Date: Thu, 6 Jul 2006 15:53:06 +0100
Subject: [WomenLiteracy 418] Re: book discussion
In-Reply-To: <s4ace5a8.041@mailsrv4.gsu.edu>
Message-ID: <E36B692FEB773C4BB3EC8B1828516B87188D23D6@exchange-be2.lancs.ac.uk>
DAPHNE this looks great and thanks for doing this. I am interested in
all of these, although I have to admit, I have less time right now for a
whole book. I think access to the material is important. Not everyone
can get a copy of these. A number of the items listed here are only in
books. I have been photocopying them for free for the folks in my
discussion group-- then there is copyright issues with pdf'ing something
and distributing it. So I don't know how to get around this in an online
venue. Bertha mentioned Jenny Horsman's book, Too Scared to Learn. A lot
of people have that book. On the other hand,  a number of materials of
hers are available on websites (like notes from the book), although not
the book itself. Just some thoughts. Thx, Sondra
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg
Sent: 06 July 2006 15:28
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 416] book discussion
Quite a few of you expressed an interest in exploring the possibility of
having a discussion on something that we all read regarding women and
literacy. I have collated all the suggestions from previous posts and
listed them below. If you are interested, please look at the list, and
post which resource you would like to discuss on this listserv.
Some possible considerations when deciding:
a. Is the material accessible on the Internet-not everyone has equal
access to materials not on the Internet.
b. Should we do a complete book, chapter, or article? Not everyone has
the same amount of time to read.
c. Is there a resource not included on this list that you would like to
recommend?
Once we decide on the reading material, we can decide on the procedure
of how we want to go about doing this.
By the way, if I have made a mistake in listing a resource, please let
us know!
Please post your suggestions by Friday the 14th.
Daphne
Are Women Human? By Catherine A. MacKinnon
Something in My Mind Besides the Everyday   By J. Horsman
Too scared to learn by J. Horsman
By Women/For Women Laubach
Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women
and Literacy (2004)
Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A
chapter in Hull's edited book, changing work, changing workers*
Change Agent #19 on Women and literacy by teachers and learners
Women and literacy related materials found at:
http://www.litwomen.org/womlitbiblio.html
Disconnecting and sexuality: speaking the unspeakable in the classroom
(1993) by Kathleen Rockhill
Illiterate woman in women, literacy, and development by Anna
Robinson-Pants
Chizu Sato's piece in women, literacy, and development by Anna
Robinson-Pants
bell hooks
bell hooks "talking back" chapter 4, or chapters 4-8
Oakland Readers Series on women, enterprising women (Marilyn Martin
Jones)
A chapter by Jane Mace in her book, playing with time
Bonny Norton's chapter on literacy and gender
Jean Barr's work on liberating knowledge: research feminism and adult
education
Canadian Women's Studies issue on Women and Literacy
Women and literacy related materials found at:
http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
Take on the Challenge: A source book from the women, violence, and adult
education project: http://www.worlded.org/docs/takeonthechallenge.pdf
When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing
Abuse by Lundy Bancroft
Why does he do that? By Lundy Bancroft
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From bonrob at springfield.k12.il.us  Thu Jul  6 13:33:05 2006
From: bonrob at springfield.k12.il.us (Bonnie Roberts)
Date: Thu, 06 Jul 2006 10:33:05 -0700
Subject: [WomenLiteracy 419] Re: book discussion
In-Reply-To: <s4ace5a8.041@mailsrv4.gsu.edu>
References: <s4ace5a8.041@mailsrv4.gsu.edu>
Message-ID: <6.2.1.2.0.20060706101816.038625a8@springfield.k12.il.us>
We have successfully utilized two books:
A Child Called It
The Secret Life of Bees
in our newly formed book club for parents enrolled in Family LIteracy
Both are small reads and the participants that could not get the whole
thing read still benefited and participated in the discussion
groups.  Check them out.  Also look at the discussion questions in the back
of the books.  Every one of the parents gave rave reviews of the books and
were anxious to read more.  Only one of the participants had even read an
entire book prior to this book club.  They were initially reluctant to even
start with the club but enjoyed the books so very much that they are loyal
participants now.  Book clubs are invaluable!
Bonnie Roberts
Literacy Coordinator
At 07:27 AM 7/6/2006, you wrote:
>Quite a few of you expressed an interest in exploring the possibility of
>having a discussion on something that we all read regarding women and
>literacy. I have collated all the suggestions from previous posts and
>listed them below. If you are interested, please look at the list, and
>post which resource you would like to discuss on this listserv.
>Some possible considerations when deciding:
>a. Is the material accessible on the Internet-not everyone has equal
>access to materials not on the Internet.
>b. Should we do a complete book, chapter, or article? Not everyone has the
>same amount of time to read.
>c. Is there a resource not included on this list that you would like to
>recommend?
>Once we decide on the reading material, we can decide on the procedure of
>how we want to go about doing this.
>By the way, if I have made a mistake in listing a resource, please let us
>know!
>Please post your suggestions by Friday the 14th.
>Daphne
>
>
>Are Women Human? By Catherine A. MacKinnon
>
>Something in My Mind Besides the Everyday   By J. Horsman
>
>Too scared to learn by J. Horsman
>
>By Women/For Women Laubach
>
>Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
>
>Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and
>Literacy (2004)
>
>Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
>
>Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter
>in Hull's edited book, changing work, changing workers*
>
>Change Agent #19 on Women and literacy by teachers and learners
>
>Women and literacy related materials found at:
>http://www.litwomen.org/womlitbiblio.html
>
>Disconnecting and sexuality: speaking the unspeakable in the classroom
>(1993) by Kathleen Rockhill
>
>Illiterate woman in women, literacy, and development by Anna Robinson-Pants
>
>Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants
>
>bell hooks
>
>bell hooks "talking back" chapter 4, or chapters 4-8
>
>Oakland Readers Series on women, enterprising women (Marilyn Martin Jones)
>
>A chapter by Jane Mace in her book, playing with time
>
>Bonny Norton's chapter on literacy and gender
>
>Jean Barr's work on liberating knowledge: research feminism and adult
>education
>
>Canadian Women's Studies issue on Women and Literacy
>
>Women and literacy related materials found at:
>http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
>
>Take on the Challenge: A source book from the women, violence, and adult
>education project: http://www.worlded.org/docs/takeonthechallenge.pdf
>
>When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing
>Abuse by Lundy Bancroft
>
>Why does he do that? By Lundy Bancroft
>
>
>Daphne Greenberg
>Assistant Professor
>Educational Psych. & Special Ed.
>Georgia State University
>P.O. Box 3979
>Atlanta, Georgia 30302-3979
>phone: 404-651-0127
>fax:404-651-4901
>dgreenberg at gsu.edu
>
>Daphne Greenberg
>Associate Director
>Center for the Study of Adult Literacy
>Georgia State University
>P.O. Box 3977
>Atlanta, Georgia 30302-3977
>phone: 404-651-0127
>fax:404-651-4901
>dgreenberg at gsu.edu
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/womenliteracy
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From ALCDGG at langate.gsu.edu  Thu Jul  6 11:41:18 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 06 Jul 2006 11:41:18 -0400
Subject: [WomenLiteracy 420] Women-Related Email Lists Focused on Sexuality
	or Sexual	Orientation
Message-ID: <s4acf6e2.074@mailsrv4.gsu.edu>
Someone passed on to me the following website, which I thought may be of interest to some of you to share with interested colleagues and learners:
http://www-unix.umbc.edu/~korenman/wmst/f_sex.html  It is a compilation of email listserv discussions for women interested in joining an email group focusing on  sexuality or sexual orientation.
Some examples:
CANSX-L is a low-volume forum for discussion and resource sharing of information about the study of sexuality and gender. Though the original aim was to provide a forum with a Canadian focus, the list has members from all over the world.
clari.news.crime.sex - A "Clarinet" newsgroup that posts articles about crimes having to do with sex, including child and spousal abuse and sexual harassment, from Reuters, the Associated Press, and other mainstream news sources.
DD-LL (Deaf Dykes - Lipreading Lesbians) provides a supportive online community for lesbians and bisexual women who have a significant hearing loss.
ELLEN is a list devoted to Ellen DeGeneres and her career, but discussion extends to feminist issues in popular culture, especially lesbian identity issues in entertainment.
FemPTheoryQueer-aoir.org is a list for all academics, activists, technologists, and others interested in considering how feminist, postcolonial, and queer issues and methods can assist us in understanding the Internet, related cultures, and computer technologies. Some of the list's current concerns are the politics of Internet research; communicating with individuals in related fields; mentoring among women, people of color, and queers in the Internet research areas; developing bibliographies and syllabi; and academic hiring and promotion practices.
LGBTSA (Lesbian Gay Bisexual Transgender Straight Alliance list) has as its goal to facilitate the sharing of information among researchers, educators, and practitioners concerned with LGBT people and families. The list grew out of discussions among members of the Feminism and Family Studies section of the National Council on Family Relations.
RAPECRISIS is a moderated discussion list for survivors of rape and sexual abuse, and for others interested in these topics
SEXNET is an academic list for discussion of sex research. Participants include sexologists, evolutionary biologists, psychiatrists, sociologists, psychologists, anthropologists, and others interested in discussing such issues as genetic determinism, the social construction of sexuality, gender differences, sexual orientation, hormone research, etc.
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From amuro5 at epcc.edu  Thu Jul  6 12:11:18 2006
From: amuro5 at epcc.edu (Muro, Andres)
Date: Thu, 6 Jul 2006 10:11:18 -0600
Subject: [WomenLiteracy 421] Re: book discussion
In-Reply-To: <6.2.1.2.0.20060706101816.038625a8@springfield.k12.il.us>
Message-ID: <CA29C5E82B801844A7A967D109F117CF62460C@svrascmail01>
Also, there is the classic stuff by Carol Gilligan that is probably
accessible everywhere. The Change Agent is also accessible online.
Sheryl Gowen can probably email a copy of Friends from the Kitchen and
email it to the group if we ask nicely ;-)
Andres
________________________________
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Bonnie Roberts
Sent: Thursday, July 06, 2006 11:33 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 419] Re: book discussion
We have successfully utilized two books:
A Child Called It
The Secret Life of Bees
in our newly formed book club for parents enrolled in Family LIteracy
Both are small reads and the participants that could not get the whole
thing read still benefited and participated in the discussion groups.
Check them out.  Also look at the discussion questions in the back of
the books.  Every one of the parents gave rave reviews of the books and
were anxious to read more.  Only one of the participants had even read
an entire book prior to this book club.  They were initially reluctant
to even start with the club but enjoyed the books so very much that they
are loyal participants now.  Book clubs are invaluable!
Bonnie Roberts
Literacy Coordinator
At 07:27 AM 7/6/2006, you wrote:
Quite a few of you expressed an interest in exploring the possibility of
having a discussion on something that we all read regarding women and
literacy. I have collated all the suggestions from previous posts and
listed them below. If you are interested, please look at the list, and
post which resource you would like to discuss on this listserv.
Some possible considerations when deciding:
a. Is the material accessible on the Internet-not everyone has equal
access to materials not on the Internet.
b. Should we do a complete book, chapter, or article? Not everyone has
the same amount of time to read.
c. Is there a resource not included on this list that you would like to
recommend?
Once we decide on the reading material, we can decide on the procedure
of how we want to go about doing this.
By the way, if I have made a mistake in listing a resource, please let
us know!
Please post your suggestions by Friday the 14th.
Daphne
Are Women Human? By Catherine A. MacKinnon
Something in My Mind Besides the Everyday   By J. Horsman
Too scared to learn by J. Horsman
By Women/For Women Laubach
Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women
and Literacy (2004)
Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A
chapter in Hull's edited book, changing work, changing workers*
Change Agent #19 on Women and literacy by teachers and learners
Women and literacy related materials found at:
http://www.litwomen.org/womlitbiblio.html
Disconnecting and sexuality: speaking the unspeakable in the classroom
(1993) by Kathleen Rockhill
Illiterate woman in women, literacy, and development by Anna
Robinson-Pants
Chizu Sato's piece in women, literacy, and development by Anna
Robinson-Pants
bell hooks
bell hooks "talking back" chapter 4, or chapters 4-8
Oakland Readers Series on women, enterprising women (Marilyn Martin
Jones)
A chapter by Jane Mace in her book, playing with time
Bonny Norton's chapter on literacy and gender
Jean Barr's work on liberating knowledge: research feminism and adult
education
Canadian Women's Studies issue on Women and Literacy
Women and literacy related materials found at:
http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
Take on the Challenge: A source book from the women, violence, and adult
education project: http://www.worlded.org/docs/takeonthechallenge.pdf
When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing
Abuse by Lundy Bancroft
Why does he do that? By Lundy Bancroft
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
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From dchlup4 at hotmail.com  Thu Jul  6 17:21:45 2006
From: dchlup4 at hotmail.com (Dominique Chlup)
Date: Thu, 06 Jul 2006 21:21:45 +0000
Subject: [WomenLiteracy 422] Re: book discussion
In-Reply-To: <CA29C5E82B801844A7A967D109F117CF62460C@svrascmail01>
Message-ID: <BAY113-F20D2E6ABDDFE5112612E13FD770@phx.gbl>
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From andreawilder at comcast.net  Thu Jul  6 20:11:21 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 6 Jul 2006 20:11:21 -0400
Subject: [WomenLiteracy 423] Re: book discussion
In-Reply-To: <BAY113-F20D2E6ABDDFE5112612E13FD770@phx.gbl>
References: <BAY113-F20D2E6ABDDFE5112612E13FD770@phx.gbl>
Message-ID: <692caeceff1defbafc947d62c2551e89@comcast.net>
OK, here are my two bits:  I'd really be happy to read "Too Scared To
Learn," along with a group;  I have read it, by myself, talking to
myself, taking notes by myself, and I'd love to have the opportunity to
hear what others say.
I think this book is more available than "Are Women Human?"
Andrea
On Jul 6, 2006, at 5:21 PM, Dominique Chlup wrote:
> I really appreciate the suggestions that everyone is making as I think
> they are adding beautifully to the great list Daphne compiled.? It's
> also serving as a?reminder of all the things out there that I should
> read and/or re-read. If I had to vote, though, I'd?be more than happy
> if we read any of the articles from the Women's Studies Quarterly or
> any of the Jenny Horsman books.
>
> And if I could add two more recommendations of books to read, I'd add:
>
> 1) Now We Read, We See, We Speak : Portrait of Literacy Development in
> an Adult Freirean-Based Class by Victoria Purcell-Gates and Robin
> Waterman
>
> 2) Other People's Words : The Cycle of Low Literacy??by Victoria
> Purcell-Gates?
>
> And, like Sondra,?I have to admit that right now I am pressed to find
> reading time, but I think knowing that there'd be a book discussion
> would motivate me to find the time to read whatever work the group
> decided upon.?
>
> Best,
>
> Dominique Chlup
>
> Assistant Professor & Director of the Texas Center for the Advancment
> of Literacy and Learning (TCALL), Texas A&M University
>>  From: "Muro, Andres" <amuro5 at epcc.edu>
>> Reply-To: The Women and Literacy Discussion List
>> <womenliteracy at nifl.gov>
>> To: "The Women and Literacy Discussion List" <womenliteracy at nifl.gov>
>> Subject: [WomenLiteracy 421] Re: book discussion
>> Date: Thu, 6 Jul 2006 10:11:18 -0600
>>
>> Also, there is the classic stuff by Carol Gilligan that is probably
>> accessible everywhere. The Change Agent is also accessible online.
>> Sheryl Gowen can probably email a copy of Friends from the Kitchen
>> and email it to the group if we ask nicely ;-)
>> ?
>> Andres
>> ?
>> ?
>>
>> From: womenliteracy-bounces at nifl.gov
>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Bonnie Roberts
>> Sent: Thursday, July 06, 2006 11:33 AM
>> To: The Women and Literacy Discussion List
>> Subject: [WomenLiteracy 419] Re: book discussion
>> ?
>> We have successfully utilized two books:
>>
>> A Child Called It
>> The Secret Life of Bees
>>
>> in our newly formed book club for parents enrolled in Family LIteracy
>>
>> Both are small reads and the participants that could not get the
>> whole thing read still benefited and participated in the discussion
>> groups.? Check them out.? Also look at the discussion questions in
>> the back of the books.? Every one of the parents gave rave reviews of
>> the books and were anxious to read more.? Only one of the
>> participants had even read an entire book prior to this book club.?
>> They were initially reluctant to even start with the club but enjoyed
>> the books so very much that they are loyal participants now.? Book
>> clubs are invaluable!
>>
>> Bonnie Roberts
>> Literacy Coordinator
>>
>>
>> At 07:27 AM 7/6/2006, you wrote:
>>
>> Quite a few of you expressed an interest in exploring the possibility
>> of having a discussion on something that we all read regarding women
>> and literacy. I have collated all the suggestions from previous posts
>> and listed them below. If you are interested, please look at the
>> list, and post which resource you would like to discuss on this
>> listserv.
>> Some possible considerations when deciding:
>> a. Is the material accessible on the Internet-not everyone has equal
>> access to materials not on the Internet.
>> b. Should we do a complete book, chapter, or article? Not everyone
>> has the same amount of time to read.
>> c. Is there a resource not included on this list that you would like
>> to recommend?
>> Once we decide on the reading material, we can decide on the
>> procedure of how we want to go about doing this.
>> By the way, if I have made a mistake in listing a resource, please
>> let us know!
>> Please post your suggestions by Friday the 14th.
>> Daphne
>>
>>
>> Are Women Human? By Catherine A. MacKinnon
>>
>> Something in My Mind Besides the Everyday?? By J. Horsman
>>
>> Too scared to learn by J. Horsman
>>
>> By Women/For Women Laubach
>>
>> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
>>
>> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on
>> Women and Literacy (2004)
>>
>> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
>>
>> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A
>> chapter in Hull's edited book, changing work, changing workers*
>>
>> Change Agent #19 on Women and literacy by teachers and learners
>>
>> Women and literacy related materials found at:
>> http://www.litwomen.org/womlitbiblio.html
>>
>> Disconnecting and sexuality: speaking the unspeakable in the
>> classroom (1993) by Kathleen Rockhill
>>
>> Illiterate woman in women, literacy, and development by Anna
>> Robinson-Pants
>>
>> Chizu Sato's piece in women, literacy, and development by Anna
>> Robinson-Pants
>>
>> bell hooks
>>
>> bell hooks "talking back" chapter 4, or chapters 4-8
>>
>> Oakland Readers Series on women, enterprising women (Marilyn Martin
>> Jones)
>>
>> A chapter by Jane Mace in her book, playing with time
>>
>> Bonny Norton's chapter on literacy and gender
>>
>> Jean Barr's work on liberating knowledge: research feminism and adult
>> education
>>
>> Canadian Women's Studies issue on Women and Literacy
>>
>> Women and literacy related materials found at:
>> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
>>
>> Take on the Challenge: A source book from the women, violence, and
>> adult education project:
>> http://www.worlded.org/docs/takeonthechallenge.pdf
>>
>> When Dad hurts Mom: Helping Your Children Heal the Wounds of
>> Witnessing Abuse by Lundy Bancroft
>>
>> Why does he do that? By Lundy Bancroft
>>
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy
>> Georgia State University
>> P.O. Box 3977
>> Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>>
>> >----------------------------------------------------
>> >National Institute for Literacy
>> >Women and Literacy mailing list
>> >WomenLiteracy at nifl.gov
>> >To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From alcdgg at langate.gsu.edu  Thu Jul  6 21:38:55 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 06 Jul 2006 21:38:55 -0400
Subject: [WomenLiteracy 424] Re: book discussion
Message-ID: <s4ad82fc.044@mailsrv4.gsu.edu>
Tom Sticht asked that I post this on his behalf:
The following article is reprinted from the United Kingdom?s Basic Skills Bulletin for June 2006. It has references to books that may be of interest in a book club reading group.
Three Black Ladies of Adult Literacy Education
Tom Sticht celebrates three early heroines in the struggle for social justice in the United States
In the history of the United States nothing is more important than the struggle of slaves, freedmen, and oppressed African-Americans to learn to read and write and to use these literacy skills to obtain their civil rights.  In this history, three great African-American ladies stand out from thousands of others because of the remarkable circumstances under which they labored to help African-Americans gain the dignity and confidence they needed to stand up for their rights.
Suzie (Baker) King Taylor (1848-unknown)
Susie (Baker) King Taylor was born a slave in Savannah, Georgia in 1848. She
was raised by her grandmother who sent her to the home of a free women to
learn to read and write, even though it was against the law for slaves to learn to read and write.  As she explained in her 1902 book, "We went every day with our books wrapped in paper to prevent the police or white persons from seeing them." (Taylor in Lerner, 1972)
During the Civil War the Union Army initiated the practice of enlisting freed African-Americans, many of whom were illiterate.  In response to these needs, many officers initiated programs of education for the former slaves. One of the people engaged in teaching soldiers to read and write was Susie King Taylor.  Describing something of the conditions under which she worked, Taylor said,
"Outside of the Fort were many skulls lying about;  I have often moved them one side out of the path.The comrades and I would have wondered a bit as to which side of the war the men fought on, some said they were the skulls of our boys; some  said they were the enemies; but as there was no definite way to know, it was never decided which could lay claim to them. They were a gruesome sight, those fleshless heads and grinning jaws, but by this time I had become used to worse things and did not feel as I would have earlier in my camp life. *(Taylor in Lerner, 1972)
According to Taylor, "I taught a great many of the comrades in Company E to read and write when they were off duty, nearly all were anxious to learn. My husband taught some also when it was convenient for him. I was very happy to know my efforts were successful in camp also very grateful for the appreciation of my services. I gave my services willingly for four years and three months without receiving a dollar." (Taylor in Lerner, 1972)
Harriet A. Jacobs (1813-1897)
Harriet A. Jacobs was born a slave. But even though it was unlawful to teach slaves to read, Jacob?s mistress, the daughter of her owners, taught her to read and write. As she reached puberty, Jacob?s master started to make moves on her for sexual favors and subjected her to other abuses. So she ran away and hid at her  grandmother?s house. She hid in a garret between the ceiling and roof that was about seven feet wide, nine feet in length and only three feet high at the highest point. She hid there for seven years!
In 1861, Jacobs  wrote a book entitled, "Incidents in the life of a slave girl written by herself." In it she tells the story of her work to help an older black man, a slave like her, learn to read so he could reach for a greater reward for himself at the end of his life. In Jacob?s own words of her time:
"I knew an old black man, whose piety and childlike trust in God were beautiful to witness. At fifty-three years old he joined the Baptist church. He had a most earnest desire to learn to read." After teaching Uncle Fred his A, B, C, Jacobs reported, "As soon as he could spell in two syllables he wanted to spell out words in the Bible. The happy smile that illuminated his face put joy into my heart. After spelling out a few words he paused, and said, "Honey, it ?pears when I can read dis good book I
shall be nearer to God."
Jacobs reports at the end of six months Uncle Fred had read through the New
Testament, and could find any text in it. Later, after achieving her freedom, Jacobs taught school for former slaves in the Freedmen?s Schools set up after the Civil War to provide education for freed former slaves.
Septima Poinsette Clark (1898-1987)
Septima Poinsette Clark has been called the "Queen Mother? of the Civil Rights Movement in the United States. She was an innovator in teaching adult reading and writing in the civil rights movement of the United States.  On January 7, 1957, Clark started the first Citizenship School serving adult African-Americans on Johns Island in South Carolina. She recalled that the first thing students wanted to learn was how to write their names * a matter of pride as well as practical need.
In teaching students to write their names Clark instructed teachers to carve
student?s names into cardboard. Then, according to Clark (1962), "What the
student does is trace with his pencil over and over his signature until he gets the feel of writing his name. I suppose his fingers memorize it by doing it over and over; he gets into the habit by repeating the tracing time after time." (p.148). She went on to say, "And perhaps the single greatest thing it accomplishes is the enabling of a man to raise his head a little higher; knowing how to sign their names, many of those men and women told me after they had learned, made them FEEL different. Suddenly they had become a part of the community; they were on their way toward first-class citizenship." (p. 149).
Working with Dr. Martin Luther King at the Southern Christian Leadership
Conference Clark took the simple adult literacy educator?s method for teaching adults to write their names and eventually trained 10,000 teachers to teach literacy so that African-Americans could gain the vote. Altogether, the Citizenship Schools got nearly 700,000 African-American adults registered to vote in the South, providing political muscle to the Civil Rights Movement  of the 1960s!
Today the struggle goes on. The National Assessment of Adult Literacy (NAAL)
of 2003 showed that 67 percent of African-American adults scored at the Basic or Below Basic literacy levels for prose tasks. But in fiscal year 2003, African-Americans made-up only 20 percent of adults enrolled in the Adult Education and Literacy System (AELS) of the United States.
Clearly there is a continuing need for political action to support African-American and other adult literacy educators in their efforts to bring literacy and social justice for all.
References
Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0.
Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself. Cambridge, MA: Harvard University Press. (Original work published in 1861).
Lerner, G. (Ed.) (1972). Black women in white America: A documentary history. New York: Pantheon Books-Random house.
Thomas G. Sticht
International Consultant in Adult Education
El Cajon, CA 92019-2059
Email: tsticht at aznet.net
From ALCDGG at langate.gsu.edu  Fri Jul  7 12:53:53 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 07 Jul 2006 12:53:53 -0400
Subject: [WomenLiteracy 425]  book discussion
Message-ID: <s4ae596c.071@mailsrv4.gsu.edu>
Thanks for all the great replies! We have a few more recommendations added to the list, and I have included them down below (the first 6 are the new ones as of July 6th).
Vote results as of July 6th:
3 people have voted for Jenny Horsman's Too Scared to Learn book, or some other writing that she has posted on her website ( http://www.jennyhorsman.com/ )
One vote for: A Child Called It or The Secret Life of Bees
One vote for: Work by Carol Gilligan or the Change Agent or Sheryl Gowen's Friends from the Kitchen
One vote for:  Echo in my soul or Incidents in the Life of a Slave Girl or Black women in white America.
Anyone else interested in voicing a vote for what we should read and discuss over this listserv? By the way, if you do not want to post your vote to the whole group, it is fine to send me an email to my personal address: dgreenberg at gsu.edu As you can see from above, I don't name names when I announce the votes.
Updated list of printed materials (the first 6 are the new ones):
A Child Called It
The Secret Life of Bees
Work by Carol Gilligan
Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0.
Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself. Cambridge, MA: Harvard University Press. (Original work published in 1861).
Lerner, G. (Ed.) (1972). Black women in white America: A documentary history. New York: Pantheon Books-Random house.
Are Women Human? By Catherine A. MacKinnon
Something in My Mind Besides the Everyday   By J. Horsman
Too scared to learn by J. Horsman
By Women/For Women Laubach
Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers*
Change Agent #19 on Women and literacy by teachers and learners
Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html
Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill
Illiterate woman in women, literacy, and development by Anna Robinson-Pants
Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants
bell hooks
bell hooks "talking back" chapter 4, or chapters 4-8
Oakland Readers Series on women, enterprising women (Marilyn Martin Jones)
A chapter by Jane Mace in her book, playing with time
Bonny Norton's chapter on literacy and gender
Jean Barr's work on liberating knowledge: research feminism and adult education
Canadian Women's Studies issue on Women and Literacy
Women and literacy related materials found at:
http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf
When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft
Why does he do that? By Lundy Bancroft
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From laurie_sheridan at worlded.org  Fri Jul  7 13:45:33 2006
From: laurie_sheridan at worlded.org (Laurie Sheridan)
Date: Fri, 07 Jul 2006 13:45:33 -0400
Subject: [WomenLiteracy 426] Re: book discussion
Message-ID: <s4ae6589.028@mail.jsi.com>
Well, I would be willing to read and talk about almost any one of these
already listed.  The one exception might be "A Child Called 'It,'" but
only because I think that book has been discredited or at least its
truthfulness has been challenged by other family members, I'm not so
sure which.  And maybe it's the truth, who knows?  Past abuse is so
often challenged and denied.
I would particularly be interested in reading some of the stuff by
Carol Gilligan and her colleagues:  "Women's Ways of Knowing" comes to
mind, as something I read quite a while ago but would love to re-read
and discuss in this context.  My other "fave" would be "Too Scared to
Learn."  Ot something else of Jenny's.
One more suggestion I might make, if I can find it again (I haven't
read this book for years, either):  "Coming of Age in Mississippi" by
Ann Moody.   That book, which is still in print, or her recent account
of her experiences as a young high school student in the late '50's or
early '60s in sit-ins in the South, at the very beginnings of the Civil
Rights movement.  Both are extremely moving and powerful accounts.  And,
that also reminds me of "I Know Why the Caged Bird Sings," by Maya
Angelou.  These are some of my favorite books, from my "youth" and I
would love the opportunity to re-read and discuss them with colleagues.
Laurie Sheridan
>>> ALCDGG at langate.gsu.edu 07/07 12:53 PM >>>
Thanks for all the great replies! We have a few more recommendations
added to the list, and I have included them down below (the first 6 are
the new ones as of July 6th).
Vote results as of July 6th:
3 people have voted for Jenny Horsman's Too Scared to Learn book, or
some other writing that she has posted on her website (
http://www.jennyhorsman.com/ )
One vote for: A Child Called It or The Secret Life of Bees
One vote for: Work by Carol Gilligan or the Change Agent or Sheryl
Gowen's Friends from the Kitchen
One vote for:  Echo in my soul or Incidents in the Life of a Slave Girl
or Black women in white America.
Anyone else interested in voicing a vote for what we should read and
discuss over this listserv? By the way, if you do not want to post your
vote to the whole group, it is fine to send me an email to my personal
address: dgreenberg at gsu.edu As you can see from above, I don't name
names when I announce the votes.
Updated list of printed materials (the first 6 are the new ones):
A Child Called It
The Secret Life of Bees
Work by Carol Gilligan
Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton &
C0.
Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by
herself. Cambridge, MA: Harvard University Press. (Original work
published in 1861).
Lerner, G. (Ed.) (1972). Black women in white America: A documentary
history. New York: Pantheon Books-Random house.
Are Women Human? By Catherine A. MacKinnon
Something in My Mind Besides the Everyday   By J. Horsman
Too scared to learn by J. Horsman
By Women/For Women Laubach
Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women
and Literacy (2004)
Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A
chapter in Hull's edited book, changing work, changing workers*
Change Agent #19 on Women and literacy by teachers and learners
Women and literacy related materials found at:
http://www.litwomen.org/womlitbiblio.html
Disconnecting and sexuality: speaking the unspeakable in the classroom
(1993) by Kathleen Rockhill
Illiterate woman in women, literacy, and development by Anna
Robinson-Pants
Chizu Sato's piece in women, literacy, and development by Anna
Robinson-Pants
bell hooks
bell hooks "talking back" chapter 4, or chapters 4-8
Oakland Readers Series on women, enterprising women (Marilyn Martin
Jones)
A chapter by Jane Mace in her book, playing with time
Bonny Norton's chapter on literacy and gender
Jean Barr's work on liberating knowledge: research feminism and adult
education
Canadian Women's Studies issue on Women and Literacy
Women and literacy related materials found at:
http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
Take on the Challenge: A source book from the women, violence, and
adult education project:
http://www.worlded.org/docs/takeonthechallenge.pdf
When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing
Abuse by Lundy Bancroft
Why does he do that? By Lundy Bancroft
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From smcgilloway at ccbcmd.edu  Fri Jul  7 13:39:32 2006
From: smcgilloway at ccbcmd.edu (McGilloway, Susan)
Date: Fri, 7 Jul 2006 13:39:32 -0400
Subject: [WomenLiteracy 427] Re: book discussion
Message-ID: <9D909391CB025945BDA19A90B940A0B6033906BF@ccbc-de.ccbc.ccbcmd.edu>
I would like to read and discuss Too Scared to Learn. We are just beginning to touch the tip of the iceberg regarding the devastating effects of this topic for women. Many of our female students come from current abusive relationships or are survivors of childhood abuse.
Sue McGilloway
Counselor
Student Support Services
Continuing Education & Economic Development
The Community College of Baltimore County
410-285-9510, x2194 Phone
410-285-9557 Fax
smcgilloway at ccbcmd.edu
Well behaved women rarely make history. - Laurel Thatcher Ulrich
________________________________
From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
Sent: Fri 7/7/2006 12:53 PM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 425] book discussion
Thanks for all the great replies! We have a few more recommendations added to the list, and I have included them down below (the first 6 are the new ones as of July 6th).
Vote results as of July 6th:
3 people have voted for Jenny Horsman's Too Scared to Learn book, or some other writing that she has posted on her website ( http://www.jennyhorsman.com/ )
One vote for: A Child Called It or The Secret Life of Bees
One vote for: Work by Carol Gilligan or the Change Agent or Sheryl Gowen's Friends from the Kitchen
One vote for:  Echo in my soul or Incidents in the Life of a Slave Girl or Black women in white America.
Anyone else interested in voicing a vote for what we should read and discuss over this listserv? By the way, if you do not want to post your vote to the whole group, it is fine to send me an email to my personal address: dgreenberg at gsu.edu As you can see from above, I don't name names when I announce the votes.
Updated list of printed materials (the first 6 are the new ones):
A Child Called It
The Secret Life of Bees
Work by Carol Gilligan
Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0.
Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself. Cambridge, MA: Harvard University Press. (Original work published in 1861).
Lerner, G. (Ed.) (1972). Black women in white America: A documentary history. New York: Pantheon Books-Random house.
Are Women Human? By Catherine A. MacKinnon
Something in My Mind Besides the Everyday   By J. Horsman
Too scared to learn by J. Horsman
By Women/For Women Laubach
Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers*
Change Agent #19 on Women and literacy by teachers and learners
Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html
Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill
Illiterate woman in women, literacy, and development by Anna Robinson-Pants
Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants
bell hooks
bell hooks "talking back" chapter 4, or chapters 4-8
Oakland Readers Series on women, enterprising women (Marilyn Martin Jones)
A chapter by Jane Mace in her book, playing with time
Bonny Norton's chapter on literacy and gender
Jean Barr's work on liberating knowledge: research feminism and adult education
Canadian Women's Studies issue on Women and Literacy
Women and literacy related materials found at:
http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf
When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft
Why does he do that? By Lundy Bancroft
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From Janet_Isserlis at brown.edu  Sat Jul  8 11:08:17 2006
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Sat, 08 Jul 2006 11:08:17 -0400
Subject: [WomenLiteracy 428]  too scared
In-Reply-To: <s4083882.043@mailsrv4.gsu.edu>
Message-ID: <C0D542A1.E544%Janet_Isserlis@brown.edu>
All
In addition to Jenny Horsman's initial website, and books (Something in my
mind beside the everyday and Too Scared to Learn), is a new website, pulling
together a range of writings, work and ideas.
Janet Isserlis
below, a brief description:
A new website on Learning and Violence  http://www.learningandviolence.net
In the aftermath or presence of violence, too many people believe they
cannot learn. This innovative interactive site is a resource to support
learning. Join us to: Build an Understanding of the scope of the problem and
of different forms of violence and their impact on learning;  Explore
Possibilities to learn differently, help yourself and others learn, and take
care of yourself;  Create  Change by learning about new initiatives in every
sector of education and finding others working on this issue;
Imagine a Future by dreaming with us about a world without violence and
inequality.
The website is just beginning. Bookmark it and come back often to watch it
evolve.
Help build it. Add your voice: share your knowledge from learning, teaching
and research in words and images.
Contact Jenny Horsman jenny at learningandviolence.net
This website is an initiative of Spiral Community Resource Group/ and
Parkdale Project Read, developed with start up funding from the Adult
Learning Knowledge Centre of the Canadian Council on Learning
From ALCDGG at langate.gsu.edu  Mon Jul 10 09:06:56 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 10 Jul 2006 09:06:56 -0400
Subject: [WomenLiteracy 429]  book discussion-update
Message-ID: <s4b218b9.014@mailsrv4.gsu.edu>
We have a few more recommendations added to the list, and I have included them down below (the first few are the new ones as of July 9th). And here are the vote results as of July 9th:
6 people have voted for Jenny Horsman's Too Scared to Learn book, or some other writing that she has posted on her website ( http://www.jennyhorsman.com/ ) or on  http://www.learningandviolence.net
Two votes for: Work by Carol Gilligan (specifically, one person mentioned Women's Ways of Knowing)
One vote for: "Coming of Age in Mississippi" by Ann Moody or her recent account of her experiences as a young high school student in the late '50's or early '60s in sit-ins in the South, at the very beginnings of the Civil
Rights movement.
One vote for "I Know Why the Caged Bird Sings," by Maya Angelou.
One vote for: A Child Called It or The Secret Life of Bees
One vote for the Change Agent or Sheryl Gowen's Friends from the Kitchen
One vote for:  Echo in my soul or Incidents in the Life of a Slave Girl or Black women in white America.
Anyone else interested in voicing a vote for what we should read and discuss over this listserv? By the way, if you do not want to post your vote to the whole group, it is fine to send me an email to my personal address: dgreenberg at gsu.edu As you can see from above, I don't name names when I announce the votes.
Updated list of printed materials (the first few are the new ones):
A new website on Learning and Violence  http://www.learningandviolence.net
 "Coming of Age in Mississippi" by Ann Moody or her recent account of her experiences as a young high school student in the late '50's or early '60s in sit-ins in the South, at the very beginnings of the Civil
Rights movement.
"I Know Why the Caged Bird Sings," by Maya Angelou
Work by Carol Gilligan for example, Women's Ways of Knowing
A Child Called It
The Secret Life of Bees
Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0.
Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself. Cambridge, MA: Harvard University Press. (Original work published in 1861).
Lerner, G. (Ed.) (1972). Black women in white America: A documentary history. New York: Pantheon Books-Random house.
Are Women Human? By Catherine A. MacKinnon
Something in My Mind Besides the Everyday   By J. Horsman
Too scared to learn by J. Horsman
By Women/For Women Laubach
Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers*
Change Agent #19 on Women and literacy by teachers and learners
Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html
Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill
Illiterate woman in women, literacy, and development by Anna Robinson-Pants
Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants
bell hooks
bell hooks "talking back" chapter 4, or chapters 4-8
Oakland Readers Series on women, enterprising women (Marilyn Martin Jones)
A chapter by Jane Mace in her book, playing with time
Bonny Norton's chapter on literacy and gender
Jean Barr's work on liberating knowledge: research feminism and adult education
Canadian Women's Studies issue on Women and Literacy
Women and literacy related materials found at:
http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf
When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft
Why does he do that? By Lundy Bancroft
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From mccrayg at aol.com  Mon Jul 10 09:16:51 2006
From: mccrayg at aol.com (mccrayg at aol.com)
Date: Mon, 10 Jul 2006 09:16:51 -0400
Subject: [WomenLiteracy 430] Re: book discussion-update
In-Reply-To: <s4b218b9.014@mailsrv4.gsu.edu>
References: <s4b218b9.014@mailsrv4.gsu.edu>
Message-ID: <8C8723A3DBFF134-10BC-1703@mblk-d34.sysops.aol.com>
Women's Ways of Knowing - my vote
-----Original Message-----
From: Daphne Greenberg <ALCDGG at langate.gsu.edu>
To: womenliteracy at nifl.gov
Sent: Mon, 10 Jul 2006 09:06:56 -0400
Subject: [WomenLiteracy 429] book discussion-update
We have a few more recommendations added to the list, and I have included them
down below (the first few are the new ones as of July 9th). And here are the
vote results as of July 9th:
6 people have voted for Jenny Horsman's Too Scared to Learn book, or some other
writing that she has posted on her website ( http://www.jennyhorsman.com/ ) or
on  http://www.learningandviolence.net
Two votes for: Work by Carol Gilligan (specifically, one person mentioned
Women's Ways of Knowing)
One vote for: "Coming of Age in Mississippi" by Ann Moody or her recent account
of her experiences as a young high school student in the late '50's or early
'60s in sit-ins in the South, at the very beginnings of the Civil
Rights movement.
One vote for "I Know Why the Caged Bird Sings," by Maya Angelou.
One vote for: A Child Called It or The Secret Life of Bees
One vote for the Change Agent or Sheryl Gowen's Friends from the Kitchen
One vote for:  Echo in my soul or Incidents in the Life of a Slave Girl or Black
women in white America.
Anyone else interested in voicing a vote for what we should read and discuss
over this listserv? By the way, if you do not want to post your vote to the
whole group, it is fine to send me an email to my personal address:
dgreenberg at gsu.edu As you can see from above, I don't name names when I announce
the votes.
Updated list of printed materials (the first few are the new ones):
A new website on Learning and Violence  http://www.learningandviolence.net
 "Coming of Age in Mississippi" by Ann Moody or her recent account of her
experiences as a young high school student in the late '50's or early '60s in
sit-ins in the South, at the very beginnings of the Civil
Rights movement.
"I Know Why the Caged Bird Sings," by Maya Angelou
Work by Carol Gilligan for example, Women's Ways of Knowing
A Child Called It
The Secret Life of Bees
Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0.
Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself.
Cambridge, MA: Harvard University Press. (Original work published in 1861).
Lerner, G. (Ed.) (1972). Black women in white America: A documentary history.
New York: Pantheon Books-Random house.
Are Women Human? By Catherine A. MacKinnon
Something in My Mind Besides the Everyday   By J. Horsman
Too scared to learn by J. Horsman
By Women/For Women Laubach
Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and
Literacy (2004)
Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in
Hull's edited book, changing work, changing workers*
Change Agent #19 on Women and literacy by teachers and learners
Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html
Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by
Kathleen Rockhill
Illiterate woman in women, literacy, and development by Anna Robinson-Pants
Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants
bell hooks
bell hooks "talking back" chapter 4, or chapters 4-8
Oakland Readers Series on women, enterprising women (Marilyn Martin Jones)
A chapter by Jane Mace in her book, playing with time
Bonny Norton's chapter on literacy and gender
Jean Barr's work on liberating knowledge: research feminism and adult education
Canadian Women's Studies issue on Women and Literacy
Women and literacy related materials found at:
http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
Take on the Challenge: A source book from the women, violence, and adult
education project: http://www.worlded.org/docs/takeonthechallenge.pdf
When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by
Lundy Bancroft
Why does he do that? By Lundy Bancroft
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
________________________________________________________________________
Check out AOL.com today. Breaking news, video search, pictures, email and IM. All on demand. Always Free.
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From kabeall at comcast.net  Mon Jul 10 19:21:10 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Mon, 10 Jul 2006 19:21:10 -0400
Subject: [WomenLiteracy 431]  New from NCSALL--Adult Student Persistence
Message-ID: <004701c6a477$87bad630$0202a8c0@your4105e587b6>
Study Circle Guide: Adult Student Persistence
Newly revised to include the second phase of the NCSALL research on adult
student persistence, this guide provides comprehensive instructions for
facilitating a 10?-hour study circle. It explores what the research says
about adult student persistence and ideas for how to apply what is learned
in classrooms and programs. The guide is based on a review of the NCSALL
research on adult student persistence conducted by John Comings and others,
summarized in an article entitled ?Supporting the Persistence of Adult Basic
Education Students? and other studies on student motivation and retention.
It includes articles, resources, and action research reports to help
practitioners consider strategies for increasing adult student persistence.
This guide provides all the necessary materials and clear instructions to
plan and facilitate a three-session study circle with an option for a
fourth. Each session lasts three-and-a-half hours.
To download the study circle guide, visit NCSALL?s Web site:
http://www.ncsall.net/?id=896
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From ALCDGG at langate.gsu.edu  Tue Jul 11 08:56:53 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 11 Jul 2006 08:56:53 -0400
Subject: [WomenLiteracy 432]  Job Opportunity
Message-ID: <s4b367dd.018@mailsrv4.gsu.edu>
Program Manager Job Opportunity-
ProLiteracy Worldwide is accepting applications for a full-time Program
Manager. This position is structured for telecommuting and is responsible
for the implementation and ongoing management of the UPS-funded Volunteers
in ABE Initiative Project as well as all reporting required for the project.
This project runs from mid-September 2006 through March 2008.  Bachelor's
degree in a relevant field (e.g., ed., mgt, etc.). Graduate degree
preferred.  A strong background in ESL/adult literacy/adult ed or volunteer
program mgt.  Experience in the development of resource materials for adult
literacy practitioners.  Experience with publicly funded Adult Basic
Education programs preferred.   Effective communication and public
presentation/training skills.
Send resume to ProLiteracy Worldwide/ HR, 1320 Jamesville Avenue, Syracuse,
NY 13210, or e-mail: frontdesk at proliteracy.org.  See website for a detailed
job description, www.proliteracy.org.  Deadline for applications is July
17th.  EEO
From mev at litwomen.org  Wed Jul 12 07:43:36 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Wed, 12 Jul 2006 07:43:36 -0400
Subject: [WomenLiteracy 433] Re: book discussion-update
In-Reply-To: <s4b218b9.014@mailsrv4.gsu.edu>
Message-ID: <A7526D2C-119B-11DB-8601-000393ABE4D2@litwomen.org>
My preferences:
1) That since we all have limited time, let's try to read something
that will helps us make direct connections to women & literacy
2) Too Scared to learn is very expensive ( academic press) if people
don't have access to it -- there' s so much other good stuff available
by Jenny Horsman - i'd be happy with any of that -- including "Take on
the Challenge" that can also be downloaded.
3) another one I'd like to read: Septima Clark (echo in my soul is out
of print but Ready from Within is still available)
4) NOT Gilligan [in a different voice] too old and limited in scope for
our population
5) Women's Ways of Knowing is by Mary Belenky et.el. (having read it
several times)  I'm not as interested in this but would "go with the
flow" if that's the consensus.
I also saw one vote for Women's Studies Quarterly. If people are really
interested in this, I can sell copies for a discount through WE LEARN
and I'd be willing to facilitate as "guest editor."
another book not on the list yet but very good for this group could be
"Women as Learners" edited by Elizabeth Hayes.
Mev
On Monday, July 10, 2006, at 09:06  AM, Daphne Greenberg wrote:
> We have a few more recommendations added to the list, and I have
> included them down below (the first few are the new ones as of July
> 9th). And here are the vote results as of July 9th:
> 6 people have voted for Jenny Horsman's Too Scared to Learn book, or
> some other writing that she has posted on her website (
> http://www.jennyhorsman.com/ ) or on
> http://www.learningandviolence.net
> Two votes for: Work by Carol Gilligan (specifically, one person
> mentioned Women's Ways of Knowing)
> One vote for: "Coming of Age in Mississippi" by Ann Moody or her
> recent account of her experiences as a young high school student in
> the late '50's or early '60s in sit-ins in the South, at the very
> beginnings of the Civil
> Rights movement.
> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou.
> One vote for: A Child Called It or The Secret Life of Bees
> One vote for the Change Agent or Sheryl Gowen's Friends from the
> Kitchen
> One vote for:  Echo in my soul or Incidents in the Life of a Slave
> Girl or Black women in white America.
>
> Anyone else interested in voicing a vote for what we should read and
> discuss over this listserv? By the way, if you do not want to post
> your vote to the whole group, it is fine to send me an email to my
> personal address: dgreenberg at gsu.edu As you can see from above, I
> don't name names when I announce the votes.
>
>
> Updated list of printed materials (the first few are the new ones):
>
> A new website on Learning and Violence
> http://www.learningandviolence.net
>
>  "Coming of Age in Mississippi" by Ann Moody or her recent account of
> her experiences as a young high school student in the late '50's or
> early '60s in sit-ins in the South, at the very beginnings of the > Civil
> Rights movement.
>
> "I Know Why the Caged Bird Sings," by Maya Angelou
>
> Work by Carol Gilligan for example, Women's Ways of Knowing
>
> A Child Called It
>
> The Secret Life of Bees
>
>
> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0.
>
> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written
> by herself. Cambridge, MA: Harvard University Press. (Original work
> published in 1861).
>
> Lerner, G. (Ed.) (1972). Black women in white America: A documentary
> history. New York: Pantheon Books-Random house.
>
> Are Women Human? By Catherine A. MacKinnon
>
> Something in My Mind Besides the Everyday   By J. Horsman
>
> Too scared to learn by J. Horsman
>
> By Women/For Women Laubach
>
> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
>
> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women
> and Literacy (2004)
>
> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
>
> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A
> chapter in Hull's edited book, changing work, changing workers*
>
> Change Agent #19 on Women and literacy by teachers and learners
>
> Women and literacy related materials found at:
> http://www.litwomen.org/womlitbiblio.html
>
> Disconnecting and sexuality: speaking the unspeakable in the classroom
> (1993) by Kathleen Rockhill
>
> Illiterate woman in women, literacy, and development by Anna
> Robinson-Pants
>
> Chizu Sato's piece in women, literacy, and development by Anna
> Robinson-Pants
>
> bell hooks
>
> bell hooks "talking back" chapter 4, or chapters 4-8
>
> Oakland Readers Series on women, enterprising women (Marilyn Martin
> Jones)
>
> A chapter by Jane Mace in her book, playing with time
>
> Bonny Norton's chapter on literacy and gender
>
> Jean Barr's work on liberating knowledge: research feminism and adult
> education
>
> Canadian Women's Studies issue on Women and Literacy
>
> Women and literacy related materials found at:
> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
>
> Take on the Challenge: A source book from the women, violence, and
> adult education project:
> http://www.worlded.org/docs/takeonthechallenge.pdf
>
> When Dad hurts Mom: Helping Your Children Heal the Wounds of
> Witnessing Abuse by Lundy Bancroft
>
> Why does he do that? By Lundy Bancroft
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From andreawilder at comcast.net  Wed Jul 12 08:07:21 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Wed, 12 Jul 2006 08:07:21 -0400
Subject: [WomenLiteracy 434] Re: book discussion-update
In-Reply-To: <A7526D2C-119B-11DB-8601-000393ABE4D2@litwomen.org>
References: <A7526D2C-119B-11DB-8601-000393ABE4D2@litwomen.org>
Message-ID: <2aadd245ab9ad6128f35e9e0de839658@comcast.net>
I'd vote NOT Gilligan or Belenky.  Both seem dated and limited.
I'd still stick with Too Scared....or something else by Horsman.
Andrea
On Jul 12, 2006, at 7:43 AM, mev at litwomen.org wrote:
> My preferences:
> 1) That since we all have limited time, let's try to read something
> that will helps us make direct connections to women & literacy
>
> 2) Too Scared to learn is very expensive ( academic press) if people
> don't have access to it -- there' s so much other good stuff available
> by Jenny Horsman - i'd be happy with any of that -- including "Take on
> the Challenge" that can also be downloaded.
>
> 3) another one I'd like to read: Septima Clark (echo in my soul is out
> of print but Ready from Within is still available)
>
> 4) NOT Gilligan [in a different voice] too old and limited in scope for
> our population
>
> 5) Women's Ways of Knowing is by Mary Belenky et.el. (having read it
> several times)  I'm not as interested in this but would "go with the
> flow" if that's the consensus.
>
> I also saw one vote for Women's Studies Quarterly. If people are really
> interested in this, I can sell copies for a discount through WE LEARN
> and I'd be willing to facilitate as "guest editor."
>
> another book not on the list yet but very good for this group could be
> "Women as Learners" edited by Elizabeth Hayes.
>
> Mev
>
> On Monday, July 10, 2006, at 09:06  AM, Daphne Greenberg wrote:
>
>> We have a few more recommendations added to the list, and I have
>> included them down below (the first few are the new ones as of July
>> 9th). And here are the vote results as of July 9th:
>> 6 people have voted for Jenny Horsman's Too Scared to Learn book, or
>> some other writing that she has posted on her website (
>> http://www.jennyhorsman.com/ ) or on
>> http://www.learningandviolence.net
>> Two votes for: Work by Carol Gilligan (specifically, one person
>> mentioned Women's Ways of Knowing)
>> One vote for: "Coming of Age in Mississippi" by Ann Moody or her
>> recent account of her experiences as a young high school student in
>> the late '50's or early '60s in sit-ins in the South, at the very
>> beginnings of the Civil
>> Rights movement.
>> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou.
>> One vote for: A Child Called It or The Secret Life of Bees
>> One vote for the Change Agent or Sheryl Gowen's Friends from the
>> Kitchen
>> One vote for:  Echo in my soul or Incidents in the Life of a Slave
>> Girl or Black women in white America.
>>
>> Anyone else interested in voicing a vote for what we should read and
>> discuss over this listserv? By the way, if you do not want to post
>> your vote to the whole group, it is fine to send me an email to my
>> personal address: dgreenberg at gsu.edu As you can see from above, I
>> don't name names when I announce the votes.
>>
>>
>> Updated list of printed materials (the first few are the new ones):
>>
>> A new website on Learning and Violence
>> http://www.learningandviolence.net
>>
>>  "Coming of Age in Mississippi" by Ann Moody or her recent account of
>> her experiences as a young high school student in the late '50's or
>> early '60s in sit-ins in the South, at the very beginnings of the >
>> Civil
>> Rights movement.
>>
>> "I Know Why the Caged Bird Sings," by Maya Angelou
>>
>> Work by Carol Gilligan for example, Women's Ways of Knowing
>>
>> A Child Called It
>>
>> The Secret Life of Bees
>>
>>
>> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton &
>> C0.
>>
>> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written
>> by herself. Cambridge, MA: Harvard University Press. (Original work
>> published in 1861).
>>
>> Lerner, G. (Ed.) (1972). Black women in white America: A documentary
>> history. New York: Pantheon Books-Random house.
>>
>> Are Women Human? By Catherine A. MacKinnon
>>
>> Something in My Mind Besides the Everyday   By J. Horsman
>>
>> Too scared to learn by J. Horsman
>>
>> By Women/For Women Laubach
>>
>> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
>>
>> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women
>> and Literacy (2004)
>>
>> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
>>
>> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A
>> chapter in Hull's edited book, changing work, changing workers*
>>
>> Change Agent #19 on Women and literacy by teachers and learners
>>
>> Women and literacy related materials found at:
>> http://www.litwomen.org/womlitbiblio.html
>>
>> Disconnecting and sexuality: speaking the unspeakable in the classroom
>> (1993) by Kathleen Rockhill
>>
>> Illiterate woman in women, literacy, and development by Anna
>> Robinson-Pants
>>
>> Chizu Sato's piece in women, literacy, and development by Anna
>> Robinson-Pants
>>
>> bell hooks
>>
>> bell hooks "talking back" chapter 4, or chapters 4-8
>>
>> Oakland Readers Series on women, enterprising women (Marilyn Martin
>> Jones)
>>
>> A chapter by Jane Mace in her book, playing with time
>>
>> Bonny Norton's chapter on literacy and gender
>>
>> Jean Barr's work on liberating knowledge: research feminism and adult
>> education
>>
>> Canadian Women's Studies issue on Women and Literacy
>>
>> Women and literacy related materials found at:
>> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
>>
>> Take on the Challenge: A source book from the women, violence, and
>> adult education project:
>> http://www.worlded.org/docs/takeonthechallenge.pdf
>>
>> When Dad hurts Mom: Helping Your Children Heal the Wounds of
>> Witnessing Abuse by Lundy Bancroft
>>
>> Why does he do that? By Lundy Bancroft
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy
>> Georgia State University
>> P.O. Box 3977
>> Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From MMaralit at NIFL.gov  Wed Jul 12 10:09:19 2006
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Wed, 12 Jul 2006 10:09:19 -0400
Subject: [WomenLiteracy 435] Persistence Among Adult Education Students
	Video and transcript
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0E59BC30@wdcrobe2m03.ed.gov>
The National Institute for Literacy and the National Center for the Study of
Adult Learning and Literacy present Persistence Among Adult Education
Students Panel Discussion
This 30 minute video focuses on persistence in ABE, ESOL, and GED programs,
and features a NCSALL study entitled, "Supporting the Persistence of Adult
Basic Education Students."
Dr. John Cummings presentation examines student persistence in adult
education programs. He presents a working definition of persistence,
examines existing research, and describes NCSALL's three-phase study of the
factors that support and inhibit persistence. Other panelist include two
practitioners, Kathy Endaya and Ernest Best.
You will find the video streamed and transcript by going to:
http://www.nifl.gov/nifl/webcasts/persistence/persistence_cast.html
You may need to cut and paste the whole web address in your browser,
or you could try this shorter version: http://tinyurl.com/s6tcu
Macintosh users will need to select the Quicktime format for viewing
the presentation.
The DVD of the panel will be available within the next two months, for more
information, contact info at nifl.gov.
Also, it is not too late to join in on the Special Topics list discussion
with Dr. Cummings, for more information, go to:
http://www.nifl.gov/pipermail/specialtopics/2006/000088.html
Jo Maralit
National Institute for Literacy
mmaralit at nifl.gov
http://www.nifl.gov/
From alcdgg at langate.gsu.edu  Wed Jul 12 14:52:56 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 12 Jul 2006 14:52:56 -0400
Subject: [WomenLiteracy 436]  PROLITERACY WORLDWIDE JOB OPPORTUNITY
Message-ID: <s4b50cd1.011@mailsrv4.gsu.edu>
PROLITERACY WORLDWIDE JOB OPPORTUNITY
Program Manager
Full-time position responsible for the implementation and ongoing management of the UPS-funded Volunteers in ABE Initiative Project as well as all reporting required for the project.
This project runs from mid-September 2006 through March 2008. Bachelor's degree in a relevant field (e.g., ed., mgt, etc.). Graduate degree preferred.  A strong background in ESL/adult literacy/adult ed or volunteer program mgt.  Experience in the development of resource materials for adult literacy practitioners.  Experience with publicly funded Adult Basic Education programs preferred.   Effective communication and public presentation/training skills.
Send resume to ProLiteracy Worldwide/ HR, 1320 Jamesville Avenue, Syracuse, NY 13210, or e-mail: frontdesk at proliteracy.org.  See website for information about ProLiteracy Worldwide and a detailed job description, www.proliteracy.org.
Deadline for applications is July 17th.
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From alcdgg at langate.gsu.edu  Wed Jul 12 15:18:12 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 12 Jul 2006 15:18:12 -0400
Subject: [WomenLiteracy 437] Science and Math Professional Development
	initiative for ABE, GED, and ESL
Message-ID: <s4b512bb.027@mailsrv4.gsu.edu>
Oregon has been engaged in a collaborative two year Science and Math professional development initiative for our ABE/GED and ESL teachers. We are thrilled to share with other states that two Oregon adult literacy instructors were chosen to go on Teacher at Sea Expeditions to the Mariana Arc and the Antarctic with the National Oceanic and Atmospheric Administration. These are amazing opportunities for the field of adult education and for our instructors, many of whom are part time.
Students, instructors, and the general public can follow the second expedition to the Antarctic from July 3 - August 15, and learn about the scientific research at the Polar Science Station website <http://literacynet.org/polar>; The website includes background information, photos, learning activities, links to other resources about Antarctica, and journal logs sent from the ship during the expedition.
You can write to Marian Tyson or other scientists while they are at sea by using the "Contact Marian" button on the Polar Science Station website, or directly to mtyson at literacyworks.org <mailto:mtyson at literacyworks.org>. This project builds a special connection between a trained ABE instructor and all adult education professionals and their students.
For more details and to download a flyer on this initiative, go to
www.coabe.org
From bertiemo at yahoo.com  Wed Jul 12 16:53:58 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Wed, 12 Jul 2006 13:53:58 -0700 (PDT)
Subject: [WomenLiteracy 438] Re: Science and Math Professional Development
	initiative for ABE, GED, and ESL
In-Reply-To: <s4b512bb.027@mailsrv4.gsu.edu>
Message-ID: <20060712205359.32128.qmail@web30001.mail.mud.yahoo.com>
Where can I find out more about Oregon's program.
  Best,
  Bertie Mo
Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:
  Oregon has been engaged in a collaborative two year Science and Math professional development initiative for our ABE/GED and ESL teachers. We are thrilled to share with other states that two Oregon adult literacy instructors were chosen to go on Teacher at Sea Expeditions to the Mariana Arc and the Antarctic with the National Oceanic and Atmospheric Administration. These are amazing opportunities for the field of adult education and for our instructors, many of whom are part time.
Students, instructors, and the general public can follow the second expedition to the Antarctic from July 3 - August 15, and learn about the scientific research at the Polar Science Station website ; The website includes background information, photos, learning activities, links to other resources about Antarctica, and journal logs sent from the ship during the expedition.
You can write to Marian Tyson or other scientists while they are at sea by using the "Contact Marian" button on the Polar Science Station website, or directly to mtyson at literacyworks.org . This project builds a special connection between a trained ABE instructor and all adult education professionals and their students.
For more details and to download a flyer on this initiative, go to
www.coabe.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From andreawilder at comcast.net  Thu Jul 13 07:56:33 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 13 Jul 2006 07:56:33 -0400
Subject: [WomenLiteracy 439]  MUST READ!
Message-ID: <cfb849810163e9395e7fc4f84fd57aa0@comcast.net>
Article in Boston Globe and Wall Street Journal:  Gender gap described
by man who used to be a woman.  The New York Times does not publish the
report on today's issue.
i suggest a quasi-experiment:  both men and women on this list count
the number of times they are interrupted by a member of the opposite
sex, and also count the number of times you interrupt someone else of
the opposite sex.  maybe do this for a week?  I am going to do this.
I also want to say that I  like our list servs because no one can
interrupt me.
Andrea
From djgbrian at utk.edu  Thu Jul 13 15:38:08 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 13 Jul 2006 15:38:08 -0400
Subject: [WomenLiteracy 440]  Website of interest
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0796FB4C@UTKFSVS1.utk.tennessee.edu>
Hi all,
I found a new website that I think will be of interest to this list.
It's a Canadian site called Learning and Violence and can be found at
<http://www.learningandviolence.net/landv.htm>
It introduces itself this way:
This site is a place to examine the impact of violence on learning, to
explore ways to support learning in the aftermath of violence, and to
find out about who is doing research or creating innovative practice to
understand and address this issue.
Initially our material is mostly Canadian, and focuses on women and
adult literacy. Eventually we hope to become an international resource,
and to include information on more diverse experiences and a broad range
of educational sites.
See what you think.
Donna Brian
djgbrian at utk.edu
From alcdgg at langate.gsu.edu  Sun Jul 16 17:19:15 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 16 Jul 2006 17:19:15 -0400
Subject: [WomenLiteracy 441]  update on read and discuss ideas
Message-ID: <s4ba751d.099@mailsrv4.gsu.edu>
It looks like most people want to read something by Jenny Horsman.  9 people have voted for reviewing something on her website. I will get back to everyone shortly about next steps.
Here are the final vote results (and scroll down for correct author for Women's way of Knowing in list and one new reference)
9 people have voted for Jenny Horsman's writing that she has posted on her website ( http://www.jennyhorsman.com/ ) or on  http://www.learningandviolence.net
6 people have voted for Jenny Horsman's Too Scared to Learn book.
Two votes for Women's Ways of Knowing by Mary Belenky
Two votes for:  Echo in my soul or Incidents in the Life of a Slave Girl or Black women in white America.
One vote for Women as Learners by Elizabeth Hayes
One vote for: Work by Carol Gilligan
One vote for: "Coming of Age in Mississippi" by Ann Moody or her recent account of her experiences as a young high school student in the late '50's or early '60s in sit-ins in the South, at the very beginnings of the Civil Rights movement.
One vote for "I Know Why the Caged Bird Sings," by Maya Angelou.
One vote for: A Child Called It or The Secret Life of Bees
One vote for the Change Agent or Sheryl Gowen's Friends from the Kitchen
Updated list of printed materials (the first two are the new ones):
Women as Learners by Elizabeth Hayes
Women's Ways of Knowing by Mary Belenky
A new website on Learning and Violence  http://www.learningandviolence.net
"Coming of Age in Mississippi" by Ann Moody or her recent account of her experiences as a young high school student in the late '50's or early '60s in sit-ins in the South, at the very beginnings of the Civil
Rights movement.
"I Know Why the Caged Bird Sings," by Maya Angelou
Work by Carol Gilligan
A Child Called It
The Secret Life of Bees
Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0.
Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself. Cambridge, MA: Harvard University Press. (Original work published in 1861).
Lerner, G. (Ed.) (1972). Black women in white America: A documentary history. New York: Pantheon Books-Random house.
Are Women Human? By Catherine A. MacKinnon
Something in My Mind Besides the Everyday   By J. Horsman
Too scared to learn by J. Horsman
By Women/For Women Laubach
Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers*
Change Agent #19 on Women and literacy by teachers and learners
Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html
Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill
Illiterate woman in women, literacy, and development by Anna Robinson-Pants
Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants
bell hooks
bell hooks "talking back" chapter 4, or chapters 4-8
Oakland Readers Series on women, enterprising women (Marilyn Martin Jones)
A chapter by Jane Mace in her book, playing with time
Bonny Norton's chapter on literacy and gender
Jean Barr's work on liberating knowledge: research feminism and adult education
Canadian Women's Studies issue on Women and Literacy
Women and literacy related materials found at:
http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf
When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft
Why does he do that? By Lundy Bancroft
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From andreawilder at comcast.net  Mon Jul 17 08:20:50 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Mon, 17 Jul 2006 08:20:50 -0400
Subject: [WomenLiteracy 442] Re: update on read and discuss ideas
In-Reply-To: <s4ba751d.099@mailsrv4.gsu.edu>
References: <s4ba751d.099@mailsrv4.gsu.edu>
Message-ID: <58285b173de6c3cd0e4d9a5437d46365@comcast.net>
Daphne,
This is a great list!
I still hope we do "Too Scared...."
Andrea
On Jul 16, 2006, at 5:19 PM, Daphne Greenberg wrote:
> It looks like most people want to read something by Jenny Horsman.  9
> people have voted for reviewing something on her website. I will get
> back to everyone shortly about next steps.
>
> Here are the final vote results (and scroll down for correct author
> for Women's way of Knowing in list and one new reference)
> 9 people have voted for Jenny Horsman's writing that she has posted on
> her website ( http://www.jennyhorsman.com/ ) or on
> http://www.learningandviolence.net
> 6 people have voted for Jenny Horsman's Too Scared to Learn book.
> Two votes for Women's Ways of Knowing by Mary Belenky
> Two votes for:  Echo in my soul or Incidents in the Life of a Slave
> Girl or Black women in white America.
> One vote for Women as Learners by Elizabeth Hayes
> One vote for: Work by Carol Gilligan
> One vote for: "Coming of Age in Mississippi" by Ann Moody or her
> recent account of her experiences as a young high school student in
> the late '50's or early '60s in sit-ins in the South, at the very
> beginnings of the Civil Rights movement.
> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou.
> One vote for: A Child Called It or The Secret Life of Bees
> One vote for the Change Agent or Sheryl Gowen's Friends from the
> Kitchen
>
> Updated list of printed materials (the first two are the new ones):
>
> Women as Learners by Elizabeth Hayes
>
> Women's Ways of Knowing by Mary Belenky
>
> A new website on Learning and Violence
> http://www.learningandviolence.net
>
> "Coming of Age in Mississippi" by Ann Moody or her recent account of
> her experiences as a young high school student in the late '50's or
> early '60s in sit-ins in the South, at the very beginnings of the
> Civil
> Rights movement.
>
> "I Know Why the Caged Bird Sings," by Maya Angelou
>
> Work by Carol Gilligan
>
> A Child Called It
>
> The Secret Life of Bees
>
>
> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0.
>
> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written
> by herself. Cambridge, MA: Harvard University Press. (Original work
> published in 1861).
>
> Lerner, G. (Ed.) (1972). Black women in white America: A documentary
> history. New York: Pantheon Books-Random house.
>
> Are Women Human? By Catherine A. MacKinnon
>
> Something in My Mind Besides the Everyday   By J. Horsman
>
> Too scared to learn by J. Horsman
>
> By Women/For Women Laubach
>
> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
>
> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women
> and Literacy (2004)
>
> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
>
> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A
> chapter in Hull's edited book, changing work, changing workers*
>
> Change Agent #19 on Women and literacy by teachers and learners
>
> Women and literacy related materials found at:
> http://www.litwomen.org/womlitbiblio.html
>
> Disconnecting and sexuality: speaking the unspeakable in the classroom
> (1993) by Kathleen Rockhill
>
> Illiterate woman in women, literacy, and development by Anna
> Robinson-Pants
>
> Chizu Sato's piece in women, literacy, and development by Anna
> Robinson-Pants
>
> bell hooks
>
> bell hooks "talking back" chapter 4, or chapters 4-8
>
> Oakland Readers Series on women, enterprising women (Marilyn Martin
> Jones)
>
> A chapter by Jane Mace in her book, playing with time
>
> Bonny Norton's chapter on literacy and gender
>
> Jean Barr's work on liberating knowledge: research feminism and adult
> education
>
> Canadian Women's Studies issue on Women and Literacy
>
> Women and literacy related materials found at:
> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
>
> Take on the Challenge: A source book from the women, violence, and
> adult education project:
> http://www.worlded.org/docs/takeonthechallenge.pdf
>
> When Dad hurts Mom: Helping Your Children Heal the Wounds of
> Witnessing Abuse by Lundy Bancroft
>
> Why does he do that? By Lundy Bancroft
>
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From ALCDGG at langate.gsu.edu  Mon Jul 17 11:23:57 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 17 Jul 2006 11:23:57 -0400
Subject: [WomenLiteracy 443]  discussion on assessment list
Message-ID: <s4bb7357.031@mailsrv4.gsu.edu>
Good morning, afternoon, and evening to you all.  I hope this email
finds you well.
I wanted to let everyone know that during this week, Larry Condelli from
AIR (American Institutes of Research), who works with the NRS, and Sarah
Young, from CAL (Center for Applied Linguistics) who works with BEST
Plus will be available to answer any questions you might have regarding
the changes in ESOL Level Descriptors, which go into effect this summer
(this month I believe).  I also encourage anyone who has questions
regarding other ESOL tests (CASAS or EFF for example) to join in this
Q&A.  Because the Level Descriptors have been adjusted, the tests used
to track learning gains also have undergone some shifting and it is
important that we understand what these changes are.
Larry and Sarah will be present on the List during this week, but
perhaps intermittently - replies may not come immediately.  I encourage
you to post your question to the List, or to send your question to me
for posting, if you prefer that.
Larry, Sarah, and others working with any of the ESOL tests - feel free
to jump in and give us a thumbnail sketch of what the changes are and
how they might affect our work in programs and with students.
The NRS homepage is located at:  http://www.nrsweb.org/
To view information on the NRS Level Descriptors, please go to:
http://www.nrsweb.org/reports/NewESLdescriptors.pdf
At the bottom of the NRS homepage, see also:  NRS Changes for Program
Year 2006
Thanks so much - I'm looking forward to understanding this information,
and hearing what folks questions are regarding the changes.
Marie T. Cora
Assessment Discussion List Moderator
marie.cora at hotspurpartners.com
 To subscribe to the Assessment Discussion List, go to:
http://www.nifl.gov/mailman/listinfo/Assessment
From ryanryanc at yahoo.com  Mon Jul 17 11:26:31 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Mon, 17 Jul 2006 11:26:31 -0400
Subject: [WomenLiteracy 444] Re: update on read and discuss ideas
In-Reply-To: <58285b173de6c3cd0e4d9a5437d46365@comcast.net>
Message-ID: <C0E12467.1D27%ryanryanc@yahoo.com>
Andrea,
Mev brought up a good point about Too Scared to Learn, which is the cost. I
paid either $42 or $47 for my copy three months ago from amazon.com. I
wouldn't have bought it except for the fact that I previewed another copy
and knew I really wanted it despite the cost. Many people in this listserv,
including myself, are not going to want to pay so much money for a book they
aren't sure they'll use OR they simply won't have the money to buy the book.
Either way, the cost for this book alone may exclude a lot of people on this
listserv who might otherwise participate in the discussion. And, I wonder,
too, how easy it would be for people who are not here in the US or Canada to
actually get the book. So, potentially there would be more exclusions.
I'm wondering if it would be better to discuss something else Jenny Horsman
has written (perhaps something on the internet that more people can get) and
then use the book as an optional resource for the discussion. What do you
think? Do you (or anyone else) have another idea on how this could work?
Ryan
On 7/17/06 8:20 AM, "Andrea Wilder" <andreawilder at comcast.net> wrote:
> Daphne,
>
> This is a great list!
>
> I still hope we do "Too Scared...."
>
> Andrea
>
>
> On Jul 16, 2006, at 5:19 PM, Daphne Greenberg wrote:
>
>> It looks like most people want to read something by Jenny Horsman.  9
>> people have voted for reviewing something on her website. I will get
>> back to everyone shortly about next steps.
>>
>> Here are the final vote results (and scroll down for correct author
>> for Women's way of Knowing in list and one new reference)
>> 9 people have voted for Jenny Horsman's writing that she has posted on
>> her website ( http://www.jennyhorsman.com/ ) or on
>> http://www.learningandviolence.net
>> 6 people have voted for Jenny Horsman's Too Scared to Learn book.
>> Two votes for Women's Ways of Knowing by Mary Belenky
>> Two votes for:  Echo in my soul or Incidents in the Life of a Slave
>> Girl or Black women in white America.
>> One vote for Women as Learners by Elizabeth Hayes
>> One vote for: Work by Carol Gilligan
>> One vote for: "Coming of Age in Mississippi" by Ann Moody or her
>> recent account of her experiences as a young high school student in
>> the late '50's or early '60s in sit-ins in the South, at the very
>> beginnings of the Civil Rights movement.
>> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou.
>> One vote for: A Child Called It or The Secret Life of Bees
>> One vote for the Change Agent or Sheryl Gowen's Friends from the
>> Kitchen
>>
>> Updated list of printed materials (the first two are the new ones):
>>
>> Women as Learners by Elizabeth Hayes
>>
>> Women's Ways of Knowing by Mary Belenky
>>
>> A new website on Learning and Violence
>> http://www.learningandviolence.net
>>
>> "Coming of Age in Mississippi" by Ann Moody or her recent account of
>> her experiences as a young high school student in the late '50's or
>> early '60s in sit-ins in the South, at the very beginnings of the
>> Civil
>> Rights movement.
>>
>> "I Know Why the Caged Bird Sings," by Maya Angelou
>>
>> Work by Carol Gilligan
>>
>> A Child Called It
>>
>> The Secret Life of Bees
>>
>>
>> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0.
>>
>> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written
>> by herself. Cambridge, MA: Harvard University Press. (Original work
>> published in 1861).
>>
>> Lerner, G. (Ed.) (1972). Black women in white America: A documentary
>> history. New York: Pantheon Books-Random house.
>>
>> Are Women Human? By Catherine A. MacKinnon
>>
>> Something in My Mind Besides the Everyday   By J. Horsman
>>
>> Too scared to learn by J. Horsman
>>
>> By Women/For Women Laubach
>>
>> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
>>
>> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women
>> and Literacy (2004)
>>
>> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
>>
>> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A
>> chapter in Hull's edited book, changing work, changing workers*
>>
>> Change Agent #19 on Women and literacy by teachers and learners
>>
>> Women and literacy related materials found at:
>> http://www.litwomen.org/womlitbiblio.html
>>
>> Disconnecting and sexuality: speaking the unspeakable in the classroom
>> (1993) by Kathleen Rockhill
>>
>> Illiterate woman in women, literacy, and development by Anna
>> Robinson-Pants
>>
>> Chizu Sato's piece in women, literacy, and development by Anna
>> Robinson-Pants
>>
>> bell hooks
>>
>> bell hooks "talking back" chapter 4, or chapters 4-8
>>
>> Oakland Readers Series on women, enterprising women (Marilyn Martin
>> Jones)
>>
>> A chapter by Jane Mace in her book, playing with time
>>
>> Bonny Norton's chapter on literacy and gender
>>
>> Jean Barr's work on liberating knowledge: research feminism and adult
>> education
>>
>> Canadian Women's Studies issue on Women and Literacy
>>
>> Women and literacy related materials found at:
>> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
>>
>> Take on the Challenge: A source book from the women, violence, and
>> adult education project:
>> http://www.worlded.org/docs/takeonthechallenge.pdf
>>
>> When Dad hurts Mom: Helping Your Children Heal the Wounds of
>> Witnessing Abuse by Lundy Bancroft
>>
>> Why does he do that? By Lundy Bancroft
>>
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy
>> Georgia State University
>> P.O. Box 3977
>> Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From NCummings at washoecounty.us  Mon Jul 17 12:28:21 2006
From: NCummings at washoecounty.us (Cummings, Nancy)
Date: Mon, 17 Jul 2006 09:28:21 -0700
Subject: [WomenLiteracy 445] Re: update on read and discuss ideas
Message-ID: <66991D39FDA9A141A5BE2643C73DB70407406CE5@WCEMAILW.washoecounty.us>
Just a thought---You might want to check with your public library for a copy of this.  Also, public libraries around the nation will inter-library loan items for you as well if they do not have a copy available.  Interlibrary loan services are often free as they are here at Washoe County Library System.
Nancy Cummings
Library Director
Ncummings at washoecounty.us
"If you can dream it, you can do it"  Walt Disney
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov]On Behalf Of Ryan Hall
Sent: Monday, July 17, 2006 8:27 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 444] Re: update on read and discuss ideas
Andrea,
Mev brought up a good point about Too Scared to Learn, which is the cost. I
paid either $42 or $47 for my copy three months ago from amazon.com. I
wouldn't have bought it except for the fact that I previewed another copy
and knew I really wanted it despite the cost. Many people in this listserv,
including myself, are not going to want to pay so much money for a book they
aren't sure they'll use OR they simply won't have the money to buy the book.
Either way, the cost for this book alone may exclude a lot of people on this
listserv who might otherwise participate in the discussion. And, I wonder,
too, how easy it would be for people who are not here in the US or Canada to
actually get the book. So, potentially there would be more exclusions.
I'm wondering if it would be better to discuss something else Jenny Horsman
has written (perhaps something on the internet that more people can get) and
then use the book as an optional resource for the discussion. What do you
think? Do you (or anyone else) have another idea on how this could work?
Ryan
On 7/17/06 8:20 AM, "Andrea Wilder" <andreawilder at comcast.net> wrote:
> Daphne,
>
> This is a great list!
>
> I still hope we do "Too Scared...."
>
> Andrea
>
>
> On Jul 16, 2006, at 5:19 PM, Daphne Greenberg wrote:
>
>> It looks like most people want to read something by Jenny Horsman.  9
>> people have voted for reviewing something on her website. I will get
>> back to everyone shortly about next steps.
>>
>> Here are the final vote results (and scroll down for correct author
>> for Women's way of Knowing in list and one new reference)
>> 9 people have voted for Jenny Horsman's writing that she has posted on
>> her website ( http://www.jennyhorsman.com/ ) or on
>> http://www.learningandviolence.net
>> 6 people have voted for Jenny Horsman's Too Scared to Learn book.
>> Two votes for Women's Ways of Knowing by Mary Belenky
>> Two votes for:  Echo in my soul or Incidents in the Life of a Slave
>> Girl or Black women in white America.
>> One vote for Women as Learners by Elizabeth Hayes
>> One vote for: Work by Carol Gilligan
>> One vote for: "Coming of Age in Mississippi" by Ann Moody or her
>> recent account of her experiences as a young high school student in
>> the late '50's or early '60s in sit-ins in the South, at the very
>> beginnings of the Civil Rights movement.
>> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou.
>> One vote for: A Child Called It or The Secret Life of Bees
>> One vote for the Change Agent or Sheryl Gowen's Friends from the
>> Kitchen
>>
>> Updated list of printed materials (the first two are the new ones):
>>
>> Women as Learners by Elizabeth Hayes
>>
>> Women's Ways of Knowing by Mary Belenky
>>
>> A new website on Learning and Violence
>> http://www.learningandviolence.net
>>
>> "Coming of Age in Mississippi" by Ann Moody or her recent account of
>> her experiences as a young high school student in the late '50's or
>> early '60s in sit-ins in the South, at the very beginnings of the
>> Civil
>> Rights movement.
>>
>> "I Know Why the Caged Bird Sings," by Maya Angelou
>>
>> Work by Carol Gilligan
>>
>> A Child Called It
>>
>> The Secret Life of Bees
>>
>>
>> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0.
>>
>> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written
>> by herself. Cambridge, MA: Harvard University Press. (Original work
>> published in 1861).
>>
>> Lerner, G. (Ed.) (1972). Black women in white America: A documentary
>> history. New York: Pantheon Books-Random house.
>>
>> Are Women Human? By Catherine A. MacKinnon
>>
>> Something in My Mind Besides the Everyday   By J. Horsman
>>
>> Too scared to learn by J. Horsman
>>
>> By Women/For Women Laubach
>>
>> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
>>
>> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women
>> and Literacy (2004)
>>
>> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
>>
>> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A
>> chapter in Hull's edited book, changing work, changing workers*
>>
>> Change Agent #19 on Women and literacy by teachers and learners
>>
>> Women and literacy related materials found at:
>> http://www.litwomen.org/womlitbiblio.html
>>
>> Disconnecting and sexuality: speaking the unspeakable in the classroom
>> (1993) by Kathleen Rockhill
>>
>> Illiterate woman in women, literacy, and development by Anna
>> Robinson-Pants
>>
>> Chizu Sato's piece in women, literacy, and development by Anna
>> Robinson-Pants
>>
>> bell hooks
>>
>> bell hooks "talking back" chapter 4, or chapters 4-8
>>
>> Oakland Readers Series on women, enterprising women (Marilyn Martin
>> Jones)
>>
>> A chapter by Jane Mace in her book, playing with time
>>
>> Bonny Norton's chapter on literacy and gender
>>
>> Jean Barr's work on liberating knowledge: research feminism and adult
>> education
>>
>> Canadian Women's Studies issue on Women and Literacy
>>
>> Women and literacy related materials found at:
>> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
>>
>> Take on the Challenge: A source book from the women, violence, and
>> adult education project:
>> http://www.worlded.org/docs/takeonthechallenge.pdf
>>
>> When Dad hurts Mom: Helping Your Children Heal the Wounds of
>> Witnessing Abuse by Lundy Bancroft
>>
>> Why does he do that? By Lundy Bancroft
>>
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy
>> Georgia State University
>> P.O. Box 3977
>> Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From ryanryanc at yahoo.com  Mon Jul 17 12:44:12 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Mon, 17 Jul 2006 12:44:12 -0400
Subject: [WomenLiteracy 446] Re: update on read and discuss ideas
In-Reply-To: <66991D39FDA9A141A5BE2643C73DB70407406CE5@WCEMAILW.washoecounty.us>
Message-ID: <C0E1369C.1D35%ryanryanc@yahoo.com>
good point- getting it from the library certainly solves the cost barrier
for people here in the US at least.
On 7/17/06 12:28 PM, "Cummings, Nancy" <NCummings at washoecounty.us> wrote:
> Just a thought---You might want to check with your public library for a copy
> of this.  Also, public libraries around the nation will inter-library loan
> items for you as well if they do not have a copy available.  Interlibrary loan
> services are often free as they are here at Washoe County Library System.
>
> Nancy Cummings
> Library Director
> Ncummings at washoecounty.us
>
> "If you can dream it, you can do it"  Walt Disney
>
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov]On Behalf Of Ryan Hall
> Sent: Monday, July 17, 2006 8:27 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 444] Re: update on read and discuss ideas
>
>
> Andrea,
> Mev brought up a good point about Too Scared to Learn, which is the cost. I
> paid either $42 or $47 for my copy three months ago from amazon.com. I
> wouldn't have bought it except for the fact that I previewed another copy
> and knew I really wanted it despite the cost. Many people in this listserv,
> including myself, are not going to want to pay so much money for a book they
> aren't sure they'll use OR they simply won't have the money to buy the book.
> Either way, the cost for this book alone may exclude a lot of people on this
> listserv who might otherwise participate in the discussion. And, I wonder,
> too, how easy it would be for people who are not here in the US or Canada to
> actually get the book. So, potentially there would be more exclusions.
> I'm wondering if it would be better to discuss something else Jenny Horsman
> has written (perhaps something on the internet that more people can get) and
> then use the book as an optional resource for the discussion. What do you
> think? Do you (or anyone else) have another idea on how this could work?
> Ryan
>
> On 7/17/06 8:20 AM, "Andrea Wilder" <andreawilder at comcast.net> wrote:
>
>> Daphne,
>>
>> This is a great list!
>>
>> I still hope we do "Too Scared...."
>>
>> Andrea
>>
>>
>> On Jul 16, 2006, at 5:19 PM, Daphne Greenberg wrote:
>>
>>> It looks like most people want to read something by Jenny Horsman.  9
>>> people have voted for reviewing something on her website. I will get
>>> back to everyone shortly about next steps.
>>>
>>> Here are the final vote results (and scroll down for correct author
>>> for Women's way of Knowing in list and one new reference)
>>> 9 people have voted for Jenny Horsman's writing that she has posted on
>>> her website ( http://www.jennyhorsman.com/ ) or on
>>> http://www.learningandviolence.net
>>> 6 people have voted for Jenny Horsman's Too Scared to Learn book.
>>> Two votes for Women's Ways of Knowing by Mary Belenky
>>> Two votes for:  Echo in my soul or Incidents in the Life of a Slave
>>> Girl or Black women in white America.
>>> One vote for Women as Learners by Elizabeth Hayes
>>> One vote for: Work by Carol Gilligan
>>> One vote for: "Coming of Age in Mississippi" by Ann Moody or her
>>> recent account of her experiences as a young high school student in
>>> the late '50's or early '60s in sit-ins in the South, at the very
>>> beginnings of the Civil Rights movement.
>>> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou.
>>> One vote for: A Child Called It or The Secret Life of Bees
>>> One vote for the Change Agent or Sheryl Gowen's Friends from the
>>> Kitchen
>>>
>>> Updated list of printed materials (the first two are the new ones):
>>>
>>> Women as Learners by Elizabeth Hayes
>>>
>>> Women's Ways of Knowing by Mary Belenky
>>>
>>> A new website on Learning and Violence
>>> http://www.learningandviolence.net
>>>
>>> "Coming of Age in Mississippi" by Ann Moody or her recent account of
>>> her experiences as a young high school student in the late '50's or
>>> early '60s in sit-ins in the South, at the very beginnings of the
>>> Civil
>>> Rights movement.
>>>
>>> "I Know Why the Caged Bird Sings," by Maya Angelou
>>>
>>> Work by Carol Gilligan
>>>
>>> A Child Called It
>>>
>>> The Secret Life of Bees
>>>
>>>
>>> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0.
>>>
>>> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written
>>> by herself. Cambridge, MA: Harvard University Press. (Original work
>>> published in 1861).
>>>
>>> Lerner, G. (Ed.) (1972). Black women in white America: A documentary
>>> history. New York: Pantheon Books-Random house.
>>>
>>> Are Women Human? By Catherine A. MacKinnon
>>>
>>> Something in My Mind Besides the Everyday   By J. Horsman
>>>
>>> Too scared to learn by J. Horsman
>>>
>>> By Women/For Women Laubach
>>>
>>> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
>>>
>>> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women
>>> and Literacy (2004)
>>>
>>> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
>>>
>>> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A
>>> chapter in Hull's edited book, changing work, changing workers*
>>>
>>> Change Agent #19 on Women and literacy by teachers and learners
>>>
>>> Women and literacy related materials found at:
>>> http://www.litwomen.org/womlitbiblio.html
>>>
>>> Disconnecting and sexuality: speaking the unspeakable in the classroom
>>> (1993) by Kathleen Rockhill
>>>
>>> Illiterate woman in women, literacy, and development by Anna
>>> Robinson-Pants
>>>
>>> Chizu Sato's piece in women, literacy, and development by Anna
>>> Robinson-Pants
>>>
>>> bell hooks
>>>
>>> bell hooks "talking back" chapter 4, or chapters 4-8
>>>
>>> Oakland Readers Series on women, enterprising women (Marilyn Martin
>>> Jones)
>>>
>>> A chapter by Jane Mace in her book, playing with time
>>>
>>> Bonny Norton's chapter on literacy and gender
>>>
>>> Jean Barr's work on liberating knowledge: research feminism and adult
>>> education
>>>
>>> Canadian Women's Studies issue on Women and Literacy
>>>
>>> Women and literacy related materials found at:
>>> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
>>>
>>> Take on the Challenge: A source book from the women, violence, and
>>> adult education project:
>>> http://www.worlded.org/docs/takeonthechallenge.pdf
>>>
>>> When Dad hurts Mom: Helping Your Children Heal the Wounds of
>>> Witnessing Abuse by Lundy Bancroft
>>>
>>> Why does he do that? By Lundy Bancroft
>>>
>>>
>>> Daphne Greenberg
>>> Assistant Professor
>>> Educational Psych. & Special Ed.
>>> Georgia State University
>>> P.O. Box 3979
>>> Atlanta, Georgia 30302-3979
>>> phone: 404-651-0127
>>> fax:404-651-4901
>>> dgreenberg at gsu.edu
>>>
>>> Daphne Greenberg
>>> Associate Director
>>> Center for the Study of Adult Literacy
>>> Georgia State University
>>> P.O. Box 3977
>>> Atlanta, Georgia 30302-3977
>>> phone: 404-651-0127
>>> fax:404-651-4901
>>> dgreenberg at gsu.edu
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From andreawilder at comcast.net  Mon Jul 17 21:52:11 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Mon, 17 Jul 2006 21:52:11 -0400
Subject: [WomenLiteracy 447] Re: update on read and discuss ideas $$$
In-Reply-To: <C0E12467.1D27%ryanryanc@yahoo.com>
References: <C0E12467.1D27%ryanryanc@yahoo.com>
Message-ID: <efe34f58dab9101e14e6fc14892bcd13@comcast.net>
I just checked on Bookfinder.com--a book for 16.79.  (Too Scared to
learn)
i also checked on Used.addall.com and got 2 books, one for 14.59, the
other for 7.93.(Too Scared....)
I am sure there are other booklists, and I will get some  more tomorrow.
Try your library?
xxAndrea
On Jul 17, 2006, at 11:26 AM, Ryan Hall wrote:
> Andrea,
> Mev brought up a good point about Too Scared to Learn, which is the
> cost. I
> paid either $42 or $47 for my copy three months ago from amazon.com. I
> wouldn't have bought it except for the fact that I previewed another
> copy
> and knew I really wanted it despite the cost. Many people in this
> listserv,
> including myself, are not going to want to pay so much money for a
> book they
> aren't sure they'll use OR they simply won't have the money to buy the
> book.
> Either way, the cost for this book alone may exclude a lot of people
> on this
> listserv who might otherwise participate in the discussion. And, I
> wonder,
> too, how easy it would be for people who are not here in the US or
> Canada to
> actually get the book. So, potentially there would be more exclusions.
> I'm wondering if it would be better to discuss something else Jenny
> Horsman
> has written (perhaps something on the internet that more people can
> get) and
> then use the book as an optional resource for the discussion. What do
> you
> think? Do you (or anyone else) have another idea on how this could
> work?
> Ryan
>
> On 7/17/06 8:20 AM, "Andrea Wilder" <andreawilder at comcast.net> wrote:
>
>> Daphne,
>>
>> This is a great list!
>>
>> I still hope we do "Too Scared...."
>>
>> Andrea
>>
>>
>> On Jul 16, 2006, at 5:19 PM, Daphne Greenberg wrote:
>>
>>> It looks like most people want to read something by Jenny Horsman.  9
>>> people have voted for reviewing something on her website. I will get
>>> back to everyone shortly about next steps.
>>>
>>> Here are the final vote results (and scroll down for correct author
>>> for Women's way of Knowing in list and one new reference)
>>> 9 people have voted for Jenny Horsman's writing that she has posted
>>> on
>>> her website ( http://www.jennyhorsman.com/ ) or on
>>> http://www.learningandviolence.net
>>> 6 people have voted for Jenny Horsman's Too Scared to Learn book.
>>> Two votes for Women's Ways of Knowing by Mary Belenky
>>> Two votes for:  Echo in my soul or Incidents in the Life of a Slave
>>> Girl or Black women in white America.
>>> One vote for Women as Learners by Elizabeth Hayes
>>> One vote for: Work by Carol Gilligan
>>> One vote for: "Coming of Age in Mississippi" by Ann Moody or her
>>> recent account of her experiences as a young high school student in
>>> the late '50's or early '60s in sit-ins in the South, at the very
>>> beginnings of the Civil Rights movement.
>>> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou.
>>> One vote for: A Child Called It or The Secret Life of Bees
>>> One vote for the Change Agent or Sheryl Gowen's Friends from the
>>> Kitchen
>>>
>>> Updated list of printed materials (the first two are the new ones):
>>>
>>> Women as Learners by Elizabeth Hayes
>>>
>>> Women's Ways of Knowing by Mary Belenky
>>>
>>> A new website on Learning and Violence
>>> http://www.learningandviolence.net
>>>
>>> "Coming of Age in Mississippi" by Ann Moody or her recent account of
>>> her experiences as a young high school student in the late '50's or
>>> early '60s in sit-ins in the South, at the very beginnings of the
>>> Civil
>>> Rights movement.
>>>
>>> "I Know Why the Caged Bird Sings," by Maya Angelou
>>>
>>> Work by Carol Gilligan
>>>
>>> A Child Called It
>>>
>>> The Secret Life of Bees
>>>
>>>
>>> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton &
>>> C0.
>>>
>>> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written
>>> by herself. Cambridge, MA: Harvard University Press. (Original work
>>> published in 1861).
>>>
>>> Lerner, G. (Ed.) (1972). Black women in white America: A documentary
>>> history. New York: Pantheon Books-Random house.
>>>
>>> Are Women Human? By Catherine A. MacKinnon
>>>
>>> Something in My Mind Besides the Everyday   By J. Horsman
>>>
>>> Too scared to learn by J. Horsman
>>>
>>> By Women/For Women Laubach
>>>
>>> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
>>>
>>> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on
>>> Women
>>> and Literacy (2004)
>>>
>>> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
>>>
>>> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A
>>> chapter in Hull's edited book, changing work, changing workers*
>>>
>>> Change Agent #19 on Women and literacy by teachers and learners
>>>
>>> Women and literacy related materials found at:
>>> http://www.litwomen.org/womlitbiblio.html
>>>
>>> Disconnecting and sexuality: speaking the unspeakable in the
>>> classroom
>>> (1993) by Kathleen Rockhill
>>>
>>> Illiterate woman in women, literacy, and development by Anna
>>> Robinson-Pants
>>>
>>> Chizu Sato's piece in women, literacy, and development by Anna
>>> Robinson-Pants
>>>
>>> bell hooks
>>>
>>> bell hooks "talking back" chapter 4, or chapters 4-8
>>>
>>> Oakland Readers Series on women, enterprising women (Marilyn Martin
>>> Jones)
>>>
>>> A chapter by Jane Mace in her book, playing with time
>>>
>>> Bonny Norton's chapter on literacy and gender
>>>
>>> Jean Barr's work on liberating knowledge: research feminism and adult
>>> education
>>>
>>> Canadian Women's Studies issue on Women and Literacy
>>>
>>> Women and literacy related materials found at:
>>> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
>>>
>>> Take on the Challenge: A source book from the women, violence, and
>>> adult education project:
>>> http://www.worlded.org/docs/takeonthechallenge.pdf
>>>
>>> When Dad hurts Mom: Helping Your Children Heal the Wounds of
>>> Witnessing Abuse by Lundy Bancroft
>>>
>>> Why does he do that? By Lundy Bancroft
>>>
>>>
>>> Daphne Greenberg
>>> Assistant Professor
>>> Educational Psych. & Special Ed.
>>> Georgia State University
>>> P.O. Box 3979
>>> Atlanta, Georgia 30302-3979
>>> phone: 404-651-0127
>>> fax:404-651-4901
>>> dgreenberg at gsu.edu
>>>
>>> Daphne Greenberg
>>> Associate Director
>>> Center for the Study of Adult Literacy
>>> Georgia State University
>>> P.O. Box 3977
>>> Atlanta, Georgia 30302-3977
>>> phone: 404-651-0127
>>> fax:404-651-4901
>>> dgreenberg at gsu.edu
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From andreawilder at comcast.net  Tue Jul 18 08:26:38 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Tue, 18 Jul 2006 08:26:38 -0400
Subject: [WomenLiteracy 448]  Book and $$
Message-ID: <978913aa86cbc5a3f9414ba28910a9be@comcast.net>
Try Alibris for $10.59.
Andrea
From jenny at jennyhorsman.com  Tue Jul 18 09:40:14 2006
From: jenny at jennyhorsman.com (Jenny Horsman)
Date: Tue, 18 Jul 2006 09:40:14 -0400
Subject: [WomenLiteracy 449] Re: update on read and discuss ideas
In-Reply-To: <s4ba751d.099@mailsrv4.gsu.edu>
Message-ID: <002101c6aa6f$b593c550$6400a8c0@userlz9uvn4k3w>
I just want to let you know that I feel honoured that so many of you are
interested in reading something I've written for the book club - I wish I
felt I had time to join you (though perhaps that would make you feel you had
to be polite - and you really don't need to be - I appreciate hearing
critique as well as connections that you make when you read my work and
reflect on it in the light of your knowledge!)
I'm delighted so many of you are proposing to engage with my writing - I
struggle often with wondering whether I reach people when I write or deliver
workshops and presentations - and yet feel so strongly that we need to be
having conversations about the ways violence affects learning and ways to
design education (in all settings) to support learning and teaching when so
many of us have experienced violence - that it warms my heart when I find
others interested in exploring the issue. I'm sorry that some of my latest
writings are in journals and book chapters where I can't just post them on
the internet (not yet at least) but I could send you an attachment of any
articles you were eager to read and can't find on the site - (I have updated
my personal site and sorted it out recently).
I do recommend something more recent (as I've been learning more and more
about the issue as I've carried out research and heard from many educators
and students and explored my own experience - all the time refining my
thinking) - perhaps something such as the chapter on disclosure included in
the new Change Agent book - or the article on "Beyond Access" from the
International Journal, or... Although "Too Scared" still makes sense to me
(the cheap Canadian edition is just being reprinted and will be out in
August)
I do always check this list - though rarely feel like I have the time to
comment - so if anyone has any questions or comments they would like me to
see please do post here - or post on either website or write to me privately
at feedback at jennyhorsman.com or jenny at learningandviolence.com. I was also
delighted to hear that information on my new site on learning and violence
has been posted here - I intend that one to be a much broader site to take
up the issue in a myriad of ways (just have my fingers crossed that I can
get funding to develop it so that I can stop doing unrelated projects to
earn my living and can focus on developing it!) - so I would love to hear if
any of you have been writing or creating on any aspect of this issue - or if
you come across interesting resources you think should be included or linked
to the site.....
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Daphne Greenberg
Sent: Sunday, July 16, 2006 5:19 PM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 441] update on read and discuss ideas
It looks like most people want to read something by Jenny Horsman.  9 people
have voted for reviewing something on her website. I will get back to
everyone shortly about next steps.
From andreawilder at comcast.net  Tue Jul 18 19:01:24 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Tue, 18 Jul 2006 19:01:24 -0400
Subject: [WomenLiteracy 450]   Re: update on read and discuss ideas
In-Reply-To: <C0E12467.1D27%ryanryanc@yahoo.com>
References: <C0E12467.1D27%ryanryanc@yahoo.com>
Message-ID: <278cdedd553d5e3fcfe6b76eb2dbb2f9@comcast.net>
I can't figure out if my next to last message got on.
Too Scared to Learn--try dookfinder.com, and used.addall.com.  Also,
Alibris.
Andrea
On Jul 17, 2006, at 11:26 AM, Ryan Hall wrote:
> Andrea,
> Mev brought up a good point about Too Scared to Learn, which is the
> cost. I
> paid either $42 or $47 for my copy three months ago from amazon.com. I
> wouldn't have bought it except for the fact that I previewed another
> copy
> and knew I really wanted it despite the cost. Many people in this
> listserv,
> including myself, are not going to want to pay so much money for a
> book they
> aren't sure they'll use OR they simply won't have the money to buy the
> book.
> Either way, the cost for this book alone may exclude a lot of people
> on this
> listserv who might otherwise participate in the discussion. And, I
> wonder,
> too, how easy it would be for people who are not here in the US or
> Canada to
> actually get the book. So, potentially there would be more exclusions.
> I'm wondering if it would be better to discuss something else Jenny
> Horsman
> has written (perhaps something on the internet that more people can
> get) and
> then use the book as an optional resource for the discussion. What do
> you
> think? Do you (or anyone else) have another idea on how this could
> work?
> Ryan
>
> On 7/17/06 8:20 AM, "Andrea Wilder" <andreawilder at comcast.net> wrote:
>
>> Daphne,
>>
>> This is a great list!
>>
>> I still hope we do "Too Scared...."
>>
>> Andrea
>>
>>
>> On Jul 16, 2006, at 5:19 PM, Daphne Greenberg wrote:
>>
>>> It looks like most people want to read something by Jenny Horsman.  9
>>> people have voted for reviewing something on her website. I will get
>>> back to everyone shortly about next steps.
>>>
>>> Here are the final vote results (and scroll down for correct author
>>> for Women's way of Knowing in list and one new reference)
>>> 9 people have voted for Jenny Horsman's writing that she has posted
>>> on
>>> her website ( http://www.jennyhorsman.com/ ) or on
>>> http://www.learningandviolence.net
>>> 6 people have voted for Jenny Horsman's Too Scared to Learn book.
>>> Two votes for Women's Ways of Knowing by Mary Belenky
>>> Two votes for:  Echo in my soul or Incidents in the Life of a Slave
>>> Girl or Black women in white America.
>>> One vote for Women as Learners by Elizabeth Hayes
>>> One vote for: Work by Carol Gilligan
>>> One vote for: "Coming of Age in Mississippi" by Ann Moody or her
>>> recent account of her experiences as a young high school student in
>>> the late '50's or early '60s in sit-ins in the South, at the very
>>> beginnings of the Civil Rights movement.
>>> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou.
>>> One vote for: A Child Called It or The Secret Life of Bees
>>> One vote for the Change Agent or Sheryl Gowen's Friends from the
>>> Kitchen
>>>
>>> Updated list of printed materials (the first two are the new ones):
>>>
>>> Women as Learners by Elizabeth Hayes
>>>
>>> Women's Ways of Knowing by Mary Belenky
>>>
>>> A new website on Learning and Violence
>>> http://www.learningandviolence.net
>>>
>>> "Coming of Age in Mississippi" by Ann Moody or her recent account of
>>> her experiences as a young high school student in the late '50's or
>>> early '60s in sit-ins in the South, at the very beginnings of the
>>> Civil
>>> Rights movement.
>>>
>>> "I Know Why the Caged Bird Sings," by Maya Angelou
>>>
>>> Work by Carol Gilligan
>>>
>>> A Child Called It
>>>
>>> The Secret Life of Bees
>>>
>>>
>>> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton &
>>> C0.
>>>
>>> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written
>>> by herself. Cambridge, MA: Harvard University Press. (Original work
>>> published in 1861).
>>>
>>> Lerner, G. (Ed.) (1972). Black women in white America: A documentary
>>> history. New York: Pantheon Books-Random house.
>>>
>>> Are Women Human? By Catherine A. MacKinnon
>>>
>>> Something in My Mind Besides the Everyday   By J. Horsman
>>>
>>> Too scared to learn by J. Horsman
>>>
>>> By Women/For Women Laubach
>>>
>>> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
>>>
>>> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on
>>> Women
>>> and Literacy (2004)
>>>
>>> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
>>>
>>> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A
>>> chapter in Hull's edited book, changing work, changing workers*
>>>
>>> Change Agent #19 on Women and literacy by teachers and learners
>>>
>>> Women and literacy related materials found at:
>>> http://www.litwomen.org/womlitbiblio.html
>>>
>>> Disconnecting and sexuality: speaking the unspeakable in the
>>> classroom
>>> (1993) by Kathleen Rockhill
>>>
>>> Illiterate woman in women, literacy, and development by Anna
>>> Robinson-Pants
>>>
>>> Chizu Sato's piece in women, literacy, and development by Anna
>>> Robinson-Pants
>>>
>>> bell hooks
>>>
>>> bell hooks "talking back" chapter 4, or chapters 4-8
>>>
>>> Oakland Readers Series on women, enterprising women (Marilyn Martin
>>> Jones)
>>>
>>> A chapter by Jane Mace in her book, playing with time
>>>
>>> Bonny Norton's chapter on literacy and gender
>>>
>>> Jean Barr's work on liberating knowledge: research feminism and adult
>>> education
>>>
>>> Canadian Women's Studies issue on Women and Literacy
>>>
>>> Women and literacy related materials found at:
>>> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
>>>
>>> Take on the Challenge: A source book from the women, violence, and
>>> adult education project:
>>> http://www.worlded.org/docs/takeonthechallenge.pdf
>>>
>>> When Dad hurts Mom: Helping Your Children Heal the Wounds of
>>> Witnessing Abuse by Lundy Bancroft
>>>
>>> Why does he do that? By Lundy Bancroft
>>>
>>>
>>> Daphne Greenberg
>>> Assistant Professor
>>> Educational Psych. & Special Ed.
>>> Georgia State University
>>> P.O. Box 3979
>>> Atlanta, Georgia 30302-3979
>>> phone: 404-651-0127
>>> fax:404-651-4901
>>> dgreenberg at gsu.edu
>>>
>>> Daphne Greenberg
>>> Associate Director
>>> Center for the Study of Adult Literacy
>>> Georgia State University
>>> P.O. Box 3977
>>> Atlanta, Georgia 30302-3977
>>> phone: 404-651-0127
>>> fax:404-651-4901
>>> dgreenberg at gsu.edu
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From andreawilder at comcast.net  Tue Jul 18 21:27:11 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Tue, 18 Jul 2006 21:27:11 -0400
Subject: [WomenLiteracy 450] Re: update on read and discuss ideas
In-Reply-To: <278cdedd553d5e3fcfe6b76eb2dbb2f9@comcast.net>
References: <C0E12467.1D27%ryanryanc@yahoo.com>
	<278cdedd553d5e3fcfe6b76eb2dbb2f9@comcast.net>
Message-ID: <cab5efc1a43a81aef86dfd7289651587@comcast.net>
Oh, boy--that's BOOKFINDER.COM.
A
On Jul 18, 2006, at 7:01 PM, Andrea Wilder wrote:
> I can't figure out if my next to last message got on.
>
> Too Scared to Learn--try dookfinder.com, and used.addall.com.  Also,
> Alibris.
>
> Andrea
>
>
> On Jul 17, 2006, at 11:26 AM, Ryan Hall wrote:
>
>> Andrea,
>> Mev brought up a good point about Too Scared to Learn, which is the
>> cost. I
>> paid either $42 or $47 for my copy three months ago from amazon.com. I
>> wouldn't have bought it except for the fact that I previewed another
>> copy
>> and knew I really wanted it despite the cost. Many people in this
>> listserv,
>> including myself, are not going to want to pay so much money for a
>> book they
>> aren't sure they'll use OR they simply won't have the money to buy the
>> book.
>> Either way, the cost for this book alone may exclude a lot of people
>> on this
>> listserv who might otherwise participate in the discussion. And, I
>> wonder,
>> too, how easy it would be for people who are not here in the US or
>> Canada to
>> actually get the book. So, potentially there would be more exclusions.
>> I'm wondering if it would be better to discuss something else Jenny
>> Horsman
>> has written (perhaps something on the internet that more people can
>> get) and
>> then use the book as an optional resource for the discussion. What do
>> you
>> think? Do you (or anyone else) have another idea on how this could
>> work?
>> Ryan
>>
>> On 7/17/06 8:20 AM, "Andrea Wilder" <andreawilder at comcast.net> wrote:
>>
>>> Daphne,
>>>
>>> This is a great list!
>>>
>>> I still hope we do "Too Scared...."
>>>
>>> Andrea
>>>
>>>
>>> On Jul 16, 2006, at 5:19 PM, Daphne Greenberg wrote:
>>>
>>>> It looks like most people want to read something by Jenny Horsman.
>>>> 9
>>>> people have voted for reviewing something on her website. I will get
>>>> back to everyone shortly about next steps.
>>>>
>>>> Here are the final vote results (and scroll down for correct author
>>>> for Women's way of Knowing in list and one new reference)
>>>> 9 people have voted for Jenny Horsman's writing that she has posted
>>>> on
>>>> her website ( http://www.jennyhorsman.com/ ) or on
>>>> http://www.learningandviolence.net
>>>> 6 people have voted for Jenny Horsman's Too Scared to Learn book.
>>>> Two votes for Women's Ways of Knowing by Mary Belenky
>>>> Two votes for:  Echo in my soul or Incidents in the Life of a Slave
>>>> Girl or Black women in white America.
>>>> One vote for Women as Learners by Elizabeth Hayes
>>>> One vote for: Work by Carol Gilligan
>>>> One vote for: "Coming of Age in Mississippi" by Ann Moody or her
>>>> recent account of her experiences as a young high school student in
>>>> the late '50's or early '60s in sit-ins in the South, at the very
>>>> beginnings of the Civil Rights movement.
>>>> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou.
>>>> One vote for: A Child Called It or The Secret Life of Bees
>>>> One vote for the Change Agent or Sheryl Gowen's Friends from the
>>>> Kitchen
>>>>
>>>> Updated list of printed materials (the first two are the new ones):
>>>>
>>>> Women as Learners by Elizabeth Hayes
>>>>
>>>> Women's Ways of Knowing by Mary Belenky
>>>>
>>>> A new website on Learning and Violence
>>>> http://www.learningandviolence.net
>>>>
>>>> "Coming of Age in Mississippi" by Ann Moody or her recent account of
>>>> her experiences as a young high school student in the late '50's or
>>>> early '60s in sit-ins in the South, at the very beginnings of the
>>>> Civil
>>>> Rights movement.
>>>>
>>>> "I Know Why the Caged Bird Sings," by Maya Angelou
>>>>
>>>> Work by Carol Gilligan
>>>>
>>>> A Child Called It
>>>>
>>>> The Secret Life of Bees
>>>>
>>>>
>>>> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton &
>>>> C0.
>>>>
>>>> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written
>>>> by herself. Cambridge, MA: Harvard University Press. (Original work
>>>> published in 1861).
>>>>
>>>> Lerner, G. (Ed.) (1972). Black women in white America: A documentary
>>>> history. New York: Pantheon Books-Random house.
>>>>
>>>> Are Women Human? By Catherine A. MacKinnon
>>>>
>>>> Something in My Mind Besides the Everyday   By J. Horsman
>>>>
>>>> Too scared to learn by J. Horsman
>>>>
>>>> By Women/For Women Laubach
>>>>
>>>> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004)
>>>>
>>>> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on
>>>> Women
>>>> and Literacy (2004)
>>>>
>>>> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint
>>>>
>>>> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A
>>>> chapter in Hull's edited book, changing work, changing workers*
>>>>
>>>> Change Agent #19 on Women and literacy by teachers and learners
>>>>
>>>> Women and literacy related materials found at:
>>>> http://www.litwomen.org/womlitbiblio.html
>>>>
>>>> Disconnecting and sexuality: speaking the unspeakable in the
>>>> classroom
>>>> (1993) by Kathleen Rockhill
>>>>
>>>> Illiterate woman in women, literacy, and development by Anna
>>>> Robinson-Pants
>>>>
>>>> Chizu Sato's piece in women, literacy, and development by Anna
>>>> Robinson-Pants
>>>>
>>>> bell hooks
>>>>
>>>> bell hooks "talking back" chapter 4, or chapters 4-8
>>>>
>>>> Oakland Readers Series on women, enterprising women (Marilyn Martin
>>>> Jones)
>>>>
>>>> A chapter by Jane Mace in her book, playing with time
>>>>
>>>> Bonny Norton's chapter on literacy and gender
>>>>
>>>> Jean Barr's work on liberating knowledge: research feminism and
>>>> adult
>>>> education
>>>>
>>>> Canadian Women's Studies issue on Women and Literacy
>>>>
>>>> Women and literacy related materials found at:
>>>> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18
>>>>
>>>> Take on the Challenge: A source book from the women, violence, and
>>>> adult education project:
>>>> http://www.worlded.org/docs/takeonthechallenge.pdf
>>>>
>>>> When Dad hurts Mom: Helping Your Children Heal the Wounds of
>>>> Witnessing Abuse by Lundy Bancroft
>>>>
>>>> Why does he do that? By Lundy Bancroft
>>>>
>>>>
>>>> Daphne Greenberg
>>>> Assistant Professor
>>>> Educational Psych. & Special Ed.
>>>> Georgia State University
>>>> P.O. Box 3979
>>>> Atlanta, Georgia 30302-3979
>>>> phone: 404-651-0127
>>>> fax:404-651-4901
>>>> dgreenberg at gsu.edu
>>>>
>>>> Daphne Greenberg
>>>> Associate Director
>>>> Center for the Study of Adult Literacy
>>>> Georgia State University
>>>> P.O. Box 3977
>>>> Atlanta, Georgia 30302-3977
>>>> phone: 404-651-0127
>>>> fax:404-651-4901
>>>> dgreenberg at gsu.edu
>>>> ----------------------------------------------------
>>>> National Institute for Literacy
>>>> Women and Literacy mailing list
>>>> WomenLiteracy at nifl.gov
>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>>
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From alcdgg at langate.gsu.edu  Thu Jul 20 16:39:06 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 20 Jul 2006 16:39:06 -0400
Subject: [WomenLiteracy 451]  read and discuss ideas
Message-ID: <s4bfb1b2.011@mailsrv4.gsu.edu>
Since Jenny Horsman's work is what the final vote count indicated, I had emailed Jenny asking her if she had the time to facilitate our read and discuss activity. Unfortunately, as indicated by her posting below, she does not have the time right now, but she has graciously offered to answer any questions/comments posted here or sent to her email address. On behalf of the listserv-thank you, Jenny.
In the meantime, I am very pleased to announce that Mev Miller has agreed to facilitate our read and discuss activity. Here is some background information on her:
Mev Miller, Ed.D.  is director and founder of WE LEARN (Women Expanding
Literacy Education Action Resource Network  www.litwomen.org/welearn.html). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning settings.
Within the next week she will post a series of "next steps", including, sending a title list of writings by Jenny Horsman for people to select from and process details.
Daphne
>>> jenny at jennyhorsman.com 07/18/06 9:40 AM >>>
I just want to let you know that I feel honoured that so many of you are
interested in reading something I've written for the book club - I wish I
felt I had time to join you (though perhaps that would make you feel you had
to be polite - and you really don't need to be - I appreciate hearing
critique as well as connections that you make when you read my work and
reflect on it in the light of your knowledge!)
I'm delighted so many of you are proposing to engage with my writing - I
struggle often with wondering whether I reach people when I write or deliver
workshops and presentations - and yet feel so strongly that we need to be
having conversations about the ways violence affects learning and ways to
design education (in all settings) to support learning and teaching when so
many of us have experienced violence - that it warms my heart when I find
others interested in exploring the issue. I'm sorry that some of my latest
writings are in journals and book chapters where I can't just post them on
the internet (not yet at least) but I could send you an attachment of any
articles you were eager to read and can't find on the site - (I have updated
my personal site and sorted it out recently).
I do recommend something more recent (as I've been learning more and more
about the issue as I've carried out research and heard from many educators
and students and explored my own experience - all the time refining my
thinking) - perhaps something such as the chapter on disclosure included in
the new Change Agent book - or the article on "Beyond Access" from the
International Journal, or... Although "Too Scared" still makes sense to me
(the cheap Canadian edition is just being reprinted and will be out in
August)
I do always check this list - though rarely feel like I have the time to
comment - so if anyone has any questions or comments they would like me to
see please do post here - or post on either website or write to me privately
at feedback at jennyhorsman.com or jenny at learningandviolence.com. I was also
delighted to hear that information on my new site on learning and violence
has been posted here - I intend that one to be a much broader site to take
up the issue in a myriad of ways (just have my fingers crossed that I can
get funding to develop it so that I can stop doing unrelated projects to
earn my living and can focus on developing it!) - so I would love to hear if
any of you have been writing or creating on any aspect of this issue - or if
you come across interesting resources you think should be included or linked
to the site.....
-----Original Message-----
From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Daphne Greenberg
Sent: Sunday, July 16, 2006 5:19 PM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 441] update on read and discuss ideas
It looks like most people want to read something by Jenny Horsman.  9 people
have voted for reviewing something on her website. I will get back to
everyone shortly about next steps.
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Thu Jul 20 21:28:31 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 20 Jul 2006 21:28:31 -0400
Subject: [WomenLiteracy 452] guest discussion on Workplace Literacy
	Discussion List
Message-ID: <s4bff585.045@mailsrv4.gsu.edu>
Guest Discussion: Workplace Literacy
Monday, July 24  -  Friday, July 28
Guest: Alison Campbell - please see Alison's bio below
To subscribe to the Workplace List, go to http://www.nifl.gov/mailman/listinfo/Workplace/
Colleagues,
Next week, Monday July 24 - Friday July 28, we are privileged to have ,  as a guest on the Workplace Literacy Discussion List ,  Alison Campbell of the Conference Board of Canada. Many of you already know of her work, but for those of you who don't, she has 3 websites that I consider sister sites of the Workforce Education site. Where our Workforce site is geared more toward adult education instructors with a workforce focus, her sites are geared more toward business and industry employers who want and/or need to upgrade their workers' literacy skills. The Conference Board is also responsible for quite a lot of good research which Alison has been a part of.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Bio
Alison Campbell
Alison Campbell is a Senior Research Associate with the Education and Learning practice at The Conference Board of Canada. She acts as lead researcher, author and web site manager on various research projects in the area of workplace education and learning. This year, Alison is also managing the Conference Board?s International Workplace Education and Learning Conference: Sharing Global Solutions (Toronto, December 5-6, 2006).
In 2005, Alison authored Profiting from Literacy: Creating a Sustainable Workplace Literacy Program and co-authored Literacy, Life and Employment: An Analysis of Canadian International Adult Literacy Survey (IALS) Microdata. In 2003, Alison authored Strength from Within: Overcoming the Barriers to Workplace Literacy Development as part of a national research study on the challenges employers face in designing and implementing workplace literacy and basic skills programs. In 2002, she co-managed a national study in the U.S. on the impacts of joint labor-management education programs. She co-authored the final report: Success by Design: What Works in Workforce Development. Alison currently manages a pilot project on the benefits of a national credit review service to improve credentialing opportunities for workplace education.
Her work on workplace literacy and basic skills development extends beyond Canada to the United States. Alison manages and makes updates to www.work-basedlearning.org, www.scorecardforskills.com and www.workplacebasicskills.com * a suite of web sites funded by the U.S. Department of Education that act as free resources to American employers and their partners who wish to improve employees? skills.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
As you can tell from her bio, Alison has expertise in many areas of workplace literacy.  Attached to this message is a complete listing of her publications and presentations, which are available for free download on the Conference Board site.  You must, however, register with the site to access them. (Sign in at http://www.conferenceboard.ca/boardwiseii/Signin.asp and when you have the option, browse documents by "author" choosing "Campbell, Alison.")  Access to the web sites does not require registration, and they are linked in her bio above. Alison is willing to discuss with us any of the areas of workplace literacy on her web sites or in her publications. It should be a wide-ranging discussion!  I hope you will be able to participate!
Donna
Donna Brian, moderator
Workplace Literacy Discussion List
Center for Literacy Studies at The University of Tennessee
djgbrian at utk.edu
From kabeall at comcast.net  Mon Jul 24 11:19:00 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Mon, 24 Jul 2006 11:19:00 -0400
Subject: [WomenLiteracy 453]  New from NCSALL--Training Guides
Message-ID: <000e01c6af34$7dd30760$0202a8c0@your4105e587b6>
Practitioner Research Training Guide: Research-based Adult Reading
Instruction
This practitioner research training guide provides comprehensive
instructions for facilitating a 31-hour training that guides practitioners
through an investigation of a problem related to reading. The practitioners
conduct the research in their own classrooms. This guide provides all the
necessary materials and clear instructions to plan and facilitate a
four-session practitioner research training. The sessions vary in length.
To download the training guide, go to
http://www.ncsall.net/index.php?id=1143
Training Guide: Study Circle Facilitators
This training guide provides comprehensive instructions for preparing
experienced adult education practitioners to facilitate NCSALL study
circles. The training focuses on the NCSALL study circle, Research-based
Adult <http://www.ncsall.net/?id=892>  Reading Instruction. However, the
training can be adapted to prepare facilitators for NCSALL study circles in
general or on another topic. The guide provides all the necessary materials
and clear instructions to plan and facilitate a one-day, study circle
facilitators training. The training is six hours in length.
To download the training guide, go to
http://www.ncsall.net/index.php?id=1137
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From mev at litwomen.org  Thu Jul 27 08:11:40 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Thu, 27 Jul 2006 08:11:40 -0400
Subject: [WomenLiteracy 454]  Discussion - Logistics
Message-ID: <0F61927E-1D69-11DB-B294-000393ABE4D2@litwomen.org>
As Daphne indicated in an earlier message, I have agreed to facilitate
our first attempt at a listserv "book group." I am sending 2 separate
emails to help us get organized. This first email discusses logistics.
The 2nd email outlines possible articles for your consideration.
As we get started, I would like to propose this following timeline...
(These dates may seem odd, but they account for times I will be away
from email during the month of August.)
Wed. Aug 2: Article selected (see next email)
Thurs. Aug. 3: Formal announcement of discussion and invitation to
participate sent
Tues. Aug 8: Article(s) sent via email to those who indicate an
interest to participate
Tues. Aug 15: Formal discussion begins - Mev will open with discussion
starters
Tues. Aug 22: Formal discussion ends - Mev will "wrap up"
Wed. Aug 23: Evaluation questions sent
Sun. Aug. 27: Evaluation responses received
Compilation of discussion and evaluation will be available by Sept. 1
In order for the discussion to run smoothly on this listserv and to
accommodate various needs, it will be important to define some
discussion guidelines specific to a book group (regular netiquette
guidelines also apply). Here are ones that have been previously
mentioned on the listserv along with a few I've thought of. Your input
into this list over the next week will be valuable, so please comment
or make additional suggestions.   Please, when you respond, use the
subject line "Discussion - Logistics." If you want too address another
topic, please use a different subject line.
DRAFT - Suggested Discussion Guidelines:
?? Do not begin discussing the book/article until the group is formally
opened by the facilitator (this will give participants time to read
prior to discussion).
?  During the designated discussion period, use the assigned discussion
subject line each time you post. (Mev will announce it in email that
opens the discussion)
?? Be mindful that many people only check email once a day or
sporadically. As with any discussion, if you have made a post, please
allow space and time for others to come into the discussion.
?? Remember, this is an open, public discussion. If you have something
private or sensitive to respond, you may want to take it off list with
an individual.
What modifications or additions would you like to make to this list?
The suggested readings are listed in the next email "Discussion -
reading selection."
Thanks.
Mev
Mev Miller, Ed.D.  is director and founder of WE LEARN (Women Expanding
Literacy Education Action Resource Network -
www.litwomen.org/welearn.html). A long time feminist activist, Mev has
years of experience in facilitating reading-discussion circles on a
variety of women's issues. Her experience also includes facilitating
Women Leading Through Reading Reading-Discussion Circles with women in
both ABE and ESOL learning settings.
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From mev at litwomen.org  Thu Jul 27 08:19:07 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Thu, 27 Jul 2006 08:19:07 -0400
Subject: [WomenLiteracy 455]  Discussion - Reading Selection
Message-ID: <19CB87F9-1D6A-11DB-B294-000393ABE4D2@litwomen.org>
Hi all,
There was a strong preference by the group to read something by Jenny
Horsman. A suggestion was made that we read something by her already
posted on the Internet [http://www.jennyhorsman.com/articles.html]. In
looking at the list, many of the links point to print (hard copy)
published articles. I've talked with Jenny about what she would
recommend. Her suggestions included the articles below -- some are
newer and not yet published or posted on the Internet, but she has sent
me electronic copies that I can email to those interested in
participating.
Please indicate your 1st and 2nd choice ONLY to the list below.
Selections must be designated by Wednesday, Aug. 2.
If electronic articles are selected, they will be emailed to those
interested in participating by Aug. 8
Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
The Challenge of Setting Goals" (40 pages, single-spaced) Because the
book is currently in reprint, Jenny has agreed to make one chapter
available via email to those who participate in the group. I have
selected this chapter as it contains information that may be useful as
practitioners go back into their programs in September.
Take on the Challenge: A Source Book from the Women, Violence, and
Adult Education Project ? Elizabeth        Morrish, Jenny Horsman and
Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages)
-- Available on the Internet in pdf format --
http://www.jennyhorsman.com/articles/challenge/challenge.pdf
Moving Beyond "Stupid": Taking Account of the Impact of Violence on
Women?s Learning (13 pages, single-spaced) -- soon to be published.
Jenny has provided electronic copy.
"In this article, I examine violence that contributes to early learning
failure and to entrenching the belief that one is too stupid to learn.
I also look at some of the effects of violence on the learning process,
and consider how to create conditions in adult education programs to
counteract this early ?training?, including ways to support learning
for those who doubt that they can learn and fear that opening a book
will only remind them of their own ?stupidity.?
?But Is It Education?? The Challenge of Creating Effective Learning for
Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
pages - double-spaced) - This is not available on the Internet but Mev
has it and will send electronically.
"This paper introduces research I carried out from 1996 to 1999,
looking at the impact of violence on women?s literacy learning and
program participation in order to develop approaches to literacy work
which will assist women to learn."
Responding to Disclosures of Abuse in Women?s Lives: A Guide For
Teachers of Literacy (3 pages, single-spaced)  soon to be published.
Jenny has provided electronic copy.
Please indicate your 1st and 2nd choice ONLY to the list above.
Selections must be designated by Wednesday, Aug. 2
If electronic articles are selected, they will be emailed to those
interested in participating by Aug. 8
For those who wanted to work through the
http://www.learningandviolence.net/, I'm not recommending that for this
group at this time partly because it's still in development with more
pages to come and many links not complete or connected yet.
Participants may want to explore this site to supplement our discussion
on the list.
Thanks.
Mev
Mev Miller, Ed.D.  is director and founder of WE LEARN (Women Expanding
Literacy Education Action Resource Network -
www.litwomen.org/welearn.html). A long time feminist activist, Mev has
years of experience in facilitating reading-discussion circles on a
variety of women's issues. Her experience also includes facilitating
Women Leading Through Reading Reading-Discussion Circles with women in
both ABE and ESOL learning settings.
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From Gerirose2 at aol.com  Thu Jul 27 12:04:13 2006
From: Gerirose2 at aol.com (Gerirose2 at aol.com)
Date: Thu, 27 Jul 2006 12:04:13 EDT
Subject: =?ISO-8859-1?Q?Re:=20[WomenLiteracy=20455]=A0=20Discussion=20-=20?=
	=?ISO-8859-1?Q?Reading=20Selection?=
Message-ID: <233.bf87377.31fa3dfd@aol.com>
> Below are my two picks.   Thanks.    geri a-n
>
> 1st Choice:
> Moving Beyond "Stupid": Taking Account of the Impact of Violence on
> Women?s Learning (13 pages, single-spaced) -- soon to be published.
> Jenny has provided electronic copy.
> "In this article, I examine violence that contributes to early learning
> failure and to entrenching the belief that one is too stupid to learn.?
> I also look at some of the effects of violence on the learning process,
> and consider how to create conditions in adult education programs to
> counteract this early ?training?, including ways to support learning
> for those who doubt that they can learn and fear that opening a book
> will only remind them of their own ?stupidity.?
>
> 2nd choice:
> ?But Is It Education?? The Challenge of Creating Effective Learning for
> Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
> pages - double-spaced) - This is not available on the Internet but Mev
> has it and will send electronically.
> "This paper introduces research I carried out from 1996 to 1999,
> looking at the impact of violence on women?s literacy learning and
> program participation in order to develop approaches to literacy work
> which will assist women to learn."
>
> Responding to Disclosures of Abuse in Women?s Lives: A Guide For
> Teachers of Literacy (3 pages, single-spaced)? soon to be published.
> Jenny has provided electronic copy.
>
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From bertiemo at yahoo.com  Thu Jul 27 12:30:59 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Thu, 27 Jul 2006 09:30:59 -0700 (PDT)
Subject: [WomenLiteracy 457] Re: Discussion - Reading Selection
In-Reply-To: <19CB87F9-1D6A-11DB-B294-000393ABE4D2@litwomen.org>
Message-ID: <20060727163059.58008.qmail@web30011.mail.mud.yahoo.com>
My first choice is a chapter in Ms. Horsman's book.  My second choice is her article on how to respond when a woman discloses.
  Best,
  Bertie Mo, Ph.D., MPH
mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote:
  Hi all,
There was a strong preference by the group to read something by Jenny
Horsman. A suggestion was made that we read something by her already
posted on the Internet [http://www.jennyhorsman.com/articles.html]. In
looking at the list, many of the links point to print (hard copy)
published articles. I've talked with Jenny about what she would
recommend. Her suggestions included the articles below -- some are
newer and not yet published or posted on the Internet, but she has sent
me electronic copies that I can email to those interested in
participating.
Please indicate your 1st and 2nd choice ONLY to the list below.
Selections must be designated by Wednesday, Aug. 2.
If electronic articles are selected, they will be emailed to those
interested in participating by Aug. 8
Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
The Challenge of Setting Goals" (40 pages, single-spaced) Because the
book is currently in reprint, Jenny has agreed to make one chapter
available via email to those who participate in the group. I have
selected this chapter as it contains information that may be useful as
practitioners go back into their programs in September.
Take on the Challenge: A Source Book from the Women, Violence, and
Adult Education Project ? Elizabeth Morrish, Jenny Horsman and
Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages)
-- Available on the Internet in pdf format --
http://www.jennyhorsman.com/articles/challenge/challenge.pdf
Moving Beyond "Stupid": Taking Account of the Impact of Violence on
Women?s Learning (13 pages, single-spaced) -- soon to be published.
Jenny has provided electronic copy.
"In this article, I examine violence that contributes to early learning
failure and to entrenching the belief that one is too stupid to learn.
I also look at some of the effects of violence on the learning process,
and consider how to create conditions in adult education programs to
counteract this early ?training?, including ways to support learning
for those who doubt that they can learn and fear that opening a book
will only remind them of their own ?stupidity.?
?But Is It Education?? The Challenge of Creating Effective Learning for
Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
pages - double-spaced) - This is not available on the Internet but Mev
has it and will send electronically.
"This paper introduces research I carried out from 1996 to 1999,
looking at the impact of violence on women?s literacy learning and
program participation in order to develop approaches to literacy work
which will assist women to learn."
Responding to Disclosures of Abuse in Women?s Lives: A Guide For
Teachers of Literacy (3 pages, single-spaced) soon to be published.
Jenny has provided electronic copy.
Please indicate your 1st and 2nd choice ONLY to the list above.
Selections must be designated by Wednesday, Aug. 2
If electronic articles are selected, they will be emailed to those
interested in participating by Aug. 8
For those who wanted to work through the
http://www.learningandviolence.net/, I'm not recommending that for this
group at this time partly because it's still in development with more
pages to come and many links not complete or connected yet.
Participants may want to explore this site to supplement our discussion
on the list.
Thanks.
Mev
Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding
Literacy Education Action Resource Network -
www.litwomen.org/welearn.html). A long time feminist activist, Mev has
years of experience in facilitating reading-discussion circles on a
variety of women's issues. Her experience also includes facilitating
Women Leading Through Reading Reading-Discussion Circles with women in
both ABE and ESOL learning settings.
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From andreawilder at comcast.net  Thu Jul 27 13:14:10 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 27 Jul 2006 13:14:10 -0400
Subject: [WomenLiteracy 458] Re: Discussion - Reading Selection
In-Reply-To: <20060727163059.58008.qmail@web30011.mail.mud.yahoo.com>
References: <20060727163059.58008.qmail@web30011.mail.mud.yahoo.com>
Message-ID: <54c6d015c4952715f1a6c154ac7ea6bc@comcast.net>
I vote for the chapter and "Stupid."
Thanks for doing this, Mev.
Andrea
On Jul 27, 2006, at 12:30 PM, Bertha Mo wrote:
> My first choice is a chapter in Ms. Horsman's book.? My second choice
> is her article on how to respond when a woman discloses.
> ?
> Best,
> ?
> Bertie Mo, Ph.D., MPH
>
> mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote:
>> Hi all,
>>
>> There was a strong preference by the group to read something by Jenny
>> Horsman. A suggestion was made that we read something by her already
>> posted on the Internet [http://www.jennyhorsman.com/articles.html]. In
>> looking at the list, many of the links point to print (hard copy)
>> published articles. I've talked with Jenny about what she would
>> recommend. Her suggestions included the articles below -- some are
>> newer and not yet published or posted on the Internet, but she has
>> sent
>> me electronic copies that I can email to those interested in
>> participating.
>>
>> Please indicate your 1st and 2nd choice ONLY to the list below.
>> Selections must be designated by Wednesday, Aug. 2.
>> If electronic articles are selected, they will be emailed to those
>> interested in participating by Aug. 8
>>
>> Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
>> The Challenge of Setting Goals" (40 pages, single-spaced) Because the
>> book is currently in reprint, Jenny has agreed to make one chapter
>> available via email to those who participate in the group. I have
>> selected this chapter as it contains information that may be useful as
>> practitioners go back into their programs in September.
>>
>> Take on the Challenge: A Source Book from the Women, Violence, and
>> Adult Education Project ? Elizabeth Morrish, Jenny Horsman and
>> Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages)
>> -- Available on the Internet in pdf format --
>> http://www.jennyhorsman.com/articles/challenge/challenge.pdf
>>
>> Moving Beyond "Stupid": Taking Account of the Impact of Violence on
>> Women?s Learning (13 pages, single-spaced) -- soon to be published.
>> Jenny has provided electronic copy.
>> "In this article, I examine violence that contributes to early
>> learning
>> failure and to entrenching the belief that one is too stupid to learn.
>> I also look at some of the effects of violence on the learning
>> process,
>> and consider how to create conditions in adult education programs to
>> counteract this early ?training?, including ways to support learning
>> for those who doubt that they can learn and fear that opening a book
>> will only remind them of their own ?stupidity.?
>>
>> ?But Is It Education?? The Challenge of Creating Effective Learning
>> for
>> Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
>> pages - double-spaced) - This is not available on the Internet but Mev
>> has it and will send electronically.
>> "This paper introduces research I carried out from 1996 to 1999,
>> looking at the impact of violence on women?s literacy learning and
>> program participation in order to develop approaches to literacy work
>> which will assist women to learn."
>>
>> Responding to Disclosures of Abuse in Women?s Lives: A Guide For
>> Teachers of Literacy (3 pages, single-spaced) soon to be published.
>> Jenny has provided electronic copy.
>>
>> Please indicate your 1st and 2nd choice ONLY to the list above.
>> Selections must be designated by Wednesday, Aug. 2
>> If electronic articles are selected, they will be emailed to those
>> interested in participating by Aug. 8
>>
>> For those who wanted to work through the
>> http://www.learningandviolence.net/, I'm not recommending that for
>> this
>> group at this time partly because it's still in development with more
>> pages to come and many links not complete or connected yet.
>> Participants may want to explore this site to supplement our
>> discussion
>> on the list.
>>
>> Thanks.
>> Mev
>>
>> Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding
>> Literacy Education Action Resource Network -
>> www.litwomen.org/welearn.html). A long time feminist activist, Mev has
>> years of experience in facilitating reading-discussion circles on a
>> variety of women's issues. Her experience also includes facilitating
>> Women Leading Through Reading Reading-Discussion Circles with women in
>> both ABE and ESOL learning settings.
>>
>> WE LEARN
>> Women Expanding: Literacy Education Action Resource Network
>> www.litwomen.org/welearn.html
>>
>> Mev Miller, Ed.D., Director
>> 182 Riverside Ave.
>> Cranston, RI 02910
>> 401-383-4374
>> welearn at litwomen.org
>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From shumpal at readingconnections.org  Thu Jul 27 13:39:57 2006
From: shumpal at readingconnections.org (Sarah Humpal)
Date: Thu, 27 Jul 2006 13:39:57 -0400
Subject: [WomenLiteracy 459] Re: Discussion - Reading Selection
References: <19CB87F9-1D6A-11DB-B294-000393ABE4D2@litwomen.org>
Message-ID: <007f01c6b1a3$ae220ad0$0d01a8c0@rcone2>
My top two picks are:
1. Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
The Challenge of Setting Goals" (40 pages, single-spaced) Because the
book is currently in reprint, Jenny has agreed to make one chapter
available via email to those who participate in the group. I have
selected this chapter as it contains information that may be useful as
practitioners go back into their programs in September.
2. Moving Beyond "Stupid":
Thanks,
Sarah Humpal
Student Services Coordinator
Reading Connections
Greensboro, NC
----- Original Message -----
From: <mev at litwomen.org>
To: "NIFL Womenlit" <womenliteracy at dev.nifl.gov>
Sent: Thursday, July 27, 2006 8:19 AM
Subject: [WomenLiteracy 455] Discussion - Reading Selection
Hi all,
There was a strong preference by the group to read something by Jenny
Horsman. A suggestion was made that we read something by her already
posted on the Internet [http://www.jennyhorsman.com/articles.html]. In
looking at the list, many of the links point to print (hard copy)
published articles. I've talked with Jenny about what she would
recommend. Her suggestions included the articles below -- some are
newer and not yet published or posted on the Internet, but she has sent
me electronic copies that I can email to those interested in
participating.
Please indicate your 1st and 2nd choice ONLY to the list below.
Selections must be designated by Wednesday, Aug. 2.
If electronic articles are selected, they will be emailed to those
interested in participating by Aug. 8
Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
The Challenge of Setting Goals" (40 pages, single-spaced) Because the
book is currently in reprint, Jenny has agreed to make one chapter
available via email to those who participate in the group. I have
selected this chapter as it contains information that may be useful as
practitioners go back into their programs in September.
Take on the Challenge: A Source Book from the Women, Violence, and
Adult Education Project ? Elizabeth        Morrish, Jenny Horsman and
Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages)
-- Available on the Internet in pdf format --
http://www.jennyhorsman.com/articles/challenge/challenge.pdf
Moving Beyond "Stupid": Taking Account of the Impact of Violence on
Women?s Learning (13 pages, single-spaced) -- soon to be published.
Jenny has provided electronic copy.
"In this article, I examine violence that contributes to early learning
failure and to entrenching the belief that one is too stupid to learn.
I also look at some of the effects of violence on the learning process,
and consider how to create conditions in adult education programs to
counteract this early ?training?, including ways to support learning
for those who doubt that they can learn and fear that opening a book
will only remind them of their own ?stupidity.?
?But Is It Education?? The Challenge of Creating Effective Learning for
Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
pages - double-spaced) - This is not available on the Internet but Mev
has it and will send electronically.
"This paper introduces research I carried out from 1996 to 1999,
looking at the impact of violence on women?s literacy learning and
program participation in order to develop approaches to literacy work
which will assist women to learn."
Responding to Disclosures of Abuse in Women?s Lives: A Guide For
Teachers of Literacy (3 pages, single-spaced)  soon to be published.
Jenny has provided electronic copy.
Please indicate your 1st and 2nd choice ONLY to the list above.
Selections must be designated by Wednesday, Aug. 2
If electronic articles are selected, they will be emailed to those
interested in participating by Aug. 8
For those who wanted to work through the
http://www.learningandviolence.net/, I'm not recommending that for this
group at this time partly because it's still in development with more
pages to come and many links not complete or connected yet.
Participants may want to explore this site to supplement our discussion
on the list.
Thanks.
Mev
Mev Miller, Ed.D.  is director and founder of WE LEARN (Women Expanding
Literacy Education Action Resource Network -
www.litwomen.org/welearn.html). A long time feminist activist, Mev has
years of experience in facilitating reading-discussion circles on a
variety of women's issues. Her experience also includes facilitating
Women Leading Through Reading Reading-Discussion Circles with women in
both ABE and ESOL learning settings.
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From PWalker at nl.edu  Thu Jul 27 13:56:14 2006
From: PWalker at nl.edu (Pamela Walker)
Date: Thu, 27 Jul 2006 12:56:14 -0500
Subject: [WomenLiteracy 460] Re: Discussion - Reading Selection
Message-ID: <58A99FA6D5B04A45B83CD7C0DCEC8070061A1815@nluexchange.nl.edu>
Good afternoon,
My choices are:
1.  Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
         The Challenge of Setting Goals"
2.  Moving Beyond "Stupid": Taking Account of the Impact of Violence on
        Women?s Learning
Thank you,
Pamela Walker
	-----Original Message-----
	From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
	Sent: Thu 7/27/2006 7:19 AM
	To: NIFL Womenlit
	Cc:
	Subject: [WomenLiteracy 455] Discussion - Reading Selection
	Hi all,
	There was a strong preference by the group to read something by Jenny
	Horsman. A suggestion was made that we read something by her already
	posted on the Internet [http://www.jennyhorsman.com/articles.html]. In
	looking at the list, many of the links point to print (hard copy)
	published articles. I've talked with Jenny about what she would
	recommend. Her suggestions included the articles below -- some are
	newer and not yet published or posted on the Internet, but she has sent
	me electronic copies that I can email to those interested in
	participating.
	Please indicate your 1st and 2nd choice ONLY to the list below.
	Selections must be designated by Wednesday, Aug. 2.
	If electronic articles are selected, they will be emailed to those
	interested in participating by Aug. 8
	Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
	The Challenge of Setting Goals" (40 pages, single-spaced) Because the
	book is currently in reprint, Jenny has agreed to make one chapter
	available via email to those who participate in the group. I have
	selected this chapter as it contains information that may be useful as
	practitioners go back into their programs in September.
	Take on the Challenge: A Source Book from the Women, Violence, and
	Adult Education Project ? Elizabeth        Morrish, Jenny Horsman and
	Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages)
	-- Available on the Internet in pdf format --
	http://www.jennyhorsman.com/articles/challenge/challenge.pdf
	Moving Beyond "Stupid": Taking Account of the Impact of Violence on
	Women?s Learning (13 pages, single-spaced) -- soon to be published.
	Jenny has provided electronic copy.
	"In this article, I examine violence that contributes to early learning
	failure and to entrenching the belief that one is too stupid to learn.
	I also look at some of the effects of violence on the learning process,
	and consider how to create conditions in adult education programs to
	counteract this early ?training?, including ways to support learning
	for those who doubt that they can learn and fear that opening a book
	will only remind them of their own ?stupidity.?
	?But Is It Education?? The Challenge of Creating Effective Learning for
	Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
	pages - double-spaced) - This is not available on the Internet but Mev
	has it and will send electronically.
	"This paper introduces research I carried out from 1996 to 1999,
	looking at the impact of violence on women?s literacy learning and
	program participation in order to develop approaches to literacy work
	which will assist women to learn."
	Responding to Disclosures of Abuse in Women?s Lives: A Guide For
	Teachers of Literacy (3 pages, single-spaced)  soon to be published.
	Jenny has provided electronic copy.
	Please indicate your 1st and 2nd choice ONLY to the list above.
	Selections must be designated by Wednesday, Aug. 2
	If electronic articles are selected, they will be emailed to those
	interested in participating by Aug. 8
	For those who wanted to work through the
	http://www.learningandviolence.net/, I'm not recommending that for this
	group at this time partly because it's still in development with more
	pages to come and many links not complete or connected yet.
	Participants may want to explore this site to supplement our discussion
	on the list.
	Thanks.
	Mev
	Mev Miller, Ed.D.  is director and founder of WE LEARN (Women Expanding
	Literacy Education Action Resource Network -
	www.litwomen.org/welearn.html). A long time feminist activist, Mev has
	years of experience in facilitating reading-discussion circles on a
	variety of women's issues. Her experience also includes facilitating
	Women Leading Through Reading Reading-Discussion Circles with women in
	both ABE and ESOL learning settings.
	WE LEARN
	Women Expanding: Literacy Education Action Resource Network
	www.litwomen.org/welearn.html
	Mev Miller, Ed.D., Director
	182 Riverside Ave.
	Cranston, RI 02910
	401-383-4374
	welearn at litwomen.org
	----------------------------------------------------
	National Institute for Literacy
	Women and Literacy mailing list
	WomenLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From KFlagg at homesforthehomeless.com  Thu Jul 27 14:25:13 2006
From: KFlagg at homesforthehomeless.com (KFlagg at homesforthehomeless.com)
Date: Thu, 27 Jul 2006 14:25:13 -0400
Subject: [WomenLiteracy 461] Re: Discussion - Reading Selection
In-Reply-To: <19CB87F9-1D6A-11DB-B294-000393ABE4D2@litwomen.org>
Message-ID: <OFF224FB12.09266D03-ON852571B8.006509B3-852571B8.006619BD@homesforthehomeless.com>
Hello all,
I would like to read either:
1. Moving Beyond "Stupid": Taking Account of the Impact of Violence on
Women?s Learning (13 pages, single-spaced) -- soon to be published.
Jenny has provided electronic copy.
"In this article, I examine violence that contributes to early learning
failure and to entrenching the belief that one is too stupid to learn.
I also look at some of the effects of violence on the learning process,
and consider how to create conditions in adult education programs to
counteract this early ?training?, including ways to support learning
for those who doubt that they can learn and fear that opening a book
will only remind them of their own ?stupidity.?
OR
2.?But Is It Education?? The Challenge of Creating Effective Learning for
Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
pages - double-spaced) - This is not available on the Internet but Mev
has it and will send electronically.
"This paper introduces research I carried out from 1996 to 1999,
looking at the impact of violence on women?s literacy learning and
program participation in order to develop approaches to literacy work
which will assist women to learn."
Thank you,
Kinara
Kinara Flagg
Development Associate
Homes for the Homeless
36 Cooper Square, 6th Floor
New York, NY 10003
(212) 529-5252 x13
kflagg at homesforthehomeless.com
From dhatfield at famlit.org  Thu Jul 27 14:43:29 2006
From: dhatfield at famlit.org (Deb Hatfield)
Date: Thu, 27 Jul 2006 14:43:29 -0400
Subject: [WomenLiteracy 462] Re: WomenLiteracy Digest, Vol 10, Issue 17
Message-ID: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE401C401AC@SYNNODE2>
Hello:
I have been following this listserv for months & this is the 1st time
I'm replying. I'm casting my vote for:
1- Moving Beyond "Stupid": Taking Account of the Impact of Violence on
2-Responding to Disclosures of Abuse in Women?s Lives: A Guide For
Teachers of Literacy (3 pages, single-spaced) soon to be published.
Both topics are of interest to my organization.
Deb
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of
womenliteracy-request at nifl.gov
Sent: Thursday, July 27, 2006 2:31 PM
To: womenliteracy at nifl.gov
Subject: WomenLiteracy Digest, Vol 10, Issue 17
Send WomenLiteracy mailing list submissions to
	womenliteracy at nifl.gov
To subscribe or unsubscribe via the World Wide Web, visit
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When replying, please edit your Subject line so it is more specific
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Today's Topics:
   1. Re: [WomenLiteracy 455]? Discussion - Reading Selection
      (Gerirose2 at aol.com)
   2. [WomenLiteracy 457] Re: Discussion - Reading Selection (Bertha Mo)
   3. [WomenLiteracy 458] Re: Discussion - Reading Selection
      (Andrea Wilder)
   4. [WomenLiteracy 459] Re: Discussion - Reading Selection
      (Sarah Humpal)
   5. [WomenLiteracy 460] Re: Discussion - Reading Selection
      (Pamela Walker)
----------------------------------------------------------------------
Message: 1
Date: Thu, 27 Jul 2006 12:04:13 EDT
From: Gerirose2 at aol.com
Subject: Re: [WomenLiteracy 455]? Discussion - Reading Selection
To: womenliteracy at nifl.gov
Message-ID: <233.bf87377.31fa3dfd at aol.com>
Content-Type: text/plain; charset="utf-8"
> Below are my two picks.   Thanks.    geri a-n
>
> 1st Choice:
> Moving Beyond "Stupid": Taking Account of the Impact of Violence on
> Women?s Learning (13 pages, single-spaced) -- soon to be published.
> Jenny has provided electronic copy.
> "In this article, I examine violence that contributes to early
learning
> failure and to entrenching the belief that one is too stupid to
learn.?
> I also look at some of the effects of violence on the learning
process,
> and consider how to create conditions in adult education programs to
> counteract this early ?training?, including ways to support learning
> for those who doubt that they can learn and fear that opening a book
> will only remind them of their own ?stupidity.?
>
> 2nd choice:
> ?But Is It Education?? The Challenge of Creating Effective Learning
for
> Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
> pages - double-spaced) - This is not available on the Internet but Mev
> has it and will send electronically.
> "This paper introduces research I carried out from 1996 to 1999,
> looking at the impact of violence on women?s literacy learning and
> program participation in order to develop approaches to literacy work
> which will assist women to learn."
>
> Responding to Disclosures of Abuse in Women?s Lives: A Guide For
> Teachers of Literacy (3 pages, single-spaced)? soon to be published.
> Jenny has provided electronic copy.
>
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------------------------------
Message: 2
Date: Thu, 27 Jul 2006 09:30:59 -0700 (PDT)
From: Bertha Mo <bertiemo at yahoo.com>
Subject: [WomenLiteracy 457] Re: Discussion - Reading Selection
To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
Message-ID: <20060727163059.58008.qmail at web30011.mail.mud.yahoo.com>
Content-Type: text/plain; charset="iso-8859-1"
My first choice is a chapter in Ms. Horsman's book.  My second choice is
her article on how to respond when a woman discloses.
  Best,
  Bertie Mo, Ph.D., MPH
mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote:
  Hi all,
There was a strong preference by the group to read something by Jenny
Horsman. A suggestion was made that we read something by her already
posted on the Internet [http://www.jennyhorsman.com/articles.html]. In
looking at the list, many of the links point to print (hard copy)
published articles. I've talked with Jenny about what she would
recommend. Her suggestions included the articles below -- some are
newer and not yet published or posted on the Internet, but she has sent
me electronic copies that I can email to those interested in
participating.
Please indicate your 1st and 2nd choice ONLY to the list below.
Selections must be designated by Wednesday, Aug. 2.
If electronic articles are selected, they will be emailed to those
interested in participating by Aug. 8
Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
The Challenge of Setting Goals" (40 pages, single-spaced) Because the
book is currently in reprint, Jenny has agreed to make one chapter
available via email to those who participate in the group. I have
selected this chapter as it contains information that may be useful as
practitioners go back into their programs in September.
Take on the Challenge: A Source Book from the Women, Violence, and
Adult Education Project ? Elizabeth Morrish, Jenny Horsman and
Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages)
-- Available on the Internet in pdf format --
http://www.jennyhorsman.com/articles/challenge/challenge.pdf
Moving Beyond "Stupid": Taking Account of the Impact of Violence on
Women?s Learning (13 pages, single-spaced) -- soon to be published.
Jenny has provided electronic copy.
"In this article, I examine violence that contributes to early learning
failure and to entrenching the belief that one is too stupid to learn.
I also look at some of the effects of violence on the learning process,
and consider how to create conditions in adult education programs to
counteract this early ?training?, including ways to support learning
for those who doubt that they can learn and fear that opening a book
will only remind them of their own ?stupidity.?
?But Is It Education?? The Challenge of Creating Effective Learning for
Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
pages - double-spaced) - This is not available on the Internet but Mev
has it and will send electronically.
"This paper introduces research I carried out from 1996 to 1999,
looking at the impact of violence on women?s literacy learning and
program participation in order to develop approaches to literacy work
which will assist women to learn."
Responding to Disclosures of Abuse in Women?s Lives: A Guide For
Teachers of Literacy (3 pages, single-spaced) soon to be published.
Jenny has provided electronic copy.
Please indicate your 1st and 2nd choice ONLY to the list above.
Selections must be designated by Wednesday, Aug. 2
If electronic articles are selected, they will be emailed to those
interested in participating by Aug. 8
For those who wanted to work through the
http://www.learningandviolence.net/, I'm not recommending that for this
group at this time partly because it's still in development with more
pages to come and many links not complete or connected yet.
Participants may want to explore this site to supplement our discussion
on the list.
Thanks.
Mev
Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding
Literacy Education Action Resource Network -
www.litwomen.org/welearn.html). A long time feminist activist, Mev has
years of experience in facilitating reading-discussion circles on a
variety of women's issues. Her experience also includes facilitating
Women Leading Through Reading Reading-Discussion Circles with women in
both ABE and ESOL learning settings.
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
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Message: 3
Date: Thu, 27 Jul 2006 13:14:10 -0400
From: Andrea Wilder <andreawilder at comcast.net>
Subject: [WomenLiteracy 458] Re: Discussion - Reading Selection
To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
Message-ID: <54c6d015c4952715f1a6c154ac7ea6bc at comcast.net>
Content-Type: text/plain; charset="windows-1252"
I vote for the chapter and "Stupid."
Thanks for doing this, Mev.
Andrea
On Jul 27, 2006, at 12:30 PM, Bertha Mo wrote:
> My first choice is a chapter in Ms. Horsman's book.? My second choice
> is her article on how to respond when a woman discloses.
> ?
> Best,
> ?
> Bertie Mo, Ph.D., MPH
>
> mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote:
>> Hi all,
>>
>> There was a strong preference by the group to read something by Jenny
>> Horsman. A suggestion was made that we read something by her already
>> posted on the Internet [http://www.jennyhorsman.com/articles.html].
In
>> looking at the list, many of the links point to print (hard copy)
>> published articles. I've talked with Jenny about what she would
>> recommend. Her suggestions included the articles below -- some are
>> newer and not yet published or posted on the Internet, but she has
>> sent
>> me electronic copies that I can email to those interested in
>> participating.
>>
>> Please indicate your 1st and 2nd choice ONLY to the list below.
>> Selections must be designated by Wednesday, Aug. 2.
>> If electronic articles are selected, they will be emailed to those
>> interested in participating by Aug. 8
>>
>> Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
>> The Challenge of Setting Goals" (40 pages, single-spaced) Because the
>> book is currently in reprint, Jenny has agreed to make one chapter
>> available via email to those who participate in the group. I have
>> selected this chapter as it contains information that may be useful
as
>> practitioners go back into their programs in September.
>>
>> Take on the Challenge: A Source Book from the Women, Violence, and
>> Adult Education Project ? Elizabeth Morrish, Jenny Horsman and
>> Judy Hofer, Boston: World Education. 2002 -- complete book (191
pages)
>> -- Available on the Internet in pdf format --
>> http://www.jennyhorsman.com/articles/challenge/challenge.pdf
>>
>> Moving Beyond "Stupid": Taking Account of the Impact of Violence on
>> Women?s Learning (13 pages, single-spaced) -- soon to be published.
>> Jenny has provided electronic copy.
>> "In this article, I examine violence that contributes to early
>> learning
>> failure and to entrenching the belief that one is too stupid to
learn.
>> I also look at some of the effects of violence on the learning
>> process,
>> and consider how to create conditions in adult education programs to
>> counteract this early ?training?, including ways to support learning
>> for those who doubt that they can learn and fear that opening a book
>> will only remind them of their own ?stupidity.?
>>
>> ?But Is It Education?? The Challenge of Creating Effective Learning
>> for
>> Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
>> pages - double-spaced) - This is not available on the Internet but
Mev
>> has it and will send electronically.
>> "This paper introduces research I carried out from 1996 to 1999,
>> looking at the impact of violence on women?s literacy learning and
>> program participation in order to develop approaches to literacy work
>> which will assist women to learn."
>>
>> Responding to Disclosures of Abuse in Women?s Lives: A Guide For
>> Teachers of Literacy (3 pages, single-spaced) soon to be published.
>> Jenny has provided electronic copy.
>>
>> Please indicate your 1st and 2nd choice ONLY to the list above.
>> Selections must be designated by Wednesday, Aug. 2
>> If electronic articles are selected, they will be emailed to those
>> interested in participating by Aug. 8
>>
>> For those who wanted to work through the
>> http://www.learningandviolence.net/, I'm not recommending that for
>> this
>> group at this time partly because it's still in development with more
>> pages to come and many links not complete or connected yet.
>> Participants may want to explore this site to supplement our
>> discussion
>> on the list.
>>
>> Thanks.
>> Mev
>>
>> Mev Miller, Ed.D. is director and founder of WE LEARN (Women
Expanding
>> Literacy Education Action Resource Network -
>> www.litwomen.org/welearn.html). A long time feminist activist, Mev
has
>> years of experience in facilitating reading-discussion circles on a
>> variety of women's issues. Her experience also includes facilitating
>> Women Leading Through Reading Reading-Discussion Circles with women
in
>> both ABE and ESOL learning settings.
>>
>> WE LEARN
>> Women Expanding: Literacy Education Action Resource Network
>> www.litwomen.org/welearn.html
>>
>> Mev Miller, Ed.D., Director
>> 182 Riverside Ave.
>> Cranston, RI 02910
>> 401-383-4374
>> welearn at litwomen.org
>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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Message: 4
Date: Thu, 27 Jul 2006 13:39:57 -0400
From: "Sarah Humpal" <shumpal at readingconnections.org>
Subject: [WomenLiteracy 459] Re: Discussion - Reading Selection
To: "The Women and Literacy Discussion List" <womenliteracy at nifl.gov>
Message-ID: <007f01c6b1a3$ae220ad0$0d01a8c0 at rcone2>
Content-Type: text/plain; format=flowed; charset="Windows-1252";
	reply-type=original
My top two picks are:
1. Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
The Challenge of Setting Goals" (40 pages, single-spaced) Because the
book is currently in reprint, Jenny has agreed to make one chapter
available via email to those who participate in the group. I have
selected this chapter as it contains information that may be useful as
practitioners go back into their programs in September.
2. Moving Beyond "Stupid":
Thanks,
Sarah Humpal
Student Services Coordinator
Reading Connections
Greensboro, NC
----- Original Message -----
From: <mev at litwomen.org>
To: "NIFL Womenlit" <womenliteracy at dev.nifl.gov>
Sent: Thursday, July 27, 2006 8:19 AM
Subject: [WomenLiteracy 455] Discussion - Reading Selection
Hi all,
There was a strong preference by the group to read something by Jenny
Horsman. A suggestion was made that we read something by her already
posted on the Internet [http://www.jennyhorsman.com/articles.html]. In
looking at the list, many of the links point to print (hard copy)
published articles. I've talked with Jenny about what she would
recommend. Her suggestions included the articles below -- some are
newer and not yet published or posted on the Internet, but she has sent
me electronic copies that I can email to those interested in
participating.
Please indicate your 1st and 2nd choice ONLY to the list below.
Selections must be designated by Wednesday, Aug. 2.
If electronic articles are selected, they will be emailed to those
interested in participating by Aug. 8
Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
The Challenge of Setting Goals" (40 pages, single-spaced) Because the
book is currently in reprint, Jenny has agreed to make one chapter
available via email to those who participate in the group. I have
selected this chapter as it contains information that may be useful as
practitioners go back into their programs in September.
Take on the Challenge: A Source Book from the Women, Violence, and
Adult Education Project ? Elizabeth        Morrish, Jenny Horsman and
Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages)
-- Available on the Internet in pdf format --
http://www.jennyhorsman.com/articles/challenge/challenge.pdf
Moving Beyond "Stupid": Taking Account of the Impact of Violence on
Women?s Learning (13 pages, single-spaced) -- soon to be published.
Jenny has provided electronic copy.
"In this article, I examine violence that contributes to early learning
failure and to entrenching the belief that one is too stupid to learn.
I also look at some of the effects of violence on the learning process,
and consider how to create conditions in adult education programs to
counteract this early ?training?, including ways to support learning
for those who doubt that they can learn and fear that opening a book
will only remind them of their own ?stupidity.?
?But Is It Education?? The Challenge of Creating Effective Learning for
Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
pages - double-spaced) - This is not available on the Internet but Mev
has it and will send electronically.
"This paper introduces research I carried out from 1996 to 1999,
looking at the impact of violence on women?s literacy learning and
program participation in order to develop approaches to literacy work
which will assist women to learn."
Responding to Disclosures of Abuse in Women?s Lives: A Guide For
Teachers of Literacy (3 pages, single-spaced)  soon to be published.
Jenny has provided electronic copy.
Please indicate your 1st and 2nd choice ONLY to the list above.
Selections must be designated by Wednesday, Aug. 2
If electronic articles are selected, they will be emailed to those
interested in participating by Aug. 8
For those who wanted to work through the
http://www.learningandviolence.net/, I'm not recommending that for this
group at this time partly because it's still in development with more
pages to come and many links not complete or connected yet.
Participants may want to explore this site to supplement our discussion
on the list.
Thanks.
Mev
Mev Miller, Ed.D.  is director and founder of WE LEARN (Women Expanding
Literacy Education Action Resource Network -
www.litwomen.org/welearn.html). A long time feminist activist, Mev has
years of experience in facilitating reading-discussion circles on a
variety of women's issues. Her experience also includes facilitating
Women Leading Through Reading Reading-Discussion Circles with women in
both ABE and ESOL learning settings.
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
------------------------------
Message: 5
Date: Thu, 27 Jul 2006 12:56:14 -0500
From: "Pamela Walker" <PWalker at nl.edu>
Subject: [WomenLiteracy 460] Re: Discussion - Reading Selection
To: "The Women and Literacy Discussion List" <womenliteracy at nifl.gov>
Message-ID:
	<58A99FA6D5B04A45B83CD7C0DCEC8070061A1815 at nluexchange.nl.edu>
Content-Type: text/plain; charset="utf-8"
Good afternoon,
My choices are:
1.  Chapter from Too Scared to Learn, "Learning in the Context of
Trauma:
         The Challenge of Setting Goals"
2.  Moving Beyond "Stupid": Taking Account of the Impact of Violence on
        Women?s Learning
Thank you,
Pamela Walker
	-----Original Message-----
	From: womenliteracy-bounces at nifl.gov on behalf of
mev at litwomen.org
	Sent: Thu 7/27/2006 7:19 AM
	To: NIFL Womenlit
	Cc:
	Subject: [WomenLiteracy 455] Discussion - Reading Selection
	Hi all,
	There was a strong preference by the group to read something by
Jenny
	Horsman. A suggestion was made that we read something by her
already
	posted on the Internet
[http://www.jennyhorsman.com/articles.html]. In
	looking at the list, many of the links point to print (hard
copy)
	published articles. I've talked with Jenny about what she would
	recommend. Her suggestions included the articles below -- some
are
	newer and not yet published or posted on the Internet, but she
has sent
	me electronic copies that I can email to those interested in
	participating.
	Please indicate your 1st and 2nd choice ONLY to the list below.
	Selections must be designated by Wednesday, Aug. 2.
	If electronic articles are selected, they will be emailed to
those
	interested in participating by Aug. 8
	Chapter from Too Scared to Learn, "Learning in the Context of
Trauma:
	The Challenge of Setting Goals" (40 pages, single-spaced)
Because the
	book is currently in reprint, Jenny has agreed to make one
chapter
	available via email to those who participate in the group. I
have
	selected this chapter as it contains information that may be
useful as
	practitioners go back into their programs in September.
	Take on the Challenge: A Source Book from the Women, Violence,
and
	Adult Education Project ? Elizabeth        Morrish, Jenny
Horsman and
	Judy Hofer, Boston: World Education. 2002 -- complete book (191
pages)
	-- Available on the Internet in pdf format --
	http://www.jennyhorsman.com/articles/challenge/challenge.pdf
	Moving Beyond "Stupid": Taking Account of the Impact of Violence
on
	Women?s Learning (13 pages, single-spaced) -- soon to be
published.
	Jenny has provided electronic copy.
	"In this article, I examine violence that contributes to early
learning
	failure and to entrenching the belief that one is too stupid to
learn.
	I also look at some of the effects of violence on the learning
process,
	and consider how to create conditions in adult education
programs to
	counteract this early ?training?, including ways to support
learning
	for those who doubt that they can learn and fear that opening a
book
	will only remind them of their own ?stupidity.?
	?But Is It Education?? The Challenge of Creating Effective
Learning for
	Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004
(25
	pages - double-spaced) - This is not available on the Internet
but Mev
	has it and will send electronically.
	"This paper introduces research I carried out from 1996 to 1999,
	looking at the impact of violence on women?s literacy learning
and
	program participation in order to develop approaches to literacy
work
	which will assist women to learn."
	Responding to Disclosures of Abuse in Women?s Lives: A Guide For
	Teachers of Literacy (3 pages, single-spaced)  soon to be
published.
	Jenny has provided electronic copy.
	Please indicate your 1st and 2nd choice ONLY to the list above.
	Selections must be designated by Wednesday, Aug. 2
	If electronic articles are selected, they will be emailed to
those
	interested in participating by Aug. 8
	For those who wanted to work through the
	http://www.learningandviolence.net/, I'm not recommending that
for this
	group at this time partly because it's still in development with
more
	pages to come and many links not complete or connected yet.
	Participants may want to explore this site to supplement our
discussion
	on the list.
	Thanks.
	Mev
	Mev Miller, Ed.D.  is director and founder of WE LEARN (Women
Expanding
	Literacy Education Action Resource Network -
	www.litwomen.org/welearn.html). A long time feminist activist,
Mev has
	years of experience in facilitating reading-discussion circles
on a
	variety of women's issues. Her experience also includes
facilitating
	Women Leading Through Reading Reading-Discussion Circles with
women in
	both ABE and ESOL learning settings.
	WE LEARN
	Women Expanding: Literacy Education Action Resource Network
	www.litwomen.org/welearn.html
	Mev Miller, Ed.D., Director
	182 Riverside Ave.
	Cranston, RI 02910
	401-383-4374
	welearn at litwomen.org
	----------------------------------------------------
	National Institute for Literacy
	Women and Literacy mailing list
	WomenLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/womenliteracy
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End of WomenLiteracy Digest, Vol 10, Issue 17
*********************************************
From csha2294 at yahoo.com  Thu Jul 27 14:55:35 2006
From: csha2294 at yahoo.com (cindy shawn)
Date: Thu, 27 Jul 2006 11:55:35 -0700 (PDT)
Subject: [WomenLiteracy 463] Re: Discussion - Reading Selection
In-Reply-To: <19CB87F9-1D6A-11DB-B294-000393ABE4D2@litwomen.org>
Message-ID: <20060727185535.88751.qmail@web56601.mail.re3.yahoo.com>
my first choice is
  Moving Beyond "Stupid": Taking Account of the Impact of Violence on
Women?s Learning (13 pages, single-spaced) -- soon to be published.
Jenny has provided electronic copy.
  My second choice is
  Responding to Disclosures of Abuse in Women?s Lives: A Guide For
Teachers of Literacy (3 pages, single-spaced) soon to be published.
Jenny has provided electronic copy.
mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote:
  Hi all,
There was a strong preference by the group to read something by Jenny
Horsman. A suggestion was made that we read something by her already
posted on the Internet [http://www.jennyhorsman.com/articles.html]. In
looking at the list, many of the links point to print (hard copy)
published articles. I've talked with Jenny about what she would
recommend. Her suggestions included the articles below -- some are
newer and not yet published or posted on the Internet, but she has sent
me electronic copies that I can email to those interested in
participating.
Please indicate your 1st and 2nd choice ONLY to the list below.
Selections must be designated by Wednesday, Aug. 2.
If electronic articles are selected, they will be emailed to those
interested in participating by Aug. 8
Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
The Challenge of Setting Goals" (40 pages, single-spaced) Because the
book is currently in reprint, Jenny has agreed to make one chapter
available via email to those who participate in the group. I have
selected this chapter as it contains information that may be useful as
practitioners go back into their programs in September.
Take on the Challenge: A Source Book from the Women, Violence, and
Adult Education Project ? Elizabeth Morrish, Jenny Horsman and
Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages)
-- Available on the Internet in pdf format --
http://www.jennyhorsman.com/articles/challenge/challenge.pdf
Moving Beyond "Stupid": Taking Account of the Impact of Violence on
Women?s Learning (13 pages, single-spaced) -- soon to be published.
Jenny has provided electronic copy.
"In this article, I examine violence that contributes to early learning
failure and to entrenching the belief that one is too stupid to learn.
I also look at some of the effects of violence on the learning process,
and consider how to create conditions in adult education programs to
counteract this early ?training?, including ways to support learning
for those who doubt that they can learn and fear that opening a book
will only remind them of their own ?stupidity.?
?But Is It Education?? The Challenge of Creating Effective Learning for
Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
pages - double-spaced) - This is not available on the Internet but Mev
has it and will send electronically.
"This paper introduces research I carried out from 1996 to 1999,
looking at the impact of violence on women?s literacy learning and
program participation in order to develop approaches to literacy work
which will assist women to learn."
Responding to Disclosures of Abuse in Women?s Lives: A Guide For
Teachers of Literacy (3 pages, single-spaced) soon to be published.
Jenny has provided electronic copy.
Please indicate your 1st and 2nd choice ONLY to the list above.
Selections must be designated by Wednesday, Aug. 2
If electronic articles are selected, they will be emailed to those
interested in participating by Aug. 8
For those who wanted to work through the
http://www.learningandviolence.net/, I'm not recommending that for this
group at this time partly because it's still in development with more
pages to come and many links not complete or connected yet.
Participants may want to explore this site to supplement our discussion
on the list.
Thanks.
Mev
Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding
Literacy Education Action Resource Network -
www.litwomen.org/welearn.html). A long time feminist activist, Mev has
years of experience in facilitating reading-discussion circles on a
variety of women's issues. Her experience also includes facilitating
Women Leading Through Reading Reading-Discussion Circles with women in
both ABE and ESOL learning settings.
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
.??-.?(`'?.? ?.?'?)?.?'?)
......???`?..*Cindy..???`? `?. .?`
`?? (?.?'?(?.?'? `'?.?)`'?.?)
 __________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
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From dchlup4 at hotmail.com  Thu Jul 27 17:09:32 2006
From: dchlup4 at hotmail.com (Dominique Chlup)
Date: Thu, 27 Jul 2006 21:09:32 +0000
Subject: [WomenLiteracy 464] Re: Discussion - Reading Selection
In-Reply-To: <20060727185535.88751.qmail@web56601.mail.re3.yahoo.com>
Message-ID: <BAY113-F2224135C52903B06A0631EFD580@phx.gbl>
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From alcdgg at langate.gsu.edu  Fri Jul 28 09:07:46 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 28 Jul 2006 09:07:46 -0400
Subject: [WomenLiteracy 465]  Learning Disabilities discussion
Message-ID: <s4c9d3f2.019@mailsrv4.gsu.edu>
The Learning Disabilities List will be conversing about "the LD Discrepancy  Model" with guest participant, Nancie Payne, beginning August 7.
Nancie Payne, President of Payne & Associates, Inc. and the Northwest Center
for the Advancement of Learning, is nationally recognized for thirty years of work in education and workplace-based services for children and adults with learning and cognitive disabilities.  She consults with adult education, literacy, basic skills and GED instruction programs as well as correction facilities, employment and training agencies, human service organizations, and business on ways to create productive learning environments and maximize the potential of those with special learning needs.  She has provided consultation in twenty-nine states and has developed and implemented the Payne Learning Needs Inventory and screening tools, facilitating long-term, system-wide change of service delivery models in the District of Columbia, Indiana, California, Oregon, Arkansas, West Virginia, Kentucky, Tennessee, Vermont, Oklahoma, Nebraska, Illinois, Mississippi, Rhode Island, North Carolina and Washington.  She is a consultant for GED Testing Services. Ms. Payne has written numerous articles and book chapters on facilitating learning,
assessment of special needs, transition to employment, and workplace
accommodations.  In 2000 a Brookes publication entitled Meeting the Challenge
of Learning Disabilities in Adulthood by Arlyn Roffman, Ph.D. features Ms. Paynebs personal insight about the impact of learning disabilities.  Ms. Payne has a B.A. from the Evergreen State College in Liberal Arts, emphasis in Education-Administration and a M.S. from Chapman University School of Business and Economics in Human Resource Management and Organizational Development.
Her civic work includes serving on the President's Committee for Employment of
People with Disabilities Taskforce, Washington D.C.; participating in a National Institute for Literacy National Congress; past member of the National Learning Disabilities Research & Training Center Advisory Board; and serving her third term as a member of the National Learning Disabilities Association Professional Advisory Board.  She is a member of the National Rehabilitation Association, the National Learning Disabilities Association, and the Commission on Adult Basic Education. She is currently an 18-year board member and past president of the Thurston County Economic Development Board of Directors and she serves on the Pacific Mountain Workforce Development Council Board of Directors as Chairperson.
Please feel free to let your colleagues know of this wonderful opportunity to hear from and interact with one of the leaders in the field of adults with Learning Disabilities.
To subscribe, visit: http://www.nifl.gov/mailman/listinfo/Learningdisabilities
From alcdgg at langate.gsu.edu  Fri Jul 28 10:56:21 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 28 Jul 2006 10:56:21 -0400
Subject: [WomenLiteracy 466] Discussion on literacy-level adult English
	language learners
Message-ID: <s4c9ed62.048@mailsrv4.gsu.edu>
On the Adult English language list, there will be an upcoming panel discussion on working with literacy-level adult English language learners.  The discussion will be the week of August 7-11, with further questions, comments, and information-sharing welcome after that.
to subscribe to the English language list, go to http://www.nifl.gov/mailman/listinfo/Englishlanguage
Background Information
Some teachers-especially those new to teaching adult English language
learners-express concern about teaching learners who aren't literate in
their native language or never went to school. In many ways, this
concern is unwarranted. Having or not having had access to formal
education does not correlate to cognitive functioning, interest, and
energy. Most literacy-level learners will need explicit instruction in
basic literacy skills (e.g., phonological  processing, vocabulary
development, syntactical processing). However, these learners bring an
array of lifeskills knowledge (often including some oral proficiency and
knowledge of American culture) problem-solving skills, and enthusiasm to
the process.
Still, teachers and administrators sometimes feel challenged by
questions such as:
Who are the literacy-level adult ESL learners?
What skills do literacy-level learners need to develop?
How can programs and administrators effectively support literacy-level
adult English language learners and their teachers?
What are effective instructional practices in the literacy class?
What are effective needs assessment activities for literacy-level adult
English language learners?
What other approaches and activities are effective with literacy-level
learners?
What resource are helpful for teachers?
What instructional materials are effective for literacy-level
learners-to help them acquire skills they need to reach their personal
goals?
Process of the Discussion
To address these and other questions, nine adult ESL and refugee content
experts have graciously accepted my invitation to answer questions and
share ideas on the topic of literacy-level learners in adult ESL. Within
this group are teachers, program administrators, cultural orientation
specialists, curriculum designers, assessment experts, and authors of
teacher resources and literacy-level materials for learners.  Members of
the panel have worked extensively as volunteers, teachers, and
administrators, in learning labs and online, in general ESL, workplace
and work readiness programs, transition programs, family literacy,
refugee programs, in the United States and overseas from Mongolia to
(the then) Zaire.  I started adding up the panelists' years of
experience, but stopped when it topped 100 years.
To organize this discussion with so many panelists, I will offer a short
biography of each panelist, which includes their areas of particular
expertise-although each panelist is knowledgeable in many areas related
to adult ESL, refugees, and  immigration.
In this way, you can direct a question or comment to a specific panelist
(e.g., a question about literacy-level learners in family literacy would
be directed to the family literacy expert).  However, all panelists, as
well as the very many of you on the list who are also experts, please
jump in at any time.
I will post the nine biographies next week, a few days before the panel
begins.
The panelists will be:
Sanja Bebic, Director, Cultural Orientation Resource Center, Center for
Applied Linguistics, Washington, DC http://www.culturalorientation.net/
MaryAnn Cunningham Florez, Lead ESL Specialist, Arlington Education and
Employment Program (REEP), Arlington, Virginia
http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/
Debbie Jones, EL/Civics Literacy Coordinator, Arlington Education and
Employment Program, Arlington, Virginia
http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/
Sharon McKay, ESL Specialist, Center for Adult English Language
Acquisition, Washington, DC http://ww.cal.org/caela
Donna Moss, Family Literacy Coordinator, Arlington Education and
Employment Program (REEP), Arlington, Virginia
http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/
Barb Sample, Director of Educational Services, Spring Institute for
Intercultural Learning, Denver, Colorado
http://www.spring-institute.org/
Kate Singleton, Healthcare Social Worker, Fairfax INOVA Hospital,
Fairfax, Virginia
Sharyl Tanck, Program Coordinator, Cultural Orientation Resource Center,
Center for Applied Linguistics, Washington, DC
http://www.culturalorientation.net/
Betsy Lindeman Wong, Online facilitator, ESOL Basics, Virginia Adult
Learning Resource Center, Richmond, Virginia http://www.valrc.org/
Pre-Discussion Reading
If you are interested in reading more about literacy-level adult English
language learners before August 7, here a few selected resources:
"Beginning ESOL Learners' Advice to Their Teachers."
Mental Health and the Adult Refugee: The Role of the ESL Teacher
What Non-readers or Beginning Readers Need to Know: Performance-based
ESL Adult Literacy (Brod, 1999, ERIC No. ED 433 730 available from
www.eric.ed.gov)
Working With Literacy-Level Adult English Language Learners
to subscribe to the English language list, go to http://www.nifl.gov/mailman/listinfo/Englishlanguage
From mev at litwomen.org  Sun Jul 30 11:51:55 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Sun, 30 Jul 2006 11:51:55 -0400
Subject: [WomenLiteracy 467]  Discussion - Reminder
Message-ID: <5340B22D-1FE3-11DB-923B-000393ABE4D2@litwomen.org>
The reading discussion of selected writings by Jenny Horsman begins
Tues. Aug.15.
Please remember to indicate your 1st and 2nd choices to articles from
the list below.
Preferences must be indicated by Wednesday, Aug. 2.
Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
The Challenge of Setting Goals" (40 pages, single-spaced) Because the
book is currently in reprint, Jenny has agreed to make one chapter
available via email to those who participate in the group. I have
selected this chapter as it contains information that may be useful as
practitioners go back into their programs in September.
Take on the Challenge: A Source Book from the Women, Violence, and
Adult Education Project ? Elizabeth        Morrish, Jenny Horsman and
Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages)
-- Available on the Internet in pdf format --
http://www.jennyhorsman.com/articles/challenge/challenge.pdf
Moving Beyond "Stupid": Taking Account of the Impact of Violence on
Women?s Learning (13 pages, single-spaced) -- soon to be published.
Jenny has provided electronic copy.
"In this article, I examine violence that contributes to early learning
failure and to entrenching the belief that one is too stupid to learn.
I also look at some of the effects of violence on the learning process,
and consider how to create conditions in adult education programs to
counteract this early ?training?, including ways to support learning
for those who doubt that they can learn and fear that opening a book
will only remind them of their own ?stupidity.?
?But Is It Education?? The Challenge of Creating Effective Learning for
Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
pages - double-spaced) - This is not available on the Internet but Mev
has it and will send electronically.
"This paper introduces research I carried out from 1996 to 1999,
looking at the impact of violence on women?s literacy learning and
program participation in order to develop approaches to literacy work
which will assist women to learn."
Responding to Disclosures of Abuse in Women?s Lives: A Guide For
Teachers of Literacy (3 pages, single-spaced)  soon to be published.
Jenny has provided electronic copy.
Thanks.
Mev Miller, Discussion Facilitator
mev at litwomen.org
From alcdgg at langate.gsu.edu  Sun Jul 30 19:31:22 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 30 Jul 2006 19:31:22 -0400
Subject: [WomenLiteracy 468]  Professional Development Center proposal
Message-ID: <s4cd0915.014@mailsrv4.gsu.edu>
News Release for Immediate Release
July 30, 2006
RFA Released for Professional Development Center for Adult Literacy
Non-profit organization will receive $100,000 funding for improvement
of adult literacy.
(Washington, DC) The State Education Office (SEO) is soliciting
applications from qualified service providers and/or qualified
consortia interested in developing, implementing, and sustaining a
Program and Staff Development Resource Center for adult literacy,
basic education, GED preparation, workplace literacy, family
literacy, and adult English language learning providers in the
District of Columbia.  The State Education Office (SEO) will award
$100,000 to a non-profit organization, with an additional $100,000
expected from private partners. SEO will budget awards for subsequent
years based on availability of funds from DC government and other
philanthropic organizations and private partners.
Over the past three years at the request of the Mayor, SEO
collaborated with the State Agency for Adult and Family Education
(SEA) at the University of the District of Columbia, and other public
and private partners to increase the availability and quality of
adult literacy services across the District.  The result: a new
vision for a system which markedly increases availability of
services, while responding to a range of adult learner needs.  The
District must now initiate a DC Adult Literacy Initiative for Program
and Staff Development to support adult education leaders, teachers,
and programs as they make a transition from a place-based system of
literacy providers to a more consumer-centered model that
incorporates research-based best practices and technology. This
method then provides greater access and opportunities for success for
adult learners.
A pre-application conference will be held at the SEO, 441 4th Street,
NW, Suite 350 N, 5:00-6:00
pm on August 10, 2006.
Application Due Date
Applications are due no later than 5:00 pm on August 31, 2006.
Request a copy of the RFA from the following office, or select the
link below.
State Education Office
441 4th Street NW, Suite 350 North
Washington, DC  20001
Attention: Alexandra King, Ed. D., Manager, Adult Literacy Initiative
The Request for Application (RFA) is available from
Alexandra King, Ed. D.
Manager, Literacy Initiative
Policy, Research & Analysis
(202) 724-1371
alexandra.king at dc.gov
From smcgilloway at ccbcmd.edu  Mon Jul 31 08:45:26 2006
From: smcgilloway at ccbcmd.edu (McGilloway, Susan)
Date: Mon, 31 Jul 2006 08:45:26 -0400
Subject: [WomenLiteracy 469] Re: Discussion - Reminder
Message-ID: <9D909391CB025945BDA19A90B940A0B603390729@ccbc-de.ccbc.ccbcmd.edu>
*
	1st choice - Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
	The Challenge of Setting Goals"
*
	2nd choice - "But Is It Education?" The Challenge of Creating Effective Learning for
	Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004
Sue McGilloway
Coordinator, Volunteers in Partnership
Counselor, Student Support Services
Center for Adult and Family Literacy
Continuing Education & Economic Development
The Community College of Baltimore County
410-285-9933 Phone
410-285-9557 Fax
smcgilloway at ccbcmd.edu
Well behaved women rarely make history. - Laurel Thatcher Ulrich
________________________________
From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org
Sent: Sun 7/30/2006 11:51 AM
To: NIFL Womenlit
Subject: [WomenLiteracy 467] Discussion - Reminder
The reading discussion of selected writings by Jenny Horsman begins
Tues. Aug.15.
Please remember to indicate your 1st and 2nd choices to articles from
the list below.
Preferences must be indicated by Wednesday, Aug. 2.
Chapter from Too Scared to Learn, "Learning in the Context of Trauma:
The Challenge of Setting Goals" (40 pages, single-spaced) Because the
book is currently in reprint, Jenny has agreed to make one chapter
available via email to those who participate in the group. I have
selected this chapter as it contains information that may be useful as
practitioners go back into their programs in September.
Take on the Challenge: A Source Book from the Women, Violence, and
Adult Education Project - Elizabeth        Morrish, Jenny Horsman and
Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages)
-- Available on the Internet in pdf format --
http://www.jennyhorsman.com/articles/challenge/challenge.pdf
Moving Beyond "Stupid": Taking Account of the Impact of Violence on
Women's Learning (13 pages, single-spaced) -- soon to be published.
Jenny has provided electronic copy.
"In this article, I examine violence that contributes to early learning
failure and to entrenching the belief that one is too stupid to learn.
I also look at some of the effects of violence on the learning process,
and consider how to create conditions in adult education programs to
counteract this early "training", including ways to support learning
for those who doubt that they can learn and fear that opening a book
will only remind them of their own "stupidity."
"But Is It Education?" The Challenge of Creating Effective Learning for
Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
pages - double-spaced) - This is not available on the Internet but Mev
has it and will send electronically.
"This paper introduces research I carried out from 1996 to 1999,
looking at the impact of violence on women's literacy learning and
program participation in order to develop approaches to literacy work
which will assist women to learn."
Responding to Disclosures of Abuse in Women's Lives: A Guide For
Teachers of Literacy (3 pages, single-spaced)  soon to be published.
Jenny has provided electronic copy.
Thanks.
Mev Miller, Discussion Facilitator
mev at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From alcdgg at langate.gsu.edu  Mon Jul 31 14:04:41 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 31 Jul 2006 14:04:41 -0400
Subject: [WomenLiteracy 470]  PROLITERACY WORLDWIDE JOB OPPORTUNITY
Message-ID: <s4ce0e07.011@mailsrv4.gsu.edu>
Position: Project Manager
Full-time position responsible for the implementation and ongoing management of the performance accountability project as well as all reporting required.
This project runs through April 2009.  Bachelor's in a relevant field (e.g., ed., mgt, etc.). Graduate degree preferred.  Demonstrated success in literacy or ABE program management and implementing accountability systems.  Experience in the development and delivery of professional development for adult education and literacy practitioners.  Contracting experience with trainers and materials developers a plus.  A minimum of three years experience in project management.  Excellent written and oral communication, and public presentation skills.  Must have team-oriented working style.  Strong word processing skills required.  Structured for
telecommuting if outside central New York.  10-15% travel required.
Send resume to ProLiteracy Worldwide/ HR, 1320 Jamesville Avenue, Syracuse, NY 13210, or e-mail: frontdesk at proliteracy.org.  See website for information about ProLiteracy Worldwide and a detailed job description, www.proliteracy.org.
Deadline for applications is August 7th.  EEO
From eleonelli at aol.com  Wed Aug  2 14:35:57 2006
From: eleonelli at aol.com (eleonelli at aol.com)
Date: Wed, 02 Aug 2006 14:35:57 -0400
Subject: [WomenLiteracy 471] Re: Discussion - Reminder
In-Reply-To: <5340B22D-1FE3-11DB-923B-000393ABE4D2@litwomen.org>
References: <5340B22D-1FE3-11DB-923B-000393ABE4D2@litwomen.org>
Message-ID: <8C88479A10D4638-8D4-1A5@mblk-d38.sysops.aol.com>
Hi, Mev - my choices - see below.
Esther
__________________________________
Esther D. Leonelli
 (1) ?But Is It Education?? The Challenge of Creating Effective Learning for
Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25
pages - double-spaced) - This is not available on the Internet but Mev
has it and will send electronically.
"This paper introduces research I carried out from 1996 to 1999,
looking at the impact of violence on women?s literacy learning and
program participation in order to develop approaches to literacy work
which will assist women to learn."
(2) Moving Beyond "Stupid": Taking Account of the Impact of Violence on
Women?s Learning (13 pages, single-spaced) -- soon to be published.
Jenny has provided electronic copy.
"In this article, I examine violence that contributes to early learning
failure and to entrenching the belief that one is too stupid to learn.
I also look at some of the effects of violence on the learning process,
and consider how to create conditions in adult education programs to
counteract this early ?training?, including ways to support learning
for those who doubt that they can learn and fear that opening a book
will only remind them of their own ?stupidity.?
________________________________________________________________________
Check out AOL.com today. Breaking news, video search, pictures, email and IM. All on demand. Always Free.
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From ALCDGG at langate.gsu.edu  Thu Aug  3 09:27:34 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 03 Aug 2006 09:27:34 -0400
Subject: [WomenLiteracy 472]  Guest Discussion on Poverty, Race,
	and Literacy Discussion	List
Message-ID: <s4d1c18f.014@mailsrv4.gsu.edu>
The following announcement is posted on behalf of Donna Brian,
Moderator of the Poverty, Race and Literacy Discussion List.
Guest Discussion: Poverty, Race, & Literacy
Monday, August 7-  Friday, August 11
Guest: Andy Nash- please see Andy's bio below
To participate, sign up for the list at http://www.nifl.gov/mailman/
listinfo/Povertyliteracy
Literacy Discussion List Colleagues,
Next week, Monday August 7 - Friday August 11, we have the great good
fortune to have as a guest on the Poverty, Race, & Literacy
Discussion List Andy Nash, Staff Development Specialist at the New
England Literacy Resource Center at World Education.  As you can see
from her bio below, Andy has experience in lots of different adult
education literacy areas, but her overarching concern has been
relating literacy to social justice and advocacy for participation in
our democracy.
Andy introduces this discussion by asking *us* some questions (see
paragraph 2 below).  She intends to learn from us as we learn from her.
Please read her bio and look up The Change Agent (www.nelrc.org/
changeagent) and, if you would like to participate in the discussion,
join the list at <http://www.nifl.gov/mailman/listinfo/
Povertyliteracy> and be ready starting Monday to participate in a
lively discussion about literacy and social justice issues!
Donna
Donna Brian, Moderator
Poverty, Race, and Literacy Discussion List
Center for Literacy Studies at The University of Tennessee
djgbrian at utk.edu
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Andy Nash's bio:
My work in adult education over the past 20 years has focused on
building the capacity of adults to use their developing skills to be
more informed and active participants in a democracy. I've brought
this perspective to my work in ESOL, civic participation, worker
education, family literacy, standards-based education, and many years
of resource and professional development.
Having just finished editing a new resource about bringing issues of
social justice into the classroom (see below), I am interested in
thinking about the role such materials can play in adult ed. Do you
find resources for talking about issues such as gentrification or
globalization useful, or do you think educators should stick to more
immediately tangible issues such as advocating for more affordable
daycare, interpreters at clinics, etc.? In the short amount of time
we have, is it necessary to stick with the "local," which is often
speaking up for better community services, or are your students also
interested in more general problems such as growing incarceration
rates, the war(s), or the current debate over whether a president has
the right to sidestep federal laws passed by Congress? In the
interest of being as participatory and responsive to students as
possible, does it matter if an issue gets raised by the teacher
rather than being initiated by the students? And, of course, what
does it all have to do with improving basic academic, language, and
job skills?
These are all questions we think about when we work on The Change
Agent (www.nelrc.org/changeagent), a biannual social justice
newspaper for adult educators and learners published by the New
England Literacy Resource Center at World Education. It was conceived
in 1994 as a tool to educate and mobilize teachers and learners to
apply advocacy skills in response to impending federal funding
cutbacks for adult education.
The first issue was so well received by teachers that we continued to
produce more issues. Now well established as a unique resource within
the adult education community, The Change Agent continues to promote
social action as an important part of the adult learning experience.
Each issue explores a different social justice theme through news
articles, opinion pieces, classroom activities and lessons, poems,
cartoons, interviews, project descriptions, and printed and Web-based
resources.
"Through the Lens of Social Justice: Using The Change Agent in Adult
Education" is a newly published book that celebrates The Change
Agent's first decade by gathering its best and most timeless pieces
and by offering guidance for educators in how to use the paper.
Chapter 1 introduces readers to the kinds of articles and tools that
are available in The Change Agent and how they can be used. These
include: "Ways In," short visual or textual prompts that can be used
with students to draw out their experiences, questions, and concerns
about social issues; "Issue Analyses," articles that examine an issue
(prisons, school vouchers, health care, etc.) by looking at how our
systems work and for whose benefit; and "Students Making Change,"
accounts of students who have used what they have learned to take
some kind of individual or collective action outside the classroom.
Chapter 2 provides guidance in how teachers can use the articles to
build thematic curriculum units, with sample units for ABE, ESOL, and
GED. And Chapter 3 is a collection of articles about the challenges
of bringing social justice issues into the classroom and the creative
strategies that teachers have used to deal with those challenges. To
see sample pages from the book, go to www.nelrc.org/publications/
cabook.html
From mev at litwomen.org  Thu Aug  3 11:43:17 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Thu, 3 Aug 2006 11:43:17 -0400
Subject: [WomenLiteracy 473]  WE LEARN in Minnesota...
Message-ID: <C8459910-2306-11DB-AFB0-000393ABE4D2@litwomen.org>
Professional Development opportunity for people in Minnesota and
environs...
Mev Miller, founder and director of WE LEARN, will be offering a
workshop, Women & Literacy: Moving to Power and Participation, on
Thurs., August 24, 2006 from 3:00 - 5:30 at the Minnesota Literacy
Council in St. Paul, MN.
In this workshop, participants will: a) strengthen their understanding
of issues and challenges for women in adult basic/literacy education
programs and, b) learn about specific resources to use in curriculum
and lesson planning in order to support women's learning. Participants
will also have opportunity to discuss options for developing a regional
WE LEARN network in order to create on-going support for working with
women's literacy issues and needs.
For more details, go to: http://www.litwomen.org/regions/2006mnflyer.pdf
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From ALCDGG at langate.gsu.edu  Thu Aug  3 12:25:31 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 03 Aug 2006 12:25:31 -0400
Subject: [WomenLiteracy 474]  Reading Discussion
Message-ID: <s4d1eb46.068@mailsrv4.gsu.edu>
After counting the votes, two readings have been selected for our first reading discussion that Mev Miller will facilitate from August 15 - 22, 2006:
1) Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women's Learning (12 pages)
2) Chapter 5 from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (37 pages)
If you are interested in participating in the discussion, please download and read these two articles from the Jenny Horsman  website: http://www.jennyhorsman.com
(if you look at the right side bar of her website, you will see the two readings listed. Click on the readings and you will be taken to the material. Depending on your computer, it may take a few minutes for the article to download):
*** These articles are posted as a courtesy on the Internet for the purposes of this discussion. They will be available for download only until August 22, 2006. ***
As supplemental reading, you may also want to look at this article  available on the WE LEARN website:
"But Is It Education?" The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004--  (16 pages)
http://www.litwomen.org/Research/horsman_wsq.pdf
A special thank you to Mev for facilitating, and to Jenny for making her work available to us!
Guidelines for Discussion
*  Do not begin discussing the articles until the group is formally  opened by the facilitator on Tuesday, Aug. 15, 2006 (this will give participants time to read prior to discussion).
*  During the designated discussion period, use the assigned discussion subject line each time you post. (Mev will announce it in email that opens the discussion)
*  Be mindful that many people only check email once a day or sporadically. As with any discussion, if you have made a post, please allow space and time for others to come into the discussion.
*  Remember, this is an open, public discussion. If you have something private or sensitive to respond, you may want to take it off list with an individual.
The discussion will begin on Aug. 15, 2006 with an opening statement by the facilitator, Mev Miller. We hope you will join us.
-------------------------------
Mev Miller, Ed.D. is director and founder of WE LEARN (Women expanding Literacy Education action resource Network -- http://litwomen.org/welearn.html). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating
Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning Settings.WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html
Please encourage your friends/colleagues to join us. They can subscribe at:
http://www.nifl.gov/mailman/listinfo/Womenliteracy
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Fri Aug  4 10:23:09 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 04 Aug 2006 10:23:09 -0400
Subject: [WomenLiteracy 475]  Call for Proposals
Message-ID: <s4d32017.050@mailsrv4.gsu.edu>
The National Center for Family Literacy (NCFL) invites you to submit a proposal for presentation at the 16th Annual National Conference on  Family Literacy, March 4-6, 2007, in Orlando, Florida. NCFL is  especially interested in session presentations that share successful, specific outcomes and strategies that work well for the diverse
populations family literacy serves. Proposals are welcome from literacy practitioners and are encouraged from professionals in  administration, policy and research. Deadline for submission of  proposals is September 29, 2006.
For further information and to access the "Call for Conference  Proposals" form, please visit http://www.famlit.org/Conference/index.cfm
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Sun Aug  6 11:52:34 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 06 Aug 2006 11:52:34 -0400
Subject: [WomenLiteracy 476]  Reminder- Reading Discussion
Message-ID: <s4d5d807.011@mailsrv4.gsu.edu>
Two readings have been selected for our first reading discussion that Mev Miller will facilitate from August 15 - 22, 2006:
1) Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women's Learning (12 pages)
2) Chapter 5 from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (37 pages)
If you are interested in participating in the discussion, please download and read these two articles from the Jenny Horsman  website: http://www.jennyhorsman.com
(if you look at the right side bar of her website, you will see the two readings listed. Click on the readings and you will be taken to the material. Depending on your computer, it may take a few minutes for the article to download):
*** These articles are posted as a courtesy on the Internet for the purposes of this discussion. They will be available for download only until August 22, 2006. ***
As supplemental reading, you may also want to look at this article  available on the WE LEARN website:
"But Is It Education?" The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004--  (16 pages)
http://www.litwomen.org/Research/horsman_wsq.pdf
Guidelines for Discussion
*  Do not begin discussing the articles until the group is formally  opened by the facilitator on Tuesday, Aug. 15, 2006 (this will give participants time to read prior to discussion).
*  During the designated discussion period, use the assigned discussion subject line each time you post. (Mev will announce it in email that opens the discussion)
*  Be mindful that many people only check email once a day or sporadically. As with any discussion, if you have made a post, please allow space and time for others to come into the discussion.
*  Remember, this is an open, public discussion. If you have something private or sensitive to respond, you may want to take it off list with an individual.
The discussion will begin on Aug. 15, 2006 with an opening statement by the facilitator, Mev Miller. We hope you will join us.
Please encourage your friends/colleagues to join us. They can subscribe at:
http://www.nifl.gov/mailman/listinfo/Womenliteracy
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From Mylinh.Nguyen at ed.gov  Tue Aug  8 17:09:33 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Tue, 8 Aug 2006 17:09:33 -0400
Subject: [WomenLiteracy 477] NIFL Hosts Live Webcast on NAAL Findings for
	Below Basic & Basic Adults
Message-ID: <CB4082E7B582144084C72EC6C98D4959101193EB@wdcrobe2m04.ed.gov>
Join the National Institute for Literacy for a LIVE webcast on:
Adults with Basic and Below Basic Literacy Levels: Findings from NAAL and
Implications for Practice.
Featuring Dr. Sheida White, Dr. John Strucker, & Brian Bosworth, and
moderated by Lori Aratani
WHEN: August 15, 2006
1:30 p.m. - 3:15 p.m. EST
The webcast can be viewed from your computer. We encourage you to register
in advance. To register for this webcast go to:
<http://w.on24.com/r.htm?e=26758&s=1&k=EC4046F499FFDA3117E9FDB1758666EB>
For more information about this webcast, go to: <http://www.nifl.gov/>
----------------------------------------------------------------------------
The National Institute for Literacy is hosting a live webcast on Tuesday,
August 15 at 1:30 p.m. to discuss the results of the National Assessement of
Adult Literacy (NAAL) 2003, specifically relating to Americans who tested in
the Below Basic and Basic literacy levels. The webcast will feature Dr.
Sheida White, of the National Center for Education Statistics, who served as
project officer for the NAAL, who will present the findings of the NAAL for
Below Basic and Basic levels. In addition, there will be a panel of
subject-matter experts who will discuss what implications the NAAL findings
for Below Basic and Basic adults will have on programs. The panelists
include John Strucker, of the National Center for Adult Literacy and
Learning, will discuss basic skills; and Brian Bosworth, of the consulting
firm FutureWorks, will discuss implications for workforce programs.
The live webcast will feature:
*	Dr. Sheida White directs the National Assessment of Adult Literacy
at the National Center for Education Statistics (or NCES). After working as
a full-time reading researcher for 6 years, she joined NCES in 1991.  During
the first 8 years at NCES, she monitored the National Assessment of
Education Progress (NAEP).  Since 1999, she has been directing the NAAL
project. Her articles have appeared in journals such as Language in Society
and Reading Research Quarterly.
*	John Strucker, Ed.D., is a Lecturer in Education and Research
Associate at the National Center for the Study of Adult Learning and
Literacy (NCSALL) at the Harvard Graduate School of Education. He teaches a
laboratory practicum course at Harvard, "Developing Reading in Adults and
Older Adolescents," and he has been the principal investigator on two
large-scale assessment projects, NCSALL's Adult Reading Components Study
(ARCS) and the joint NCSALL/ETS Level 1 Study.
*	Brian Bosworth is the founder and President of FutureWorks, a
private consulting and public policy research firm in Belmont,
Massachusetts, that builds regional institutions and strategies for economic
growth, workforce education, and civic improvement.
The webcast will be moderated by Lori Aratani, Education Staff Writer at the
Washington Post.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From alcdgg at langate.gsu.edu  Tue Aug  8 22:26:12 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 08 Aug 2006 22:26:12 -0400
Subject: [WomenLiteracy 478] notice about messages from addresses ending in
	dev.nifl.gov
Message-ID: <s4d90f8e.070@mailsrv4.gsu.edu>
Hello,
Earlier today, you may have received some mailman messages from addresses ending in 'dev.nifl.gov'.  These messages were sent out as a result of an error on a National Institute for Literacy server.  Please disregard these messages.
The error has been fixed, and you should no longer see any messages from addresses ending in 'dev.nifl.gov'.
Thank you.
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From alcdgg at langate.gsu.edu  Wed Aug  9 18:48:56 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 09 Aug 2006 18:48:56 -0400
Subject: [WomenLiteracy 479]  Job Announcement
Message-ID: <s4da2e1e.005@mailsrv4.gsu.edu>
Please post!
                        ANNOUNCEMENT
            VERMONT ADULT EDUCATION STATE DIRECTOR POSITION
Play a role in re-shaping Adult education in Vermont! Join the Division
of Lifelong Learning to lead our Adult Education and Literacy team
working to integrate adult education services throughout Vermont.  We
are seeking an individual with strong communication, collaboration, team
building and organizational skills to provide leadership in the in the
area of Adult Education and Literacy.  This position will supervise an
in-house team and work extensively with the statewide contract and
service providers, and represent the team in both regional and national
forums.  This work will include working with the Assistant Director of
Lifelong Learning to set policy and budget priorities, establishing
productive working relationships with the field, day to day operations,
state and federal reporting, and an ability to excite people to move
toward the statewide vision for adult education.  The successful
candidate will possess initiative, creativity, and work history to
demonstrate credibility with partners; previous background and
experience in Adult Education and Literacy desired.
To apply please go to:
Vermont State Personnel -- http://erecruit.per.state.vt.us/index.html
Click:      View Job Postings
Click:      Education & Library Services
Scroll to:      Education Programs Coord II , Reference # 22344
From alcdgg at langate.gsu.edu  Thu Aug 10 21:36:45 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 10 Aug 2006 21:36:45 -0400
Subject: [WomenLiteracy 480]  Our Reading Discussion
Message-ID: <s4dba6f4.032@mailsrv4.gsu.edu>
Just a quick reminder that we will be starting our reading discussion on August 15th. I want to make sure that everyone feels invited to participate. I know that some of you don't have the time to read the articles, some of you find it too difficult to download the articles, and some of you find reading them too difficult. It is okay to share comments and thoughts even if you have not read the articles.
In case you do not understand how to download the articles-you are not alone. Feel free to email me privately at: dgreenberg at gsu.edu with your phone number. I will call you and help you do it. I have already helped others do it, and I know how frustrating it can be if you want to download something and it doesn't appear to work.
As a reminder, here is the original posting with the reading discussion information:
Two readings have been selected for our first reading discussion that Mev Miller will facilitate from August 15 - 22, 2006:
1) Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women's Learning (12 pages)
2) Chapter 5 from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (37 pages)
If you are interested in participating in the discussion, please download and read these two articles from the Jenny Horsman  website: http://www.jennyhorsman.com
(if you look at the right side bar of her website, you will see the two readings listed. Click on the readings and you will be taken to the material. Depending on your computer, it may take a few minutes for the article to download):
*** These articles are posted as a courtesy on the Internet for the purposes of this discussion. They will be available for download only until August 22, 2006. ***
As supplemental reading, you may also want to look at this article  available on the WE LEARN website:
"But Is It Education?" The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004--  (16 pages)
http://www.litwomen.org/Research/horsman_wsq.pdf
Guidelines for Discussion
*  Do not begin discussing the articles until the group is formally  opened by the facilitator on Tuesday, Aug. 15, 2006 (this will give participants time to read prior to discussion).
*  During the designated discussion period, use the assigned discussion subject line each time you post. (Mev will announce it in email that opens the discussion)
*  Be mindful that many people only check email once a day or sporadically. As with any discussion, if you have made a post, please allow space and time for others to come into the discussion.
*  Remember, this is an open, public discussion. If you have something private or sensitive to respond, you may want to take it off list with an individual.
The discussion will begin on Aug. 15, 2006 with an opening statement by the facilitator, Mev Miller. We hope you will join us.
Please encourage your friends/colleagues to join us. They can subscribe at:
http://www.nifl.gov/mailman/listinfo/Womenliteracy
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From karenw at gorhamschools.org  Fri Aug 11 08:40:34 2006
From: karenw at gorhamschools.org (Karen Wyman)
Date: Fri, 11 Aug 2006 08:40:34 -0400
Subject: [WomenLiteracy 481]  Introduction
In-Reply-To: <s4dba6f4.032@mailsrv4.gsu.edu>
References: <s4dba6f4.032@mailsrv4.gsu.edu>
Message-ID: <fc.000f6fca00acc5a53b9aca00b838b235.acc5c0@gorham.k12.me.us>
Hello everyone,
I'm new to this list, and I wanted to offer a brief introduction. I'm
looking forward to getting to know all of you through the reading
discussion that is coming up. I teach ABE English and math in Gorham,
Maine which is a few miles west of Portland. Some particular interests of
mine related to women and literacy are the role of poverty in women's
literacy and issues related to rural living.
Looking forward to the discussion,
Karen Wyman
From djrosen at comcast.net  Fri Aug 11 10:27:36 2006
From: djrosen at comcast.net (David Rosen)
Date: Fri, 11 Aug 2006 10:27:36 -0400
Subject: [WomenLiteracy 482]  Women and Literacy on the ALE Wiki?
Message-ID: <5C3182CD-6501-43DE-A2FD-C3EEA0D360A0@comcast.net>
WomenLiteracy Colleagues,
You may be aware of the Adult Literacy Education Wiki, an online
community of practice  for adult literacy practitioners and
researchers.  It now has over 700 pages, nearly 700 registered
participants  and many more who just read it.
http://wiki.literacytent.org
As you browse through the 30 topics listed you might notice a gap.
There is no topic focusing on women and literacy.  Should there be?
If so, and if you would like to be the Topic Area Leader, or a
contributor to this area, let me know.
David J. Rosen
djrosen at comcast.net
ALE Wiki Organizer
From ALCDGG at langate.gsu.edu  Fri Aug 11 15:10:19 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 11 Aug 2006 15:10:19 -0400
Subject: [WomenLiteracy 483] newly revised LINCS Assessment Special
	Collection
Message-ID: <s4dc9de5.099@mailsrv4.gsu.edu>
I'm so happy to announce the launch of the newly revised site of the
LINCS Assessment Special Collection.  Please go to:
http://literacy.kent.edu/Midwest/assessment/ to check it out.
The site has on-line resources and materials that are organized based on
the roles of people involved in the work, but please do not limit
yourself to any one particular role area - many resources will be of
interest to you in other areas.  In addition, while many resources are
cross-posted, many are not, so I encourage you to surf around or do a
keyword search at the site.
Got a great cyber resource that you don't see in the Assessment
Collection and you think it should be there?  Definitely let me know
about it and I will make sure it gets into the review process for
possible addition to the Collection.  I'm very interested in resources
for use by teachers and tutors in the classroom, self assessment
materials for students/learners, and any assessment materials from our
international colleagues (I would like to build an international
section).
Thanks!  Let me know what you think!!
marie
Marie Cora
NIFL Assessment Discussion List Moderator
marie.cora at hotspurpartners.com
Coordinator, LINCS Assessment Special Collection
http://literacy.kent.edu/Midwest/assessment/
From alcdgg at langate.gsu.edu  Sun Aug 13 17:08:06 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 13 Aug 2006 17:08:06 -0400
Subject: [WomenLiteracy 484] Re: Women and Literacy on the ALE Wiki?
Message-ID: <44DF5C7602000031000000DC@mailsrv4.gsu.edu>
A special thanks to David for alerting us to the Adult Literacy
Education Wiki. It would be great if someone on this list would be
interested in becoming a woman and literacy topic area leader for the
Adult Literacy Education Wiki. With 700 pages and nearly 700 registered
participants, it is a big shame and a great gap that there is no topic
focusing on women and literacy. I urge all of you to consider
volunteering for this important opportunity. You can email David at:
djrosen at comcast.net if you are interested, or you can email me at:
dgreenberg at gsu.edu
>>> djrosen at comcast.net 08/11/06 10:27 AM >>>
WomenLiteracy Colleagues,
You may be aware of the Adult Literacy Education Wiki, an online
community of practice  for adult literacy practitioners and
researchers.  It now has over 700 pages, nearly 700 registered
participants  and many more who just read it.
http://wiki.literacytent.org
As you browse through the 30 topics listed you might notice a gap.
There is no topic focusing on women and literacy.  Should there be?
If so, and if you would like to be the Topic Area Leader, or a
contributor to this area, let me know.
David J. Rosen
djrosen at comcast.net
ALE Wiki Organizer
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Sun Aug 13 17:13:12 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 13 Aug 2006 17:13:12 -0400
Subject: [WomenLiteracy 485] Re: Introduction
Message-ID: <44DF5DA802000031000000E4@mailsrv4.gsu.edu>
Karen,
Thanks for introducing yourself. You say that one of your interests is
the role of poverty in women's literacy and issues related to rural
living. I think that that is a fascinating topic, one that I don't
recall us really addressing on this listserv. I wonder if there are
other subscribers out there are interested in this topic and care to say
something about it? Or does anyone else want to share their interests
with us? Sometimes it is nice to get a chance to know each other a bit!
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
>>> karenw at gorhamschools.org 08/11/06 8:40 AM >>>
Hello everyone,
I'm new to this list, and I wanted to offer a brief introduction. I'm
looking forward to getting to know all of you through the reading
discussion that is coming up. I teach ABE English and math in Gorham,
Maine which is a few miles west of Portland. Some particular interests
of
mine related to women and literacy are the role of poverty in women's
literacy and issues related to rural living.
Looking forward to the discussion,
Karen Wyman
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From mev at litwomen.org  Mon Aug 14 07:14:20 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Mon, 14 Aug 2006 07:14:20 -0400
Subject: [WomenLiteracy 486] Re: Women and Literacy on the ALE Wiki?
In-Reply-To: <5C3182CD-6501-43DE-A2FD-C3EEA0D360A0@comcast.net>
Message-ID: <08727BCB-2B86-11DB-BCC3-000393ABE4D2@litwomen.org>
Hi David.
I've been meaning to contact you since COABE. WE LEARN has considered
being a "co-sponsor" or Topic Area Leader of a Women and Literacy
thread on the ALE Wiki-- perhaps a small group of WE LEARN members
might take it on.  But we've been too busy to address it directly (and
we're sort of taking a breather here in the summertime!). One of the
things we've been wondering is how a women and literacy wiki
compliments and/or duplicates what is or will exist on the WE LEARN
website. We're working on redesigning our website and hope to launch a
new look sometime this fall -- and it will include some new and updated
features, including more interactive features.
So, to add to David's question (on behalf of WE LEARN)... should there
be a women & literacy thread on the ALE wiki? and what are your
creative ideas for how it might work in concert with the work of WE
LEARN?
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
On Friday, August 11, 2006, at 10:27  AM, David Rosen wrote:
> WomenLiteracy Colleagues,
>
> You may be aware of the Adult Literacy Education Wiki, an online
> community of practice  for adult literacy practitioners and
> researchers.  It now has over 700 pages, nearly 700 registered
> participants  and many more who just read it.
>
> http://wiki.literacytent.org
>
> As you browse through the 30 topics listed you might notice a gap.
> There is no topic focusing on women and literacy.  Should there be?
> If so, and if you would like to be the Topic Area Leader, or a
> contributor to this area, let me know.
>
>
> David J. Rosen
> djrosen at comcast.net
> ALE Wiki Organizer
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
From Janet_Isserlis at brown.edu  Mon Aug 14 09:35:15 2006
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Mon, 14 Aug 2006 09:35:15 -0400
Subject: [WomenLiteracy 487] Re: Women and Literacy on the ALE Wiki?
In-Reply-To: <08727BCB-2B86-11DB-BCC3-000393ABE4D2@litwomen.org>
Message-ID: <C105F453.F2F0%Janet_Isserlis@brown.edu>
Mev and all
To your question, should there be a women and lit. thread on the wiki, I'd
suggest, yes, definitely.  While WE LEARN contains a number of valuable
resources (and I think those of us with other women/lit related sites would
like to believe that we do, too), for an increasing number of web users, the
ALE wiki may well represent a first foray into adult literacy - and may be
the place through which they are then directed/led/encourage to find more
and other varied sites and resources.
As well, the interactive nature of the wiki means that anyone can add
resources, make suggestions, even edit what's already there.  That's a big
difference between a site that one organization/web person oversees and
controls.
David, Marie Cora, Erik Jacobsen and others have developed, over the years,
a site with a certain overarching structure and consistency, within which
users becomes posters, enter information and otherwise grow the site.  While
this is sometimes seemingly duplicative (e.g. NIFL discussions reproduced in
their entirety for certain threads), this also has the very distinct
advantage of consolidating topics/threads and otherwise pulling together
resources that folks (who are less familiar with NIFL, and other highly used
adult lit sites) might not get to without some assistance.
So, those of us who have taken on leadership don't function so much as
sponsors, as much as we try to organize our content areas and add reseources
to them as we're able.
 http://wiki.literacytent.org
Hope this makes sense.
Other views?
Janet Isserlis
> Hi David.
> I've been meaning to contact you since COABE. WE LEARN has considered
> being a "co-sponsor" or Topic Area Leader of a Women and Literacy
> thread on the ALE Wiki-- perhaps a small group of WE LEARN members
> might take it on.  But we've been too busy to address it directly (and
> we're sort of taking a breather here in the summertime!). One of the
> things we've been wondering is how a women and literacy wiki
> compliments and/or duplicates what is or will exist on the WE LEARN
> website. We're working on redesigning our website and hope to launch a
> new look sometime this fall -- and it will include some new and updated
> features, including more interactive features.
>
> So, to add to David's question (on behalf of WE LEARN)... should there
> be a women & literacy thread on the ALE wiki? and what are your
> creative ideas for how it might work in concert with the work of WE
> LEARN?
> Mev
>
> WE LEARN
> Women Expanding: Literacy Education Action Resource Network
> www.litwomen.org/welearn.html
>
> Mev Miller, Ed.D., Director
> 182 Riverside Ave.
> Cranston, RI 02910
> 401-383-4374
> welearn at litwomen.org
>
>
From Mylinh.Nguyen at ed.gov  Mon Aug 14 09:52:26 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Mon, 14 Aug 2006 09:52:26 -0400
Subject: [WomenLiteracy 488] Reminder NIFL Webcast on NAAL findings for
	Basic & Below Basic Adults
Message-ID: <CB4082E7B582144084C72EC6C98D4959101194B9@wdcrobe2m04.ed.gov>
Hi All,
Just a reminder to join the National Institute for Literacy for a LIVE
webcast on:
Adults with Basic and Below Basic Literacy Levels: Findings from NAAL and
Implications for Practice.
Featuring Dr. Sheida White, Dr. John Strucker, & Brian Bosworth, and
moderated by Lori Aratani
WHEN: August 15, 2006
1:30 p.m. - 3:15 p.m. EDT
We encourage you to register in advance. To register for this webcast go to:
<http://w.on24.com/r.htm?e=26758&s=1&k=EC4046F499FFDA3117E9FDB1758666EB>
For more information about this webcast, go to: <http://www.nifl.gov/>
----------------------------------------------------------------------------
The National Institute for Literacy is hosting a live webcast on Tuesday,
August 15 at 1:30 p.m. EASTERN TIME to discuss the results of the National
Assessement of Adult Literacy (NAAL) 2003, specifically relating to
Americans who tested in the Below Basic and Basic literacy levels. The
webcast will feature Dr. Sheida White, of the National Center for Education
Statistics, who served as project officer for the NAAL, who will present the
findings of the NAAL for Below Basic and Basic levels. In addition, there
will be a panel of subject-matter experts who will discuss what implications
the NAAL findings for Below Basic and Basic adults will have on programs.
The panelists include John Strucker, of the National Center for  Adult
Literacy and Learning, will discuss basic skills; and Brian Bosworth, of the
consulting firm FutureWorks, will discuss implications for workforce
programs.
The live webcast will feature:
*	Dr. Sheida White directs the National Assessment of Adult Literacy
at the National Center for Education Statistics (or NCES). After working as
a full-time reading researcher for 6 years, she joined NCES in 1991.  During
the first 8 years at NCES, she monitored the National Assessment of
Education Progress (NAEP). Since 1999, she has been directing the NAAL
project. Her articles have appeared in journals such as Language in Society
and Reading Research Quarterly.
*	Dr. John Strucker is a lecturer at the Harvard Graduate School of
Education whose research for NCSALL has focused on adult reading
development. He previously taught and assessed adults with reading
difficulties at the Community Learning Center in Cambridge, Massachusetts.
*	Brian Bosworth is the founder and President of FutureWorks, a
private consulting and public policy research firm in Belmont,
Massachusetts, that builds regional institutions and strategies for economic
growth, workforce education, and civic improvement.
The webcast will be moderated by Lori Aratani, Education Staff Writer at the
Washington Post.
Please note: For anyone unable to view the webcast live, the National
Institute for Literacy will be archiving this webcast on its website
www.nifl.gov approximately one week later.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From sjrhodes at tampabay.rr.com  Mon Aug 14 13:01:31 2006
From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com)
Date: Mon, 14 Aug 2006 10:01:31 -0700
Subject: [WomenLiteracy 489] Re: Introduction
In-Reply-To: <44DF5DA802000031000000E4@mailsrv4.gsu.edu>
References: <44DF5DA802000031000000E4@mailsrv4.gsu.edu>
Message-ID: <c4d2b8b432bb2.32bb2c4d2b8b4@tampabay.rr.com>
Hi,
My name is Shirley Rhodes, and I am a recent graduate of the Masters of Library & Information Science program at the University of South Florida, Tampa, FL.  I grew up in rural Western PA and have studied Dr. Bernard Vavrek's efforts in promoting libraries in a rural setting.  I was fortunate to have the opportunity to interview Dr. Vavrek at an ALA Conference in 2003.  I think that the issues are complex, because of financial support.  For example, there are many local libraries in Jefferson County that do not receive grants, assistance or funding from Rural Studies, for various reasons - some may be political, one is that some of the smaller libraries are run by a librarian that is not ALA/MLS graduate, efforts for voting on additional funding have been thwarted by 'greater' financial need, etc. etc.  However, there are success stories out there that may support grant writing in support of the rural libraries - WebJunction.org has a good bit of information, and I recall a !
 Colorado
Additionally, as I'm reading through the materials of the trauma/literacy for women issues, I think that the rural communities have a connection that goes beyond childhood or adult sexual trauma, rape and other issues.  Women are still treated as second class citizens.  If you think differently than the community at large, then you are considered "stupid" - I know this for a fact, because when I was told to "stop being stupid", if I had a different opinion.  However, I was an avid reader, and simply wasn't stupid, but grew up thinking that they must be right.  My own parents forgot that I graduated Saturday.  The value of furthering education for women in my age bracket (40'ish) are seen as 'different' - because we realize that we don't need men to survive (then you're ostracized) or you raise your children 'differently' to be tolerant of people of all races, gender, or 'stupid' for that matter.
We battle self-respect, when we work with Women that have been mistreated by community pressures, and other social issues.  I am interested in helping Women become self-sufficient and realize their potential - but it is a journey that I am now able to embark, because it is all about me know.  I love my family; especially my son.  I always tell people that I do go to church religiously (I go home twice a year 'religiously' :)  And, of all of the programs that I sought out in my 20's, as a single parent, do work, however, we can't forget the Women that have been abused psychologically by religion, social alienation, etc.  Because these are the ones that can help make a difference in the rural communities.
Although, I choose not to live in my home town, I do think that my experiences can relate to programs in other rural areas.  Anyway, I've been involved in literacy programs, since the 80's, and programs for victims of violence, and personally look forward to learning how to take my education, personal experiences, and knowledge to a higher level of involvement.  Am considering Americorps in NC, but for now, I want to learn and belong to a discussion group that is like-minded - to learn, to share, to grow.
Shirley Rhodes
----- Original Message -----
From: Daphne Greenberg <alcdgg at langate.gsu.edu>
Date: Sunday, August 13, 2006 2:16 pm
Subject: [WomenLiteracy 485] Re: Introduction
To: womenliteracy at nifl.gov
> Karen,
> Thanks for introducing yourself. You say that one of your
> interests is
> the role of poverty in women's literacy and issues related to rural
> living. I think that that is a fascinating topic, one that I don't
> recall us really addressing on this listserv. I wonder if there are
> other subscribers out there are interested in this topic and care
> to say
> something about it? Or does anyone else want to share their interests
> with us? Sometimes it is nice to get a chance to know each other a
> bit!Daphne
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
> >>> karenw at gorhamschools.org 08/11/06 8:40 AM >>>
>
> Hello everyone,
> I'm new to this list, and I wanted to offer a brief introduction. I'm
> looking forward to getting to know all of you through the reading
> discussion that is coming up. I teach ABE English and math in Gorham,
> Maine which is a few miles west of Portland. Some particular interests
> of
> mine related to women and literacy are the role of poverty in women's
> literacy and issues related to rural living.
>
> Looking forward to the discussion,
> Karen Wyman
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
-------------- next part --------------
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From ALCDGG at langate.gsu.edu  Tue Aug 15 07:56:09 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 15 Aug 2006 07:56:09 -0400
Subject: [WomenLiteracy 490]   Re: Introduction
In-Reply-To: <c4d2b8b432bb2.32bb2c4d2b8b4@tampabay.rr.com>
References: <44DF5DA802000031000000E4@mailsrv4.gsu.edu>
	<c4d2b8b432bb2.32bb2c4d2b8b4@tampabay.rr.com>
Message-ID: <44E17E19020000310000040E@mailsrv4.gsu.edu>
Thanks Shirley, for introducing yourself to us. I hope that you
participate in our book discussion (starts today)-sounds like you have a
lot to offer! Anyone else care to let us know a bit about yourself?
Daphne
>>> <sjrhodes at tampabay.rr.com> 8/14/2006 1:01 PM >>>
Hi,
My name is Shirley Rhodes, and I am a recent graduate of the Masters of
Library & Information Science program at the University of South
Florida, Tampa, FL.  I grew up in rural Western PA and have studied Dr.
Bernard Vavrek's efforts in promoting libraries in a rural setting.  I
was fortunate to have the opportunity to interview Dr. Vavrek at an ALA
Conference in 2003.  I think that the issues are complex, because of
financial support.  For example, there are many local libraries in
Jefferson County that do not receive grants, assistance or funding from
Rural Studies, for various reasons - some may be political, one is that
some of the smaller libraries are run by a librarian that is not ALA/MLS
graduate, efforts for voting on additional funding have been thwarted by
'greater' financial need, etc. etc.  However, there are success stories
out there that may support grant writing in support of the rural
libraries - WebJunction.org has a good bit of information, and I recall
a !
 Colorado
Additionally, as I'm reading through the materials of the
trauma/literacy for women issues, I think that the rural communities
have a connection that goes beyond childhood or adult sexual trauma,
rape and other issues.  Women are still treated as second class
citizens.  If you think differently than the community at large, then
you are considered "stupid" - I know this for a fact, because when I was
told to "stop being stupid", if I had a different opinion.  However, I
was an avid reader, and simply wasn't stupid, but grew up thinking that
they must be right.  My own parents forgot that I graduated Saturday.
The value of furthering education for women in my age bracket (40'ish)
are seen as 'different' - because we realize that we don't need men to
survive (then you're ostracized) or you raise your children
'differently' to be tolerant of people of all races, gender, or 'stupid'
for that matter.
We battle self-respect, when we work with Women that have been
mistreated by community pressures, and other social issues.  I am
interested in helping Women become self-sufficient and realize their
potential - but it is a journey that I am now able to embark, because it
is all about me know.  I love my family; especially my son.  I always
tell people that I do go to church religiously (I go home twice a year
'religiously' :)  And, of all of the programs that I sought out in my
20's, as a single parent, do work, however, we can't forget the Women
that have been abused psychologically by religion, social alienation,
etc.  Because these are the ones that can help make a difference in the
rural communities.
Although, I choose not to live in my home town, I do think that my
experiences can relate to programs in other rural areas.  Anyway, I've
been involved in literacy programs, since the 80's, and programs for
victims of violence, and personally look forward to learning how to take
my education, personal experiences, and knowledge to a higher level of
involvement.  Am considering Americorps in NC, but for now, I want to
learn and belong to a discussion group that is like-minded - to learn,
to share, to grow.
Shirley Rhodes
----- Original Message -----
From: Daphne Greenberg <alcdgg at langate.gsu.edu>
Date: Sunday, August 13, 2006 2:16 pm
Subject: [WomenLiteracy 485] Re: Introduction
To: womenliteracy at nifl.gov
> Karen,
> Thanks for introducing yourself. You say that one of your
> interests is
> the role of poverty in women's literacy and issues related to rural
> living. I think that that is a fascinating topic, one that I don't
> recall us really addressing on this listserv. I wonder if there are
> other subscribers out there are interested in this topic and care
> to say
> something about it? Or does anyone else want to share their interests
> with us? Sometimes it is nice to get a chance to know each other a
> bit!Daphne
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
> >>> karenw at gorhamschools.org 08/11/06 8:40 AM >>>
>
> Hello everyone,
> I'm new to this list, and I wanted to offer a brief introduction. I'm
> looking forward to getting to know all of you through the reading
> discussion that is coming up. I teach ABE English and math in Gorham,
> Maine which is a few miles west of Portland. Some particular
interests
> of
> mine related to women and literacy are the role of poverty in women's
> literacy and issues related to rural living.
>
> Looking forward to the discussion,
> Karen Wyman
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From ALCDGG at langate.gsu.edu  Tue Aug 15 11:38:12 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 15 Aug 2006 11:38:12 -0400
Subject: [WomenLiteracy 491]  On-line adult literacy journal article
In-Reply-To: <44E17E19020000310000040E@mailsrv4.gsu.edu>
References: <44DF5DA802000031000000E4@mailsrv4.gsu.edu>
	<c4d2b8b432bb2.32bb2c4d2b8b4@tampabay.rr.com>
	<44E17E19020000310000040E@mailsrv4.gsu.edu>
Message-ID: <44E1B22402000031000004D2@mailsrv4.gsu.edu>
The new article in the on-line adult literacy journal Exploring Adult
Literacy is titled Locating Adult Literacy Programs In Regular Schools
and Adult Education Centers: What the Learners Have to Say and is
written by Marion Terry. Take a few minutes to read what adult literacy
students have to say about where their classes are held. The article can
be found at
http://literacy.kent.edu/cra/new.html
Dianna Baycich
Ohio Literacy Resource Center
Research 1 - 1100 Summit Street,
P.O. Box 5190
Kent State University
Kent, OH 44242-0001
330.672.7841  330.672.4841 (fax)
From mev at litwomen.org  Tue Aug 15 20:19:19 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Tue, 15 Aug 2006 20:19:19 -0400
Subject: [WomenLiteracy 492]  RD: Bridges to Learning
Message-ID: <DC58BD67-2CBC-11DB-A41B-000393ABE4D2@litwomen.org>
Hi Everyone. I sent this message early this am (9:00) -- and have been
away most of the day. It appeared not to have gone through - I have no
idea why. This is a second try. Sorry for the delay. We can extend the
discussion one more day of necessary.
Mev
  ----------------
Good morning!
Welcome to the Reading Discussion on articles written by Jenny
Horsman's addressing the impacts of violence on women's learning. The
guidelines for discussion as previously outlined, the articles being
discussed, and facilitator's bio are listed at the bottom of this email.
Providing a Reading Discussion is a new experience for the
Womenliteracy listserv -- it will be an exciting new opportunity for
many of us. Those with Distance Learning experience may adapt to this
forum quicker than others.  I have been considering ways to keep it
manageable for our levels of experience.
In the articles we read, it was suggested that one approach to opening
possibilities for learners is to "provide a reassuring and clear
structure while allowing for the possibility of choice and freedom
within careful boundaries." In that spirit, I would like to propose
this framework for the week as we move forward. For the first few days,
let's focus on "Moving beyond 'Stupid"" as it discusses some of the
more general impacts of violence on women's learning. In the middle of
this week (as the discussion leads us), we can focus more directly on
the 2nd article, "Learning in the Context of Trauma" from Chapter 5 of
_Too Scared to Learn_. In the last 2-3 days of this discussion, we can
draw from both articles and our own experience and discuss more broadly
some ways to develop creative, holistic, and "safer" learning
environments for women.
As I read "Moving Beyond Stupid," several questions emerged for me --
and I'm sure they did for you as well.
Perhaps we can begin by discussing how we understand and define
violence and trauma. How has Jenny's descriptions in this article
informed your own views or understanding of violence and trauma?  To
what extent have we understood the pervasiveness of violence and the
systemic ways it exists and operates?
This article reveals that slightly more than half of Canadian women
have experienced at least one incident of violence. Jenny states (p.
181): "...we have to assume that every class will include at least some
with this experience." What do you make of this assumption?  Does this
information correspond with the experiences of people from other
countries on this list?
This article also discusses shame and the way it continues to silence
women and limits their success in learning situations. How have you
experienced the impacts of violence and trauma on students and their
learning as well as on yourselves as teachers/educators?
This article makes the warning to avoid making violence simply an
individual problem needing diagnosis and treatment (medicalizing). Have
you been able to balance the needs and experiences of individuals while
recognizing and addressing larger social and systemic connections to
violence? How?
I think this gives us enough to start with for now.....begin where you
will, either with these questions or with something else in the "Moving
Beyond Stupid" article that created a stir in you...
Mev Miller, Facilitator for RD: Bridges to Learning
Director, WE LEARN
------------------------------------------------------------------------
------------
Guidelines for Reading Discussion - August 15 - 22, 2006
*  During the designated discussion period, use the assigned discussion
subject line each time you post. For this reading discussion, please
use:  [RD: Bridges to Learning]
* Though it will be helpful to have read the articles, everyone is
welcome to participate in the discussion. Subscribers to Womenliteracy
may join the discussion at any time, or read/listen as interested.
*  Be mindful that many people only check email once a day or
sporadically. As with any discussion, if you have made a post, please
allow space and time for others to come into the discussion.
*  Remember, this is an open, public discussion. If you have something
private or sensitive to respond, you may want to take it off list with
an individual.
Articles by Jenny Horsman for Reading discussion, August 15 - 22, 2006:
1) Moving Beyond "Stupid": Taking Account of the Impact of Violence on
Women's Learning (12 pages)
2) Chapter 5 from Too Scared to Learn, "Learning in the Context of
Trauma: The Challenge of Setting Goals" (37 pages)
Download these two articles from the Jenny Horsman  website:
http://www.jennyhorsman.com
(if you look at the right side bar of her website, you will see the two
readings listed. Click on the readings and you will be taken to the
material. Depending on your computer, it may take a few minutes for the
article to download).*** These articles are posted as a courtesy on the
Internet for the purposes of this discussion. They will be available
for download only until August 22, 2006. ***
As supplemental reading, you may also want to look at this article
available on the WE LEARN website:
"But Is It Education?" The Challenge of Creating Effective Learning for
Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004--  (16
pages)
http://www.litwomen.org/Research/horsman_wsq.pdf
Facilitator: Mev Miller
Mev Miller, Ed.D. is director and founder of WE LEARN (Women expanding
Literacy Education action resource Network --
http://litwomen.org/welearn.html). A long time feminist activist, Mev
has years of experience in facilitating reading-discussion circles on a
variety of women's issues. Her experience also includes facilitating
Women Leading Through Reading Reading-Discussion Circles with women in
both ABE and ESOL learning Settings.WE LEARN Women Expanding: Literacy
Education Action Resource Network www.litwomen.org/welearn.html
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From Mylinh.Nguyen at ed.gov  Wed Aug 16 08:54:57 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Wed, 16 Aug 2006 08:54:57 -0400
Subject: [WomenLiteracy 493]  NAAL Webcast to be Archived
Message-ID: <CB4082E7B582144084C72EC6C98D4959101194FD@wdcrobe2m04.ed.gov>
On behalf of the National Institute for Literacy, thank you to everyone who
tuned in to yesterday's live webcast on the results of the NAAL findings for
adults who scored in the Basic and Below Basic categories. And thank you to
our panelists: Dr. Sheida White of the National Center for Education
Statistics, Dr. John Strucker of the National Center for the Study of Adult
Learning and Literacy, and Mr. Brian Bosworth of FutureWorks. For those who
missed the live webcast or would like to see it again, we will be archiving
the webcast on our website www.nifl.gov in about one week. We'll send an
announcement when it is ready. Thank you.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From sjrhodes at tampabay.rr.com  Wed Aug 16 11:43:15 2006
From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com)
Date: Wed, 16 Aug 2006 11:43:15 -0400
Subject: [WomenLiteracy 494] Re: RD: Bridges to Learning - Boudaries for
 Literacy Workers that want to help
In-Reply-To: <DC58BD67-2CBC-11DB-A41B-000393ABE4D2@litwomen.org>
References: <DC58BD67-2CBC-11DB-A41B-000393ABE4D2@litwomen.org>
Message-ID: <c68f8ab03ca55.3ca55c68f8ab0@tampabay.rr.com>
I have a few thoughts on:
In the articles we read, it was suggested that one approach to opening
possibilities for learners is to "provide a reassuring and clear
structure while allowing for the possibility of choice and freedom
within careful boundaries."
I had a very dear friend that told me once, you can't save the world, but you can still be involved and help people by steering them in the right direction.  The simple fact that "you" are not alone, I believe, is a good start for the literacy worker and student.  And, remember to followp-through, or if you feel the need to be personally involved, contact the social organizations you trust, support them and share information.  This has worked for me, because I am a victim of trauma, but I don't believe that literacy learning is the place to share this kind of information - A look that says, "I understand," and you can do this and I know how you can work on bettering your life, by directing women in the right direction, is a way to keep boundaries - so important, as workers can suffer burn-out and learners can give up - so easily, it breaks your heart...Network, Be Informed and focus on learning...
Shirley
----- Original Message -----
From: "mev at litwomen.org" <mev at litwomen.org>
Date: Tuesday, August 15, 2006 8:45 pm
Subject: [WomenLiteracy 492] RD: Bridges to Learning
To: womenliteracy at nifl.gov
Cc: NIFL Womenlit <womenliteracy at dev.nifl.gov>
> Hi Everyone. I sent this message early this am (9:00) -- and have
> been
> away most of the day. It appeared not to have gone through - I
> have no
> idea why. This is a second try. Sorry for the delay. We can extend
> the
> discussion one more day of necessary.
> Mev
> ----------------
>
> Good morning!
> Welcome to the Reading Discussion on articles written by Jenny
> Horsman's addressing the impacts of violence on women's learning.
> The
> guidelines for discussion as previously outlined, the articles
> being
> discussed, and facilitator's bio are listed at the bottom of this
> email.
> Providing a Reading Discussion is a new experience for the
> Womenliteracy listserv -- it will be an exciting new opportunity
> for
> many of us. Those with Distance Learning experience may adapt to
> this
> forum quicker than others. I have been considering ways to keep
> it
> manageable for our levels of experience.
>
> In the articles we read, it was suggested that one approach to
> opening
> possibilities for learners is to "provide a reassuring and clear
> structure while allowing for the possibility of choice and freedom
>
> within careful boundaries." In that spirit, I would like to
> propose
> this framework for the week as we move forward. For the first few
> days,
> let's focus on "Moving beyond 'Stupid"" as it discusses some of
> the
> more general impacts of violence on women's learning. In the
> middle of
> this week (as the discussion leads us), we can focus more directly
> on
> the 2nd article, "Learning in the Context of Trauma" from Chapter
> 5 of
> _Too Scared to Learn_. In the last 2-3 days of this discussion, we
> can
> draw from both articles and our own experience and discuss more
> broadly
> some ways to develop creative, holistic, and "safer" learning
> environments for women.
>
> As I read "Moving Beyond Stupid," several questions emerged for me
> --
> and I'm sure they did for you as well.
> Perhaps we can begin by discussing how we understand and define
> violence and trauma. How has Jenny's descriptions in this article
> informed your own views or understanding of violence and trauma?
> To
> what extent have we understood the pervasiveness of violence and
> the
> systemic ways it exists and operates?
>
> This article reveals that slightly more than half of Canadian
> women
> have experienced at least one incident of violence. Jenny states
> (p.
> 181): "...we have to assume that every class will include at least
> some
> with this experience." What do you make of this assumption? Does
> this
> information correspond with the experiences of people from other
> countries on this list?
>
> This article also discusses shame and the way it continues to
> silence
> women and limits their success in learning situations. How have
> you
> experienced the impacts of violence and trauma on students and
> their
> learning as well as on yourselves as teachers/educators?
>
> This article makes the warning to avoid making violence simply an
> individual problem needing diagnosis and treatment (medicalizing).
> Have
> you been able to balance the needs and experiences of individuals
> while
> recognizing and addressing larger social and systemic connections
> to
> violence? How?
>
> I think this gives us enough to start with for now.....begin where
> you
> will, either with these questions or with something else in the
> "Moving
> Beyond Stupid" article that created a stir in you...
>
> Mev Miller, Facilitator for RD: Bridges to Learning
> Director, WE LEARN
>
> -------------------------------------------------------------------
> -----
> ------------
> Guidelines for Reading Discussion - August 15 - 22, 2006
> * During the designated discussion period, use the assigned
> discussion
> subject line each time you post. For this reading discussion,
> please
> use: [RD: Bridges to Learning]
>
> * Though it will be helpful to have read the articles, everyone is
>
> welcome to participate in the discussion. Subscribers to
> Womenliteracy
> may join the discussion at any time, or read/listen as interested.
>
> * Be mindful that many people only check email once a day or
> sporadically. As with any discussion, if you have made a post,
> please
> allow space and time for others to come into the discussion.
>
> * Remember, this is an open, public discussion. If you have
> something
> private or sensitive to respond, you may want to take it off list
> with
> an individual.
>
> Articles by Jenny Horsman for Reading discussion, August 15 - 22,
> 2006:1) Moving Beyond "Stupid": Taking Account of the Impact of
> Violence on
> Women's Learning (12 pages)
> 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of
>
> Trauma: The Challenge of Setting Goals" (37 pages)
> Download these two articles from the Jenny Horsman website:
> http://www.jennyhorsman.com
> (if you look at the right side bar of her website, you will see
> the two
> readings listed. Click on the readings and you will be taken to
> the
> material. Depending on your computer, it may take a few minutes
> for the
> article to download).*** These articles are posted as a courtesy
> on the
> Internet for the purposes of this discussion. They will be
> available
> for download only until August 22, 2006. ***
> As supplemental reading, you may also want to look at this article
>
> available on the WE LEARN website:
> "But Is It Education?" The Challenge of Creating Effective
> Learning for
> Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004--
> (16
> pages)
> http://www.litwomen.org/Research/horsman_wsq.pdf
>
> Facilitator: Mev Miller
> Mev Miller, Ed.D. is director and founder of WE LEARN (Women
> expanding
> Literacy Education action resource Network --
> http://litwomen.org/welearn.html). A long time feminist activist,
> Mev
> has years of experience in facilitating reading-discussion circles
> on a
> variety of women's issues. Her experience also includes facilitating
> Women Leading Through Reading Reading-Discussion Circles with
> women in
> both ABE and ESOL learning Settings.WE LEARN Women Expanding:
> Literacy
> Education Action Resource Network www.litwomen.org/welearn.html
>
>
> WE LEARN
> Women Expanding: Literacy Education Action Resource Network
> www.litwomen.org/welearn.html
>
> Mev Miller, Ed.D., Director
> 182 Riverside Ave.
> Cranston, RI 02910
> 401-383-4374
> welearn at litwomen.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From ryanryanc at yahoo.com  Wed Aug 16 15:34:04 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Wed, 16 Aug 2006 15:34:04 -0400
Subject: [WomenLiteracy 495] Re: RD: Bridges to Learning - Boudaries for
 Literacy Workers that want to help
In-Reply-To: <c68f8ab03ca55.3ca55c68f8ab0@tampabay.rr.com>
Message-ID: <C108EB6C.270E%ryanryanc@yahoo.com>
I think Shirley makes a good point- that we can?t save the world. But,
perhaps ?saving the world? is subjective in that it is usually defined by
the person who is taking on that task. When we?re the outsider looking at
someone who so desperately needs to be saved, it?s easy to forget that the
choices we can offer may not be ones they can choose. Sometimes, choosing
one of the options is too hard or too dangerous. Perhaps it?s watching as
students continue to struggle in their violent environment that causes much
of the teacher burnout. I think that it is important to remember that some,
maybe many, students can?t be ?saved? if for no other reason than it is just
too hard for them to make those choices. I wonder if this concept may be
even more difficult to understand for those of us who have seen and/or
experienced trauma and been able to escape, or maybe just harder to deal
with because it makes us feel guilty that we were able to do what many of
them can?t.
Ryan
On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com" <sjrhodes at tampabay.rr.com>
wrote:
> I have a few thoughts on:
>
> In the articles we read, it was suggested that one approach to opening
> possibilities for learners is to "provide a reassuring and clear
> structure while allowing for the possibility of choice and freedom
> within careful boundaries."
>
> I had a very dear friend that told me once, you can't save the world, but you
> can still be involved and help people by steering them in the right direction.
> The simple fact that "you" are not alone, I believe, is a good start for the
> literacy worker and student.  And, remember to followp-through, or if you feel
> the need to be personally involved, contact the social organizations you
> trust, support them and share information.  This has worked for me, because I
> am a victim of trauma, but I don't believe that literacy learning is the place
> to share this kind of information - A look that says, "I understand," and you
> can do this and I know how you can work on bettering your life, by directing
> women in the right direction, is a way to keep boundaries - so important, as
> workers can suffer burn-out and learners can give up - so easily, it breaks
> your heart...Network, Be Informed and focus on learning...
>
> Shirley
>
> ----- Original Message -----
> From: "mev at litwomen.org" <mev at litwomen.org>
> Date: Tuesday, August 15, 2006 8:45 pm
> Subject: [WomenLiteracy 492] RD: Bridges to Learning
> To: womenliteracy at nifl.gov
> Cc: NIFL Womenlit <womenliteracy at dev.nifl.gov>
>
>> > Hi Everyone. I sent this message early this am (9:00) -- and have
>> > been
>> > away most of the day. It appeared not to have gone through - I
>> > have no
>> > idea why. This is a second try. Sorry for the delay. We can extend
>> > the
>> > discussion one more day of necessary.
>> > Mev
>> > ----------------
>> >
>> > Good morning!
>> > Welcome to the Reading Discussion on articles written by Jenny
>> > Horsman's addressing the impacts of violence on women's learning.
>> > The
>> > guidelines for discussion as previously outlined, the articles
>> > being
>> > discussed, and facilitator's bio are listed at the bottom of this
>> > email.
>> > Providing a Reading Discussion is a new experience for the
>> > Womenliteracy listserv -- it will be an exciting new opportunity
>> > for
>> > many of us. Those with Distance Learning experience may adapt to
>> > this
>> > forum quicker than others. I have been considering ways to keep
>> > it
>> > manageable for our levels of experience.
>> >
>> > In the articles we read, it was suggested that one approach to
>> > opening
>> > possibilities for learners is to "provide a reassuring and clear
>> > structure while allowing for the possibility of choice and freedom
>> >
>> > within careful boundaries." In that spirit, I would like to
>> > propose
>> > this framework for the week as we move forward. For the first few
>> > days,
>> > let's focus on "Moving beyond 'Stupid"" as it discusses some of
>> > the
>> > more general impacts of violence on women's learning. In the
>> > middle of
>> > this week (as the discussion leads us), we can focus more directly
>> > on
>> > the 2nd article, "Learning in the Context of Trauma" from Chapter
>> > 5 of
>> > _Too Scared to Learn_. In the last 2-3 days of this discussion, we
>> > can
>> > draw from both articles and our own experience and discuss more
>> > broadly
>> > some ways to develop creative, holistic, and "safer" learning
>> > environments for women.
>> >
>> > As I read "Moving Beyond Stupid," several questions emerged for me
>> > --
>> > and I'm sure they did for you as well.
>> > Perhaps we can begin by discussing how we understand and define
>> > violence and trauma. How has Jenny's descriptions in this article
>> > informed your own views or understanding of violence and trauma?
>> > To
>> > what extent have we understood the pervasiveness of violence and
>> > the
>> > systemic ways it exists and operates?
>> >
>> > This article reveals that slightly more than half of Canadian
>> > women
>> > have experienced at least one incident of violence. Jenny states
>> > (p.
>> > 181): "...we have to assume that every class will include at least
>> > some
>> > with this experience." What do you make of this assumption? Does
>> > this
>> > information correspond with the experiences of people from other
>> > countries on this list?
>> >
>> > This article also discusses shame and the way it continues to
>> > silence
>> > women and limits their success in learning situations. How have
>> > you
>> > experienced the impacts of violence and trauma on students and
>> > their
>> > learning as well as on yourselves as teachers/educators?
>> >
>> > This article makes the warning to avoid making violence simply an
>> > individual problem needing diagnosis and treatment (medicalizing).
>> > Have
>> > you been able to balance the needs and experiences of individuals
>> > while
>> > recognizing and addressing larger social and systemic connections
>> > to
>> > violence? How?
>> >
>> > I think this gives us enough to start with for now.....begin where
>> > you
>> > will, either with these questions or with something else in the
>> > "Moving
>> > Beyond Stupid" article that created a stir in you...
>> >
>> > Mev Miller, Facilitator for RD: Bridges to Learning
>> > Director, WE LEARN
>> >
>> > -------------------------------------------------------------------
>> > -----
>> > ------------
>> > Guidelines for Reading Discussion - August 15 - 22, 2006
>> > * During the designated discussion period, use the assigned
>> > discussion
>> > subject line each time you post. For this reading discussion,
>> > please
>> > use: [RD: Bridges to Learning]
>> >
>> > * Though it will be helpful to have read the articles, everyone is
>> >
>> > welcome to participate in the discussion. Subscribers to
>> > Womenliteracy
>> > may join the discussion at any time, or read/listen as interested.
>> >
>> > * Be mindful that many people only check email once a day or
>> > sporadically. As with any discussion, if you have made a post,
>> > please
>> > allow space and time for others to come into the discussion.
>> >
>> > * Remember, this is an open, public discussion. If you have
>> > something
>> > private or sensitive to respond, you may want to take it off list
>> > with
>> > an individual.
>> >
>> > Articles by Jenny Horsman for Reading discussion, August 15 - 22,
>> > 2006:1) Moving Beyond "Stupid": Taking Account of the Impact of
>> > Violence on
>> > Women's Learning (12 pages)
>> > 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of
>> >
>> > Trauma: The Challenge of Setting Goals" (37 pages)
>> > Download these two articles from the Jenny Horsman website:
>> > http://www.jennyhorsman.com
>> > (if you look at the right side bar of her website, you will see
>> > the two
>> > readings listed. Click on the readings and you will be taken to
>> > the
>> > material. Depending on your computer, it may take a few minutes
>> > for the
>> > article to download).*** These articles are posted as a courtesy
>> > on the
>> > Internet for the purposes of this discussion. They will be
>> > available
>> > for download only until August 22, 2006. ***
>> > As supplemental reading, you may also want to look at this article
>> >
>> > available on the WE LEARN website:
>> > "But Is It Education?" The Challenge of Creating Effective
>> > Learning for
>> > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004--
>> > (16
>> > pages)
>> > http://www.litwomen.org/Research/horsman_wsq.pdf
>> >
>> > Facilitator: Mev Miller
>> > Mev Miller, Ed.D. is director and founder of WE LEARN (Women
>> > expanding
>> > Literacy Education action resource Network --
>> > http://litwomen.org/welearn.html). A long time feminist activist,
>> > Mev
>> > has years of experience in facilitating reading-discussion circles
>> > on a
>> > variety of women's issues. Her experience also includes facilitating
>> > Women Leading Through Reading Reading-Discussion Circles with
>> > women in
>> > both ABE and ESOL learning Settings.WE LEARN Women Expanding:
>> > Literacy
>> > Education Action Resource Network www.litwomen.org/welearn.html
>> >
>> >
>> > WE LEARN
>> > Women Expanding: Literacy Education Action Resource Network
>> > www.litwomen.org/welearn.html
>> >
>> > Mev Miller, Ed.D., Director
>> > 182 Riverside Ave.
>> > Cranston, RI 02910
>> > 401-383-4374
>> > welearn at litwomen.org
>> >
>> > ----------------------------------------------------
>> > National Institute for Literacy
>> > Women and Literacy mailing list
>> > WomenLiteracy at nifl.gov
>> > To unsubscribe or change your subscription settings, please go to
>> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From mev at litwomen.org  Thu Aug 17 08:46:37 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Thu, 17 Aug 2006 08:46:37 -0400
Subject: [WomenLiteracy 496] Re: RD: Bridges to Learning
In-Reply-To: <C108EB6C.270E%ryanryanc@yahoo.com>
Message-ID: <6C492E0A-2DEE-11DB-868B-000393ABE4D2@litwomen.org>
Shirley suggested having a list of support services available and
communicating understanding can work to help students in trauma. She
also indicates that the learning situation is not one in which
teachers/learners should discuss their experiences of trauma.
These observations lead me to some related questions....
Jenny's work suggests that violence and trauma have an impact on our
ability to lean or to stay present in the learning situation. How do we
as teachers and students recognize these impacts and when they are
actively affecting learners in a particular educational moment or
setting? We probably do not need to know the details of each
individuals' situation and Jenny suggests that we can reliably assume
that many (if not most) learners will have experienced some form of
violence. But part of the difficulty for those is trauma can be the
preservation of silence, invisibility, or shame. I would venture to say
that as women we have learned that much in our life experience has
historically been silenced and it's only through discussion and the
realization that "we're not the only one" that we gain a sense of
relief and the beginning of being able to make change. How do we
balance visibility and acknowledgment with good boundaries or learning
environments?
Ryan also offers some concerns for us to consider (though I personally
would not use the language of "saving" or "being saved" as a way to
discuss these issues). Ryan makes 2 important observations: 1) the
burnout among educators and student peers that can come from the
concern for (even frustration with) women who cannot leave their
situations for whatever reasons, and 2) the experience of what is
sometimes called "survivor's" guilt (which might also lead to
post-traumatic stress!)
I wonder if these experiences relate to the ways in which we make
violence and trauma the responsibility of individuals rather than
identifying complex social connections. Is it easier to locate these
issues as personal and then somehow in our control? I agree with Jenny
that violence must be recognized as systemic and pervasive in our
society. How do we recognize these connections in our educational
systems? And does this knowledge help us to understand violence in more
depth or does it make our responses to it feel even smaller?
Mev
On Wednesday, August 16, 2006, at 03:34  PM, Ryan Hall wrote:
> I think Shirley makes a good point- that we can?t save the world. But,
> perhaps ?saving the world? is subjective in that it is usually defined
> by the person who is taking on that task. When we?re the outsider
> looking at someone who so desperately needs to be saved, it?s easy to
> forget that the choices we can offer may not be ones they can choose.
> Sometimes, choosing one of the options is too hard or too dangerous.
> Perhaps it?s watching as students continue to struggle in their
> violent environment that causes much of the teacher burnout. I think
> that it is important to remember that some, maybe many, students can?t
> be ?saved? if for no other reason than it is just too hard for them to
> make those choices. I wonder if this concept may be even more
> difficult to understand for those of us who have seen and/or
> experienced trauma and been able to escape, or maybe just harder to
> deal with because it makes us feel guilty that we were able to do what
> many of them can?t.
> Ryan
>
> On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com"
> <sjrhodes at tampabay.rr.com> wrote:
>
> I have a few thoughts on:
>
> In the articles we read, it was suggested that one approach to opening
> ?
> possibilities for learners is to "provide a reassuring and clear ?
> structure while allowing for the possibility of choice and freedom ?
> within careful boundaries."
>
> I had a very dear friend that told me once, you can't save the world,
> but you can still be involved and help people by steering them in the
> right direction. ?The simple fact that "you" are not alone, I believe,
> is a good start for the literacy worker and student. ?And, remember to
> followp-through, or if you feel the need to be personally involved,
> contact the social organizations you trust, support them and share
> information. ?This has worked for me, because I am a victim of trauma,
> but I don't believe that literacy learning is the place to share this
> kind of information - A look that says, "I understand," and you can do
> this and I know how you can work on bettering your life, by directing
> women in the right direction, is a way to keep boundaries - so
> important, as workers can suffer burn-out and learners can give up -
> so easily, it breaks your heart...Network, Be Informed and focus on
> learning...
>
> Shirley
>
> ----- Original Message -----
> From: "mev at litwomen.org" <mev at litwomen.org>
> Date: Tuesday, August 15, 2006 8:45 pm
> Subject: [WomenLiteracy 492] RD: Bridges to Learning
> To: womenliteracy at nifl.gov
> Cc: NIFL Womenlit <womenliteracy at dev.nifl.gov>
>
> > Hi Everyone. I sent this message early this am (9:00) -- and have
> > been
> > away most of the day. It appeared not to have gone through - I
> > have no
> > idea why. This is a second try. Sorry for the delay. We can extend
> > the
> > discussion one more day of necessary.
> > Mev
> > ----------------
> >
> > Good morning!
> > Welcome to the Reading Discussion on articles written by Jenny
> > Horsman's addressing the impacts of violence on women's learning.
> > The
> > guidelines for discussion as previously outlined, the articles
> > being
> > discussed, and facilitator's bio are listed at the bottom of this
> > email.
> > Providing a Reading Discussion is a new experience for the
> > Womenliteracy listserv -- it will be an exciting new opportunity
> > for
> > many of us. Those with Distance Learning experience may adapt to
> > this
> > forum quicker than others. I have been considering ways to keep
> > it
> > manageable for our levels of experience.
> >
> > In the articles we read, it was suggested that one approach to
> > opening
> > possibilities for learners is to "provide a reassuring and clear
> > structure while allowing for the possibility of choice and freedom
> >
> > within careful boundaries." In that spirit, I would like to
> > propose
> > this framework for the week as we move forward. For the first few
> > days,
> > let's focus on "Moving beyond 'Stupid"" as it discusses some of
> > the
> > more general impacts of violence on women's learning. In the
> > middle of
> > this week (as the discussion leads us), we can focus more directly
> > on
> > the 2nd article, "Learning in the Context of Trauma" from Chapter
> > 5 of
> > _Too Scared to Learn_. In the last 2-3 days of this discussion, we
> > can
> > draw from both articles and our own experience and discuss more
> > broadly
> > some ways to develop creative, holistic, and "safer" learning
> > environments for women.
> >
> > As I read "Moving Beyond Stupid," several questions emerged for me
> > --
> > and I'm sure they did for you as well.
> > Perhaps we can begin by discussing how we understand and define
> > violence and trauma. How has Jenny's descriptions in this article
> > informed your own views or understanding of violence and trauma?
> > To
> > what extent have we understood the pervasiveness of violence and
> > the
> > systemic ways it exists and operates?
> >
> > This article reveals that slightly more than half of Canadian
> > women
> > have experienced at least one incident of violence. Jenny states
> > (p.
> > 181): "...we have to assume that every class will include at least
> > some
> > with this experience." What do you make of this assumption? Does
> > this
> > information correspond with the experiences of people from other
> > countries on this list?
> >
> > This article also discusses shame and the way it continues to
> > silence
> > women and limits their success in learning situations. How have
> > you
> > experienced the impacts of violence and trauma on students and
> > their
> > learning as well as on yourselves as teachers/educators?
> >
> > This article makes the warning to avoid making violence simply an
> > individual problem needing diagnosis and treatment (medicalizing).
> > Have
> > you been able to balance the needs and experiences of individuals
> > while
> > recognizing and addressing larger social and systemic connections
> > to
> > violence? How?
> >
> > I think this gives us enough to start with for now.....begin where
> > you
> > will, either with these questions or with something else in the
> > "Moving
> > Beyond Stupid" article that created a stir in you...
> >
> > Mev Miller, Facilitator for RD: Bridges to Learning
> > Director, WE LEARN
> >
> > -------------------------------------------------------------------
> > -----
> > ------------
> > Guidelines for Reading Discussion - August 15 - 22, 2006
> > * During the designated discussion period, use the assigned
> > discussion
> > subject line each time you post. For this reading discussion,
> > please
> > use: [RD: Bridges to Learning]
> >
> > * Though it will be helpful to have read the articles, everyone is
> >
> > welcome to participate in the discussion. Subscribers to
> > Womenliteracy
> > may join the discussion at any time, or read/listen as interested.
> >
> > * Be mindful that many people only check email once a day or
> > sporadically. As with any discussion, if you have made a post,
> > please
> > allow space and time for others to come into the discussion.
> >
> > * Remember, this is an open, public discussion. If you have
> > something
> > private or sensitive to respond, you may want to take it off list
> > with
> > an individual.
> >
> > Articles by Jenny Horsman for Reading discussion, August 15 - 22,
> > 2006:1) Moving Beyond "Stupid": Taking Account of the Impact of
> > Violence on
> > Women's Learning (12 pages)
> > 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of
> >
> > Trauma: The Challenge of Setting Goals" (37 pages)
> > Download these two articles from the Jenny Horsman website:
> > http://www.jennyhorsman.com
> > (if you look at the right side bar of her website, you will see
> > the two
> > readings listed. Click on the readings and you will be taken to
> > the
> > material. Depending on your computer, it may take a few minutes
> > for the
> > article to download).*** These articles are posted as a courtesy
> > on the
> > Internet for the purposes of this discussion. They will be
> > available
> > for download only until August 22, 2006. ***
> > As supplemental reading, you may also want to look at this article
> >
> > available on the WE LEARN website:
> > "But Is It Education?" The Challenge of Creating Effective
> > Learning for
> > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004--
> > (16
> > pages)
> > http://www.litwomen.org/Research/horsman_wsq.pdf
> >
> > Facilitator: Mev Miller
> > Mev Miller, Ed.D. is director and founder of WE LEARN (Women
> > expanding
> > Literacy Education action resource Network --
> > http://litwomen.org/welearn.html). A long time feminist activist,
> > Mev
> > has years of experience in facilitating reading-discussion circles
> > on a
> > variety of women's issues. Her experience also includes facilitating
> > Women Leading Through Reading Reading-Discussion Circles with
> > women in
> > both ABE and ESOL learning Settings.WE LEARN Women Expanding:
> > Literacy
> > Education Action Resource Network www.litwomen.org/welearn.html
> >
> >
> > WE LEARN
> > Women Expanding: Literacy Education Action Resource Network
> > www.litwomen.org/welearn.html
> >
> > Mev Miller, Ed.D., Director
> > 182 Riverside Ave.
> > Cranston, RI 02910
> > 401-383-4374
> > welearn at litwomen.org
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>
<image.tiff>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From amuro5 at epcc.edu  Thu Aug 17 11:41:27 2006
From: amuro5 at epcc.edu (Muro, Andres)
Date: Thu, 17 Aug 2006 09:41:27 -0600
Subject: [WomenLiteracy 497] Re: RD: Bridges to Learning
In-Reply-To: <6C492E0A-2DEE-11DB-868B-000393ABE4D2@litwomen.org>
Message-ID: <CA29C5E82B801844A7A967D109F117CF69FF41@svrascmail01>
In our program, we assume that all people victims of trauma and
violence. This also relates to the article about normality/abnormality.
I met Jenny many years ago in a WIL conference. I wanted to address the
issue of trauma but still had the mindset that trauma was the issue of
the other. After reading Jenny's work but also talking with her, Jane
Hugo from Laubach and others I was able to understand that I was
medicalizing(?) the problem. Trauma was an issue of the "sick other" and
we, teachers/program staff, were there to help by providing a
solution/intervention/cure.
>From Jenny and others I understood that trauma is our issue and we are
all victims of it. With this mindset, we create spaces in our programs
were there are opportunities for those who want to and are ready to
share and seek help, w/o anyone being forced to share if they don't want
to. The spaces are many. Creative writing is one of those spaces.
Opportunities for students collaborating in projects and sharing is
another space. Many of opportunities for students to dialogue with
program staff with privacy is another space. Students knowledge that
there are support programs readily available is another space. There is
also the opportunity for the program staff to share with each other and
with students, and many of us have relied on each other to get over
crises. However, a strong asset for us is the awareness that there are
resources available for the students and ourselves.
When someone reaches out seeking help, we need to be able to access
interventions, if necessary, that go beyond peer support. So, we have
contacts with all the local services that provide services for victims
of trauma. This knowledge creates a safety network for us. If we reach
out and seek help, there will be something available.
Andres
________________________________
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of mev at litwomen.org
Sent: Thursday, August 17, 2006 6:47 AM
To: The List
Subject: [WomenLiteracy 496] Re: RD: Bridges to Learning
Shirley suggested having a list of support services available and
communicating understanding can work to help students in trauma. She
also indicates that the learning situation is not one in which
teachers/learners should discuss their experiences of trauma.
These observations lead me to some related questions....
Jenny's work suggests that violence and trauma have an impact on our
ability to lean or to stay present in the learning situation. How do we
as teachers and students recognize these impacts and when they are
actively affecting learners in a particular educational moment or
setting? We probably do not need to know the details of each
individuals' situation and Jenny suggests that we can reliably assume
that many (if not most) learners will have experienced some form of
violence. But part of the difficulty for those is trauma can be the
preservation of silence, invisibility, or shame. I would venture to say
that as women we have learned that much in our life experience has
historically been silenced and it's only through discussion and the
realization that "we're not the only one" that we gain a sense of relief
and the beginning of being able to make change. How do we balance
visibility and acknowledgment with good boundaries or learning
environments?
Ryan also offers some concerns for us to consider (though I personally
would not use the language of "saving" or "being saved" as a way to
discuss these issues). Ryan makes 2 important observations: 1) the
burnout among educators and student peers that can come from the concern
for (even frustration with) women who cannot leave their situations for
whatever reasons, and 2) the experience of what is sometimes called
"survivor's" guilt (which might also lead to post-traumatic stress!)
I wonder if these experiences relate to the ways in which we make
violence and trauma the responsibility of individuals rather than
identifying complex social connections. Is it easier to locate these
issues as personal and then somehow in our control? I agree with Jenny
that violence must be recognized as systemic and pervasive in our
society. How do we recognize these connections in our educational
systems? And does this knowledge help us to understand violence in more
depth or does it make our responses to it feel even smaller?
Mev
On Wednesday, August 16, 2006, at 03:34 PM, Ryan Hall wrote:
	I think Shirley makes a good point- that we can't save the
world. But, perhaps "saving the world" is subjective in that it is
usually defined by the person who is taking on that task. When we're the
outsider looking at someone who so desperately needs to be saved, it's
easy to forget that the choices we can offer may not be ones they can
choose. Sometimes, choosing one of the options is too hard or too
dangerous. Perhaps it's watching as students continue to struggle in
their violent environment that causes much of the teacher burnout. I
think that it is important to remember that some, maybe many, students
can't be "saved" if for no other reason than it is just too hard for
them to make those choices. I wonder if this concept may be even more
difficult to understand for those of us who have seen and/or experienced
trauma and been able to escape, or maybe just harder to deal with
because it makes us feel guilty that we were able to do what many of
them can't.
	Ryan
	On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com"
<sjrhodes at tampabay.rr.com> wrote:
	I have a few thoughts on:
	In the articles we read, it was suggested that one approach to
opening
	possibilities for learners is to "provide a reassuring and clear
	structure while allowing for the possibility of choice and
freedom
	within careful boundaries."
	I had a very dear friend that told me once, you can't save the
world, but you can still be involved and help people by steering them in
the right direction.  The simple fact that "you" are not alone, I
believe, is a good start for the literacy worker and student.  And,
remember to followp-through, or if you feel the need to be personally
involved, contact the social organizations you trust, support them and
share information.  This has worked for me, because I am a victim of
trauma, but I don't believe that literacy learning is the place to share
this kind of information - A look that says, "I understand," and you can
do this and I know how you can work on bettering your life, by directing
women in the right direction, is a way to keep boundaries - so
important, as workers can suffer burn-out and learners can give up - so
easily, it breaks your heart...Network, Be Informed and focus on
learning...
	Shirley
	----- Original Message -----
	From: "mev at litwomen.org" <mev at litwomen.org>
	Date: Tuesday, August 15, 2006 8:45 pm
	Subject: [WomenLiteracy 492] RD: Bridges to Learning
	To: womenliteracy at nifl.gov
	Cc: NIFL Womenlit <womenliteracy at dev.nifl.gov>
	> Hi Everyone. I sent this message early this am (9:00) -- and
have
	> been
	> away most of the day. It appeared not to have gone through - I
	> have no
	> idea why. This is a second try. Sorry for the delay. We can
extend
	> the
	> discussion one more day of necessary.
	> Mev
	> ----------------
	>
	> Good morning!
	> Welcome to the Reading Discussion on articles written by Jenny
	> Horsman's addressing the impacts of violence on women's
learning.
	> The
	> guidelines for discussion as previously outlined, the articles
	> being
	> discussed, and facilitator's bio are listed at the bottom of
this
	> email.
	> Providing a Reading Discussion is a new experience for the
	> Womenliteracy listserv -- it will be an exciting new
opportunity
	> for
	> many of us. Those with Distance Learning experience may adapt
to
	> this
	> forum quicker than others. I have been considering ways to
keep
	> it
	> manageable for our levels of experience.
	>
	> In the articles we read, it was suggested that one approach to
	> opening
	> possibilities for learners is to "provide a reassuring and
clear
	> structure while allowing for the possibility of choice and
freedom
	>
	> within careful boundaries." In that spirit, I would like to
	> propose
	> this framework for the week as we move forward. For the first
few
	> days,
	> let's focus on "Moving beyond 'Stupid"" as it discusses some
of
	> the
	> more general impacts of violence on women's learning. In the
	> middle of
	> this week (as the discussion leads us), we can focus more
directly
	> on
	> the 2nd article, "Learning in the Context of Trauma" from
Chapter
	> 5 of
	> _Too Scared to Learn_. In the last 2-3 days of this
discussion, we
	> can
	> draw from both articles and our own experience and discuss
more
	> broadly
	> some ways to develop creative, holistic, and "safer" learning
	> environments for women.
	>
	> As I read "Moving Beyond Stupid," several questions emerged
for me
	> --
	> and I'm sure they did for you as well.
	> Perhaps we can begin by discussing how we understand and
define
	> violence and trauma. How has Jenny's descriptions in this
article
	> informed your own views or understanding of violence and
trauma?
	> To
	> what extent have we understood the pervasiveness of violence
and
	> the
	> systemic ways it exists and operates?
	>
	> This article reveals that slightly more than half of Canadian
	> women
	> have experienced at least one incident of violence. Jenny
states
	> (p.
	> 181): "...we have to assume that every class will include at
least
	> some
	> with this experience." What do you make of this assumption?
Does
	> this
	> information correspond with the experiences of people from
other
	> countries on this list?
	>
	> This article also discusses shame and the way it continues to
	> silence
	> women and limits their success in learning situations. How
have
	> you
	> experienced the impacts of violence and trauma on students and
	> their
	> learning as well as on yourselves as teachers/educators?
	>
	> This article makes the warning to avoid making violence simply
an
	> individual problem needing diagnosis and treatment
(medicalizing).
	> Have
	> you been able to balance the needs and experiences of
individuals
	> while
	> recognizing and addressing larger social and systemic
connections
	> to
	> violence? How?
	>
	> I think this gives us enough to start with for now.....begin
where
	> you
	> will, either with these questions or with something else in
the
	> "Moving
	> Beyond Stupid" article that created a stir in you...
	>
	> Mev Miller, Facilitator for RD: Bridges to Learning
	> Director, WE LEARN
	>
	>
-------------------------------------------------------------------
	> -----
	> ------------
	> Guidelines for Reading Discussion - August 15 - 22, 2006
	> * During the designated discussion period, use the assigned
	> discussion
	> subject line each time you post. For this reading discussion,
	> please
	> use: [RD: Bridges to Learning]
	>
	> * Though it will be helpful to have read the articles,
everyone is
	>
	> welcome to participate in the discussion. Subscribers to
	> Womenliteracy
	> may join the discussion at any time, or read/listen as
interested.
	>
	> * Be mindful that many people only check email once a day or
	> sporadically. As with any discussion, if you have made a post,
	> please
	> allow space and time for others to come into the discussion.
	>
	> * Remember, this is an open, public discussion. If you have
	> something
	> private or sensitive to respond, you may want to take it off
list
	> with
	> an individual.
	>
	> Articles by Jenny Horsman for Reading discussion, August 15 -
22,
	> 2006:1) Moving Beyond "Stupid": Taking Account of the Impact
of
	> Violence on
	> Women's Learning (12 pages)
	> 2) Chapter 5 from Too Scared to Learn, "Learning in the
Context of
	>
	> Trauma: The Challenge of Setting Goals" (37 pages)
	> Download these two articles from the Jenny Horsman website:
	> http://www.jennyhorsman.com
	> (if you look at the right side bar of her website, you will
see
	> the two
	> readings listed. Click on the readings and you will be taken
to
	> the
	> material. Depending on your computer, it may take a few
minutes
	> for the
	> article to download).*** These articles are posted as a
courtesy
	> on the
	> Internet for the purposes of this discussion. They will be
	> available
	> for download only until August 22, 2006. ***
	> As supplemental reading, you may also want to look at this
article
	>
	> available on the WE LEARN website:
	> "But Is It Education?" The Challenge of Creating Effective
	> Learning for
	> Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2,
2004--
	> (16
	> pages)
	> http://www.litwomen.org/Research/horsman_wsq.pdf
	>
	> Facilitator: Mev Miller
	> Mev Miller, Ed.D. is director and founder of WE LEARN (Women
	> expanding
	> Literacy Education action resource Network --
	> http://litwomen.org/welearn.html). A long time feminist
activist,
	> Mev
	> has years of experience in facilitating reading-discussion
circles
	> on a
	> variety of women's issues. Her experience also includes
facilitating
	> Women Leading Through Reading Reading-Discussion Circles with
	> women in
	> both ABE and ESOL learning Settings.WE LEARN Women Expanding:
	> Literacy
	> Education Action Resource Network
www.litwomen.org/welearn.html
	>
	>
	> WE LEARN
	> Women Expanding: Literacy Education Action Resource Network
	> www.litwomen.org/welearn.html
	>
	> Mev Miller, Ed.D., Director
	> 182 Riverside Ave.
	> Cranston, RI 02910
	> 401-383-4374
	> welearn at litwomen.org
	>
	> ----------------------------------------------------
	> National Institute for Literacy
	> Women and Literacy mailing list
	> WomenLiteracy at nifl.gov
	> To unsubscribe or change your subscription settings, please go
to
	> http://www.nifl.gov/mailman/listinfo/womenliteracy
<image.tiff>
	----------------------------------------------------
	National Institute for Literacy
	Women and Literacy mailing list
	WomenLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/womenliteracy
	----------------------------------------------------
	National Institute for Literacy
	Women and Literacy mailing list
	WomenLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From alcdgg at langate.gsu.edu  Thu Aug 17 18:40:14 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 17 Aug 2006 18:40:14 -0400
Subject: [WomenLiteracy 498]  Position Available
Message-ID: <44E4B80E0200003100000BA5@mailsrv4.gsu.edu>
Position Title: ADULT BASIC AND LITERACY EDUCATION STATE DIRECTOR
Salary: $36,618.00 to $45,772.00
This position exercises leadership and general supervision under
applicable laws, rules and regulations in the area of Adult Basic and
Literacy Education to the education communities, agencies and citizens
of Montana within broad guidance and direction established by the Office
of Public Instruction. These services include technical assistance of
both a general and a specific nature which relies upon knowledge of
effective schools research, successful instructional designs and
classroom implementation, innovative curriculum and assessment
development, national standards and assessment processes, and the
appropriate integration of technology into all disciplines. The
specialist is responsible for conducting professional development
training for teachers and program directors and site monitors in ABLE
programs. This position is also responsible for managing federal and
state grants, managing compliance requirements to local education
agencies, facilitating program improvement, providing assistance in the
development and integration of technology, welfare-to-work and standards
development.
Donna Bakke
Program Improvement Specialist/Professional Dev. Coordinator - ABLE
Division of CTAE
MT Office of Public Instruction
406-431-4730
dbakke at mt.gov
From ALCDGG at langate.gsu.edu  Fri Aug 18 16:40:52 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 18 Aug 2006 16:40:52 -0400
Subject: [WomenLiteracy 499]   Re: RD: Bridges to Learning
In-Reply-To: <CA29C5E82B801844A7A967D109F117CF69FF41@svrascmail01>
References: <6C492E0A-2DEE-11DB-868B-000393ABE4D2@litwomen.org>
	<CA29C5E82B801844A7A967D109F117CF69FF41@svrascmail01>
Message-ID: <44E5ED940200003100000E11@mailsrv4.gsu.edu>
I wonder what people think about Mev's statement and question: "I agree
with Jenny that violence must be recognized as systemic and pervasive in
our society. How do we recognize these connections in our educational
systems? "
Here are my wonders.
1. What do we think Jenny means by the premise that violence is
systemic and pervasive?
2. Do people agree with Jenny's premise that violence is systemic and
pervasive? If yes, why? If no, why not?
3. Andres, in his message below, talks about the importance of space.
Do others see this as an important issue in relationship to violence and
literacy instruction? If yes, how? How does this relate to the issues
Jenny has raised in her writing?
Any thoughts about these wonders, or any questions you feel like
sharing with the rest of us?
Daphne
>>> "Muro, Andres" <amuro5 at epcc.edu> 8/17/2006 11:41:27 AM >>>
In our program, we assume that all people victims of trauma and
violence. This also relates to the article about
normality/abnormality.
I met Jenny many years ago in a WIL conference. I wanted to address
the
issue of trauma but still had the mindset that trauma was the issue of
the other. After reading Jenny's work but also talking with her, Jane
Hugo from Laubach and others I was able to understand that I was
medicalizing(?) the problem. Trauma was an issue of the "sick other"
and
we, teachers/program staff, were there to help by providing a
solution/intervention/cure.
>From Jenny and others I understood that trauma is our issue and we
are
all victims of it. With this mindset, we create spaces in our programs
were there are opportunities for those who want to and are ready to
share and seek help, w/o anyone being forced to share if they don't
want
to. The spaces are many. Creative writing is one of those spaces.
Opportunities for students collaborating in projects and sharing is
another space. Many of opportunities for students to dialogue with
program staff with privacy is another space. Students knowledge that
there are support programs readily available is another space. There
is
also the opportunity for the program staff to share with each other
and
with students, and many of us have relied on each other to get over
crises. However, a strong asset for us is the awareness that there are
resources available for the students and ourselves.
When someone reaches out seeking help, we need to be able to access
interventions, if necessary, that go beyond peer support. So, we have
contacts with all the local services that provide services for victims
of trauma. This knowledge creates a safety network for us. If we reach
out and seek help, there will be something available.
Andres
________________________________
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of mev at litwomen.org
Sent: Thursday, August 17, 2006 6:47 AM
To: The List
Subject: [WomenLiteracy 496] Re: RD: Bridges to Learning
Shirley suggested having a list of support services available and
communicating understanding can work to help students in trauma. She
also indicates that the learning situation is not one in which
teachers/learners should discuss their experiences of trauma.
These observations lead me to some related questions....
Jenny's work suggests that violence and trauma have an impact on our
ability to lean or to stay present in the learning situation. How do
we
as teachers and students recognize these impacts and when they are
actively affecting learners in a particular educational moment or
setting? We probably do not need to know the details of each
individuals' situation and Jenny suggests that we can reliably assume
that many (if not most) learners will have experienced some form of
violence. But part of the difficulty for those is trauma can be the
preservation of silence, invisibility, or shame. I would venture to
say
that as women we have learned that much in our life experience has
historically been silenced and it's only through discussion and the
realization that "we're not the only one" that we gain a sense of
relief
and the beginning of being able to make change. How do we balance
visibility and acknowledgment with good boundaries or learning
environments?
Ryan also offers some concerns for us to consider (though I personally
would not use the language of "saving" or "being saved" as a way to
discuss these issues). Ryan makes 2 important observations: 1) the
burnout among educators and student peers that can come from the
concern
for (even frustration with) women who cannot leave their situations
for
whatever reasons, and 2) the experience of what is sometimes called
"survivor's" guilt (which might also lead to post-traumatic stress!)
I wonder if these experiences relate to the ways in which we make
violence and trauma the responsibility of individuals rather than
identifying complex social connections. Is it easier to locate these
issues as personal and then somehow in our control? I agree with Jenny
that violence must be recognized as systemic and pervasive in our
society. How do we recognize these connections in our educational
systems? And does this knowledge help us to understand violence in
more
depth or does it make our responses to it feel even smaller?
Mev
On Wednesday, August 16, 2006, at 03:34 PM, Ryan Hall wrote:
	I think Shirley makes a good point- that we can't save the
world. But, perhaps "saving the world" is subjective in that it is
usually defined by the person who is taking on that task. When we're
the
outsider looking at someone who so desperately needs to be saved, it's
easy to forget that the choices we can offer may not be ones they can
choose. Sometimes, choosing one of the options is too hard or too
dangerous. Perhaps it's watching as students continue to struggle in
their violent environment that causes much of the teacher burnout. I
think that it is important to remember that some, maybe many, students
can't be "saved" if for no other reason than it is just too hard for
them to make those choices. I wonder if this concept may be even more
difficult to understand for those of us who have seen and/or
experienced
trauma and been able to escape, or maybe just harder to deal with
because it makes us feel guilty that we were able to do what many of
them can't.
	Ryan
	On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com"
<sjrhodes at tampabay.rr.com> wrote:
	I have a few thoughts on:
	In the articles we read, it was suggested that one approach to
opening
	possibilities for learners is to "provide a reassuring and
clear
	structure while allowing for the possibility of choice and
freedom
	within careful boundaries."
	I had a very dear friend that told me once, you can't save the
world, but you can still be involved and help people by steering them
in
the right direction.  The simple fact that "you" are not alone, I
believe, is a good start for the literacy worker and student.  And,
remember to followp-through, or if you feel the need to be personally
involved, contact the social organizations you trust, support them and
share information.  This has worked for me, because I am a victim of
trauma, but I don't believe that literacy learning is the place to
share
this kind of information - A look that says, "I understand," and you
can
do this and I know how you can work on bettering your life, by
directing
women in the right direction, is a way to keep boundaries - so
important, as workers can suffer burn-out and learners can give up -
so
easily, it breaks your heart...Network, Be Informed and focus on
learning...
	Shirley
	----- Original Message -----
	From: "mev at litwomen.org" <mev at litwomen.org>
	Date: Tuesday, August 15, 2006 8:45 pm
	Subject: [WomenLiteracy 492] RD: Bridges to Learning
	To: womenliteracy at nifl.gov
	Cc: NIFL Womenlit <womenliteracy at dev.nifl.gov>
	> Hi Everyone. I sent this message early this am (9:00) -- and
have
	> been
	> away most of the day. It appeared not to have gone through -
I
	> have no
	> idea why. This is a second try. Sorry for the delay. We can
extend
	> the
	> discussion one more day of necessary.
	> Mev
	> ----------------
	>
	> Good morning!
	> Welcome to the Reading Discussion on articles written by
Jenny
	> Horsman's addressing the impacts of violence on women's
learning.
	> The
	> guidelines for discussion as previously outlined, the
articles
	> being
	> discussed, and facilitator's bio are listed at the bottom of
this
	> email.
	> Providing a Reading Discussion is a new experience for the
	> Womenliteracy listserv -- it will be an exciting new
opportunity
	> for
	> many of us. Those with Distance Learning experience may adapt
to
	> this
	> forum quicker than others. I have been considering ways to
keep
	> it
	> manageable for our levels of experience.
	>
	> In the articles we read, it was suggested that one approach
to
	> opening
	> possibilities for learners is to "provide a reassuring and
clear
	> structure while allowing for the possibility of choice and
freedom
	>
	> within careful boundaries." In that spirit, I would like to
	> propose
	> this framework for the week as we move forward. For the first
few
	> days,
	> let's focus on "Moving beyond 'Stupid"" as it discusses some
of
	> the
	> more general impacts of violence on women's learning. In the
	> middle of
	> this week (as the discussion leads us), we can focus more
directly
	> on
	> the 2nd article, "Learning in the Context of Trauma" from
Chapter
	> 5 of
	> _Too Scared to Learn_. In the last 2-3 days of this
discussion, we
	> can
	> draw from both articles and our own experience and discuss
more
	> broadly
	> some ways to develop creative, holistic, and "safer" learning
	> environments for women.
	>
	> As I read "Moving Beyond Stupid," several questions emerged
for me
	> --
	> and I'm sure they did for you as well.
	> Perhaps we can begin by discussing how we understand and
define
	> violence and trauma. How has Jenny's descriptions in this
article
	> informed your own views or understanding of violence and
trauma?
	> To
	> what extent have we understood the pervasiveness of violence
and
	> the
	> systemic ways it exists and operates?
	>
	> This article reveals that slightly more than half of Canadian
	> women
	> have experienced at least one incident of violence. Jenny
states
	> (p.
	> 181): "...we have to assume that every class will include at
least
	> some
	> with this experience." What do you make of this assumption?
Does
	> this
	> information correspond with the experiences of people from
other
	> countries on this list?
	>
	> This article also discusses shame and the way it continues to
	> silence
	> women and limits their success in learning situations. How
have
	> you
	> experienced the impacts of violence and trauma on students
and
	> their
	> learning as well as on yourselves as teachers/educators?
	>
	> This article makes the warning to avoid making violence
simply
an
	> individual problem needing diagnosis and treatment
(medicalizing).
	> Have
	> you been able to balance the needs and experiences of
individuals
	> while
	> recognizing and addressing larger social and systemic
connections
	> to
	> violence? How?
	>
	> I think this gives us enough to start with for now.....begin
where
	> you
	> will, either with these questions or with something else in
the
	> "Moving
	> Beyond Stupid" article that created a stir in you...
	>
	> Mev Miller, Facilitator for RD: Bridges to Learning
	> Director, WE LEARN
	>
	>
-------------------------------------------------------------------
	> -----
	> ------------
	> Guidelines for Reading Discussion - August 15 - 22, 2006
	> * During the designated discussion period, use the assigned
	> discussion
	> subject line each time you post. For this reading discussion,
	> please
	> use: [RD: Bridges to Learning]
	>
	> * Though it will be helpful to have read the articles,
everyone is
	>
	> welcome to participate in the discussion. Subscribers to
	> Womenliteracy
	> may join the discussion at any time, or read/listen as
interested.
	>
	> * Be mindful that many people only check email once a day or
	> sporadically. As with any discussion, if you have made a
post,
	> please
	> allow space and time for others to come into the discussion.
	>
	> * Remember, this is an open, public discussion. If you have
	> something
	> private or sensitive to respond, you may want to take it off
list
	> with
	> an individual.
	>
	> Articles by Jenny Horsman for Reading discussion, August 15 -
22,
	> 2006:1) Moving Beyond "Stupid": Taking Account of the Impact
of
	> Violence on
	> Women's Learning (12 pages)
	> 2) Chapter 5 from Too Scared to Learn, "Learning in the
Context of
	>
	> Trauma: The Challenge of Setting Goals" (37 pages)
	> Download these two articles from the Jenny Horsman website:
	> http://www.jennyhorsman.com
	> (if you look at the right side bar of her website, you will
see
	> the two
	> readings listed. Click on the readings and you will be taken
to
	> the
	> material. Depending on your computer, it may take a few
minutes
	> for the
	> article to download).*** These articles are posted as a
courtesy
	> on the
	> Internet for the purposes of this discussion. They will be
	> available
	> for download only until August 22, 2006. ***
	> As supplemental reading, you may also want to look at this
article
	>
	> available on the WE LEARN website:
	> "But Is It Education?" The Challenge of Creating Effective
	> Learning for
	> Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2,
2004--
	> (16
	> pages)
	> http://www.litwomen.org/Research/horsman_wsq.pdf
	>
	> Facilitator: Mev Miller
	> Mev Miller, Ed.D. is director and founder of WE LEARN (Women
	> expanding
	> Literacy Education action resource Network --
	> http://litwomen.org/welearn.html). A long time feminist
activist,
	> Mev
	> has years of experience in facilitating reading-discussion
circles
	> on a
	> variety of women's issues. Her experience also includes
facilitating
	> Women Leading Through Reading Reading-Discussion Circles with
	> women in
	> both ABE and ESOL learning Settings.WE LEARN Women Expanding:
	> Literacy
	> Education Action Resource Network
www.litwomen.org/welearn.html
	>
	>
	> WE LEARN
	> Women Expanding: Literacy Education Action Resource Network
	> www.litwomen.org/welearn.html
	>
	> Mev Miller, Ed.D., Director
	> 182 Riverside Ave.
	> Cranston, RI 02910
	> 401-383-4374
	> welearn at litwomen.org
	>
	> ----------------------------------------------------
	> National Institute for Literacy
	> Women and Literacy mailing list
	> WomenLiteracy at nifl.gov
	> To unsubscribe or change your subscription settings, please
go
to
	> http://www.nifl.gov/mailman/listinfo/womenliteracy
<image.tiff>
	----------------------------------------------------
	National Institute for Literacy
	Women and Literacy mailing list
	WomenLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/womenliteracy
	----------------------------------------------------
	National Institute for Literacy
	Women and Literacy mailing list
	WomenLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/womenliteracy
From bertiemo at yahoo.com  Sat Aug 19 11:24:42 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Sat, 19 Aug 2006 08:24:42 -0700 (PDT)
Subject: [WomenLiteracy 500] Re: RD: Bridges to Learning
In-Reply-To: <44E5ED940200003100000E11@mailsrv4.gsu.edu>
Message-ID: <20060819152442.76965.qmail@web30008.mail.mud.yahoo.com>
I'm wondering if I am registered on the Discussion List...
  Anyway, here goes...I agree with Jenny that in our society violence is pervasive, but I'm not sure about systematic.
  For me, violence is about power...having power over others and expressing that in ways that make people feel powerless. The power is exerted through the use of physical force, harassment or intimidation it makes other people feel that they can't act independent of the person who has power over them.
  Here are some examples of violence in education;
  1.  Teachers who tell students that they are in "weedout course" and that only one out of four students will survive the course...This is very common in math classes...
  2.  Teachers who make all the rules in class and do not encourage questions by making fun of students who ask questions...
  Here are examples of ways to overcome violence in education;
  1.  Have students work in groups.
  2.  Tell students that the choice to pass or not is their choice.  The teacher expects everyone to pass if they do the work.  If they have problems they should talk with teacher.
  3.  I'm current running a summer program for incoming freshies...Last night, my students and I participated in a 3-hr team building and communications called, "Adventures in Reality".  The processes helped us get to know each other, begin building team, learning what good communication skills are...After a week of being together in interactive workshops and fieldtrips, next Thursday we'll get together again and see how far we've come and where we are going.
  We are building a learning community and I'm pretty excited.  I wonder if some of these activities can be built into "literacy work."
  Bertie Mo, Ph.D., MPH
  CSTEP Director
  SUNY Potsdam
Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
  I wonder what people think about Mev's statement and question: "I agree
with Jenny that violence must be recognized as systemic and pervasive in
our society. How do we recognize these connections in our educational
systems? "
Here are my wonders.
1. What do we think Jenny means by the premise that violence is
systemic and pervasive?
2. Do people agree with Jenny's premise that violence is systemic and
pervasive? If yes, why? If no, why not?
3. Andres, in his message below, talks about the importance of space.
Do others see this as an important issue in relationship to violence and
literacy instruction? If yes, how? How does this relate to the issues
Jenny has raised in her writing?
Any thoughts about these wonders, or any questions you feel like
sharing with the rest of us?
Daphne
>>> "Muro, Andres" 8/17/2006 11:41:27 AM >>>
In our program, we assume that all people victims of trauma and
violence. This also relates to the article about
normality/abnormality.
I met Jenny many years ago in a WIL conference. I wanted to address
the
issue of trauma but still had the mindset that trauma was the issue of
the other. After reading Jenny's work but also talking with her, Jane
Hugo from Laubach and others I was able to understand that I was
medicalizing(?) the problem. Trauma was an issue of the "sick other"
and
we, teachers/program staff, were there to help by providing a
solution/intervention/cure.
>From Jenny and others I understood that trauma is our issue and we
are
all victims of it. With this mindset, we create spaces in our programs
were there are opportunities for those who want to and are ready to
share and seek help, w/o anyone being forced to share if they don't
want
to. The spaces are many. Creative writing is one of those spaces.
Opportunities for students collaborating in projects and sharing is
another space. Many of opportunities for students to dialogue with
program staff with privacy is another space. Students knowledge that
there are support programs readily available is another space. There
is
also the opportunity for the program staff to share with each other
and
with students, and many of us have relied on each other to get over
crises. However, a strong asset for us is the awareness that there are
resources available for the students and ourselves.
When someone reaches out seeking help, we need to be able to access
interventions, if necessary, that go beyond peer support. So, we have
contacts with all the local services that provide services for victims
of trauma. This knowledge creates a safety network for us. If we reach
out and seek help, there will be something available.
Andres
________________________________
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of mev at litwomen.org
Sent: Thursday, August 17, 2006 6:47 AM
To: The List
Subject: [WomenLiteracy 496] Re: RD: Bridges to Learning
Shirley suggested having a list of support services available and
communicating understanding can work to help students in trauma. She
also indicates that the learning situation is not one in which
teachers/learners should discuss their experiences of trauma.
These observations lead me to some related questions....
Jenny's work suggests that violence and trauma have an impact on our
ability to lean or to stay present in the learning situation. How do
we
as teachers and students recognize these impacts and when they are
actively affecting learners in a particular educational moment or
setting? We probably do not need to know the details of each
individuals' situation and Jenny suggests that we can reliably assume
that many (if not most) learners will have experienced some form of
violence. But part of the difficulty for those is trauma can be the
preservation of silence, invisibility, or shame. I would venture to
say
that as women we have learned that much in our life experience has
historically been silenced and it's only through discussion and the
realization that "we're not the only one" that we gain a sense of
relief
and the beginning of being able to make change. How do we balance
visibility and acknowledgment with good boundaries or learning
environments?
Ryan also offers some concerns for us to consider (though I personally
would not use the language of "saving" or "being saved" as a way to
discuss these issues). Ryan makes 2 important observations: 1) the
burnout among educators and student peers that can come from the
concern
for (even frustration with) women who cannot leave their situations
for
whatever reasons, and 2) the experience of what is sometimes called
"survivor's" guilt (which might also lead to post-traumatic stress!)
I wonder if these experiences relate to the ways in which we make
violence and trauma the responsibility of individuals rather than
identifying complex social connections. Is it easier to locate these
issues as personal and then somehow in our control? I agree with Jenny
that violence must be recognized as systemic and pervasive in our
society. How do we recognize these connections in our educational
systems? And does this knowledge help us to understand violence in
more
depth or does it make our responses to it feel even smaller?
Mev
On Wednesday, August 16, 2006, at 03:34 PM, Ryan Hall wrote:
I think Shirley makes a good point- that we can't save the
world. But, perhaps "saving the world" is subjective in that it is
usually defined by the person who is taking on that task. When we're
the
outsider looking at someone who so desperately needs to be saved, it's
easy to forget that the choices we can offer may not be ones they can
choose. Sometimes, choosing one of the options is too hard or too
dangerous. Perhaps it's watching as students continue to struggle in
their violent environment that causes much of the teacher burnout. I
think that it is important to remember that some, maybe many, students
can't be "saved" if for no other reason than it is just too hard for
them to make those choices. I wonder if this concept may be even more
difficult to understand for those of us who have seen and/or
experienced
trauma and been able to escape, or maybe just harder to deal with
because it makes us feel guilty that we were able to do what many of
them can't.
Ryan
On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com"
wrote:
I have a few thoughts on:
In the articles we read, it was suggested that one approach to
opening
possibilities for learners is to "provide a reassuring and
clear
structure while allowing for the possibility of choice and
freedom
within careful boundaries."
I had a very dear friend that told me once, you can't save the
world, but you can still be involved and help people by steering them
in
the right direction. The simple fact that "you" are not alone, I
believe, is a good start for the literacy worker and student. And,
remember to followp-through, or if you feel the need to be personally
involved, contact the social organizations you trust, support them and
share information. This has worked for me, because I am a victim of
trauma, but I don't believe that literacy learning is the place to
share
this kind of information - A look that says, "I understand," and you
can
do this and I know how you can work on bettering your life, by
directing
women in the right direction, is a way to keep boundaries - so
important, as workers can suffer burn-out and learners can give up -
so
easily, it breaks your heart...Network, Be Informed and focus on
learning...
Shirley
----- Original Message -----
From: "mev at litwomen.org"
Date: Tuesday, August 15, 2006 8:45 pm
Subject: [WomenLiteracy 492] RD: Bridges to Learning
To: womenliteracy at nifl.gov
Cc: NIFL Womenlit
> Hi Everyone. I sent this message early this am (9:00) -- and
have
> been
> away most of the day. It appeared not to have gone through -
I
> have no
> idea why. This is a second try. Sorry for the delay. We can
extend
> the
> discussion one more day of necessary.
> Mev
> ----------------
>
> Good morning!
> Welcome to the Reading Discussion on articles written by
Jenny
> Horsman's addressing the impacts of violence on women's
learning.
> The
> guidelines for discussion as previously outlined, the
articles
> being
> discussed, and facilitator's bio are listed at the bottom of
this
> email.
> Providing a Reading Discussion is a new experience for the
> Womenliteracy listserv -- it will be an exciting new
opportunity
> for
> many of us. Those with Distance Learning experience may adapt
to
> this
> forum quicker than others. I have been considering ways to
keep
> it
> manageable for our levels of experience.
>
> In the articles we read, it was suggested that one approach
to
> opening
> possibilities for learners is to "provide a reassuring and
clear
> structure while allowing for the possibility of choice and
freedom
>
> within careful boundaries." In that spirit, I would like to
> propose
> this framework for the week as we move forward. For the first
few
> days,
> let's focus on "Moving beyond 'Stupid"" as it discusses some
of
> the
> more general impacts of violence on women's learning. In the
> middle of
> this week (as the discussion leads us), we can focus more
directly
> on
> the 2nd article, "Learning in the Context of Trauma" from
Chapter
> 5 of
> _Too Scared to Learn_. In the last 2-3 days of this
discussion, we
> can
> draw from both articles and our own experience and discuss
more
> broadly
> some ways to develop creative, holistic, and "safer" learning
> environments for women.
>
> As I read "Moving Beyond Stupid," several questions emerged
for me
> --
> and I'm sure they did for you as well.
> Perhaps we can begin by discussing how we understand and
define
> violence and trauma. How has Jenny's descriptions in this
article
> informed your own views or understanding of violence and
trauma?
> To
> what extent have we understood the pervasiveness of violence
and
> the
> systemic ways it exists and operates?
>
> This article reveals that slightly more than half of Canadian
> women
> have experienced at least one incident of violence. Jenny
states
> (p.
> 181): "...we have to assume that every class will include at
least
> some
> with this experience." What do you make of this assumption?
Does
> this
> information correspond with the experiences of people from
other
> countries on this list?
>
> This article also discusses shame and the way it continues to
> silence
> women and limits their success in learning situations. How
have
> you
> experienced the impacts of violence and trauma on students
and
> their
> learning as well as on yourselves as teachers/educators?
>
> This article makes the warning to avoid making violence
simply
an
> individual problem needing diagnosis and treatment
(medicalizing).
> Have
> you been able to balance the needs and experiences of
individuals
> while
> recognizing and addressing larger social and systemic
connections
> to
> violence? How?
>
> I think this gives us enough to start with for now.....begin
where
> you
> will, either with these questions or with something else in
the
> "Moving
> Beyond Stupid" article that created a stir in you...
>
> Mev Miller, Facilitator for RD: Bridges to Learning
> Director, WE LEARN
>
>
-------------------------------------------------------------------
> -----
> ------------
> Guidelines for Reading Discussion - August 15 - 22, 2006
> * During the designated discussion period, use the assigned
> discussion
> subject line each time you post. For this reading discussion,
> please
> use: [RD: Bridges to Learning]
>
> * Though it will be helpful to have read the articles,
everyone is
>
> welcome to participate in the discussion. Subscribers to
> Womenliteracy
> may join the discussion at any time, or read/listen as
interested.
>
> * Be mindful that many people only check email once a day or
> sporadically. As with any discussion, if you have made a
post,
> please
> allow space and time for others to come into the discussion.
>
> * Remember, this is an open, public discussion. If you have
> something
> private or sensitive to respond, you may want to take it off
list
> with
> an individual.
>
> Articles by Jenny Horsman for Reading discussion, August 15 -
22,
> 2006:1) Moving Beyond "Stupid": Taking Account of the Impact
of
> Violence on
> Women's Learning (12 pages)
> 2) Chapter 5 from Too Scared to Learn, "Learning in the
Context of
>
> Trauma: The Challenge of Setting Goals" (37 pages)
> Download these two articles from the Jenny Horsman website:
> http://www.jennyhorsman.com
> (if you look at the right side bar of her website, you will
see
> the two
> readings listed. Click on the readings and you will be taken
to
> the
> material. Depending on your computer, it may take a few
minutes
> for the
> article to download).*** These articles are posted as a
courtesy
> on the
> Internet for the purposes of this discussion. They will be
> available
> for download only until August 22, 2006. ***
> As supplemental reading, you may also want to look at this
article
>
> available on the WE LEARN website:
> "But Is It Education?" The Challenge of Creating Effective
> Learning for
> Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2,
2004--
> (16
> pages)
> http://www.litwomen.org/Research/horsman_wsq.pdf
>
> Facilitator: Mev Miller
> Mev Miller, Ed.D. is director and founder of WE LEARN (Women
> expanding
> Literacy Education action resource Network --
> http://litwomen.org/welearn.html). A long time feminist
activist,
> Mev
> has years of experience in facilitating reading-discussion
circles
> on a
> variety of women's issues. Her experience also includes
facilitating
> Women Leading Through Reading Reading-Discussion Circles with
> women in
> both ABE and ESOL learning Settings.WE LEARN Women Expanding:
> Literacy
> Education Action Resource Network
www.litwomen.org/welearn.html
>
>
> WE LEARN
> Women Expanding: Literacy Education Action Resource Network
> www.litwomen.org/welearn.html
>
> Mev Miller, Ed.D., Director
> 182 Riverside Ave.
> Cranston, RI 02910
> 401-383-4374
> welearn at litwomen.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please
go
to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From sjrhodes at tampabay.rr.com  Sat Aug 19 13:51:11 2006
From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com)
Date: Sat, 19 Aug 2006 13:51:11 -0400
Subject: [WomenLiteracy 501] Re: RD: Bridges to Learning and Mutual Respect
In-Reply-To: <20060819152442.76965.qmail@web30008.mail.mud.yahoo.com>
References: <44E5ED940200003100000E11@mailsrv4.gsu.edu>
	<20060819152442.76965.qmail@web30008.mail.mud.yahoo.com>
Message-ID: <c544f18d39fb2.39fb2c544f18d@tampabay.rr.com>
I think that the systematic planning, including lesson plans relative to the local community and making connections with the community, to inform, support, and include or integrate the learner is what makes a program great.  My school experience as 'observer' of the UMCM non-profit literacy workers, used many methods of teaching based on the learning needs, and created sub-groups within their program - But, the most important difference between a government funded and affiliated group in literacy training was the caring and mutual respect that developed over time.  For example, this particular community was primarily of Mexican heritage, and for fun, the program holds a Cinco de Mayo celebration.  Parents, Grandparents and friends in the community were invited and had a the kids put on planned a program, prior to the potluck dinner - The program was given in English and then repeated in the Spanish dialect, of the group.  Respect and community involvement is the key to the s!
 uccess of
Although, this close relationship with the community identity, developed by UMCM workers, led to an investigation and break in a refugee/child exploitation ring in Tampa, FL.  This was carefully handled by the authorities, but the tip wouldn't have come out in a program, like Worknet Pinellas or any other program, in which a level of trust may not exist.  Literacy workers build communities, and can make a direct influence of reporting violence, promoting self-sufficiency, and understanding of American citizenship.  Our learners are not outsiders, if we can help them know how they can belong to a non-violent society and the worth of that there is power in literate/educated groups that can send their children to college, have their own businesses, or have grandmothers read to their children in English or Spanish - just a few examples of what occurs when there is mutual respect and trust in our literacy programs.
Shirley
----- Original Message -----
From: Bertha Mo <bertiemo at yahoo.com>
Date: Saturday, August 19, 2006 11:27 am
Subject: [WomenLiteracy 500] Re: RD: Bridges to Learning
To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
> I'm wondering if I am registered on the Discussion List...
>
> Anyway, here goes...I agree with Jenny that in our society
> violence is pervasive, but I'm not sure about systematic.
>
> For me, violence is about power...having power over others and
> expressing that in ways that make people feel powerless. The power
> is exerted through the use of physical force, harassment or
> intimidation it makes other people feel that they can't act
> independent of the person who has power over them.
>
> Here are some examples of violence in education;
>
> 1. Teachers who tell students that they are in "weedout course"
> and that only one out of four students will survive the
> course...This is very common in math classes...
>
> 2. Teachers who make all the rules in class and do not
> encourage questions by making fun of students who ask questions...
>
> Here are examples of ways to overcome violence in education;
>
> 1. Have students work in groups.
>
> 2. Tell students that the choice to pass or not is their
> choice. The teacher expects everyone to pass if they do the work.
> If they have problems they should talk with teacher.
>
> 3. I'm current running a summer program for incoming
> freshies...Last night, my students and I participated in a 3-hr
> team building and communications called, "Adventures in Reality".
> The processes helped us get to know each other, begin building
> team, learning what good communication skills are...After a week
> of being together in interactive workshops and fieldtrips, next
> Thursday we'll get together again and see how far we've come and
> where we are going.
>
> We are building a learning community and I'm pretty excited. I
> wonder if some of these activities can be built into "literacy work."
>
> Bertie Mo, Ph.D., MPH
> CSTEP Director
> SUNY Potsdam
>
> Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
> I wonder what people think about Mev's statement and question:
> "I agree
> with Jenny that violence must be recognized as systemic and
> pervasive in
> our society. How do we recognize these connections in our educational
> systems? "
> Here are my wonders.
> 1. What do we think Jenny means by the premise that violence is
> systemic and pervasive?
> 2. Do people agree with Jenny's premise that violence is systemic and
> pervasive? If yes, why? If no, why not?
> 3. Andres, in his message below, talks about the importance of space.
> Do others see this as an important issue in relationship to
> violence and
> literacy instruction? If yes, how? How does this relate to the issues
> Jenny has raised in her writing?
> Any thoughts about these wonders, or any questions you feel like
> sharing with the rest of us?
> Daphne
>
> >>> "Muro, Andres" 8/17/2006 11:41:27 AM >>>
> In our program, we assume that all people victims of trauma and
> violence. This also relates to the article about
> normality/abnormality.
> I met Jenny many years ago in a WIL conference. I wanted to address
> the
> issue of trauma but still had the mindset that trauma was the
> issue of
> the other. After reading Jenny's work but also talking with her, Jane
> Hugo from Laubach and others I was able to understand that I was
> medicalizing(?) the problem. Trauma was an issue of the "sick other"
> and
> we, teachers/program staff, were there to help by providing a
> solution/intervention/cure.
>
>
>
> >From Jenny and others I understood that trauma is our issue and we
> are
> all victims of it. With this mindset, we create spaces in our programs
> were there are opportunities for those who want to and are ready to
> share and seek help, w/o anyone being forced to share if they don't
> want
> to. The spaces are many. Creative writing is one of those spaces.
> Opportunities for students collaborating in projects and sharing is
> another space. Many of opportunities for students to dialogue with
> program staff with privacy is another space. Students knowledge that
> there are support programs readily available is another space. There
> is
> also the opportunity for the program staff to share with each other
> and
> with students, and many of us have relied on each other to get over
> crises. However, a strong asset for us is the awareness that there are
> resources available for the students and ourselves.
>
>
>
> When someone reaches out seeking help, we need to be able to access
> interventions, if necessary, that go beyond peer support. So, we have
> contacts with all the local services that provide services for victims
> of trauma. This knowledge creates a safety network for us. If we reach
> out and seek help, there will be something available.
>
>
>
> Andres
>
>
>
>
>
> ________________________________
>
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of
> mev at litwomen.org
> Sent: Thursday, August 17, 2006 6:47 AM
> To: The List
> Subject: [WomenLiteracy 496] Re: RD: Bridges to Learning
>
>
>
> Shirley suggested having a list of support services available and
> communicating understanding can work to help students in trauma. She
> also indicates that the learning situation is not one in which
> teachers/learners should discuss their experiences of trauma.
>
>
>
> These observations lead me to some related questions....
>
> Jenny's work suggests that violence and trauma have an impact on our
> ability to lean or to stay present in the learning situation. How do
> we
> as teachers and students recognize these impacts and when they are
> actively affecting learners in a particular educational moment or
> setting? We probably do not need to know the details of each
> individuals' situation and Jenny suggests that we can reliably assume
> that many (if not most) learners will have experienced some form of
> violence. But part of the difficulty for those is trauma can be the
> preservation of silence, invisibility, or shame. I would venture to
> say
> that as women we have learned that much in our life experience has
> historically been silenced and it's only through discussion and the
> realization that "we're not the only one" that we gain a sense of
> relief
> and the beginning of being able to make change. How do we balance
> visibility and acknowledgment with good boundaries or learning
> environments?
>
>
>
> Ryan also offers some concerns for us to consider (though I personally
> would not use the language of "saving" or "being saved" as a way to
> discuss these issues). Ryan makes 2 important observations: 1) the
> burnout among educators and student peers that can come from the
> concern
> for (even frustration with) women who cannot leave their situations
> for
> whatever reasons, and 2) the experience of what is sometimes called
> "survivor's" guilt (which might also lead to post-traumatic
> stress!)
>
>
>
> I wonder if these experiences relate to the ways in which we make
> violence and trauma the responsibility of individuals rather than
> identifying complex social connections. Is it easier to locate these
> issues as personal and then somehow in our control? I agree with Jenny
> that violence must be recognized as systemic and pervasive in our
> society. How do we recognize these connections in our educational
> systems? And does this knowledge help us to understand violence in
> more
> depth or does it make our responses to it feel even smaller?
>
>
>
> Mev
>
>
>
>
>
>
>
>
> On Wednesday, August 16, 2006, at 03:34 PM, Ryan Hall wrote:
>
>
>
> I think Shirley makes a good point- that we can't save the
> world. But, perhaps "saving the world" is subjective in that it is
> usually defined by the person who is taking on that task. When we're
> the
> outsider looking at someone who so desperately needs to be saved, it's
> easy to forget that the choices we can offer may not be ones they can
> choose. Sometimes, choosing one of the options is too hard or too
> dangerous. Perhaps it's watching as students continue to struggle in
> their violent environment that causes much of the teacher burnout. I
> think that it is important to remember that some, maybe many, students
> can't be "saved" if for no other reason than it is just too hard for
> them to make those choices. I wonder if this concept may be even more
> difficult to understand for those of us who have seen and/or
> experienced
> trauma and been able to escape, or maybe just harder to deal with
> because it makes us feel guilty that we were able to do what many of
> them can't.
>
> Ryan
>
>
>
> On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com"
> wrote:
>
>
>
> I have a few thoughts on:
>
>
>
> In the articles we read, it was suggested that one approach to
> opening
>
> possibilities for learners is to "provide a reassuring and
> clear
>
>
> structure while allowing for the possibility of choice and
> freedom
>
> within careful boundaries."
>
>
>
> I had a very dear friend that told me once, you can't save the
> world, but you can still be involved and help people by steering them
> in
> the right direction. The simple fact that "you" are not alone, I
> believe, is a good start for the literacy worker and student. And,
> remember to followp-through, or if you feel the need to be personally
> involved, contact the social organizations you trust, support them and
> share information. This has worked for me, because I am a victim of
> trauma, but I don't believe that literacy learning is the place to
> share
> this kind of information - A look that says, "I understand," and you
> can
> do this and I know how you can work on bettering your life, by
> directing
> women in the right direction, is a way to keep boundaries - so
> important, as workers can suffer burn-out and learners can give up
> -
> so
> easily, it breaks your heart...Network, Be Informed and focus on
> learning...
>
>
>
> Shirley
>
>
>
> ----- Original Message -----
>
> From: "mev at litwomen.org"
>
> Date: Tuesday, August 15, 2006 8:45 pm
>
> Subject: [WomenLiteracy 492] RD: Bridges to Learning
>
> To: womenliteracy at nifl.gov
>
> Cc: NIFL Womenlit
>
>
>
> > Hi Everyone. I sent this message early this am (9:00) -- and
> have
>
> > been
>
> > away most of the day. It appeared not to have gone through -
> I
>
>
> > have no
>
> > idea why. This is a second try. Sorry for the delay. We can
> extend
>
> > the
>
> > discussion one more day of necessary.
>
> > Mev
>
> > ----------------
>
> >
>
> > Good morning!
>
> > Welcome to the Reading Discussion on articles written by
> Jenny
>
>
> > Horsman's addressing the impacts of violence on women's
> learning.
>
> > The
>
> > guidelines for discussion as previously outlined, the
> articles
>
>
> > being
>
> > discussed, and facilitator's bio are listed at the bottom of
> this
>
> > email.
>
> > Providing a Reading Discussion is a new experience for the
>
> > Womenliteracy listserv -- it will be an exciting new
> opportunity
>
> > for
>
> > many of us. Those with Distance Learning experience may adapt
> to
>
> > this
>
> > forum quicker than others. I have been considering ways to
> keep
>
> > it
>
> > manageable for our levels of experience.
>
> >
>
> > In the articles we read, it was suggested that one approach
> to
>
>
> > opening
>
> > possibilities for learners is to "provide a reassuring and
> clear
>
> > structure while allowing for the possibility of choice and
> freedom
>
> >
>
> > within careful boundaries." In that spirit, I would like to
>
> > propose
>
> > this framework for the week as we move forward. For the first
> few
>
> > days,
>
> > let's focus on "Moving beyond 'Stupid"" as it discusses some
> of
>
> > the
>
> > more general impacts of violence on women's learning. In the
>
> > middle of
>
> > this week (as the discussion leads us), we can focus more
> directly
>
> > on
>
> > the 2nd article, "Learning in the Context of Trauma" from
> Chapter
>
> > 5 of
>
> > _Too Scared to Learn_. In the last 2-3 days of this
> discussion, we
>
> > can
>
> > draw from both articles and our own experience and discuss
> more
>
> > broadly
>
> > some ways to develop creative, holistic, and "safer" learning
>
>
> > environments for women.
>
> >
>
> > As I read "Moving Beyond Stupid," several questions emerged
> for me
>
> > --
>
> > and I'm sure they did for you as well.
>
> > Perhaps we can begin by discussing how we understand and
> define
>
> > violence and trauma. How has Jenny's descriptions in this
> article
>
> > informed your own views or understanding of violence and
> trauma?
>
> > To
>
> > what extent have we understood the pervasiveness of violence
> and
>
> > the
>
> > systemic ways it exists and operates?
>
> >
>
> > This article reveals that slightly more than half of Canadian
>
>
> > women
>
> > have experienced at least one incident of violence. Jenny
> states
>
> > (p.
>
> > 181): "...we have to assume that every class will include at
> least
>
> > some
>
> > with this experience." What do you make of this assumption?
> Does
>
> > this
>
> > information correspond with the experiences of people from
> other
>
> > countries on this list?
>
> >
>
> > This article also discusses shame and the way it continues to
>
>
> > silence
>
> > women and limits their success in learning situations. How
> have
>
> > you
>
> > experienced the impacts of violence and trauma on students
> and
>
>
> > their
>
> > learning as well as on yourselves as teachers/educators?
>
> >
>
> > This article makes the warning to avoid making violence
> simply
> an
>
> > individual problem needing diagnosis and treatment
> (medicalizing).
>
> > Have
>
> > you been able to balance the needs and experiences of
> individuals
>
> > while
>
> > recognizing and addressing larger social and systemic
> connections
>
> > to
>
> > violence? How?
>
> >
>
> > I think this gives us enough to start with for now.....begin
> where
>
> > you
>
> > will, either with these questions or with something else in
> the
>
> > "Moving
>
> > Beyond Stupid" article that created a stir in you...
>
> >
>
> > Mev Miller, Facilitator for RD: Bridges to Learning
>
> > Director, WE LEARN
>
> >
>
> >
> -------------------------------------------------------------------
>
>
> > -----
>
> > ------------
>
> > Guidelines for Reading Discussion - August 15 - 22, 2006
>
> > * During the designated discussion period, use the assigned
>
> > discussion
>
> > subject line each time you post. For this reading discussion,
>
>
> > please
>
> > use: [RD: Bridges to Learning]
>
> >
>
> > * Though it will be helpful to have read the articles,
> everyone is
>
> >
>
> > welcome to participate in the discussion. Subscribers to
>
> > Womenliteracy
>
> > may join the discussion at any time, or read/listen as
> interested.
>
> >
>
> > * Be mindful that many people only check email once a day or
>
> > sporadically. As with any discussion, if you have made a
> post,
>
>
> > please
>
> > allow space and time for others to come into the discussion.
>
> >
>
> > * Remember, this is an open, public discussion. If you have
>
> > something
>
> > private or sensitive to respond, you may want to take it off
> list
>
> > with
>
> > an individual.
>
> >
>
> > Articles by Jenny Horsman for Reading discussion, August 15 -
> 22,
>
> > 2006:1) Moving Beyond "Stupid": Taking Account of the Impact
> of
>
> > Violence on
>
> > Women's Learning (12 pages)
>
> > 2) Chapter 5 from Too Scared to Learn, "Learning in the
> Context of
>
> >
>
> > Trauma: The Challenge of Setting Goals" (37 pages)
>
> > Download these two articles from the Jenny Horsman website:
>
> > http://www.jennyhorsman.com
>
> > (if you look at the right side bar of her website, you will
> see
>
> > the two
>
> > readings listed. Click on the readings and you will be taken
> to
>
> > the
>
> > material. Depending on your computer, it may take a few
> minutes
>
> > for the
>
> > article to download).*** These articles are posted as a
> courtesy
>
> > on the
>
> > Internet for the purposes of this discussion. They will be
>
> > available
>
> > for download only until August 22, 2006. ***
>
> > As supplemental reading, you may also want to look at this
> article
>
> >
>
> > available on the WE LEARN website:
>
> > "But Is It Education?" The Challenge of Creating Effective
>
> > Learning for
>
> > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2,
> 2004--
>
> > (16
>
> > pages)
>
> > http://www.litwomen.org/Research/horsman_wsq.pdf
>
> >
>
> > Facilitator: Mev Miller
>
> > Mev Miller, Ed.D. is director and founder of WE LEARN (Women
>
> > expanding
>
> > Literacy Education action resource Network --
>
> > http://litwomen.org/welearn.html). A long time feminist
> activist,
>
> > Mev
>
> > has years of experience in facilitating reading-discussion
> circles
>
> > on a
>
> > variety of women's issues. Her experience also includes
> facilitating
>
> > Women Leading Through Reading Reading-Discussion Circles with
>
>
> > women in
>
> > both ABE and ESOL learning Settings.WE LEARN Women Expanding:
>
>
> > Literacy
>
> > Education Action Resource Network
> www.litwomen.org/welearn.html
>
> >
>
> >
>
> > WE LEARN
>
> > Women Expanding: Literacy Education Action Resource Network
>
> > www.litwomen.org/welearn.html
>
> >
>
> > Mev Miller, Ed.D., Director
>
> > 182 Riverside Ave.
>
> > Cranston, RI 02910
>
> > 401-383-4374
>
> > welearn at litwomen.org
>
> >
>
> > ----------------------------------------------------
>
> > National Institute for Literacy
>
> > Women and Literacy mailing list
>
> > WomenLiteracy at nifl.gov
>
> > To unsubscribe or change your subscription settings, please
> go
> to
>
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
>
>
>
> ----------------------------------------------------
>
> National Institute for Literacy
>
> Women and Literacy mailing list
>
> WomenLiteracy at nifl.gov
>
> To unsubscribe or change your subscription settings, please go
> to http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
>
> ----------------------------------------------------
>
> National Institute for Literacy
>
> Women and Literacy mailing list
>
> WomenLiteracy at nifl.gov
>
> To unsubscribe or change your subscription settings, please go
> to http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
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From ryanryanc at yahoo.com  Sat Aug 19 17:42:26 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Sat, 19 Aug 2006 17:42:26 -0400
Subject: [WomenLiteracy 502] Re: RD: Bridges to Learning
In-Reply-To: <6C492E0A-2DEE-11DB-868B-000393ABE4D2@litwomen.org>
Message-ID: <C10CFE02.27CC%ryanryanc@yahoo.com>
I don?t want to open the doorway to a discussion about word choice just for
the sake of arguing over semantics, but I agree with Mev that words like
?save? or ?rescue? are not appropriate terms for discussing these issues. I
think the words we use, regardless of the reason we use them, often shape
our perception, which then shapes our beliefs and the ways we choose to
respond to situations. I used the word ?save? in my post because it was part
of the previous post. But, we shouldn?t use terms like that because they
place unfair assumptions on learners and teachers alike. I do believe many
teachers join the profession in hopes of ?saving? students from whatever it
is they need to be ?saved? from. This concept is implied somewhere--I?m not
really sure where, maybe society in general?and many teachers are left
frustrated, and maybe even embarrassed, when they are unable to do what has
been implied that they should be able to do...especially when they are given
very little, if any, guidance as to how to 1) identify all the possible
issues that individual students have and the possible obstacles to learning
that are present in so many of their lives and 2) how to deal with them
effectively without causing added issues that would further prevent
learning. Jenny talks about how the current discourse surrounding violence
and its impact on learning creates a ??self-evident? divide between violence
and education? (p. 179) and goes on to say that creating new ways to discuss
it ?...can open possibilities for more effective practices? (p. 179). I
think she's correct, and I also agree that there needs to be a new discourse
so that there can be new ways to perceive what is and what does occur in the
lives of our students, as well as how what happens to them outside the
classroom affects what they are able to do inside the classroom.
Having had tons of education classes in my undergraduate and master?s
programs that focused on many aspects of the learner and how to do this and
that in order to increase student achievement, I heard nothing about the
impact of violence on learning until this past year. Although I was somewhat
relieved that I had learned about another, very plausible reason some of my
students wouldn?t (or maybe I should say couldn?t) respond to my instruction
as I had hoped, I was also frustrated that the issue of violence and its
impact on learning had never been introduced to me as a possible obstacle to
learning. Now, I am trying to figure out what to do with this information in
terms of how I structure the classes I teach, which activities I include in
the course, the expectations I should place on my students? public
participation, and, of course, what I am to do when I am told about
students? experiences with violence and trauma. In short, I am left with
many questions, some of which I list below in hopes that some of you have
experiences and/or advice you are willing to share with the rest of us:
1.How often is the impact of violence discussed in professional development
settings? How is it discussed- as something to be dealt with in the
educational setting or as something that should be handled somewhere else by
someone else? What are the common responses programs have to students who
are experiencing violence or whose learning is apparent affected by their
traumatic experiences?
2. How should we as teachers view the impact of violence on our students?
learning? Should we view it as just another consideration to add to the list
of considerations we should have in mind for all students (e.g., cultural
differences, various forms of learning disabilities, physical disabilities
like head injuries, attention issues, etc.)? Or, does the impact of violence
necessitate its own special place and require other considerations?
3. How should we deal with the issues of violence and trauma without adding
another category of the ?other? to our classroom?
4. How do we get students to participate in class activities that require
them to speak or make choices about their own learning? How can we help
students to trust their own knowledge and, if/when they are wrong, what are
some strategies for dealing with wrong answers- ones that won't add to their
beliefs that they are "too stupid to learn"?
5. And, finally for now, Jenny makes the comment that "educators have a
responsibility to create a safer place to learn where learning is not
blocked by silence and denial" (p. 184). Some have already stated that
literacy classes are not the place for dealing with issues of violence- I
wonder what others think about that.
Ryan
On 8/17/06 8:46 AM, "mev at litwomen.org" <mev at litwomen.org> wrote:
> Shirley suggested having a list of support services available and
> communicating understanding can work to help students in trauma. She also
> indicates that the learning situation is not one in which teachers/learners
> should discuss their experiences of trauma.
>
> These observations lead me to some related questions....
> Jenny's work suggests that violence and trauma have an impact on our ability
> to lean or to stay present in the learning situation. How do we as teachers
> and students recognize these impacts and when they are actively affecting
> learners in a particular educational moment or setting? We probably do not
> need to know the details of each individuals' situation and Jenny suggests
> that we can reliably assume that many (if not most) learners will have
> experienced some form of violence. But part of the difficulty for those is
> trauma can be the preservation of silence, invisibility, or shame. I would
> venture to say that as women we have learned that much in our life experience
> has historically been silenced and it's only through discussion and the
> realization that "we're not the only one" that we gain a sense of relief and
> the beginning of being able to make change. How do we balance visibility and
> acknowledgment with good boundaries or learning environments?
>
> Ryan also offers some concerns for us to consider (though I personally would
> not use the language of "saving" or "being saved" as a way to discuss these
> issues). Ryan makes 2 important observations: 1) the burnout among educators
> and student peers that can come from the concern for (even frustration with)
> women who cannot leave their situations for whatever reasons, and 2) the
> experience of what is sometimes called "survivor's" guilt (which might also
> lead to post-traumatic stress!)
>
> I wonder if these experiences relate to the ways in which we make violence and
> trauma the responsibility of individuals rather than identifying complex
> social connections. Is it easier to locate these issues as personal and then
> somehow in our control? I agree with Jenny that violence must be recognized as
> systemic and pervasive in our society. How do we recognize these connections
> in our educational systems? And does this knowledge help us to understand
> violence in more depth or does it make our responses to it feel even smaller?
>
> Mev
>
>
>
>
>
>
> On Wednesday, August 16, 2006, at 03:34  PM, Ryan Hall wrote:
>
>> I think Shirley makes a good point- that we can?t save the world. But,
>> perhaps ?saving the world? is subjective in that it is usually defined by the
>> person who is taking on that task. When we?re the outsider looking at someone
>> who so desperately needs to be saved, it?s easy to forget that the choices we
>> can offer may not be ones they can choose. Sometimes, choosing one of the
>> options is too hard or too dangerous. Perhaps it?s watching as students
>> continue to struggle in their violent environment that causes much of the
>> teacher burnout. I think that it is important to remember that some, maybe
>> many, students can?t be ?saved? if for no other reason than it is just too
>> hard for them to make those choices. I wonder if this concept may be even
>> more difficult to understand for those of us who have seen and/or experienced
>> trauma and been able to escape, or maybe just harder to deal with because it
>> makes us feel guilty that we were able to do what many of them can?t.
>> Ryan
>>
>> On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com" <sjrhodes at tampabay.rr.com>
>> wrote:
>>
>> I have a few thoughts on:
>>
>> In the articles we read, it was suggested that one approach to opening ?
>> possibilities for learners is to "provide a reassuring and clear ?
>> structure while allowing for the possibility of choice and freedom ?
>> within careful boundaries."
>>
>> I had a very dear friend that told me once, you can't save the world, but you
>> can still be involved and help people by steering them in the right
>> direction. ?The simple fact that "you" are not alone, I believe, is a good
>> start for the literacy worker and student. ?And, remember to followp-through,
>> or if you feel the need to be personally involved, contact the social
>> organizations you trust, support them and share information. ?This has worked
>> for me, because I am a victim of trauma, but I don't believe that literacy
>> learning is the place to share this kind of information - A look that says,
>> "I understand," and you can do this and I know how you can work on bettering
>> your life, by directing women in the right direction, is a way to keep
>> boundaries - so important, as workers can suffer burn-out and learners can
>> give up - so easily, it breaks your heart...Network, Be Informed and focus on
>> learning...
>>
>> Shirley
>>
>> ----- Original Message -----
>> From: "mev at litwomen.org" <mev at litwomen.org>
>> Date: Tuesday, August 15, 2006 8:45 pm
>> Subject: [WomenLiteracy 492] RD: Bridges to Learning
>> To: womenliteracy at nifl.gov
>> Cc: NIFL Womenlit <womenliteracy at dev.nifl.gov>
>>
>>> > Hi Everyone. I sent this message early this am (9:00) -- and have
>>> > been
>>> > away most of the day. It appeared not to have gone through - I
>>> > have no
>>> > idea why. This is a second try. Sorry for the delay. We can extend
>>> > the
>>> > discussion one more day of necessary.
>>> > Mev
>>> > ----------------
>>> >
>>> > Good morning!
>>> > Welcome to the Reading Discussion on articles written by Jenny
>>> > Horsman's addressing the impacts of violence on women's learning.
>>> > The
>>> > guidelines for discussion as previously outlined, the articles
>>> > being
>>> > discussed, and facilitator's bio are listed at the bottom of this
>>> > email.
>>> > Providing a Reading Discussion is a new experience for the
>>> > Womenliteracy listserv -- it will be an exciting new opportunity
>>> > for
>>> > many of us. Those with Distance Learning experience may adapt to
>>> > this
>>> > forum quicker than others. I have been considering ways to keep
>>> > it
>>> > manageable for our levels of experience.
>>> >
>>> > In the articles we read, it was suggested that one approach to
>>> > opening
>>> > possibilities for learners is to "provide a reassuring and clear
>>> > structure while allowing for the possibility of choice and freedom
>>> >
>>> > within careful boundaries." In that spirit, I would like to
>>> > propose
>>> > this framework for the week as we move forward. For the first few
>>> > days,
>>> > let's focus on "Moving beyond 'Stupid"" as it discusses some of
>>> > the
>>> > more general impacts of violence on women's learning. In the
>>> > middle of
>>> > this week (as the discussion leads us), we can focus more directly
>>> > on
>>> > the 2nd article, "Learning in the Context of Trauma" from Chapter
>>> > 5 of
>>> > _Too Scared to Learn_. In the last 2-3 days of this discussion, we
>>> > can
>>> > draw from both articles and our own experience and discuss more
>>> > broadly
>>> > some ways to develop creative, holistic, and "safer" learning
>>> > environments for women.
>>> >
>>> > As I read "Moving Beyond Stupid," several questions emerged for me
>>> > --
>>> > and I'm sure they did for you as well.
>>> > Perhaps we can begin by discussing how we understand and define
>>> > violence and trauma. How has Jenny's descriptions in this article
>>> > informed your own views or understanding of violence and trauma?
>>> > To
>>> > what extent have we understood the pervasiveness of violence and
>>> > the
>>> > systemic ways it exists and operates?
>>> >
>>> > This article reveals that slightly more than half of Canadian
>>> > women
>>> > have experienced at least one incident of violence. Jenny states
>>> > (p.
>>> > 181): "...we have to assume that every class will include at least
>>> > some
>>> > with this experience." What do you make of this assumption? Does
>>> > this
>>> > information correspond with the experiences of people from other
>>> > countries on this list?
>>> >
>>> > This article also discusses shame and the way it continues to
>>> > silence
>>> > women and limits their success in learning situations. How have
>>> > you
>>> > experienced the impacts of violence and trauma on students and
>>> > their
>>> > learning as well as on yourselves as teachers/educators?
>>> >
>>> > This article makes the warning to avoid making violence simply an
>>> > individual problem needing diagnosis and treatment (medicalizing).
>>> > Have
>>> > you been able to balance the needs and experiences of individuals
>>> > while
>>> > recognizing and addressing larger social and systemic connections
>>> > to
>>> > violence? How?
>>> >
>>> > I think this gives us enough to start with for now.....begin where
>>> > you
>>> > will, either with these questions or with something else in the
>>> > "Moving
>>> > Beyond Stupid" article that created a stir in you...
>>> >
>>> > Mev Miller, Facilitator for RD: Bridges to Learning
>>> > Director, WE LEARN
>>> >
>>> > -------------------------------------------------------------------
>>> > -----
>>> > ------------
>>> > Guidelines for Reading Discussion - August 15 - 22, 2006
>>> > * During the designated discussion period, use the assigned
>>> > discussion
>>> > subject line each time you post. For this reading discussion,
>>> > please
>>> > use: [RD: Bridges to Learning]
>>> >
>>> > * Though it will be helpful to have read the articles, everyone is
>>> >
>>> > welcome to participate in the discussion. Subscribers to
>>> > Womenliteracy
>>> > may join the discussion at any time, or read/listen as interested.
>>> >
>>> > * Be mindful that many people only check email once a day or
>>> > sporadically. As with any discussion, if you have made a post,
>>> > please
>>> > allow space and time for others to come into the discussion.
>>> >
>>> > * Remember, this is an open, public discussion. If you have
>>> > something
>>> > private or sensitive to respond, you may want to take it off list
>>> > with
>>> > an individual.
>>> >
>>> > Articles by Jenny Horsman for Reading discussion, August 15 - 22,
>>> > 2006:1) Moving Beyond "Stupid": Taking Account of the Impact of
>>> > Violence on
>>> > Women's Learning (12 pages)
>>> > 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of
>>> >
>>> > Trauma: The Challenge of Setting Goals" (37 pages)
>>> > Download these two articles from the Jenny Horsman website:
>>> > http://www.jennyhorsman.com
>>> > (if you look at the right side bar of her website, you will see
>>> > the two
>>> > readings listed. Click on the readings and you will be taken to
>>> > the
>>> > material. Depending on your computer, it may take a few minutes
>>> > for the
>>> > article to download).*** These articles are posted as a courtesy
>>> > on the
>>> > Internet for the purposes of this discussion. They will be
>>> > available
>>> > for download only until August 22, 2006. ***
>>> > As supplemental reading, you may also want to look at this article
>>> >
>>> > available on the WE LEARN website:
>>> > "But Is It Education?" The Challenge of Creating Effective
>>> > Learning for
>>> > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004--
>>> > (16
>>> > pages)
>>> > http://www.litwomen.org/Research/horsman_wsq.pdf
>>> >
>>> > Facilitator: Mev Miller
>>> > Mev Miller, Ed.D. is director and founder of WE LEARN (Women
>>> > expanding
>>> > Literacy Education action resource Network --
>>> > http://litwomen.org/welearn.html). A long time feminist activist,
>>> > Mev
>>> > has years of experience in facilitating reading-discussion circles
>>> > on a
>>> > variety of women's issues. Her experience also includes facilitating
>>> > Women Leading Through Reading Reading-Discussion Circles with
>>> > women in
>>> > both ABE and ESOL learning Settings.WE LEARN Women Expanding:
>>> > Literacy
>>> > Education Action Resource Network www.litwomen.org/welearn.html
>>> >
>>> >
>>> > WE LEARN
>>> > Women Expanding: Literacy Education Action Resource Network
>>> > www.litwomen.org/welearn.html
>>> >
>>> > Mev Miller, Ed.D., Director
>>> > 182 Riverside Ave.
>>> > Cranston, RI 02910
>>> > 401-383-4374
>>> > welearn at litwomen.org
>>> >
>>> > ----------------------------------------------------
>>> > National Institute for Literacy
>>> > Women and Literacy mailing list
>>> > WomenLiteracy at nifl.gov
>>> > To unsubscribe or change your subscription settings, please go to
>>> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
> <image.tiff>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From mev at litwomen.org  Mon Aug 21 08:53:18 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Mon, 21 Aug 2006 08:53:18 -0400
Subject: [WomenLiteracy 503] Re: RD: Bridges to Learning
Message-ID: <04860BD0-3114-11DB-9B63-000393ABE4D2@litwomen.org>
Thanks to all who have posted in the past few days...
Even though we said Tuesday was the closing day for this discussion. I
think I will try to make some closing remarks on Wednesday....but list
participants should feel welcome to continue with the discussion for a
bit longer. I'm feeling a bit overwhelmed because there are so many
directions to take this conversation...so I hope my thought below are
not too rambling.
A couple of keen observations have come from these posts and some new
terrain for discussion. Both Andres and Ryan mention the issue of
"other-ing." As Andres point out, medicalizing the experience of trauma
and violence adds another layer of perception about those who survive
trauma - another way of distancing ourselves from them - making them
"other" than us. Ryan asks, "How should we deal with the issues of
violence and trauma without adding another category of the 'other' to
our classroom?" But the reality is what Jenny has helped Andres and
Ryan -- and many of us who read her work -- understand that we too are
affected by violence as well. I came to understand this for myself in a
different way a long time ago when I realized that there have been many
times when my ability to become intimate with women as friends or
lovers was threatened, denied, or even destroyed by the emotional and
physical harm inflicted in those women's lives by past and present male
abusers. I can only explain this as grief and sadness about the
profound loss this brings to women's power and to the creativity and
power that our lives can bring. That grief has since turned to rage and
anger and now to activism and compassion -- a circle of emotion I
continue to experience in various and simultaneous cycles! I don't mean
to sound self-serving -- but understanding how violence is pervasive
has helped me to identify the myriad of ways violence functions in my
life in ways I don't always claim  as well as how it affects my
relationships with other women and my ability to trust and respect
other people in general.
Connected to this other-ing, I also wonder about the effects of
victimization. Feminism warns us not to "blame the victim." Sometimes I
fear that while we are making safer spaces, we might also be
reinforcing women's self-perception of being a victim, or unconsciously
move into patronizing or "deficiency" models of teaching. How do we
diffuse women's sense of self as victim? How do we move beyond the
debilitating effects of victimization? How do we en-courage women to
identify, embrace and use their power? I think these are questions to
consider as we think about developing empowering learning environments.
Bertie questions the ways in which violence is systematic. This is one
of those word places that can become difficult. Jenny uses the word
systemic -- which has somewhat different implications. We might
understand it this way -- systematic might look like the abuser who
creates emotional and physical changes in increments over time that
places more and more control over the abused.
Systemic refers to harder to recognize places where violence exists in
systems of power - slavery, colonialism, genocide, war, but also social
systems like welfare, racism, some ways in which the legal system
works, and, yes, even education (among many others). Bertie offers some
good examples of how education can manifest violence and abuses of
power.
Shirley discusses another important factor - that of education within
the context of program, family, and community. By maintaining a
holistic approach, much can be gained by the learners as well as family
and community. Sometimes it becomes too easily to "silo" the pieces or
make sure things stay within the boundaries of compartments. I would
say that power systems (patriarchy for examples) functions because it
insists that certain things stay in certain boxes and remain isolated
from each other.  Women who experience trauma and violence are isolated
in many ways.
I wonder sometimes about the distinctions we make between maintaining
"good boundaries" as compared to make sure that certain information,
people, or functions stay within their separate boxes in order to
prevent awareness or to maintain control.
Jenny's work offers s some ways to recognize violence and to address
ways to make learning environments possible places of success for
learners (and teachers). While we might think it's easy to "offer
choices," Jenny outlines some important considerations for ways to make
that happen -- through control, connection, and meaning.
Given al that has been said, perhaps we can focus on regaining a sense
of control. What does it look like for learners to have control over
their education/learning? What does it mean for a teacher to have
control while not being controlling? Keeping in mind Jenny's sense of
what control means -- the possibility of influencing an outcome - or
the belief that it is possible to influence an outcome).
Mev
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From amuro5 at epcc.edu  Mon Aug 21 11:52:57 2006
From: amuro5 at epcc.edu (Muro, Andres)
Date: Mon, 21 Aug 2006 09:52:57 -0600
Subject: [WomenLiteracy 504] Re: RD: Bridges to Learning
In-Reply-To: <04860BD0-3114-11DB-9B63-000393ABE4D2@litwomen.org>
Message-ID: <CA29C5E82B801844A7A967D109F117CF6F9A0E@svrascmail01>
________________________________
Mev asks:
"Keeping in mind Jenny's sense of what control means -- the possibility
of influencing an outcome - or the belief that it is possible to
influence an outcome)."
After working with students for many years, we have tried different
things that people have written about and suggested. I believe that one
of the best strategies is to help the students write and publish their
work. I mentioned before that we have published students' work in a
collection called Memorias del Silencio
http://bordersenses.com/memorias. The collection, poetry and prose, is
about the experiences of immigrants coming to the US. While they all
deal with trauma, it is not trauma in the traditional sense of domestic
abuse. However, it is indeed trauma. Writing and publishing is a
powerful tool for our students, majority women, to feel empowered and to
earn a sense of control.
Writing and publishing works in multiple ways. First, it fulfills the
academic requirement that teachers and students are trying to achieve.
Second, it offers students a vehicle for release in a way that they
control. Third, it gives them a voice. Fourth, it gives them a
tremendous self esteem. Fifth, it gives them a sense of pride among
their family members (especially their children), their peers and the
community. Children look at their parents with admiration and respect
when they see them as published authors.  Children seek their parents'
academic support. Children put more effort in school.
Of course the sort of writing that I am talking about is not the typical
composition assignment with the typical writing prompt. Yet, it does
lead to good academic writing. I am talking about creative writing where
the students have control of their texts. I believe that there is a need
for a creative writing teacher to lead workshops with the students
rather than the typical ABE teacher.
Andres
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From Janet_Isserlis at brown.edu  Mon Aug 21 12:04:02 2006
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Mon, 21 Aug 2006 12:04:02 -0400
Subject: [WomenLiteracy 505]  violence and professional development
In-Reply-To: <C10CFE02.27CC%ryanryanc@yahoo.com>
Message-ID: <C10F51B2.F6E5%Janet_Isserlis@brown.edu>
Ryan
In response to your questions about learning about the prevalence of
violence within your own professional development:
1.How often is the impact of violence discussed in professional development
settings? How is it discussed- as something to be dealt with in the
educational setting or as something that should be handled somewhere else by
someone else? What are the common responses programs have to students who
are experiencing violence or whose learning is apparent affected by their
traumatic experiences?
For the past several  years  - since becoming familiar with Jenny?s work ?
I?ve included explicit reference to possibilities of violence in a range of
professional development settings - - as facilitator and participant, hoping
to making the possibilities of people?s having experienced violence visible.
By this I mean not asking people to disclose histories of trauma, but to
indicate that chances are high that one or some of us in any group will have
experienced some sort of trauma and that our behavior towards and
interaction with one another should take that into account in being
respectful, and in being aware of who has / doesn?t have power in a
particular moment.  (In other words, don?t take all the air time, try to
listen actively, respond constructively, etc.)
I talk about ?school safety? and privilege ? how, in grade school, I?d
always raise my hand to answer questions and how I couldn?t imagine why
other kids weren?t doing the same ? it took me a long time to understand
that many kids were made to feel stupid and afraid and so wouldn?t risk
offering an answer that might cause more ridicule.
As I came to see the connections between this largely unearned school
privilege I had (I just did well at school) - I also slowly began to see the
connections between fear of failure, ridicule, harm in classrooms and those
fears experienced by survivors/victims of violence or trauma.  The long and
short of it is that for me, the possibilities that anyone (teachers,
learners, people on the street) have had experiences of violence shapes the
way I try to interact with them all the time.  I?m not ?nicer? to folks that
I think have had experiences of violence, but try to be respectful of all ?
knowing that it?s always possible that someone will be in a place where they
can?t be present to learning, or react in a way that she/he/I hadn?t
anticipated.
2. How should we as teachers view the impact of violence on our students?
learning? Should we view it as just another consideration to add to the list
of considerations we should have in mind for all students (e.g., cultural
differences, various forms of learning disabilities, physical disabilities
like head injuries, attention issues, etc.)? Or, does the impact of violence
necessitate its own special place and require other considerations?
3. How should we deal with the issues of violence and trauma without adding
another category of the ?other? to our classroom?
How do we view the impact of violence in our own lives?  In the communities
in which we live and work?  I think of universal design (e.g. curbs that are
curved so folks in wheelchairs can gain mobility ? which is also useful for
skateboarders, people pushing prams and shopping baskets) -- and think that
careful treatment of everyone also benefits those for whom violence may or
may not be a particular issue.
4. How do we get students to participate in class activities that require
them to speak or make choices about their own learning? How can we help
students to trust their own knowledge and, if/when they are wrong, what are
some strategies for dealing with wrong answers- ones that won't add to their
beliefs that they are "too stupid to learn"?
We need to give students choices about how much or how little to say.  We
need to give each other permission to ?pass? if a question is something we
don?t wish to answer.  In ESOL classes, for example, I tell students that if
you don?t want to talk about what you did last night (say, we?re working on
the past tense) , you can just tell anything you?ve done in the last week,
so long as you use the past tense ? this gives folks space to participate
fully in the exercise but to not have to reveal something that they don?t
want to ? I think of it as lateral choices we can make so that we can
participate, or not, without losing energy over worrying about what to tell
or what not to tell (something Jenny also describes well in her work).
5. And, finally for now, Jenny makes the comment that "educators have a
responsibility to create a safer place to learn where learning is not
blocked by silence and denial" (p. 184). Some have already stated that
literacy classes are not the place for dealing with issues of violence- I
wonder what others think about that.
I think that creating safe space does not have to mean that issues of
violence are ?dealt with? through discussion ? but that for all of us, we
work and think better when obstacles to safety and trust are removed.
Janet Isserlis
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From nonesuch at MALA.BC.CA  Mon Aug 21 14:10:03 2006
From: nonesuch at MALA.BC.CA (Kate Nonesuch)
Date: Mon, 21 Aug 2006 11:10:03 -0700
Subject: [WomenLiteracy 506] Re: RD: Bridges to Learning
References: <CA29C5E82B801844A7A967D109F117CF6F9A0E@svrascmail01>
Message-ID: <4DA696749F7F4B4F85E67688BF659E82A7CDD5@sidney.capitan.mala.bc.ca>
Like Andres, I know that publishing student writing works for all the reasons he gives--I'm working now on publishing a collection of writing done by women in a transition house program.
However, I disagree that "there is a need for a creative writing teacher to lead workshops with the students rather than the typical ABE teacher."  I think that "the typical ABE teacher" doesn't do the kind of creative writing we are talking about because there is resistance from program administration, and from other teachers, and from within ourselves; I think that, rather than bring in creative writing teachers for students, we need to bring in support for "typical ABE teachers" to provide the kind of safe space students need--the kind of professional development and training that Janet talks about in her recent post.  (I guess you can tell by the quotation marks that I'm having trouble with the term "typical ABE teacher.")
And, by the way, I'm reminded of the video Tell Me Something I Can't Forget that documents the power of personal writing in a setting where the aim is writing, not therapy.
Interesting discussion--thanks, everyone.
Kate Nonesuch
Career and Academic Preparation
Malaspina University-College, Cowichan Campus
222 Cowichan Way
Duncan, BC
V9L 6P4
nonesuch at mala.ca
phone:  (250) 746-3565
Fax:  (250) 746-3563
________________________________
From: womenliteracy-bounces at nifl.gov on behalf of Muro, Andres
Sent: Mon 21-Aug-06 8:52 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 504] Re: RD: Bridges to Learning
________________________________
Mev asks:
"Keeping in mind Jenny's sense of what control means -- the possibility of influencing an outcome - or the belief that it is possible to influence an outcome)."
After working with students for many years, we have tried different things that people have written about and suggested. I believe that one of the best strategies is to help the students write and publish their work. I mentioned before that we have published students' work in a collection called Memorias del Silencio http://bordersenses.com/memorias. The collection, poetry and prose, is about the experiences of immigrants coming to the US. While they all deal with trauma, it is not trauma in the traditional sense of domestic abuse. However, it is indeed trauma. Writing and publishing is a powerful tool for our students, majority women, to feel empowered and to earn a sense of control.
Writing and publishing works in multiple ways. First, it fulfills the academic requirement that teachers and students are trying to achieve. Second, it offers students a vehicle for release in a way that they control. Third, it gives them a voice. Fourth, it gives them a tremendous self esteem. Fifth, it gives them a sense of pride among their family members (especially their children), their peers and the community. Children look at their parents with admiration and respect when they see them as published authors.  Children seek their parents' academic support. Children put more effort in school.
Of course the sort of writing that I am talking about is not the typical composition assignment with the typical writing prompt. Yet, it does lead to good academic writing. I am talking about creative writing where the students have control of their texts. I believe that there is a need for a creative writing teacher to lead workshops with the students rather than the typical ABE teacher.
Andres
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From ALCDGG at langate.gsu.edu  Mon Aug 21 15:52:58 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 21 Aug 2006 15:52:58 -0400
Subject: [WomenLiteracy 507]  Lifetime will promote Literacy
In-Reply-To: <4DA696749F7F4B4F85E67688BF659E82A7CDD5@sidney.capitan.mala.bc.ca>
References: <CA29C5E82B801844A7A967D109F117CF6F9A0E@svrascmail01>
	<4DA696749F7F4B4F85E67688BF659E82A7CDD5@sidney.capitan.mala.bc.ca>
Message-ID: <44E9D6DA02000031000012D9@mailsrv4.gsu.edu>
Fantasia Barrino, Lifetime Television and NCFL Join to Promote Literacy
NCFL (National Center for Family Literacy) will be in the national
spotlight this weekend when Lifetime Television presents "The Fantasia
Barrino Story: Life is Not a Fairy Tale."
The 2004 American Idol winner who went public last year with her
reading difficulties, will star in the "biopic." It will detail the many
obstacles -- including low literacy and being a single mother -- she
overcame on her way to the top.  Barrino will tout NCFL following the
movie in a national Public Service Announcement: "I overcame the feeling
of not being a confident reader and then I became the American Idol.
Thirty million Americans face similar challenges, whether trying to read
a book or complete a job application."
The PSA goes on to promote the NCFL resources available via
Lifetimetv.com and gives NCFL's 1-877-FAMLIT1 toll free number. "When
real life success stories like Fantasia's are shared, people are often
so inspired they clear a path toward accomplishing their own goals,"
said Sharon Darling, president & founder of NCFL. "NCFL applauds
Fantasia and the millions like her who take that first step toward
success through family learning and keep going."
The movie will air at 9 p.m. Aug. 19, 8 p.m. Aug. 20 and 9 p.m. Aug.21
(All times are Eastern). Find out more at
 www.lifetimetv.com/movies/originals/fantasia.html on the Lifetime
site.
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From amuro5 at epcc.edu  Tue Aug 22 11:22:14 2006
From: amuro5 at epcc.edu (Muro, Andres)
Date: Tue, 22 Aug 2006 09:22:14 -0600
Subject: [WomenLiteracy 508] Re: RD: Bridges to Learning
In-Reply-To: <4DA696749F7F4B4F85E67688BF659E82A7CDD5@sidney.capitan.mala.bc.ca>
Message-ID: <CA29C5E82B801844A7A967D109F117CF6F9B5A@svrascmail01>
Kate:
I agree that ideally, the ABE teacher should lead creative writing
activities. In my experience, though, our teachers have difficulty doing
so and tend to revert to the traditional academic model. We do extensive
training with them but they put pressure on themselves and feel pressure
from students to focus on the traditional stuff. We hired a creative
writing instructor and she has been able to create the creative writing
spaces. What we want to do is have her train the ABE teachers to be able
to create those spaces.
In our program we have the reverse of what you describe. We want
teachers to be as non-traditional as possible. The teachers and the
students have difficulty adjusting to the non-traditional environments.
So we must work with them extensively to help them adjust to the
cultural shock of non-traditional classes. I think that there has to be
a balance where the academic stuff and the real life, the contextual,
the content, the creative, etc come together. I know some teachers that
are great at doing this. However, we are trying to do this in 20
different classes at the time.
Andres
________________________________
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Kate Nonesuch
Sent: Monday, August 21, 2006 12:10 PM
To: The Women and Literacy Discussion List
Subject: RE: [WomenLiteracy 504] Re: RD: Bridges to Learning
Like Andres, I know that publishing student writing works for all the
reasons he gives--I'm working now on publishing a collection of writing
done by women in a transition house program.
However, I disagree that "there is a need for a creative writing teacher
to lead workshops with the students rather than the typical ABE
teacher."  I think that "the typical ABE teacher" doesn't do the kind of
creative writing we are talking about because there is resistance from
program administration, and from other teachers, and from within
ourselves; I think that, rather than bring in creative writing teachers
for students, we need to bring in support for "typical ABE teachers" to
provide the kind of safe space students need--the kind of professional
development and training that Janet talks about in her recent post.  (I
guess you can tell by the quotation marks that I'm having trouble with
the term "typical ABE teacher.")
And, by the way, I'm reminded of the video Tell Me Something I Can't
Forget that documents the power of personal writing in a setting where
the aim is writing, not therapy.
Interesting discussion--thanks, everyone.
Kate Nonesuch
Career and Academic Preparation
Malaspina University-College, Cowichan Campus
222 Cowichan Way
Duncan, BC
V9L 6P4
nonesuch at mala.ca
phone:  (250) 746-3565
Fax:  (250) 746-3563
________________________________
From: womenliteracy-bounces at nifl.gov on behalf of Muro, Andres
Sent: Mon 21-Aug-06 8:52 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 504] Re: RD: Bridges to Learning
________________________________
Mev asks:
"Keeping in mind Jenny's sense of what control means -- the possibility
of influencing an outcome - or the belief that it is possible to
influence an outcome)."
After working with students for many years, we have tried different
things that people have written about and suggested. I believe that one
of the best strategies is to help the students write and publish their
work. I mentioned before that we have published students' work in a
collection called Memorias del Silencio
http://bordersenses.com/memorias. The collection, poetry and prose, is
about the experiences of immigrants coming to the US. While they all
deal with trauma, it is not trauma in the traditional sense of domestic
abuse. However, it is indeed trauma. Writing and publishing is a
powerful tool for our students, majority women, to feel empowered and to
earn a sense of control.
Writing and publishing works in multiple ways. First, it fulfills the
academic requirement that teachers and students are trying to achieve.
Second, it offers students a vehicle for release in a way that they
control. Third, it gives them a voice. Fourth, it gives them a
tremendous self esteem. Fifth, it gives them a sense of pride among
their family members (especially their children), their peers and the
community. Children look at their parents with admiration and respect
when they see them as published authors.  Children seek their parents'
academic support. Children put more effort in school.
Of course the sort of writing that I am talking about is not the typical
composition assignment with the typical writing prompt. Yet, it does
lead to good academic writing. I am talking about creative writing where
the students have control of their texts. I believe that there is a need
for a creative writing teacher to lead workshops with the students
rather than the typical ABE teacher.
Andres
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From bertiemo at yahoo.com  Tue Aug 22 16:13:05 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Tue, 22 Aug 2006 13:13:05 -0700 (PDT)
Subject: [WomenLiteracy 509] Re: RD: Bridges to Learning
In-Reply-To: <CA29C5E82B801844A7A967D109F117CF6F9A0E@svrascmail01>
Message-ID: <20060822201306.58162.qmail@web30008.mail.mud.yahoo.com>
Forgive me if I'm being overly sensitive.  However the term "typical ABE teacher" is starting to get on my nerves.  It sounds pejorative, judgemental....
  Bertie Mo
"Muro, Andres" <amuro5 at epcc.edu> 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) }
---------------------------------
  Mev asks:
    ?Keeping in mind Jenny's sense of what control means -- the possibility of influencing an outcome - or the belief that it is possible to influence an outcome).?
    After working with students for many years, we have tried different things that people have written about and suggested. I believe that one of the best strategies is to help the students write and publish their work. I mentioned before that we have published students? work in a collection called Memorias del Silencio http://bordersenses.com/memorias. The collection, poetry and prose, is about the experiences of immigrants coming to the US. While they all deal with trauma, it is not trauma in the traditional sense of domestic abuse. However, it is indeed trauma. Writing and publishing is a powerful tool for our students, majority women, to feel empowered and to earn a sense of control.
  Writing and publishing works in multiple ways. First, it fulfills the academic requirement that teachers and students are trying to achieve. Second, it offers students a vehicle for release in a way that they control. Third, it gives them a voice. Fourth, it gives them a tremendous self esteem. Fifth, it gives them a sense of pride among their family members (especially their children), their peers and the community. Children look at their parents with admiration and respect when they see them as published authors.  Children seek their parents? academic support. Children put more effort in school.
  Of course the sort of writing that I am talking about is not the typical composition assignment with the typical writing prompt. Yet, it does lead to good academic writing. I am talking about creative writing where the students have control of their texts. I believe that there is a need for a creative writing teacher to lead workshops with the students rather than the typical ABE teacher.
  Andres
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From mev at litwomen.org  Wed Aug 23 08:39:02 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Wed, 23 Aug 2006 08:39:02 -0400
Subject: [WomenLiteracy 509] Re: RD: Bridges to Learning
Message-ID: <5B6D7F32-32A4-11DB-A85A-000393ABE4D2@litwomen.org>
I want to thank everyone who has participated this week in the reading
discussion of articles by Jenny Horsman on the effects of violence and
trauma on women's learning.
In the past few days, Janet, Andres, and Kate have each added some
specific examples of what they are doing in their programs. I would
still like to hear what others have done as well.
We have, by no means, reached the end of things we can say or write
about this topic. I encourage folks to continue this discussion in the
next few weeks -- perhaps we could revisit it again as people come back
to their programs and find new challenges in the coming year. Daphne
will have someone summarize this conversation to be posted on the NIFL
website.
I'm signing off -- I will be out of town for a few days with no access
to email -- but I look forward to continued discussion on this topic.
Thanks.
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From ALCDGG at langate.gsu.edu  Wed Aug 23 10:04:47 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 23 Aug 2006 10:04:47 -0400
Subject: [WomenLiteracy 510]  Job Announcement
In-Reply-To: <5B6D7F32-32A4-11DB-A85A-000393ABE4D2@litwomen.org>
References: <5B6D7F32-32A4-11DB-A85A-000393ABE4D2@litwomen.org>
Message-ID: <44EC283F020000310000169A@mailsrv4.gsu.edu>
Special Projects Coordinator
Queens Library
Adult Learner Program
This is a temporary grant funded position.
The Adult Learner Program (ALP) Special Projects Coordinator is
responsible for administration and implementation of ALP's special
projects. Responsible for development of distance learning instruction
via video teleconferencing to increase use of technology throughout the
Adult Learner Programs; manages the Wireless Computer Centers;
supervises the Basic Computer Literacy and Health Literacy classes;
revises and maintains Computer Literacy and Health Literacy curricula;
writes all reporting required for grant funded projects; hires and
trains staff for special projects; visits classes and evaluates
classroom instruction. Performs other duties as required.
The schedule for this position will include Saturdays and evenings as
required. Requires a Master's Degree in Education or related area,
and/or ESOL Certification. Adult Education experience required, at least
two years
working with literacy and/or ESOL programs. Knowledge of current trends
in literacy and ESOL instruction. Must have knowledge of Computer
Assisted Instruction such as Internet, educational software, and MS
Office Software. Experience in staff /curriculum development and
supervision preferred. Excellent written and verbal communication
skills. Ability to work with diversified community. Must be able to
complete multiple projects with competing deadlines.
About Queens Library:  Situated in New York City, the Queens Library
has one of the highest circulations of any library in the world and
serves more than two million people in one of the most ethnically
diverse
counties in the United States.  The Library pulses with the
multiculturalism and excitement of life in "the greatest city in the
world". Queens County is one of the five boroughs of New York City.
Situated across the East River from Manhattan, Queens enjoys 7,000 acres
of beautiful parks, 196 miles of waterfront and an excellent mass
transit system.  Queens has diverse and charming neighborhoods,
excellent shopping and a wealth of ethnic eateries and shops reflecting
the unique multicultural mosaic that defines Queens.
To apply, please send your resume with cover letter to:
QUEENS LIBRARY
Human Resources Department
89-11 Merrick Boulevard, Jamaica, NY 11432
Fax: 718-658-2919
E-mail:  employment at queenslibrary.org
The Queens Library is an Equal Opportunity Employer
www.queenslibrary.org
From ALCDGG at langate.gsu.edu  Wed Aug 23 16:44:25 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 23 Aug 2006 16:44:25 -0400
Subject: [WomenLiteracy 511]   Re: RD: Bridges to Learning
In-Reply-To: <5B6D7F32-32A4-11DB-A85A-000393ABE4D2@litwomen.org>
References: <5B6D7F32-32A4-11DB-A85A-000393ABE4D2@litwomen.org>
Message-ID: <44EC85E9020000310000181D@mailsrv4.gsu.edu>
A big thank you to Mev for facilitating this conversation, to Jenny for
sharing her work and making it accessible, to all the subscribers who
posted messages on this topic, and to all the subscribers who took the
time to read and think about the messages.
Daphne
>>> mev at litwomen.org <mev at litwomen.org> 8/23/2006 8:39:02 AM >>>
I want to thank everyone who has participated this week in the reading
discussion of articles by Jenny Horsman on the effects of violence and
trauma on women's learning.
In the past few days, Janet, Andres, and Kate have each added some
specific examples of what they are doing in their programs. I would
still like to hear what others have done as well.
We have, by no means, reached the end of things we can say or write
about this topic. I encourage folks to continue this discussion in the
next few weeks -- perhaps we could revisit it again as people come back
to their programs and find new challenges in the coming year. Daphne
will have someone summarize this conversation to be posted on the NIFL
website.
I'm signing off -- I will be out of town for a few days with no access
to email -- but I look forward to continued discussion on this topic.
Thanks.
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From ALCDGG at langate.gsu.edu  Wed Aug 23 17:00:48 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 23 Aug 2006 17:00:48 -0400
Subject: [WomenLiteracy 512]  the other
In-Reply-To: <5B6D7F32-32A4-11DB-A85A-000393ABE4D2@litwomen.org>
References: <5B6D7F32-32A4-11DB-A85A-000393ABE4D2@litwomen.org>
Message-ID: <44EC89C00200003100001827@mailsrv4.gsu.edu>
The previous discussion sparked by the readings made me think about a
few things, and then today on NPR I heard something which made me want
to pose a question to this group.
As mentioned in this listserv, those of us who have not endured
violence in our lives sometimes think of people who have endured
violence as "the other"  and we are often confronted with realizing this
when we hear our friends/colleagues talk about violence in their lives,
and suddenly, "the other" is not "the other" any longer. Many say that
this is one of the things that perpetuates the frequency of violence,
that as a society, we simply do not really acknowledge how pervasive,
common, and frequent it is.
A topic that we talk about even less, and I think "other" even more, is
the perpetrator of violence. If we ourselves have not perpetrated
violence, we often think of "perps" as the "other."
My question to the group is: Are "perps" really as much of the "other"
as we often make them seem to be? This is something that I often wonder
about. For example, we often hear that torturers are known as loving
family members. We hear that people are shocked to find out that their
friend is a secret serial murderer. People are shocked to hear that a
beloved teacher has been sexually abusing her students. We tend to
forget that whole communities are involved in atrocities that occurred
in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and on.
The NPR commentator today talked about how ordinary people are involved
in many world atrocities.
We talk on this listserv about the need to realize that amongst are
individuals who have been abused and are being abused. Do we also need
to talk about the fact that amongst are individuals who have been,
and/or are currently perpetrators of abuse?
For example, we talk about the need to be careful when we read aloud
passages that involve abuse, because it may be triggering for some of
our learners who are survivors. Well, what about the perpetrators who
are teachers, or learners? Do we need to think about them, and the
impact reading aloud passages have on them?
I wonder what would happen if we acknowledged that in our classrooms,
our research meetings, our corporate meetings, etc., etc. we probably
have both survivors and perpetrators. Would that change the way we
teach, the way we interact?
Any thoughts?
Daphne
From alcdgg at langate.gsu.edu  Thu Aug 24 22:01:35 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 24 Aug 2006 22:01:35 -0400
Subject: [WomenLiteracy 513]  CASAS Discussion on Content Standards List
Message-ID: <44EE21BF0200003100001BF0@mailsrv4.gsu.edu>
A message from the moderator of the Content Standards list:
Greetings colleagues,
Next week, Monday, August 28 thru Friday, September 1, the Content
Standards Discussion List will be hosting a guest discussion on the
CASAS Basic Skills Content Standards Project.  Our guests will be Jane
Eguez, Jim Harrison, and Linda Taylor from CASAS.
Please read the introductory information below which includes a link to
the CASAS website to help prepare you for the discussion.
To participate, sign up for the list at:
http://www.nifl.gov/mailman/listinfo/Contentstandards
Aaron
Aaron Kohring
Moderator, National Institute for Literacy's Content Standards
Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards)
************************************
Since its inception, CASAS (Comprehensive Adult Student Assessment
System) has focused on teaching and assessing basic skills in contexts
that are relevant and important to adult learners. CASAS has developed
and continues to refine a highly formalized hierarchy of competencies,
the application of basic skills that adults need to be fully functional
and productive members of society.
In the past few years, at the request of the CASAS National Consortium,
representing approximately 30 states, CASAS has begun development of
basic skills content standards as a formal part of the CASAS system.
This enhancement of the CASAS system is intended to assist and encourage
teachers to more fully integrate basic skills content standards and
functional competencies in instruction.
The basic skills content standards for Reading and Listening contain
simple, clearly stated, detailed statements that are leveled according
to the NRS Educational Functioning Levels, and are also related to CASAS
test items in several CASAS test series. The statements are divided into
Categories to assist teachers to navigate through the standards.
In the past two years, CASAS has worked with Iowa and California to
pilot these standards with teachers in a variety of adult education
programs. A number of useful teacher worksheets and other tools have
emerged from these efforts.
We invite you to learn more about the CASAS basic skills Content
Standards Project and to ask questions about it during the listserv
discussion next week. To prepare for this discussion, we refer you to
the CASAS website where you will find more detailed information about
the development of the standards, the standards themselves, worksheets
for teachers, and information about the pilot project in Iowa. Go to
http://www.casas.org/DirctDwnlds.cfm?mfile_id=4504&selected_id=1720&wtar
get=body
We look forward to engaging with you in this discussion next week.
Jane Eguez (jeguez at casas.org) , Jim Harrison (jharrison at casas.org ) and
Linda Taylor (ltaylor at casas.org ), CASAS
From ryanryanc at yahoo.com  Fri Aug 25 08:47:43 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Fri, 25 Aug 2006 08:47:43 -0400
Subject: [WomenLiteracy 514] Re: the other
In-Reply-To: <44EC89C00200003100001827@mailsrv4.gsu.edu>
Message-ID: <C11469AF.2860%ryanryanc@yahoo.com>
This is a very hard question, Daphne, but one that I think should be
considered.
I believe that we do "other" the perps of violence, or at least of certain
types of violence, and I think we do so because we just don't want to or
can't allow the thoughts that violent people are actually closer to us than
we think. The truth is, though, that there are many perps of violence, and
they do attend the classes we teach, the meetings we have at work, our
places of worship, and the gatherings we have at our house. Some even live
with us. To consider all the places one shares with perps of violence is, to
say the least, disturbing. Who wants to believe that their friend,
colleague, student, professor, minister, or even relative is connected in
any way to violent behavior? No one, of course, which is why people are so
surprised to find out things like their minister sexually abuses members of
the congregation, or their friends beat their children, or that their
neighbor murdered or tortured someone, etc.
I think, though, too that, just as we "other" survivors of violence less
when we realize we know survivors, we would "other" perps less, too, if we
realized that we knew one. I think this is true because, when we find out we
know a perp, we would almost instantly ask why- why did this person--a
person I consider to be such a nice person, a good friend, etc.--do such a
horrible thing? Usually, there is an explanation for the violence that makes
us understand why, even if we can never excuse what was done (because I'm
not saying violence of any sort should ever be excused). And, usually, perps
of violence have either been or are still also victims of violence.
Knowing that they exist is not the hard part for me- it's the question of
interaction that gets me. This is what I have come up with after having to
teach classes that I was pretty certain had at least one perp in them. I
could be oversimplifying this, but I think that we do need to consider that,
not only do we encounter victims and survivors of violence regularly, but
that some of them are also perps of violence. Should we act any differently
knowing that there are more perps of violence in the spaces we occupy? I
guess that depends on your beliefs about the way we should treat people in
general. If you are a person who believes that you must mask your opinions
and beliefs about certain things so that you don't offend certain people,
then maybe you do need to make some changes. If you are a person who strives
to be respectful and considerate of all people no matter who you are around,
however, then I think considering that people are different in many
different aspects and for many different reasons may be enough...because
you're just going to be nice to everyone anyway. I think the same goes for
teaching- we must strive to be respectful, considerate, and sensitive to the
fact that the content we teach and the activities we ask students to do will
have a different effect on each of them depending on their personal
situation. If you are able to do that, then you will also be able to tell
when a student is having difficulty with what you are asking him/her to do-
at least in most cases.
Ryan
On 8/23/06 5:00 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu> wrote:
> The previous discussion sparked by the readings made me think about a
> few things, and then today on NPR I heard something which made me want
> to pose a question to this group.
> As mentioned in this listserv, those of us who have not endured
> violence in our lives sometimes think of people who have endured
> violence as "the other"  and we are often confronted with realizing this
> when we hear our friends/colleagues talk about violence in their lives,
> and suddenly, "the other" is not "the other" any longer. Many say that
> this is one of the things that perpetuates the frequency of violence,
> that as a society, we simply do not really acknowledge how pervasive,
> common, and frequent it is.
> A topic that we talk about even less, and I think "other" even more, is
> the perpetrator of violence. If we ourselves have not perpetrated
> violence, we often think of "perps" as the "other."
> My question to the group is: Are "perps" really as much of the "other"
> as we often make them seem to be? This is something that I often wonder
> about. For example, we often hear that torturers are known as loving
> family members. We hear that people are shocked to find out that their
> friend is a secret serial murderer. People are shocked to hear that a
> beloved teacher has been sexually abusing her students. We tend to
> forget that whole communities are involved in atrocities that occurred
> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and on.
> The NPR commentator today talked about how ordinary people are involved
> in many world atrocities.
> We talk on this listserv about the need to realize that amongst are
> individuals who have been abused and are being abused. Do we also need
> to talk about the fact that amongst are individuals who have been,
> and/or are currently perpetrators of abuse?
> For example, we talk about the need to be careful when we read aloud
> passages that involve abuse, because it may be triggering for some of
> our learners who are survivors. Well, what about the perpetrators who
> are teachers, or learners? Do we need to think about them, and the
> impact reading aloud passages have on them?
> I wonder what would happen if we acknowledged that in our classrooms,
> our research meetings, our corporate meetings, etc., etc. we probably
> have both survivors and perpetrators. Would that change the way we
> teach, the way we interact?
> Any thoughts?
> Daphne
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From amuro5 at epcc.edu  Fri Aug 25 18:17:47 2006
From: amuro5 at epcc.edu (Muro, Andres)
Date: Fri, 25 Aug 2006 16:17:47 -0600
Subject: [WomenLiteracy 515] Re: the other
In-Reply-To: <C11469AF.2860%ryanryanc@yahoo.com>
Message-ID: <CA29C5E82B801844A7A967D109F117CF6FA145@svrascmail01>
Ryan, taking your argument a step further, I wonder how many of us are
perps of violence too. We may be, in our efforts to teach and to create
spaces for the students, crating spaces that perpetuate violence too.
One thing that I usually talk about w/ teachers, is the fact that many
teachers raise their voices, or slam things once in a while. They may
not realize this, but a victim of violence will find this very
unsettling. In fact, most teachers never discuss domestic violence in
teachers prep courses. So, in a way, they are creating or perpetuating
violent spaces w/o being aware.
Also. what is the extent to which we perpetuate violence by "othering"
(abnormalizing) certain groups. For example, do we use texts that only
represent heterosexual relationships? Do we use texts, or stories or
movies that show happy families, happy endings and stories ( a la Cosby
show)? Do the literature and movies, tv shows, etc always portrait nice
comfortable dwellings, people driving nice cars, etc. While teachers may
not be conscious of this, they are creating environments that may
abnormalize or "other" the lifestyles of many of our students. Also, are
we moody, cynical, sarcastic, quick to judge, etc. Many of these acts
can be threatening and perpetuate violence. So, to what extent are we
unconscious perpetuators of violence?
I have, in the past, responded, cynically, sarcastically, w/hostility,
judgementally, etc in this and other listservs. In fact, I think that
they might have a file about me. In a sense, I am a virtual perp of
violence. While this may be amusing to some, I have talked to many
people that are intimidated by this medium.
Andres
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall
Sent: Friday, August 25, 2006 6:48 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 514] Re: the other
This is a very hard question, Daphne, but one that I think should be
considered.
I believe that we do "other" the perps of violence, or at least of
certain
types of violence, and I think we do so because we just don't want to or
can't allow the thoughts that violent people are actually closer to us
than
we think. The truth is, though, that there are many perps of violence,
and
they do attend the classes we teach, the meetings we have at work, our
places of worship, and the gatherings we have at our house. Some even
live
with us. To consider all the places one shares with perps of violence
is, to
say the least, disturbing. Who wants to believe that their friend,
colleague, student, professor, minister, or even relative is connected
in
any way to violent behavior? No one, of course, which is why people are
so
surprised to find out things like their minister sexually abuses members
of
the congregation, or their friends beat their children, or that their
neighbor murdered or tortured someone, etc.
I think, though, too that, just as we "other" survivors of violence less
when we realize we know survivors, we would "other" perps less, too, if
we
realized that we knew one. I think this is true because, when we find
out we
know a perp, we would almost instantly ask why- why did this person--a
person I consider to be such a nice person, a good friend, etc.--do such
a
horrible thing? Usually, there is an explanation for the violence that
makes
us understand why, even if we can never excuse what was done (because
I'm
not saying violence of any sort should ever be excused). And, usually,
perps
of violence have either been or are still also victims of violence.
Knowing that they exist is not the hard part for me- it's the question
of
interaction that gets me. This is what I have come up with after having
to
teach classes that I was pretty certain had at least one perp in them. I
could be oversimplifying this, but I think that we do need to consider
that,
not only do we encounter victims and survivors of violence regularly,
but
that some of them are also perps of violence. Should we act any
differently
knowing that there are more perps of violence in the spaces we occupy? I
guess that depends on your beliefs about the way we should treat people
in
general. If you are a person who believes that you must mask your
opinions
and beliefs about certain things so that you don't offend certain
people,
then maybe you do need to make some changes. If you are a person who
strives
to be respectful and considerate of all people no matter who you are
around,
however, then I think considering that people are different in many
different aspects and for many different reasons may be enough...because
you're just going to be nice to everyone anyway. I think the same goes
for
teaching- we must strive to be respectful, considerate, and sensitive to
the
fact that the content we teach and the activities we ask students to do
will
have a different effect on each of them depending on their personal
situation. If you are able to do that, then you will also be able to
tell
when a student is having difficulty with what you are asking him/her to
do-
at least in most cases.
Ryan
On 8/23/06 5:00 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu> wrote:
> The previous discussion sparked by the readings made me think about a
> few things, and then today on NPR I heard something which made me want
> to pose a question to this group.
> As mentioned in this listserv, those of us who have not endured
> violence in our lives sometimes think of people who have endured
> violence as "the other"  and we are often confronted with realizing
this
> when we hear our friends/colleagues talk about violence in their
lives,
> and suddenly, "the other" is not "the other" any longer. Many say that
> this is one of the things that perpetuates the frequency of violence,
> that as a society, we simply do not really acknowledge how pervasive,
> common, and frequent it is.
> A topic that we talk about even less, and I think "other" even more,
is
> the perpetrator of violence. If we ourselves have not perpetrated
> violence, we often think of "perps" as the "other."
> My question to the group is: Are "perps" really as much of the "other"
> as we often make them seem to be? This is something that I often
wonder
> about. For example, we often hear that torturers are known as loving
> family members. We hear that people are shocked to find out that their
> friend is a secret serial murderer. People are shocked to hear that a
> beloved teacher has been sexually abusing her students. We tend to
> forget that whole communities are involved in atrocities that occurred
> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and
on.
> The NPR commentator today talked about how ordinary people are
involved
> in many world atrocities.
> We talk on this listserv about the need to realize that amongst are
> individuals who have been abused and are being abused. Do we also need
> to talk about the fact that amongst are individuals who have been,
> and/or are currently perpetrators of abuse?
> For example, we talk about the need to be careful when we read aloud
> passages that involve abuse, because it may be triggering for some of
> our learners who are survivors. Well, what about the perpetrators who
> are teachers, or learners? Do we need to think about them, and the
> impact reading aloud passages have on them?
> I wonder what would happen if we acknowledged that in our classrooms,
> our research meetings, our corporate meetings, etc., etc. we probably
> have both survivors and perpetrators. Would that change the way we
> teach, the way we interact?
> Any thoughts?
> Daphne
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Mon Aug 28 09:48:00 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 28 Aug 2006 09:48:00 -0400
Subject: [WomenLiteracy 516]  Family Literacy Discussion
Message-ID: <44F2BBD002000031000020BE@mailsrv4.gsu.edu>
On September 11th through the 13th, Cyndy Colletti, Literacy Program Manager at the Illinois State Library,  will join the Family Literacy Discussion List as a guest speaker/discussion leader. Cyndy's topic will be "Implementing Interactive Parent Child Activities"-- a topic of much interest to those working with families.
To participate in the discussion, sign up for the Family Literacy Discussion List at http://www.nifl.gov/mailman/listinfo/familyliteracy
Here is some information about Cyndy:
Cyndy Colletti, currently the Literacy Program Manager at the Illinois State Library (ISL), worked as the Family Literacy Coordinator at ISL for nine years.  In that position, she was responsible for comprehensive grant administration including developing and implementing the Family Literacy Grant Program, a comprehensive five component program including library services as the fifth component. The Illinois State Library has consistently funded between 40 and 55 family literacy projects annually since 1991.  She has worked cooperatively with the practitioners in Illinois to develop programmatic resources for the Family Literacy projects such as parent-child activities (The Story Kits, online at http://leep.lis.uiuc.edu/publish/ccollett/storykit/sitemap.html  are an example.) and workshops on other issues vital to family literacy. She has a master?s degree from the University of Illinois and more than 20 years experience in the field of adult education and literacy and social service. Her current responsibility as Literacy Program Manager includes grants management and facilitating the effectiveness of program implementation on the local level by providing resource materials, training and support for local adult education and family literacy providers throughout Illinois.
To participate in the discussion, sign up for the Family Literacy Discussion List at http://www.nifl.gov/mailman/listinfo/familyliteracy
From alcdgg at langate.gsu.edu  Mon Aug 28 12:08:03 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 28 Aug 2006 12:08:03 -0400
Subject: [WomenLiteracy 517]  Assistive Technology discussion
Message-ID: <44F2DCA30200003100002138@mailsrv4.gsu.edu>
Beginning Tuesday, September 19th through Friday, September 22nd, there will be a guest discussion on the NIFL Technology and Literacy list on ?Assistive Technology, Instructional Technology, and Universal Design Strategies for Adult Literacy? with guest facilitator Dr. Dave Edyburn of the University of Wisconsin-Milwaukee.
To participate in the discussion, sign up for the Technology and Literacy List at
http://www.nifl.gov/mailman/listinfo/Technology
Title: Assistive Technology, Instructional Technology, and Universal Design Strategies for Adult Literacy
Overview
Adult literacy professionals and volunteers are well aware of the effects of school failure and the lifelong impact of failing to acquire functional reading skills. In this online event, Dr. Dave Edyburn a professor at the University of Wisconsin-Milwaukee, will engage participants in a discussion about three forms of technology and their application for adult literacy learners and programs.
On day one, participants will be introduced to the concept of assistive technology and learn about products that have been designed to support struggling readers.
On day two, conversations will focus on instructional technology. That is, how can technology be used to teach and assess critical literacy skills.
On day three, participants will learn about universal design for learning and the promise of this approach to address the needs of diverse learners in ways that combine the best attributes of assistive and instructional technology.
Participants in this online event will have the opportunity to learn about practical applications of technology in adult literacy programs, ask questions, and obtain information about software and web resources.
Bio
Dave L. Edyburn, Ph.D.
Dave L. Edyburn, Ph.D., is a Professor in the Department of Exceptional Education at the University of Wisconsin-Milwaukee. Dr. Edyburn?s teaching and research interests focus on the use of technology to enhance teaching, learning, and performance.
He has authored over 100 articles and book chapters on assistive and instructional technology. He is a co-editor of the recently published book, Handbook of Special Education Technology Research and Practice.
He is a past president of the Special Education Technology Special Interest Group (SETSIG) in the International Society for Technology in Education (ISTE) as well as a past president of the Technology and Media (TAM) Division of the Council for Exceptional Children (CEC). He is a frequent conference presenter and national workshop leader.
To participate in the discussion, sign up for the Technology and Literacy List at
http://www.nifl.gov/mailman/listinfo/Technology
From kabeall at comcast.net  Wed Aug 30 07:53:21 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 30 Aug 2006 07:53:21 -0400
Subject: [WomenLiteracy 518]  New from NCSALL--NCSALL by Role
Message-ID: <002e01c6cc2a$e45ed230$0202a8c0@your4105e587b6>
NCSALL by Role <http://www.ncsall.net/?id=787>
This new section of NCSALL's Web site offers a variety of professional
development ideas on:
*         adult multiple intelligences
*         adult student persistence
*         authentic context
*         General Educational Development (GED)
*          reading
Professional developers and program administrators access guides for
facilitating half-day seminars and multi-session study circles.
Policymakers read relevant research articles and reflect on policy-related
questions.
Teachers and tutors access self-studies that invite them to (1) read the
related research, (2) reflect on this research and their practice, and (3)
focus on an aspect of their practice.
Check out NCSALL by Role at http://www.ncsall.net/?id=787.
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From ALCDGG at langate.gsu.edu  Wed Aug 30 12:27:53 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 30 Aug 2006 12:27:53 -0400
Subject: [WomenLiteracy 519]   Re: the other
In-Reply-To: <CA29C5E82B801844A7A967D109F117CF6FA145@svrascmail01>
References: <C11469AF.2860%ryanryanc@yahoo.com>
	<CA29C5E82B801844A7A967D109F117CF6FA145@svrascmail01>
Message-ID: <44F5844902000031000026BC@mailsrv4.gsu.edu>
Ryan and Andres raise very good points. I wonder what would happen if we
think of all of this as a continuum and therefore, realize that we have
all been survivors of some kind of abuse and have all perpetrated some
kind of abuse. For example, many of us as children have been "picked on"
and have done our share of "picking on others"
What would happen if we stopped thinking of survivors and perps as "the
other" and realize that some of that resides in each one of us? Would we
be diluting the importance and impact of severe abuse, or would it be a
step in starting to talk about abuse in the open? Would it help create a
safe classroom for our learners, or would it have an opposite effect?
Daphne
>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006 6:17:47 PM >>>
Ryan, taking your argument a step further, I wonder how many of us are
perps of violence too. We may be, in our efforts to teach and to
create
spaces for the students, crating spaces that perpetuate violence too.
One thing that I usually talk about w/ teachers, is the fact that many
teachers raise their voices, or slam things once in a while. They may
not realize this, but a victim of violence will find this very
unsettling. In fact, most teachers never discuss domestic violence in
teachers prep courses. So, in a way, they are creating or perpetuating
violent spaces w/o being aware.
Also. what is the extent to which we perpetuate violence by "othering"
(abnormalizing) certain groups. For example, do we use texts that only
represent heterosexual relationships? Do we use texts, or stories or
movies that show happy families, happy endings and stories ( a la
Cosby
show)? Do the literature and movies, tv shows, etc always portrait
nice
comfortable dwellings, people driving nice cars, etc. While teachers
may
not be conscious of this, they are creating environments that may
abnormalize or "other" the lifestyles of many of our students. Also,
are
we moody, cynical, sarcastic, quick to judge, etc. Many of these acts
can be threatening and perpetuate violence. So, to what extent are we
unconscious perpetuators of violence?
I have, in the past, responded, cynically, sarcastically, w/hostility,
judgementally, etc in this and other listservs. In fact, I think that
they might have a file about me. In a sense, I am a virtual perp of
violence. While this may be amusing to some, I have talked to many
people that are intimidated by this medium.
Andres
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall
Sent: Friday, August 25, 2006 6:48 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 514] Re: the other
This is a very hard question, Daphne, but one that I think should be
considered.
I believe that we do "other" the perps of violence, or at least of
certain
types of violence, and I think we do so because we just don't want to
or
can't allow the thoughts that violent people are actually closer to us
than
we think. The truth is, though, that there are many perps of violence,
and
they do attend the classes we teach, the meetings we have at work, our
places of worship, and the gatherings we have at our house. Some even
live
with us. To consider all the places one shares with perps of violence
is, to
say the least, disturbing. Who wants to believe that their friend,
colleague, student, professor, minister, or even relative is connected
in
any way to violent behavior? No one, of course, which is why people
are
so
surprised to find out things like their minister sexually abuses
members
of
the congregation, or their friends beat their children, or that their
neighbor murdered or tortured someone, etc.
I think, though, too that, just as we "other" survivors of violence
less
when we realize we know survivors, we would "other" perps less, too,
if
we
realized that we knew one. I think this is true because, when we find
out we
know a perp, we would almost instantly ask why- why did this person--a
person I consider to be such a nice person, a good friend, etc.--do
such
a
horrible thing? Usually, there is an explanation for the violence that
makes
us understand why, even if we can never excuse what was done (because
I'm
not saying violence of any sort should ever be excused). And, usually,
perps
of violence have either been or are still also victims of violence.
Knowing that they exist is not the hard part for me- it's the question
of
interaction that gets me. This is what I have come up with after
having
to
teach classes that I was pretty certain had at least one perp in them.
I
could be oversimplifying this, but I think that we do need to consider
that,
not only do we encounter victims and survivors of violence regularly,
but
that some of them are also perps of violence. Should we act any
differently
knowing that there are more perps of violence in the spaces we occupy?
I
guess that depends on your beliefs about the way we should treat
people
in
general. If you are a person who believes that you must mask your
opinions
and beliefs about certain things so that you don't offend certain
people,
then maybe you do need to make some changes. If you are a person who
strives
to be respectful and considerate of all people no matter who you are
around,
however, then I think considering that people are different in many
different aspects and for many different reasons may be
enough...because
you're just going to be nice to everyone anyway. I think the same goes
for
teaching- we must strive to be respectful, considerate, and sensitive
to
the
fact that the content we teach and the activities we ask students to
do
will
have a different effect on each of them depending on their personal
situation. If you are able to do that, then you will also be able to
tell
when a student is having difficulty with what you are asking him/her
to
do-
at least in most cases.
Ryan
On 8/23/06 5:00 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu> wrote:
> The previous discussion sparked by the readings made me think about
a
> few things, and then today on NPR I heard something which made me
want
> to pose a question to this group.
> As mentioned in this listserv, those of us who have not endured
> violence in our lives sometimes think of people who have endured
> violence as "the other"  and we are often confronted with realizing
this
> when we hear our friends/colleagues talk about violence in their
lives,
> and suddenly, "the other" is not "the other" any longer. Many say
that
> this is one of the things that perpetuates the frequency of
violence,
> that as a society, we simply do not really acknowledge how
pervasive,
> common, and frequent it is.
> A topic that we talk about even less, and I think "other" even more,
is
> the perpetrator of violence. If we ourselves have not perpetrated
> violence, we often think of "perps" as the "other."
> My question to the group is: Are "perps" really as much of the
"other"
> as we often make them seem to be? This is something that I often
wonder
> about. For example, we often hear that torturers are known as loving
> family members. We hear that people are shocked to find out that
their
> friend is a secret serial murderer. People are shocked to hear that
a
> beloved teacher has been sexually abusing her students. We tend to
> forget that whole communities are involved in atrocities that
occurred
> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and
on.
> The NPR commentator today talked about how ordinary people are
involved
> in many world atrocities.
> We talk on this listserv about the need to realize that amongst are
> individuals who have been abused and are being abused. Do we also
need
> to talk about the fact that amongst are individuals who have been,
> and/or are currently perpetrators of abuse?
> For example, we talk about the need to be careful when we read aloud
> passages that involve abuse, because it may be triggering for some
of
> our learners who are survivors. Well, what about the perpetrators
who
> are teachers, or learners? Do we need to think about them, and the
> impact reading aloud passages have on them?
> I wonder what would happen if we acknowledged that in our
classrooms,
> our research meetings, our corporate meetings, etc., etc. we
probably
> have both survivors and perpetrators. Would that change the way we
> teach, the way we interact?
> Any thoughts?
> Daphne
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From Janet_Isserlis at brown.edu  Wed Aug 30 12:41:59 2006
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Wed, 30 Aug 2006 12:41:59 -0400
Subject: [WomenLiteracy 520] Re: the other
In-Reply-To: <44F5844902000031000026BC@mailsrv4.gsu.edu>
Message-ID: <C11B3817.FAF2%Janet_Isserlis@brown.edu>
Or what if we realize that at some point we're always one or the other (no
hideous pun intended) - and that there is something of a continuum of
overlapping oppressions...
I'm thinking of an article brought to my attention some time ago by Moon
Joyce and Jenny Horsman, entitled, The Race to Innocence: Confronting
Hierarchical Relations Among Women by M.L. Fellows and Sherene Razack
(google search for some preliminary supplemental resources:
http://www.google.com/search?hl=en&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=%
22the+race+to+innocence%22+%2B+razack&spell=1)
While the article isn't directly related to the topic at hand, the notion of
heirarchical relations, I think, does have some bearing.
Janet Isserlis
> From: Daphne Greenberg <ALCDGG at langate.gsu.edu>
> Reply-To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
> Date: Wed, 30 Aug 2006 12:27:53 -0400
> To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
> Subject: [WomenLiteracy 519]   Re: the other
>
> Ryan and Andres raise very good points. I wonder what would happen if we
> think of all of this as a continuum and therefore, realize that we have
> all been survivors of some kind of abuse and have all perpetrated some
> kind of abuse. For example, many of us as children have been "picked on"
> and have done our share of "picking on others"
> What would happen if we stopped thinking of survivors and perps as "the
> other" and realize that some of that resides in each one of us? Would we
> be diluting the importance and impact of severe abuse, or would it be a
> step in starting to talk about abuse in the open? Would it help create a
> safe classroom for our learners, or would it have an opposite effect?
> Daphne
>
>
>>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006 6:17:47 PM >>>
> Ryan, taking your argument a step further, I wonder how many of us are
> perps of violence too. We may be, in our efforts to teach and to
> create
> spaces for the students, crating spaces that perpetuate violence too.
>
> One thing that I usually talk about w/ teachers, is the fact that many
> teachers raise their voices, or slam things once in a while. They may
> not realize this, but a victim of violence will find this very
> unsettling. In fact, most teachers never discuss domestic violence in
> teachers prep courses. So, in a way, they are creating or perpetuating
> violent spaces w/o being aware.
>
> Also. what is the extent to which we perpetuate violence by "othering"
> (abnormalizing) certain groups. For example, do we use texts that only
> represent heterosexual relationships? Do we use texts, or stories or
> movies that show happy families, happy endings and stories ( a la
> Cosby
> show)? Do the literature and movies, tv shows, etc always portrait
> nice
> comfortable dwellings, people driving nice cars, etc. While teachers
> may
> not be conscious of this, they are creating environments that may
> abnormalize or "other" the lifestyles of many of our students. Also,
> are
> we moody, cynical, sarcastic, quick to judge, etc. Many of these acts
> can be threatening and perpetuate violence. So, to what extent are we
> unconscious perpetuators of violence?
>
> I have, in the past, responded, cynically, sarcastically, w/hostility,
> judgementally, etc in this and other listservs. In fact, I think that
> they might have a file about me. In a sense, I am a virtual perp of
> violence. While this may be amusing to some, I have talked to many
> people that are intimidated by this medium.
>
> Andres
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall
> Sent: Friday, August 25, 2006 6:48 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 514] Re: the other
>
> This is a very hard question, Daphne, but one that I think should be
> considered.
>
> I believe that we do "other" the perps of violence, or at least of
> certain
> types of violence, and I think we do so because we just don't want to
> or
> can't allow the thoughts that violent people are actually closer to us
> than
> we think. The truth is, though, that there are many perps of violence,
> and
> they do attend the classes we teach, the meetings we have at work, our
> places of worship, and the gatherings we have at our house. Some even
> live
> with us. To consider all the places one shares with perps of violence
> is, to
> say the least, disturbing. Who wants to believe that their friend,
> colleague, student, professor, minister, or even relative is connected
> in
> any way to violent behavior? No one, of course, which is why people
> are
> so
> surprised to find out things like their minister sexually abuses
> members
> of
> the congregation, or their friends beat their children, or that their
> neighbor murdered or tortured someone, etc.
>
> I think, though, too that, just as we "other" survivors of violence
> less
> when we realize we know survivors, we would "other" perps less, too,
> if
> we
> realized that we knew one. I think this is true because, when we find
> out we
> know a perp, we would almost instantly ask why- why did this person--a
> person I consider to be such a nice person, a good friend, etc.--do
> such
> a
> horrible thing? Usually, there is an explanation for the violence that
> makes
> us understand why, even if we can never excuse what was done (because
> I'm
> not saying violence of any sort should ever be excused). And, usually,
> perps
> of violence have either been or are still also victims of violence.
>
> Knowing that they exist is not the hard part for me- it's the question
> of
> interaction that gets me. This is what I have come up with after
> having
> to
> teach classes that I was pretty certain had at least one perp in them.
> I
> could be oversimplifying this, but I think that we do need to consider
> that,
> not only do we encounter victims and survivors of violence regularly,
> but
> that some of them are also perps of violence. Should we act any
> differently
> knowing that there are more perps of violence in the spaces we occupy?
> I
> guess that depends on your beliefs about the way we should treat
> people
> in
> general. If you are a person who believes that you must mask your
> opinions
> and beliefs about certain things so that you don't offend certain
> people,
> then maybe you do need to make some changes. If you are a person who
> strives
> to be respectful and considerate of all people no matter who you are
> around,
> however, then I think considering that people are different in many
> different aspects and for many different reasons may be
> enough...because
> you're just going to be nice to everyone anyway. I think the same goes
> for
> teaching- we must strive to be respectful, considerate, and sensitive
> to
> the
> fact that the content we teach and the activities we ask students to
> do
> will
> have a different effect on each of them depending on their personal
> situation. If you are able to do that, then you will also be able to
> tell
> when a student is having difficulty with what you are asking him/her
> to
> do-
> at least in most cases.
> Ryan
>
>
>
> On 8/23/06 5:00 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu> wrote:
>
>> The previous discussion sparked by the readings made me think about
> a
>> few things, and then today on NPR I heard something which made me
> want
>> to pose a question to this group.
>> As mentioned in this listserv, those of us who have not endured
>> violence in our lives sometimes think of people who have endured
>> violence as "the other"  and we are often confronted with realizing
> this
>> when we hear our friends/colleagues talk about violence in their
> lives,
>> and suddenly, "the other" is not "the other" any longer. Many say
> that
>> this is one of the things that perpetuates the frequency of
> violence,
>> that as a society, we simply do not really acknowledge how
> pervasive,
>> common, and frequent it is.
>> A topic that we talk about even less, and I think "other" even more,
> is
>> the perpetrator of violence. If we ourselves have not perpetrated
>> violence, we often think of "perps" as the "other."
>> My question to the group is: Are "perps" really as much of the
> "other"
>> as we often make them seem to be? This is something that I often
> wonder
>> about. For example, we often hear that torturers are known as loving
>> family members. We hear that people are shocked to find out that
> their
>> friend is a secret serial murderer. People are shocked to hear that
> a
>> beloved teacher has been sexually abusing her students. We tend to
>> forget that whole communities are involved in atrocities that
> occurred
>> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and
> on.
>> The NPR commentator today talked about how ordinary people are
> involved
>> in many world atrocities.
>> We talk on this listserv about the need to realize that amongst are
>> individuals who have been abused and are being abused. Do we also
> need
>> to talk about the fact that amongst are individuals who have been,
>> and/or are currently perpetrators of abuse?
>> For example, we talk about the need to be careful when we read aloud
>> passages that involve abuse, because it may be triggering for some
> of
>> our learners who are survivors. Well, what about the perpetrators
> who
>> are teachers, or learners? Do we need to think about them, and the
>> impact reading aloud passages have on them?
>> I wonder what would happen if we acknowledged that in our
> classrooms,
>> our research meetings, our corporate meetings, etc., etc. we
> probably
>> have both survivors and perpetrators. Would that change the way we
>> teach, the way we interact?
>> Any thoughts?
>> Daphne
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From sjrhodes at tampabay.rr.com  Wed Aug 30 13:20:38 2006
From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com)
Date: Wed, 30 Aug 2006 13:20:38 -0400
Subject: [WomenLiteracy 521] Re: the other
In-Reply-To: <44F5844902000031000026BC@mailsrv4.gsu.edu>
References: <C11469AF.2860%ryanryanc@yahoo.com>
	<CA29C5E82B801844A7A967D109F117CF6FA145@svrascmail01>
	<44F5844902000031000026BC@mailsrv4.gsu.edu>
Message-ID: <ef96f13440134.40134ef96f134@tampabay.rr.com>
Interesting comments.  However, I think the subject of the trauma student and being able to focus on learning is the bottom line of the issue.  As educators, we may have had trauma, or may even be living in an abusive relationship - that should not affect how we treat any of the literacy students.
If, statistically, we presume that most have been abused or abused, as a child or adult, then we can understand that we are all human, with limitations.  The "other" doesn't really exist, because if there is such a person that has never experienced trauma, that would be an isolated case.
Not to over simplify, but I believe that training for the educator is a must, in order to identify, objectively, the abuse factor.  Maybe, we should consider ourselves "others" that have had therapy and insights to our own issues, but to bring it out in open discussion is victimization to those not able to cope with their issues, at the time.
As we've read, I do believe that creating a safe and comfortable learning environment is the key to draw out people that want to change, whether they are survivors or perps or know of someone that was severely abused - No, I think that building trust is a way to best serve our learners with information that they may need to heal.  Learning will come, once the student gains focus and motivation to learn.  If the learner needs referrals to support groups or services that can truly help them through the trauma, maintain an up-to-date brochure tree or discuss services available, in an inclusive way.
Positive messages, inviting programs with mutual respect, appropriate learning materials, and a warm, safe environment is really the basic necessity to induce a collaborative learning environment, from what I've seen.
Shirley
----- Original Message -----
From: Daphne Greenberg <ALCDGG at langate.gsu.edu>
Date: Wednesday, August 30, 2006 12:30 pm
Subject: [WomenLiteracy 519] Re: the other
To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
> Ryan and Andres raise very good points. I wonder what would happen
> if we
> think of all of this as a continuum and therefore, realize that we
> haveall been survivors of some kind of abuse and have all
> perpetrated some
> kind of abuse. For example, many of us as children have been
> "picked on"
> and have done our share of "picking on others"
> What would happen if we stopped thinking of survivors and perps as
> "theother" and realize that some of that resides in each one of
> us? Would we
> be diluting the importance and impact of severe abuse, or would it
> be a
> step in starting to talk about abuse in the open? Would it help
> create a
> safe classroom for our learners, or would it have an opposite effect?
> Daphne
>
>
> >>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006 6:17:47 PM >>>
> Ryan, taking your argument a step further, I wonder how many of us are
> perps of violence too. We may be, in our efforts to teach and to
> create
> spaces for the students, crating spaces that perpetuate violence
> too.
>
> One thing that I usually talk about w/ teachers, is the fact that many
> teachers raise their voices, or slam things once in a while. They may
> not realize this, but a victim of violence will find this very
> unsettling. In fact, most teachers never discuss domestic violence in
> teachers prep courses. So, in a way, they are creating or perpetuating
> violent spaces w/o being aware.
>
> Also. what is the extent to which we perpetuate violence by "othering"
> (abnormalizing) certain groups. For example, do we use texts that only
> represent heterosexual relationships? Do we use texts, or stories or
> movies that show happy families, happy endings and stories ( a la
> Cosby
> show)? Do the literature and movies, tv shows, etc always portrait
> nice
> comfortable dwellings, people driving nice cars, etc. While teachers
> may
> not be conscious of this, they are creating environments that may
> abnormalize or "other" the lifestyles of many of our students. Also,
> are
> we moody, cynical, sarcastic, quick to judge, etc. Many of these acts
> can be threatening and perpetuate violence. So, to what extent are we
> unconscious perpetuators of violence?
>
> I have, in the past, responded, cynically, sarcastically, w/hostility,
> judgementally, etc in this and other listservs. In fact, I think that
> they might have a file about me. In a sense, I am a virtual perp of
> violence. While this may be amusing to some, I have talked to many
> people that are intimidated by this medium.
>
> Andres
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall
> Sent: Friday, August 25, 2006 6:48 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 514] Re: the other
>
> This is a very hard question, Daphne, but one that I think should be
> considered.
>
> I believe that we do "other" the perps of violence, or at least of
> certain
> types of violence, and I think we do so because we just don't want to
> or
> can't allow the thoughts that violent people are actually closer
> to us
> than
> we think. The truth is, though, that there are many perps of violence,
> and
> they do attend the classes we teach, the meetings we have at work, our
> places of worship, and the gatherings we have at our house. Some even
> live
> with us. To consider all the places one shares with perps of violence
> is, to
> say the least, disturbing. Who wants to believe that their friend,
> colleague, student, professor, minister, or even relative is connected
> in
> any way to violent behavior? No one, of course, which is why people
> are
> so
> surprised to find out things like their minister sexually abuses
> members
> of
> the congregation, or their friends beat their children, or that their
> neighbor murdered or tortured someone, etc.
>
> I think, though, too that, just as we "other" survivors of violence
> less
> when we realize we know survivors, we would "other" perps less, too,
> if
> we
> realized that we knew one. I think this is true because, when we find
> out we
> know a perp, we would almost instantly ask why- why did this
> person--a
> person I consider to be such a nice person, a good friend, etc.--do
> such
> a
> horrible thing? Usually, there is an explanation for the violence that
> makes
> us understand why, even if we can never excuse what was done (because
> I'm
> not saying violence of any sort should ever be excused). And, usually,
> perps
> of violence have either been or are still also victims of violence.
>
> Knowing that they exist is not the hard part for me- it's the question
> of
> interaction that gets me. This is what I have come up with after
> having
> to
> teach classes that I was pretty certain had at least one perp in them.
> I
> could be oversimplifying this, but I think that we do need to consider
> that,
> not only do we encounter victims and survivors of violence regularly,
> but
> that some of them are also perps of violence. Should we act any
> differently
> knowing that there are more perps of violence in the spaces we occupy?
> I
> guess that depends on your beliefs about the way we should treat
> people
> in
> general. If you are a person who believes that you must mask your
> opinions
> and beliefs about certain things so that you don't offend certain
> people,
> then maybe you do need to make some changes. If you are a person who
> strives
> to be respectful and considerate of all people no matter who you are
> around,
> however, then I think considering that people are different in many
> different aspects and for many different reasons may be
> enough...because
> you're just going to be nice to everyone anyway. I think the same goes
> for
> teaching- we must strive to be respectful, considerate, and sensitive
> to
> the
> fact that the content we teach and the activities we ask students to
> do
> will
> have a different effect on each of them depending on their personal
> situation. If you are able to do that, then you will also be able to
> tell
> when a student is having difficulty with what you are asking him/her
> to
> do-
> at least in most cases.
> Ryan
>
>
>
> On 8/23/06 5:00 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu> wrote:
>
> > The previous discussion sparked by the readings made me think about
> a
> > few things, and then today on NPR I heard something which made me
> want
> > to pose a question to this group.
> > As mentioned in this listserv, those of us who have not endured
> > violence in our lives sometimes think of people who have endured
> > violence as "the other" and we are often confronted with realizing
> this
> > when we hear our friends/colleagues talk about violence in their
> lives,
> > and suddenly, "the other" is not "the other" any longer. Many say
> that
> > this is one of the things that perpetuates the frequency of
> violence,
> > that as a society, we simply do not really acknowledge how
> pervasive,
> > common, and frequent it is.
> > A topic that we talk about even less, and I think "other" even more,
> is
> > the perpetrator of violence. If we ourselves have not perpetrated
> > violence, we often think of "perps" as the "other."
> > My question to the group is: Are "perps" really as much of the
> "other"
> > as we often make them seem to be? This is something that I often
> wonder
> > about. For example, we often hear that torturers are known as loving
> > family members. We hear that people are shocked to find out that
> their
> > friend is a secret serial murderer. People are shocked to hear that
> a
> > beloved teacher has been sexually abusing her students. We tend to
> > forget that whole communities are involved in atrocities that
> occurred
> > in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and
> on.
> > The NPR commentator today talked about how ordinary people are
> involved
> > in many world atrocities.
> > We talk on this listserv about the need to realize that amongst are
> > individuals who have been abused and are being abused. Do we also
> need
> > to talk about the fact that amongst are individuals who have been,
> > and/or are currently perpetrators of abuse?
> > For example, we talk about the need to be careful when we read aloud
> > passages that involve abuse, because it may be triggering for some
> of
> > our learners who are survivors. Well, what about the perpetrators
> who
> > are teachers, or learners? Do we need to think about them, and the
> > impact reading aloud passages have on them?
> > I wonder what would happen if we acknowledged that in our
> classrooms,
> > our research meetings, our corporate meetings, etc., etc. we
> probably
> > have both survivors and perpetrators. Would that change the way we
> > teach, the way we interact?
> > Any thoughts?
> > Daphne
> > ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From Mylinh.Nguyen at ed.gov  Wed Aug 30 13:17:30 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Wed, 30 Aug 2006 13:17:30 -0400
Subject: [WomenLiteracy 522]  NIFL Webcast Now Available in Archive
Message-ID: <CB4082E7B582144084C72EC6C98D495911889562@wdcrobe2m04.ed.gov>
Hi Everyone,
The National Institute for Literacy has now made available an archived
version of its latest webcast: "Adults with Basic and Below Basic Literacy
Levels: Findings from NAAL and Implications for Practice" from August 15,
2006.
We have made the entire webcast available (include transcript and slides for
download) on our website at www.nifl.gov. Look under the heading "What's
New."
Thank you.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From sjrhodes at tampabay.rr.com  Wed Aug 30 14:34:35 2006
From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com)
Date: Wed, 30 Aug 2006 14:34:35 -0400
Subject: [WomenLiteracy 523] Re: the other
In-Reply-To: <C11B3817.FAF2%Janet_Isserlis@brown.edu>
References: <44F5844902000031000026BC@mailsrv4.gsu.edu>
	<C11B3817.FAF2%Janet_Isserlis@brown.edu>
Message-ID: <c5669cd243a21.43a21c5669cd2@tampabay.rr.com>
Janet, this is a great article/resource and especially the quote, "I do want to learn as much as possible about diverse world views. However, if that is all I do, I risk locking myself and 'the other' into cultural stereotypes. Culture and identity are fluid, changing over time and with each individual and situation." (Source:  http://www.brown.edu/Departments/Swearer_Center/Literacy_Resources/wells.html)
However, if abuse/trauma is the issue of focusing on learning/communicating, etc., the number of women that have been abused crosses all sterotypes - but, it did bring to my mind of how we, as women, keep ourselves in a "victim" state of being.  We can change how we experience trauma victims, albeit ourselves, our co-worker, our student.  Additionally, more and more victims are being identified and stigmatized by locking into "the other" cultural stereotype, by prejudice and bias against people.
It also makes me think of a women I met from Tampa at a Proliteracy Regional meeting.  This woman worked only with refugees, and I was shocked, not just by any abuse issues, but cultural differences in cleanliness, and other differences.
Yes, by applying the feminist approach to all learners, I do believe that we can avoid "locking ourselves" into a mind set and keep learning about people, in general.  But, I do maintain that we must have the strength to keep ourselves from creating the "other" or labeling or look at the ways we treat victims, by remaining "fluid" in our approaches to learning and trends, but stay in touch with our students on an individual basis.  Empowerment and self-sufficiency must still play major roles in literacy training, for any individual.
Shirley
----- Original Message -----
From: Janet Isserlis <Janet_Isserlis at brown.edu>
Date: Wednesday, August 30, 2006 2:09 pm
Subject: [WomenLiteracy 520] Re: the other
To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
> Or what if we realize that at some point we're always one or the
> other (no
> hideous pun intended) - and that there is something of a continuum of
> overlapping oppressions...
>
> I'm thinking of an article brought to my attention some time ago
> by Moon
> Joyce and Jenny Horsman, entitled, The Race to Innocence: Confronting
> Hierarchical Relations Among Women by M.L. Fellows and Sherene Razack
>
> (google search for some preliminary supplemental resources:
> http://www.google.com/search?hl=en&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=%
> 22the+race+to+innocence%22+%2B+razack&spell=1)
>
> While the article isn't directly related to the topic at hand, the
> notion of
> heirarchical relations, I think, does have some bearing.
>
> Janet Isserlis
>
>
> > From: Daphne Greenberg <ALCDGG at langate.gsu.edu>
> > Reply-To: The Women and Literacy Discussion List
> <womenliteracy at nifl.gov>> Date: Wed, 30 Aug 2006 12:27:53 -0400
> > To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
> > Subject: [WomenLiteracy 519] Re: the other
> >
> > Ryan and Andres raise very good points. I wonder what would
> happen if we
> > think of all of this as a continuum and therefore, realize that
> we have
> > all been survivors of some kind of abuse and have all
> perpetrated some
> > kind of abuse. For example, many of us as children have been
> "picked on"
> > and have done our share of "picking on others"
> > What would happen if we stopped thinking of survivors and perps
> as "the
> > other" and realize that some of that resides in each one of us?
> Would we
> > be diluting the importance and impact of severe abuse, or would
> it be a
> > step in starting to talk about abuse in the open? Would it help
> create a
> > safe classroom for our learners, or would it have an opposite
> effect?> Daphne
> >
> >
> >>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006 6:17:47 PM >>>
> > Ryan, taking your argument a step further, I wonder how many of
> us are
> > perps of violence too. We may be, in our efforts to teach and to
> > create
> > spaces for the students, crating spaces that perpetuate violence
> too.>
> > One thing that I usually talk about w/ teachers, is the fact
> that many
> > teachers raise their voices, or slam things once in a while.
> They may
> > not realize this, but a victim of violence will find this very
> > unsettling. In fact, most teachers never discuss domestic
> violence in
> > teachers prep courses. So, in a way, they are creating or
> perpetuating> violent spaces w/o being aware.
> >
> > Also. what is the extent to which we perpetuate violence by
> "othering"> (abnormalizing) certain groups. For example, do we use
> texts that only
> > represent heterosexual relationships? Do we use texts, or
> stories or
> > movies that show happy families, happy endings and stories ( a la
> > Cosby
> > show)? Do the literature and movies, tv shows, etc always portrait
> > nice
> > comfortable dwellings, people driving nice cars, etc. While teachers
> > may
> > not be conscious of this, they are creating environments that may
> > abnormalize or "other" the lifestyles of many of our students. Also,
> > are
> > we moody, cynical, sarcastic, quick to judge, etc. Many of these
> acts> can be threatening and perpetuate violence. So, to what
> extent are we
> > unconscious perpetuators of violence?
> >
> > I have, in the past, responded, cynically, sarcastically,
> w/hostility,> judgementally, etc in this and other listservs. In
> fact, I think that
> > they might have a file about me. In a sense, I am a virtual perp of
> > violence. While this may be amusing to some, I have talked to many
> > people that are intimidated by this medium.
> >
> > Andres
> >
> > -----Original Message-----
> > From: womenliteracy-bounces at nifl.gov
> > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall
> > Sent: Friday, August 25, 2006 6:48 AM
> > To: The Women and Literacy Discussion List
> > Subject: [WomenLiteracy 514] Re: the other
> >
> > This is a very hard question, Daphne, but one that I think
> should be
> > considered.
> >
> > I believe that we do "other" the perps of violence, or at least of
> > certain
> > types of violence, and I think we do so because we just don't
> want to
> > or
> > can't allow the thoughts that violent people are actually closer
> to us
> > than
> > we think. The truth is, though, that there are many perps of
> violence,> and
> > they do attend the classes we teach, the meetings we have at
> work, our
> > places of worship, and the gatherings we have at our house. Some
> even> live
> > with us. To consider all the places one shares with perps of
> violence> is, to
> > say the least, disturbing. Who wants to believe that their friend,
> > colleague, student, professor, minister, or even relative is
> connected> in
> > any way to violent behavior? No one, of course, which is why people
> > are
> > so
> > surprised to find out things like their minister sexually abuses
> > members
> > of
> > the congregation, or their friends beat their children, or that
> their> neighbor murdered or tortured someone, etc.
> >
> > I think, though, too that, just as we "other" survivors of violence
> > less
> > when we realize we know survivors, we would "other" perps less, too,
> > if
> > we
> > realized that we knew one. I think this is true because, when we
> find> out we
> > know a perp, we would almost instantly ask why- why did this
> person--a
> > person I consider to be such a nice person, a good friend, etc.--do
> > such
> > a
> > horrible thing? Usually, there is an explanation for the
> violence that
> > makes
> > us understand why, even if we can never excuse what was done
> (because> I'm
> > not saying violence of any sort should ever be excused). And,
> usually,> perps
> > of violence have either been or are still also victims of violence.
> >
> > Knowing that they exist is not the hard part for me- it's the
> question> of
> > interaction that gets me. This is what I have come up with after
> > having
> > to
> > teach classes that I was pretty certain had at least one perp in
> them.> I
> > could be oversimplifying this, but I think that we do need to
> consider> that,
> > not only do we encounter victims and survivors of violence
> regularly,> but
> > that some of them are also perps of violence. Should we act any
> > differently
> > knowing that there are more perps of violence in the spaces we
> occupy?> I
> > guess that depends on your beliefs about the way we should treat
> > people
> > in
> > general. If you are a person who believes that you must mask your
> > opinions
> > and beliefs about certain things so that you don't offend certain
> > people,
> > then maybe you do need to make some changes. If you are a person who
> > strives
> > to be respectful and considerate of all people no matter who you are
> > around,
> > however, then I think considering that people are different in many
> > different aspects and for many different reasons may be
> > enough...because
> > you're just going to be nice to everyone anyway. I think the
> same goes
> > for
> > teaching- we must strive to be respectful, considerate, and
> sensitive> to
> > the
> > fact that the content we teach and the activities we ask
> students to
> > do
> > will
> > have a different effect on each of them depending on their personal
> > situation. If you are able to do that, then you will also be
> able to
> > tell
> > when a student is having difficulty with what you are asking him/her
> > to
> > do-
> > at least in most cases.
> > Ryan
> >
> >
> >
> > On 8/23/06 5:00 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
> wrote:>
> >> The previous discussion sparked by the readings made me think about
> > a
> >> few things, and then today on NPR I heard something which made me
> > want
> >> to pose a question to this group.
> >> As mentioned in this listserv, those of us who have not endured
> >> violence in our lives sometimes think of people who have endured
> >> violence as "the other" and we are often confronted with realizing
> > this
> >> when we hear our friends/colleagues talk about violence in their
> > lives,
> >> and suddenly, "the other" is not "the other" any longer. Many say
> > that
> >> this is one of the things that perpetuates the frequency of
> > violence,
> >> that as a society, we simply do not really acknowledge how
> > pervasive,
> >> common, and frequent it is.
> >> A topic that we talk about even less, and I think "other" even
> more,> is
> >> the perpetrator of violence. If we ourselves have not perpetrated
> >> violence, we often think of "perps" as the "other."
> >> My question to the group is: Are "perps" really as much of the
> > "other"
> >> as we often make them seem to be? This is something that I often
> > wonder
> >> about. For example, we often hear that torturers are known as
> loving>> family members. We hear that people are shocked to find
> out that
> > their
> >> friend is a secret serial murderer. People are shocked to hear that
> > a
> >> beloved teacher has been sexually abusing her students. We tend to
> >> forget that whole communities are involved in atrocities that
> > occurred
> >> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go
> on and
> > on.
> >> The NPR commentator today talked about how ordinary people are
> > involved
> >> in many world atrocities.
> >> We talk on this listserv about the need to realize that amongst are
> >> individuals who have been abused and are being abused. Do we also
> > need
> >> to talk about the fact that amongst are individuals who have been,
> >> and/or are currently perpetrators of abuse?
> >> For example, we talk about the need to be careful when we read
> aloud>> passages that involve abuse, because it may be triggering
> for some
> > of
> >> our learners who are survivors. Well, what about the perpetrators
> > who
> >> are teachers, or learners? Do we need to think about them, and the
> >> impact reading aloud passages have on them?
> >> I wonder what would happen if we acknowledged that in our
> > classrooms,
> >> our research meetings, our corporate meetings, etc., etc. we
> > probably
> >> have both survivors and perpetrators. Would that change the way we
> >> teach, the way we interact?
> >> Any thoughts?
> >> Daphne
> >> ----------------------------------------------------
> >> National Institute for Literacy
> >> Women and Literacy mailing list
> >> WomenLiteracy at nifl.gov
> >> To unsubscribe or change your subscription settings, please go to
> >> http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> > ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> > ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From ednahoover at hotmail.com  Wed Aug 30 15:32:21 2006
From: ednahoover at hotmail.com (Edna Hoover)
Date: Wed, 30 Aug 2006 15:32:21 -0400
Subject: [WomenLiteracy 524] Re: the other
References: <C11B3817.FAF2%Janet_Isserlis@brown.edu>
Message-ID: <BAY101-DAV9BDD1E10B0B3C56FE596CC83E0@phx.gbl>
janet- can't get your link to work, any other way to access the race to
innocence article online?  ahuva
----- Original Message -----
From: "Janet Isserlis" <Janet_Isserlis at brown.edu>
To: "The Women and Literacy Discussion List" <womenliteracy at nifl.gov>
Sent: Wednesday, August 30, 2006 12:41 PM
Subject: [WomenLiteracy 520] Re: the other
> Or what if we realize that at some point we're always one or the other (no
> hideous pun intended) - and that there is something of a continuum of
> overlapping oppressions...
>
> I'm thinking of an article brought to my attention some time ago by Moon
> Joyce and Jenny Horsman, entitled, The Race to Innocence: Confronting
> Hierarchical Relations Among Women by M.L. Fellows and Sherene Razack
>
> (google search for some preliminary supplemental resources:
> http://www.google.com/search?hl=en&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=%
> 22the+race+to+innocence%22+%2B+razack&spell=1)
>
> While the article isn't directly related to the topic at hand, the notion
> of
> heirarchical relations, I think, does have some bearing.
>
> Janet Isserlis
>
>
>> From: Daphne Greenberg <ALCDGG at langate.gsu.edu>
>> Reply-To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
>> Date: Wed, 30 Aug 2006 12:27:53 -0400
>> To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
>> Subject: [WomenLiteracy 519]   Re: the other
>>
>> Ryan and Andres raise very good points. I wonder what would happen if we
>> think of all of this as a continuum and therefore, realize that we have
>> all been survivors of some kind of abuse and have all perpetrated some
>> kind of abuse. For example, many of us as children have been "picked on"
>> and have done our share of "picking on others"
>> What would happen if we stopped thinking of survivors and perps as "the
>> other" and realize that some of that resides in each one of us? Would we
>> be diluting the importance and impact of severe abuse, or would it be a
>> step in starting to talk about abuse in the open? Would it help create a
>> safe classroom for our learners, or would it have an opposite effect?
>> Daphne
>>
>>
>>>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006 6:17:47 PM >>>
>> Ryan, taking your argument a step further, I wonder how many of us are
>> perps of violence too. We may be, in our efforts to teach and to
>> create
>> spaces for the students, crating spaces that perpetuate violence too.
>>
>> One thing that I usually talk about w/ teachers, is the fact that many
>> teachers raise their voices, or slam things once in a while. They may
>> not realize this, but a victim of violence will find this very
>> unsettling. In fact, most teachers never discuss domestic violence in
>> teachers prep courses. So, in a way, they are creating or perpetuating
>> violent spaces w/o being aware.
>>
>> Also. what is the extent to which we perpetuate violence by "othering"
>> (abnormalizing) certain groups. For example, do we use texts that only
>> represent heterosexual relationships? Do we use texts, or stories or
>> movies that show happy families, happy endings and stories ( a la
>> Cosby
>> show)? Do the literature and movies, tv shows, etc always portrait
>> nice
>> comfortable dwellings, people driving nice cars, etc. While teachers
>> may
>> not be conscious of this, they are creating environments that may
>> abnormalize or "other" the lifestyles of many of our students. Also,
>> are
>> we moody, cynical, sarcastic, quick to judge, etc. Many of these acts
>> can be threatening and perpetuate violence. So, to what extent are we
>> unconscious perpetuators of violence?
>>
>> I have, in the past, responded, cynically, sarcastically, w/hostility,
>> judgementally, etc in this and other listservs. In fact, I think that
>> they might have a file about me. In a sense, I am a virtual perp of
>> violence. While this may be amusing to some, I have talked to many
>> people that are intimidated by this medium.
>>
>> Andres
>>
>> -----Original Message-----
>> From: womenliteracy-bounces at nifl.gov
>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall
>> Sent: Friday, August 25, 2006 6:48 AM
>> To: The Women and Literacy Discussion List
>> Subject: [WomenLiteracy 514] Re: the other
>>
>> This is a very hard question, Daphne, but one that I think should be
>> considered.
>>
>> I believe that we do "other" the perps of violence, or at least of
>> certain
>> types of violence, and I think we do so because we just don't want to
>> or
>> can't allow the thoughts that violent people are actually closer to us
>> than
>> we think. The truth is, though, that there are many perps of violence,
>> and
>> they do attend the classes we teach, the meetings we have at work, our
>> places of worship, and the gatherings we have at our house. Some even
>> live
>> with us. To consider all the places one shares with perps of violence
>> is, to
>> say the least, disturbing. Who wants to believe that their friend,
>> colleague, student, professor, minister, or even relative is connected
>> in
>> any way to violent behavior? No one, of course, which is why people
>> are
>> so
>> surprised to find out things like their minister sexually abuses
>> members
>> of
>> the congregation, or their friends beat their children, or that their
>> neighbor murdered or tortured someone, etc.
>>
>> I think, though, too that, just as we "other" survivors of violence
>> less
>> when we realize we know survivors, we would "other" perps less, too,
>> if
>> we
>> realized that we knew one. I think this is true because, when we find
>> out we
>> know a perp, we would almost instantly ask why- why did this person--a
>> person I consider to be such a nice person, a good friend, etc.--do
>> such
>> a
>> horrible thing? Usually, there is an explanation for the violence that
>> makes
>> us understand why, even if we can never excuse what was done (because
>> I'm
>> not saying violence of any sort should ever be excused). And, usually,
>> perps
>> of violence have either been or are still also victims of violence.
>>
>> Knowing that they exist is not the hard part for me- it's the question
>> of
>> interaction that gets me. This is what I have come up with after
>> having
>> to
>> teach classes that I was pretty certain had at least one perp in them.
>> I
>> could be oversimplifying this, but I think that we do need to consider
>> that,
>> not only do we encounter victims and survivors of violence regularly,
>> but
>> that some of them are also perps of violence. Should we act any
>> differently
>> knowing that there are more perps of violence in the spaces we occupy?
>> I
>> guess that depends on your beliefs about the way we should treat
>> people
>> in
>> general. If you are a person who believes that you must mask your
>> opinions
>> and beliefs about certain things so that you don't offend certain
>> people,
>> then maybe you do need to make some changes. If you are a person who
>> strives
>> to be respectful and considerate of all people no matter who you are
>> around,
>> however, then I think considering that people are different in many
>> different aspects and for many different reasons may be
>> enough...because
>> you're just going to be nice to everyone anyway. I think the same goes
>> for
>> teaching- we must strive to be respectful, considerate, and sensitive
>> to
>> the
>> fact that the content we teach and the activities we ask students to
>> do
>> will
>> have a different effect on each of them depending on their personal
>> situation. If you are able to do that, then you will also be able to
>> tell
>> when a student is having difficulty with what you are asking him/her
>> to
>> do-
>> at least in most cases.
>> Ryan
>>
>>
>>
>> On 8/23/06 5:00 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu> wrote:
>>
>>> The previous discussion sparked by the readings made me think about
>> a
>>> few things, and then today on NPR I heard something which made me
>> want
>>> to pose a question to this group.
>>> As mentioned in this listserv, those of us who have not endured
>>> violence in our lives sometimes think of people who have endured
>>> violence as "the other"  and we are often confronted with realizing
>> this
>>> when we hear our friends/colleagues talk about violence in their
>> lives,
>>> and suddenly, "the other" is not "the other" any longer. Many say
>> that
>>> this is one of the things that perpetuates the frequency of
>> violence,
>>> that as a society, we simply do not really acknowledge how
>> pervasive,
>>> common, and frequent it is.
>>> A topic that we talk about even less, and I think "other" even more,
>> is
>>> the perpetrator of violence. If we ourselves have not perpetrated
>>> violence, we often think of "perps" as the "other."
>>> My question to the group is: Are "perps" really as much of the
>> "other"
>>> as we often make them seem to be? This is something that I often
>> wonder
>>> about. For example, we often hear that torturers are known as loving
>>> family members. We hear that people are shocked to find out that
>> their
>>> friend is a secret serial murderer. People are shocked to hear that
>> a
>>> beloved teacher has been sexually abusing her students. We tend to
>>> forget that whole communities are involved in atrocities that
>> occurred
>>> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and
>> on.
>>> The NPR commentator today talked about how ordinary people are
>> involved
>>> in many world atrocities.
>>> We talk on this listserv about the need to realize that amongst are
>>> individuals who have been abused and are being abused. Do we also
>> need
>>> to talk about the fact that amongst are individuals who have been,
>>> and/or are currently perpetrators of abuse?
>>> For example, we talk about the need to be careful when we read aloud
>>> passages that involve abuse, because it may be triggering for some
>> of
>>> our learners who are survivors. Well, what about the perpetrators
>> who
>>> are teachers, or learners? Do we need to think about them, and the
>>> impact reading aloud passages have on them?
>>> I wonder what would happen if we acknowledged that in our
>> classrooms,
>>> our research meetings, our corporate meetings, etc., etc. we
>> probably
>>> have both survivors and perpetrators. Would that change the way we
>>> teach, the way we interact?
>>> Any thoughts?
>>> Daphne
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From Janet_Isserlis at brown.edu  Wed Aug 30 17:05:55 2006
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Wed, 30 Aug 2006 17:05:55 -0400
Subject: [WomenLiteracy 525] Re: the other
In-Reply-To: <BAY101-DAV9BDD1E10B0B3C56FE596CC83E0@phx.gbl>
Message-ID: <C11B75F3.FB4D%Janet_Isserlis@brown.edu>
Edna and all
The link probably broke because it's so long.  I just put
"the race to innocence" + razack into Google to get a broad range of
resources related to the article and one of the authors .  Sorry for the
inconvenience
- janet
> janet- can't get your link to work, any other way to access the race to
> innocence article online?  ahuva
>
>
 The Race to Innocence: Confronting
>> Hierarchical Relations Among Women by M.L. Fellows and Sherene Razack
>>
>> (google search for some preliminary supplemental resources:
>> http://www.google.com/search?hl=en&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=%
>> 22the+race+to+innocence%22+%2B+razack&spell=1)
From alcdgg at langate.gsu.edu  Wed Aug 30 19:56:55 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 30 Aug 2006 19:56:55 -0400
Subject: [WomenLiteracy 526]  interesting article
Message-ID: <44F5ED870200003100002947@mailsrv4.gsu.edu>
There is a new article in the on-line journal "Exploring Adult Literacy"
at http://literacy.kent.edu/cra/new.html The article is titled
Intergenerational Literacy Programs for Incarcerated Parents and Their
Families: A Review of the Literature By William R. Muth, Ph.D. Please
take time to read what research has found out about the effects of
family literacy activities on incarcerated parents and their children.
Dianna Baycich
Ohio Literacy Resource Center
Research 1 - 1100 Summit Street,
P.O. Box 5190
Kent State University
Kent, OH 44242-0001
330.672.7841  330.672.4841 (fax)
From sjrhodes at tampabay.rr.com  Wed Aug 30 23:32:11 2006
From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com)
Date: Wed, 30 Aug 2006 23:32:11 -0400
Subject: [WomenLiteracy 527] Re: the other
In-Reply-To: <c5669cd243a21.43a21c5669cd2@tampabay.rr.com>
References: <44F5844902000031000026BC@mailsrv4.gsu.edu>
	<C11B3817.FAF2%Janet_Isserlis@brown.edu>
	<c5669cd243a21.43a21c5669cd2@tampabay.rr.com>
Message-ID: <c5788c0f47669.47669c5788c0f@tampabay.rr.com>
To all
Just use the "Source" link I have listed below - it is the same article and includes bibliography, which is a bit dated, but nonetheless, very interesting.
Shirley
----- Original Message -----
From: <sjrhodes at tampabay.rr.com>
Date: Wednesday, August 30, 2006 2:34 pm
Subject: Re: [WomenLiteracy 520] Re: the other
To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
> Janet, this is a great article/resource and especially the quote,
> "I do want to learn as much as possible about diverse world views.
> However, if that is all I do, I risk locking myself and 'the
> other' into cultural stereotypes. Culture and identity are fluid,
> changing over time and with each individual and situation."
> (Source:
> http://www.brown.edu/Departments/Swearer_Center/Literacy_Resources/wells.html)However, if abuse/trauma is the issue of focusing on learning/communicating, etc., the number of women that have been abused crosses all sterotypes - but, it did bring to my mind of how we, as women, keep ourselves in a "victim" state of being. We can change how we experience trauma victims, albeit ourselves, our co-worker, our student. Additionally, more and more victims are being identified and stigmatized by locking into "the other" cultural stereotype, by prejudice and bias against people.
> It also makes me think of a women I met from Tampa at a
> Proliteracy Regional meeting. This woman worked only with
> refugees, and I was shocked, not just by any abuse issues, but
> cultural differences in cleanliness, and other differences.
> Yes, by applying the feminist approach to all learners, I do
> believe that we can avoid "locking ourselves" into a mind set and
> keep learning about people, in general. But, I do maintain that
> we must have the strength to keep ourselves from creating the
> "other" or labeling or look at the ways we treat victims, by
> remaining "fluid" in our approaches to learning and trends, but
> stay in touch with our students on an individual basis.
> Empowerment and self-sufficiency must still play major roles in
> literacy training, for any individual.
> Shirley
>
>
>
> ----- Original Message -----
> From: Janet Isserlis <Janet_Isserlis at brown.edu>
> Date: Wednesday, August 30, 2006 2:09 pm
> Subject: [WomenLiteracy 520] Re: the other
> To: The Women and Literacy Discussion List
> <womenliteracy at nifl.gov>
>
> > Or what if we realize that at some point we're always one or the
> > other (no
> > hideous pun intended) - and that there is something of a
> continuum of
> > overlapping oppressions...
> >
> > I'm thinking of an article brought to my attention some time ago
> > by Moon
> > Joyce and Jenny Horsman, entitled, The Race to Innocence:
> Confronting
> > Hierarchical Relations Among Women by M.L. Fellows and Sherene
> Razack
> >
> > (google search for some preliminary supplemental resources:
> >
> http://www.google.com/search?hl=en&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=%
> > 22the+race+to+innocence%22+%2B+razack&spell=1)
> >
> > While the article isn't directly related to the topic at hand,
> the
> > notion of
> > heirarchical relations, I think, does have some bearing.
> >
> > Janet Isserlis
> >
> >
> > > From: Daphne Greenberg <ALCDGG at langate.gsu.edu>
> > > Reply-To: The Women and Literacy Discussion List
> > <womenliteracy at nifl.gov>> Date: Wed, 30 Aug 2006 12:27:53 -0400
> > > To: The Women and Literacy Discussion List
> <womenliteracy at nifl.gov>
> > > Subject: [WomenLiteracy 519] Re: the other
> > >
> > > Ryan and Andres raise very good points. I wonder what would
> > happen if we
> > > think of all of this as a continuum and therefore, realize
> that
> > we have
> > > all been survivors of some kind of abuse and have all
> > perpetrated some
> > > kind of abuse. For example, many of us as children have been
> > "picked on"
> > > and have done our share of "picking on others"
> > > What would happen if we stopped thinking of survivors and
> perps
> > as "the
> > > other" and realize that some of that resides in each one of
> us?
> > Would we
> > > be diluting the importance and impact of severe abuse, or
> would
> > it be a
> > > step in starting to talk about abuse in the open? Would it
> help
> > create a
> > > safe classroom for our learners, or would it have an opposite
> > effect?> Daphne
> > >
> > >
> > >>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006 6:17:47 PM >>>
> > > Ryan, taking your argument a step further, I wonder how many
> of
> > us are
> > > perps of violence too. We may be, in our efforts to teach and
> to
> > > create
> > > spaces for the students, crating spaces that perpetuate
> violence
> > too.>
> > > One thing that I usually talk about w/ teachers, is the fact
> > that many
> > > teachers raise their voices, or slam things once in a while.
> > They may
> > > not realize this, but a victim of violence will find this very
> > > unsettling. In fact, most teachers never discuss domestic
> > violence in
> > > teachers prep courses. So, in a way, they are creating or
> > perpetuating> violent spaces w/o being aware.
> > >
> > > Also. what is the extent to which we perpetuate violence by
> > "othering"> (abnormalizing) certain groups. For example, do we
> use
> > texts that only
> > > represent heterosexual relationships? Do we use texts, or
> > stories or
> > > movies that show happy families, happy endings and stories ( a
> la
> > > Cosby
> > > show)? Do the literature and movies, tv shows, etc always
> portrait
> > > nice
> > > comfortable dwellings, people driving nice cars, etc. While
> teachers
> > > may
> > > not be conscious of this, they are creating environments that
> may
> > > abnormalize or "other" the lifestyles of many of our students.
> Also,
> > > are
> > > we moody, cynical, sarcastic, quick to judge, etc. Many of
> these
> > acts> can be threatening and perpetuate violence. So, to what
> > extent are we
> > > unconscious perpetuators of violence?
> > >
> > > I have, in the past, responded, cynically, sarcastically,
> > w/hostility,> judgementally, etc in this and other listservs. In
> > fact, I think that
> > > they might have a file about me. In a sense, I am a virtual
> perp of
> > > violence. While this may be amusing to some, I have talked to
> many
> > > people that are intimidated by this medium.
> > >
> > > Andres
> > >
> > > -----Original Message-----
> > > From: womenliteracy-bounces at nifl.gov
> > > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall
> > > Sent: Friday, August 25, 2006 6:48 AM
> > > To: The Women and Literacy Discussion List
> > > Subject: [WomenLiteracy 514] Re: the other
> > >
> > > This is a very hard question, Daphne, but one that I think
> > should be
> > > considered.
> > >
> > > I believe that we do "other" the perps of violence, or at
> least of
> > > certain
> > > types of violence, and I think we do so because we just don't
> > want to
> > > or
> > > can't allow the thoughts that violent people are actually
> closer
> > to us
> > > than
> > > we think. The truth is, though, that there are many perps of
> > violence,> and
> > > they do attend the classes we teach, the meetings we have at
> > work, our
> > > places of worship, and the gatherings we have at our house.
> Some
> > even> live
> > > with us. To consider all the places one shares with perps of
> > violence> is, to
> > > say the least, disturbing. Who wants to believe that their
> friend,
> > > colleague, student, professor, minister, or even relative is
> > connected> in
> > > any way to violent behavior? No one, of course, which is why
> people
> > > are
> > > so
> > > surprised to find out things like their minister sexually
> abuses
> > > members
> > > of
> > > the congregation, or their friends beat their children, or
> that
> > their> neighbor murdered or tortured someone, etc.
> > >
> > > I think, though, too that, just as we "other" survivors of
> violence
> > > less
> > > when we realize we know survivors, we would "other" perps
> less, too,
> > > if
> > > we
> > > realized that we knew one. I think this is true because, when
> we
> > find> out we
> > > know a perp, we would almost instantly ask why- why did this
> > person--a
> > > person I consider to be such a nice person, a good friend,
> etc.--do
> > > such
> > > a
> > > horrible thing? Usually, there is an explanation for the
> > violence that
> > > makes
> > > us understand why, even if we can never excuse what was done
> > (because> I'm
> > > not saying violence of any sort should ever be excused). And,
> > usually,> perps
> > > of violence have either been or are still also victims of
> violence.
> > >
> > > Knowing that they exist is not the hard part for me- it's the
> > question> of
> > > interaction that gets me. This is what I have come up with
> after
> > > having
> > > to
> > > teach classes that I was pretty certain had at least one perp
> in
> > them.> I
> > > could be oversimplifying this, but I think that we do need to
> > consider> that,
> > > not only do we encounter victims and survivors of violence
> > regularly,> but
> > > that some of them are also perps of violence. Should we act
> any
> > > differently
> > > knowing that there are more perps of violence in the spaces we
> > occupy?> I
> > > guess that depends on your beliefs about the way we should
> treat
> > > people
> > > in
> > > general. If you are a person who believes that you must mask
> your
> > > opinions
> > > and beliefs about certain things so that you don't offend
> certain
> > > people,
> > > then maybe you do need to make some changes. If you are a
> person who
> > > strives
> > > to be respectful and considerate of all people no matter who
> you are
> > > around,
> > > however, then I think considering that people are different in
> many
> > > different aspects and for many different reasons may be
> > > enough...because
> > > you're just going to be nice to everyone anyway. I think the
> > same goes
> > > for
> > > teaching- we must strive to be respectful, considerate, and
> > sensitive> to
> > > the
> > > fact that the content we teach and the activities we ask
> > students to
> > > do
> > > will
> > > have a different effect on each of them depending on their
> personal
> > > situation. If you are able to do that, then you will also be
> > able to
> > > tell
> > > when a student is having difficulty with what you are asking
> him/her
> > > to
> > > do-
> > > at least in most cases.
> > > Ryan
> > >
> > >
> > >
> > > On 8/23/06 5:00 PM, "Daphne Greenberg"
> <ALCDGG at langate.gsu.edu>
> > wrote:>
> > >> The previous discussion sparked by the readings made me think
> about
> > > a
> > >> few things, and then today on NPR I heard something which
> made me
> > > want
> > >> to pose a question to this group.
> > >> As mentioned in this listserv, those of us who have not
> endured
> > >> violence in our lives sometimes think of people who have
> endured
> > >> violence as "the other" and we are often confronted with
> realizing
> > > this
> > >> when we hear our friends/colleagues talk about violence in
> their
> > > lives,
> > >> and suddenly, "the other" is not "the other" any longer. Many
> say
> > > that
> > >> this is one of the things that perpetuates the frequency of
> > > violence,
> > >> that as a society, we simply do not really acknowledge how
> > > pervasive,
> > >> common, and frequent it is.
> > >> A topic that we talk about even less, and I think "other"
> even
> > more,> is
> > >> the perpetrator of violence. If we ourselves have not
> perpetrated
> > >> violence, we often think of "perps" as the "other."
> > >> My question to the group is: Are "perps" really as much of
> the
> > > "other"
> > >> as we often make them seem to be? This is something that I
> often
> > > wonder
> > >> about. For example, we often hear that torturers are known as
> > loving>> family members. We hear that people are shocked to find
> > out that
> > > their
> > >> friend is a secret serial murderer. People are shocked to
> hear that
> > > a
> > >> beloved teacher has been sexually abusing her students. We
> tend to
> > >> forget that whole communities are involved in atrocities that
> > > occurred
> > >> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go
> > on and
> > > on.
> > >> The NPR commentator today talked about how ordinary people
> are
> > > involved
> > >> in many world atrocities.
> > >> We talk on this listserv about the need to realize that
> amongst are
> > >> individuals who have been abused and are being abused. Do we
> also
> > > need
> > >> to talk about the fact that amongst are individuals who have
> been,
> > >> and/or are currently perpetrators of abuse?
> > >> For example, we talk about the need to be careful when we
> read
> > aloud>> passages that involve abuse, because it may be
> triggering
> > for some
> > > of
> > >> our learners who are survivors. Well, what about the
> perpetrators
> > > who
> > >> are teachers, or learners? Do we need to think about them,
> and the
> > >> impact reading aloud passages have on them?
> > >> I wonder what would happen if we acknowledged that in our
> > > classrooms,
> > >> our research meetings, our corporate meetings, etc., etc. we
> > > probably
> > >> have both survivors and perpetrators. Would that change the
> way we
> > >> teach, the way we interact?
> > >> Any thoughts?
> > >> Daphne
> > >> ----------------------------------------------------
> > >> National Institute for Literacy
> > >> Women and Literacy mailing list
> > >> WomenLiteracy at nifl.gov
> > >> To unsubscribe or change your subscription settings, please
> go to
> > >> http://www.nifl.gov/mailman/listinfo/womenliteracy
> > >
> > >
> > > ----------------------------------------------------
> > > National Institute for Literacy
> > > Women and Literacy mailing list
> > > WomenLiteracy at nifl.gov
> > > To unsubscribe or change your subscription settings, please go
> to
> > > http://www.nifl.gov/mailman/listinfo/womenliteracy
> > > ----------------------------------------------------
> > > National Institute for Literacy
> > > Women and Literacy mailing list
> > > WomenLiteracy at nifl.gov
> > > To unsubscribe or change your subscription settings, please go
> to
> > > http://www.nifl.gov/mailman/listinfo/womenliteracy
> > > ----------------------------------------------------
> > > National Institute for Literacy
> > > Women and Literacy mailing list
> > > WomenLiteracy at nifl.gov
> > > To unsubscribe or change your subscription settings, please go
> to
> > > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go
> to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>
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From alcdgg at langate.gsu.edu  Thu Aug 31 09:53:17 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 31 Aug 2006 09:53:17 -0400
Subject: [WomenLiteracy 528]  virtual school project
Message-ID: <44F6B18D02000031000029BB@mailsrv4.gsu.edu>
The International Classroom and School Virtual Visit (Virtual School)
project is beginning its eighth year, linking classrooms across the
world to enable students to meet each other virtually, share information
about their cultures, their classrooms, and their communities, and to
build cultural understanding. Classes can include English as a Second or
Other Language (ESOL/ESL), Adult Basic Education (ABE, GED),  elementary
or secondary education, or family literacy.  Students can be from age
seven to adult.
As in past years, we hope classes will engage in lively written
discussion, and possibly choose a film, book or current event to
discuss. This year we have set up a free wiki, so classes don't have to
create their own web pages, and we will help teachers to use free
Internet telephony so their classes can talk to each other if they can
find a time that works to do that.
If you would like to participate in this year's project,
1. Sign up on the I.C.V.V. e-list  by going to:
       http://lists.literacytent.org/mailman/listinfo/icvv
Scroll down the page to choose an ID and password.  That's it, easy and
free.
2. Once you receive confirmation that you are on the I.C.V.V. e-list,
send an e-mail to:
         icvv at lists.literacytent.org
indicating your interest in participating this year.  Be sure to
describe your class, when it will begin, and what age group or
nationality you would prefer to partner with.
If you would like to look at classroom virtual visit projects from
previous years go to:
       http://www.otan.us/webfarm/emailproject/school.htm
and then choose
     http://www.otan.us/webfarm/emailproject/school2003.htm
We look forward to your joining the project.  Let one of us know if you
have questions.
And please pass this information on -- by e-mail or electronic list  --
to teachers who you think might be interested.
All the best,
David J. Rosen
djrosen at comcast.net
Susan Gaer
sgaer at yahoo.com
From alcdgg at langate.gsu.edu  Thu Aug 31 09:58:23 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 31 Aug 2006 09:58:23 -0400
Subject: [WomenLiteracy 529]  Special Discussion List Annoucement
Message-ID: <44F6B2BF02000031000029C6@mailsrv4.gsu.edu>
Colleagues,
In preparation for celebrating International Literacy Day, on September
5th-7th the Special Topics Discussion List is pleased to
welcome  Ms. Janet Looney representing the Organisation for Economic
Co-operation and Development(OECD).  Janet is the leader of the Centre
for Educational Research and Innovation program known as What  Works in
Innovation in Education. Its current focus is formative assessment.  The
discussion will serve to introduce some of OECD's work in international
education. The primary focus of the discussion will be on the value of
formative assessment for promoting higher levels of learner achievement,
greater equity of outcomes, and the development of "learning to learn"
skills.
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.
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 will publish a second study addressing formative
assessment for adult basic skill learners in 2007.
Together, the two studies are intended to strengthen understanding of
effective approaches to lifelong learning.
FORMATIVE ASSESSMENT IN LOWER SECONDARY SCHOOLS
While many teachers incorporate aspects of formative assessment into
their teaching, it is not often practiced systematically.  The What
Works study, Formative Assessment: Improving Learning in Secondary
Classrooms (2005), features exemplary cases from secondary schools in
eight systems and international research reviews, and relates these to
the broader policy environment.  The study shows how teachers have
addressed barriers to systematic practice, and how school and policy
leaders may apply the principles of formative assessment to promote
constructive cultures of assessment and evaluation throughout  education
systems.
FORMATIVE ASSESSMENT IN ADULT BASIC SKILL PROGRAMS
Formative approaches may be particularly appropriate for adults with
basic skill needs, the focus of the current What Works study.
Instructors using formative approaches are able to tailor instruction
more closely to the needs of diverse adult learners.  Formative
approaches also place an explicit focus on identifying and building upon
learners' prior knowledge and skills - whether gained in formal
education settings, or informal work or other settings.
The OECD study on "Improving Teaching and Learning for Adults with Basic
Skill Needs through Formative Assessment" , now underway, is:
1. Developing studies of exemplary teaching and assessment practice for
adults with basic skill needs
2. Bringing together international scholarship on teaching and
assessment for adults with basic skill needs
3. Identifying effective policy levers for improving the quality of
provision in the adult basic skills sector, and
4. Creating opportunities for policy officials, researchers and
practitioners to exchange insights and ideas on promoting effective
teaching, assessment and evaluation.
We look forward to your subscribing to this three-day discussion.  To
do so, go to:
http://www.nifl.gov/mailman/listinfo/SpecialTopics
David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net
From andreawilder at comcast.net  Thu Aug 31 13:30:46 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 31 Aug 2006 13:30:46 -0400
Subject: [WomenLiteracy 530] Re: the other
In-Reply-To: <44F5844902000031000026BC@mailsrv4.gsu.edu>
References: <C11469AF.2860%ryanryanc@yahoo.com>
	<CA29C5E82B801844A7A967D109F117CF6FA145@svrascmail01>
	<44F5844902000031000026BC@mailsrv4.gsu.edu>
Message-ID: <f2259cd5648272e88e40ac76c9afea7a@comcast.net>
Friends--
I have been  on vacation and am now back.  I've missed a lot, so need
to  catch up.  Apologies if i am repeating something someone else has
said
The idea of abuse on a continuum might work,, depending on what the
continuum is labeled, eg, modertate severe, not at all...perhaps using
percentages.
However, there is another  dimension, and that is when abuse changes
the person biochemically;  that's a big  jump.
Because we are used (through social science lingo)  to thinking of
"variables," we are used to thinking in terms of "add-ons," and the
core self  remaining the same.  In extreme abuse the person, what we
might think of as "core self,"  is changed.
Andrea
On Aug 30, 2006, at 12:27 PM, Daphne Greenberg wrote:
> Ryan and Andres raise very good points. I wonder what would happen if
> we
> think of all of this as a continuum and therefore, realize that we have
> all been survivors of some kind of abuse and have all perpetrated some
> kind of abuse. For example, many of us as children have been "picked
> on"
> and have done our share of "picking on others"
> What would happen if we stopped thinking of survivors and perps as "the
> other" and realize that some of that resides in each one of us? Would
> we
> be diluting the importance and impact of severe abuse, or would it be a
> step in starting to talk about abuse in the open? Would it help create
> a
> safe classroom for our learners, or would it have an opposite effect?
> Daphne
>
>
>>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006 6:17:47 PM >>>
> Ryan, taking your argument a step further, I wonder how many of us are
> perps of violence too. We may be, in our efforts to teach and to
> create
> spaces for the students, crating spaces that perpetuate violence too.
>
> One thing that I usually talk about w/ teachers, is the fact that many
> teachers raise their voices, or slam things once in a while. They may
> not realize this, but a victim of violence will find this very
> unsettling. In fact, most teachers never discuss domestic violence in
> teachers prep courses. So, in a way, they are creating or perpetuating
> violent spaces w/o being aware.
>
> Also. what is the extent to which we perpetuate violence by "othering"
> (abnormalizing) certain groups. For example, do we use texts that only
> represent heterosexual relationships? Do we use texts, or stories or
> movies that show happy families, happy endings and stories ( a la
> Cosby
> show)? Do the literature and movies, tv shows, etc always portrait
> nice
> comfortable dwellings, people driving nice cars, etc. While teachers
> may
> not be conscious of this, they are creating environments that may
> abnormalize or "other" the lifestyles of many of our students. Also,
> are
> we moody, cynical, sarcastic, quick to judge, etc. Many of these acts
> can be threatening and perpetuate violence. So, to what extent are we
> unconscious perpetuators of violence?
>
> I have, in the past, responded, cynically, sarcastically, w/hostility,
> judgementally, etc in this and other listservs. In fact, I think that
> they might have a file about me. In a sense, I am a virtual perp of
> violence. While this may be amusing to some, I have talked to many
> people that are intimidated by this medium.
>
> Andres
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall
> Sent: Friday, August 25, 2006 6:48 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 514] Re: the other
>
> This is a very hard question, Daphne, but one that I think should be
> considered.
>
> I believe that we do "other" the perps of violence, or at least of
> certain
> types of violence, and I think we do so because we just don't want to
> or
> can't allow the thoughts that violent people are actually closer to us
> than
> we think. The truth is, though, that there are many perps of violence,
> and
> they do attend the classes we teach, the meetings we have at work, our
> places of worship, and the gatherings we have at our house. Some even
> live
> with us. To consider all the places one shares with perps of violence
> is, to
> say the least, disturbing. Who wants to believe that their friend,
> colleague, student, professor, minister, or even relative is connected
> in
> any way to violent behavior? No one, of course, which is why people
> are
> so
> surprised to find out things like their minister sexually abuses
> members
> of
> the congregation, or their friends beat their children, or that their
> neighbor murdered or tortured someone, etc.
>
> I think, though, too that, just as we "other" survivors of violence
> less
> when we realize we know survivors, we would "other" perps less, too,
> if
> we
> realized that we knew one. I think this is true because, when we find
> out we
> know a perp, we would almost instantly ask why- why did this person--a
> person I consider to be such a nice person, a good friend, etc.--do
> such
> a
> horrible thing? Usually, there is an explanation for the violence that
> makes
> us understand why, even if we can never excuse what was done (because
> I'm
> not saying violence of any sort should ever be excused). And, usually,
> perps
> of violence have either been or are still also victims of violence.
>
> Knowing that they exist is not the hard part for me- it's the question
> of
> interaction that gets me. This is what I have come up with after
> having
> to
> teach classes that I was pretty certain had at least one perp in them.
> I
> could be oversimplifying this, but I think that we do need to consider
> that,
> not only do we encounter victims and survivors of violence regularly,
> but
> that some of them are also perps of violence. Should we act any
> differently
> knowing that there are more perps of violence in the spaces we occupy?
> I
> guess that depends on your beliefs about the way we should treat
> people
> in
> general. If you are a person who believes that you must mask your
> opinions
> and beliefs about certain things so that you don't offend certain
> people,
> then maybe you do need to make some changes. If you are a person who
> strives
> to be respectful and considerate of all people no matter who you are
> around,
> however, then I think considering that people are different in many
> different aspects and for many different reasons may be
> enough...because
> you're just going to be nice to everyone anyway. I think the same goes
> for
> teaching- we must strive to be respectful, considerate, and sensitive
> to
> the
> fact that the content we teach and the activities we ask students to
> do
> will
> have a different effect on each of them depending on their personal
> situation. If you are able to do that, then you will also be able to
> tell
> when a student is having difficulty with what you are asking him/her
> to
> do-
> at least in most cases.
> Ryan
>
>
>
> On 8/23/06 5:00 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu> wrote:
>
>> The previous discussion sparked by the readings made me think about
> a
>> few things, and then today on NPR I heard something which made me
> want
>> to pose a question to this group.
>> As mentioned in this listserv, those of us who have not endured
>> violence in our lives sometimes think of people who have endured
>> violence as "the other"  and we are often confronted with realizing
> this
>> when we hear our friends/colleagues talk about violence in their
> lives,
>> and suddenly, "the other" is not "the other" any longer. Many say
> that
>> this is one of the things that perpetuates the frequency of
> violence,
>> that as a society, we simply do not really acknowledge how
> pervasive,
>> common, and frequent it is.
>> A topic that we talk about even less, and I think "other" even more,
> is
>> the perpetrator of violence. If we ourselves have not perpetrated
>> violence, we often think of "perps" as the "other."
>> My question to the group is: Are "perps" really as much of the
> "other"
>> as we often make them seem to be? This is something that I often
> wonder
>> about. For example, we often hear that torturers are known as loving
>> family members. We hear that people are shocked to find out that
> their
>> friend is a secret serial murderer. People are shocked to hear that
> a
>> beloved teacher has been sexually abusing her students. We tend to
>> forget that whole communities are involved in atrocities that
> occurred
>> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and
> on.
>> The NPR commentator today talked about how ordinary people are
> involved
>> in many world atrocities.
>> We talk on this listserv about the need to realize that amongst are
>> individuals who have been abused and are being abused. Do we also
> need
>> to talk about the fact that amongst are individuals who have been,
>> and/or are currently perpetrators of abuse?
>> For example, we talk about the need to be careful when we read aloud
>> passages that involve abuse, because it may be triggering for some
> of
>> our learners who are survivors. Well, what about the perpetrators
> who
>> are teachers, or learners? Do we need to think about them, and the
>> impact reading aloud passages have on them?
>> I wonder what would happen if we acknowledged that in our
> classrooms,
>> our research meetings, our corporate meetings, etc., etc. we
> probably
>> have both survivors and perpetrators. Would that change the way we
>> teach, the way we interact?
>> Any thoughts?
>> Daphne
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From sjrhodes at tampabay.rr.com  Sat Sep  2 11:59:35 2006
From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com)
Date: Sat, 02 Sep 2006 11:59:35 -0400
Subject: [WomenLiteracy 531] Re: [LISNews.org] James Patterson PageTurner
 Awards - Deadline is October 16th
In-Reply-To: <1157162469.702607-17128-slash-web1.a2z.dyndns.org@lisnews.org>
References: <1157162469.702607-17128-slash-web1.a2z.dyndns.org@lisnews.org>
Message-ID: <c517bcc6419f3.419f3c517bcc6@tampabay.rr.com>
Hi Everybody
I can think of many programs in our local libraries that should be considered for the award outlined below in nominating their successful programs to promote and excite reading.  It looks like "BIG" money to launch or support a new program, even though distribution is split.
My suggestion is to read through the nomination form and the website at <http://www.pattersonpageturner.org/> to either nominate your program or one that has impressed you this year.
Below is some additional information:
"The James Patterson PageTurner Awards are given to individuals and groups who "get people of all ages excited about books and reading, and successfully transform non-readers into lifelong page-turners." This year, a total of $500,000 in cash prizes will be distributed among 44 winners.
Here's the nomination form...deadline is October 16. Nominate your library...or yourself!"  (Source:  http://lisnews.org/article.pl?sid=06/09/01/1236216)
Go for it!
Shirley Rhodes
----- Original Message -----
From: news at lisnews.org
Date: Friday, September 1, 2006 10:06 pm
Subject: [LISNews.org] Headlines for 2006-09-02
To: sjrhodes at tampabay.rr.com
> ======================================================================
> We love your story suggestions! Send us ideas via email or the web:
> http://lisnews.org/submit.pl
> ======================================================================
>
> LISNews.org Daily Headline Mailer
>
> You Too Could Be a Winner - James Patterson Awards
> from the big-moola-from-little-brown dept.
> posted by birdie on Friday September 01, @08:28 (Announcements)
> http://lisnews.org/article.pl?sid=06/09/01/1236216
>
>
>
>
> Copyright 1997-2006 The LISNews Team. All rights reserved.
>
> ======================================================================
>
> You have received this message because you subscribed to it
> on LISNews.org. To stop receiving this and other
> messages from LISNews.org, or to add more messages
> or change your preferences, please go to your user page.
>
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>
> You can log in and change your preferences from there.
>
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From bdsunmt at sbcglobal.net  Sat Sep  2 13:47:53 2006
From: bdsunmt at sbcglobal.net (Bonnita Solberg)
Date: Sat, 2 Sep 2006 10:47:53 -0700 (PDT)
Subject: [WomenLiteracy 532] Re: the other
In-Reply-To: <f2259cd5648272e88e40ac76c9afea7a@comcast.net>
Message-ID: <20060902174753.90646.qmail@web83101.mail.mud.yahoo.com>
Hope I am not too late to jump in here. Concerning the
biochemical component of abuse, physiology tells us
that nerve cells that fire together, wire together.
If you practice something over and over again, or
experience something over and over again, a connection
of nerve cells is built up: the cells have a long term
relationship.  Long term cell relationships build
cells to form a nerve identity.  This neuron "net" is
rewired on a daily basis.  Break down the long term
cell relationship by interrupting the thought process,
and the nueron net is rewired.  Interrupt a thought
process and it produces a chemical effect or reaction
that is different than the chemical effect or reaction
of the long term cell relationship or nerve identity.
In essence, nerve cells that don?t fire together,
don?t wire together.
If you get angry on a daily basis, that anger neuro
net has a long term cell relationship with all other
neuro nets.  If one experiences abuse on a daily
basis, that experience forms a long term cell
relationship, a net.  Emotions reinforce chemically
the long term cell relationship, the cellular long
term memory.  If we bombard the same cell with the
same attitude and the same chemistry over and over,
when the cell divides and produces a sister cells,
that sister cell will have more receptor sites for
those particular emotional chemicals and fewer
receptors for vitamins, minerals, food exchange or
release of toxins and waste. Hence one aspect of the
"stress syndrome."
Rewiring the brain in this sense means to  literally
reconnect the neurons in the net.  Change the mind,
change one's choices.  These chemical hanges are from
inside out.  This is one aspect of the human drama
each of us deals with in abusive situations.
Bonnita Solberg
--- Andrea Wilder <andreawilder at comcast.net> wrote:
> Friends--
>
> I have been  on vacation and am now back.  I've
> missed a lot, so need
> to  catch up.  Apologies if i am repeating something
> someone else has
> said
>
> The idea of abuse on a continuum might work,,
> depending on what the
> continuum is labeled, eg, modertate severe, not at
> all...perhaps using
> percentages.
>
> However, there is another  dimension, and that is
> when abuse changes
> the person biochemically;  that's a big  jump.
>
> Because we are used (through social science lingo)
> to thinking of
> "variables," we are used to thinking in terms of
> "add-ons," and the
> core self  remaining the same.  In extreme abuse the
> person, what we
> might think of as "core self,"  is changed.
>
> Andrea
>
>
> On Aug 30, 2006, at 12:27 PM, Daphne Greenberg
> wrote:
>
> > Ryan and Andres raise very good points. I wonder
> what would happen if
> > we
> > think of all of this as a continuum and therefore,
> realize that we have
> > all been survivors of some kind of abuse and have
> all perpetrated some
> > kind of abuse. For example, many of us as children
> have been "picked
> > on"
> > and have done our share of "picking on others"
> > What would happen if we stopped thinking of
> survivors and perps as "the
> > other" and realize that some of that resides in
> each one of us? Would
> > we
> > be diluting the importance and impact of severe
> abuse, or would it be a
> > step in starting to talk about abuse in the open?
> Would it help create
> > a
> > safe classroom for our learners, or would it have
> an opposite effect?
> > Daphne
> >
> >
> >>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006
> 6:17:47 PM >>>
> > Ryan, taking your argument a step further, I
> wonder how many of us are
> > perps of violence too. We may be, in our efforts
> to teach and to
> > create
> > spaces for the students, crating spaces that
> perpetuate violence too.
> >
> > One thing that I usually talk about w/ teachers,
> is the fact that many
> > teachers raise their voices, or slam things once
> in a while. They may
> > not realize this, but a victim of violence will
> find this very
> > unsettling. In fact, most teachers never discuss
> domestic violence in
> > teachers prep courses. So, in a way, they are
> creating or perpetuating
> > violent spaces w/o being aware.
> >
> > Also. what is the extent to which we perpetuate
> violence by "othering"
> > (abnormalizing) certain groups. For example, do we
> use texts that only
> > represent heterosexual relationships? Do we use
> texts, or stories or
> > movies that show happy families, happy endings and
> stories ( a la
> > Cosby
> > show)? Do the literature and movies, tv shows, etc
> always portrait
> > nice
> > comfortable dwellings, people driving nice cars,
> etc. While teachers
> > may
> > not be conscious of this, they are creating
> environments that may
> > abnormalize or "other" the lifestyles of many of
> our students. Also,
> > are
> > we moody, cynical, sarcastic, quick to judge, etc.
> Many of these acts
> > can be threatening and perpetuate violence. So, to
> what extent are we
> > unconscious perpetuators of violence?
> >
> > I have, in the past, responded, cynically,
> sarcastically, w/hostility,
> > judgementally, etc in this and other listservs. In
> fact, I think that
> > they might have a file about me. In a sense, I am
> a virtual perp of
> > violence. While this may be amusing to some, I
> have talked to many
> > people that are intimidated by this medium.
> >
> > Andres
> >
> > -----Original Message-----
> > From: womenliteracy-bounces at nifl.gov
> > [mailto:womenliteracy-bounces at nifl.gov] On Behalf
> Of Ryan Hall
> > Sent: Friday, August 25, 2006 6:48 AM
> > To: The Women and Literacy Discussion List
> > Subject: [WomenLiteracy 514] Re: the other
> >
> > This is a very hard question, Daphne, but one that
> I think should be
> > considered.
> >
> > I believe that we do "other" the perps of
> violence, or at least of
> > certain
> > types of violence, and I think we do so because we
> just don't want to
> > or
> > can't allow the thoughts that violent people are
> actually closer to us
> > than
> > we think. The truth is, though, that there are
> many perps of violence,
> > and
> > they do attend the classes we teach, the meetings
> we have at work, our
> > places of worship, and the gatherings we have at
> our house. Some even
> > live
> > with us. To consider all the places one shares
> with perps of violence
> > is, to
> > say the least, disturbing. Who wants to believe
> that their friend,
> > colleague, student, professor, minister, or even
> relative is connected
> > in
> > any way to violent behavior? No one, of course,
> which is why people
> > are
> > so
> > surprised to find out things like their minister
> sexually abuses
> > members
> > of
> > the congregation, or their friends beat their
> children, or that their
> > neighbor murdered or tortured someone, etc.
> >
> > I think, though, too that, just as we "other"
> survivors of violence
> > less
> > when we realize we know survivors, we would
> "other" perps less, too,
> > if
> > we
> > realized that we knew one. I think this is true
> because, when we find
> > out we
> > know a perp, we would almost instantly ask why-
> why did this person--a
> > person I consider to be such a nice person, a good
> friend, etc.--do
> > such
> > a
> > horrible thing? Usually, there is an explanation
> for the violence that
> > makes
> > us understand why, even if we can never excuse
> what was done (because
> > I'm
> > not saying violence of any sort should ever be
> excused). And, usually,
> > perps
> > of violence have either been or are still also
> victims of violence.
> >
> > Knowing that they exist is not the hard part for
> me- it's the question
> > of
> > interaction that gets me. This is what I have come
> up with after
> > having
>
=== message truncated ===
From sjrhodes at tampabay.rr.com  Sat Sep  2 16:19:41 2006
From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com)
Date: Sat, 02 Sep 2006 16:19:41 -0400
Subject: [WomenLiteracy 533] Re: the other, ourselves
In-Reply-To: <20060902174753.90646.qmail@web83101.mail.mud.yahoo.com>
References: <f2259cd5648272e88e40ac76c9afea7a@comcast.net>
	<20060902174753.90646.qmail@web83101.mail.mud.yahoo.com>
Message-ID: <c532f29541136.41136c532f295@tampabay.rr.com>
Thank you for your posting, Bonnita - This makes a lot of sense to me, especially with new research out on mediation/stress reduction methods and documenting our changing of neurological brain patterns - so, by practicing positive thinking, releasing the painful memories, reducing stress and taking care of ourselves, e.g. proper nutrition, exercise, etc. etc. = Fine-tuning??
Why does this sound too easy?  Yes, I think I get it, and I guess that's where we are right now, in the context of the discussion, and in our own lives.  Don't most of you think that by providing basic needs and support is a way to break down the long term process to promote learning, is somewhat up to the provider of the instruction to give the learner environment a "safe" place that is free of abuse and discussion regarding such?
That's what I think, anyway.  I do believe that keeping ourselves healthy is key, however, if a trauma victim is "obsessing" and unable to release themselves from the "biochemical component of abuse" then that is what 'other' professionals and / or services provide, and we can make these known and update our resources by providing a network of community services - as ESL teachers or volunteers, we really may not know how deep the pain is that we are dealing with and are we equipped to step into deeper waters?
Maybe by our own example as mentors throughout the learning process, our students will try to increase their own well-being, learning, living, overcoming barriers added on by abuse issues, and succeeding to overcome victimization, or at least vicariously begin to "get it" and change their lives for the better.
Shirley
 Original Message -----
From: Bonnita Solberg <bdsunmt at sbcglobal.net>
Date: Saturday, September 2, 2006 2:37 pm
Subject: [WomenLiteracy 532] Re: the other
To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
> Hope I am not too late to jump in here. Concerning the
> biochemical component of abuse, physiology tells us
> that nerve cells that fire together, wire together.
> If you practice something over and over again, or
> experience something over and over again, a connection
> of nerve cells is built up: the cells have a long term
> relationship. Long term cell relationships build
> cells to form a nerve identity. This neuron "net" is
> rewired on a daily basis. Break down the long term
> cell relationship by interrupting the thought process,
> and the nueron net is rewired. Interrupt a thought
> process and it produces a chemical effect or reaction
> that is different than the chemical effect or reaction
> of the long term cell relationship or nerve identity.
> In essence, nerve cells that don?t fire together,
> don?t wire together.
>
> If you get angry on a daily basis, that anger neuro
> net has a long term cell relationship with all other
> neuro nets. If one experiences abuse on a daily
> basis, that experience forms a long term cell
> relationship, a net. Emotions reinforce chemically
> the long term cell relationship, the cellular long
> term memory. If we bombard the same cell with the
> same attitude and the same chemistry over and over,
> when the cell divides and produces a sister cells,
> that sister cell will have more receptor sites for
> those particular emotional chemicals and fewer
> receptors for vitamins, minerals, food exchange or
> release of toxins and waste. Hence one aspect of the
> "stress syndrome."
>
> Rewiring the brain in this sense means to literally
> reconnect the neurons in the net. Change the mind,
> change one's choices. These chemical hanges are from
> inside out. This is one aspect of the human drama
> each of us deals with in abusive situations.
> Bonnita Solberg
>
>
> --- Andrea Wilder <andreawilder at comcast.net> wrote:
>
> > Friends--
> >
> > I have been on vacation and am now back. I've
> > missed a lot, so need
> > to catch up. Apologies if i am repeating something
> > someone else has
> > said
> >
> > The idea of abuse on a continuum might work,,
> > depending on what the
> > continuum is labeled, eg, modertate severe, not at
> > all...perhaps using
> > percentages.
> >
> > However, there is another dimension, and that is
> > when abuse changes
> > the person biochemically; that's a big jump.
> >
> > Because we are used (through social science lingo)
> > to thinking of
> > "variables," we are used to thinking in terms of
> > "add-ons," and the
> > core self remaining the same. In extreme abuse the
> > person, what we
> > might think of as "core self," is changed.
> >
> > Andrea
> >
> >
> > On Aug 30, 2006, at 12:27 PM, Daphne Greenberg
> > wrote:
> >
> > > Ryan and Andres raise very good points. I wonder
> > what would happen if
> > > we
> > > think of all of this as a continuum and therefore,
> > realize that we have
> > > all been survivors of some kind of abuse and have
> > all perpetrated some
> > > kind of abuse. For example, many of us as children
> > have been "picked
> > > on"
> > > and have done our share of "picking on others"
> > > What would happen if we stopped thinking of
> > survivors and perps as "the
> > > other" and realize that some of that resides in
> > each one of us? Would
> > > we
> > > be diluting the importance and impact of severe
> > abuse, or would it be a
> > > step in starting to talk about abuse in the open?
> > Would it help create
> > > a
> > > safe classroom for our learners, or would it have
> > an opposite effect?
> > > Daphne
> > >
> > >
> > >>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006
> > 6:17:47 PM >>>
> > > Ryan, taking your argument a step further, I
> > wonder how many of us are
> > > perps of violence too. We may be, in our efforts
> > to teach and to
> > > create
> > > spaces for the students, crating spaces that
> > perpetuate violence too.
> > >
> > > One thing that I usually talk about w/ teachers,
> > is the fact that many
> > > teachers raise their voices, or slam things once
> > in a while. They may
> > > not realize this, but a victim of violence will
> > find this very
> > > unsettling. In fact, most teachers never discuss
> > domestic violence in
> > > teachers prep courses. So, in a way, they are
> > creating or perpetuating
> > > violent spaces w/o being aware.
> > >
> > > Also. what is the extent to which we perpetuate
> > violence by "othering"
> > > (abnormalizing) certain groups. For example, do we
> > use texts that only
> > > represent heterosexual relationships? Do we use
> > texts, or stories or
> > > movies that show happy families, happy endings and
> > stories ( a la
> > > Cosby
> > > show)? Do the literature and movies, tv shows, etc
> > always portrait
> > > nice
> > > comfortable dwellings, people driving nice cars,
> > etc. While teachers
> > > may
> > > not be conscious of this, they are creating
> > environments that may
> > > abnormalize or "other" the lifestyles of many of
> > our students. Also,
> > > are
> > > we moody, cynical, sarcastic, quick to judge, etc.
> > Many of these acts
> > > can be threatening and perpetuate violence. So, to
> > what extent are we
> > > unconscious perpetuators of violence?
> > >
> > > I have, in the past, responded, cynically,
> > sarcastically, w/hostility,
> > > judgementally, etc in this and other listservs. In
> > fact, I think that
> > > they might have a file about me. In a sense, I am
> > a virtual perp of
> > > violence. While this may be amusing to some, I
> > have talked to many
> > > people that are intimidated by this medium.
> > >
> > > Andres
> > >
> > > -----Original Message-----
> > > From: womenliteracy-bounces at nifl.gov
> > > [mailto:womenliteracy-bounces at nifl.gov] On Behalf
> > Of Ryan Hall
> > > Sent: Friday, August 25, 2006 6:48 AM
> > > To: The Women and Literacy Discussion List
> > > Subject: [WomenLiteracy 514] Re: the other
> > >
> > > This is a very hard question, Daphne, but one that
> > I think should be
> > > considered.
> > >
> > > I believe that we do "other" the perps of
> > violence, or at least of
> > > certain
> > > types of violence, and I think we do so because we
> > just don't want to
> > > or
> > > can't allow the thoughts that violent people are
> > actually closer to us
> > > than
> > > we think. The truth is, though, that there are
> > many perps of violence,
> > > and
> > > they do attend the classes we teach, the meetings
> > we have at work, our
> > > places of worship, and the gatherings we have at
> > our house. Some even
> > > live
> > > with us. To consider all the places one shares
> > with perps of violence
> > > is, to
> > > say the least, disturbing. Who wants to believe
> > that their friend,
> > > colleague, student, professor, minister, or even
> > relative is connected
> > > in
> > > any way to violent behavior? No one, of course,
> > which is why people
> > > are
> > > so
> > > surprised to find out things like their minister
> > sexually abuses
> > > members
> > > of
> > > the congregation, or their friends beat their
> > children, or that their
> > > neighbor murdered or tortured someone, etc.
> > >
> > > I think, though, too that, just as we "other"
> > survivors of violence
> > > less
> > > when we realize we know survivors, we would
> > "other" perps less, too,
> > > if
> > > we
> > > realized that we knew one. I think this is true
> > because, when we find
> > > out we
> > > know a perp, we would almost instantly ask why-
> > why did this person--a
> > > person I consider to be such a nice person, a good
> > friend, etc.--do
> > > such
> > > a
> > > horrible thing? Usually, there is an explanation
> > for the violence that
> > > makes
> > > us understand why, even if we can never excuse
> > what was done (because
> > > I'm
> > > not saying violence of any sort should ever be
> > excused). And, usually,
> > > perps
> > > of violence have either been or are still also
> > victims of violence.
> > >
> > > Knowing that they exist is not the hard part for
> > me- it's the question
> > > of
> > > interaction that gets me. This is what I have come
> > up with after
> > > having
> >
> === message truncated ===
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
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From ryanryanc at yahoo.com  Sat Sep  2 19:58:32 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Sat, 02 Sep 2006 19:58:32 -0400
Subject: [WomenLiteracy 534] Re: the other
In-Reply-To: <44F5844902000031000026BC@mailsrv4.gsu.edu>
Message-ID: <C11F92E8.295C%ryanryanc@yahoo.com>
I think we have to be very careful how much we generalize our own experience
with violence. While I think that acknowledging the fact that we have all
suffered some type of violence and even inflicted some type of violence on
others may shed some light on how common violence is in our society, how we
are all susceptible to it, and how survivors and perps. really aren't the
"other," we must be very careful how we transfer our own experiences to
those of our learners. We must not forget that violence takes on many forms
and that what we have experienced may not compare to what our learners have
experienced or continue to experience. Or, that the way we were able to deal
with the violence in our lives is something that our learners should be able
to do. Limiting the definition of violence and trauma is a risk we take when
looking at ourselves as the survivor and/or perp. In this case, it might
very well dilute the importance and impact of severe abuse on learning. What
do others think about Daphne's question? I am very interested in hearing
your opinions.
Ryan
On 8/30/06 12:27 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu> wrote:
> Ryan and Andres raise very good points. I wonder what would happen if we
> think of all of this as a continuum and therefore, realize that we have
> all been survivors of some kind of abuse and have all perpetrated some
> kind of abuse. For example, many of us as children have been "picked on"
> and have done our share of "picking on others"
> What would happen if we stopped thinking of survivors and perps as "the
> other" and realize that some of that resides in each one of us? Would we
> be diluting the importance and impact of severe abuse, or would it be a
> step in starting to talk about abuse in the open? Would it help create a
> safe classroom for our learners, or would it have an opposite effect?
> Daphne
>
>
>>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006 6:17:47 PM >>>
> Ryan, taking your argument a step further, I wonder how many of us are
> perps of violence too. We may be, in our efforts to teach and to
> create
> spaces for the students, crating spaces that perpetuate violence too.
>
> One thing that I usually talk about w/ teachers, is the fact that many
> teachers raise their voices, or slam things once in a while. They may
> not realize this, but a victim of violence will find this very
> unsettling. In fact, most teachers never discuss domestic violence in
> teachers prep courses. So, in a way, they are creating or perpetuating
> violent spaces w/o being aware.
>
> Also. what is the extent to which we perpetuate violence by "othering"
> (abnormalizing) certain groups. For example, do we use texts that only
> represent heterosexual relationships? Do we use texts, or stories or
> movies that show happy families, happy endings and stories ( a la
> Cosby
> show)? Do the literature and movies, tv shows, etc always portrait
> nice
> comfortable dwellings, people driving nice cars, etc. While teachers
> may
> not be conscious of this, they are creating environments that may
> abnormalize or "other" the lifestyles of many of our students. Also,
> are
> we moody, cynical, sarcastic, quick to judge, etc. Many of these acts
> can be threatening and perpetuate violence. So, to what extent are we
> unconscious perpetuators of violence?
>
> I have, in the past, responded, cynically, sarcastically, w/hostility,
> judgementally, etc in this and other listservs. In fact, I think that
> they might have a file about me. In a sense, I am a virtual perp of
> violence. While this may be amusing to some, I have talked to many
> people that are intimidated by this medium.
>
> Andres
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall
> Sent: Friday, August 25, 2006 6:48 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 514] Re: the other
>
> This is a very hard question, Daphne, but one that I think should be
> considered.
>
> I believe that we do "other" the perps of violence, or at least of
> certain
> types of violence, and I think we do so because we just don't want to
> or
> can't allow the thoughts that violent people are actually closer to us
> than
> we think. The truth is, though, that there are many perps of violence,
> and
> they do attend the classes we teach, the meetings we have at work, our
> places of worship, and the gatherings we have at our house. Some even
> live
> with us. To consider all the places one shares with perps of violence
> is, to
> say the least, disturbing. Who wants to believe that their friend,
> colleague, student, professor, minister, or even relative is connected
> in
> any way to violent behavior? No one, of course, which is why people
> are
> so
> surprised to find out things like their minister sexually abuses
> members
> of
> the congregation, or their friends beat their children, or that their
> neighbor murdered or tortured someone, etc.
>
> I think, though, too that, just as we "other" survivors of violence
> less
> when we realize we know survivors, we would "other" perps less, too,
> if
> we
> realized that we knew one. I think this is true because, when we find
> out we
> know a perp, we would almost instantly ask why- why did this person--a
> person I consider to be such a nice person, a good friend, etc.--do
> such
> a
> horrible thing? Usually, there is an explanation for the violence that
> makes
> us understand why, even if we can never excuse what was done (because
> I'm
> not saying violence of any sort should ever be excused). And, usually,
> perps
> of violence have either been or are still also victims of violence.
>
> Knowing that they exist is not the hard part for me- it's the question
> of
> interaction that gets me. This is what I have come up with after
> having
> to
> teach classes that I was pretty certain had at least one perp in them.
> I
> could be oversimplifying this, but I think that we do need to consider
> that,
> not only do we encounter victims and survivors of violence regularly,
> but
> that some of them are also perps of violence. Should we act any
> differently
> knowing that there are more perps of violence in the spaces we occupy?
> I
> guess that depends on your beliefs about the way we should treat
> people
> in
> general. If you are a person who believes that you must mask your
> opinions
> and beliefs about certain things so that you don't offend certain
> people,
> then maybe you do need to make some changes. If you are a person who
> strives
> to be respectful and considerate of all people no matter who you are
> around,
> however, then I think considering that people are different in many
> different aspects and for many different reasons may be
> enough...because
> you're just going to be nice to everyone anyway. I think the same goes
> for
> teaching- we must strive to be respectful, considerate, and sensitive
> to
> the
> fact that the content we teach and the activities we ask students to
> do
> will
> have a different effect on each of them depending on their personal
> situation. If you are able to do that, then you will also be able to
> tell
> when a student is having difficulty with what you are asking him/her
> to
> do-
> at least in most cases.
> Ryan
>
>
>
> On 8/23/06 5:00 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu> wrote:
>
>> The previous discussion sparked by the readings made me think about
> a
>> few things, and then today on NPR I heard something which made me
> want
>> to pose a question to this group.
>> As mentioned in this listserv, those of us who have not endured
>> violence in our lives sometimes think of people who have endured
>> violence as "the other"  and we are often confronted with realizing
> this
>> when we hear our friends/colleagues talk about violence in their
> lives,
>> and suddenly, "the other" is not "the other" any longer. Many say
> that
>> this is one of the things that perpetuates the frequency of
> violence,
>> that as a society, we simply do not really acknowledge how
> pervasive,
>> common, and frequent it is.
>> A topic that we talk about even less, and I think "other" even more,
> is
>> the perpetrator of violence. If we ourselves have not perpetrated
>> violence, we often think of "perps" as the "other."
>> My question to the group is: Are "perps" really as much of the
> "other"
>> as we often make them seem to be? This is something that I often
> wonder
>> about. For example, we often hear that torturers are known as loving
>> family members. We hear that people are shocked to find out that
> their
>> friend is a secret serial murderer. People are shocked to hear that
> a
>> beloved teacher has been sexually abusing her students. We tend to
>> forget that whole communities are involved in atrocities that
> occurred
>> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and
> on.
>> The NPR commentator today talked about how ordinary people are
> involved
>> in many world atrocities.
>> We talk on this listserv about the need to realize that amongst are
>> individuals who have been abused and are being abused. Do we also
> need
>> to talk about the fact that amongst are individuals who have been,
>> and/or are currently perpetrators of abuse?
>> For example, we talk about the need to be careful when we read aloud
>> passages that involve abuse, because it may be triggering for some
> of
>> our learners who are survivors. Well, what about the perpetrators
> who
>> are teachers, or learners? Do we need to think about them, and the
>> impact reading aloud passages have on them?
>> I wonder what would happen if we acknowledged that in our
> classrooms,
>> our research meetings, our corporate meetings, etc., etc. we
> probably
>> have both survivors and perpetrators. Would that change the way we
>> teach, the way we interact?
>> Any thoughts?
>> Daphne
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From bdsunmt at sbcglobal.net  Sat Sep  2 21:47:59 2006
From: bdsunmt at sbcglobal.net (Bonnita Solberg)
Date: Sat, 2 Sep 2006 18:47:59 -0700 (PDT)
Subject: [WomenLiteracy 535] Re: the other, ourselves
In-Reply-To: <c532f29541136.41136c532f295@tampabay.rr.com>
Message-ID: <20060903014759.28851.qmail@web83109.mail.mud.yahoo.com>
Your statement is right on Shirley; bio-chemical
explanations often elicit simplistic explanations for
complicated processes.   It would seem logicial that
methods employed to reverse negative experiences
embedded in our body chemistry would take as many
years to reverse as there were years of the
experience, absent a traumatic interruption of the
neuro net such as brain injury or outside chemical
intervention.  The best we can do I think is to
provide a safe space for all our students, not knowing
to what degree they may or may not have been abused.
"The Drama of the Gifted Child" speaks of abuse in a
more global sense than physical, sexual or mental
abuse and may be of interest to the members of this
list. Sorry I can't remember the author.   Bonnita
--- sjrhodes at tampabay.rr.com wrote:
> Thank you for your posting, Bonnita - This makes a
> lot of sense to me, especially with new research out
> on mediation/stress reduction methods and
> documenting our changing of neurological brain
> patterns - so, by practicing positive thinking,
> releasing the painful memories, reducing stress and
> taking care of ourselves, e.g. proper nutrition,
> exercise, etc. etc. = Fine-tuning??
> Why does this sound too easy?  Yes, I think I get
> it, and I guess that's where we are right now, in
> the context of the discussion, and in our own lives.
>  Don't most of you think that by providing basic
> needs and support is a way to break down the long
> term process to promote learning, is somewhat up to
> the provider of the instruction to give the learner
> environment a "safe" place that is free of abuse and
> discussion regarding such?
> That's what I think, anyway.  I do believe that
> keeping ourselves healthy is key, however, if a
> trauma victim is "obsessing" and unable to release
> themselves from the "biochemical component of abuse"
> then that is what 'other' professionals and / or
> services provide, and we can make these known and
> update our resources by providing a network of
> community services - as ESL teachers or volunteers,
> we really may not know how deep the pain is that we
> are dealing with and are we equipped to step into
> deeper waters?
> Maybe by our own example as mentors throughout the
> learning process, our students will try to increase
> their own well-being, learning, living, overcoming
> barriers added on by abuse issues, and succeeding to
> overcome victimization, or at least vicariously
> begin to "get it" and change their lives for the
> better.
> Shirley
>
>  Original Message -----
> From: Bonnita Solberg <bdsunmt at sbcglobal.net>
> Date: Saturday, September 2, 2006 2:37 pm
> Subject: [WomenLiteracy 532] Re: the other
> To: The Women and Literacy Discussion List
> <womenliteracy at nifl.gov>
>
> > Hope I am not too late to jump in here. Concerning
> the
> > biochemical component of abuse, physiology tells
> us
> > that nerve cells that fire together, wire
> together.
> > If you practice something over and over again, or
> > experience something over and over again, a
> connection
> > of nerve cells is built up: the cells have a long
> term
> > relationship. Long term cell relationships build
> > cells to form a nerve identity. This neuron "net"
> is
> > rewired on a daily basis. Break down the long term
>
> > cell relationship by interrupting the thought
> process,
> > and the nueron net is rewired. Interrupt a thought
>
> > process and it produces a chemical effect or
> reaction
> > that is different than the chemical effect or
> reaction
> > of the long term cell relationship or nerve
> identity.
> > In essence, nerve cells that don?t fire together,
> > don?t wire together.
> >
> > If you get angry on a daily basis, that anger
> neuro
> > net has a long term cell relationship with all
> other
> > neuro nets. If one experiences abuse on a daily
> > basis, that experience forms a long term cell
> > relationship, a net. Emotions reinforce chemically
>
> > the long term cell relationship, the cellular long
>
> > term memory. If we bombard the same cell with the
> > same attitude and the same chemistry over and
> over,
> > when the cell divides and produces a sister cells,
>
> > that sister cell will have more receptor sites for
>
> > those particular emotional chemicals and fewer
> > receptors for vitamins, minerals, food exchange or
>
> > release of toxins and waste. Hence one aspect of
> the
> > "stress syndrome."
> >
> > Rewiring the brain in this sense means to
> literally
> > reconnect the neurons in the net. Change the mind,
>
> > change one's choices. These chemical hanges are
> from
> > inside out. This is one aspect of the human drama
> > each of us deals with in abusive situations.
> > Bonnita Solberg
> >
> >
> > --- Andrea Wilder <andreawilder at comcast.net>
> wrote:
> >
> > > Friends--
> > >
> > > I have been on vacation and am now back. I've
> > > missed a lot, so need
> > > to catch up. Apologies if i am repeating
> something
> > > someone else has
> > > said
> > >
> > > The idea of abuse on a continuum might work,,
> > > depending on what the
> > > continuum is labeled, eg, modertate severe, not
> at
> > > all...perhaps using
> > > percentages.
> > >
> > > However, there is another dimension, and that is
>
> > > when abuse changes
> > > the person biochemically; that's a big jump.
> > >
> > > Because we are used (through social science
> lingo)
> > > to thinking of
> > > "variables," we are used to thinking in terms of
>
> > > "add-ons," and the
> > > core self remaining the same. In extreme abuse
> the
> > > person, what we
> > > might think of as "core self," is changed.
> > >
> > > Andrea
> > >
> > >
> > > On Aug 30, 2006, at 12:27 PM, Daphne Greenberg
> > > wrote:
> > >
> > > > Ryan and Andres raise very good points. I
> wonder
> > > what would happen if
> > > > we
> > > > think of all of this as a continuum and
> therefore,
> > > realize that we have
> > > > all been survivors of some kind of abuse and
> have
> > > all perpetrated some
> > > > kind of abuse. For example, many of us as
> children
> > > have been "picked
> > > > on"
> > > > and have done our share of "picking on others"
>
> > > > What would happen if we stopped thinking of
> > > survivors and perps as "the
> > > > other" and realize that some of that resides
> in
> > > each one of us? Would
> > > > we
> > > > be diluting the importance and impact of
> severe
> > > abuse, or would it be a
> > > > step in starting to talk about abuse in the
> open?
> > > Would it help create
> > > > a
> > > > safe classroom for our learners, or would it
> have
> > > an opposite effect?
> > > > Daphne
> > > >
> > > >
> > > >>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006
> > > 6:17:47 PM >>>
> > > > Ryan, taking your argument a step further, I
> > > wonder how many of us are
> > > > perps of violence too. We may be, in our
> efforts
> > > to teach and to
> > > > create
> > > > spaces for the students, crating spaces that
> > > perpetuate violence too.
> > > >
> > > > One thing that I usually talk about w/
> teachers,
> > > is the fact that many
> > > > teachers raise their voices, or slam things
> once
> > > in a while. They may
>
=== message truncated ===>
----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From ryanryanc at yahoo.com  Sat Sep  2 23:53:26 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Sat, 02 Sep 2006 23:53:26 -0400
Subject: [WomenLiteracy 536] Re: the other, ourselves
In-Reply-To: <20060903014759.28851.qmail@web83109.mail.mud.yahoo.com>
Message-ID: <C11FC9F6.2962%ryanryanc@yahoo.com>
It's just a coincidence that I am able to give the author of this book, but
here it is for those of you who are interested- "The Drama of the Gifted
Child: The Search for the True Self" was written by Alice Miller.
Ryan
On 9/2/06 9:47 PM, "Bonnita Solberg" <bdsunmt at sbcglobal.net> wrote:
> Your statement is right on Shirley; bio-chemical
> explanations often elicit simplistic explanations for
> complicated processes.   It would seem logicial that
> methods employed to reverse negative experiences
> embedded in our body chemistry would take as many
> years to reverse as there were years of the
> experience, absent a traumatic interruption of the
> neuro net such as brain injury or outside chemical
> intervention.  The best we can do I think is to
> provide a safe space for all our students, not knowing
> to what degree they may or may not have been abused.
> "The Drama of the Gifted Child" speaks of abuse in a
> more global sense than physical, sexual or mental
> abuse and may be of interest to the members of this
> list. Sorry I can't remember the author.   Bonnita
>
> --- sjrhodes at tampabay.rr.com wrote:
>
>> Thank you for your posting, Bonnita - This makes a
>> lot of sense to me, especially with new research out
>> on mediation/stress reduction methods and
>> documenting our changing of neurological brain
>> patterns - so, by practicing positive thinking,
>> releasing the painful memories, reducing stress and
>> taking care of ourselves, e.g. proper nutrition,
>> exercise, etc. etc. = Fine-tuning??
>> Why does this sound too easy?  Yes, I think I get
>> it, and I guess that's where we are right now, in
>> the context of the discussion, and in our own lives.
>>  Don't most of you think that by providing basic
>> needs and support is a way to break down the long
>> term process to promote learning, is somewhat up to
>> the provider of the instruction to give the learner
>> environment a "safe" place that is free of abuse and
>> discussion regarding such?
>> That's what I think, anyway.  I do believe that
>> keeping ourselves healthy is key, however, if a
>> trauma victim is "obsessing" and unable to release
>> themselves from the "biochemical component of abuse"
>> then that is what 'other' professionals and / or
>> services provide, and we can make these known and
>> update our resources by providing a network of
>> community services - as ESL teachers or volunteers,
>> we really may not know how deep the pain is that we
>> are dealing with and are we equipped to step into
>> deeper waters?
>> Maybe by our own example as mentors throughout the
>> learning process, our students will try to increase
>> their own well-being, learning, living, overcoming
>> barriers added on by abuse issues, and succeeding to
>> overcome victimization, or at least vicariously
>> begin to "get it" and change their lives for the
>> better.
>> Shirley
>>
>>  Original Message -----
>> From: Bonnita Solberg <bdsunmt at sbcglobal.net>
>> Date: Saturday, September 2, 2006 2:37 pm
>> Subject: [WomenLiteracy 532] Re: the other
>> To: The Women and Literacy Discussion List
>> <womenliteracy at nifl.gov>
>>
>>> Hope I am not too late to jump in here. Concerning
>> the
>>> biochemical component of abuse, physiology tells
>> us
>>> that nerve cells that fire together, wire
>> together.
>>> If you practice something over and over again, or
>>> experience something over and over again, a
>> connection
>>> of nerve cells is built up: the cells have a long
>> term
>>> relationship. Long term cell relationships build
>>> cells to form a nerve identity. This neuron "net"
>> is
>>> rewired on a daily basis. Break down the long term
>>
>>> cell relationship by interrupting the thought
>> process,
>>> and the nueron net is rewired. Interrupt a thought
>>
>>> process and it produces a chemical effect or
>> reaction
>>> that is different than the chemical effect or
>> reaction
>>> of the long term cell relationship or nerve
>> identity.
>>> In essence, nerve cells that don?t fire together,
>>> don?t wire together.
>>>
>>> If you get angry on a daily basis, that anger
>> neuro
>>> net has a long term cell relationship with all
>> other
>>> neuro nets. If one experiences abuse on a daily
>>> basis, that experience forms a long term cell
>>> relationship, a net. Emotions reinforce chemically
>>
>>> the long term cell relationship, the cellular long
>>
>>> term memory. If we bombard the same cell with the
>>> same attitude and the same chemistry over and
>> over,
>>> when the cell divides and produces a sister cells,
>>
>>> that sister cell will have more receptor sites for
>>
>>> those particular emotional chemicals and fewer
>>> receptors for vitamins, minerals, food exchange or
>>
>>> release of toxins and waste. Hence one aspect of
>> the
>>> "stress syndrome."
>>>
>>> Rewiring the brain in this sense means to
>> literally
>>> reconnect the neurons in the net. Change the mind,
>>
>>> change one's choices. These chemical hanges are
>> from
>>> inside out. This is one aspect of the human drama
>>> each of us deals with in abusive situations.
>>> Bonnita Solberg
>>>
>>>
>>> --- Andrea Wilder <andreawilder at comcast.net>
>> wrote:
>>>
>>>> Friends--
>>>>
>>>> I have been on vacation and am now back. I've
>>>> missed a lot, so need
>>>> to catch up. Apologies if i am repeating
>> something
>>>> someone else has
>>>> said
>>>>
>>>> The idea of abuse on a continuum might work,,
>>>> depending on what the
>>>> continuum is labeled, eg, modertate severe, not
>> at
>>>> all...perhaps using
>>>> percentages.
>>>>
>>>> However, there is another dimension, and that is
>>
>>>> when abuse changes
>>>> the person biochemically; that's a big jump.
>>>>
>>>> Because we are used (through social science
>> lingo)
>>>> to thinking of
>>>> "variables," we are used to thinking in terms of
>>
>>>> "add-ons," and the
>>>> core self remaining the same. In extreme abuse
>> the
>>>> person, what we
>>>> might think of as "core self," is changed.
>>>>
>>>> Andrea
>>>>
>>>>
>>>> On Aug 30, 2006, at 12:27 PM, Daphne Greenberg
>>>> wrote:
>>>>
>>>>> Ryan and Andres raise very good points. I
>> wonder
>>>> what would happen if
>>>>> we
>>>>> think of all of this as a continuum and
>> therefore,
>>>> realize that we have
>>>>> all been survivors of some kind of abuse and
>> have
>>>> all perpetrated some
>>>>> kind of abuse. For example, many of us as
>> children
>>>> have been "picked
>>>>> on"
>>>>> and have done our share of "picking on others"
>>
>>>>> What would happen if we stopped thinking of
>>>> survivors and perps as "the
>>>>> other" and realize that some of that resides
>> in
>>>> each one of us? Would
>>>>> we
>>>>> be diluting the importance and impact of
>> severe
>>>> abuse, or would it be a
>>>>> step in starting to talk about abuse in the
>> open?
>>>> Would it help create
>>>>> a
>>>>> safe classroom for our learners, or would it
>> have
>>>> an opposite effect?
>>>>> Daphne
>>>>>
>>>>>
>>>>>>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006
>>>> 6:17:47 PM >>>
>>>>> Ryan, taking your argument a step further, I
>>>> wonder how many of us are
>>>>> perps of violence too. We may be, in our
>> efforts
>>>> to teach and to
>>>>> create
>>>>> spaces for the students, crating spaces that
>>>> perpetuate violence too.
>>>>>
>>>>> One thing that I usually talk about w/
>> teachers,
>>>> is the fact that many
>>>>> teachers raise their voices, or slam things
>> once
>>>> in a while. They may
>>
> === message truncated ===>
> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings,
>> please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From andreawilder at comcast.net  Sun Sep  3 06:29:52 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Sun, 3 Sep 2006 06:29:52 -0400
Subject: [WomenLiteracy 537] Re: the other
In-Reply-To: <20060902174753.90646.qmail@web83101.mail.mud.yahoo.com>
References: <20060902174753.90646.qmail@web83101.mail.mud.yahoo.com>
Message-ID: <251c8bfa4ce69769bdd86d4078b8abec@comcast.net>
Thanks, Bonny.
On addition, there are changes that can't be rewired, the startle
reflex is one of them.  there are some others. the person has to learn
to live with the changes.
Andrea
On Sep 2, 2006, at 1:47 PM, Bonnita Solberg wrote:
> Hope I am not too late to jump in here. Concerning the
> biochemical component of abuse, physiology tells us
> that nerve cells that fire together, wire together.
> If you practice something over and over again, or
> experience something over and over again, a connection
> of nerve cells is built up: the cells have a long term
> relationship.  Long term cell relationships build
> cells to form a nerve identity.  This neuron "net" is
> rewired on a daily basis.  Break down the long term
> cell relationship by interrupting the thought process,
> and the nueron net is rewired.  Interrupt a thought
> process and it produces a chemical effect or reaction
> that is different than the chemical effect or reaction
> of the long term cell relationship or nerve identity.
> In essence, nerve cells that don?t fire together,
> don?t wire together.
>
> If you get angry on a daily basis, that anger neuro
> net has a long term cell relationship with all other
> neuro nets.  If one experiences abuse on a daily
> basis, that experience forms a long term cell
> relationship, a net.  Emotions reinforce chemically
> the long term cell relationship, the cellular long
> term memory.  If we bombard the same cell with the
> same attitude and the same chemistry over and over,
> when the cell divides and produces a sister cells,
> that sister cell will have more receptor sites for
> those particular emotional chemicals and fewer
> receptors for vitamins, minerals, food exchange or
> release of toxins and waste. Hence one aspect of the
> "stress syndrome."
>
> Rewiring the brain in this sense means to  literally
> reconnect the neurons in the net.  Change the mind,
> change one's choices.  These chemical hanges are from
> inside out.  This is one aspect of the human drama
> each of us deals with in abusive situations.
> Bonnita Solberg
>
>
> --- Andrea Wilder <andreawilder at comcast.net> wrote:
>
>> Friends--
>>
>> I have been  on vacation and am now back.  I've
>> missed a lot, so need
>> to  catch up.  Apologies if i am repeating something
>> someone else has
>> said
>>
>> The idea of abuse on a continuum might work,,
>> depending on what the
>> continuum is labeled, eg, modertate severe, not at
>> all...perhaps using
>> percentages.
>>
>> However, there is another  dimension, and that is
>> when abuse changes
>> the person biochemically;  that's a big  jump.
>>
>> Because we are used (through social science lingo)
>> to thinking of
>> "variables," we are used to thinking in terms of
>> "add-ons," and the
>> core self  remaining the same.  In extreme abuse the
>> person, what we
>> might think of as "core self,"  is changed.
>>
>> Andrea
>>
>>
>> On Aug 30, 2006, at 12:27 PM, Daphne Greenberg
>> wrote:
>>
>>> Ryan and Andres raise very good points. I wonder
>> what would happen if
>>> we
>>> think of all of this as a continuum and therefore,
>> realize that we have
>>> all been survivors of some kind of abuse and have
>> all perpetrated some
>>> kind of abuse. For example, many of us as children
>> have been "picked
>>> on"
>>> and have done our share of "picking on others"
>>> What would happen if we stopped thinking of
>> survivors and perps as "the
>>> other" and realize that some of that resides in
>> each one of us? Would
>>> we
>>> be diluting the importance and impact of severe
>> abuse, or would it be a
>>> step in starting to talk about abuse in the open?
>> Would it help create
>>> a
>>> safe classroom for our learners, or would it have
>> an opposite effect?
>>> Daphne
>>>
>>>
>>>>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006
>> 6:17:47 PM >>>
>>> Ryan, taking your argument a step further, I
>> wonder how many of us are
>>> perps of violence too. We may be, in our efforts
>> to teach and to
>>> create
>>> spaces for the students, crating spaces that
>> perpetuate violence too.
>>>
>>> One thing that I usually talk about w/ teachers,
>> is the fact that many
>>> teachers raise their voices, or slam things once
>> in a while. They may
>>> not realize this, but a victim of violence will
>> find this very
>>> unsettling. In fact, most teachers never discuss
>> domestic violence in
>>> teachers prep courses. So, in a way, they are
>> creating or perpetuating
>>> violent spaces w/o being aware.
>>>
>>> Also. what is the extent to which we perpetuate
>> violence by "othering"
>>> (abnormalizing) certain groups. For example, do we
>> use texts that only
>>> represent heterosexual relationships? Do we use
>> texts, or stories or
>>> movies that show happy families, happy endings and
>> stories ( a la
>>> Cosby
>>> show)? Do the literature and movies, tv shows, etc
>> always portrait
>>> nice
>>> comfortable dwellings, people driving nice cars,
>> etc. While teachers
>>> may
>>> not be conscious of this, they are creating
>> environments that may
>>> abnormalize or "other" the lifestyles of many of
>> our students. Also,
>>> are
>>> we moody, cynical, sarcastic, quick to judge, etc.
>> Many of these acts
>>> can be threatening and perpetuate violence. So, to
>> what extent are we
>>> unconscious perpetuators of violence?
>>>
>>> I have, in the past, responded, cynically,
>> sarcastically, w/hostility,
>>> judgementally, etc in this and other listservs. In
>> fact, I think that
>>> they might have a file about me. In a sense, I am
>> a virtual perp of
>>> violence. While this may be amusing to some, I
>> have talked to many
>>> people that are intimidated by this medium.
>>>
>>> Andres
>>>
>>> -----Original Message-----
>>> From: womenliteracy-bounces at nifl.gov
>>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf
>> Of Ryan Hall
>>> Sent: Friday, August 25, 2006 6:48 AM
>>> To: The Women and Literacy Discussion List
>>> Subject: [WomenLiteracy 514] Re: the other
>>>
>>> This is a very hard question, Daphne, but one that
>> I think should be
>>> considered.
>>>
>>> I believe that we do "other" the perps of
>> violence, or at least of
>>> certain
>>> types of violence, and I think we do so because we
>> just don't want to
>>> or
>>> can't allow the thoughts that violent people are
>> actually closer to us
>>> than
>>> we think. The truth is, though, that there are
>> many perps of violence,
>>> and
>>> they do attend the classes we teach, the meetings
>> we have at work, our
>>> places of worship, and the gatherings we have at
>> our house. Some even
>>> live
>>> with us. To consider all the places one shares
>> with perps of violence
>>> is, to
>>> say the least, disturbing. Who wants to believe
>> that their friend,
>>> colleague, student, professor, minister, or even
>> relative is connected
>>> in
>>> any way to violent behavior? No one, of course,
>> which is why people
>>> are
>>> so
>>> surprised to find out things like their minister
>> sexually abuses
>>> members
>>> of
>>> the congregation, or their friends beat their
>> children, or that their
>>> neighbor murdered or tortured someone, etc.
>>>
>>> I think, though, too that, just as we "other"
>> survivors of violence
>>> less
>>> when we realize we know survivors, we would
>> "other" perps less, too,
>>> if
>>> we
>>> realized that we knew one. I think this is true
>> because, when we find
>>> out we
>>> know a perp, we would almost instantly ask why-
>> why did this person--a
>>> person I consider to be such a nice person, a good
>> friend, etc.--do
>>> such
>>> a
>>> horrible thing? Usually, there is an explanation
>> for the violence that
>>> makes
>>> us understand why, even if we can never excuse
>> what was done (because
>>> I'm
>>> not saying violence of any sort should ever be
>> excused). And, usually,
>>> perps
>>> of violence have either been or are still also
>> victims of violence.
>>>
>>> Knowing that they exist is not the hard part for
>> me- it's the question
>>> of
>>> interaction that gets me. This is what I have come
>> up with after
>>> having
>>
> === message truncated ===
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From andreawilder at comcast.net  Sun Sep  3 09:23:45 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Sun, 3 Sep 2006 09:23:45 -0400
Subject: [WomenLiteracy 538] Re: the other
In-Reply-To: <C11F92E8.295C%ryanryanc@yahoo.com>
References: <C11F92E8.295C%ryanryanc@yahoo.com>
Message-ID: <9c24ffc45113e47555468d01afe70f81@comcast.net>
One problem is  that we don't know what is actually going on in
people's minds.
Example:  I  learned when I came back from vacation that a friend had
hospitalized himself against depression/suicide.  I visited him
yesterday.  He seems like himself...but less so.
What is happening in his head?  I have no idea.  I knew he was in big
trouble last July--insomnia that went on and on.
Last year I thought that he and his wife needed a vacation, they both
seemed exhausted.
Another example:  I also learned when I came back from vacation that a
member of  my congregation had died of pancreatic cancer.  She was
often abusive on the phone, had changed her behavior lately, was
reaching out.  I expect that was her knowledge of impending death.
What i am trying to say is that there is a big leap between symptoms
(even if we can recognize them) and knowledge of how an individual
actually feels and what their behavior means.
Ideally, teachers should have built up through their own teaching
experience enough knowledge to  at least start asking questions.
Knowing what is happening in the head even in a textbook way is useful
up to a point, certainly, and I am all for this, this is a lot of
ignorance out there that can be turned into knowledge, and i have done
much reading myself.
It turns out that my friend in the hospital had problems in the past;
this suggests that a careful history of the student be taken.
Andrea
On Sep 2, 2006, at 7:58 PM, Ryan Hall wrote:
> I think we have to be very careful how much we generalize our own
> experience
> with violence. While I think that acknowledging the fact that we have
> all
> suffered some type of violence and even inflicted some type of
> violence on
> others may shed some light on how common violence is in our society,
> how we
> are all susceptible to it, and how survivors and perps. really aren't
> the
> "other," we must be very careful how we transfer our own experiences to
> those of our learners. We must not forget that violence takes on many
> forms
> and that what we have experienced may not compare to what our learners
> have
> experienced or continue to experience. Or, that the way we were able
> to deal
> with the violence in our lives is something that our learners should
> be able
> to do. Limiting the definition of violence and trauma is a risk we
> take when
> looking at ourselves as the survivor and/or perp. In this case, it
> might
> very well dilute the importance and impact of severe abuse on
> learning. What
> do others think about Daphne's question? I am very interested in
> hearing
> your opinions.
> Ryan
>
>
> On 8/30/06 12:27 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu> wrote:
>
>> Ryan and Andres raise very good points. I wonder what would happen if
>> we
>> think of all of this as a continuum and therefore, realize that we
>> have
>> all been survivors of some kind of abuse and have all perpetrated some
>> kind of abuse. For example, many of us as children have been "picked
>> on"
>> and have done our share of "picking on others"
>> What would happen if we stopped thinking of survivors and perps as
>> "the
>> other" and realize that some of that resides in each one of us? Would
>> we
>> be diluting the importance and impact of severe abuse, or would it be
>> a
>> step in starting to talk about abuse in the open? Would it help
>> create a
>> safe classroom for our learners, or would it have an opposite effect?
>> Daphne
>>
>>
>>>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006 6:17:47 PM >>>
>> Ryan, taking your argument a step further, I wonder how many of us are
>> perps of violence too. We may be, in our efforts to teach and to
>> create
>> spaces for the students, crating spaces that perpetuate violence too.
>>
>> One thing that I usually talk about w/ teachers, is the fact that many
>> teachers raise their voices, or slam things once in a while. They may
>> not realize this, but a victim of violence will find this very
>> unsettling. In fact, most teachers never discuss domestic violence in
>> teachers prep courses. So, in a way, they are creating or perpetuating
>> violent spaces w/o being aware.
>>
>> Also. what is the extent to which we perpetuate violence by "othering"
>> (abnormalizing) certain groups. For example, do we use texts that only
>> represent heterosexual relationships? Do we use texts, or stories or
>> movies that show happy families, happy endings and stories ( a la
>> Cosby
>> show)? Do the literature and movies, tv shows, etc always portrait
>> nice
>> comfortable dwellings, people driving nice cars, etc. While teachers
>> may
>> not be conscious of this, they are creating environments that may
>> abnormalize or "other" the lifestyles of many of our students. Also,
>> are
>> we moody, cynical, sarcastic, quick to judge, etc. Many of these acts
>> can be threatening and perpetuate violence. So, to what extent are we
>> unconscious perpetuators of violence?
>>
>> I have, in the past, responded, cynically, sarcastically, w/hostility,
>> judgementally, etc in this and other listservs. In fact, I think that
>> they might have a file about me. In a sense, I am a virtual perp of
>> violence. While this may be amusing to some, I have talked to many
>> people that are intimidated by this medium.
>>
>> Andres
>>
>> -----Original Message-----
>> From: womenliteracy-bounces at nifl.gov
>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall
>> Sent: Friday, August 25, 2006 6:48 AM
>> To: The Women and Literacy Discussion List
>> Subject: [WomenLiteracy 514] Re: the other
>>
>> This is a very hard question, Daphne, but one that I think should be
>> considered.
>>
>> I believe that we do "other" the perps of violence, or at least of
>> certain
>> types of violence, and I think we do so because we just don't want to
>> or
>> can't allow the thoughts that violent people are actually closer to us
>> than
>> we think. The truth is, though, that there are many perps of violence,
>> and
>> they do attend the classes we teach, the meetings we have at work, our
>> places of worship, and the gatherings we have at our house. Some even
>> live
>> with us. To consider all the places one shares with perps of violence
>> is, to
>> say the least, disturbing. Who wants to believe that their friend,
>> colleague, student, professor, minister, or even relative is connected
>> in
>> any way to violent behavior? No one, of course, which is why people
>> are
>> so
>> surprised to find out things like their minister sexually abuses
>> members
>> of
>> the congregation, or their friends beat their children, or that their
>> neighbor murdered or tortured someone, etc.
>>
>> I think, though, too that, just as we "other" survivors of violence
>> less
>> when we realize we know survivors, we would "other" perps less, too,
>> if
>> we
>> realized that we knew one. I think this is true because, when we find
>> out we
>> know a perp, we would almost instantly ask why- why did this person--a
>> person I consider to be such a nice person, a good friend, etc.--do
>> such
>> a
>> horrible thing? Usually, there is an explanation for the violence that
>> makes
>> us understand why, even if we can never excuse what was done (because
>> I'm
>> not saying violence of any sort should ever be excused). And, usually,
>> perps
>> of violence have either been or are still also victims of violence.
>>
>> Knowing that they exist is not the hard part for me- it's the question
>> of
>> interaction that gets me. This is what I have come up with after
>> having
>> to
>> teach classes that I was pretty certain had at least one perp in them.
>> I
>> could be oversimplifying this, but I think that we do need to consider
>> that,
>> not only do we encounter victims and survivors of violence regularly,
>> but
>> that some of them are also perps of violence. Should we act any
>> differently
>> knowing that there are more perps of violence in the spaces we occupy?
>> I
>> guess that depends on your beliefs about the way we should treat
>> people
>> in
>> general. If you are a person who believes that you must mask your
>> opinions
>> and beliefs about certain things so that you don't offend certain
>> people,
>> then maybe you do need to make some changes. If you are a person who
>> strives
>> to be respectful and considerate of all people no matter who you are
>> around,
>> however, then I think considering that people are different in many
>> different aspects and for many different reasons may be
>> enough...because
>> you're just going to be nice to everyone anyway. I think the same goes
>> for
>> teaching- we must strive to be respectful, considerate, and sensitive
>> to
>> the
>> fact that the content we teach and the activities we ask students to
>> do
>> will
>> have a different effect on each of them depending on their personal
>> situation. If you are able to do that, then you will also be able to
>> tell
>> when a student is having difficulty with what you are asking him/her
>> to
>> do-
>> at least in most cases.
>> Ryan
>>
>>
>>
>> On 8/23/06 5:00 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu> wrote:
>>
>>> The previous discussion sparked by the readings made me think about
>> a
>>> few things, and then today on NPR I heard something which made me
>> want
>>> to pose a question to this group.
>>> As mentioned in this listserv, those of us who have not endured
>>> violence in our lives sometimes think of people who have endured
>>> violence as "the other"  and we are often confronted with realizing
>> this
>>> when we hear our friends/colleagues talk about violence in their
>> lives,
>>> and suddenly, "the other" is not "the other" any longer. Many say
>> that
>>> this is one of the things that perpetuates the frequency of
>> violence,
>>> that as a society, we simply do not really acknowledge how
>> pervasive,
>>> common, and frequent it is.
>>> A topic that we talk about even less, and I think "other" even more,
>> is
>>> the perpetrator of violence. If we ourselves have not perpetrated
>>> violence, we often think of "perps" as the "other."
>>> My question to the group is: Are "perps" really as much of the
>> "other"
>>> as we often make them seem to be? This is something that I often
>> wonder
>>> about. For example, we often hear that torturers are known as loving
>>> family members. We hear that people are shocked to find out that
>> their
>>> friend is a secret serial murderer. People are shocked to hear that
>> a
>>> beloved teacher has been sexually abusing her students. We tend to
>>> forget that whole communities are involved in atrocities that
>> occurred
>>> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and
>> on.
>>> The NPR commentator today talked about how ordinary people are
>> involved
>>> in many world atrocities.
>>> We talk on this listserv about the need to realize that amongst are
>>> individuals who have been abused and are being abused. Do we also
>> need
>>> to talk about the fact that amongst are individuals who have been,
>>> and/or are currently perpetrators of abuse?
>>> For example, we talk about the need to be careful when we read aloud
>>> passages that involve abuse, because it may be triggering for some
>> of
>>> our learners who are survivors. Well, what about the perpetrators
>> who
>>> are teachers, or learners? Do we need to think about them, and the
>>> impact reading aloud passages have on them?
>>> I wonder what would happen if we acknowledged that in our
>> classrooms,
>>> our research meetings, our corporate meetings, etc., etc. we
>> probably
>>> have both survivors and perpetrators. Would that change the way we
>>> teach, the way we interact?
>>> Any thoughts?
>>> Daphne
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>>
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From ryanryanc at yahoo.com  Sun Sep  3 10:48:32 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Sun, 03 Sep 2006 10:48:32 -0400
Subject: [WomenLiteracy 539] Re: the other
In-Reply-To: <9c24ffc45113e47555468d01afe70f81@comcast.net>
Message-ID: <C1206380.296A%ryanryanc@yahoo.com>
Being able to read people's minds would solve a lot of issues (at least in
the classroom), but you're right, Andrea- we don't know what is actually
going on in people's minds, which is precisely why we should never assume
anything about anyone...ever. Even if we know something is going on with
someone, we probably don't know everything that is going on with that
person; therefore, we can't predict that person's thoughts, feelings, or
reactions to what is going on. I think teachers should always ask questions
and look for all the possible explanations for their students' behaviors
instead of making assumptions. I also think that this is something that
should be emphasized in teacher prep programs so that even new teachers will
know to ask why before drawing any conclusions or making any assumptions
about their students.
Ryan
On 9/3/06 9:23 AM, "Andrea Wilder" <andreawilder at comcast.net> wrote:
> One problem is  that we don't know what is actually going on in
> people's minds.
>
> Example:  I  learned when I came back from vacation that a friend had
> hospitalized himself against depression/suicide.  I visited him
> yesterday.  He seems like himself...but less so.
>
> What is happening in his head?  I have no idea.  I knew he was in big
> trouble last July--insomnia that went on and on.
> Last year I thought that he and his wife needed a vacation, they both
> seemed exhausted.
>
> Another example:  I also learned when I came back from vacation that a
> member of  my congregation had died of pancreatic cancer.  She was
> often abusive on the phone, had changed her behavior lately, was
> reaching out.  I expect that was her knowledge of impending death.
>
> What i am trying to say is that there is a big leap between symptoms
> (even if we can recognize them) and knowledge of how an individual
> actually feels and what their behavior means.
>
> Ideally, teachers should have built up through their own teaching
> experience enough knowledge to  at least start asking questions.
> Knowing what is happening in the head even in a textbook way is useful
> up to a point, certainly, and I am all for this, this is a lot of
> ignorance out there that can be turned into knowledge, and i have done
> much reading myself.
>
> It turns out that my friend in the hospital had problems in the past;
> this suggests that a careful history of the student be taken.
>
> Andrea
> On Sep 2, 2006, at 7:58 PM, Ryan Hall wrote:
>
>> I think we have to be very careful how much we generalize our own
>> experience
>> with violence. While I think that acknowledging the fact that we have
>> all
>> suffered some type of violence and even inflicted some type of
>> violence on
>> others may shed some light on how common violence is in our society,
>> how we
>> are all susceptible to it, and how survivors and perps. really aren't
>> the
>> "other," we must be very careful how we transfer our own experiences to
>> those of our learners. We must not forget that violence takes on many
>> forms
>> and that what we have experienced may not compare to what our learners
>> have
>> experienced or continue to experience. Or, that the way we were able
>> to deal
>> with the violence in our lives is something that our learners should
>> be able
>> to do. Limiting the definition of violence and trauma is a risk we
>> take when
>> looking at ourselves as the survivor and/or perp. In this case, it
>> might
>> very well dilute the importance and impact of severe abuse on
>> learning. What
>> do others think about Daphne's question? I am very interested in
>> hearing
>> your opinions.
>> Ryan
>>
>>
>> On 8/30/06 12:27 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu> wrote:
>>
>>> Ryan and Andres raise very good points. I wonder what would happen if
>>> we
>>> think of all of this as a continuum and therefore, realize that we
>>> have
>>> all been survivors of some kind of abuse and have all perpetrated some
>>> kind of abuse. For example, many of us as children have been "picked
>>> on"
>>> and have done our share of "picking on others"
>>> What would happen if we stopped thinking of survivors and perps as
>>> "the
>>> other" and realize that some of that resides in each one of us? Would
>>> we
>>> be diluting the importance and impact of severe abuse, or would it be
>>> a
>>> step in starting to talk about abuse in the open? Would it help
>>> create a
>>> safe classroom for our learners, or would it have an opposite effect?
>>> Daphne
>>>
>>>
>>>>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006 6:17:47 PM >>>
>>> Ryan, taking your argument a step further, I wonder how many of us are
>>> perps of violence too. We may be, in our efforts to teach and to
>>> create
>>> spaces for the students, crating spaces that perpetuate violence too.
>>>
>>> One thing that I usually talk about w/ teachers, is the fact that many
>>> teachers raise their voices, or slam things once in a while. They may
>>> not realize this, but a victim of violence will find this very
>>> unsettling. In fact, most teachers never discuss domestic violence in
>>> teachers prep courses. So, in a way, they are creating or perpetuating
>>> violent spaces w/o being aware.
>>>
>>> Also. what is the extent to which we perpetuate violence by "othering"
>>> (abnormalizing) certain groups. For example, do we use texts that only
>>> represent heterosexual relationships? Do we use texts, or stories or
>>> movies that show happy families, happy endings and stories ( a la
>>> Cosby
>>> show)? Do the literature and movies, tv shows, etc always portrait
>>> nice
>>> comfortable dwellings, people driving nice cars, etc. While teachers
>>> may
>>> not be conscious of this, they are creating environments that may
>>> abnormalize or "other" the lifestyles of many of our students. Also,
>>> are
>>> we moody, cynical, sarcastic, quick to judge, etc. Many of these acts
>>> can be threatening and perpetuate violence. So, to what extent are we
>>> unconscious perpetuators of violence?
>>>
>>> I have, in the past, responded, cynically, sarcastically, w/hostility,
>>> judgementally, etc in this and other listservs. In fact, I think that
>>> they might have a file about me. In a sense, I am a virtual perp of
>>> violence. While this may be amusing to some, I have talked to many
>>> people that are intimidated by this medium.
>>>
>>> Andres
>>>
>>> -----Original Message-----
>>> From: womenliteracy-bounces at nifl.gov
>>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall
>>> Sent: Friday, August 25, 2006 6:48 AM
>>> To: The Women and Literacy Discussion List
>>> Subject: [WomenLiteracy 514] Re: the other
>>>
>>> This is a very hard question, Daphne, but one that I think should be
>>> considered.
>>>
>>> I believe that we do "other" the perps of violence, or at least of
>>> certain
>>> types of violence, and I think we do so because we just don't want to
>>> or
>>> can't allow the thoughts that violent people are actually closer to us
>>> than
>>> we think. The truth is, though, that there are many perps of violence,
>>> and
>>> they do attend the classes we teach, the meetings we have at work, our
>>> places of worship, and the gatherings we have at our house. Some even
>>> live
>>> with us. To consider all the places one shares with perps of violence
>>> is, to
>>> say the least, disturbing. Who wants to believe that their friend,
>>> colleague, student, professor, minister, or even relative is connected
>>> in
>>> any way to violent behavior? No one, of course, which is why people
>>> are
>>> so
>>> surprised to find out things like their minister sexually abuses
>>> members
>>> of
>>> the congregation, or their friends beat their children, or that their
>>> neighbor murdered or tortured someone, etc.
>>>
>>> I think, though, too that, just as we "other" survivors of violence
>>> less
>>> when we realize we know survivors, we would "other" perps less, too,
>>> if
>>> we
>>> realized that we knew one. I think this is true because, when we find
>>> out we
>>> know a perp, we would almost instantly ask why- why did this person--a
>>> person I consider to be such a nice person, a good friend, etc.--do
>>> such
>>> a
>>> horrible thing? Usually, there is an explanation for the violence that
>>> makes
>>> us understand why, even if we can never excuse what was done (because
>>> I'm
>>> not saying violence of any sort should ever be excused). And, usually,
>>> perps
>>> of violence have either been or are still also victims of violence.
>>>
>>> Knowing that they exist is not the hard part for me- it's the question
>>> of
>>> interaction that gets me. This is what I have come up with after
>>> having
>>> to
>>> teach classes that I was pretty certain had at least one perp in them.
>>> I
>>> could be oversimplifying this, but I think that we do need to consider
>>> that,
>>> not only do we encounter victims and survivors of violence regularly,
>>> but
>>> that some of them are also perps of violence. Should we act any
>>> differently
>>> knowing that there are more perps of violence in the spaces we occupy?
>>> I
>>> guess that depends on your beliefs about the way we should treat
>>> people
>>> in
>>> general. If you are a person who believes that you must mask your
>>> opinions
>>> and beliefs about certain things so that you don't offend certain
>>> people,
>>> then maybe you do need to make some changes. If you are a person who
>>> strives
>>> to be respectful and considerate of all people no matter who you are
>>> around,
>>> however, then I think considering that people are different in many
>>> different aspects and for many different reasons may be
>>> enough...because
>>> you're just going to be nice to everyone anyway. I think the same goes
>>> for
>>> teaching- we must strive to be respectful, considerate, and sensitive
>>> to
>>> the
>>> fact that the content we teach and the activities we ask students to
>>> do
>>> will
>>> have a different effect on each of them depending on their personal
>>> situation. If you are able to do that, then you will also be able to
>>> tell
>>> when a student is having difficulty with what you are asking him/her
>>> to
>>> do-
>>> at least in most cases.
>>> Ryan
>>>
>>>
>>>
>>> On 8/23/06 5:00 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu> wrote:
>>>
>>>> The previous discussion sparked by the readings made me think about
>>> a
>>>> few things, and then today on NPR I heard something which made me
>>> want
>>>> to pose a question to this group.
>>>> As mentioned in this listserv, those of us who have not endured
>>>> violence in our lives sometimes think of people who have endured
>>>> violence as "the other"  and we are often confronted with realizing
>>> this
>>>> when we hear our friends/colleagues talk about violence in their
>>> lives,
>>>> and suddenly, "the other" is not "the other" any longer. Many say
>>> that
>>>> this is one of the things that perpetuates the frequency of
>>> violence,
>>>> that as a society, we simply do not really acknowledge how
>>> pervasive,
>>>> common, and frequent it is.
>>>> A topic that we talk about even less, and I think "other" even more,
>>> is
>>>> the perpetrator of violence. If we ourselves have not perpetrated
>>>> violence, we often think of "perps" as the "other."
>>>> My question to the group is: Are "perps" really as much of the
>>> "other"
>>>> as we often make them seem to be? This is something that I often
>>> wonder
>>>> about. For example, we often hear that torturers are known as loving
>>>> family members. We hear that people are shocked to find out that
>>> their
>>>> friend is a secret serial murderer. People are shocked to hear that
>>> a
>>>> beloved teacher has been sexually abusing her students. We tend to
>>>> forget that whole communities are involved in atrocities that
>>> occurred
>>>> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and
>>> on.
>>>> The NPR commentator today talked about how ordinary people are
>>> involved
>>>> in many world atrocities.
>>>> We talk on this listserv about the need to realize that amongst are
>>>> individuals who have been abused and are being abused. Do we also
>>> need
>>>> to talk about the fact that amongst are individuals who have been,
>>>> and/or are currently perpetrators of abuse?
>>>> For example, we talk about the need to be careful when we read aloud
>>>> passages that involve abuse, because it may be triggering for some
>>> of
>>>> our learners who are survivors. Well, what about the perpetrators
>>> who
>>>> are teachers, or learners? Do we need to think about them, and the
>>>> impact reading aloud passages have on them?
>>>> I wonder what would happen if we acknowledged that in our
>>> classrooms,
>>>> our research meetings, our corporate meetings, etc., etc. we
>>> probably
>>>> have both survivors and perpetrators. Would that change the way we
>>>> teach, the way we interact?
>>>> Any thoughts?
>>>> Daphne
>>>> ----------------------------------------------------
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>>>> Women and Literacy mailing list
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>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>>>
>>> ----------------------------------------------------
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>>
>>
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From andreawilder at comcast.net  Sun Sep  3 16:52:20 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Sun, 3 Sep 2006 16:52:20 -0400
Subject: [WomenLiteracy 540] Re: the other, ourselves
In-Reply-To: <C11FC9F6.2962%ryanryanc@yahoo.com>
References: <C11FC9F6.2962%ryanryanc@yahoo.com>
Message-ID: <4fc560284a8a6603c7c992b29d5d4161@comcast.net>
i want to add a note, too.
It is possible for me to say about my hospitalized friend, "Oh, he is
low on serotonin."  That is not going to get me anywhere.  How come he
got low on serotonin?  How does  this manifest in his behavior?  What
triggered this?
This is where talk therapy comes in;  the chemicals can't do it all.
The doc can listen to what is said, which will contain indications  of
the medical problem.
In the classroom, I think writing is close to this;  also, working with
others to crate a good environment--I'll try to find the reference for
this.
Andrea
On Sep 2, 2006, at 11:53 PM, Ryan Hall wrote:
> It's just a coincidence that I am able to give the author of this
> book, but
> here it is for those of you who are interested- "The Drama of the
> Gifted
> Child: The Search for the True Self" was written by Alice Miller.
> Ryan
>
>
> On 9/2/06 9:47 PM, "Bonnita Solberg" <bdsunmt at sbcglobal.net> wrote:
>
>> Your statement is right on Shirley; bio-chemical
>> explanations often elicit simplistic explanations for
>> complicated processes.   It would seem logicial that
>> methods employed to reverse negative experiences
>> embedded in our body chemistry would take as many
>> years to reverse as there were years of the
>> experience, absent a traumatic interruption of the
>> neuro net such as brain injury or outside chemical
>> intervention.  The best we can do I think is to
>> provide a safe space for all our students, not knowing
>> to what degree they may or may not have been abused.
>> "The Drama of the Gifted Child" speaks of abuse in a
>> more global sense than physical, sexual or mental
>> abuse and may be of interest to the members of this
>> list. Sorry I can't remember the author.   Bonnita
>>
>> --- sjrhodes at tampabay.rr.com wrote:
>>
>>> Thank you for your posting, Bonnita - This makes a
>>> lot of sense to me, especially with new research out
>>> on mediation/stress reduction methods and
>>> documenting our changing of neurological brain
>>> patterns - so, by practicing positive thinking,
>>> releasing the painful memories, reducing stress and
>>> taking care of ourselves, e.g. proper nutrition,
>>> exercise, etc. etc. = Fine-tuning??
>>> Why does this sound too easy?  Yes, I think I get
>>> it, and I guess that's where we are right now, in
>>> the context of the discussion, and in our own lives.
>>>  Don't most of you think that by providing basic
>>> needs and support is a way to break down the long
>>> term process to promote learning, is somewhat up to
>>> the provider of the instruction to give the learner
>>> environment a "safe" place that is free of abuse and
>>> discussion regarding such?
>>> That's what I think, anyway.  I do believe that
>>> keeping ourselves healthy is key, however, if a
>>> trauma victim is "obsessing" and unable to release
>>> themselves from the "biochemical component of abuse"
>>> then that is what 'other' professionals and / or
>>> services provide, and we can make these known and
>>> update our resources by providing a network of
>>> community services - as ESL teachers or volunteers,
>>> we really may not know how deep the pain is that we
>>> are dealing with and are we equipped to step into
>>> deeper waters?
>>> Maybe by our own example as mentors throughout the
>>> learning process, our students will try to increase
>>> their own well-being, learning, living, overcoming
>>> barriers added on by abuse issues, and succeeding to
>>> overcome victimization, or at least vicariously
>>> begin to "get it" and change their lives for the
>>> better.
>>> Shirley
>>>
>>>  Original Message -----
>>> From: Bonnita Solberg <bdsunmt at sbcglobal.net>
>>> Date: Saturday, September 2, 2006 2:37 pm
>>> Subject: [WomenLiteracy 532] Re: the other
>>> To: The Women and Literacy Discussion List
>>> <womenliteracy at nifl.gov>
>>>
>>>> Hope I am not too late to jump in here. Concerning
>>> the
>>>> biochemical component of abuse, physiology tells
>>> us
>>>> that nerve cells that fire together, wire
>>> together.
>>>> If you practice something over and over again, or
>>>> experience something over and over again, a
>>> connection
>>>> of nerve cells is built up: the cells have a long
>>> term
>>>> relationship. Long term cell relationships build
>>>> cells to form a nerve identity. This neuron "net"
>>> is
>>>> rewired on a daily basis. Break down the long term
>>>
>>>> cell relationship by interrupting the thought
>>> process,
>>>> and the nueron net is rewired. Interrupt a thought
>>>
>>>> process and it produces a chemical effect or
>>> reaction
>>>> that is different than the chemical effect or
>>> reaction
>>>> of the long term cell relationship or nerve
>>> identity.
>>>> In essence, nerve cells that don?t fire together,
>>>> don?t wire together.
>>>>
>>>> If you get angry on a daily basis, that anger
>>> neuro
>>>> net has a long term cell relationship with all
>>> other
>>>> neuro nets. If one experiences abuse on a daily
>>>> basis, that experience forms a long term cell
>>>> relationship, a net. Emotions reinforce chemically
>>>
>>>> the long term cell relationship, the cellular long
>>>
>>>> term memory. If we bombard the same cell with the
>>>> same attitude and the same chemistry over and
>>> over,
>>>> when the cell divides and produces a sister cells,
>>>
>>>> that sister cell will have more receptor sites for
>>>
>>>> those particular emotional chemicals and fewer
>>>> receptors for vitamins, minerals, food exchange or
>>>
>>>> release of toxins and waste. Hence one aspect of
>>> the
>>>> "stress syndrome."
>>>>
>>>> Rewiring the brain in this sense means to
>>> literally
>>>> reconnect the neurons in the net. Change the mind,
>>>
>>>> change one's choices. These chemical hanges are
>>> from
>>>> inside out. This is one aspect of the human drama
>>>> each of us deals with in abusive situations.
>>>> Bonnita Solberg
>>>>
>>>>
>>>> --- Andrea Wilder <andreawilder at comcast.net>
>>> wrote:
>>>>
>>>>> Friends--
>>>>>
>>>>> I have been on vacation and am now back. I've
>>>>> missed a lot, so need
>>>>> to catch up. Apologies if i am repeating
>>> something
>>>>> someone else has
>>>>> said
>>>>>
>>>>> The idea of abuse on a continuum might work,,
>>>>> depending on what the
>>>>> continuum is labeled, eg, modertate severe, not
>>> at
>>>>> all...perhaps using
>>>>> percentages.
>>>>>
>>>>> However, there is another dimension, and that is
>>>
>>>>> when abuse changes
>>>>> the person biochemically; that's a big jump.
>>>>>
>>>>> Because we are used (through social science
>>> lingo)
>>>>> to thinking of
>>>>> "variables," we are used to thinking in terms of
>>>
>>>>> "add-ons," and the
>>>>> core self remaining the same. In extreme abuse
>>> the
>>>>> person, what we
>>>>> might think of as "core self," is changed.
>>>>>
>>>>> Andrea
>>>>>
>>>>>
>>>>> On Aug 30, 2006, at 12:27 PM, Daphne Greenberg
>>>>> wrote:
>>>>>
>>>>>> Ryan and Andres raise very good points. I
>>> wonder
>>>>> what would happen if
>>>>>> we
>>>>>> think of all of this as a continuum and
>>> therefore,
>>>>> realize that we have
>>>>>> all been survivors of some kind of abuse and
>>> have
>>>>> all perpetrated some
>>>>>> kind of abuse. For example, many of us as
>>> children
>>>>> have been "picked
>>>>>> on"
>>>>>> and have done our share of "picking on others"
>>>
>>>>>> What would happen if we stopped thinking of
>>>>> survivors and perps as "the
>>>>>> other" and realize that some of that resides
>>> in
>>>>> each one of us? Would
>>>>>> we
>>>>>> be diluting the importance and impact of
>>> severe
>>>>> abuse, or would it be a
>>>>>> step in starting to talk about abuse in the
>>> open?
>>>>> Would it help create
>>>>>> a
>>>>>> safe classroom for our learners, or would it
>>> have
>>>>> an opposite effect?
>>>>>> Daphne
>>>>>>
>>>>>>
>>>>>>>>> "Muro, Andres" <amuro5 at epcc.edu> 8/25/2006
>>>>> 6:17:47 PM >>>
>>>>>> Ryan, taking your argument a step further, I
>>>>> wonder how many of us are
>>>>>> perps of violence too. We may be, in our
>>> efforts
>>>>> to teach and to
>>>>>> create
>>>>>> spaces for the students, crating spaces that
>>>>> perpetuate violence too.
>>>>>>
>>>>>> One thing that I usually talk about w/
>>> teachers,
>>>>> is the fact that many
>>>>>> teachers raise their voices, or slam things
>>> once
>>>>> in a while. They may
>>>
>> === message truncated ===>
>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings,
>>> please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
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>> Women and Literacy mailing list
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>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
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From bdsunmt at sbcglobal.net  Sun Sep  3 17:42:17 2006
From: bdsunmt at sbcglobal.net (Bonnita Solberg)
Date: Sun, 3 Sep 2006 14:42:17 -0700 (PDT)
Subject: [WomenLiteracy 541] Re: the other, ourselves
In-Reply-To: <4fc560284a8a6603c7c992b29d5d4161@comcast.net>
Message-ID: <20060903214217.86979.qmail@web83115.mail.mud.yahoo.com>
I am not a fan of outside chemical intervention in
bodily chemical processes that develop as a result of
stress, although that is an option of individual
choice.  The biochemical/physiological component of
having been abused is only one piece of information.
To be aware of physiological processes involved helps
me know that what has been wired by repetition can be
unwired, and is a powerful indicator that I can take
charge of that aspect of my life.  How we got wired is
the single most important key to unlocking the neuro
net, opening the way to changes big or small.  Any
therapuetic environment, and I believe our classrooms
can be supportive to students and thereby therapeutic,
has the potential of helping a person on their way.  I
also believe we must know our limits as teachers and
not run trips on ourselves about being everything to
our students:  friend, social worker, counselor,
mentor.
Bonnita
Bonnita
--- Andrea Wilder <andreawilder at comcast.net> wrote:
> i want to add a note, too.
>
> It is possible for me to say about my hospitalized
> friend, "Oh, he is
> low on serotonin."  That is not going to get me
> anywhere.  How come he
> got low on serotonin?  How does  this manifest in
> his behavior?  What
> triggered this?
>
> This is where talk therapy comes in;  the chemicals
> can't do it all.
> The doc can listen to what is said, which will
> contain indications  of
> the medical problem.
>
> In the classroom, I think writing is close to this;
> also, working with
> others to crate a good environment--I'll try to find
> the reference for
> this.
>
> Andrea
> On Sep 2, 2006, at 11:53 PM, Ryan Hall wrote:
>
> > It's just a coincidence that I am able to give the
> author of this
> > book, but
> > here it is for those of you who are interested-
> "The Drama of the
> > Gifted
> > Child: The Search for the True Self" was written
> by Alice Miller.
> > Ryan
> >
> >
> > On 9/2/06 9:47 PM, "Bonnita Solberg"
> <bdsunmt at sbcglobal.net> wrote:
> >
> >> Your statement is right on Shirley; bio-chemical
> >> explanations often elicit simplistic explanations
> for
> >> complicated processes.   It would seem logicial
> that
> >> methods employed to reverse negative experiences
> >> embedded in our body chemistry would take as many
> >> years to reverse as there were years of the
> >> experience, absent a traumatic interruption of
> the
> >> neuro net such as brain injury or outside
> chemical
> >> intervention.  The best we can do I think is to
> >> provide a safe space for all our students, not
> knowing
> >> to what degree they may or may not have been
> abused.
> >> "The Drama of the Gifted Child" speaks of abuse
> in a
> >> more global sense than physical, sexual or mental
> >> abuse and may be of interest to the members of
> this
> >> list. Sorry I can't remember the author.
> Bonnita
> >>
> >> --- sjrhodes at tampabay.rr.com wrote:
> >>
> >>> Thank you for your posting, Bonnita - This makes
> a
> >>> lot of sense to me, especially with new research
> out
> >>> on mediation/stress reduction methods and
> >>> documenting our changing of neurological brain
> >>> patterns - so, by practicing positive thinking,
> >>> releasing the painful memories, reducing stress
> and
> >>> taking care of ourselves, e.g. proper nutrition,
> >>> exercise, etc. etc. = Fine-tuning??
> >>> Why does this sound too easy?  Yes, I think I
> get
> >>> it, and I guess that's where we are right now,
> in
> >>> the context of the discussion, and in our own
> lives.
> >>>  Don't most of you think that by providing basic
> >>> needs and support is a way to break down the
> long
> >>> term process to promote learning, is somewhat up
> to
> >>> the provider of the instruction to give the
> learner
> >>> environment a "safe" place that is free of abuse
> and
> >>> discussion regarding such?
> >>> That's what I think, anyway.  I do believe that
> >>> keeping ourselves healthy is key, however, if a
> >>> trauma victim is "obsessing" and unable to
> release
> >>> themselves from the "biochemical component of
> abuse"
> >>> then that is what 'other' professionals and / or
> >>> services provide, and we can make these known
> and
> >>> update our resources by providing a network of
> >>> community services - as ESL teachers or
> volunteers,
> >>> we really may not know how deep the pain is that
> we
> >>> are dealing with and are we equipped to step
> into
> >>> deeper waters?
> >>> Maybe by our own example as mentors throughout
> the
> >>> learning process, our students will try to
> increase
> >>> their own well-being, learning, living,
> overcoming
> >>> barriers added on by abuse issues, and
> succeeding to
> >>> overcome victimization, or at least vicariously
> >>> begin to "get it" and change their lives for the
> >>> better.
> >>> Shirley
> >>>
> >>>  Original Message -----
> >>> From: Bonnita Solberg <bdsunmt at sbcglobal.net>
> >>> Date: Saturday, September 2, 2006 2:37 pm
> >>> Subject: [WomenLiteracy 532] Re: the other
> >>> To: The Women and Literacy Discussion List
> >>> <womenliteracy at nifl.gov>
> >>>
> >>>> Hope I am not too late to jump in here.
> Concerning
> >>> the
> >>>> biochemical component of abuse, physiology
> tells
> >>> us
> >>>> that nerve cells that fire together, wire
> >>> together.
> >>>> If you practice something over and over again,
> or
> >>>> experience something over and over again, a
> >>> connection
> >>>> of nerve cells is built up: the cells have a
> long
> >>> term
> >>>> relationship. Long term cell relationships
> build
> >>>> cells to form a nerve identity. This neuron
> "net"
> >>> is
> >>>> rewired on a daily basis. Break down the long
> term
> >>>
> >>>> cell relationship by interrupting the thought
> >>> process,
> >>>> and the nueron net is rewired. Interrupt a
> thought
> >>>
> >>>> process and it produces a chemical effect or
> >>> reaction
> >>>> that is different than the chemical effect or
> >>> reaction
> >>>> of the long term cell relationship or nerve
> >>> identity.
> >>>> In essence, nerve cells that don?t fire
> together,
> >>>> don?t wire together.
> >>>>
> >>>> If you get angry on a daily basis, that anger
> >>> neuro
> >>>> net has a long term cell relationship with all
> >>> other
> >>>> neuro nets. If one experiences abuse on a daily
> >>>> basis, that experience forms a long term cell
> >>>> relationship, a net. Emotions reinforce
> chemically
> >>>
> >>>> the long term cell relationship, the cellular
> long
> >>>
> >>>> term memory. If we bombard the same cell with
> the
> >>>> same attitude and the same chemistry over and
> >>> over,
> >>>> when the cell divides and produces a sister
> cells,
> >>>
> >>>> that sister cell will have more receptor sites
> for
> >>>
> >>>> those particular emotional chemicals and fewer
> >>>> receptors for vitamins, minerals, food exchange
> or
> >>>
> >>>> release of toxins and waste. Hence one aspect
> of
> >>> the
> >>>> "stress syndrome."
> >>>>
> >>>> Rewiring the brain in this sense means to
> >>> literally
>
=== message truncated ===
From andreawilder at comcast.net  Mon Sep  4 09:52:45 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Mon, 4 Sep 2006 09:52:45 -0400
Subject: [WomenLiteracy 542] Re: the other
In-Reply-To: <CA29C5E82B801844A7A967D109F117CF6FA145@svrascmail01>
References: <CA29C5E82B801844A7A967D109F117CF6FA145@svrascmail01>
Message-ID: <9fbbd0cbd437f03d536192b4127d51fb@comcast.net>
Taking this one or two steps further--
1)	I took a short course in martial arts this summer--kind of a
refresher course.  Everyone  in class treats each  other
respectfully--starts with the  teacher, everyone required to follow
suit.
This means:
1)	Holding the door for others senior to you in belt markings,
2)	Standing and bowing when others enter the room--the person who
enters also has to bow
3)	Saying  Goodnight when we leave, hello when you arrive.
4)	Taking responsibility for keeping the rooms and plants in
order--vacuuming,  putting away, watering.
5)	Thanking a teacher when the teacher corrects you.
For me this translates into ALWAYS stopping at crosswalks for
pedestrians.  So respect is very important.  It is impossible to
overestimate the calming effects of these routines.  Rules and respect
can protect against  violence.
2)	I do not share my own experiences of violence if others don't seem
receptive, it's pointless.  I look and sound solidly middle-class, so
my language and appearance work against me being believed.  Then if I
AM believed people  are shocked.  also, most conversations simply don't
lend themselves to this kind of discussion.  What I do share is
INSIGHTS I have garnered through therapy, and that works fine, they
slip into the conversation quite easily.
Andrea
On Aug 25, 2006, at 6:17 PM, Muro, Andres wrote:
> Ryan, taking your argument a step further, I wonder how many of us are
> perps of violence too. We may be, in our efforts to teach and to create
> spaces for the students, crating spaces that perpetuate violence too.
>
> One thing that I usually talk about w/ teachers, is the fact that many
> teachers raise their voices, or slam things once in a while. They may
> not realize this, but a victim of violence will find this very
> unsettling. In fact, most teachers never discuss domestic violence in
> teachers prep courses. So, in a way, they are creating or perpetuating
> violent spaces w/o being aware.
>
> Also. what is the extent to which we perpetuate violence by "othering"
> (abnormalizing) certain groups. For example, do we use texts that only
> represent heterosexual relationships? Do we use texts, or stories or
> movies that show happy families, happy endings and stories ( a la Cosby
> show)? Do the literature and movies, tv shows, etc always portrait nice
> comfortable dwellings, people driving nice cars, etc. While teachers
> may
> not be conscious of this, they are creating environments that may
> abnormalize or "other" the lifestyles of many of our students. Also,
> are
> we moody, cynical, sarcastic, quick to judge, etc. Many of these acts
> can be threatening and perpetuate violence. So, to what extent are we
> unconscious perpetuators of violence?
>
> I have, in the past, responded, cynically, sarcastically, w/hostility,
> judgementally, etc in this and other listservs. In fact, I think that
> they might have a file about me. In a sense, I am a virtual perp of
> violence. While this may be amusing to some, I have talked to many
> people that are intimidated by this medium.
>
> Andres
>
> -----Original Message-----
> From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall
> Sent: Friday, August 25, 2006 6:48 AM
> To: The Women and Literacy Discussion List
> Subject: [WomenLiteracy 514] Re: the other
>
> This is a very hard question, Daphne, but one that I think should be
> considered.
>
> I believe that we do "other" the perps of violence, or at least of
> certain
> types of violence, and I think we do so because we just don't want to
> or
> can't allow the thoughts that violent people are actually closer to us
> than
> we think. The truth is, though, that there are many perps of violence,
> and
> they do attend the classes we teach, the meetings we have at work, our
> places of worship, and the gatherings we have at our house. Some even
> live
> with us. To consider all the places one shares with perps of violence
> is, to
> say the least, disturbing. Who wants to believe that their friend,
> colleague, student, professor, minister, or even relative is connected
> in
> any way to violent behavior? No one, of course, which is why people are
> so
> surprised to find out things like their minister sexually abuses
> members
> of
> the congregation, or their friends beat their children, or that their
> neighbor murdered or tortured someone, etc.
>
> I think, though, too that, just as we "other" survivors of violence
> less
> when we realize we know survivors, we would "other" perps less, too, if
> we
> realized that we knew one. I think this is true because, when we find
> out we
> know a perp, we would almost instantly ask why- why did this person--a
> person I consider to be such a nice person, a good friend, etc.--do
> such
> a
> horrible thing? Usually, there is an explanation for the violence that
> makes
> us understand why, even if we can never excuse what was done (because
> I'm
> not saying violence of any sort should ever be excused). And, usually,
> perps
> of violence have either been or are still also victims of violence.
>
> Knowing that they exist is not the hard part for me- it's the question
> of
> interaction that gets me. This is what I have come up with after having
> to
> teach classes that I was pretty certain had at least one perp in them.
> I
> could be oversimplifying this, but I think that we do need to consider
> that,
> not only do we encounter victims and survivors of violence regularly,
> but
> that some of them are also perps of violence. Should we act any
> differently
> knowing that there are more perps of violence in the spaces we occupy?
> I
> guess that depends on your beliefs about the way we should treat people
> in
> general. If you are a person who believes that you must mask your
> opinions
> and beliefs about certain things so that you don't offend certain
> people,
> then maybe you do need to make some changes. If you are a person who
> strives
> to be respectful and considerate of all people no matter who you are
> around,
> however, then I think considering that people are different in many
> different aspects and for many different reasons may be
> enough...because
> you're just going to be nice to everyone anyway. I think the same goes
> for
> teaching- we must strive to be respectful, considerate, and sensitive
> to
> the
> fact that the content we teach and the activities we ask students to do
> will
> have a different effect on each of them depending on their personal
> situation. If you are able to do that, then you will also be able to
> tell
> when a student is having difficulty with what you are asking him/her to
> do-
> at least in most cases.
> Ryan
>
>
>
> On 8/23/06 5:00 PM, "Daphne Greenberg" <ALCDGG at langate.gsu.edu> wrote:
>
>> The previous discussion sparked by the readings made me think about a
>> few things, and then today on NPR I heard something which made me want
>> to pose a question to this group.
>> As mentioned in this listserv, those of us who have not endured
>> violence in our lives sometimes think of people who have endured
>> violence as "the other"  and we are often confronted with realizing
> this
>> when we hear our friends/colleagues talk about violence in their
> lives,
>> and suddenly, "the other" is not "the other" any longer. Many say that
>> this is one of the things that perpetuates the frequency of violence,
>> that as a society, we simply do not really acknowledge how pervasive,
>> common, and frequent it is.
>> A topic that we talk about even less, and I think "other" even more,
> is
>> the perpetrator of violence. If we ourselves have not perpetrated
>> violence, we often think of "perps" as the "other."
>> My question to the group is: Are "perps" really as much of the "other"
>> as we often make them seem to be? This is something that I often
> wonder
>> about. For example, we often hear that torturers are known as loving
>> family members. We hear that people are shocked to find out that their
>> friend is a secret serial murderer. People are shocked to hear that a
>> beloved teacher has been sexually abusing her students. We tend to
>> forget that whole communities are involved in atrocities that occurred
>> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and
> on.
>> The NPR commentator today talked about how ordinary people are
> involved
>> in many world atrocities.
>> We talk on this listserv about the need to realize that amongst are
>> individuals who have been abused and are being abused. Do we also need
>> to talk about the fact that amongst are individuals who have been,
>> and/or are currently perpetrators of abuse?
>> For example, we talk about the need to be careful when we read aloud
>> passages that involve abuse, because it may be triggering for some of
>> our learners who are survivors. Well, what about the perpetrators who
>> are teachers, or learners? Do we need to think about them, and the
>> impact reading aloud passages have on them?
>> I wonder what would happen if we acknowledged that in our classrooms,
>> our research meetings, our corporate meetings, etc., etc. we probably
>> have both survivors and perpetrators. Would that change the way we
>> teach, the way we interact?
>> Any thoughts?
>> Daphne
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From andreawilder at comcast.net  Mon Sep  4 13:45:54 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Mon, 4 Sep 2006 13:45:54 -0400
Subject: [WomenLiteracy 543] Re: the other, ourselves
In-Reply-To: <20060903214217.86979.qmail@web83115.mail.mud.yahoo.com>
References: <20060903214217.86979.qmail@web83115.mail.mud.yahoo.com>
Message-ID: <ae4d8a4f72812e06bd7e2daf8aebbeb6@comcast.net>
Nice to hear from you, Bonnita.
I do take a carefully calibrated medicine which helps me
sleep--insomnia is  a by-product often of PTSD, which i have.  I had
REALLY EXCITING DREA MS when I went off it for a while--but then I
couldn't work during the day I was so exhausted.  The meds work  so  I
keep   them.
I have a friend  who has worked himself into psychological
knots--furious at his wife, can't express himself, them furious at
himself  for not  being able to express himself to his wife--and be
heard.    So homicidal and suicidal impulses  run around in his head.
This kind of fix can lead to depression;  he needs a time-out, people
to listen to him.  I think many adult  students  might be like
that--need someone to listen to them.
Andrea
On Sep 3, 2006, at 5:42 PM, Bonnita Solberg wrote:
> I am not a fan of outside chemical intervention in
> bodily chemical processes that develop as a result of
> stress, although that is an option of individual
> choice.  The biochemical/physiological component of
> having been abused is only one piece of information.
> To be aware of physiological processes involved helps
> me know that what has been wired by repetition can be
> unwired, and is a powerful indicator that I can take
> charge of that aspect of my life.  How we got wired is
> the single most important key to unlocking the neuro
> net, opening the way to changes big or small.  Any
> therapuetic environment, and I believe our classrooms
> can be supportive to students and thereby therapeutic,
> has the potential of helping a person on their way.  I
> also believe we must know our limits as teachers and
> not run trips on ourselves about being everything to
> our students:  friend, social worker, counselor,
> mentor.
>
> Bonnita
>
> Bonnita
>
> --- Andrea Wilder <andreawilder at comcast.net> wrote:
>
>> i want to add a note, too.
>>
>> It is possible for me to say about my hospitalized
>> friend, "Oh, he is
>> low on serotonin."  That is not going to get me
>> anywhere.  How come he
>> got low on serotonin?  How does  this manifest in
>> his behavior?  What
>> triggered this?
>>
>> This is where talk therapy comes in;  the chemicals
>> can't do it all.
>> The doc can listen to what is said, which will
>> contain indications  of
>> the medical problem.
>>
>> In the classroom, I think writing is close to this;
>> also, working with
>> others to crate a good environment--I'll try to find
>> the reference for
>> this.
>>
>> Andrea
>> On Sep 2, 2006, at 11:53 PM, Ryan Hall wrote:
>>
>>> It's just a coincidence that I am able to give the
>> author of this
>>> book, but
>>> here it is for those of you who are interested-
>> "The Drama of the
>>> Gifted
>>> Child: The Search for the True Self" was written
>> by Alice Miller.
>>> Ryan
>>>
>>>
>>> On 9/2/06 9:47 PM, "Bonnita Solberg"
>> <bdsunmt at sbcglobal.net> wrote:
>>>
>>>> Your statement is right on Shirley; bio-chemical
>>>> explanations often elicit simplistic explanations
>> for
>>>> complicated processes.   It would seem logicial
>> that
>>>> methods employed to reverse negative experiences
>>>> embedded in our body chemistry would take as many
>>>> years to reverse as there were years of the
>>>> experience, absent a traumatic interruption of
>> the
>>>> neuro net such as brain injury or outside
>> chemical
>>>> intervention.  The best we can do I think is to
>>>> provide a safe space for all our students, not
>> knowing
>>>> to what degree they may or may not have been
>> abused.
>>>> "The Drama of the Gifted Child" speaks of abuse
>> in a
>>>> more global sense than physical, sexual or mental
>>>> abuse and may be of interest to the members of
>> this
>>>> list. Sorry I can't remember the author.
>> Bonnita
>>>>
>>>> --- sjrhodes at tampabay.rr.com wrote:
>>>>
>>>>> Thank you for your posting, Bonnita - This makes
>> a
>>>>> lot of sense to me, especially with new research
>> out
>>>>> on mediation/stress reduction methods and
>>>>> documenting our changing of neurological brain
>>>>> patterns - so, by practicing positive thinking,
>>>>> releasing the painful memories, reducing stress
>> and
>>>>> taking care of ourselves, e.g. proper nutrition,
>>>>> exercise, etc. etc. = Fine-tuning??
>>>>> Why does this sound too easy?  Yes, I think I
>> get
>>>>> it, and I guess that's where we are right now,
>> in
>>>>> the context of the discussion, and in our own
>> lives.
>>>>>  Don't most of you think that by providing basic
>>>>> needs and support is a way to break down the
>> long
>>>>> term process to promote learning, is somewhat up
>> to
>>>>> the provider of the instruction to give the
>> learner
>>>>> environment a "safe" place that is free of abuse
>> and
>>>>> discussion regarding such?
>>>>> That's what I think, anyway.  I do believe that
>>>>> keeping ourselves healthy is key, however, if a
>>>>> trauma victim is "obsessing" and unable to
>> release
>>>>> themselves from the "biochemical component of
>> abuse"
>>>>> then that is what 'other' professionals and / or
>>>>> services provide, and we can make these known
>> and
>>>>> update our resources by providing a network of
>>>>> community services - as ESL teachers or
>> volunteers,
>>>>> we really may not know how deep the pain is that
>> we
>>>>> are dealing with and are we equipped to step
>> into
>>>>> deeper waters?
>>>>> Maybe by our own example as mentors throughout
>> the
>>>>> learning process, our students will try to
>> increase
>>>>> their own well-being, learning, living,
>> overcoming
>>>>> barriers added on by abuse issues, and
>> succeeding to
>>>>> overcome victimization, or at least vicariously
>>>>> begin to "get it" and change their lives for the
>>>>> better.
>>>>> Shirley
>>>>>
>>>>>  Original Message -----
>>>>> From: Bonnita Solberg <bdsunmt at sbcglobal.net>
>>>>> Date: Saturday, September 2, 2006 2:37 pm
>>>>> Subject: [WomenLiteracy 532] Re: the other
>>>>> To: The Women and Literacy Discussion List
>>>>> <womenliteracy at nifl.gov>
>>>>>
>>>>>> Hope I am not too late to jump in here.
>> Concerning
>>>>> the
>>>>>> biochemical component of abuse, physiology
>> tells
>>>>> us
>>>>>> that nerve cells that fire together, wire
>>>>> together.
>>>>>> If you practice something over and over again,
>> or
>>>>>> experience something over and over again, a
>>>>> connection
>>>>>> of nerve cells is built up: the cells have a
>> long
>>>>> term
>>>>>> relationship. Long term cell relationships
>> build
>>>>>> cells to form a nerve identity. This neuron
>> "net"
>>>>> is
>>>>>> rewired on a daily basis. Break down the long
>> term
>>>>>
>>>>>> cell relationship by interrupting the thought
>>>>> process,
>>>>>> and the nueron net is rewired. Interrupt a
>> thought
>>>>>
>>>>>> process and it produces a chemical effect or
>>>>> reaction
>>>>>> that is different than the chemical effect or
>>>>> reaction
>>>>>> of the long term cell relationship or nerve
>>>>> identity.
>>>>>> In essence, nerve cells that don?t fire
>> together,
>>>>>> don?t wire together.
>>>>>>
>>>>>> If you get angry on a daily basis, that anger
>>>>> neuro
>>>>>> net has a long term cell relationship with all
>>>>> other
>>>>>> neuro nets. If one experiences abuse on a daily
>>>>>> basis, that experience forms a long term cell
>>>>>> relationship, a net. Emotions reinforce
>> chemically
>>>>>
>>>>>> the long term cell relationship, the cellular
>> long
>>>>>
>>>>>> term memory. If we bombard the same cell with
>> the
>>>>>> same attitude and the same chemistry over and
>>>>> over,
>>>>>> when the cell divides and produces a sister
>> cells,
>>>>>
>>>>>> that sister cell will have more receptor sites
>> for
>>>>>
>>>>>> those particular emotional chemicals and fewer
>>>>>> receptors for vitamins, minerals, food exchange
>> or
>>>>>
>>>>>> release of toxins and waste. Hence one aspect
>> of
>>>>> the
>>>>>> "stress syndrome."
>>>>>>
>>>>>> Rewiring the brain in this sense means to
>>>>> literally
>>
> === message truncated ===
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From mev at litwomen.org  Mon Sep  4 15:18:19 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Mon, 4 Sep 2006 15:18:19 -0400
Subject: [WomenLiteracy 544]  WE LEARN Sept. News Briefs
Message-ID: <1F98B73C-3C4A-11DB-B7B7-000393ABE4D2@litwomen.org>
WE LEARN News Briefs - September 2006
In Honor of International Literacy Day (Sept. 8)
The show, International Literacy Issues, will air on Women Voices Radio
on WAER public radio station in Syracuse, NY on Thurs. September 7,
2006 between 8:00 ? 9:00 pm. People around the country can listen by
going to http://www.waer.org and clicking on "listen live" in the menu
bar at the top of the page. The program is not archived by the station.
The show will include a segment on women's literacy issues and an
interview with Mev Miller, Director of WE LEARN.
Pro Literacy Worldwide Conference, Oct. 4-7, 2006, Atlanta GA
WE LEARN members Mev Miller (Director) and Donna Jones (ABE Student)
will present a workshop at the ProLiteracy Conference called "Women &
Literacy: Moving to Power and Participation." If you are attending the
conference, we hope you will come and join the fun and meet us. The
workshop will be on Friday, Oct. 6 from 2:15 ? 3:45.
Grant Award from the Women's Fund of Rhode Island
WE LEARN has received a $10,000 grant from the Women's Fund of Rhode
Island to support Women Leading Through Reading Discussion Circles in
the Providence area. The project will take place from September 2006
through May 2007. We will be preparing a training and support manual as
part of the grant. A presentation about the Women Leading Through
Reading Discussion Circles will take place at the annual WE LEARN
conference. Watch for details
4th Annual WE LEARN (Net)Working Conference an Women and Literacy
Save the Date ? the annual conference will be held on March 9-10, 2007
in Boston MA at Northeastern University. The theme for this year's
conference is Learning from Women-Centered Programs. A Call for
Presenters and more information will be available in early October. We
are also planning a pre-conference event on March 8, International
Women's Day. Please watch for details.
Search the Internet & Raise $$ for WE LEARN!
WE LEARN is now registered with GoodSearch.com
(http://www.goodsearch.com/).
When you want to search the Internet, go to GoodSearch.com and select
WE LEARN in the "I'm supporting" box. WE LEARN will receive one cent
for each search conducted when we are selected. It's no cost to use and
provides pennies to us ? hey, every little bit helps!
-------------------------------------------------
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
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From andreawilder at comcast.net  Tue Sep  5 09:28:25 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Tue, 5 Sep 2006 09:28:25 -0400
Subject: [WomenLiteracy 545]  The other:  2 tips
Message-ID: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net>
Colleagues--
Two tips for working with abused students (these are part of my own
thinking on abuse).
1)	Find out what the student wants to achieve in her life, what role
she sees occupying, where living, people around her, kind of job, and
so on.
2)	Then find out how  much this will cost to achieve, so the student
can put a number  of her dreams.
I have worked with these two ideas for many years.  I had to find  for
myself what I wanted, and then I had to put a money figure on it.
It  took me a LONG while to find the right people who could give me the
advice i needed to get my plans in shape--many years.  I seem to know
many good hearted people who can't think their way out of a paper bag,
so it wasn't easy.
I remember doing one exercise with students at  their school--it used
collage and pictures from magazines--which focused on the concrete.I
made a collage for myself, thinking i was being helpful to the
students,  maybe I was, let's hope, but I STILL REMEMBER the collage I
made for myself.  so this is a very important exercise.
Andrea
From Mylinh.Nguyen at ed.gov  Tue Sep  5 09:44:42 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Tue, 5 Sep 2006 09:44:42 -0400
Subject: [WomenLiteracy 546] National Institute for Literacy Launches
	International Perspective Webpages
Message-ID: <CB4082E7B582144084C72EC6C98D4959118895CD@wdcrobe2m04.ed.gov>
Just in time for International Literacy Day on September 8, the National
Institute for Literacy has launched a series of webpages on its website
(www.nifl.gov) to highlight worldwide efforts to address and combat literacy
problems. The International Perspectives webpages allow American adult
literacy and English language teachers and students quick access to
information about:
	*	adult literacy education in other countries and cultures,
including both developing and industrialized countries, and including
curriculum and outcomes standards for adult education in other countries
	*	international comparative studies of adult literacy and
PreK-12 education, and
	*	international efforts to raise literacy levels (e.g.UNESCO,
International Reading Association, and the Venezuelan and Argentinian
literacy campaigns)
The Institute plans to continue to build on the information on the
International Perspective pages
(<http://www.nifl.gov/nifl/international/intro.html>) as they develop into a
central site for worldwide literacy resources.
	The National Institute for Literacy provides leadership on literacy
issues, including the improvement of reading instruction for children,
youth, and adults. In consultation with the U.S. Departments of Education,
Labor, and Health and Human Services, the Institute serves as a national
resource on current, comprehensive literacy research, practice, and policy.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From ALCDGG at langate.gsu.edu  Tue Sep  5 15:12:07 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 05 Sep 2006 15:12:07 -0400
Subject: [WomenLiteracy 547] Re: The other:  2 tips
In-Reply-To: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net>
References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net>
Message-ID: <44FD93C70200003100003404@mailsrv4.gsu.edu>
Andrea,
Thanks for these tips! Any tips for working with perpertrators of
abuse?
Daphne
>>> Andrea Wilder <andreawilder at comcast.net> 9/5/2006 9:28:25 AM >>>
Colleagues--
Two tips for working with abused students (these are part of my own
thinking on abuse).
1)	Find out what the student wants to achieve in her life, what
role
she sees occupying, where living, people around her, kind of job, and
so on.
2)	Then find out how  much this will cost to achieve, so the
student
can put a number  of her dreams.
I have worked with these two ideas for many years.  I had to find  for
myself what I wanted, and then I had to put a money figure on it.
It  took me a LONG while to find the right people who could give me the
advice i needed to get my plans in shape--many years.  I seem to know
many good hearted people who can't think their way out of a paper bag,
so it wasn't easy.
I remember doing one exercise with students at  their school--it used
collage and pictures from magazines--which focused on the concrete.I
made a collage for myself, thinking i was being helpful to the
students,  maybe I was, let's hope, but I STILL REMEMBER the collage I
made for myself.  so this is a very important exercise.
Andrea
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From MMaralit at NIFL.gov  Wed Sep  6 15:27:05 2006
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Wed, 6 Sep 2006 15:27:05 -0400
Subject: [WomenLiteracy 548] Re: The Health Literacy of America's Adults:
	Results from the 2003 National Assessment of Adult Literacy
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B93313A@wdcrobe2m03.ed.gov>
The following announcement is posted on behalf of The National Center for
Education Statistics:
The Health Literacy of America's Adults: Results from the 2003 National
Assessment of Adult Literacy (9/6/2006)
Results from the Health Literacy component of the 2003 National Assessment
of Adult Literacy (NAAL) were just released. The health literacy findings
are based on the first large-scale national assessment designed specifically
to measure the health literacy of adults living in America. This report
measures health literacy among American adults including their ability to
read, understand, and apply health-related information in English.
Findings include:
*	The majority of American adults (53 percent) had Intermediate health
literacy. Fewer than 15 percent of adults had either Below Basic or
Proficient health literacy.
*	Women had higher average health literacy than men.
*	Adults who were ages 65 and older had lower average health literacy
than younger adults.
*	Hispanic adults had lower average health literacy than adults in any
other racial/ethnic group.
To download, view and print the publication as a PDF file, please visit:
<http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483>
To view other NAAL reports and for more information, visit
<http://nces.ed.gov/naal>
Jaleh Behroozi Soroui
Education Statistics Services Institute (ESSI-Stat)
American Institutes for Research
1990 K Street, NW Suite 500
Washington, DC 20006
Phone: 202/403-6958
email: jsoroui at air.org
From andreawilder at comcast.net  Wed Sep  6 20:55:21 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Wed, 6 Sep 2006 20:55:21 -0400
Subject: [WomenLiteracy 549] Re: The other:  2 tips
In-Reply-To: <44FD93C70200003100003404@mailsrv4.gsu.edu>
References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net>
	<44FD93C70200003100003404@mailsrv4.gsu.edu>
Message-ID: <5b67307e2b6c3077517fdb6b76010885@comcast.net>
I thought about this overnight, then today.  Can I still say something
useful?  Maybe.
Best for both groups:  Introduce list of behaviors that equal domestic
violence--a surprise to both sides, I bet.  Then make lessons  of the
applicable laws, talk about shelters, restraining orders, all that
stuff.  I think these facts will relieve the  victims, put the real or
potential perps on notice.
 From all my reading, I come up with two more observations:
1)	A significant  percentage of men  have the potential to abuse  girls
(and boys, too), but girls  more so.  The numbers are buried  somewhere
  in my papers.  The numbers were put together by a guy who runs a
center that  specializes in gathering info about pederasts and
pedophiles.    There is another group of violent  men (mostly men) for
whom the abuse is not sexual.  So there  are two types.
2)	Knowledge of what constitutes domestic violence, and what the
consequences  are legally, both enlightens women and puts the  brakes
on men's behavior.
That's about it--there is a writer who does talk about  the  roots of
male violence, I have forgotten his name, I think Janet isserlis knows
it, because I read  something written by Janet that includes his  name.
As I recall, Janet  knows more than I about perps and  potential perps,
I think, from some work she has done.
I am sorry if I am offending  anyone by  my tone is this note.  I do
take domestic violence and any violence very seriously.  When the
graduate students who live in my home ask me if  my neighborhood is
safe, I  say Relatively...and then tell them to wear sneakers when
they plan to come in late at night, and to run into the road if they
are afraid of being attacked--perps probably won't follow them into the
middle of the street.
I once had a guy install some glass in my house--he made a pass at me,
I went outside immediately and stayed there until he finished the job
and left.  I paid the bill, but obviously won't go near him with a ten
foot pole.  I told the contractor who had hired him about his behavior.
Andrea
On Sep 5, 2006, at 3:12 PM, Daphne Greenberg wrote:
> Andrea,
> Thanks for these tips! Any tips for working with perpertrators of
> abuse?
> Daphne
>
>>>> Andrea Wilder <andreawilder at comcast.net> 9/5/2006 9:28:25 AM >>>
> Colleagues--
>
> Two tips for working with abused students (these are part of my own
> thinking on abuse).
>
> 1)	Find out what the student wants to achieve in her life, what
> role
> she sees occupying, where living, people around her, kind of job, and
> so on.
>
> 2)	Then find out how  much this will cost to achieve, so the
> student
> can put a number  of her dreams.
>
> I have worked with these two ideas for many years.  I had to find  for
>
> myself what I wanted, and then I had to put a money figure on it.
>
> It  took me a LONG while to find the right people who could give me the
>
> advice i needed to get my plans in shape--many years.  I seem to know
> many good hearted people who can't think their way out of a paper bag,
>
> so it wasn't easy.
>
> I remember doing one exercise with students at  their school--it used
> collage and pictures from magazines--which focused on the concrete.I
> made a collage for myself, thinking i was being helpful to the
> students,  maybe I was, let's hope, but I STILL REMEMBER the collage I
>
> made for myself.  so this is a very important exercise.
>
> Andrea
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From ryanryanc at yahoo.com  Thu Sep  7 05:04:03 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Thu, 07 Sep 2006 05:04:03 -0400
Subject: [WomenLiteracy 550]  PBS Special on Global Education Issues
Message-ID: <C12558C3.2A0C%ryanryanc@yahoo.com>
PBS has a special program on Global Education issues that looks at how
different education, philosophies, and opportunities are
in various regions of the world, as well as the will of
the children in these regions who, for some, it seems almost
impossible for them to continue with a basic education as all the odds are
pointed against them. PBS will keep following these students, so there will
be an updated taping in a couple years. The program is titled "The Case for
Universal Basic Education for the World's Poorest Boys and Girls"
Also included in this site is an article by Gene B. Sperling, senior fellow
for economic policy and director of the Center for Universal Education at
the Council on Foreign Relations, that discusses specific issues related
unequal educational opportunities for girls. Below is a brief summary:
"One of the main themes of "Back to School" is the special educational
challenges facing girls around the world. For them, access to a primary
education, basic books and supplies, and a safe road to the schoolhouse
remains uncertain. Huge gender gaps persist in classrooms worldwide, even as
research shows that educating girls is one of the best steps a nation can
take to spur its economic growth and protect the health of its families."
Here is the link to the site which includes clips from the episode, as well
as a full-length version that can be viewed online, Sperling's article,
classroom resources, and a discussion list.
http://www.pbs.org/wnet/wideangle/shows/school2/
Ryan
From andreawilder at comcast.net  Thu Sep  7 08:53:05 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 7 Sep 2006 08:53:05 -0400
Subject: [WomenLiteracy 551] Re: The other:  2 tips
In-Reply-To: <5b67307e2b6c3077517fdb6b76010885@comcast.net>
References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net>
	<44FD93C70200003100003404@mailsrv4.gsu.edu>
	<5b67307e2b6c3077517fdb6b76010885@comcast.net>
Message-ID: <2e82bb776ecd2180c11227f47627327d@comcast.net>
Replying to my own email, again.
An article in the NYTimes described kind of a transexual haven for
people adjusting their identities.
While I'm not transexual,  the  following struck a cord:
"What still moves Murray Moss...about the images in his book is their
ordinariness.
'You'd think of men dressed as  women and you think extremes:  it's
kabuki, Elizabethan theater, Lady Macbeth,'  he said.  'it's also
sexual.  But these aren't sexual photos.  The idea that they formed a
secret society just to be...ordinary.  It's like a mirror held up to
convention.  it's not what you would  expect.  it's also not pathetic.
Everybody looks so happy.'"
I picked up on "ordinary."  One of my favorite words.
if you are working with a class, you can use this word to bring out
definitions of ordinary, what ordinary means to people.  For me, it's a
big word, a challenging word, and something I work for every day.
Andrea
On Sep 6, 2006, at 8:55 PM, Andrea Wilder wrote:
> I thought about this overnight, then today.  Can I still say something
> useful?  Maybe.
>
> Best for both groups:  Introduce list of behaviors that equal domestic
> violence--a surprise to both sides, I bet.  Then make lessons  of the
> applicable laws, talk about shelters, restraining orders, all that
> stuff.  I think these facts will relieve the  victims, put the real or
> potential perps on notice.
>
>  From all my reading, I come up with two more observations:
>
> 1)	A significant  percentage of men  have the potential to abuse  girls
> (and boys, too), but girls  more so.  The numbers are buried  somewhere
>   in my papers.  The numbers were put together by a guy who runs a
> center that  specializes in gathering info about pederasts and
> pedophiles.    There is another group of violent  men (mostly men) for
> whom the abuse is not sexual.  So there  are two types.
>
> 2)	Knowledge of what constitutes domestic violence, and what the
> consequences  are legally, both enlightens women and puts the  brakes
> on men's behavior.
>
> That's about it--there is a writer who does talk about  the  roots of
> male violence, I have forgotten his name, I think Janet isserlis knows
> it, because I read  something written by Janet that includes his  name.
>
> As I recall, Janet  knows more than I about perps and  potential perps,
> I think, from some work she has done.
>
> I am sorry if I am offending  anyone by  my tone is this note.  I do
> take domestic violence and any violence very seriously.  When the
> graduate students who live in my home ask me if  my neighborhood is
> safe, I  say Relatively...and then tell them to wear sneakers when
> they plan to come in late at night, and to run into the road if they
> are afraid of being attacked--perps probably won't follow them into the
> middle of the street.
>
> I once had a guy install some glass in my house--he made a pass at me,
> I went outside immediately and stayed there until he finished the job
> and left.  I paid the bill, but obviously won't go near him with a ten
> foot pole.  I told the contractor who had hired him about his behavior.
>
> Andrea
>
>
> On Sep 5, 2006, at 3:12 PM, Daphne Greenberg wrote:
>
>> Andrea,
>> Thanks for these tips! Any tips for working with perpertrators of
>> abuse?
>> Daphne
>>
>>>>> Andrea Wilder <andreawilder at comcast.net> 9/5/2006 9:28:25 AM >>>
>> Colleagues--
>>
>> Two tips for working with abused students (these are part of my own
>> thinking on abuse).
>>
>> 1)	Find out what the student wants to achieve in her life, what
>> role
>> she sees occupying, where living, people around her, kind of job, and
>> so on.
>>
>> 2)	Then find out how  much this will cost to achieve, so the
>> student
>> can put a number  of her dreams.
>>
>> I have worked with these two ideas for many years.  I had to find  for
>>
>> myself what I wanted, and then I had to put a money figure on it.
>>
>> It  took me a LONG while to find the right people who could give me
>> the
>>
>> advice i needed to get my plans in shape--many years.  I seem to know
>> many good hearted people who can't think their way out of a paper bag,
>>
>> so it wasn't easy.
>>
>> I remember doing one exercise with students at  their school--it used
>> collage and pictures from magazines--which focused on the concrete.I
>> made a collage for myself, thinking i was being helpful to the
>> students,  maybe I was, let's hope, but I STILL REMEMBER the collage I
>>
>> made for myself.  so this is a very important exercise.
>>
>> Andrea
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From ALCDGG at langate.gsu.edu  Tue Sep 12 08:53:13 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 12 Sep 2006 08:53:13 -0400
Subject: [WomenLiteracy 552] Special Discussions List Panel on Corrections
	Education
In-Reply-To: <5b67307e2b6c3077517fdb6b76010885@comcast.net>
References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net>
	<44FD93C70200003100003404@mailsrv4.gsu.edu>
	<5b67307e2b6c3077517fdb6b76010885@comcast.net>
Message-ID: <4506757902000031000040C8@mailsrv4.gsu.edu>
Dear Colleagues,
 From September 18-22, on the Special Topics Discussion List, we are
pleased to have a panel of expert guests in corrections education.
The topic will focus on research and professional wisdom in
corrections family literacy, and on the transition from corrections
education to community education for inmates who have been released.
Our guests are:
John Linton, Correctional Education, Office of Safe and Drug Free
Schools, U.S. Department of Education
John is the program officer for two correctional education grant
programs ("Lifeskills for State and Local Prisoners" and "Grants to
States for Workplace and Community Transition Training for
Incarcerated Youth Offenders") in the Office of Safe and Drug Free
Schools of the U. S. Department of Education.  John formerly served
the State of Maryland as the director of adult correctional education
programs.  He has been with the federal agency since 2001, originally
with the Office of Vocational and Adult Education.
Stephen J. Steurer, Ph.D., Executive Director, Correctional Education
Association
The Correctional Education Association is a professional organization
of educators who work in prisons, jails and juvenile settings.
William R. Muth, PhD, Assistant Professor, Reading Education and
Adult Literacy, Virginia Commonwealth University
Bill is an Assistant Professor of Adult and Adolescent Literacy at
Virginia Commonwealth University. Until August 2005, he was the
Education Administrator for the Federal Bureau of Prisons. Other
positions with the FBOP included: reading teacher, principal, and
Chief of the Program Analysis Branch. In 2004 Bill earned his
doctorate in adult literacy from George Mason University. His
dissertation, "Performance and Perspective: Two Assessments of
Federal Prisoners in Literacy Programs" won the College Reading
Association's Dissertation of the Year Award. His research interests
include Thirdspace and Reading Components theories, especially as
these apply to prison-based family literacy programs and children of
incarcerated parents.
========================================================================
===========================================
To subscribe to the Special Topics Discussion List, go to http://
www.nifl.gov/mailman/listinfo/specialtopics , fill in your name,
email address and pick a password. After you have subscribed you will
receive an email asking you to confirm your subscription.  Please
reply immediately.
========================================================================
===========================================
  The following readings are recommended by the panelists as
background for the discussion:
1. "Locked Up and Locked Out, An Educational Perspective on the US
Prison Population," Coley, Richard J. and Barton, Paul E., 2006
Available on line at the ETS web site:
http://tinyurl.com/qmzfa (short URL)
2. "Learning to Reduce Recidivism: A 50-state analysis of
postsecondary correctional education policy," Institute for Higher
Education Policy, Erisman, Wendy and Contardo, Jeanne B., 2005.
Available on line at the IHEP web site:
http://tinyurl.com/pj2sh (short URL)
3. "Understanding California Corrections" from the California Policy
Research Center, U of C. (Chapter 4) http://www.ucop.edu/cprc/
documents/understand_ca_corrections.pdf
John Linton believes that California is a watershed state in
corrections issues and policies , and that how things unfold there
has great national significance.  He says that this is a thoughtful
and well-informed report on the "overview" of the corrections
situation in California -- including the role of treatment programs.
Education is not presented as a central issue, but it has a place --
as a piece of a bigger puzzle.
4. An article by Bill Muth in Exploring Adult Literacy can be found at
http://literacy.kent.edu/cra/2006/wmuth/index.html
The article contains other on-line links related to prison-based
intergenerational programs. He recommends especially the link to the
Hudson River Center's excellent publication, Bringing Family Literacy
to Incarcerated Settings: An Instructional Guide at:
http://www.hudrivctr.org/products_ce.htm
David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net
From ALCDGG at langate.gsu.edu  Tue Sep 12 09:07:13 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 12 Sep 2006 09:07:13 -0400
Subject: [WomenLiteracy 553]  Gender, Abuse, and the other
In-Reply-To: <5b67307e2b6c3077517fdb6b76010885@comcast.net>
References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net>
	<44FD93C70200003100003404@mailsrv4.gsu.edu>
	<5b67307e2b6c3077517fdb6b76010885@comcast.net>
Message-ID: <450678C102000031000040CC@mailsrv4.gsu.edu>
I am often struck by how often when we talk in our classrooms about
survivors of abuse (especially sexual abuse), we use female pronouns and
when we talk about perpetrators of abuse, we use male pronouns. I wonder
how this impacts our learners who have different experiences and how
they may additionally feel as the "other" as a result of this. For
example, what about our male learners who have been sexually abused as
children, what about our female learners who have been sexually abused
by their mothers, lesbian lovers who are attacked by their lesbian
partners, etc., etc. Perhaps one of the reasons why we often talk about
female survivors of abuse, and male perpetrators of abuse, is because
statistically that is most often the case. However, I wonder, if it
occurs more often than we realize, but people who can speak to these
experiences are too ashamed, intimidated, etc. to speak up? I also
wonder if it goes against our cultural mores to think about women as
being perpetrators of abuse, and so we shy away from it. I know of a
female learner who struggled because her teacher mentioned abuse in the
classroom. At first, she was really happy to hear the word said out loud
in a classroom setting. But then it became clear to her that the teacher
was only talking about male to female abuse. The teacher only mentioned
it for a few minutes, but the student zoned out for the rest of the
class, because she felt like her experience had been invalidated. It was
hard for her to go back to class after that, but she did, and persevered
to get her GED.
I think that we need to be very careful when we mention/talk about
abuse in the classroom. Use of pronouns is one of the issues that I
think is important to think about.
Any thoughts/reactions?
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Tue Sep 12 09:11:09 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 12 Sep 2006 09:11:09 -0400
Subject: [WomenLiteracy 554]  The Change Agent: Immigration
In-Reply-To: <4506757902000031000040C8@mailsrv4.gsu.edu>
References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net>
	<44FD93C70200003100003404@mailsrv4.gsu.edu>
	<5b67307e2b6c3077517fdb6b76010885@comcast.net>
	<4506757902000031000040C8@mailsrv4.gsu.edu>
Message-ID: <450679AD02000031000040D4@mailsrv4.gsu.edu>
Immigration-it's right now, it's emotional, it's complex, and
it's the theme of the new issue of The Change Agent publication
aimed at helping readers sort through the current debate about
immigration. Each of the key immigration policy options is presented
from different viewpoints accompanied by discussion questions. Other
articles are dedicated to understanding immigration's connections to
racism, human rights, and the global economy.  Personal stories help
bring policy issues to life. The paper's 56 pages include lessons,
provocative articles, writings by adult learners, cartoons and
true/false quizzes.  As public debate about immigration is growing
more
and more intense we hope adult educators across the nation will engage
their colleagues and students, immigrants and non-immigrants alike, in
discussions about the policies and their implications that are being
considered. A complimentary set of 25 copies will be mailed to all new
1-year bulk subscribers. The subscription will go into effect with the
March 2007 issue.  Order copies at www.nelrc.org/changeagent or call
617-482-9485 x 491.
The mission of The Change Agent is to inspire and enable adult
educators and learners to make civic participation and social justice
part of their teaching and learning.  It is published twice a year in
March and September.Each issue focuses on a different theme, such as
social values, building peace, transitions, and housing.  It is a
publication of the New England Literacy Resource Center at World
Education.
From ALCDGG at langate.gsu.edu  Tue Sep 12 09:45:19 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 12 Sep 2006 09:45:19 -0400
Subject: [WomenLiteracy 555]  Nominations wanted by Women's eNews
In-Reply-To: <450679AD02000031000040D4@mailsrv4.gsu.edu>
References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net>
	<44FD93C70200003100003404@mailsrv4.gsu.edu>
	<5b67307e2b6c3077517fdb6b76010885@comcast.net>
	<4506757902000031000040C8@mailsrv4.gsu.edu>
	<450679AD02000031000040D4@mailsrv4.gsu.edu>
Message-ID: <450681AF02000031000040E0@mailsrv4.gsu.edu>
Women's eNews would like nominations of persons of all ages, heritages,
countries, and professions who have made a positive impact on the lives
of women. These leaders will be honored at the annual Women's eNews' 21
Leaders for the 21st Century gala to be held on May 22, 2007.
Former 21 Leaders have embodied the breadth and depth of leadership on
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floors to the union halls, from the world of philanthropy to the inner
sanctums of religion, from global business initiatives to
invitation-only fairs of venture capitalists, from research and advocacy
for women and girls to ground-breaking support for women of color.
All of our past newsworthy leaders are listed below. You can read more
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http://www.womensenews.org/21leaders2006.cfm and related links.
Our editorial staff and board of directors will review each nomination
and announce the honorees on New Year's Eve and posted their biographies
and photographs on http://www.womensenews.org/. Their biographies and
photographs will remain on our site throughout all of 2007.
Your nomination should include: The nominee's name, organization,
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(cell too, if you have it.) Your name, relationship to the nominee, your
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Please send your nominations to mailto:21leaders at womensenews.org by
midnight on October 1, 2006.
From karenw at gorhamschools.org  Tue Sep 12 09:44:32 2006
From: karenw at gorhamschools.org (Karen Wyman)
Date: Tue, 12 Sep 2006 09:44:32 -0400
Subject: [WomenLiteracy 556] Re: Gender, Abuse, and the other
In-Reply-To: <450678C102000031000040CC@mailsrv4.gsu.edu>
References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net> <,	>
	<44FD93C70200003100003404@mailsrv4.gsu.edu> <,	>
	<5b67307e2b6c3077517fdb6b76010885@comcast.net> <,>
	<450678C102000031000040CC@mailsrv4.gsu.edu>
Message-ID: <fc.000f6fca00b04b513b9aca00deb3c6b5.b04bb8@gorham.k12.me.us>
Hello everyone,
I think Daphne raises a good question about the pronouns we use when
talking about abuse. While I certainly don't want to deny anyone's
experience, I do think it's important to acknowledge that most violence is
committed by men, and that, in the case of domestic violence, most victims
are women. So, for me, the question becomes how to be factually accurate
about who does what to whom most of the time without denying that there
are exceptions to that which are just as heinous as the "norm."
It seems like saying something like, "While most domestic violence is
committed by men against women, there are exceptions to that, and violence
doesn't follow the same pattern every time. Some women and girls are hurt
by men; some are hurt by women. Men and boys, too, can be hurt by both men
and women" might be useful. Then a discussion could be had about resources
available, how resources might vary depending on what kind of violence one
has experience, how the emotional weight of the experience changes
depending on the dynamics of the relationship involved (between lovers,
between parent/child, between strangers), and the similarities and
differences between different kinds of violence.
I think it's really important not to ignore the ways in which men as a
class of people in our society have power over women as a class of people
and how that distinction contributes to women's experiences of male
violence. While some individual men may be under threats of violence, all
women are living with the threat of violence from men because they are
women.
Anyway, that's my 2 cents!
Respectfully,
Karen
Karen Wyman
From andreawilder at comcast.net  Tue Sep 12 16:53:26 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Tue, 12 Sep 2006 16:53:26 -0400
Subject: [WomenLiteracy 557] Re: Gender, Abuse, and the other
In-Reply-To: <450678C102000031000040CC@mailsrv4.gsu.edu>
References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net>
	<44FD93C70200003100003404@mailsrv4.gsu.edu>
	<5b67307e2b6c3077517fdb6b76010885@comcast.net>
	<450678C102000031000040CC@mailsrv4.gsu.edu>
Message-ID: <0491ec164b7e3596bdae04eafc14e792@comcast.net>
Daphne--
I read the local papers very  closely re  the priestly abuse of young
boys.  I wanted to see whether  men had the same behavioral and
neurological reactions as women--it seems so:  repression, drug/alcohol
problems, emotional pain, PTSD.  They are the same, if  the newspapers
are accurate.  ALSO--the wife of one abused man talked about her
husband curllng up into a fetal position in the bed when all this came
to the surface in his own life.  That also has resonance in women's
experience.
Andrea
On Sep 12, 2006, at 9:07 AM, Daphne Greenberg wrote:
> I am often struck by how often when we talk in our classrooms about
> survivors of abuse (especially sexual abuse), we use female pronouns
> and
> when we talk about perpetrators of abuse, we use male pronouns. I
> wonder
> how this impacts our learners who have different experiences and how
> they may additionally feel as the "other" as a result of this. For
> example, what about our male learners who have been sexually abused as
> children, what about our female learners who have been sexually abused
> by their mothers, lesbian lovers who are attacked by their lesbian
> partners, etc., etc. Perhaps one of the reasons why we often talk about
> female survivors of abuse, and male perpetrators of abuse, is because
> statistically that is most often the case. However, I wonder, if it
> occurs more often than we realize, but people who can speak to these
> experiences are too ashamed, intimidated, etc. to speak up? I also
> wonder if it goes against our cultural mores to think about women as
> being perpetrators of abuse, and so we shy away from it. I know of a
> female learner who struggled because her teacher mentioned abuse in the
> classroom. At first, she was really happy to hear the word said out
> loud
> in a classroom setting. But then it became clear to her that the
> teacher
> was only talking about male to female abuse. The teacher only mentioned
> it for a few minutes, but the student zoned out for the rest of the
> class, because she felt like her experience had been invalidated. It
> was
> hard for her to go back to class after that, but she did, and
> persevered
> to get her GED.
> I think that we need to be very careful when we mention/talk about
> abuse in the classroom. Use of pronouns is one of the issues that I
> think is important to think about.
> Any thoughts/reactions?
> Daphne
>
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From libbsp at langate.gsu.edu  Thu Sep 14 12:43:46 2006
From: libbsp at langate.gsu.edu (Barbara Petersohn)
Date: Thu, 14 Sep 2006 12:43:46 -0400
Subject: [WomenLiteracy 558] Re: Gender, Abuse, and the other
Message-ID: <45094E82020000B100000910@mailsrv4.gsu.edu>
Hi all,
I'm following this discussion with a great deal of interest.
I feel any classroom discussion of abuse can be sensitively framed by
the instructor with  an introduction about the pervasiveness of the
problem. In addition to validating someone's personal experience, which
may or may not be the same as the majority, I think it's helpful for
students to understand that instances of abuse can extend beyond
boundaries like sex, race, class or culture.
Barbara Petersohn
Alpharetta Center Librarian
GSU
>>> Andrea Wilder <andreawilder at comcast.net> 9/12/2006 4:53 PM >>>
Daphne--
I read the local papers very  closely re  the priestly abuse of young
boys.  I wanted to see whether  men had the same behavioral and
neurological reactions as women--it seems so:  repression, drug/alcohol
problems, emotional pain, PTSD.  They are the same, if  the newspapers
are accurate.  ALSO--the wife of one abused man talked about her
husband curllng up into a fetal position in the bed when all this came
to the surface in his own life.  That also has resonance in women's
experience.
Andrea
On Sep 12, 2006, at 9:07 AM, Daphne Greenberg wrote:
> I am often struck by how often when we talk in our classrooms about
> survivors of abuse (especially sexual abuse), we use female pronouns
> and
> when we talk about perpetrators of abuse, we use male pronouns. I
> wonder
> how this impacts our learners who have different experiences and how
> they may additionally feel as the "other" as a result of this. For
> example, what about our male learners who have been sexually abused
as
> children, what about our female learners who have been sexually
abused
> by their mothers, lesbian lovers who are attacked by their lesbian
> partners, etc., etc. Perhaps one of the reasons why we often talk
about
> female survivors of abuse, and male perpetrators of abuse, is
because
> statistically that is most often the case. However, I wonder, if it
> occurs more often than we realize, but people who can speak to these
> experiences are too ashamed, intimidated, etc. to speak up? I also
> wonder if it goes against our cultural mores to think about women as
> being perpetrators of abuse, and so we shy away from it. I know of a
> female learner who struggled because her teacher mentioned abuse in
the
> classroom. At first, she was really happy to hear the word said out
> loud
> in a classroom setting. But then it became clear to her that the
> teacher
> was only talking about male to female abuse. The teacher only
mentioned
> it for a few minutes, but the student zoned out for the rest of the
> class, because she felt like her experience had been invalidated. It
> was
> hard for her to go back to class after that, but she did, and
> persevered
> to get her GED.
> I think that we need to be very careful when we mention/talk about
> abuse in the classroom. Use of pronouns is one of the issues that I
> think is important to think about.
> Any thoughts/reactions?
> Daphne
>
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Thu Sep 14 21:49:45 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 14 Sep 2006 21:49:45 -0400
Subject: [WomenLiteracy 559]  Discussion on ELL in the workplace
Message-ID: <4509CE7A0200003100004AC5@mailsrv4.gsu.edu>
Donna Brian  and Lynda Terrill, Moderators of the Workplace Literacy Discussion List  and  English Language Learners Discussion List proudly announce a discussion on ELL in the workplace.
You can partake in the discussion by subscribing to either list:
Adult English Language list http://www.nifl.gov/mailman/listinfo/Englishlanguage
OR
Workplace Literacy list: http://www.nifl.gov/mailman/listinfo/Workplace/
Here is some information about the discussion:
 One issue that has been of interest on the Workplace Literacy Discussion List has been serving the needs and goals of employers while at the same time serving the needs of adult immigrants on the job and in their lives. On the Adult English Language Discussion List, issues related to workplace and adult English language learners have been discussed for many years. Workplace ESOL classes are not new, but, as more workplaces throughout the country hire immigrants who may not be proficient in English, new teachers come on board and new needs (and funding sources) arise. New questions also arise.
We have home-grown expertise on both the Workplace and ELL Discussion Lists. Subscribers on both lists have been involved in managing state and federal workplace grants, developing curricula and materials, teaching or training other teachers in workplace contexts.  We could all learn a lot from sharing questions and experiences.    Lynda Terrill, moderator of the English Language Learner Discussion List and  Donna Brian, moderator of the Workplace Literacy Discussion List,  invite you to  access this combined expertise in a cross-list discussion: a focused, simultaneous, shared discussion on both lists on issues related to the workplace and adult immigrants.  We hope that you will  join us in sharing  philosophies, approaches, and techniques?lessons learned?with each other in a week long dialogue combining the two lists. We have set next week?September 18-22?as the time scheduled for this shared discussion to take place.
Discussion Questions
Some important questions we hope may be addressed in the discussion are:
?         What are effective ways of planning, implementing, and evaluating (adult ESL) workplace classes?
?         What types of workplace classes have proven most effective and why?
?         How can teachers and administrators develop curricula and materials that meet the needs and goals of the learners in class as well as the needs and expectations of employers?
?         What are effective and appropriate approaches for teaching issues related to culture, civil rights, and responsibilities on the job?
Background Reading and Resources
Below is a small sample of the best available materials we know of. We hope subscribers will suggest others that have been useful to them:
Issues in Improving Immigrant Workers' English Language Skills (Burt, M., 2003, Washington, DC: Center for Applied Linguistics)
http://www.cal.org/caela/esl_resources/digests/Workplaceissues.html.
ESOL in the Workplace: A Training Manual for ESOL Supervisors and Instructors. (Tennessee Department of Labor and Workforce Development Office of Adult Education and University of Tennessee Center for Literacy Studies, 2003).
http://www.cls.utk.edu/pdf/esol_workplace/Tenn_ESOL_in_the_Workplace.pdfGetting to Work: A Report on How Workers with Limited English Skills Can Prepare for New Jobs (Working for America Institute) http://www.workingforamerica.org/documents/PDF/GTW50704.pdf
Getting to Work: A Report on How Workers with Limited English Skills Can Prepare for New Jobs (Working for America Institute) http://www.workingforamerica.org/documents/PDF/GTW50704.pdf
Steps to Employment in Ontario.
http://209.121.217.200/main.html
*************
You may take part in the discussion by subscribing to either list :
Adult English Language list http://www.nifl.gov/mailman/listinfo/Englishlanguage
Workplace Literacy list: http://www.nifl.gov/mailman/listinfo/Workplace/
We look fo
Donna Brian  and Lynda Terrill, Moderators
Workplace Literacy Discussion List  and  English Language Learners Discussion List
From alcdgg at langate.gsu.edu  Sun Sep 17 09:27:56 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 17 Sep 2006 09:27:56 -0400
Subject: [WomenLiteracy 560]  ALE WIKI
Message-ID: <450D151C0200003100004EE5@mailsrv4.gsu.edu>
A message from David Rosen:Colleagues,
The Adult Literacy Education Wiki (now with over 750 pages and nearly
700 registered users) is becoming a very useful resource for teachers
and other practitioners in adult literacy education.  It includes 30
topics linking research, professional wisdom, and practice.  It
offers easy-to-read archived discussions that were held on this and
other discussion lists, links to research and other resources,
questions (and sometimes answers) from teachers and other
practitioners and researchers, a comprehensive adult literacy
glossary, and more.  It's free, and it's designed for you.  Best of
all, it's not only a set of informative web pages.  It's a community
of practice.  You -- and your colleagues -- can easily add to and
improve it. It's a wiki!
To check out the ALE wiki, go to:
http://wiki.literacytent.org/index.php/Main_Page
You will see that some ALE topics need to be nurtured, and to grow.
They need a Topic Leader.  Perhaps you would be the right person to
be a Topic Leader. To see a list of topics and leaders, go to
http://wiki.literacytent.org/index.php/Topic_Leaders
If you are interested in being a (volunteer) Topic Leader for an
existing topic, or if you would like to help develop a new topic, e-
mail me and tell me about yourself and your interest.
David J. Rosen
ALE Wiki Organizer and Wikiteer
djrosen at comcast.net
From alcdgg at langate.gsu.edu  Sun Sep 17 17:50:34 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 17 Sep 2006 17:50:34 -0400
Subject: [WomenLiteracy 561]  News Items- xpost from AAACE-NLA list
Message-ID: <450D8AEA0200003100004F81@mailsrv4.gsu.edu>
Colleagues,
Three items from the news which may be of interest:
1. Literacy Day (September 18) 2006
U.S. President proclaims September 18 as Literacy Day, calls upon the
people of the United States to observe the day with programs and
activities that advance literacy for Americans and all the people of
the world.
http://www.whitehouse.gov/news/releases/2006/09/20060915-13.html
2. Laura Bush Hosts White House Literacy Conference
http://tinyurl.com/ghzz2
3. U.S. Senate Confirms Professor to National Institute for Literacy
Advisory Board
http://www.infozine.com/news/stories/op/storiesView/sid/17755/
David J. Rosen
Adult Literacy Advocate
DJRosen at theworld.com
From alcdgg at langate.gsu.edu  Sun Sep 17 17:52:18 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 17 Sep 2006 17:52:18 -0400
Subject: [WomenLiteracy 562] White House Conference on Global Literacy:
	xpost from	AAACE-NLA list
Message-ID: <450D8B520200003100004F85@mailsrv4.gsu.edu>
September 17, 2006
The White House Conference on Global Literacy: Toward a Lfe cycles Education
Policy
Tom Sticht
International Consultant in Adult Education
The White House Conference on Global Literacy meets in New York City
tomorrow,  on September 18, 2006. The announcement for the Conference,
online at www.globalliteracy.gov, states: "Higher literacy rates require
political commitment at all levels, including specific government plans
that invest in literacy and education for all citizens. The White House
Conference on Global Literacy will underscore the need for sustained global
and country-level leadership in the area of literacy."
The announcement goes on to describe the three themes of the conference:
"Mother-Child Literacy and Intergenerational Learning
Mothers and other adult caregivers must be involved in their children?s
education. A South Africa program works with adults in rural communities so
they can help their children learn. In Mali, a grassroots program trains
illiterate women and encourages their participation in local civic issues.
In the United States, pediatricians are trained to teach parents the
importance of reading to their young children.
Literacy for Health
A lack of awareness, rooted in illiteracy, plays a negative role in many
health issues. In Egypt, literacy workers integrate personal health and
environmental awareness into literacy sessions. An accelerated learning
program in Afghanistan includes health information and offers training for
future women healthcare workers. In Bolivia, community volunteers teach
two-tier literacy courses?first achieving basic literacy in a student?s
native language, then in Spanish.
Literacy for Economic Self-Sufficiency
The ability to earn a living is inextricably linked to literacy. A rural
program in Burkina Faso promotes job skills and life-long learning.
Literacy instruction in Brazil is a prerequisite for a jobs training
program. In India, literacy is included as a component of womens? self-help
group"
These three themes have long played a large role in the work of adult
literacy educators here in the United States with a focus on family
literacy, health literacy, and workplace literacy. However, notable for its
absence in the United States has been the "country-level leadership"  with
policies and funding for adult literacy education in the very government
which Mrs. Laura Bush, represents  as the First Lady.
Moving from a lifelong education policy to a multiple Life Cycles education
policy recognizes that all children have a right to educated parents, that
increasing parent?s education can influence children?s literacy
intergenerationally, provide better health care for adults and their
families, and provide for economic growth and security for adults, their
families, communities and nations.
Hopefully, the White House Conference on Global Literacy will provide a
vision for the federal government in the United States to provide policies
and funding for adult literacy education which will move the nation from
below poverty level funding of some $200 per adult enrollee, to a level
that will make possible the achievement of global standards of literacy for
all of the citizens of the United States.
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 ALCDGG at langate.gsu.edu  Mon Sep 18 08:54:04 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 18 Sep 2006 08:54:04 -0400
Subject: [WomenLiteracy 563] Special Topics Discussion List: Corrections
	Education
In-Reply-To: <450D151C0200003100004EE5@mailsrv4.gsu.edu>
References: <450D151C0200003100004EE5@mailsrv4.gsu.edu>
Message-ID: <450E5EAC020000310000501B@mailsrv4.gsu.edu>
I encourage all of you who are interested in corrections education to join this discussion!
Here is a note from David Rosen, Special Topics Discussion List moderator:
Dear Colleagues,
Beginning today, on the Special Topics Discussion List, we are
pleased to have a panel of expert guests in corrections education.
The topic will focus on research and professional wisdom in
corrections family literacy, and on the transition from corrections
education to community education for inmates who have been released.
To subscribe to the Special Topics Discussion List, go to
http://www.nifl.gov/mailman/listinfo/specialtopics ,
fill in your name, email address and pick a password.
After you have subscribed you will receive an email
asking you to confirm your subscription.  Please
reply immediately.
Our guests are:
John Linton, Correctional Education, Office of Safe and Drug Free
Schools, U.S. Department of Education
John is the program officer for two correctional education grant
programs ("Lifeskills for State and Local Prisoners" and "Grants to
States for Workplace and Community Transition Training for
Incarcerated Youth Offenders") in the Office of Safe and Drug Free
Schools of the U. S. Department of Education.  John formerly served
the State of Maryland as the director of adult correctional education
programs.  He has been with the federal agency since 2001, originally
with the Office of Vocational and Adult Education.
Stephen J. Steurer, Ph.D., Executive Director, Correctional Education
Association. The Correctional Education Association is a professional
organization
of educators who work in prisons, jails and juvenile settings.
William R. Muth, PhD, Assistant Professor, Reading Education and
Adult Literacy, Virginia Commonwealth University
Bill is an Assistant Professor of Adult and Adolescent Literacy at
Virginia Commonwealth University. Until August 2005, he was the
Education Administrator for the Federal Bureau of Prisons. Other
positions with the FBOP included: reading teacher, principal, and
Chief of the Program Analysis Branch. In 2004 Bill earned his
doctorate in adult literacy from George Mason University. His
dissertation, ?Performance and Perspective: Two Assessments of
Federal Prisoners in Literacy Programs? won the College Reading
Association?s Dissertation of the Year Award. His research interests
include Thirdspace and Reading Components theories, especially as
these apply to prison-based family literacy programs and children of
incarcerated parents.
===========================================
To subscribe to the Special Topics Discussion List, go to
http://www.nifl.gov/mailman/listinfo/specialtopics ,
fill in your name, email address and pick a password.
After you have subscribed you will receive an email
asking you to confirm your subscription.  Please
reply immediately.
===========================================
The following readings are recommended by the panelists as background
for the discussion:
1. "Locked Up and Locked Out, An Educational Perspective on the US
Prison Population," Coley, Richard J. and Barton, Paul E., 2006
Available on line at the ETS web site:
http://tinyurl.com/qmzfa (short URL)
2. "Learning to Reduce Recidivism: A 50-state analysis of
postsecondary correctional education policy," Institute for Higher
Education Policy, Erisman, Wendy and Contardo, Jeanne B., 2005.
Available on line at the IHEP web site:
http://tinyurl.com/pj2sh (short URL)
3. "Understanding California Corrections" from the California Policy
Research Center, U of C. (Chapter 4)
http://www.ucop.edu/cprc/documents/understand_ca_corrections.pdf
John Linton believes that California is a watershed state in
corrections issues and policies , and that how things unfold there
has great national significance.  He says that this is a thoughtful
and well-informed report on the "overview" of the corrections
situation in California -- including the role of treatment programs.
Education is not presented as a central issue, but it has a place --
as a piece of a bigger puzzle.
4. An article by Bill Muth in Exploring Adult Literacy can be found at
http://literacy.kent.edu/cra/2006/wmuth/index.html
The article contains other on-line links related to prison-based
intergenerational programs. He recommends especially the link to the
Hudson River Center's excellent publication, Bringing Family Literacy
to Incarcerated Settings: An Instructional Guide at:
http://www.hudrivctr.org/products_ce.htm
David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net
From ALCDGG at langate.gsu.edu  Mon Sep 18 15:25:45 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 18 Sep 2006 15:25:45 -0400
Subject: [WomenLiteracy 564] Remarks by the President and Mrs. Bush at White
	House	Conference on Global
In-Reply-To: <450E5EAC020000310000501B@mailsrv4.gsu.edu>
References: <450D151C0200003100004EE5@mailsrv4.gsu.edu>
	<450E5EAC020000310000501B@mailsrv4.gsu.edu>
Message-ID: <450EBA7902000031000051D4@mailsrv4.gsu.edu>
The following was sent by Tom Sticht. I am wondering if anyone has any
reactions to it:
Remarks by the President and Mrs. Bush at White House Conference on
Global
Literacy
Sep 18 9:25 AM US/Eastern
To: National Desk
Contact: White House Press Office, 202-456-2580
WASHINGTON, Sept. 18 /U.S. Newswire/ -- Following is a transcript of
remarks
by President Bush and Laura Bush at the White House conference on
global
literacy (Part 1 of 2):
New York Public Library, New York, New York
12:10 P.M. EDT
MRS. BUSH: Thank you all so much. Thank you very much. Thanks a lot.
(Applause.) Have a seat, everyone. Thank you all very much. Thanks,
everybody. You all can have a seat. I want to thank all the terrific
panelists today for sharing your experiences and your expertise. I want
to
thank everyone in this room for your commitment to literacy.
Today, we heard about the three most important benefits of reading:
Literacy
instruction for women improves educational opportunities for their
children
-- women who can read are advocates for their children's education;
literacy helps adults make informed decisions to protect their health
and
the health of their children; and literacy helps adults -- women and
men --
learn the basic financial skills that generate income, that foster
independence, and that boost local economies. If more countries invest
in
literacy programs like the ones we've heard about today, the benefits
of
reading can be enjoyed by every country. The leaders of every
government
must commit themselves to this cause.
Now I'd like to introduce a leader I know is dedicated to improving
literacy
and education: Ladies and gentleman, my husband, President George
Bush.
(Applause.)
THE PRESIDENT: Thank you all. Thank you for attending this important
conference. I look around the room and see some familiar faces -- my
mother. (Laughter.) How are you doing? It's good to see you. My
mother-in-law. (Laughter.) Both of these ladies have instilled a great
passion for literacy not only in Laura and me, but for others around
our
country. Thank you all for coming. Laura, thank you for your
leadership.
Laura believes strongly in the power of literacy to change societies.
And
that's really what we're here to talk about. The capacity of -- the
simple
act of teaching a child to read, or an adult to read has the capacity
to
transform nations and yield the peace we all want.
So I want to thank you for being here. I particularly want to thank
the
First Ladies who are here, and the ministers from different
governments
around the world. We're really proud you've taken time to join us here
today.
As you probably can tell, our government takes this initiative
seriously.
After all, we've got the Secretary of State, Condoleezza Rice, and the
Secretary of Education, Margaret Spellings, both here. It should say
to
people loud and clear that, when you combine the resources of the
Department of Education and the State Department, that we're serious
about
helping global literacy. And then we've added Randy Tobias, who's the
head
of USAID. He's the fellow who's got the responsibility of handing out
some
money -- (laughter) -- which is what we're doing, because we believe
strongly in this initiative. So I want to thank you all for taking time
out
of your busy schedules to send a clear message to folks.
I want to thank Mr. Matsuura of UNESCO. Thank you, very much, for
serving.
Thanks for leading this vital organization. We want to work with you.
And I
see you're sitting next to one of my great friends -- the Ambassador,
Karen
Hughes, is here, as well.
I want to thank Paul LeClerc of the -- of this fantastic library. Isn't
this
a wonderful place to meet? Obviously, it makes sense to meet in a
library if
you're going to talk about literacy. It's really one of the most
special
spots here in New York. And I also want to thank Catie Marron for
allowing
us to use this facility. She's the chairman of the board, and Paul, of
course, is the president and CEO of the New York Public Library.
I want to thank those who have participated in panels. I had the honor
of
meeting some of the panelists and the panel leaders. I met Gerri
Elliot,
who is a corporate vice president of Microsoft. The reason I bring up
Gerri
Elliot is because, in America we believe that there is a combined
responsibility to help. We believe government has got a vital role, but
we
also believe corporate America and our citizens have got a vital role
to
play in helping others benefit from learning how to read. And so I want
to
thank Gerri for setting such a good example.
I call upon others in our country to understand the importance of this
initiative and to step forth. After all, a literacy initiative will
help
spread prosperity and peace. And that's really why we're here at the
UNGA.
I've been looking forward to coming here. As you know, it's an annual
event. Every year I get to come. It gives me a chance to meet with
fellow
leaders, and it gives me a chance to clearly explain, the goals of
this
country are to help those who feel hopeless; the goals of this country
are
to spread liberty; the goals of this country is to enhance prosperity
and
peace.
You can't have prosperity unless people can read. It's just as simple
as
that. You know, one of things that we have committed ourselves to in
America is to help eradicate persistent poverty. But there is a direct
link
between illiteracy and persistent poverty. Oftentimes when we're
talking
about prosperity and helping this world become a more prosperous place,
we
tend to focus only on trade. And no question, good trade agreements
and
tearing down the barriers that prevent the free flow of goods will
help
enhance prosperity. But you can't be a prosperous nation if you don't
have
people who can read.
I mean, think about it, it's pretty clear; in order to be an informed
consumer you have to read. In order to be able to take advantages of
jobs
that may come to your country as a result of expanding economic
opportunity, you've got to read. In order to be a productive worker,
you
have to be able to read the manual. And so part of this initiative,
part of
the practical application of this initiative is to encourage prosperity
by
enhancing people's capacity to read. And I want to thank you for your
focus
on that important issue.
I also strongly believe that those of us who have the benefits of
living in
free society must help others realize the benefits of liberty. I
believe
that. I believe that's part of America's responsibility in the world.
I
realize we can't impose our vision of government, nor should we try.
But we
believe here in America in the universality of freedom. We don't
believe
freedom belongs only to the United States of America; we believe that
liberty is universal in its applications. We also believe strongly that
as
the world becomes more free, we'll see peace. That's what we believe.
And
we're going to act on those beliefs.
But one thing that's for certain: It is very hard to have free
societies if
the citizens cannot read. Think about that. It's much harder for a
society
to realize the universal blessings of liberty if your citizens can't
read
the newspaper in order to be able to make informed choices and
decisions
about what may be taking place in a country. You can't realize the
blessings of liberty if you can't read a ballot, or if you can't read
what
others are saying about the future of your country.
I am deeply concerned about the spread of radicalism, and I know you
are, as
well. We long for the days when people don't feel comfortable or
empowered
to take innocent life to achieve an objective. One reason radicals are
able
to recruit young men, for example, to become suicide bombers, is
because of
hopelessness. One way to defeat hopelessness is through literacy, is
to
giving people the fantastic hope that comes by being able to read and
realize dreams.
So this literacy initiative is vital as far as the United States of
America
is concerned, and we want to help. That's what I'm here to say. I want
to
thank you for being here and let you know that we want to lend our
help.
(More/more)
http://www.usnewswire.com/
From ALCDGG at langate.gsu.edu  Mon Sep 18 15:47:48 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 18 Sep 2006 15:47:48 -0400
Subject: [WomenLiteracy 565] Re: Part II of remarks
In-Reply-To: <450EBA7902000031000051D4@mailsrv4.gsu.edu>
References: <450D151C0200003100004EE5@mailsrv4.gsu.edu>
	<450E5EAC020000310000501B@mailsrv4.gsu.edu>
	<450EBA7902000031000051D4@mailsrv4.gsu.edu>
Message-ID: <450EBFA40200003100005204@mailsrv4.gsu.edu>
I know Laura talked about our initiative on the continent of Africa. It
is a
firm, real, dedicated commitment to helping folks become literate. We
share
-- we have that same sense of commitment in more places than Africa.
For
example, in our own neighborhood, we are deeply concerned about
illiteracy,
and we believe it's in our national interest to help folks become
literate
in Central and South America.
One of the most, I guess, heartwarming literacy initiatives that I
have
witnessed as President was the Women's Teacher Training Institute in
Kabul.
I know there's some people from Afghanistan here, and I want to thank
you
for your courage and your bravery. I don't know if you know what the
institute has been doing, but think back to the days prior to
liberation
when women really weren't let out of the house. Young girls couldn't go
to
school. There was an underground teacher movement because of the great
passion teachers feel for -- feel for their students. And so after the
liberation of the country, we have worked with that institute to teach
trainers -- teach teachers how to teach, in the knowledge that when
they
leave the institute, they'll then go to the village.
It's kind of this cascading movement of skill so that people can
fulfill
their compassion, fulfill their dreams about a more literate
Afghanistan.
This young democracy will survive. And one of the reasons it will
survive
is because of the committed effort by a lot of folks, not just the
United
States, but by people around the world to help the brave educational
entrepreneurs that recognize hope and peace come about as a result of
education.
We -- a lot of times you hear a lot of words -- people are pretty good
talkers in this society of ours. People step up and make promises and
kind
of flowery statements. I want it to be said that our government is
doing
more than just talking, that our government is willing to act. We've
doubled the development assistance since I've been the President. We
have
set forth what's called the Millennium Challenge Account. We said we
were
going to help people, particularly those who fight corruption, those
who
believe in markets, but equally importantly, those who invest in the
education and health of their citizens.
We believe strongly that this world must confront the pandemic of
HIV/AIDS,
and believe that to whom much is given, much is required in order to
solve
disease and poverty -- a lot of it brought about because -- a lot of
that
poverty brought about because of illiteracy.
And so one thing I'd like to take away from today is, one, we're
committed.
We believe that the United States of America must not isolate
ourselves
from the problems of the world. We believe we have an opportunity to
help
you solve problems of the world.
There is nothing more hopeful, there's no greater gift than to teach a
person to read. When I was the governor of Texas, I remember an
African
American woman walking up to me, and we were talking about the
importance
of teaching every child to read -- not just a few, but every child to
read.
We believe in America that reading shouldn't be the right of just a
few
people, it ought to be -- it's universal, as well. And the woman walked
up
to me, and she said, "Mr. Governor," she said, "I want you to
understand
how people in my community feel." She said, "Reading is the new civil
right." I feel the same way about global literacy. Reading will yield
the
peace we want.
So thanks for coming. God bless. (Applause.)
http://www.usnewswire.com/
From ALCDGG at langate.gsu.edu  Mon Sep 18 19:22:48 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 18 Sep 2006 19:22:48 -0400
Subject: [WomenLiteracy 566] Content Standards Discussion List is hosting a
	guest	discussant
In-Reply-To: <450EBFA40200003100005204@mailsrv4.gsu.edu>
References: <450D151C0200003100004EE5@mailsrv4.gsu.edu>
	<450E5EAC020000310000501B@mailsrv4.gsu.edu>
	<450EBA7902000031000051D4@mailsrv4.gsu.edu>
	<450EBFA40200003100005204@mailsrv4.gsu.edu>
Message-ID: <450EF20802000031000052DB@mailsrv4.gsu.edu>
Greetings colleagues,
Next week, Monday, September 25 through Friday, September 29, the
Content Standards Discussion List will be hosting a discussion on the
U.S. Department of Education's efforts to support state-level adoption
and institutionalization of content standards for adult learning.  Our
guest will be Ronna Spacone from the Department's Office of Vocational
and Adult Education (OVAE), Division of Adult Education and Literacy
(DAEL).
Please read the introductory information below, which includes a link
to the Adult Education Content Standards Warehouse Website, to help
prepare you for the discussion.
You may begin posting your questions to Ronna this week.  I will
collect the questions together and re-post when the discussion starts
next week.
To participate in the discussion, sign up for the list at:
http://www.nifl.gov/mailman/listinfo/Contentstandards
<http://www.nifl.gov/mailman/listinfo/Contentstandards>
Aaron
Aaron Kohring
Moderator, National Institute for Literacy's Content
Discussion List
(http://www.nifl.gov/mailman/listinfo/Contentstandards)
********************************************************************************************
For the past several years, the U.S. Department of Education, OVAE, has
used National Leadership Activity funds to provide technical assistance
and support to states already committed to standards-based education
reform.
OVAE's efforts to promote the implementation of state-level content
standards began with the Adult Education Content Standards Warehouse
Project, operated by the American Institutes of Research (AIR),
2003-2005.  The project included:
1.	Technical assistance and networking for state collaborative
working groups or consortia in 14 states,
2.	The development and publication of "A Process Guide for
Establishing State Adult Education Content Standards" and
3.	The development of the Adult Education Content Standards
Warehouse (AECSW) Website.  The AECSW site provides universal access to
existing state standards as well as nationally developed content
standards in the areas of reading, mathematics, and English language
acquisition.  Since it was launched in May 2005, eleven states and CASAS
and Equipped for the Future have contributed their standards for
posting.  The site also serves to disseminate the "Process Guide for
Establishing State Adult Education Content Standards" as well as the
professional development materials that were developed for the State
Standards Consortia project.  In preparation for our listserv discussion
next week, I invite you to please visit the AECSW Website located at:
(http://www.adultedcontentstandards.org
<http://www.adultedcontentstandards.org/> ), which AIR continues to
operate with OVAE.
In September 2005, with the conclusion of the State Standards Consortia
activities, OVAE funded a new activity to identify how best to continue
to support states committed to the implementation of standards.  A
six-month planning project was then conducted by MPR Associates, Inc.,
along with partner organizations Design Perspectives and World
Education.  Planning activities included a literature review of
noteworthy practices, an evaluation of the electronic warehouse, and an
assessment of the needs of states to support standards-based education.
Twenty-four states chose to participate in the project.  Based on the
results, OVAE has moved ahead and made plans for a new project scheduled
to begin next month.
As in the past, the new activities will provide opportunities for
interested states to work together and learn about standards-based
education.  The project is expected to focus especially on the
implementation of standards, including: how to translate standards into
classroom instruction and curriculum and how to assess the
implementation of standards to guide instructional improvement and
program practice.
I invite you to learn more about the Department of Education's efforts
to promote state-level adoption of content standards and to ask
questions about these activities during the listserv discussion.  Please
refer to the various sections of the AECSW Website
(http://www.adultedcontentstandards.org
<http://www.adultedcontentstandards.org/> ) including the Guide,
Warehouse, and Field Resources as well as the OVAE DAEL Website located
at: (http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/index.html).
I look forward to an interesting, engaging discussion and appreciate
the opportunity to take part.  Thanks.
Ronna Spacone
Education Program Specialist
Office of Vocational and Adult Education
U.S. Department of Education
From Elsa.Auerbach at umb.edu  Mon Sep 18 19:49:31 2006
From: Elsa.Auerbach at umb.edu (Elsa Auerbach)
Date: Mon, 18 Sep 2006 19:49:31 -0400
Subject: [WomenLiteracy 567] Re: Remarks by the President and Mrs. Bush at
	WhiteHouse	Conference on Global
Message-ID: <BC1AFF681AF0F146857C614865DFEB6F0DFC4D49@UMBE2K1>
Interesting.  The President says, "The capacity of -- the simple act of teaching a child to read, or an adult to read has the capacity to transform nations and yield the peace we all want."  If literacy yields peace, then maybe someone ought to teach him to read.
Elsa Auerbach
	-----Original Message-----
	From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg
	Sent: Mon 9/18/2006 3:25 PM
	To: womenliteracy at nifl.gov
	Cc:
	Subject: [WomenLiteracy 564] Remarks by the President and Mrs. Bush at WhiteHouse Conference on Global
	The following was sent by Tom Sticht. I am wondering if anyone has any
	reactions to it:
	Remarks by the President and Mrs. Bush at White House Conference on
	Global
	Literacy
	Sep 18 9:25 AM US/Eastern
	To: National Desk
	Contact: White House Press Office, 202-456-2580
	WASHINGTON, Sept. 18 /U.S. Newswire/ -- Following is a transcript of
	remarks
	by President Bush and Laura Bush at the White House conference on
	global
	literacy (Part 1 of 2):
	New York Public Library, New York, New York
	12:10 P.M. EDT
	MRS. BUSH: Thank you all so much. Thank you very much. Thanks a lot.
	(Applause.) Have a seat, everyone. Thank you all very much. Thanks,
	everybody. You all can have a seat. I want to thank all the terrific
	panelists today for sharing your experiences and your expertise. I want
	to
	thank everyone in this room for your commitment to literacy.
	Today, we heard about the three most important benefits of reading:
	Literacy
	instruction for women improves educational opportunities for their
	children
	-- women who can read are advocates for their children's education;
	literacy helps adults make informed decisions to protect their health
	and
	the health of their children; and literacy helps adults -- women and
	men --
	learn the basic financial skills that generate income, that foster
	independence, and that boost local economies. If more countries invest
	in
	literacy programs like the ones we've heard about today, the benefits
	of
	reading can be enjoyed by every country. The leaders of every
	government
	must commit themselves to this cause.
	Now I'd like to introduce a leader I know is dedicated to improving
	literacy
	and education: Ladies and gentleman, my husband, President George
	Bush.
	(Applause.)
	THE PRESIDENT: Thank you all. Thank you for attending this important
	conference. I look around the room and see some familiar faces -- my
	mother. (Laughter.) How are you doing? It's good to see you. My
	mother-in-law. (Laughter.) Both of these ladies have instilled a great
	passion for literacy not only in Laura and me, but for others around
	our
	country. Thank you all for coming. Laura, thank you for your
	leadership.
	Laura believes strongly in the power of literacy to change societies.
	And
	that's really what we're here to talk about. The capacity of -- the
	simple
	act of teaching a child to read, or an adult to read has the capacity
	to
	transform nations and yield the peace we all want.
	So I want to thank you for being here. I particularly want to thank
	the
	First Ladies who are here, and the ministers from different
	governments
	around the world. We're really proud you've taken time to join us here
	today.
	As you probably can tell, our government takes this initiative
	seriously.
	After all, we've got the Secretary of State, Condoleezza Rice, and the
	Secretary of Education, Margaret Spellings, both here. It should say
	to
	people loud and clear that, when you combine the resources of the
	Department of Education and the State Department, that we're serious
	about
	helping global literacy. And then we've added Randy Tobias, who's the
	head
	of USAID. He's the fellow who's got the responsibility of handing out
	some
	money -- (laughter) -- which is what we're doing, because we believe
	strongly in this initiative. So I want to thank you all for taking time
	out
	of your busy schedules to send a clear message to folks.
	I want to thank Mr. Matsuura of UNESCO. Thank you, very much, for
	serving.
	Thanks for leading this vital organization. We want to work with you.
	And I
	see you're sitting next to one of my great friends -- the Ambassador,
	Karen
	Hughes, is here, as well.
	I want to thank Paul LeClerc of the -- of this fantastic library. Isn't
	this
	a wonderful place to meet? Obviously, it makes sense to meet in a
	library if
	you're going to talk about literacy. It's really one of the most
	special
	spots here in New York. And I also want to thank Catie Marron for
	allowing
	us to use this facility. She's the chairman of the board, and Paul, of
	course, is the president and CEO of the New York Public Library.
	I want to thank those who have participated in panels. I had the honor
	of
	meeting some of the panelists and the panel leaders. I met Gerri
	Elliot,
	who is a corporate vice president of Microsoft. The reason I bring up
	Gerri
	Elliot is because, in America we believe that there is a combined
	responsibility to help. We believe government has got a vital role, but
	we
	also believe corporate America and our citizens have got a vital role
	to
	play in helping others benefit from learning how to read. And so I want
	to
	thank Gerri for setting such a good example.
	I call upon others in our country to understand the importance of this
	initiative and to step forth. After all, a literacy initiative will
	help
	spread prosperity and peace. And that's really why we're here at the
	UNGA.
	I've been looking forward to coming here. As you know, it's an annual
	event. Every year I get to come. It gives me a chance to meet with
	fellow
	leaders, and it gives me a chance to clearly explain, the goals of
	this
	country are to help those who feel hopeless; the goals of this country
	are
	to spread liberty; the goals of this country is to enhance prosperity
	and
	peace.
	You can't have prosperity unless people can read. It's just as simple
	as
	that. You know, one of things that we have committed ourselves to in
	America is to help eradicate persistent poverty. But there is a direct
	link
	between illiteracy and persistent poverty. Oftentimes when we're
	talking
	about prosperity and helping this world become a more prosperous place,
	we
	tend to focus only on trade. And no question, good trade agreements
	and
	tearing down the barriers that prevent the free flow of goods will
	help
	enhance prosperity. But you can't be a prosperous nation if you don't
	have
	people who can read.
	I mean, think about it, it's pretty clear; in order to be an informed
	consumer you have to read. In order to be able to take advantages of
	jobs
	that may come to your country as a result of expanding economic
	opportunity, you've got to read. In order to be a productive worker,
	you
	have to be able to read the manual. And so part of this initiative,
	part of
	the practical application of this initiative is to encourage prosperity
	by
	enhancing people's capacity to read. And I want to thank you for your
	focus
	on that important issue.
	I also strongly believe that those of us who have the benefits of
	living in
	free society must help others realize the benefits of liberty. I
	believe
	that. I believe that's part of America's responsibility in the world.
	I
	realize we can't impose our vision of government, nor should we try.
	But we
	believe here in America in the universality of freedom. We don't
	believe
	freedom belongs only to the United States of America; we believe that
	liberty is universal in its applications. We also believe strongly that
	as
	the world becomes more free, we'll see peace. That's what we believe.
	And
	we're going to act on those beliefs.
	But one thing that's for certain: It is very hard to have free
	societies if
	the citizens cannot read. Think about that. It's much harder for a
	society
	to realize the universal blessings of liberty if your citizens can't
	read
	the newspaper in order to be able to make informed choices and
	decisions
	about what may be taking place in a country. You can't realize the
	blessings of liberty if you can't read a ballot, or if you can't read
	what
	others are saying about the future of your country.
	I am deeply concerned about the spread of radicalism, and I know you
	are, as
	well. We long for the days when people don't feel comfortable or
	empowered
	to take innocent life to achieve an objective. One reason radicals are
	able
	to recruit young men, for example, to become suicide bombers, is
	because of
	hopelessness. One way to defeat hopelessness is through literacy, is
	to
	giving people the fantastic hope that comes by being able to read and
	realize dreams.
	So this literacy initiative is vital as far as the United States of
	America
	is concerned, and we want to help. That's what I'm here to say. I want
	to
	thank you for being here and let you know that we want to lend our
	help.
	(More/more)
	http://www.usnewswire.com/
	----------------------------------------------------
	National Institute for Literacy
	Women and Literacy mailing list
	WomenLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From lalumineuse at yahoo.com  Tue Sep 19 08:16:09 2006
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Tue, 19 Sep 2006 05:16:09 -0700 (PDT)
Subject: [WomenLiteracy 568] Re: Remarks by the President and Mrs. Bush at
	WhiteHouse Conference on Global
In-Reply-To: <BC1AFF681AF0F146857C614865DFEB6F0DFC4D49@UMBE2K1>
Message-ID: <20060919121609.8797.qmail@web55113.mail.re4.yahoo.com>
Also interesting is the following passage:
>>I also strongly believe that those of us who have
the benefits of
	living in
	free society must help others realize the benefits of
liberty. I
	believe
	that. I believe that's part of America's
responsibility in the world.
	I
	realize we can't impose our vision of government, nor
should we try.<<
So when will he stop imposing what is seen as freedom
and human rights to the world? And not all of us agree
in the American version of a free society, having
lived there, pre and post 9/11. Does the man realise
that there are 'free' societies outside of the US? And
that we ALL have a responsibility of listening to
different definitions of freedom, civil liberties, not
just Uncle Sam's or Uncle George's in this case?
	>>But we
	believe here in America in the universality of
freedom. We don't
	believe
	freedom belongs only to the United States of America;
we believe that
	liberty is universal in its applications. We also
believe strongly
that
	as
	the world becomes more free, we'll see peace. That's
what we believe.
	And
	we're going to act on those beliefs.<<
And yet, "we" do not believe in glabal collaboration
unless it's on 'our' terms. "We" also do not believe
in international justice, the Geneva Convention, the
use (or not) of torture......
And these remarks were particularly offensive:
	"I am deeply concerned about the spread of
radicalism, and I know you
	are, as
	well. We long for the days when people don't feel
comfortable or
	empowered
	to take innocent life to achieve an objective. One
reason radicals are
	able
	to recruit young men, for example, to become suicide
bombers, is
	because of
	hopelessness. One way to defeat hopelessness is
through literacy, is
	to
	giving people the fantastic hope that comes by being
able to read and
	realize dreams.<<
A number of the Islamic, Irish, Hindu, Nepali,
Congolese, Sri Lankan 'radicals' were educated. A
greater number were unemployed. And a number dislike
American international policy. He completely left out
the conservative Bible Belt and the everyday racism
that is experienced by non Bible thumpers in the
South. He left out the KKK, he left out the lynch
mobs.... the police, one could go on.
	>>So this literacy initiative is vital as far as the
United States of
	America
	is concerned, and we want to help. That's what I'm
here to say. I want
	to
	thank you for being here and let you know that we
want to lend our
	help.<<
"Just follow our directives and we'll be glad to help,
Amen."
Ujwala Samant
--- Elsa Auerbach <Elsa.Auerbach at umb.edu> wrote:
> Interesting.  The President says, "The capacity of
> -- the simple act of teaching a child to read, or an
> adult to read has the capacity to transform nations
> and yield the peace we all want."  If literacy
> yields peace, then maybe someone ought to teach him
> to read.
> Elsa Auerbach
>
>
>
> 	-----Original Message-----
> 	From: womenliteracy-bounces at nifl.gov on behalf of
> Daphne Greenberg
> 	Sent: Mon 9/18/2006 3:25 PM
> 	To: womenliteracy at nifl.gov
> 	Cc:
> 	Subject: [WomenLiteracy 564] Remarks by the
> President and Mrs. Bush at WhiteHouse Conference on
> Global
>
>
>
> 	The following was sent by Tom Sticht. I am
> wondering if anyone has any
> 	reactions to it:
>
> 	Remarks by the President and Mrs. Bush at White
> House Conference on
> 	Global
> 	Literacy
> 	Sep 18 9:25 AM US/Eastern
>
>
>
>
> 	To: National Desk
>
> 	Contact: White House Press Office, 202-456-2580
>
> 	WASHINGTON, Sept. 18 /U.S. Newswire/ -- Following
> is a transcript of
> 	remarks
> 	by President Bush and Laura Bush at the White House
> conference on
> 	global
> 	literacy (Part 1 of 2):
>
> 	New York Public Library, New York, New York
>
> 	12:10 P.M. EDT
>
> 	MRS. BUSH: Thank you all so much. Thank you very
> much. Thanks a lot.
> 	(Applause.) Have a seat, everyone. Thank you all
> very much. Thanks,
> 	everybody. You all can have a seat. I want to thank
> all the terrific
> 	panelists today for sharing your experiences and
> your expertise. I want
> 	to
> 	thank everyone in this room for your commitment to
> literacy.
>
> 	Today, we heard about the three most important
> benefits of reading:
> 	Literacy
> 	instruction for women improves educational
> opportunities for their
> 	children
> 	-- women who can read are advocates for their
> children's education;
> 	literacy helps adults make informed decisions to
> protect their health
> 	and
> 	the health of their children; and literacy helps
> adults -- women and
> 	men --
> 	learn the basic financial skills that generate
> income, that foster
> 	independence, and that boost local economies. If
> more countries invest
> 	in
> 	literacy programs like the ones we've heard about
> today, the benefits
> 	of
> 	reading can be enjoyed by every country. The
> leaders of every
> 	government
> 	must commit themselves to this cause.
>
> 	Now I'd like to introduce a leader I know is
> dedicated to improving
> 	literacy
> 	and education: Ladies and gentleman, my husband,
> President George
> 	Bush.
> 	(Applause.)
>
> 	THE PRESIDENT: Thank you all. Thank you for
> attending this important
> 	conference. I look around the room and see some
> familiar faces -- my
> 	mother. (Laughter.) How are you doing? It's good to
> see you. My
> 	mother-in-law. (Laughter.) Both of these ladies
> have instilled a great
> 	passion for literacy not only in Laura and me, but
> for others around
> 	our
> 	country. Thank you all for coming. Laura, thank you
> for your
> 	leadership.
>
> 	Laura believes strongly in the power of literacy to
> change societies.
> 	And
> 	that's really what we're here to talk about. The
> capacity of -- the
> 	simple
> 	act of teaching a child to read, or an adult to
> read has the capacity
> 	to
> 	transform nations and yield the peace we all want.
>
> 	So I want to thank you for being here. I
> particularly want to thank
> 	the
> 	First Ladies who are here, and the ministers from
> different
> 	governments
> 	around the world. We're really proud you've taken
> time to join us here
> 	today.
>
> 	As you probably can tell, our government takes this
> initiative
> 	seriously.
> 	After all, we've got the Secretary of State,
> Condoleezza Rice, and the
> 	Secretary of Education, Margaret Spellings, both
> here. It should say
> 	to
> 	people loud and clear that, when you combine the
> resources of the
> 	Department of Education and the State Department,
> that we're serious
> 	about
> 	helping global literacy. And then we've added Randy
> Tobias, who's the
> 	head
> 	of USAID. He's the fellow who's got the
> responsibility of handing out
> 	some
> 	money -- (laughter) -- which is what we're doing,
> because we believe
> 	strongly in this initiative. So I want to thank you
> all for taking time
> 	out
> 	of your busy schedules to send a clear message to
> folks.
>
> 	I want to thank Mr. Matsuura of UNESCO. Thank you,
> very much, for
> 	serving.
> 	Thanks for leading this vital organization. We want
> to work with you.
> 	And I
> 	see you're sitting next to one of my great friends
> -- the Ambassador,
> 	Karen
> 	Hughes, is here, as well.
>
> 	I want to thank Paul LeClerc of the -- of this
> fantastic library. Isn't
> 	this
> 	a wonderful place to meet? Obviously, it makes
> sense to meet in a
> 	library if
> 	you're going to talk about literacy. It's really
> one of the most
> 	special
> 	spots here in New York. And I also want to thank
> Catie Marron for
> 	allowing
> 	us to use this facility. She's the chairman of the
> board, and Paul, of
> 	course, is the president and CEO of the New York
> Public Library.
>
> 	I want to thank those who have participated in
> panels. I had the honor
> 	of
> 	meeting some of the panelists and the panel
> leaders. I met Gerri
> 	Elliot,
> 	who is a corporate vice president of Microsoft. The
> reason I bring up
> 	Gerri
> 	Elliot is because, in America we believe that there
> is a combined
> 	responsibility to help. We believe government has
> got
=== message truncated ===>
----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
__________________________________________________
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From ALCDGG at langate.gsu.edu  Tue Sep 19 14:47:59 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 19 Sep 2006 14:47:59 -0400
Subject: [WomenLiteracy 568] Re: Remarks by the President and Mrs. Bush	at
	WhiteHouse Conference on Global
In-Reply-To: <20060919121609.8797.qmail@web55113.mail.re4.yahoo.com>
References: <BC1AFF681AF0F146857C614865DFEB6F0DFC4D49@UMBE2K1>
	<20060919121609.8797.qmail@web55113.mail.re4.yahoo.com>
Message-ID: <4510031F020000310000555C@mailsrv4.gsu.edu>
Ujwala and Elsa raise interesting points. I wonder what connections we
can make between their points, the White House remarks and our
learners.
For example, is it a good idea to share with our learners excerpts of
the remarks, and have them practice speaking and writing skills based
on
them? What about a letter writing campaign to the white house by our
learners in response to these remarks? I wonder specifically about the
remarks related to women.
Daphne
>>> Ujwala Samant <lalumineuse at yahoo.com> 9/19/2006 8:16 AM >>>
Also interesting is the following passage:
>>I also strongly believe that those of us who have
the benefits of
	living in
	free society must help others realize the benefits of
liberty. I
	believe
	that. I believe that's part of America's
responsibility in the world.
	I
	realize we can't impose our vision of government, nor
should we try.<<
So when will he stop imposing what is seen as freedom
and human rights to the world? And not all of us agree
in the American version of a free society, having
lived there, pre and post 9/11. Does the man realise
that there are 'free' societies outside of the US? And
that we ALL have a responsibility of listening to
different definitions of freedom, civil liberties, not
just Uncle Sam's or Uncle George's in this case?
	>>But we
	believe here in America in the universality of
freedom. We don't
	believe
	freedom belongs only to the United States of America;
we believe that
	liberty is universal in its applications. We also
believe strongly
that
	as
	the world becomes more free, we'll see peace. That's
what we believe.
	And
	we're going to act on those beliefs.<<
And yet, "we" do not believe in glabal collaboration
unless it's on 'our' terms. "We" also do not believe
in international justice, the Geneva Convention, the
use (or not) of torture......
And these remarks were particularly offensive:
	"I am deeply concerned about the spread of
radicalism, and I know you
	are, as
	well. We long for the days when people don't feel
comfortable or
	empowered
	to take innocent life to achieve an objective. One
reason radicals are
	able
	to recruit young men, for example, to become suicide
bombers, is
	because of
	hopelessness. One way to defeat hopelessness is
through literacy, is
	to
	giving people the fantastic hope that comes by being
able to read and
	realize dreams.<<
A number of the Islamic, Irish, Hindu, Nepali,
Congolese, Sri Lankan 'radicals' were educated. A
greater number were unemployed. And a number dislike
American international policy. He completely left out
the conservative Bible Belt and the everyday racism
that is experienced by non Bible thumpers in the
South. He left out the KKK, he left out the lynch
mobs.... the police, one could go on.
	>>So this literacy initiative is vital as far as the
United States of
	America
	is concerned, and we want to help. That's what I'm
here to say. I want
	to
	thank you for being here and let you know that we
want to lend our
	help.<<
"Just follow our directives and we'll be glad to help,
Amen."
Ujwala Samant
--- Elsa Auerbach <Elsa.Auerbach at umb.edu> wrote:
> Interesting.  The President says, "The capacity of
> -- the simple act of teaching a child to read, or an
> adult to read has the capacity to transform nations
> and yield the peace we all want."  If literacy
> yields peace, then maybe someone ought to teach him
> to read.
> Elsa Auerbach
>
>
>
> 	-----Original Message-----
> 	From: womenliteracy-bounces at nifl.gov on behalf of
> Daphne Greenberg
> 	Sent: Mon 9/18/2006 3:25 PM
> 	To: womenliteracy at nifl.gov
> 	Cc:
> 	Subject: [WomenLiteracy 564] Remarks by the
> President and Mrs. Bush at WhiteHouse Conference on
> Global
>
>
>
> 	The following was sent by Tom Sticht. I am
> wondering if anyone has any
> 	reactions to it:
>
> 	Remarks by the President and Mrs. Bush at White
> House Conference on
> 	Global
> 	Literacy
> 	Sep 18 9:25 AM US/Eastern
>
>
>
>
> 	To: National Desk
>
> 	Contact: White House Press Office, 202-456-2580
>
> 	WASHINGTON, Sept. 18 /U.S. Newswire/ -- Following
> is a transcript of
> 	remarks
> 	by President Bush and Laura Bush at the White House
> conference on
> 	global
> 	literacy (Part 1 of 2):
>
> 	New York Public Library, New York, New York
>
> 	12:10 P.M. EDT
>
> 	MRS. BUSH: Thank you all so much. Thank you very
> much. Thanks a lot.
> 	(Applause.) Have a seat, everyone. Thank you all
> very much. Thanks,
> 	everybody. You all can have a seat. I want to thank
> all the terrific
> 	panelists today for sharing your experiences and
> your expertise. I want
> 	to
> 	thank everyone in this room for your commitment to
> literacy.
>
> 	Today, we heard about the three most important
> benefits of reading:
> 	Literacy
> 	instruction for women improves educational
> opportunities for their
> 	children
> 	-- women who can read are advocates for their
> children's education;
> 	literacy helps adults make informed decisions to
> protect their health
> 	and
> 	the health of their children; and literacy helps
> adults -- women and
> 	men --
> 	learn the basic financial skills that generate
> income, that foster
> 	independence, and that boost local economies. If
> more countries invest
> 	in
> 	literacy programs like the ones we've heard about
> today, the benefits
> 	of
> 	reading can be enjoyed by every country. The
> leaders of every
> 	government
> 	must commit themselves to this cause.
>
> 	Now I'd like to introduce a leader I know is
> dedicated to improving
> 	literacy
> 	and education: Ladies and gentleman, my husband,
> President George
> 	Bush.
> 	(Applause.)
>
> 	THE PRESIDENT: Thank you all. Thank you for
> attending this important
> 	conference. I look around the room and see some
> familiar faces -- my
> 	mother. (Laughter.) How are you doing? It's good to
> see you. My
> 	mother-in-law. (Laughter.) Both of these ladies
> have instilled a great
> 	passion for literacy not only in Laura and me, but
> for others around
> 	our
> 	country. Thank you all for coming. Laura, thank you
> for your
> 	leadership.
>
> 	Laura believes strongly in the power of literacy to
> change societies.
> 	And
> 	that's really what we're here to talk about. The
> capacity of -- the
> 	simple
> 	act of teaching a child to read, or an adult to
> read has the capacity
> 	to
> 	transform nations and yield the peace we all want.
>
> 	So I want to thank you for being here. I
> particularly want to thank
> 	the
> 	First Ladies who are here, and the ministers from
> different
> 	governments
> 	around the world. We're really proud you've taken
> time to join us here
> 	today.
>
> 	As you probably can tell, our government takes this
> initiative
> 	seriously.
> 	After all, we've got the Secretary of State,
> Condoleezza Rice, and the
> 	Secretary of Education, Margaret Spellings, both
> here. It should say
> 	to
> 	people loud and clear that, when you combine the
> resources of the
> 	Department of Education and the State Department,
> that we're serious
> 	about
> 	helping global literacy. And then we've added Randy
> Tobias, who's the
> 	head
> 	of USAID. He's the fellow who's got the
> responsibility of handing out
> 	some
> 	money -- (laughter) -- which is what we're doing,
> because we believe
> 	strongly in this initiative. So I want to thank you
> all for taking time
> 	out
> 	of your busy schedules to send a clear message to
> folks.
>
> 	I want to thank Mr. Matsuura of UNESCO. Thank you,
> very much, for
> 	serving.
> 	Thanks for leading this vital organization. We want
> to work with you.
> 	And I
> 	see you're sitting next to one of my great friends
> -- the Ambassador,
> 	Karen
> 	Hughes, is here, as well.
>
> 	I want to thank Paul LeClerc of the -- of this
> fantastic library. Isn't
> 	this
> 	a wonderful place to meet? Obviously, it makes
> sense to meet in a
> 	library if
> 	you're going to talk about literacy. It's really
> one of the most
> 	special
> 	spots here in New York. And I also want to thank
> Catie Marron for
> 	allowing
> 	us to use this facility. She's the chairman of the
> board, and Paul, of
> 	course, is the president and CEO of the New York
> Public Library.
>
> 	I want to thank those who have participated in
> panels. I had the honor
> 	of
> 	meeting some of the panelists and the panel
> leaders. I met Gerri
> 	Elliot,
> 	who is a corporate vice president of Microsoft. The
> reason I bring up
> 	Gerri
> 	Elliot is because, in America we believe that there
> is a combined
> 	responsibility to help. We believe government has
> got
=== message truncated ===>
----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From leellington at vcu.edu  Tue Sep 19 15:01:00 2006
From: leellington at vcu.edu (Lauren E Ellington/FS/VCU)
Date: Tue, 19 Sep 2006 15:01:00 -0400
Subject: [WomenLiteracy 569] Re: Remarks by the President and Mrs.
	Bush	at	WhiteHouse Conference on Global
In-Reply-To: <4510031F020000310000555C@mailsrv4.gsu.edu>
Message-ID: <OF81F158A8.9DFF4D14-ON852571EE.00680446-852571EE.00687D5F@vcu.edu>
As long as we are mentioning being particularly offended, I find your
statement about the South to be a rather narrow-minded view.  By your
comments, racism only exists in the South.  This is certainly not true.  I
am a very proud Southern who is not a racist and know many who are just
like me.  While I agree with your statements about Bush, please don't
become just as bad as he is by proclaiming one geographic area as racist.
**************************************************************
Lauren Ellington
Online Training Specialist,
Learning Disabilities Specialist, and
Writer of Update and Update on LD
Virginia Adult Learning Resource Center
Virginia Commonwealth University
817 W. Franklin Street, Room 221  |  P.O. Box 842037
Richmond, VA  23284-2037
Phone:  1-800-237-0178 or  804-828-6158
Fax:  804-828-7539
www.valrc.org
And these remarks were particularly offensive:
                 "I am deeply concerned about the spread of
radicalism, and I know you
                 are, as
                 well. We long for the days when people don't feel
comfortable or
                 empowered
                 to take innocent life to achieve an objective. One
reason radicals are
                 able
                 to recruit young men, for example, to become suicide
bombers, is
                 because of
                 hopelessness. One way to defeat hopelessness is
through literacy, is
                 to
                 giving people the fantastic hope that comes by being
able to read and
                 realize dreams.<<
A number of the Islamic, Irish, Hindu, Nepali,
Congolese, Sri Lankan 'radicals' were educated. A
greater number were unemployed. And a number dislike
American international policy. He completely left out
the conservative Bible Belt and the everyday racism
that is experienced by non Bible thumpers in the
South. He left out the KKK, he left out the lynch
mobs.... the police, one could go on.
-------------- next part --------------
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URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060919/77343496/attachment.html
From ALCDGG at langate.gsu.edu  Tue Sep 19 15:02:49 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 19 Sep 2006 15:02:49 -0400
Subject: [WomenLiteracy 570]  Call for Proposals for Presentations
In-Reply-To: <4510031F020000310000555C@mailsrv4.gsu.edu>
References: <BC1AFF681AF0F146857C614865DFEB6F0DFC4D49@UMBE2K1>
	<20060919121609.8797.qmail@web55113.mail.re4.yahoo.com>
	<4510031F020000310000555C@mailsrv4.gsu.edu>
Message-ID: <451006990200003100005589@mailsrv4.gsu.edu>
The National Center for Family Literacy (NCFL) invites you to submit
a proposal for presentation at the 16th Annual National Conference on
Family Literacy, March 4-6, 2007, in Orlando, Florida. NCFL is
especially interested in session presentations that share successful,
specific outcomes and strategies that work well for the diverse
populations family literacy serves. Proposals are welcome from
literacy practitioners and are encouraged from professionals in
administration, policy and research.
Deadline for submission of proposals is September 29, 2006.
For further information and to access the ?Call for Conference
Proposals? form, please visit http://www.famlit.org/Conference/index.cfm
From bdsunmt at sbcglobal.net  Tue Sep 19 22:38:11 2006
From: bdsunmt at sbcglobal.net (Bonnita Solberg)
Date: Tue, 19 Sep 2006 19:38:11 -0700 (PDT)
Subject: [WomenLiteracy 571] Re: Remarks by the President and Mrs. Bush at
	WhiteHouse Conference on Global
In-Reply-To: <OF81F158A8.9DFF4D14-ON852571EE.00680446-852571EE.00687D5F@vcu.edu>
Message-ID: <20060920023811.96652.qmail@web83105.mail.mud.yahoo.com>
I am disappointed this discussion group has turned
into a political battlefield on foreign and domestic
policy.  I have all the emails I can handle on the
political situation in this country and the world; I
would like todiscuss education issues in this venue.
Bonnita
--- Lauren E Ellington/FS/VCU <leellington at vcu.edu>
wrote:
> As long as we are mentioning being particularly
> offended, I find your
> statement about the South to be a rather
> narrow-minded view.  By your
> comments, racism only exists in the South.  This is
> certainly not true.  I
> am a very proud Southern who is not a racist and
> know many who are just
> like me.  While I agree with your statements about
> Bush, please don't
> become just as bad as he is by proclaiming one
> geographic area as racist.
>
>
**************************************************************
> Lauren Ellington
> Online Training Specialist,
> Learning Disabilities Specialist, and
> Writer of Update and Update on LD
> Virginia Adult Learning Resource Center
> Virginia Commonwealth University
> 817 W. Franklin Street, Room 221  |  P.O. Box 842037
> Richmond, VA  23284-2037
> Phone:  1-800-237-0178 or  804-828-6158
> Fax:  804-828-7539
> www.valrc.org
>
>
>
>
> And these remarks were particularly offensive:
>
>                  "I am deeply concerned about the
> spread of
> radicalism, and I know you
>                  are, as
>                  well. We long for the days when
> people don't feel
> comfortable or
>                  empowered
>                  to take innocent life to achieve an
> objective. One
> reason radicals are
>                  able
>                  to recruit young men, for example,
> to become suicide
> bombers, is
>                  because of
>                  hopelessness. One way to defeat
> hopelessness is
> through literacy, is
>                  to
>                  giving people the fantastic hope
> that comes by being
> able to read and
>                  realize dreams.<<
>
> A number of the Islamic, Irish, Hindu, Nepali,
> Congolese, Sri Lankan 'radicals' were educated. A
> greater number were unemployed. And a number dislike
> American international policy. He completely left
> out
> the conservative Bible Belt and the everyday racism
> that is experienced by non Bible thumpers in the
> South. He left out the KKK, he left out the lynch
> mobs.... the police, one could go on.
>
>
>
>
>
>
>
>
>
> >
----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
From lalumineuse at yahoo.com  Wed Sep 20 07:08:05 2006
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Wed, 20 Sep 2006 04:08:05 -0700 (PDT)
Subject: [WomenLiteracy 572] Re: Remarks by the President and Mrs. Bush at
	WhiteHouse Conference on Global
In-Reply-To: <OF81F158A8.9DFF4D14-ON852571EE.00680446-852571EE.00687D5F@vcu.edu>
Message-ID: <20060920110805.33088.qmail@web55108.mail.re4.yahoo.com>
Dear Lauren,
I apologise if my remarks offended you. I mentioned
very specific examples about Southern racism, not the
South as a whole. But I have dealt with a lot of
racism in America, studied it, read about the specific
examples I gave in my quote, so perhaps you will take
the trouble to ask me (and anyone else)before
labelling me (or anyone else), narrow-minded.
Being proud of being Southern and not racist is
excellent, but shouldn't it be just being proud to be
human and not racist?
Regards,
Ujwala
--- Lauren E Ellington/FS/VCU <leellington at vcu.edu>
wrote:
> As long as we are mentioning being particularly
> offended, I find your
> statement about the South to be a rather
> narrow-minded view.  By your
> comments, racism only exists in the South.  This is
> certainly not true.  I
> am a very proud Southern who is not a racist and
> know many who are just
> like me.  While I agree with your statements about
> Bush, please don't
> become just as bad as he is by proclaiming one
> geographic area as racist.
>
>
**************************************************************
> Lauren Ellington
> Online Training Specialist,
> Learning Disabilities Specialist, and
> Writer of Update and Update on LD
> Virginia Adult Learning Resource Center
> Virginia Commonwealth University
> 817 W. Franklin Street, Room 221  |  P.O. Box 842037
> Richmond, VA  23284-2037
> Phone:  1-800-237-0178 or  804-828-6158
> Fax:  804-828-7539
> www.valrc.org
>
>
>
>
> And these remarks were particularly offensive:
>
>                  "I am deeply concerned about the
> spread of
> radicalism, and I know you
>                  are, as
>                  well. We long for the days when
> people don't feel
> comfortable or
>                  empowered
>                  to take innocent life to achieve an
> objective. One
> reason radicals are
>                  able
>                  to recruit young men, for example,
> to become suicide
> bombers, is
>                  because of
>                  hopelessness. One way to defeat
> hopelessness is
> through literacy, is
>                  to
>                  giving people the fantastic hope
> that comes by being
> able to read and
>                  realize dreams.<<
>
> A number of the Islamic, Irish, Hindu, Nepali,
> Congolese, Sri Lankan 'radicals' were educated. A
> greater number were unemployed. And a number dislike
> American international policy. He completely left
> out
> the conservative Bible Belt and the everyday racism
> that is experienced by non Bible thumpers in the
> South. He left out the KKK, he left out the lynch
> mobs.... the police, one could go on.
>
>
>
>
>
>
>
>
>
> >
----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
__________________________________________________
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From lalumineuse at yahoo.com  Wed Sep 20 07:14:50 2006
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Wed, 20 Sep 2006 04:14:50 -0700 (PDT)
Subject: [WomenLiteracy 573] Re: Remarks by the President and Mrs. Bush at
	WhiteHouse Conference on Global
In-Reply-To: <20060920023811.96652.qmail@web83105.mail.mud.yahoo.com>
Message-ID: <20060920111450.51214.qmail@web55110.mail.re4.yahoo.com>
Dear Bonnita,
I apologise if my remarks upset you.
I work in education, with the world's poor. And what
Mr. Bush says affects the poor. In his speech he makes
direct (negative and ill-informed) references to
international issues that surround literacy. It was a
speech on global literacy.
In the US, I worked with immigrants in Adult Basic
Education centres. How can we avoid discussions of
international politics and policies when the students
in our classes have a history of interacting with
them?
An open listserv is a wonderful way of discussing and
exploring issues that touch all of us. And
disagreements are not necessarily battlefields or
contentious. I didn't mean to upset you by commenting
on Mr. Bush's speech.
A wise man in the Himalayas recently told me, "There
are only two ways to change the world: education and
politics." I agree.
Regards,
Ujwala
--- Bonnita Solberg <bdsunmt at sbcglobal.net> wrote:
> I am disappointed this discussion group has turned
> into a political battlefield on foreign and domestic
> policy.  I have all the emails I can handle on the
> political situation in this country and the world; I
> would like todiscuss education issues in this venue.
>
> Bonnita
>
> --- Lauren E Ellington/FS/VCU <leellington at vcu.edu>
> wrote:
>
> > As long as we are mentioning being particularly
> > offended, I find your
> > statement about the South to be a rather
> > narrow-minded view.  By your
> > comments, racism only exists in the South.  This
> is
> > certainly not true.  I
> > am a very proud Southern who is not a racist and
> > know many who are just
> > like me.  While I agree with your statements about
> > Bush, please don't
> > become just as bad as he is by proclaiming one
> > geographic area as racist.
> >
> >
>
**************************************************************
> > Lauren Ellington
> > Online Training Specialist,
> > Learning Disabilities Specialist, and
> > Writer of Update and Update on LD
> > Virginia Adult Learning Resource Center
> > Virginia Commonwealth University
> > 817 W. Franklin Street, Room 221  |  P.O. Box
> 842037
> > Richmond, VA  23284-2037
> > Phone:  1-800-237-0178 or  804-828-6158
> > Fax:  804-828-7539
> > www.valrc.org
> >
> >
> >
> >
> > And these remarks were particularly offensive:
> >
> >                  "I am deeply concerned about the
> > spread of
> > radicalism, and I know you
> >                  are, as
> >                  well. We long for the days when
> > people don't feel
> > comfortable or
> >                  empowered
> >                  to take innocent life to achieve
> an
> > objective. One
> > reason radicals are
> >                  able
> >                  to recruit young men, for
> example,
> > to become suicide
> > bombers, is
> >                  because of
> >                  hopelessness. One way to defeat
> > hopelessness is
> > through literacy, is
> >                  to
> >                  giving people the fantastic hope
> > that comes by being
> > able to read and
> >                  realize dreams.<<
> >
> > A number of the Islamic, Irish, Hindu, Nepali,
> > Congolese, Sri Lankan 'radicals' were educated. A
> > greater number were unemployed. And a number
> dislike
> > American international policy. He completely left
> > out
> > the conservative Bible Belt and the everyday
> racism
> > that is experienced by non Bible thumpers in the
> > South. He left out the KKK, he left out the lynch
> > mobs.... the police, one could go on.
> >
> >
> >
> >
> >
> >
> >
> >
> >
> > >
> ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription
> settings,
> > please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
From mev at litwomen.org  Wed Sep 20 08:49:36 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Wed, 20 Sep 2006 08:49:36 -0400
Subject: [WomenLiteracy 574] Re: Remarks by the President and Mrs. Bush	at
	WhiteHouse Conference on Global
In-Reply-To: <4510031F020000310000555C@mailsrv4.gsu.edu>
Message-ID: <78E5A627-48A6-11DB-ABCA-000393ABE4D2@litwomen.org>
Daphne & Bonnita (this post starts in the battlefield - but I promise I
make the connections towards the bottom)
I'm concerned about Bush's use of language(vocabulary) and perhaps this
is where we can build lessons with our learners. We can build an
explicate understanding between decoding vocabulary (what's the word)
and language or communication (how those words get used), and how,
overtime, language shifts.
What I found particularly frightening was his use of the term
"radicalism" ("I am deeply concerned about the spread of radicalism").
Priot to this, the language had been "radical extremists." Is it now
shorthanded to radicalism? In Tuesday's speech to the U.N., he referred
to freedom loving people as "moderates." So does this mean that those
of us who might call ourselves the radical left are now equated with
what he really means -- terrorists? Will radicalism become the same
"dirty word" as liberal or fear-inspiring like the word terrorism? What
does "moderate" mean? Is the radical right/conservative wing now to be
understood as moderate?  Is conservative now moderate? Does this shift
mean that those who might once have been understood as moderate have
slid over to liberal? or is moderate  bigger bucket now... with
liberals located, where? Are citizens of the United States, as we are
represented by our government's action around the world, to be
universally understood as moderate? Or are all those people from around
the world, regardless of their religions or government structures - if
they agree with the US (do US bidding), are they moderates? How do our
students understand these words / concepts?
I had a similar reaction to Ujwala when I heard his remarks about a
free society and benefits of liberty, especially as so many of these
rights are deteriorating within our own country due to supposedly
securing our homeland. As we move into voting season and learn about
polling abuses and the effects of redistricting, how can we honestly go
to the world and advocate for the "will of the people" and democratic
elections? (especially coming from a president who was never honestly
elected?) And with all the news about illegal wire tapping and torture,
his remarks about human rights are especially disingenuous.
Anyway, back to our students...especially the connection for women,
this can become a way to discuss how we use and understand language.
What is the decoding part (what the words mean in the dictionary) and
how does this  connect with how those words operate personally, in
community, in the political?
Some connection might come when we try to describe something as a "safe
space." This ties back to our previous discussion about violence and
trauma. How do we describe safe space? How might it look differently
for people with different experiences? Who determines what is safe and
when?  What are the cultural connections to what becomes "safe space"
e.g., use of touch, a look, removal from larger family system to a
"safe house" etc.)? How does the creation of safe space connect with
our understandings of freedom, free society, respect, liberty, human
rights, democracy, pursuit of happiness, peace and so on that we see in
our families, communities, country, and the world? and how do all these
concepts -- or the creation of these spaces -- connect with education
and learning environments and opportunities?
We could also discuss "tone," an even more elusive concept. It was
interesting the focus on this global initiative and not so much about
our needs here in the U.S. And though Bush commented negatively on
"flowery" language, his own remarks were quite that way.
As I read the complete speech, I couldn't help but think of the "hidden
curriculum" -- that the purpose of many early literacy movements (from
Europeans to Africans) was to read the Bible and spread Christianity.
This current initiative could be read as literacy to promote the
universality of freedom... the "American way" (even though he says that
he doesn't want to impose our vision of government on other countries).
The Bush's emphasize the way reading/literacy connects to transforming
nations and leading to peace. Note, they did not say to the effective
building of democracy! The Bush's talk also about illiteracy connected
to poverty, the role of women to teach their children, the promise of
reading that leads to prosperity, trade agreements, benefits of
liberty. But how do our students see this? As we experience budget
cuts, not enough classroom space, poorly paid professional teachers,
WIA/TANFF imposed time limits on education as work release,
disappearing Pell grants and raising of college tuition, NRS mandates
that narrow what and how we teach or assess what students learn, how do
we make sense of these remarks advocating for global literacy? How do
our students, especially women, connect their experiences and what they
they perceive as their roles in society to  these remarks? Do immigrant
students coming to the US with no education hear these remarks
differently than US born students failed by our public educational
system? Is there some way we can deconstruct with our students how
literacy serves them in their lives? What is the difference between
literacy and getting ones GED to get a better job (or any job)? Would
our students equate poverty with illiteracy? As they struggle connect
literacy /education with making their own lives better, how do they
understand the ways in which this connects them to a global community?
How do immigrant students experience this?
Daphne suggested letters to the white house...to me, that's like
shouting in the wind. Could we do something more local/global ourselves
-- beyond an individual student or classroom but connected to their
local experience? What if students could take this speech as a kind of
program-based civics project and do a panel presentation representing
various perspectives on it? It could be moderated by a teacher -- or
some other local community leader and followed by Q&A from the
audience. Such a project could include decoding vocabulary,
comprehension, writing, public speaking... and be styled on the kind of
"issues debate" we sometimes see during election season among
candidates. The trick, of course, will be to encourage students to
connect the speech to their own experience, but then to place their
experience into a larger context with differing viewpoints and
experiences. Maybe this could extend to a summary written by students
as a letter to the editor or as an "in the news" opportunity. It could
be connected to registering to vote or a discussion on how to
understand what political candidates are putting forth as their
platforms, etc. etc, etc.
ok - this post is too long -- now someone else's turn!
Mev
On Tuesday, September 19, 2006, at 02:47  PM, Daphne Greenberg wrote:
> Ujwala and Elsa raise interesting points. I wonder what connections we
> can make between their points, the White House remarks and our
> learners.
> For example, is it a good idea to share with our learners excerpts of
> the remarks, and have them practice speaking and writing skills based
> on
> them? What about a letter writing campaign to the white house by our
> learners in response to these remarks? I wonder specifically about the
> remarks related to women.
> Daphne
From Sandyajackson at cs.com  Wed Sep 20 11:37:40 2006
From: Sandyajackson at cs.com (Sandyajackson at cs.com)
Date: Wed, 20 Sep 2006 11:37:40 -0400
Subject: [WomenLiteracy 575] Re: Remarks by the President and
	Mrs.Bush	at	WhiteHouse Conference on Global
Message-ID: <73A73BE8.55AE5BB2.212D2F6D@cs.com>
I  agree?racism exist everywhere and all over not just in the south but the north , east west. We must be careful in pointing fingers?I do agree with the points you are both making?But lets focus on the problems here .. Just like Bush did we are ?Othering? people?  We do it in this country daily?one example is in the way we educate or treat learners in this country or the curriculums we choose for people..
Sandra
Sandra Vernon-Jackson
Phd Student
Urban Graduate Research Collaboration
Georgia State University
Atlanta, GA
Lauren E Ellington/FS/VCU <leellington at vcu.edu> wrote:
>As long as we are mentioning being particularly offended, I find your
>statement about the South to be a rather narrow-minded view. ?By your
>comments, racism only exists in the South. ?This is certainly not true. ?I
>am a very proud Southern who is not a racist and know many who are just
>like me. ?While I agree with your statements about Bush, please don't
>become just as bad as he is by proclaiming one geographic area as racist.
>
>**************************************************************
>Lauren Ellington
>Online Training Specialist,
>Learning Disabilities Specialist, and
>Writer of Update and Update on LD
>Virginia Adult Learning Resource Center
>Virginia Commonwealth University
>817 W. Franklin Street, Room 221 ?| ?P.O. Box 842037
>Richmond, VA ?23284-2037
>Phone: ?1-800-237-0178 or ?804-828-6158
>Fax: ?804-828-7539
>www.valrc.org
>
>
>
>
>And these remarks were particularly offensive:
>
> ? ? ? ? ? ? ? ? "I am deeply concerned about the spread of
>radicalism, and I know you
> ? ? ? ? ? ? ? ? are, as
> ? ? ? ? ? ? ? ? well. We long for the days when people don't feel
>comfortable or
> ? ? ? ? ? ? ? ? empowered
> ? ? ? ? ? ? ? ? to take innocent life to achieve an objective. One
>reason radicals are
> ? ? ? ? ? ? ? ? able
> ? ? ? ? ? ? ? ? to recruit young men, for example, to become suicide
>bombers, is
> ? ? ? ? ? ? ? ? because of
> ? ? ? ? ? ? ? ? hopelessness. One way to defeat hopelessness is
>through literacy, is
> ? ? ? ? ? ? ? ? to
> ? ? ? ? ? ? ? ? giving people the fantastic hope that comes by being
>able to read and
> ? ? ? ? ? ? ? ? realize dreams.<<
>
>A number of the Islamic, Irish, Hindu, Nepali,
>Congolese, Sri Lankan 'radicals' were educated. A
>greater number were unemployed. And a number dislike
>American international policy. He completely left out
>the conservative Bible Belt and the everyday racism
>that is experienced by non Bible thumpers in the
>South. He left out the KKK, he left out the lynch
>mobs.... the police, one could go on.
>
>
>
>
>
>
>
>
>
>
From Mylinh.Nguyen at ed.gov  Wed Sep 20 13:19:35 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Wed, 20 Sep 2006 13:19:35 -0400
Subject: [WomenLiteracy 576] CROSS-POSTED: Tips to handling multiple postings
Message-ID: <CB4082E7B582144084C72EC6C98D49591188976E@wdcrobe2m04.ed.gov>
From: My Linh Nguyen
National Institute for Literacy
CROSSPOSTED: Tips to handling multiple postings
As you know, the National Institute for Literacy's Discussion Lists are very
active. In addition to messages directly related to the subject of each
Discussion List, often we have announcements that are posted to all the
lists. If you are subscribed to two, three or all lists, you may receive
multiple copies of one post - this is called "cross-posting." We do this to
ensure that the maximum number of subscribers receives the messages -
usually an announcement that may be of interest to subscribers on more than
one list. While this can be cumbersome, this is done to ensure that you, our
subscribers, are kept up-to-date on the latest news, guest speakers, etc.
Here are a few tips to help you manage the number of repeat emails into your
inbox.
	1)	Change your subscriber settings to receive postings in
digest format.
	2)	Disable mail delivery from the lists while you are away. You
still remain subscribed to the list, but will not receive postings while you
are away. When you return, you can review the archives for posts that you
missed while you were away.
	3)	You do not have to subscribe to a list to benefit from a
discussion. Discussions are archived at the Institute's website and can be
sorted by thread, date, and author, and can also be searched by keyword.
	4)	When sending a message to multiple lists, start with
CROSS-POSTED in the subject line, so that other subscribers can recognize
that it is a cross-post that they may have already received.
For information and instructions on changing your subscriber settings please
visit our Discussion List Help page at
<http://www.nifl.gov/lincs/discussions/help/help_mailman.html>
To access Discussion List archives, visit
<http://www.nifl.gov/lincs/discussions/list_archives.html>
We hope that these tips will help you reduce the number of emails you
receive every day, while still keeping you well-informed. Thank you for your
continued support and participation in the National Institute for Literacy's
Discussion Lists.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From alcdgg at langate.gsu.edu  Wed Sep 20 18:08:48 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 20 Sep 2006 18:08:48 -0400
Subject: [WomenLiteracy 577] CROSS POST: Self-esteem in adult learners
	discussion on FOB	list
Message-ID: <451183B002000031000059A9@mailsrv4.gsu.edu>
You can join the FOB discussion list at the following address:
http://www.nifl.gov/mailman/listinfo/focusonbasics
(Be sure to reply to the confirmation e-mail to complete the process.)
Next week (Sept. 25-29) we are pleased to have Anastasiya Lipnevich as a
guest on the Focus on Basics Discussion List to discuss her recent FOB
article about self-esteem in adult learners.
Anastasiya is a PhD student in educational psychology at Rutgers
University. She has a master's degree in counseling psychology from
Rutgers University and a master's degree in psychology and education
from the University of Minsk. Her research interests include
self-esteem, motivation, and self-regulation.
Low Self-Esteem: Myth or Reality?
http://www.ncsall.net/index.php?id=1105
You can join the FOB discussion list at the following address:
http://www.nifl.gov/mailman/listinfo/focusonbasics
(Be sure to reply to the confirmation e-mail to complete the process.)
I hope you can join us!
Julie
Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org
From ALCDGG at langate.gsu.edu  Tue Sep 26 15:03:59 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 26 Sep 2006 15:03:59 -0400
Subject: [WomenLiteracy 578] CROSS POST: Discussion on Action Research on
	Professional	Development List
In-Reply-To: <451183B002000031000059A9@mailsrv4.gsu.edu>
References: <451183B002000031000059A9@mailsrv4.gsu.edu>
Message-ID: <4519415F02000031000064D5@mailsrv4.gsu.edu>
Discussion Topic: Action Research as Professional Development
Discussion Dates: October 2 - 9, 2006
To Participate: Subscribe by visiting:
http://www.nifl.gov/mailman/listinfo/Professionaldevelopment
To Prepare: View this short streaming video for background about
action
research in the District of Columbia
http://www.nifl.gov/lincs/discussions/professionaldevelopment/webcast_ac
tion.html  (or try: http://tinyurl.com/krah5 )
General Overview: Join our guests from the University of the District
of
Columbia and teacher researchers (listed below) on the Adult Literacy
Professional Development Discussion List to discuss a broad range of
topics related to action research in adult literacy professional
development (PD), including:
* Defining action research
* Problems/questions from instruction that could become action
research
* Teachers' experiences with action research
* Action Research in Adult Basic Education in the District of Columbia
* Using practitioner inquiry as professional development
* Ancillary support systems for action research
* Tools that give teachers different modes for examining their
practice
and to build a PD community
* Role of action research in "evidence-based practice"
* Action research as a transformative professional development
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
GUESTS:
Teacher Researchers:
Patricia DeFerrari works for Academy of Hope which runs several adult
education programs including ABE/GED classes.  Her research was on the
use of authentic materials to improve attendance in ABE reading class.
Adrienne Jones works for Catholic Charities GED program.  Her research
was on how daily interactive, self-paced computer learning and
discussion time with peers and the instructor effect written posttest
scores in science, reading and social studies.
Kris Garvin works for Notre Dame Adult Education Center.  Her research
was on using authentic material to improve social studies scores in
GED.
Her research also focused on building, highlighting, and reinforcing
personal connections learners have to community, history, and current
events.
Cheryl Jackson works as an independent consultant teaching workplace
education classes for the District Department of Transportation
employees.  Her research topic focused on how computer technology
could
be used to improve reading comprehension and word recognition skills
for
low-level readers participating in a workplace education program.
Chenniah Randolph works for Metropolitan Delta GED program.  Her
research was on the instructional gap between CASAS assessment
instrument and GED instructional materials.
University of the District of Columbia Researchers:
Maigenet Shifferraw, Ph.D., Associate Professor and Coordinator of the
Graduate Certificate Program in Adult Education, Department of
Education, University of the District of Columbia
Dr. Shifferraw is the Principal Investigator for the Action Research
project in Adult Basic Education at the University of the District of
Columbia.  The actual researchers are the adult education teachers who
are teaching in community based organization, but we (the team) is
also
responsible for evaluating the benefits of guided action research to
enhancing the professional development of adult education teachers.
Janet Burton, DSW, Professor and Director, Social Work Program,
University of the District of Columbia
As a member of the Action research team, Dr. Janet Burton provides
consultation on research particularly related to social factors and
adult education.  She is conducting a study that examines how social
factors impact participation in adult basic education.
George W. Spicely, Adjunct Professor, Department of Education,
University of the District of Columbia; and Education Consultant
Professor George Spicely coordinates the work of the Action Research
Project Team and provides support to the participating
teacher-researchers.  Specifically, he coordinates planning,
implementation and follow-up of project activities, and leads research
related discussion on administrative and research issues using
Blackboard software.
Supplemental Materials:
Streaming Video: Action Research in Adult Basic Education in the
District of Columbia
http://www.nifl.gov/lincs/discussions/professionaldevelopment/webcast_ac
tion.html  (or try: http://tinyurl.com/krah5 )
(b)     About the D.C. Action Research Project:
http://www.nifl.gov/lincs/discussions/professionaldevelopment/action.htm
l
(c)     "What is Research?"    Focus on Basics,   Volume 1, Issue A:
February 1997,
National Center for the Study of Adult Learning and Literacy:
http://www.ncsall.net/index.php?id=166
Includes articles:   "Research with Words:  Qualitative Inquiry"
http://www.ncsall.net/?id=468
"Knowing, Learning,  Doing: Participatory Action Research
http://www.ncsall.net/?id=479
(d)     "Learning from Practice"
http://www.pde.state.pa.us/able/cwp/view.asp?a=215&Q=110064
A Project of the Pennsylvania ABLE Lifelong Learning
     Shares information on Project's three Learning from Practice
Models
         o Pennsylvania Action Research Network (PAARN)
         o Pennsylvania Adult Literacy Practitioner Inquiry Network
         o Agency Research Projects
(e)     New! The Action Research Topic Area of the ALE Wiki:
        http://wiki.literacytent.org/index.php/Action_Research
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
To Subscribe, Visit:
http://www.nifl.gov/mailman/listinfo/Professionaldevelopment
I hope you will join us! Jackie
Jackie Taylor, Adult Literacy Professional Development List Moderator,
jataylor at utk.edu
From macorley1 at earthlink.net  Mon Oct  2 16:40:38 2006
From: macorley1 at earthlink.net (Mary Ann Corley)
Date: Mon, 2 Oct 2006 16:40:38 -0400 (GMT-04:00)
Subject: [WomenLiteracy 579] Full Schedule for Meeting of the Minds II
 Symposium Now Available at Web Site
Message-ID: <32671170.1159821638854.JavaMail.root@elwamui-polski.atl.sa.earthlink.net>
Dear List Subscribers:
I'm writing to let you know that the full conference schedule for the Meeting
of the Minds II Symposium is now available at www.researchtopractice.org. This is
a national adult education practitioner-researcher conference, the goal of which
is to create dialogue between adult education researchers and adult education teachers
and administrators, with the aim of enhancing literacy practice. The Symposium is
scheduled for November 30 through December 2, 2006, at the Sheraton Grand Hotel,
Sacramento, California.
Participating researchers are from the National Center for the Study of Adult Learning
and Literacy (NCSALL), from the American Institutes for Research (AIR), as well
as from various universities and non-profit organizations. The opening plenary session
on Thurday morning will feature Mark Kutner from AIR, who will present results of
the National Assessment of Adult Literacy and the Health Literacy Survey, and John
Comings, who will provide an overview of what NCSALL has learned from 10 years of
research in adult literacy.
A plenary session on Friday afternoon will feature a discussion on "how research
has influenced adult literacy education policy at the national and state levels."
Hal Beder from Rutgers University will provide an overview of the topic and moderate
this session. Panelists include Cheryl Keenan, Director, Division of Adult Education
and Literacy, US Department of Eduation; Sandra Baxter, Director of the National
Institute for Literacy; and three state-level administrators: Bob Bickerton from
Massachusetts; Jean Scott from California; and Israle Mendoza from Washington state.
The three-day schedule is structured to include six strands of six concurrent sessions
each, for a total of 36 sessions. Each session consists of a presentation of research,
followed by a brief discussion/reaction from two practitioners, followed by an activity
that involves session attendees, in small groups, in brainstorming implications
of the research for practice, policy, and further research. CALPRO will post the
list of implications to the Symposium Web site following the Symposium.
Deadline for registering for the Symposium is November 15, 2006. There is no on-site
registration. Deadline for registering for a hotel room at the Sheraton Grand (at the CA staterate
of $84/night) is November 9, 2006. The Symposium Web site, www.researchtopractice.org,
will take you to registration links for both the symposium and the hotel.
Plan to attend this Symposium, network with other practitioners and researchers,
and consider implications of research for your delivery of adult literacy education!
Hope to see you in Sacramento in November!!
-Mary Ann Corley, Ph.D.
CALPRO Director and Symposium Coordinator
American Institutes for Research
From mev at litwomen.org  Wed Oct  4 08:58:35 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Wed, 4 Oct 2006 08:58:35 -0400
Subject: [WomenLiteracy 580]  going to ProLiteracy Conference?
Message-ID: <0BDC8FAA-53A8-11DB-940D-000393ABE4D2@litwomen.org>
WE LEARN members Mev Miller (Director) and Donna Jones (ABE Student)
will present a workshop at the ProLiteracy Conference called "Women &
Literacy: Moving to Power and Participation." If you are attending the
conference, we hope you will come and join the fun and meet us. The
workshop will be on Friday, Oct. 6 from 2:15 ? 3:45.
Pro Literacy Worldwide Conference, Oct. 4-7, 2006, Atlanta GA
Hope to see you there!
MEv
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
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From ALCDGG at langate.gsu.edu  Wed Oct  4 15:47:13 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 04 Oct 2006 15:47:13 -0400
Subject: [WomenLiteracy 581]  Numeracy and Women Discussion
In-Reply-To: <4519415F02000031000064D5@mailsrv4.gsu.edu>
References: <451183B002000031000059A9@mailsrv4.gsu.edu>
	<4519415F02000031000064D5@mailsrv4.gsu.edu>
Message-ID: <4523D7810200003100007833@mailsrv4.gsu.edu>
Remember the discussion we had back in June about numeracy and women? It
has finally been compiled. You can access it directly at:
http://www.nifl.gov/lincs/discussions/womenliteracy/numeracy_women.html
or by going to the List Guest page at
http://www.nifl.gov/lincs/discussions/list_guests.html  and scrolling
down until you see it.
I highly recommend that you take a peak. In addition to rich
discussion, there are great women and numeracy resources towards the
end-thanks to all of you!
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Fri Oct  6 13:31:19 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 06 Oct 2006 13:31:19 -0400
Subject: [WomenLiteracy 582]  National Domestic Violence Awareness Month
In-Reply-To: <4523D7810200003100007833@mailsrv4.gsu.edu>
References: <451183B002000031000059A9@mailsrv4.gsu.edu>
	<4519415F02000031000064D5@mailsrv4.gsu.edu>
	<4523D7810200003100007833@mailsrv4.gsu.edu>
Message-ID: <45265AA70200003100007C3B@mailsrv4.gsu.edu>
October is National Domestic Violence Awareness Month. Some of you may
want to know where you can find resources to use in the classroom. I
thought that this is a good start:
http://www.womensenews.org/article.cfm/dyn/aid/2906/
Here are some statistics taken from the above:
Around the world, at least 1 in 3 women will either be physically or
sexually abused during her lifetime.
Today, another woman will die.
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From gspangenberg at caalusa.org  Mon Oct  9 10:26:25 2006
From: gspangenberg at caalusa.org (Gail Spangenberg)
Date: Mon, 9 Oct 2006 10:26:25 -0400
Subject: [WomenLiteracy 583] Launch of National Commission on Adult Literacy
	(cross posted)
Message-ID: <B9D50A49-A360-4C09-862F-B34929D94E91@caalusa.org>
Friends,
I think you will be pleased by the attached news release, issued
jointly today by Dollar General Corporation and CAAL. This has been
in the making for some months. I hope it will bring a new sense of
hope and possibility to those who toil in the adult education and
literacy trenches of service, planning, and policy development and
who appreciate the findings of the 2003 NAALs. Should you be unable
to access the PDF attachment, you can see essentially the same
information at the CAAL website (www.caalusa.org).
?
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 kabeall at comcast.net  Tue Oct 10 08:29:09 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Tue, 10 Oct 2006 08:29:09 -0400
Subject: [WomenLiteracy 584]  Back Issues of Focus on Basics Available
Message-ID: <000c01c6ec67$b64acd60$0202a8c0@your4105e587b6>
After ten years of research and development, the National Center for the
Study of Adult Learning and Literacy (NCSALL) project is coming to an end.
NCSALL's dissemination efforts will end in March 2007.  The Web site
(www.ncsall.net) will remain available for free downloading of NCSALL
materials.
NCSALL is happy to offer printed copies of our magazine, Focus on Basics.
Attached is a list of the back issues of Focus on Basics that are available
either free (for orders of less than 100 copies) or for minimal shipping
costs (for orders of more than 100 copies).
Order Requirements:
Due to staffing, we will only accept orders on a first-come, first-served
basis with the following requirements:
- Minimum quantity per order: 50 copies
- Minimum quantity per issue: 10 copies
- Orders of more than 100 copies will be charged a minimal shipping cost;
see order form for details.
Order Instructions:
E-mail Caye Caplan at ccaplan at worlded.org with order information:
Volume and Issue, Quantity per Issue, Mailing Address (provide street
address), and Shipping Payment Method (if applicable).
Or
Fill out the attached "Comp FOB Order Form",
Fax to: 617 482-0617 attn: NCSALL/ Caye Caplan   or,
Mail to:  Caye Caplan, NCSALL/World Education, 44 Farnsworth St., Boston, MA
02210
Shipment will be UPS Ground; please provide street address (physical
address, "NO" PO Box please!).
Allow 4 - 5 weeks for delivery.
Please forward this e-mail to interested programs / parties.
Caye Caplan
Coordinator of NCSALL Dissemination
World Education
44 Farnsworth Street
Boston, MA  02210-1211
Tel: (617) 482-9485
Fax: (617) 482-0617
E-mail: ccaplan at worlded.org
Web-site: www.ncsall.net
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From mmiller at bristol.mass.edu  Tue Oct 10 10:47:55 2006
From: mmiller at bristol.mass.edu (Miller, Mev)
Date: Tue, 10 Oct 2006 10:47:55 -0400
Subject: [WomenLiteracy 585] FW: National Domestic Violence Awareness Month
Message-ID: <397E918AA64A9D4586C3B78A056618D304BD0724@srv-exch2k.bcc.local>
And for those in ABE, don't forget the work on violence & trauma by
Jenny, Elizabeth & Judy...
You can download "Take on the Challenge" from here...
http://www.worlded.org/Docs/TakeOnTheChallenge.pdf
Mev
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg
Sent: Friday, October 06, 2006 1:31 PM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 582] National Domestic Violence Awareness Month
October is National Domestic Violence Awareness Month. Some of you may
want to know where you can find resources to use in the classroom. I
thought that this is a good start:
http://www.womensenews.org/article.cfm/dyn/aid/2906/
Here are some statistics taken from the above:
Around the world, at least 1 in 3 women will either be physically or
sexually abused during her lifetime.
Today, another woman will die.
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From ALCDGG at langate.gsu.edu  Thu Oct 12 08:41:21 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 12 Oct 2006 08:41:21 -0400
Subject: [WomenLiteracy 586]  COABE Call for Proposals
In-Reply-To: <397E918AA64A9D4586C3B78A056618D304BD0724@srv-exch2k.bcc.local>
References: <397E918AA64A9D4586C3B78A056618D304BD0724@srv-exch2k.bcc.local>
Message-ID: <452DFFB102000031000085D6@mailsrv4.gsu.edu>
COABE and the Pennsylvania Association for Adult Continuing Education
(PAACE) invite you to submit a proposal for presentation at the 2007
COABE National Conference to be held in Philadelphia, Pennsylvania.
Conference dates are March 26 - 28, 2007 at the Sheraton Philadelphia
City Center.
The conference committee is interested in 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, and all other areas.  The program committee is looking for
presentations based on successful implementation, current research,
and
sound practice.
In addition to general adult education interest areas, this year's
conference will have five special tracks. Those tracks are:
Improving Teaching and Learning Outcomes
Integrating Technology and Instruction
Linking Research to Practice
Promoting Adult Educators as Leaders
Advancing Change Through Education
Pennsylvania supports the needs of adult basic education through a
variety of providers such as school districts, community colleges,
community-based and faith-based organizations, local workforce
centers,
and correctional facilities.  COABE 07 hopes to feature exemplary
practices in these delivery systems and provide opportunities to
discuss
and exchange ideas with participants representing like agencies from
around the country.
Proposals are due no later than Saturday, November 18, 2006.
For more information, see the call for presenters at
http://www.coabe2007.org/rfpo7.htm
From ryanryanc at yahoo.com  Fri Oct 13 10:40:19 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Fri, 13 Oct 2006 10:40:19 -0400
Subject: [WomenLiteracy 587]  ALE Wiki soon to be two years old
Message-ID: <C1551D93.2F68%ryanryanc@yahoo.com>
Hello, everyone.
As many of you know, the ALE Wiki is a free online resource for teachers,
researchers, advocates, and others who are interested in learning about
adult literacy. There are already 30 established topic areas related to the
field of adult literacy, and new topics can always be added. For example,
there is a new Women and Literacy topic area that I will be putting together
soon. In the meantime, if you have any ideas, comments, or questions that
you would like to see included in the Women and Literacy area, please feel
free to email me. Also, please read the message below from David Rosen to
find out more about the goals/purposes of the ALE Wiki, its accomplishments,
and ways you can help ensure its continued growth and success.
Ryan
_________________________________________________________________________
ALE Wiki soon to be two years old
Colleagues,
To improve practice in our field, teachers need to quickly and easily find
the results of research and professional wisdom.  This is a practical,
everyday concern. A teacher has a question that needs an answer, such as
"What are effective ways to increase student persistence?".  "How do you
handle a multilevel classroom?" "What is the optimum class size for
beginning ESOL or basic literacy?" "What assessments are used in our field?"
"Does my state offer free professional development or training?",  "Does
getting a GED lead to increased earnings?"or  "How can I be an effective
advocate for adult literacy?"
Suppose there were one place to find answers to these questions, one place
organized by topic -- and within each topic by teachers' questions -- and
with lists of web-accessible research and professional wisdom sources.
Suppose the topic area included some of the best discussions in the field.
Suppose that this gold mine of professional development, designed to be
accessed "just-in-time", were free.
That's what the Adult Literacy Education Wiki is becoming.  Some topics are
nearly there, while others have just scratched the surface.  Increasingly,
it is becoming the "go to" place for teachers, researchers, administrators,
and grant writers, both those new to the field and old hands.  Launched in
December, 2004, at the Meeting of the Minds I  practitioner-researcher
Symposium in Sacramento, California,  it will have is second birthday this
year at Meeting of the Minds II, November 30- December 2.  The ALE Wiki now
has 31 topics, 14 topic leaders, over 700 registered users -- 65 of whom
have posted a brief bio statement,  and  nearly 800 pages of text. It was
presented at an international conference on Wikis at Harvard this year.  A
chapter of a new book on communities of practice will be  devoted to the ALE
Wiki. It includes the work and the writing, or links to writing of many of
the top people in our field from across the world. Not bad for a two year
old, especially one that was created and raised entirely by volunteers.
You can use the ALE Wiki.  Check it out at:
http://wiki.literacytent.org
You can contribute to it -- it's easy!  Go to:
http://wiki.literacytent.org/index.php/New_Here%3F
You might want to be a Topic Leader.
http://wiki.literacytent.org/index.php/Topic_Leaders
If so, e-mail me.
And, of course, the volunteer "wikiteers" appreciate your comments.
What is useful? What would you like to see to be added or changed?
David J. Rosen
djrosen at comcast.net
From alcdgg at langate.gsu.edu  Sat Oct 14 11:46:43 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sat, 14 Oct 2006 11:46:43 -0400
Subject: [WomenLiteracy 588] Re: ALE Wiki soon to be two years old
Message-ID: <4530CE230200003100008B80@mailsrv4.gsu.edu>
This is GREAT news that we will finally have a Women and Literacy topic
area included in the ALE Wiki. I am wondering, has anyone used the ALE
Wiki? If yes, how? What are some suggestions that you may want to give
Ryan? What would be helpful to you? In other words, what kinds of
questions might you have about women and literacy, that you would want
to be able to look for answers on a wiki devoted to women and literacy?
Ryan is giving us a chance to help develop this-any ideas?
Daphne
>>> Ryan Hall <ryanryanc at yahoo.com> 10/13/06 10:40 AM >>>
Hello, everyone.
As many of you know, the ALE Wiki is a free online resource for
teachers,
researchers, advocates, and others who are interested in learning about
adult literacy. There are already 30 established topic areas related to
the
field of adult literacy, and new topics can always be added. For
example,
there is a new Women and Literacy topic area that I will be putting
together
soon. In the meantime, if you have any ideas, comments, or questions
that
you would like to see included in the Women and Literacy area, please
feel
free to email me. Also, please read the message below from David Rosen
to
find out more about the goals/purposes of the ALE Wiki, its
accomplishments,
and ways you can help ensure its continued growth and success.
Ryan
_________________________________________________________________________
ALE Wiki soon to be two years old
Colleagues,
To improve practice in our field, teachers need to quickly and easily
find
the results of research and professional wisdom.  This is a practical,
everyday concern. A teacher has a question that needs an answer, such as
"What are effective ways to increase student persistence?".  "How do you
handle a multilevel classroom?" "What is the optimum class size for
beginning ESOL or basic literacy?" "What assessments are used in our
field?"
"Does my state offer free professional development or training?",  "Does
getting a GED lead to increased earnings?"or  "How can I be an effective
advocate for adult literacy?"
Suppose there were one place to find answers to these questions, one
place
organized by topic -- and within each topic by teachers' questions --
and
with lists of web-accessible research and professional wisdom sources.
Suppose the topic area included some of the best discussions in the
field.
Suppose that this gold mine of professional development, designed to be
accessed "just-in-time", were free.
That's what the Adult Literacy Education Wiki is becoming.  Some topics
are
nearly there, while others have just scratched the surface.
Increasingly,
it is becoming the "go to" place for teachers, researchers,
administrators,
and grant writers, both those new to the field and old hands.  Launched
in
December, 2004, at the Meeting of the Minds I  practitioner-researcher
Symposium in Sacramento, California,  it will have is second birthday
this
year at Meeting of the Minds II, November 30- December 2.  The ALE Wiki
now
has 31 topics, 14 topic leaders, over 700 registered users -- 65 of whom
have posted a brief bio statement,  and  nearly 800 pages of text. It
was
presented at an international conference on Wikis at Harvard this year.
A
chapter of a new book on communities of practice will be  devoted to the
ALE
Wiki. It includes the work and the writing, or links to writing of many
of
the top people in our field from across the world. Not bad for a two
year
old, especially one that was created and raised entirely by volunteers.
You can use the ALE Wiki.  Check it out at:
http://wiki.literacytent.org
You can contribute to it -- it's easy!  Go to:
http://wiki.literacytent.org/index.php/New_Here%3F
You might want to be a Topic Leader.
http://wiki.literacytent.org/index.php/Topic_Leaders
If so, e-mail me.
And, of course, the volunteer "wikiteers" appreciate your comments.
What is useful? What would you like to see to be added or changed?
David J. Rosen
djrosen at comcast.net
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Sun Oct 15 11:44:50 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 15 Oct 2006 11:44:50 -0400
Subject: [WomenLiteracy 589]  message from Tom Sticht
Message-ID: <45321F320200003100008C02@mailsrv4.gsu.edu>
Colleagues: The following article appears in Reading TODAY, the official
newspaper of the International Reading Association with a readership of
some 160,000 worldwide. I hope all of you are planning celebrations for the
40th anniversary of the AELS on November 3rd.
Tom Sticht
Reading TODAY October/November 2006 Vol. 24, No. 2 page
U. S. Adult Education and Literacy System marks milestone
This year marks the 40th anniversary of the Adult Education and Literacy
System (AELS) in the United States, which continues today as Title 2: The
Adult Education and Family Literacy Act of the Workforce Investment Act of
1998. Over the past four decades, adults have produced some 100 million
enrollments in AELS. Yet establishing the system took years of effort.
A merger of interests.
By the beginning of the 1960s, the adult education community had become
fragmented into several factions: those seeking recognition for adult
education as a broad, liberal educational component of the national
education system; those seeking education for the least educated, least
literate adults; and those seeking to enhance America?s security and
increase the industrial productivity of the nation by giving education and
job training to adults stuck in poverty.
None of these groups, however, was having much success getting adult
education or adult literacy education implemented in federal legislation.
Finally, leverage to break the log jam came from the nation?s military. In
the summer of 1963, a task force on manpower conservation was established
by the Department of Labor. The task force, led by Daniel Patrick Moynihan,
set out to understand why so many young men were failing the military?s
standardized entrance screening exam, the Armed Forces Qualification Test
(AFQT), and to recommend what might be done to alleviate this problem.
The task force?s report was delivered on January 1, 1964, to President
Lyndon B. Johnson, who had taken office in November following the
assassination of John F. Kennedy. The report revealed that one third of the
young men called for military service did not meet the standards of health
and education. It went on to recommend methods for using the AFQT to
identify young adults with remediable problems and to provide them
services, and it also recommended the enactment of new legislation that
would provide additional education and training.
In launching his  "Great Society" programs  in May 1964, Johnson argued that
"The  Great Society rests on abundance and liberty for all. It demands an
end to poverty and racial injustice, to which we are totally committed in
our time"
By appealing to "abundance and liberty," Johnson captured the interest of
those in Congress concerned with employment, productivity, and poverty as
well as those concerned with national security. In August 1964, Johnson
signed the Economic Opportunity Act into law. It contained within it Title
IIB: the Adult Basic Education program.
In 1966, adult educators lobbied to move the Adult Basic Education program
to the U. S. Office of Education and to change the name to the Adult
Education Act, broadening its applicability beyond basic education.
Congress agreed, and, on November 3, 1966, Johnson signed an amendment to
the Elementary and Secondary Education Act of 1965 that  included Title
III: The Adult Education Act of 1966.
With the passing of the Adult Education Act, the seed from which the AELS
would grow was finally planted. For 40 years, adults have used the AELS to
help them find abundance and liberty from the bonds of poverty and
underemployment for themselves and their families. For tens of millions of
adults this hope has been fulfilled.
[Note: Most of the foregoing is adapted from " The rise of the Adult
Education and Literacy System in the United States: 1600-2000" by Thomas
Sticht, in John Comings,  Barbara Garner, and Cristine Smith (Eds.), The
annual review of adult learning and literacy (volume 3, pages 10-43). San
Francisco: Jossey-Bass, 2001.
Thomas G., USA
From Mylinh.Nguyen at ed.gov  Wed Oct 18 11:37:22 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Wed, 18 Oct 2006 11:37:22 -0400
Subject: [WomenLiteracy 590]  Update on Women and Literacy list
Message-ID: <CB4082E7B582144084C72EC6C98D495911889A53@wdcrobe2m04.ed.gov>
	Dear Discussion List subscribers,
	As the National Institute for Literacy enters a new fiscal year, we
have taken steps to streamline the way we deliver professional development
to our discussion list members. A major change that will directly affect you
is the merging of the Poverty, Race and Literacy List with the Women and
Literacy List starting November 6, 2006.
	We will continue to provide access to discussion archives on our
website.
	We have chosen to combine the two lists because we recognize that
many of the issues that impact one group also affect the other group, and
	believe that many of the topics discussed on one list can benefit
the other list. For that reason, we decided to combine the lists to enhance
	list members access to the latest ideas and information available.
Race and gender issues often intersect, and it is most both practical and
	appropriate to have them intersect on one combined list.
	We know that many members of our two lists, especially members of
our Women's list, view the lists as safe havens where issues can be raised
	and discussed. We want you to know that we will continue to respect
your input and will maintain the same high level of sensitivity and respect
	we have always shown our list members. In combining the two lists,
Daphne Greenberg will serve as the moderator for the new combined list. Her
experience with women's literacy has enabled her to moderate the women's
list with the right balance of sensitivity and insight that is necessary for
such a list. And we know that in assuming the responsibility of the new
list, she will bring the same balance to the  Poverty, Race, Women, and
Literacy list.
	The Institute will be inviting current subscribers for both the
Poverty, Race Literacy List and the Women and Literacy List to the new
combined
	Poverty, Race, Women and Literacy List.  Once you receive the
invitation, you will need to confirm your subscription to the Poverty,
	Race, Women and Literacy List.
	We encourage you to be an active participant in the new list by
sharing your unique perspectives to help make the Poverty, Race, Women and
	Literacy List a dynamic resource for information and professional
development.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From ditmar0906_inossian at netzero.net  Wed Oct 18 17:47:40 2006
From: ditmar0906_inossian at netzero.net (ditmar0906_inossian at netzero.net)
Date: Wed, 18 Oct 2006 21:47:40 GMT
Subject: [WomenLiteracy 591]  (no subject)
Message-ID: <20061018.144818.8794.1228692@webmail03.lax.untd.com>
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From alcdgg at langate.gsu.edu  Wed Oct 18 21:08:10 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 18 Oct 2006 21:08:10 -0400
Subject: [WomenLiteracy 592] Re: Update on Women and Literacy list
Message-ID: <453697BA020000310000946C@mailsrv4.gsu.edu>
I am wondering how people on this list feel about the merging of the
Women and Literacy List with the Poverty, Race, and Literacy list? Any
reactions? Happiness? Disappointment? Concern? Excitement?
Daphne
>>> "Nguyen, My Linh" <Mylinh.Nguyen at ed.gov> 10/18/06 11:37 AM >>>
	Dear Discussion List subscribers,
	As the National Institute for Literacy enters a new fiscal year,
we
have taken steps to streamline the way we deliver professional
development
to our discussion list members. A major change that will directly affect
you
is the merging of the Poverty, Race and Literacy List with the Women and
Literacy List starting November 6, 2006.
	We will continue to provide access to discussion archives on our
website.
	We have chosen to combine the two lists because we recognize
that
many of the issues that impact one group also affect the other group,
and
	believe that many of the topics discussed on one list can
benefit
the other list. For that reason, we decided to combine the lists to
enhance
	list members access to the latest ideas and information
available.
Race and gender issues often intersect, and it is most both practical
and
	appropriate to have them intersect on one combined list.
	We know that many members of our two lists, especially members
of
our Women's list, view the lists as safe havens where issues can be
raised
	and discussed. We want you to know that we will continue to
respect
your input and will maintain the same high level of sensitivity and
respect
	we have always shown our list members. In combining the two
lists,
Daphne Greenberg will serve as the moderator for the new combined list.
Her
experience with women's literacy has enabled her to moderate the women's
list with the right balance of sensitivity and insight that is necessary
for
such a list. And we know that in assuming the responsibility of the new
list, she will bring the same balance to the  Poverty, Race, Women, and
Literacy list.
	The Institute will be inviting current subscribers for both the
Poverty, Race Literacy List and the Women and Literacy List to the new
combined
	Poverty, Race, Women and Literacy List.  Once you receive the
invitation, you will need to confirm your subscription to the Poverty,
	Race, Women and Literacy List.
	We encourage you to be an active participant in the new list by
sharing your unique perspectives to help make the Poverty, Race, Women
and
	Literacy List a dynamic resource for information and
professional
development.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From kwright8 at att.net  Wed Oct 18 22:10:43 2006
From: kwright8 at att.net (Keith Wright)
Date: Wed, 18 Oct 2006 22:10:43 -0400
Subject: [WomenLiteracy 593] Re: Update on Women and Literacy list
References: <453697BA020000310000946C@mailsrv4.gsu.edu>
Message-ID: <000801c6f323$c904fcb0$2401a8c0@KeithWright>
Dr. Greenberg, as I see it, the main reason for combining the lists was
given as stated,
"...many of the issues that impact one group also affect the other group."
I agree that the
issues may be the same, but the implications may be different.  Although an
issue may
impact me and another person, the impact on me may be entirely different.
Given this,
my reaction will be more of a concern, that important salient considerations
may be lost
for both groups.
Keith D Wright, Dean
School of Technology
DeVry University Atlanta/Charlotte/Raleigh
250 North Arcadia Avenue
Decatur, GA  30030
770-490-4106
Email: kwright at faculty.atl.devry.edu
----- Original Message -----
From: "Daphne Greenberg" <alcdgg at langate.gsu.edu>
To: <womenliteracy at nifl.gov>
Sent: Wednesday, October 18, 2006 9:08 PM
Subject: [WomenLiteracy 592] Re: Update on Women and Literacy list
>I am wondering how people on this list feel about the merging of the
> Women and Literacy List with the Poverty, Race, and Literacy list? Any
> reactions? Happiness? Disappointment? Concern? Excitement?
> Daphne
>
>>>> "Nguyen, My Linh" <Mylinh.Nguyen at ed.gov> 10/18/06 11:37 AM >>>
> Dear Discussion List subscribers,
>
> As the National Institute for Literacy enters a new fiscal year,
> we
> have taken steps to streamline the way we deliver professional
> development
> to our discussion list members. A major change that will directly affect
> you
> is the merging of the Poverty, Race and Literacy List with the Women and
> Literacy List starting November 6, 2006.
>
> We will continue to provide access to discussion archives on our
> website.
>
> We have chosen to combine the two lists because we recognize
> that
> many of the issues that impact one group also affect the other group,
> and
> believe that many of the topics discussed on one list can
> benefit
> the other list. For that reason, we decided to combine the lists to
> enhance
> list members access to the latest ideas and information
> available.
> Race and gender issues often intersect, and it is most both practical
> and
> appropriate to have them intersect on one combined list.
>
> We know that many members of our two lists, especially members
> of
> our Women's list, view the lists as safe havens where issues can be
> raised
> and discussed. We want you to know that we will continue to
> respect
> your input and will maintain the same high level of sensitivity and
> respect
> we have always shown our list members. In combining the two
> lists,
> Daphne Greenberg will serve as the moderator for the new combined list.
> Her
> experience with women's literacy has enabled her to moderate the women's
> list with the right balance of sensitivity and insight that is necessary
> for
> such a list. And we know that in assuming the responsibility of the new
> list, she will bring the same balance to the  Poverty, Race, Women, and
> Literacy list.
>
> The Institute will be inviting current subscribers for both the
> Poverty, Race Literacy List and the Women and Literacy List to the new
> combined
> Poverty, Race, Women and Literacy List.  Once you receive the
> invitation, you will need to confirm your subscription to the Poverty,
> Race, Women and Literacy List.
>
> We encourage you to be an active participant in the new list by
> sharing your unique perspectives to help make the Poverty, Race, Women
> and
> Literacy List a dynamic resource for information and
> professional
> development.
>
> My Linh Nguyen
> Associate Director of Communications
> National Institute for Literacy
> (202) 233-2041
> fax (202) 233-2050
> mnguyen at nifl.gov
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From bertiemo at yahoo.com  Wed Oct 18 23:10:36 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT)
Subject: [WomenLiteracy 594] Re: Update on Women and Literacy list
In-Reply-To: <453697BA020000310000946C@mailsrv4.gsu.edu>
Message-ID: <20061019031036.63982.qmail@web30013.mail.mud.yahoo.com>
I'm a bit concerned because I think that different folks subscribe to a list that is women focused.  I'm pretty shy about responding to  most lists.  And I've been very encouraged by the gentle support I've received from you and others on the list.
Best,
Bertie
Daphne Greenberg <alcdgg at langate.gsu.edu> wrote: I am wondering how people on this list feel about the merging of the
Women and Literacy List with the Poverty, Race, and Literacy list? Any
reactions? Happiness? Disappointment? Concern? Excitement?
Daphne
>>> "Nguyen, My Linh"  10/18/06 11:37 AM >>>
 Dear Discussion List subscribers,
 As the National Institute for Literacy enters a new fiscal year,
we
have taken steps to streamline the way we deliver professional
development
to our discussion list members. A major change that will directly affect
you
is the merging of the Poverty, Race and Literacy List with the Women and
Literacy List starting November 6, 2006.
 We will continue to provide access to discussion archives on our
website.
 We have chosen to combine the two lists because we recognize
that
many of the issues that impact one group also affect the other group,
and
 believe that many of the topics discussed on one list can
benefit
the other list. For that reason, we decided to combine the lists to
enhance
 list members access to the latest ideas and information
available.
Race and gender issues often intersect, and it is most both practical
and
 appropriate to have them intersect on one combined list.
 We know that many members of our two lists, especially members
of
our Women's list, view the lists as safe havens where issues can be
raised
 and discussed. We want you to know that we will continue to
respect
your input and will maintain the same high level of sensitivity and
respect
 we have always shown our list members. In combining the two
lists,
Daphne Greenberg will serve as the moderator for the new combined list.
Her
experience with women's literacy has enabled her to moderate the women's
list with the right balance of sensitivity and insight that is necessary
for
such a list. And we know that in assuming the responsibility of the new
list, she will bring the same balance to the  Poverty, Race, Women, and
Literacy list.
 The Institute will be inviting current subscribers for both the
Poverty, Race Literacy List and the Women and Literacy List to the new
combined
 Poverty, Race, Women and Literacy List.  Once you receive the
invitation, you will need to confirm your subscription to the Poverty,
 Race, Women and Literacy List.
 We encourage you to be an active participant in the new list by
sharing your unique perspectives to help make the Poverty, Race, Women
and
 Literacy List a dynamic resource for information and
professional
development.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
-------------- next part --------------
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From karenw at gorhamschools.org  Thu Oct 19 09:00:25 2006
From: karenw at gorhamschools.org (Karen Wyman)
Date: Thu, 19 Oct 2006 09:00:25 -0400
Subject: [WomenLiteracy 595] Re: Update on Women and Literacy list
In-Reply-To: <453697BA020000310000946C@mailsrv4.gsu.edu>
References: <453697BA020000310000946C@mailsrv4.gsu.edu>
Message-ID: <fc.000f6fca00b54b323b9aca004e0c868c.b54bda@gorham.k12.me.us>
Hi Daphne,
I have mixed feelings about the merging of the two lists. While I see lots
of connections, intersections and overlap between the two lists, I'm not
sure merging them best serves the interests of either. Would there be a
way to send digests of what's being discussed to the two lists so we are
aware of discussions being held? Or to cross-post relevant discussions?
I'm not familiar with the content and "atmosphere" of the Poverty, Race,
and Literacy list, so I don't know how much similarity there is. I do
think it is important to maintain this list's commitment to accessible and
gentle communication.
-Karen
The Women and Literacy Discussion List <womenliteracy at nifl.gov> on
Wednesday, October 18, 2006 at 9:08 PM -0500 wrote:
>I am wondering how people on this list feel about the merging of the
>Women and Literacy List with the Poverty, Race, and Literacy list? Any
>reactions? Happiness? Disappointment? Concern? Excitement?
>Daphne
>
>>>> "Nguyen, My Linh" <Mylinh.Nguyen at ed.gov> 10/18/06 11:37 AM >>>
>	Dear Discussion List subscribers,
>
>	As the National Institute for Literacy enters a new fiscal year,
>we
>have taken steps to streamline the way we deliver professional
>development
>to our discussion list members. A major change that will directly affect
>you
>is the merging of the Poverty, Race and Literacy List with the Women and
>Literacy List starting November 6, 2006.
>
>	We will continue to provide access to discussion archives on our
>website.
>
>	We have chosen to combine the two lists because we recognize
>that
>many of the issues that impact one group also affect the other group,
>and
>	believe that many of the topics discussed on one list can
>benefit
>the other list. For that reason, we decided to combine the lists to
>enhance
>	list members access to the latest ideas and information
>available.
>Race and gender issues often intersect, and it is most both practical
>and
>	appropriate to have them intersect on one combined list.
>
>	We know that many members of our two lists, especially members
>of
>our Women's list, view the lists as safe havens where issues can be
>raised
>	and discussed. We want you to know that we will continue to
>respect
>your input and will maintain the same high level of sensitivity and
>respect
>	we have always shown our list members. In combining the two
>lists,
>Daphne Greenberg will serve as the moderator for the new combined list.
>Her
>experience with women's literacy has enabled her to moderate the women's
>list with the right balance of sensitivity and insight that is necessary
>for
>such a list. And we know that in assuming the responsibility of the new
>list, she will bring the same balance to the  Poverty, Race, Women, and
>Literacy list.
>
>	The Institute will be inviting current subscribers for both the
>Poverty, Race Literacy List and the Women and Literacy List to the new
>combined
>	Poverty, Race, Women and Literacy List.  Once you receive the
>invitation, you will need to confirm your subscription to the Poverty,
>	Race, Women and Literacy List.
>
>	We encourage you to be an active participant in the new list by
>sharing your unique perspectives to help make the Poverty, Race, Women
>and
>	Literacy List a dynamic resource for information and
>professional
>development.
>
>My Linh Nguyen
>Associate Director of Communications
>National Institute for Literacy
>(202) 233-2041
>fax (202) 233-2050
>mnguyen at nifl.gov
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/womenliteracy
Karen Wyman
From Janet_Isserlis at brown.edu  Thu Oct 19 13:41:39 2006
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Thu, 19 Oct 2006 13:41:39 -0400
Subject: [WomenLiteracy 596] Re: Update on Women and Literacy list
In-Reply-To: <20061019031036.63982.qmail@web30013.mail.mud.yahoo.com>
Message-ID: <C15D3113.115D2%Janet_Isserlis@brown.edu>
this is the response I'd sent to the content standards and English language
lists;
apologies for the cross posting for some
Aside from the reasons given here, are there other substantive reasons for
eliminating these two lists?  While their content *may* overlap, at times,
there are also distinct purposes to each, and useful information particular
to each exchanged, and - at times - cross posted to various other lists.
I'm very sorry to see these two lists being eliminated.
Janet Isserlis
From: Bertha Mo <bertiemo at yahoo.com>
Reply-To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT)
To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
Subject: [WomenLiteracy 594] Re: Update on Women and Literacy list
I'm a bit concerned because I think that different folks subscribe to a list
that is women focused.  I'm pretty shy about responding to  most lists.  And
I've been very encouraged by the gentle support I've received from you and
others on the list.
Best,
Bertie
Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:
>  I am wondering how people on this list feel about the merging of the
> Women and Literacy List with the Poverty, Race, and Literacy list? Any
> reactions? Happiness? Disappointment? Concern? Excitement?
> Daphne
>
>>>> >>> "Nguyen, My Linh"  10/18/06 11:37 AM >>>
>  Dear Discussion List subscribers,
>
>  As the National Institute for Literacy enters a new fiscal year,
> we
> have taken steps to streamline the way we deliver professional
> development
> to our discussion list members. A major change that will directly affect
> you
> is the merging of the Poverty, Race and Literacy List with the Women and
> Literacy List starting November 6, 2006.
>
>  We will continue to provide access to discussion archives on our
> website.
>
>  We have chosen to combine the two lists because we recognize
> that
> many of the issues that impact one group also affect the other group,
> and
>  believe that many of the topics discussed on one list can
> benefit
> the other list. For that reason, we decided to combine the lists to
> enhance
>  list members access to the latest ideas and information
> available.
> Race and gender issues often intersect, and it is most both practical
> and
>  appropriate to have them intersect on one combined list.
>
>  We know that many members of our two lists, especially members
> of
> our Women's list, view the lists as safe havens where issues can be
> raised
>  and discussed. We want you to know that we will continue to
> respect
> your input and will maintain the same high level of sensitivity and
> respect
>  we have always shown our list members. In combining the two
> lists,
> Daphne Greenberg will serve as the moderator for the new combined list.
> Her
> experience with women's literacy has enabled her to moderate the women's
> list with the right balance of sensitivity and insight that is necessary
> for
> such a list. And we know that in assuming the responsibility of the new
> list, she will bring the same balance to the  Poverty, Race, Women, and
> Literacy list.
>
>  The Institute will be inviting current subscribers for both the
> Poverty, Race Literacy List and the Women and Literacy List to the new
> combined
>  Poverty, Race, Women and Literacy List.  Once you receive the
> invitation, you will need to confirm your subscription to the Poverty,
>  Race, Women and Literacy List.
>
>  We encourage you to be an active participant in the new list by
> sharing your unique perspectives to help make the Poverty, Race, Women
> and
>  Literacy List a dynamic resource for information and
> professional
> development.
>
> My Linh Nguyen
> Associate Director of Communications
> National Institute for Literacy
> (202) 233-2041
> fax (202) 233-2050
> mnguyen at nifl.gov
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
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From aliaslynne at gmail.com  Thu Oct 19 15:00:45 2006
From: aliaslynne at gmail.com (Lynne Feinberg)
Date: Thu, 19 Oct 2006 15:00:45 -0400
Subject: [WomenLiteracy 597]  Health Insurance
Message-ID: <f9652d990610191200l7f8f808ai2f7d66d6ca8a0b53@mail.gmail.com>
I have asked at the schools, I have contacted the union (MCCC),  I have
contacted TESOL. I have Googled everything I can think of Googling.  I can't
bring myself to believe that there is nothing available, and I know I am not
alone in this situation.  Does anyone have any ideas for a single,
hardworking, low-paid but otherwise not unhappy adjunct community college
ESL instructor seeking health insurance?  Something I can afford that will
allow me to get a yearly mammogram, and an x-ray in case I fall off my
bicycle.  Here's hoping, and in the meantime feeling much too vulnerable.
Thank you,
Lynne Feinberg
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From amuro5 at epcc.edu  Thu Oct 19 17:10:33 2006
From: amuro5 at epcc.edu (Muro, Andres)
Date: Thu, 19 Oct 2006 15:10:33 -0600
Subject: [WomenLiteracy 598] Re: Health Insurance
In-Reply-To: <f9652d990610191200l7f8f808ai2f7d66d6ca8a0b53@mail.gmail.com>
Message-ID: <CA29C5E82B801844A7A967D109F117CF8083E7@svrascmail01>
Usually the county hospital or community health clinics will provide
these services. If you get injured, you are entitled to go to an
emergency room, get seen and then pay in installment. If there is a
county hospital, they will probably work with you on reasonable
payments, etc.
For mammograms you can probably go to a local health clinic for the
indigent. Find the poor neighborhood in your community and ask where the
health clinic is. Sign up and you'll get seen. They probably provide
breast exams, pap smears, glucose tests, CV screenings, etc. You may
have to pay a fee.
If you have an expensive disease, get a bunch or credit cards. American
express usually gives you a no limit account. Spent them to the limit
and declare bankruptcy.
As far as free or inexpensive health insurance, there is no such thing
anymore, even for people in full time employment. There are huge
deductibles, for everything except primary care.
Andres
________________________________
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Lynne Feinberg
Sent: Thursday, October 19, 2006 1:01 PM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 597] Health Insurance
I have asked at the schools, I have contacted the union (MCCC),  I have
contacted TESOL. I have Googled everything I can think of Googling.  I
can't bring myself to believe that there is nothing available, and I
know I am not alone in this situation.  Does anyone have any ideas for a
single, hardworking, low-paid but otherwise not unhappy adjunct
community college ESL instructor seeking health insurance?  Something I
can afford that will allow me to get a yearly mammogram, and an x-ray in
case I fall off my bicycle.  Here's hoping, and in the meantime feeling
much too vulnerable.
Thank you,
Lynne Feinberg
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From djrosen at comcast.net  Thu Oct 19 17:36:10 2006
From: djrosen at comcast.net (David Rosen)
Date: Thu, 19 Oct 2006 17:36:10 -0400
Subject: [WomenLiteracy 599] Re: Health Insurance
In-Reply-To: <CA29C5E82B801844A7A967D109F117CF8083E7@svrascmail01>
References: <CA29C5E82B801844A7A967D109F117CF8083E7@svrascmail01>
Message-ID: <1141DE29-AD2A-4BC6-818E-B39203E14B1E@comcast.net>
Lynne and Andres,
Several years ago, a colleague who had several part-time workplace
ESOL teaching jobs in Boston told me that she needed medical care and
had no health insurance.  She went to the emergency room of a large
city hospital.  Although the care was good, the doctors did not have
her medical history, which could have been a problem.  She also
mentioned that the person who did the intake for her, a full-time
hospital employee with health benefits, was one of her ESOL students.
David J. Rosen
djrosen at comcast.net
On Oct 19, 2006, at 5:10 PM, Muro, Andres wrote:
> Usually the county hospital or community health clinics will
> provide these services. If you get injured, you are entitled to go
> to an emergency room, get seen and then pay in installment. If
> there is a county hospital, they will probably work with you on
> reasonable payments, etc.
>
>
>
> For mammograms you can probably go to a local health clinic for the
> indigent. Find the poor neighborhood in your community and ask
> where the health clinic is. Sign up and you?ll get seen. They
> probably provide breast exams, pap smears, glucose tests, CV
> screenings, etc. You may have to pay a fee.
>
>
>
> If you have an expensive disease, get a bunch or credit cards.
> American express usually gives you a no limit account. Spent them
> to the limit and declare bankruptcy.
>
>
>
> As far as free or inexpensive health insurance, there is no such
> thing anymore, even for people in full time employment. There are
> huge deductibles, for everything except primary care.
>
>
>
> Andres
>
>
>
> From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-
> bounces at nifl.gov] On Behalf Of Lynne Feinberg
> Sent: Thursday, October 19, 2006 1:01 PM
> To: womenliteracy at nifl.gov
> Subject: [WomenLiteracy 597] Health Insurance
>
>
>
> I have asked at the schools, I have contacted the union (MCCC),  I
> have contacted TESOL. I have Googled everything I can think of
> Googling.  I can't bring myself to believe that there is nothing
> available, and I know I am not alone in this situation.  Does
> anyone have any ideas for a single, hardworking, low-paid but
> otherwise not unhappy adjunct community college ESL instructor
> seeking health insurance?  Something I can afford that will allow
> me to get a yearly mammogram, and an x-ray in case I fall off my
> bicycle.  Here's hoping, and in the meantime feeling much too
> vulnerable.
>
> Thank you,
> Lynne Feinberg
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
David J. Rosen
djrosen at comcast.net
From ditmar0906_inossian at netzero.net  Thu Oct 19 20:14:32 2006
From: ditmar0906_inossian at netzero.net (ditmar0906_inossian at netzero.net)
Date: Fri, 20 Oct 2006 00:14:32 GMT
Subject: [WomenLiteracy 600] Re: Health Insurance
Message-ID: <20061019.171507.21495.1240103@webmail18.lax.untd.com>
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From bertiemo at yahoo.com  Thu Oct 19 23:59:30 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Thu, 19 Oct 2006 20:59:30 -0700 (PDT)
Subject: [WomenLiteracy 601] Re: Health Insurance
In-Reply-To: <CA29C5E82B801844A7A967D109F117CF8083E7@svrascmail01>
Message-ID: <20061020035930.61586.qmail@web30008.mail.mud.yahoo.com>
I used to live in San Francisco and an organization called Public Media that was housed at Fort Mason permitted people such as yourself to sign onto their Kaiser Plan.  In many areas, I was just working in Upstate NY, local groups organized a free mamography program for low income folks.  I think you need a mamogram every other year if you don't have symptoms or family history.
If you have an accident the local emergency room will see you and give you an x-ray and have you pay as you can.
Bertie Mo
"Muro, Andres" <amuro5 at epcc.edu> wrote:        v\:* {behavior:url(#default#VML);} o\:* {behavior:url(#default#VML);} w\:* {behavior:url(#default#VML);} .shape {behavior:url(#default#VML);}           Usually the county hospital or community health clinics will provide these services. If you get injured, you are entitled to go to an emergency room, get seen and then pay in installment. If there is a county hospital, they will probably work with you on reasonable payments, etc.
  For mammograms you can probably go to a local health clinic for the indigent. Find the poor neighborhood in your community and ask where the health clinic is. Sign up and you?ll get seen. They probably provide breast exams, pap smears, glucose tests, CV screenings, etc. You may have to pay a fee.
  If you have an expensive disease, get a bunch or credit cards. American express usually gives you a no limit account. Spent them to the limit and declare bankruptcy.
  As far as free or inexpensive health insurance, there is no such thing anymore, even for people in full time employment. There are huge deductibles, for everything except primary care.
  Andres
---------------------------------
  From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Lynne Feinberg
 Sent: Thursday, October 19, 2006 1:01 PM
 To: womenliteracy at nifl.gov
 Subject: [WomenLiteracy 597] Health Insurance
  I have asked at the schools, I have contacted the union (MCCC),  I have contacted TESOL. I have Googled everything I can think of Googling.  I can't bring myself to believe that there is nothing available, and I know I am not alone in this situation.  Does anyone have any ideas for a single, hardworking, low-paid but otherwise not unhappy adjunct community college ESL instructor seeking health insurance?  Something I can afford that will allow me to get a yearly mammogram, and an x-ray in case I fall off my bicycle.  Here's hoping, and in the meantime feeling much too vulnerable.
 Thank you,
 Lynne Feinberg
  ----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From hsmith at coe.tamu.edu  Fri Oct 20 09:53:31 2006
From: hsmith at coe.tamu.edu (Harriet Smith)
Date: Fri, 20 Oct 2006 08:53:31 -0500
Subject: [WomenLiteracy 602] Re: Health Insurance
In-Reply-To: <f9652d990610191200l7f8f808ai2f7d66d6ca8a0b53@mail.gmail.co
 m>
References: <f9652d990610191200l7f8f808ai2f7d66d6ca8a0b53@mail.gmail.com>
Message-ID: <7.0.1.0.0.20061020085032.01a44758@coe.tamu.edu>
Don't forget about Planned Parenthood. To quote their website...
Planned Parenthood is the nation's leading sexual
and reproductive health care advocate and
provider.  With more than 860 health centers
nationwide, nearly five million women, men, and
teens turn to us each year for essential services
? services we provide regardless of income,
marital status, race, ethnicity, sexual
orientation, age, national origin, or residence.
At 02:00 PM 10/19/2006, you wrote:
>I have asked at the schools, I have contacted
>the union (MCCC),  I have contacted TESOL. I
>have Googled everything I can think of
>Googling.  I can't bring myself to believe that
>there is nothing available, and I know I am not
>alone in this situation.  Does anyone have any
>ideas for a single, hardworking, low-paid but
>otherwise not unhappy adjunct community college
>ESL instructor seeking health
>insurance?  Something I can afford that will
>allow me to get a yearly mammogram, and an x-ray
>in case I fall off my bicycle.  Here's hoping,
>and in the meantime feeling much too vulnerable.
>
>Thank you,
>Lynne Feinberg
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription
>settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
______________________________________
Harriet Vardiman Smith
Clearinghouse Director
Texas Center for the Advancement of Literacy & Learning
State Partner in the National LINCS System
Texas A&M University
800-441-READ
website:  www-tcall.tamu.edu
main office email:  tcall at coe.tamu.edu
Everybody complains of his memory, but nobody of his judgement.
-- from Maxims by Fran?ois VI, duke de La Rochefoucauld, 1665
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From alcdgg at langate.gsu.edu  Fri Oct 20 10:52:47 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 20 Oct 2006 10:52:47 -0400
Subject: [WomenLiteracy 603]  access and health
Message-ID: <4538AA7F02000031000097F1@mailsrv4.gsu.edu>
In light of the recent discussion on health insurance on this listserv,
I thought that the following link to an article, posted on the health
literacy listserv may be of interest to some of you:
http://www.ama-assn.org/amednews/site/free/gvsd1016.htm
It describes how communities with new and fast-growing Hispanic
populations are ill-equipped to provide appropriate access to services.
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From alcdgg at langate.gsu.edu  Fri Oct 20 11:15:18 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 20 Oct 2006 11:15:18 -0400
Subject: [WomenLiteracy 604]  Proliteracy Webcast
Message-ID: <4538AFC602000031000097F7@mailsrv4.gsu.edu>
Fellow Practitioners and Supporters of Adult Literacy:
ProLiteracy Worldwide invites you to attend the National Literacy
Summit.2 at your desktop.
This second annual literacy event will convene literacy providers,
corporate sponsors, and government and academic representatives to
identify what works in literacy across the lifespan - the science,
strategies and practices that effect positive outcomes.
Together, we will:
Define effective program elements, outcomes and measures for each stage
of literacy across the lifespan
Examine and recommend research-based practices and strategies that
support program elements and achieve desired outcomes
Enable greater understanding and collaboration among providers
Produce a tool that can be shared with all providers
Please join this interactive event, and contribute your unique and
respected knowledge
to a dialogue about how we should approach literacy across the lifespan.
Monday, October 30, 2006
1:00 p.m. - 4:30 p.m. EST
For more details and to register for the Webcast, click here.
The Agenda for the Webcast:
1:00 - Welcome
Phyllis Magrab, Director, Center for Childhood and Human Development,
Georgetown University
Kathryn C. Brown, Senior Vice President, Policy Development and
Corporate Responsibility, Verizon Communications
1:15 - Literacy Across The Lifespan:  What Works
Dr. Timothy Shanahan, Professor of Urban Education, University of
Illinois at Chicago, Director of UIC Center for Literacy, and President
of the International Reading Association
1:45 - Literacy Across The Lifespan:  Quality and Outcomes
Dr. Dorothy Strickland, Senior Research Fellow, NIEER, Rutgers
University Graduate School of Education and Past President of the
International Reading Association
2:30 - Interactive Discussion
Sharon Darling, Founder and President, National Center for Family
Literacy
Dale Lipshultz, Literacy Officer - Office for Literacy and Outreach
Services, American Library Association, and Immediate Past President,
National Coalition for Literacy
Peter Waite, Executive Director, ProLiteracy America, the U.S. Programs
Division of ProLiteracy Worldwide
4:15 - Wrap up
Patrick R. Gaston, President, Verizon Foundation
EVENT SPONSORS
American Library Association, Georgetown University,
National Center for Family Literacy, National Coalition for Literacy,
ProLiteracy Worldwide,  and Verizon Foundation
From haydens at wvlc.lib.wv.us  Fri Oct 20 11:15:49 2006
From: haydens at wvlc.lib.wv.us (Susan Hayden)
Date: Fri, 20 Oct 2006 11:15:49 -0400
Subject: [WomenLiteracy 605] Re: Health Insurance
References: <20061020035930.61586.qmail@web30008.mail.mud.yahoo.com>
Message-ID: <003901c6f45a$a00146b0$85f0630a@hayden>
Before you think of try the credit card idea, be sure to check on the news laws for bankruptcy.  The laws changed in early 2006, and it is not as easy to file a Chapter 7 which allows your bills to "go away".
Local health care clinics will be your best bet for a mammogram, call your state's department of health for locations and various programs.  Hospitals on the payment plan will take care of x-rays and other emergencies, just be prepared for a long wait.
Good luck.  The sad reality is the American health care system is failing miserably for all of us.
Susan Hayden
Adult Services Library Consultant
West Virginia Library Commission
1900 Kanawha BLVD, East
Charleston, WV 25305
haydens at wvlc.lib.wv.us
304-558-3978, ext. 2014
FAX:  304-558-1612
  ----- Original Message -----
  From: Bertha Mo
  To: The Women and Literacy Discussion List
  Sent: Thursday, October 19, 2006 11:59 PM
  Subject: [WomenLiteracy 601] Re: Health Insurance
  I used to live in San Francisco and an organization called Public Media that was housed at Fort Mason permitted people such as yourself to sign onto their Kaiser Plan.  In many areas, I was just working in Upstate NY, local groups organized a free mamography program for low income folks.  I think you need a mamogram every other year if you don't have symptoms or family history.
  If you have an accident the local emergency room will see you and give you an x-ray and have you pay as you can.
  Bertie Mo
  "Muro, Andres" <amuro5 at epcc.edu> wrote:
    Usually the county hospital or community health clinics will provide these services. If you get injured, you are entitled to go to an emergency room, get seen and then pay in installment. If there is a county hospital, they will probably work with you on reasonable payments, etc.
    For mammograms you can probably go to a local health clinic for the indigent. Find the poor neighborhood in your community and ask where the health clinic is. Sign up and you'll get seen. They probably provide breast exams, pap smears, glucose tests, CV screenings, etc. You may have to pay a fee.
    If you have an expensive disease, get a bunch or credit cards. American express usually gives you a no limit account. Spent them to the limit and declare bankruptcy.
    As far as free or inexpensive health insurance, there is no such thing anymore, even for people in full time employment. There are huge deductibles, for everything except primary care.
    Andres
----------------------------------------------------------------------------
    From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Lynne Feinberg
    Sent: Thursday, October 19, 2006 1:01 PM
    To: womenliteracy at nifl.gov
    Subject: [WomenLiteracy 597] Health Insurance
    I have asked at the schools, I have contacted the union (MCCC),  I have contacted TESOL. I have Googled everything I can think of Googling.  I can't bring myself to believe that there is nothing available, and I know I am not alone in this situation.  Does anyone have any ideas for a single, hardworking, low-paid but otherwise not unhappy adjunct community college ESL instructor seeking health insurance?  Something I can afford that will allow me to get a yearly mammogram, and an x-ray in case I fall off my bicycle.  Here's hoping, and in the meantime feeling much too vulnerable.
    Thank you,
    Lynne Feinberg
    ----------------------------------------------------
    National Institute for Literacy
    Women and Literacy mailing list
    WomenLiteracy at nifl.gov
    To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
------------------------------------------------------------------------------
  ----------------------------------------------------
  National Institute for Literacy
  Women and Literacy mailing list
  WomenLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From sandra_diehl at med.unc.edu  Fri Oct 20 14:57:41 2006
From: sandra_diehl at med.unc.edu (sandra_diehl at med.unc.edu)
Date: Fri, 20 Oct 2006 18:57:41 GMT
Subject: [WomenLiteracy 606] Re: Health Insurance
In-Reply-To: <003901c6f45a$a00146b0$85f0630a@hayden>
References: <20061020035930.61586.qmail@web30008.mail.mud.yahoo.com>
	<003901c6f45a$a00146b0$85f0630a@hayden>
Message-ID: <f62ca36bf264.45391c25@med.unc.edu>
A few other suggestions to add to what has already been said:
Many communities are served by a local United Way chapter.  Local chapters create and maintain community resource directories, with information about health and human services that are available in the community, including low-cost and free services.  If you call them, they should be able to send you a print directory or refer you to a local web directory.
You may also want to contact private insurers and inquire about catastrophic-only coverage, which is more affordable and may help avoid the bankruptcy issue.
If you've had insurance coverage recently through a former employer, you may be eligible for COBRA - which is likely to be expensive but at least offers continuous coverage and will help avoid pre-existing conditions exclusions.
Finally, for anyone with children, all states offer child health insurance coverage for kids (ages 0-18).  This program serves families who don' t qualify for Medicaid because their income exceeds eligibility requirements, but who cannot afford private insurance.  Your local health department, community health center, department of social services, etc. should be able to provide more information about enrollment (it's often called SCHIP - State Children's Health Insurance Plan).  Sandy
----- Original Message -----
From: Susan Hayden
Date: Friday, October 20, 2006 11:41 am
Subject: [WomenLiteracy 605] Re: Health Insurance
To: The Women and Literacy Discussion List
> Before you think of try the credit card idea, be sure to check
> on the news laws for bankruptcy. The laws changed in early
> 2006, and it is not as easy to file a Chapter 7 which allows
> your bills to "go away".
> Local health care clinics will be your best bet for a mammogram,
> call your state's department of health for locations and various
> programs. Hospitals on the payment plan will take care of x-
> rays and other emergencies, just be prepared for a long wait.
> Good luck. The sad reality is the American health care system
> is failing miserably for all of us.
> Susan Hayden
> Adult Services Library Consultant
> West Virginia Library Commission
> 1900 Kanawha BLVD, East
> Charleston, WV 25305
> haydens at wvlc.lib.wv.us
> 304-558-3978, ext. 2014
> FAX: 304-558-1612
> ----- Original Message -----
> From: Bertha Mo
> To: The Women and Literacy Discussion List
> Sent: Thursday, October 19, 2006 11:59 PM
> Subject: [WomenLiteracy 601] Re: Health Insurance
>
>
> I used to live in San Francisco and an organization called
> Public Media that was housed at Fort Mason permitted people such
> as yourself to sign onto their Kaiser Plan. In many areas, I
> was just working in Upstate NY, local groups organized a free
> mamography program for low income folks. I think you need a
> mamogram every other year if you don't have symptoms or family
> history.
> If you have an accident the local emergency room will see you
> and give you an x-ray and have you pay as you can.
>
> Bertie Mo
>
> "Muro, Andres" wrote:
> Usually the county hospital or community health clinics will
> provide these services. If you get injured, you are entitled to
> go to an emergency room, get seen and then pay in installment.
> If there is a county hospital, they will probably work with you
> on reasonable payments, etc.
>
> For mammograms you can probably go to a local health clinic
> for the indigent. Find the poor neighborhood in your community
> and ask where the health clinic is. Sign up and you'll get seen.
> They probably provide breast exams, pap smears, glucose tests,
> CV screenings, etc. You may have to pay a fee.
>
> If you have an expensive disease, get a bunch or credit
> cards. American express usually gives you a no limit account.
> Spent them to the limit and declare bankruptcy.
>
> As far as free or inexpensive health insurance, there is no
> such thing anymore, even for people in full time employment.
> There are huge deductibles, for everything except primary care.
>
> Andres
>
>
> -----------------------------------------------------------------
> -----------
>
> From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-
> bounces at nifl.gov] On Behalf Of Lynne Feinberg
> Sent: Thursday, October 19, 2006 1:01 PM
> To: womenliteracy at nifl.gov
> Subject: [WomenLiteracy 597] Health Insurance
>
> I have asked at the schools, I have contacted the union
> (MCCC), I have contacted TESOL. I have Googled everything I can
> think of Googling. I can't bring myself to believe that there
> is nothing available, and I know I am not alone in this
> situation. Does anyone have any ideas for a single,
> hardworking, low-paid but otherwise not unhappy adjunct
> community college ESL instructor seeking health insurance?
> Something I can afford that will allow me to get a yearly
> mammogram, and an x-ray in case I fall off my bicycle. Here's
> hoping, and in the meantime feeling much too vulnerable.
>
> Thank you,
> Lynne Feinberg
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please
> go to http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
>
>
> -----------------------------------------------------------------
> -------------
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go
> to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From alcdgg at langate.gsu.edu  Sun Oct 22 17:21:31 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 22 Oct 2006 17:21:31 -0400
Subject: [WomenLiteracy 607] Re: Update on Women and Literacy list
Message-ID: <453BA89B0200003100009AE8@mailsrv4.gsu.edu>
Karen,
Thanks for sharing your thoughts. I will be the facilitator of the
Poverty, Race, Women and Literacy list and promise to maintain a
commitment to accessible and gentle communication.
Daphne
>>> "Karen Wyman" <karenw at gorhamschools.org> 10/19/06 9:00 AM >>>
Hi Daphne,
I have mixed feelings about the merging of the two lists. While I see
lots
of connections, intersections and overlap between the two lists, I'm not
sure merging them best serves the interests of either. Would there be a
way to send digests of what's being discussed to the two lists so we are
aware of discussions being held? Or to cross-post relevant discussions?
I'm not familiar with the content and "atmosphere" of the Poverty, Race,
and Literacy list, so I don't know how much similarity there is. I do
think it is important to maintain this list's commitment to accessible
and
gentle communication.
-Karen
The Women and Literacy Discussion List <womenliteracy at nifl.gov> on
Wednesday, October 18, 2006 at 9:08 PM -0500 wrote:
>I am wondering how people on this list feel about the merging of the
>Women and Literacy List with the Poverty, Race, and Literacy list? Any
>reactions? Happiness? Disappointment? Concern? Excitement?
>Daphne
>
>>>> "Nguyen, My Linh" <Mylinh.Nguyen at ed.gov> 10/18/06 11:37 AM >>>
>	Dear Discussion List subscribers,
>
>	As the National Institute for Literacy enters a new fiscal year,
>we
>have taken steps to streamline the way we deliver professional
>development
>to our discussion list members. A major change that will directly
affect
>you
>is the merging of the Poverty, Race and Literacy List with the Women
and
>Literacy List starting November 6, 2006.
>
>	We will continue to provide access to discussion archives on our
>website.
>
>	We have chosen to combine the two lists because we recognize
>that
>many of the issues that impact one group also affect the other group,
>and
>	believe that many of the topics discussed on one list can
>benefit
>the other list. For that reason, we decided to combine the lists to
>enhance
>	list members access to the latest ideas and information
>available.
>Race and gender issues often intersect, and it is most both practical
>and
>	appropriate to have them intersect on one combined list.
>
>	We know that many members of our two lists, especially members
>of
>our Women's list, view the lists as safe havens where issues can be
>raised
>	and discussed. We want you to know that we will continue to
>respect
>your input and will maintain the same high level of sensitivity and
>respect
>	we have always shown our list members. In combining the two
>lists,
>Daphne Greenberg will serve as the moderator for the new combined list.
>Her
>experience with women's literacy has enabled her to moderate the
women's
>list with the right balance of sensitivity and insight that is
necessary
>for
>such a list. And we know that in assuming the responsibility of the new
>list, she will bring the same balance to the  Poverty, Race, Women, and
>Literacy list.
>
>	The Institute will be inviting current subscribers for both the
>Poverty, Race Literacy List and the Women and Literacy List to the new
>combined
>	Poverty, Race, Women and Literacy List.  Once you receive the
>invitation, you will need to confirm your subscription to the Poverty,
>	Race, Women and Literacy List.
>
>	We encourage you to be an active participant in the new list by
>sharing your unique perspectives to help make the Poverty, Race, Women
>and
>	Literacy List a dynamic resource for information and
>professional
>development.
>
>My Linh Nguyen
>Associate Director of Communications
>National Institute for Literacy
>(202) 233-2041
>fax (202) 233-2050
>mnguyen at nifl.gov
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/womenliteracy
Karen Wyman
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Sun Oct 22 17:24:48 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 22 Oct 2006 17:24:48 -0400
Subject: [WomenLiteracy 608] Re: Update on Women and Literacy list
Message-ID: <453BA9600200003100009AEC@mailsrv4.gsu.edu>
Bertie,
Thanks for sharing your concern. I understand the shyness. I think that
many of us are shy about responding to most lists. I know that I think
twice, three times, maybe four times before I respond to posts on lists
(especially other lists) and sometimes on other lists I chicken out and
don't respond! As the facilitator of this newly merged list, I promise
to continue to give gentle support both on and off the list. I hope that
others will as well.
Daphne
>>> Bertha Mo <bertiemo at yahoo.com> 10/18/06 11:10 PM >>>
I'm a bit concerned because I think that different folks subscribe to a
list that is women focused.  I'm pretty shy about responding to  most
lists.  And I've been very encouraged by the gentle support I've
received from you and others on the list.
Best,
Bertie
Daphne Greenberg <alcdgg at langate.gsu.edu> wrote: I am wondering how
people on this list feel about the merging of the
Women and Literacy List with the Poverty, Race, and Literacy list? Any
reactions? Happiness? Disappointment? Concern? Excitement?
Daphne
>>> "Nguyen, My Linh"  10/18/06 11:37 AM >>>
 Dear Discussion List subscribers,
 As the National Institute for Literacy enters a new fiscal year,
we
have taken steps to streamline the way we deliver professional
development
to our discussion list members. A major change that will directly affect
you
is the merging of the Poverty, Race and Literacy List with the Women and
Literacy List starting November 6, 2006.
 We will continue to provide access to discussion archives on our
website.
 We have chosen to combine the two lists because we recognize
that
many of the issues that impact one group also affect the other group,
and
 believe that many of the topics discussed on one list can
benefit
the other list. For that reason, we decided to combine the lists to
enhance
 list members access to the latest ideas and information
available.
Race and gender issues often intersect, and it is most both practical
and
 appropriate to have them intersect on one combined list.
 We know that many members of our two lists, especially members
of
our Women's list, view the lists as safe havens where issues can be
raised
 and discussed. We want you to know that we will continue to
respect
your input and will maintain the same high level of sensitivity and
respect
 we have always shown our list members. In combining the two
lists,
Daphne Greenberg will serve as the moderator for the new combined list.
Her
experience with women's literacy has enabled her to moderate the women's
list with the right balance of sensitivity and insight that is necessary
for
such a list. And we know that in assuming the responsibility of the new
list, she will bring the same balance to the  Poverty, Race, Women, and
Literacy list.
 The Institute will be inviting current subscribers for both the
Poverty, Race Literacy List and the Women and Literacy List to the new
combined
 Poverty, Race, Women and Literacy List.  Once you receive the
invitation, you will need to confirm your subscription to the Poverty,
 Race, Women and Literacy List.
 We encourage you to be an active participant in the new list by
sharing your unique perspectives to help make the Poverty, Race, Women
and
 Literacy List a dynamic resource for information and
professional
development.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Sun Oct 22 17:27:02 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 22 Oct 2006 17:27:02 -0400
Subject: [WomenLiteracy 609] Re: Update on Women and Literacy list
Message-ID: <453BA9E60200003100009AF0@mailsrv4.gsu.edu>
Keith,
I think that you raise a good point, and it will be important for all
subscribers to raise important salient considerations, so that they
don't get lost.
Daphne
>>> "Keith Wright" <kwright8 at att.net> 10/18/06 10:10 PM >>>
Dr. Greenberg, as I see it, the main reason for combining the lists was
given as stated,
"...many of the issues that impact one group also affect the other
group."
I agree that the
issues may be the same, but the implications may be different.  Although
an
issue may
impact me and another person, the impact on me may be entirely
different.
Given this,
my reaction will be more of a concern, that important salient
considerations
may be lost
for both groups.
Keith D Wright, Dean
School of Technology
DeVry University Atlanta/Charlotte/Raleigh
250 North Arcadia Avenue
Decatur, GA  30030
770-490-4106
Email: kwright at faculty.atl.devry.edu
----- Original Message -----
From: "Daphne Greenberg" <alcdgg at langate.gsu.edu>
To: <womenliteracy at nifl.gov>
Sent: Wednesday, October 18, 2006 9:08 PM
Subject: [WomenLiteracy 592] Re: Update on Women and Literacy list
>I am wondering how people on this list feel about the merging of the
> Women and Literacy List with the Poverty, Race, and Literacy list? Any
> reactions? Happiness? Disappointment? Concern? Excitement?
> Daphne
>
>>>> "Nguyen, My Linh" <Mylinh.Nguyen at ed.gov> 10/18/06 11:37 AM >>>
> Dear Discussion List subscribers,
>
> As the National Institute for Literacy enters a new fiscal year,
> we
> have taken steps to streamline the way we deliver professional
> development
> to our discussion list members. A major change that will directly
affect
> you
> is the merging of the Poverty, Race and Literacy List with the Women
and
> Literacy List starting November 6, 2006.
>
> We will continue to provide access to discussion archives on our
> website.
>
> We have chosen to combine the two lists because we recognize
> that
> many of the issues that impact one group also affect the other group,
> and
> believe that many of the topics discussed on one list can
> benefit
> the other list. For that reason, we decided to combine the lists to
> enhance
> list members access to the latest ideas and information
> available.
> Race and gender issues often intersect, and it is most both practical
> and
> appropriate to have them intersect on one combined list.
>
> We know that many members of our two lists, especially members
> of
> our Women's list, view the lists as safe havens where issues can be
> raised
> and discussed. We want you to know that we will continue to
> respect
> your input and will maintain the same high level of sensitivity and
> respect
> we have always shown our list members. In combining the two
> lists,
> Daphne Greenberg will serve as the moderator for the new combined
list.
> Her
> experience with women's literacy has enabled her to moderate the
women's
> list with the right balance of sensitivity and insight that is
necessary
> for
> such a list. And we know that in assuming the responsibility of the
new
> list, she will bring the same balance to the  Poverty, Race, Women,
and
> Literacy list.
>
> The Institute will be inviting current subscribers for both the
> Poverty, Race Literacy List and the Women and Literacy List to the new
> combined
> Poverty, Race, Women and Literacy List.  Once you receive the
> invitation, you will need to confirm your subscription to the Poverty,
> Race, Women and Literacy List.
>
> We encourage you to be an active participant in the new list by
> sharing your unique perspectives to help make the Poverty, Race, Women
> and
> Literacy List a dynamic resource for information and
> professional
> development.
>
> My Linh Nguyen
> Associate Director of Communications
> National Institute for Literacy
> (202) 233-2041
> fax (202) 233-2050
> mnguyen at nifl.gov
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Sun Oct 22 17:36:21 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 22 Oct 2006 17:36:21 -0400
Subject: [WomenLiteracy 610] Re: Update on Women and Literacy list
Message-ID: <453BAC150200003100009AF4@mailsrv4.gsu.edu>
Since I asked the question about your reactions to the merger, I am
thinking that some of you may wonder how I feel about the merger of the
women and literacy list with the poverty, race, and literacy list. I
feel a range of emotions. One of the emotions that I have is that I wish
it were in my hands to have control over the process, but of course I
don't. Other than that, I feel concern, disappointment, and excitement.
I feel concern that some of you may not join the new list. I have
enjoyed each and every one of your comments. Even if you were one of the
many silent ones, I felt that we had a community of support, respect and
high regard for each other. Those of you who developed the courage to
find a voice on this listserv, I know that it will be hard to start
again with a new group of people (eventhough, many of us will still be
there). My disappointment is that I enjoyed having a listserv that was
purely devoted to women's issues regarding literacy. My excitement stems
from the fact that I see this as a new opportunity to forge ahead and
make new linkages, have a larger community and be able to deal with all
the different types of isms that impact all of us (gender, race, and
SES).
The new listserv starts on November 6th. Until then, let us please
continue discussion on whatever you want, knowing that until then you
are posting to the women and literacy listserv.
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
>>> "Daphne Greenberg" <alcdgg at langate.gsu.edu> 10/18/06 9:08 PM >>>
I am wondering how people on this list feel about the merging of the
Women and Literacy List with the Poverty, Race, and Literacy list? Any
reactions? Happiness? Disappointment? Concern? Excitement?
Daphne
>>> "Nguyen, My Linh" <Mylinh.Nguyen at ed.gov> 10/18/06 11:37 AM >>>
	Dear Discussion List subscribers,
	As the National Institute for Literacy enters a new fiscal year,
we
have taken steps to streamline the way we deliver professional
development
to our discussion list members. A major change that will directly affect
you
is the merging of the Poverty, Race and Literacy List with the Women and
Literacy List starting November 6, 2006.
	We will continue to provide access to discussion archives on our
website.
	We have chosen to combine the two lists because we recognize
that
many of the issues that impact one group also affect the other group,
and
	believe that many of the topics discussed on one list can
benefit
the other list. For that reason, we decided to combine the lists to
enhance
	list members access to the latest ideas and information
available.
Race and gender issues often intersect, and it is most both practical
and
	appropriate to have them intersect on one combined list.
	We know that many members of our two lists, especially members
of
our Women's list, view the lists as safe havens where issues can be
raised
	and discussed. We want you to know that we will continue to
respect
your input and will maintain the same high level of sensitivity and
respect
	we have always shown our list members. In combining the two
lists,
Daphne Greenberg will serve as the moderator for the new combined list.
Her
experience with women's literacy has enabled her to moderate the women's
list with the right balance of sensitivity and insight that is necessary
for
such a list. And we know that in assuming the responsibility of the new
list, she will bring the same balance to the  Poverty, Race, Women, and
Literacy list.
	The Institute will be inviting current subscribers for both the
Poverty, Race Literacy List and the Women and Literacy List to the new
combined
	Poverty, Race, Women and Literacy List.  Once you receive the
invitation, you will need to confirm your subscription to the Poverty,
	Race, Women and Literacy List.
	We encourage you to be an active participant in the new list by
sharing your unique perspectives to help make the Poverty, Race, Women
and
	Literacy List a dynamic resource for information and
professional
development.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Sun Oct 22 20:35:46 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sun, 22 Oct 2006 20:35:46 -0400
Subject: [WomenLiteracy 611]  Dissertation questions
Message-ID: <453BD6230200003100009B19@mailsrv4.gsu.edu>
Thanks Ditmar for posting to the list. I am wondering if anyone on this
listserv has answers to Ditmar. For her complete posting, see below, but
here are some of her questions:
1. Does anyone have suggestions for literature on why  low-income
women's rates of persistence and transfer across the trajectories of
adult education and literacy and community college programs are so low?
She is  particularly interested in studies that address the implications
of gender, age, race/ethnicity, class, and location (or place) in rates
of persistence an transfer.
2. Can anyone share words of advice with a graduate student who is
struggling to frame a dissertation proposal in the area of adult
education and literacy?
And Ditmar-thanks for letting us know how you have used the ALE Wiki.
Anyone else have any other feedback for Ryan who is working on a women
and literacy ALE Wiki?
>>> "ditmar0906_inossian at netzero.net" <ditmar0906_inossian at netzero.net>
10/18/06 5:47 PM >>>
Hello, I'm new to the list. In response to Daphne, I used the ALE Wiki
to identify leads to recent research on my dissertation topic, which is
the persistence and transfer rates of low-income women students/learners
across the trajectories of adult education and literacy and community
college programs.
On that same note, I thought members of the list might have some
suggestions for me (based on my topic). I'm looking for very recent
(2004-2006) literature, and I've already included some of the well-known
reports listed on the NCSALL website (e.g. Comings, Soricone, Beder,
Reder, etc.).
What I really need are "cases" that address the question: Why are
low-income women's rates of persistence and transfer across the
trajectories of adult education and literacy and community college
programs so low? At a less institutional and more social psychological
level, the issue is sometimes framed as one of educational (and
occupational) aspirations and expectations and/or one of motivation and
achievement, which is of course relevant and the point at which I
actually began my inquiry into the topic. However, this dissertation is
for the Ph.D. in sociology, so a more institutional and/or
policy-oriented approach is being taken.
I've come across the literature that identifies the big "risk factors,"
but much of this is quantitative analysis of nationally representative
data sets, and although an important contribution to my own
investigation, my research will be qualitative because I'm interested in
the relationship between these factors and in how they organize to
influence or shape the (often poor) educational outcomes of women
learners, particularly in terms of their longer-range ability to access
occupational opportunity structures. So other very recent studies that
investigate this or similar issues using qualitative methodologies is
what I need. And I'm particularly interested in studies that address the
implications of gender, age, race/ethnicity, class, and location (or
place) in rates of persistence an transfer.
For example, being a single parent is a risk factor to stopping out or
dropping out, but being a single parent often means something very
different to a man than to a woman (i.e. gender). Being an older
student/learner (non-traditional in terms of age) means something very
different to one who is a twenty-five year old mother than it does to
one who is a forty-five year old grandmother . . . etc.
Finally, in addition to any "tips" on studies/research I might want to
consider, I invite any suggestions or comments about my topic, approach
. . . whatever anyone might share with a graduate student who is
struggling to frame a dissertation proposal in the area of adult
education and literacy, given the interests I've described and the
sociological perspective I'm using.
Thank you. --Ditmar
C. Ditmar Coffield
Northeastern University
From lalumineuse at yahoo.com  Mon Oct 23 08:48:54 2006
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Mon, 23 Oct 2006 05:48:54 -0700 (PDT)
Subject: [WomenLiteracy 612] Re: Update on Women and Literacy list
In-Reply-To: <C15D3113.115D2%Janet_Isserlis@brown.edu>
Message-ID: <20061023124855.19335.qmail@web55114.mail.re4.yahoo.com>
I am saddened to see the Women and Literacy list
closed. A bit shortsighted to that, and whilst I am
aware that it's women who are the victims of poverty,
merging the two lists will only confuse the issues
further. Is there a way to host the Women and Literacy
List elsewhere?
Ujwala
--- Janet Isserlis <Janet_Isserlis at brown.edu> wrote:
> this is the response I'd sent to the content
> standards and English language
> lists;
> apologies for the cross posting for some
>
> Aside from the reasons given here, are there other
> substantive reasons for
> eliminating these two lists?  While their content
> *may* overlap, at times,
> there are also distinct purposes to each, and useful
> information particular
> to each exchanged, and - at times - cross posted to
> various other lists.
>
> I'm very sorry to see these two lists being
> eliminated.
>
> Janet Isserlis
>
>
>
> From: Bertha Mo <bertiemo at yahoo.com>
> Reply-To: The Women and Literacy Discussion List
> <womenliteracy at nifl.gov>
> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT)
> To: The Women and Literacy Discussion List
> <womenliteracy at nifl.gov>
> Subject: [WomenLiteracy 594] Re: Update on Women and
> Literacy list
>
> I'm a bit concerned because I think that different
> folks subscribe to a list
> that is women focused.  I'm pretty shy about
> responding to  most lists.  And
> I've been very encouraged by the gentle support I've
> received from you and
> others on the list.
>
> Best,
>
> Bertie
>
> Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:
> >  I am wondering how people on this list feel about
> the merging of the
> > Women and Literacy List with the Poverty, Race,
> and Literacy list? Any
> > reactions? Happiness? Disappointment? Concern?
> Excitement?
> > Daphne
> >
> >>>> >>> "Nguyen, My Linh"  10/18/06 11:37 AM >>>
> >  Dear Discussion List subscribers,
> >
> >  As the National Institute for Literacy enters a
> new fiscal year,
> > we
> > have taken steps to streamline the way we deliver
> professional
> > development
> > to our discussion list members. A major change
> that will directly affect
> > you
> > is the merging of the Poverty, Race and Literacy
> List with the Women and
> > Literacy List starting November 6, 2006.
> >
> >  We will continue to provide access to discussion
> archives on our
> > website.
> >
> >  We have chosen to combine the two lists because
> we recognize
> > that
> > many of the issues that impact one group also
> affect the other group,
> > and
> >  believe that many of the topics discussed on one
> list can
> > benefit
> > the other list. For that reason, we decided to
> combine the lists to
> > enhance
> >  list members access to the latest ideas and
> information
> > available.
> > Race and gender issues often intersect, and it is
> most both practical
> > and
> >  appropriate to have them intersect on one
> combined list.
> >
> >  We know that many members of our two lists,
> especially members
> > of
> > our Women's list, view the lists as safe havens
> where issues can be
> > raised
> >  and discussed. We want you to know that we will
> continue to
> > respect
> > your input and will maintain the same high level
> of sensitivity and
> > respect
> >  we have always shown our list members. In
> combining the two
> > lists,
> > Daphne Greenberg will serve as the moderator for
> the new combined list.
> > Her
> > experience with women's literacy has enabled her
> to moderate the women's
> > list with the right balance of sensitivity and
> insight that is necessary
> > for
> > such a list. And we know that in assuming the
> responsibility of the new
> > list, she will bring the same balance to the
> Poverty, Race, Women, and
> > Literacy list.
> >
> >  The Institute will be inviting current
> subscribers for both the
> > Poverty, Race Literacy List and the Women and
> Literacy List to the new
> > combined
> >  Poverty, Race, Women and Literacy List.  Once you
> receive the
> > invitation, you will need to confirm your
> subscription to the Poverty,
> >  Race, Women and Literacy List.
> >
> >  We encourage you to be an active participant in
> the new list by
> > sharing your unique perspectives to help make the
> Poverty, Race, Women
> > and
> >  Literacy List a dynamic resource for information
> and
> > professional
> > development.
> >
> > My Linh Nguyen
> > Associate Director of Communications
> > National Institute for Literacy
> > (202) 233-2041
> > fax (202) 233-2050
> > mnguyen at nifl.gov
> >
> >
> ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription
> settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
> >
> ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription
> settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> >
----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
From laurie_sheridan at worlded.org  Mon Oct 23 09:13:38 2006
From: laurie_sheridan at worlded.org (Laurie Sheridan)
Date: Mon, 23 Oct 2006 09:13:38 -0400
Subject: [WomenLiteracy 613]   Re: Update on Women and Literacy list
Message-ID: <s53c87e7.089@mail.jsi.com>
I'm in agreement with Ujwala (and others who have expressed
disappointment) about this.   Just seeing the title, "Poverty, Race,
Women and LIteracy" makes it sound a little unfortunate to me, kind of a
catch-all--women's issues aren't ONLY about poverty and race, and
poverty and race aren't ONLY about women.    Well, I'll say it--it
sounds a little like the list for all the "marginalized" folks, lumping
them all together.   I think I, and most of us, use somewhat different
voices and perspectives in talking about women (and as women), and in
talking about poverty and race, even though the overlap is considerable.
   Do we know who uses each list-serv, and was the decision to merge
them based on overlap there?   I am trying to be optimistic that this
will involve a wider group of e-mailers than either list alone, but
something is also going to be lost in the translation.
I do have great faith that you, Daphne, will be able to keep at least
much of the focus on women, though.  And also on poverty and race!  It
just covers an awful lot, and I hope this listserv continues to be
meaningful on both fronts.
Laurie Sheridan
>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>>
I am saddened to see the Women and Literacy list
closed. A bit shortsighted to that, and whilst I am
aware that it's women who are the victims of poverty,
merging the two lists will only confuse the issues
further. Is there a way to host the Women and Literacy
List elsewhere?
Ujwala
--- Janet Isserlis <Janet_Isserlis at brown.edu> wrote:
> this is the response I'd sent to the content
> standards and English language
> lists;
> apologies for the cross posting for some
>
> Aside from the reasons given here, are there other
> substantive reasons for
> eliminating these two lists?  While their content
> *may* overlap, at times,
> there are also distinct purposes to each, and useful
> information particular
> to each exchanged, and - at times - cross posted to
> various other lists.
>
> I'm very sorry to see these two lists being
> eliminated.
>
> Janet Isserlis
>
>
>
> From: Bertha Mo <bertiemo at yahoo.com>
> Reply-To: The Women and Literacy Discussion List
> <womenliteracy at nifl.gov>
> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT)
> To: The Women and Literacy Discussion List
> <womenliteracy at nifl.gov>
> Subject: [WomenLiteracy 594] Re: Update on Women and
> Literacy list
>
> I'm a bit concerned because I think that different
> folks subscribe to a list
> that is women focused.  I'm pretty shy about
> responding to  most lists.  And
> I've been very encouraged by the gentle support I've
> received from you and
> others on the list.
>
> Best,
>
> Bertie
>
> Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:
> >  I am wondering how people on this list feel about
> the merging of the
> > Women and Literacy List with the Poverty, Race,
> and Literacy list? Any
> > reactions? Happiness? Disappointment? Concern?
> Excitement?
> > Daphne
> >
> >>>> >>> "Nguyen, My Linh"  10/18/06 11:37 AM >>>
> >  Dear Discussion List subscribers,
> >
> >  As the National Institute for Literacy enters a
> new fiscal year,
> > we
> > have taken steps to streamline the way we deliver
> professional
> > development
> > to our discussion list members. A major change
> that will directly affect
> > you
> > is the merging of the Poverty, Race and Literacy
> List with the Women and
> > Literacy List starting November 6, 2006.
> >
> >  We will continue to provide access to discussion
> archives on our
> > website.
> >
> >  We have chosen to combine the two lists because
> we recognize
> > that
> > many of the issues that impact one group also
> affect the other group,
> > and
> >  believe that many of the topics discussed on one
> list can
> > benefit
> > the other list. For that reason, we decided to
> combine the lists to
> > enhance
> >  list members access to the latest ideas and
> information
> > available.
> > Race and gender issues often intersect, and it is
> most both practical
> > and
> >  appropriate to have them intersect on one
> combined list.
> >
> >  We know that many members of our two lists,
> especially members
> > of
> > our Women's list, view the lists as safe havens
> where issues can be
> > raised
> >  and discussed. We want you to know that we will
> continue to
> > respect
> > your input and will maintain the same high level
> of sensitivity and
> > respect
> >  we have always shown our list members. In
> combining the two
> > lists,
> > Daphne Greenberg will serve as the moderator for
> the new combined list.
> > Her
> > experience with women's literacy has enabled her
> to moderate the women's
> > list with the right balance of sensitivity and
> insight that is necessary
> > for
> > such a list. And we know that in assuming the
> responsibility of the new
> > list, she will bring the same balance to the
> Poverty, Race, Women, and
> > Literacy list.
> >
> >  The Institute will be inviting current
> subscribers for both the
> > Poverty, Race Literacy List and the Women and
> Literacy List to the new
> > combined
> >  Poverty, Race, Women and Literacy List.  Once you
> receive the
> > invitation, you will need to confirm your
> subscription to the Poverty,
> >  Race, Women and Literacy List.
> >
> >  We encourage you to be an active participant in
> the new list by
> > sharing your unique perspectives to help make the
> Poverty, Race, Women
> > and
> >  Literacy List a dynamic resource for information
> and
> > professional
> > development.
> >
> > My Linh Nguyen
> > Associate Director of Communications
> > National Institute for Literacy
> > (202) 233-2041
> > fax (202) 233-2050
> > mnguyen at nifl.gov
> >
> >
> ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription
> settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
> >
> ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription
> settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> >
----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
__________________________________________________
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To unsubscribe or change your subscription settings, please go to
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From libbsp at langate.gsu.edu  Mon Oct 23 10:01:39 2006
From: libbsp at langate.gsu.edu (Barbara Petersohn)
Date: Mon, 23 Oct 2006 10:01:39 -0400
Subject: [WomenLiteracy 614]     Re: Update on Women and Literacy list
In-Reply-To: <s53c87e7.089@mail.jsi.com>
References: <s53c87e7.089@mail.jsi.com>
Message-ID: <453C9304020000B100001455@mailsrv4.gsu.edu>
I am dissapointed that there is not support for individual lists for
these topics because often professionals are trying to focus their
current events awareness through discussion lists like these and want to
target specific topics.  Consolidation of lists creates a flood of
off-topic posts in one's mail box to have to review and delete.
Not that we couldn't learn more from monitoring a variety of lists,
it's just that when scanning several lists, as part of your job or
professional interests, one also also has to spend time to reviewing and
deleting so many additional postings that are not relevant.
Oh well...
Barbara Petersohn
>>> "Laurie Sheridan" <laurie_sheridan at worlded.org> 10/23/2006 9:13 AM
>>>
I'm in agreement with Ujwala (and others who have expressed
disappointment) about this.   Just seeing the title, "Poverty, Race,
Women and LIteracy" makes it sound a little unfortunate to me, kind of
a
catch-all--women's issues aren't ONLY about poverty and race, and
poverty and race aren't ONLY about women.    Well, I'll say it--it
sounds a little like the list for all the "marginalized" folks,
lumping
them all together.   I think I, and most of us, use somewhat different
voices and perspectives in talking about women (and as women), and in
talking about poverty and race, even though the overlap is
considerable.
   Do we know who uses each list-serv, and was the decision to merge
them based on overlap there?   I am trying to be optimistic that this
will involve a wider group of e-mailers than either list alone, but
something is also going to be lost in the translation.
I do have great faith that you, Daphne, will be able to keep at least
much of the focus on women, though.  And also on poverty and race!  It
just covers an awful lot, and I hope this listserv continues to be
meaningful on both fronts.
Laurie Sheridan
>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>>
I am saddened to see the Women and Literacy list
closed. A bit shortsighted to that, and whilst I am
aware that it's women who are the victims of poverty,
merging the two lists will only confuse the issues
further. Is there a way to host the Women and Literacy
List elsewhere?
Ujwala
--- Janet Isserlis <Janet_Isserlis at brown.edu> wrote:
> this is the response I'd sent to the content
> standards and English language
> lists;
> apologies for the cross posting for some
>
> Aside from the reasons given here, are there other
> substantive reasons for
> eliminating these two lists?  While their content
> *may* overlap, at times,
> there are also distinct purposes to each, and useful
> information particular
> to each exchanged, and - at times - cross posted to
> various other lists.
>
> I'm very sorry to see these two lists being
> eliminated.
>
> Janet Isserlis
>
>
>
> From: Bertha Mo <bertiemo at yahoo.com>
> Reply-To: The Women and Literacy Discussion List
> <womenliteracy at nifl.gov>
> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT)
> To: The Women and Literacy Discussion List
> <womenliteracy at nifl.gov>
> Subject: [WomenLiteracy 594] Re: Update on Women and
> Literacy list
>
> I'm a bit concerned because I think that different
> folks subscribe to a list
> that is women focused.  I'm pretty shy about
> responding to  most lists.  And
> I've been very encouraged by the gentle support I've
> received from you and
> others on the list.
>
> Best,
>
> Bertie
>
> Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:
> >  I am wondering how people on this list feel about
> the merging of the
> > Women and Literacy List with the Poverty, Race,
> and Literacy list? Any
> > reactions? Happiness? Disappointment? Concern?
> Excitement?
> > Daphne
> >
> >>>> >>> "Nguyen, My Linh"  10/18/06 11:37 AM >>>
> >  Dear Discussion List subscribers,
> >
> >  As the National Institute for Literacy enters a
> new fiscal year,
> > we
> > have taken steps to streamline the way we deliver
> professional
> > development
> > to our discussion list members. A major change
> that will directly affect
> > you
> > is the merging of the Poverty, Race and Literacy
> List with the Women and
> > Literacy List starting November 6, 2006.
> >
> >  We will continue to provide access to discussion
> archives on our
> > website.
> >
> >  We have chosen to combine the two lists because
> we recognize
> > that
> > many of the issues that impact one group also
> affect the other group,
> > and
> >  believe that many of the topics discussed on one
> list can
> > benefit
> > the other list. For that reason, we decided to
> combine the lists to
> > enhance
> >  list members access to the latest ideas and
> information
> > available.
> > Race and gender issues often intersect, and it is
> most both practical
> > and
> >  appropriate to have them intersect on one
> combined list.
> >
> >  We know that many members of our two lists,
> especially members
> > of
> > our Women's list, view the lists as safe havens
> where issues can be
> > raised
> >  and discussed. We want you to know that we will
> continue to
> > respect
> > your input and will maintain the same high level
> of sensitivity and
> > respect
> >  we have always shown our list members. In
> combining the two
> > lists,
> > Daphne Greenberg will serve as the moderator for
> the new combined list.
> > Her
> > experience with women's literacy has enabled her
> to moderate the women's
> > list with the right balance of sensitivity and
> insight that is necessary
> > for
> > such a list. And we know that in assuming the
> responsibility of the new
> > list, she will bring the same balance to the
> Poverty, Race, Women, and
> > Literacy list.
> >
> >  The Institute will be inviting current
> subscribers for both the
> > Poverty, Race Literacy List and the Women and
> Literacy List to the new
> > combined
> >  Poverty, Race, Women and Literacy List.  Once you
> receive the
> > invitation, you will need to confirm your
> subscription to the Poverty,
> >  Race, Women and Literacy List.
> >
> >  We encourage you to be an active participant in
> the new list by
> > sharing your unique perspectives to help make the
> Poverty, Race, Women
> > and
> >  Literacy List a dynamic resource for information
> and
> > professional
> > development.
> >
> > My Linh Nguyen
> > Associate Director of Communications
> > National Institute for Literacy
> > (202) 233-2041
> > fax (202) 233-2050
> > mnguyen at nifl.gov
> >
> >
> ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription
> settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
> >
> ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription
> settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> >
----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
__________________________________________________
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----------------------------------------------------
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Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
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Women and Literacy mailing list
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To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From aliaslynne at gmail.com  Mon Oct 23 10:23:57 2006
From: aliaslynne at gmail.com (Lynne Feinberg)
Date: Mon, 23 Oct 2006 10:23:57 -0400
Subject: [WomenLiteracy 614] Re: Health Insurance
In-Reply-To: <f62ca36bf264.45391c25@med.unc.edu>
References: <20061020035930.61586.qmail@web30008.mail.mud.yahoo.com>
	<003901c6f45a$a00146b0$85f0630a@hayden>
	<f62ca36bf264.45391c25@med.unc.edu>
Message-ID: <f9652d990610230723n70d6ce20md6b1aa3c8a7238e6@mail.gmail.com>
Thanks very much for your input about health insurance.  No question about
it - it's a very sad and screwed-up situation for many in this country.
Again thanks.
Lynne
On 10/20/06, sandra_diehl at med.unc.edu <sandra_diehl at med.unc.edu> wrote:
>
> A few other suggestions to add to what has already been said:
>
> Many communities are served by a local United Way chapter.  Local chapters
> create and maintain community resource directories, with information about
> health and human services that are available in the community, including
> low-cost and free services.  If you call them, they should be able to send
> you a print directory or refer you to a local web directory.
>
> You may also want to contact private insurers and inquire about
> catastrophic-only coverage, which is more affordable and may help avoid the
> bankruptcy issue.
>
> If you've had insurance coverage recently through a former employer, you
> may be eligible for COBRA - which is likely to be expensive but at least
> offers continuous coverage and will help avoid pre-existing conditions
> exclusions.
>
> Finally, for anyone with children, all states offer child health insurance
> coverage for kids (ages 0-18).  This program serves families who don' t
> qualify for Medicaid because their income exceeds eligibility requirements,
> but who cannot afford private insurance.  Your local health department,
> community health center, department of social services, etc. should be able
> to provide more information about enrollment (it's often called SCHIP -
> State Children's Health Insurance Plan).  Sandy
>
>
>
> ----- Original Message -----
> From: Susan Hayden
> Date: Friday, October 20, 2006 11:41 am
> Subject: [WomenLiteracy 605] Re: Health Insurance
> To: The Women and Literacy Discussion List
>
> > Before you think of try the credit card idea, be sure to check
> > on the news laws for bankruptcy. The laws changed in early
> > 2006, and it is not as easy to file a Chapter 7 which allows
> > your bills to "go away".
> > Local health care clinics will be your best bet for a mammogram,
> > call your state's department of health for locations and various
> > programs. Hospitals on the payment plan will take care of x-
> > rays and other emergencies, just be prepared for a long wait.
> > Good luck. The sad reality is the American health care system
> > is failing miserably for all of us.
> > Susan Hayden
> > Adult Services Library Consultant
> > West Virginia Library Commission
> > 1900 Kanawha BLVD, East
> > Charleston, WV 25305
> > haydens at wvlc.lib.wv.us
> > 304-558-3978, ext. 2014
> > FAX: 304-558-1612
> > ----- Original Message -----
> > From: Bertha Mo
> > To: The Women and Literacy Discussion List
> > Sent: Thursday, October 19, 2006 11:59 PM
> > Subject: [WomenLiteracy 601] Re: Health Insurance
> >
> >
> > I used to live in San Francisco and an organization called
> > Public Media that was housed at Fort Mason permitted people such
> > as yourself to sign onto their Kaiser Plan. In many areas, I
> > was just working in Upstate NY, local groups organized a free
> > mamography program for low income folks. I think you need a
> > mamogram every other year if you don't have symptoms or family
> > history.
> > If you have an accident the local emergency room will see you
> > and give you an x-ray and have you pay as you can.
> >
> > Bertie Mo
> >
> > "Muro, Andres" wrote:
> > Usually the county hospital or community health clinics will
> > provide these services. If you get injured, you are entitled to
> > go to an emergency room, get seen and then pay in installment.
> > If there is a county hospital, they will probably work with you
> > on reasonable payments, etc.
> >
> > For mammograms you can probably go to a local health clinic
> > for the indigent. Find the poor neighborhood in your community
> > and ask where the health clinic is. Sign up and you'll get seen.
> > They probably provide breast exams, pap smears, glucose tests,
> > CV screenings, etc. You may have to pay a fee.
> >
> > If you have an expensive disease, get a bunch or credit
> > cards. American express usually gives you a no limit account.
> > Spent them to the limit and declare bankruptcy.
> >
> > As far as free or inexpensive health insurance, there is no
> > such thing anymore, even for people in full time employment.
> > There are huge deductibles, for everything except primary care.
> >
> > Andres
> >
> >
> > -----------------------------------------------------------------
> > -----------
> >
> > From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-
> > bounces at nifl.gov] On Behalf Of Lynne Feinberg
> > Sent: Thursday, October 19, 2006 1:01 PM
> > To: womenliteracy at nifl.gov
> > Subject: [WomenLiteracy 597] Health Insurance
> >
> > I have asked at the schools, I have contacted the union
> > (MCCC), I have contacted TESOL. I have Googled everything I can
> > think of Googling. I can't bring myself to believe that there
> > is nothing available, and I know I am not alone in this
> > situation. Does anyone have any ideas for a single,
> > hardworking, low-paid but otherwise not unhappy adjunct
> > community college ESL instructor seeking health insurance?
> > Something I can afford that will allow me to get a yearly
> > mammogram, and an x-ray in case I fall off my bicycle. Here's
> > hoping, and in the meantime feeling much too vulnerable.
> >
> > Thank you,
> > Lynne Feinberg
> > ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please
> > go to http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
> >
> >
> >
> > -----------------------------------------------------------------
> > -------------
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go
> > to http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
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From mev at litwomen.org  Mon Oct 23 10:32:26 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Mon, 23 Oct 2006 10:32:26 -0400
Subject: [WomenLiteracy 615] Re: Update on Women and Literacy list
In-Reply-To: <s53c87e7.089@mail.jsi.com>
Message-ID: <4DB8BB33-62A3-11DB-8A1E-000393ABE4D2@litwomen.org>
Thanks Laurie (and Ujwala - and all others)
I, too, am not happy about this development...and agree with all the
observations previously mentioned. Thanks for noting the
"maginalization" factor Laurie -- I have been thinking it but was
afraid my wording would be too harsh.
I've been back and forth in my own perspectives about this.
1) it's a done deal so complaining is like, well, you know - and with
most things nifl-listserv connected - decisions are made by $$ or
perception or policy without polling the users....so, really it's not
about us or what the field would find useful!
2) Let's make the best of the situation and really challenge ourselves
to discuss issues of gender, race, class/poverty with deeper analysis,
and struggle to identify the ways institutionalized oppressions are
intersected while gaining clarity on how sexism, racism, classism each
operate independently and together.
3) Let's make this a truly vibrant combined list and make our
discussion bear on the other listservs -- workplace, assessment, and
all the other lists -- for indeed, it seems that standardized
assessment decisions (for example) are not neutral and - dare I say -
sometimes exacerbate the "-isms" existent in the ALE system! let us not
be silenced!
As for taking the women & literacy list somewhere else...I have long
thought that independently of NIFL or the ALE Wiki that WE LEARN would
(should?) be the "logical" place for such community discussion on women
& literacy. We are willing -- we just don't have the capacity at this
time -- so if anyone is interested and has the energy in talking with
WE LEARN about how to make it happen, please contact me off-list
(welearn at litwomen.org)
and as a related item -- I have intended to bring this tidbit to the
list awareness for some time...and it now really fits with our
discussion about the "defunded combining of the lists."
In December 2005, Reading Today, a journal of the International Reading
Association, lists the hot topics for 2006.  Among those topics are
functional literacy items like, comprehension, direct/explicit
instruction, informational texts, phonics, and word meaning/vocabulary,
along with a few policy-connected issues, namely, early intervention,
English as a second language/English-language learners, high-stakes
assessment, political/policy influences on literacy, and scientific
evidence-based reading research and instruction. The "cold" topics
include: critical literacy/reading, family literacy, gender issues in
literacy, literature-based instruction, motivation, multicultural
literature, and writing. This bit of information becomes significant
for WE LEARN because those so-called "cold" topics form the core focus
for the projects of WE LEARN, a participatory-based nonprofit
membership organization and educational movement based in critical
pedagogy and popular education practices.
(more detailed info can be found at: What?s hot, what?s not for 2006.
(December 2005). Reading Today, 23(3), 1. by Jack Cassidy and Drew
Cassidy
http://www.reading.org/publications/reading_today/samples/RTY-0512-
hotnot.html - Nothot chart -
http://www.reading.org/downloads/publications/whatshot06.pdf
Though, critical literacy, family literacy, multicultural literature,
and writing were indicated as "should be hot," gender issues in
literacy were designated as "should not be hot.")
Mev Miller
WE LEARN
www.litwomen.org/welearn.html
On Monday, October 23, 2006, at 09:13  AM, Laurie Sheridan wrote:
> I'm in agreement with Ujwala (and others who have expressed
> disappointment) about this.   Just seeing the title, "Poverty, Race,
> Women and LIteracy" makes it sound a little unfortunate to me, kind of
> a
> catch-all--women's issues aren't ONLY about poverty and race, and
> poverty and race aren't ONLY about women.    Well, I'll say it--it
> sounds a little like the list for all the "marginalized" folks, lumping
> them all together.   I think I, and most of us, use somewhat different
> voices and perspectives in talking about women (and as women), and in
> talking about poverty and race, even though the overlap is
> considerable.
>    Do we know who uses each list-serv, and was the decision to merge
> them based on overlap there?   I am trying to be optimistic that this
> will involve a wider group of e-mailers than either list alone, but
> something is also going to be lost in the translation.
>
> I do have great faith that you, Daphne, will be able to keep at least
> much of the focus on women, though.  And also on poverty and race!  It
> just covers an awful lot, and I hope this listserv continues to be
> meaningful on both fronts.
>
> Laurie Sheridan
From audrey at dresdenflats.org  Mon Oct 23 11:41:58 2006
From: audrey at dresdenflats.org (Audrey Ambrosino)
Date: Mon, 23 Oct 2006 08:41:58 -0700 (PDT)
Subject: [WomenLiteracy 616] Re: Update on Women and Literacy list
In-Reply-To: <453C9304020000B100001455@mailsrv4.gsu.edu>
Message-ID: <20061023154158.49726.qmail@web30511.mail.mud.yahoo.com>
I, too, agree that the merging of the list is not in the best interest of the list users or those they serve.  Clearly, there is some overlap, but I believe that each population has distinct needs and issues.  Merging the lists does seem to indicate that marginalized people should be thought of a unitary group.  Reminds me of the early days of the multicultural movement, where multicultural was often the catch-all phrase for those other than the dominant group.  Also, I fear that the amount of information being delivered through this new pipeline will be unwieldy and overwhelming to both list managers and consumers.
  I also wonder about the motivation for the merger and wonder if list users were consulted and polled beforehand.  While I understand that some lists are more active than others, I would argue that as long as a list is serving the needs of its subscribers and is being used on a regular basis, as are both of the lists in question, then it is valuable.
  Lastly, I wonder if there is potential to reverse this decision and what collective action would be needed to pursue a reversal.
  Audrey Ambrosino
  Graduate Student, Educational Psychology Doctoral Program
  Georgia State University
Barbara Petersohn <libbsp at langate.gsu.edu> wrote:
  I am dissapointed that there is not support for individual lists for
these topics because often professionals are trying to focus their
current events awareness through discussion lists like these and want to
target specific topics. Consolidation of lists creates a flood of
off-topic posts in one's mail box to have to review and delete.
Not that we couldn't learn more from monitoring a variety of lists,
it's just that when scanning several lists, as part of your job or
professional interests, one also also has to spend time to reviewing and
deleting so many additional postings that are not relevant.
Oh well...
Barbara Petersohn
>>> "Laurie Sheridan" 10/23/2006 9:13 AM
>>>
I'm in agreement with Ujwala (and others who have expressed
disappointment) about this. Just seeing the title, "Poverty, Race,
Women and LIteracy" makes it sound a little unfortunate to me, kind of
a
catch-all--women's issues aren't ONLY about poverty and race, and
poverty and race aren't ONLY about women. Well, I'll say it--it
sounds a little like the list for all the "marginalized" folks,
lumping
them all together. I think I, and most of us, use somewhat different
voices and perspectives in talking about women (and as women), and in
talking about poverty and race, even though the overlap is
considerable.
Do we know who uses each list-serv, and was the decision to merge
them based on overlap there? I am trying to be optimistic that this
will involve a wider group of e-mailers than either list alone, but
something is also going to be lost in the translation.
I do have great faith that you, Daphne, will be able to keep at least
much of the focus on women, though. And also on poverty and race! It
just covers an awful lot, and I hope this listserv continues to be
meaningful on both fronts.
Laurie Sheridan
>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>>
I am saddened to see the Women and Literacy list
closed. A bit shortsighted to that, and whilst I am
aware that it's women who are the victims of poverty,
merging the two lists will only confuse the issues
further. Is there a way to host the Women and Literacy
List elsewhere?
Ujwala
--- Janet Isserlis wrote:
> this is the response I'd sent to the content
> standards and English language
> lists;
> apologies for the cross posting for some
>
> Aside from the reasons given here, are there other
> substantive reasons for
> eliminating these two lists? While their content
> *may* overlap, at times,
> there are also distinct purposes to each, and useful
> information particular
> to each exchanged, and - at times - cross posted to
> various other lists.
>
> I'm very sorry to see these two lists being
> eliminated.
>
> Janet Isserlis
>
>
>
> From: Bertha Mo
> Reply-To: The Women and Literacy Discussion List
>
> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT)
> To: The Women and Literacy Discussion List
>
> Subject: [WomenLiteracy 594] Re: Update on Women and
> Literacy list
>
> I'm a bit concerned because I think that different
> folks subscribe to a list
> that is women focused. I'm pretty shy about
> responding to most lists. And
> I've been very encouraged by the gentle support I've
> received from you and
> others on the list.
>
> Best,
>
> Bertie
>
> Daphne Greenberg wrote:
> > I am wondering how people on this list feel about
> the merging of the
> > Women and Literacy List with the Poverty, Race,
> and Literacy list? Any
> > reactions? Happiness? Disappointment? Concern?
> Excitement?
> > Daphne
> >
> >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>>
> > Dear Discussion List subscribers,
> >
> > As the National Institute for Literacy enters a
> new fiscal year,
> > we
> > have taken steps to streamline the way we deliver
> professional
> > development
> > to our discussion list members. A major change
> that will directly affect
> > you
> > is the merging of the Poverty, Race and Literacy
> List with the Women and
> > Literacy List starting November 6, 2006.
> >
> > We will continue to provide access to discussion
> archives on our
> > website.
> >
> > We have chosen to combine the two lists because
> we recognize
> > that
> > many of the issues that impact one group also
> affect the other group,
> > and
> > believe that many of the topics discussed on one
> list can
> > benefit
> > the other list. For that reason, we decided to
> combine the lists to
> > enhance
> > list members access to the latest ideas and
> information
> > available.
> > Race and gender issues often intersect, and it is
> most both practical
> > and
> > appropriate to have them intersect on one
> combined list.
> >
> > We know that many members of our two lists,
> especially members
> > of
> > our Women's list, view the lists as safe havens
> where issues can be
> > raised
> > and discussed. We want you to know that we will
> continue to
> > respect
> > your input and will maintain the same high level
> of sensitivity and
> > respect
> > we have always shown our list members. In
> combining the two
> > lists,
> > Daphne Greenberg will serve as the moderator for
> the new combined list.
> > Her
> > experience with women's literacy has enabled her
> to moderate the women's
> > list with the right balance of sensitivity and
> insight that is necessary
> > for
> > such a list. And we know that in assuming the
> responsibility of the new
> > list, she will bring the same balance to the
> Poverty, Race, Women, and
> > Literacy list.
> >
> > The Institute will be inviting current
> subscribers for both the
> > Poverty, Race Literacy List and the Women and
> Literacy List to the new
> > combined
> > Poverty, Race, Women and Literacy List. Once you
> receive the
> > invitation, you will need to confirm your
> subscription to the Poverty,
> > Race, Women and Literacy List.
> >
> > We encourage you to be an active participant in
> the new list by
> > sharing your unique perspectives to help make the
> Poverty, Race, Women
> > and
> > Literacy List a dynamic resource for information
> and
> > professional
> > development.
> >
> > My Linh Nguyen
> > Associate Director of Communications
> > National Institute for Literacy
> > (202) 233-2041
> > fax (202) 233-2050
> > mnguyen at nifl.gov
> >
> >
> ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription
> settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
> >
> ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription
> settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> >
----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
__________________________________________________
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Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
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From dora at cal.org  Mon Oct 23 12:23:51 2006
From: dora at cal.org (Dora Johnson)
Date: Mon, 23 Oct 2006 12:23:51 -0400
Subject: [WomenLiteracy 617] Re: Health Insurance
Message-ID: <7E0B624DDF68104F92C38648A4D93D8F01D96D4D@MAIL.cal.local>
The Washington Post carried a column yesterday, October 21, 2006 by
Michelle Singletary who usually has very good advice on personal
finances. She lists several sources that might be consulted in looking
around for health insurance, including buying your own.  The URL is
http://www.washingtonpost.com/wp-dyn/content/article/2006/10/21/AR200610
2100121_2.html. Title: Before you Get Sick, Shop Around.
Dora Johnson
________________________________
	From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Lynne Feinberg
	Sent: Monday, October 23, 2006 10:24 AM
	To: The Women and Literacy Discussion List
	Subject: [WomenLiteracy 614] Re: Health Insurance
	Thanks very much for your input about health insurance.  No
question about it - it's a very sad and screwed-up situation for many in
this country.  Again thanks.
	Lynne
	On 10/20/06, sandra_diehl at med.unc.edu <sandra_diehl at med.unc.edu>
wrote:
		A few other suggestions to add to what has already been
said:
		Many communities are served by a local United Way
chapter.  Local chapters create and maintain community resource
directories, with information about health and human services that are
available in the community, including low-cost and free services.  If
you call them, they should be able to send you a print directory or
refer you to a local web directory.
		You may also want to contact private insurers and
inquire about catastrophic-only coverage, which is more affordable and
may help avoid the bankruptcy issue.
		If you've had insurance coverage recently through a
former employer, you may be eligible for COBRA - which is likely to be
expensive but at least offers continuous coverage and will help avoid
pre-existing conditions exclusions.
		Finally, for anyone with children, all states offer
child health insurance coverage for kids (ages 0-18).  This program
serves families who don' t qualify for Medicaid because their income
exceeds eligibility requirements, but who cannot afford private
insurance.  Your local health department, community health center,
department of social services, etc. should be able to provide more
information about enrollment (it's often called SCHIP - State Children's
Health Insurance Plan).  Sandy
		----- Original Message -----
		From: Susan Hayden
		Date: Friday, October 20, 2006 11:41 am
		Subject: [WomenLiteracy 605] Re: Health Insurance
		To: The Women and Literacy Discussion List
		> Before you think of try the credit card idea, be sure
to check
		> on the news laws for bankruptcy. The laws changed in
early
		> 2006, and it is not as easy to file a Chapter 7 which
allows
		> your bills to "go away".
		> Local health care clinics will be your best bet for a
mammogram,
		> call your state's department of health for locations
and various
		> programs. Hospitals on the payment plan will take care
of x-
		> rays and other emergencies, just be prepared for a
long wait.
		> Good luck. The sad reality is the American health care
system
		> is failing miserably for all of us.
		> Susan Hayden
		> Adult Services Library Consultant
		> West Virginia Library Commission
		> 1900 Kanawha BLVD, East
		> Charleston, WV 25305
		> haydens at wvlc.lib.wv.us
		> 304-558-3978, ext. 2014
		> FAX: 304-558-1612
		> ----- Original Message -----
		> From: Bertha Mo
		> To: The Women and Literacy Discussion List
		> Sent: Thursday, October 19, 2006 11:59 PM
		> Subject: [WomenLiteracy 601] Re: Health Insurance
		>
		>
		> I used to live in San Francisco and an organization
called
		> Public Media that was housed at Fort Mason permitted
people such
		> as yourself to sign onto their Kaiser Plan. In many
areas, I
		> was just working in Upstate NY, local groups organized
a free
		> mamography program for low income folks. I think you
need a
		> mamogram every other year if you don't have symptoms
or family
		> history.
		> If you have an accident the local emergency room will
see you
		> and give you an x-ray and have you pay as you can.
		>
		> Bertie Mo
		>
		> "Muro, Andres" wrote:
		> Usually the county hospital or community health
clinics will
		> provide these services. If you get injured, you are
entitled to
		> go to an emergency room, get seen and then pay in
installment.
		> If there is a county hospital, they will probably work
with you
		> on reasonable payments, etc.
		>
		> For mammograms you can probably go to a local health
clinic
		> for the indigent. Find the poor neighborhood in your
community
		> and ask where the health clinic is. Sign up and you'll
get seen.
		> They probably provide breast exams, pap smears,
glucose tests,
		> CV screenings, etc. You may have to pay a fee.
		>
		> If you have an expensive disease, get a bunch or
credit
		> cards. American express usually gives you a no limit
account.
		> Spent them to the limit and declare bankruptcy.
		>
		> As far as free or inexpensive health insurance, there
is no
		> such thing anymore, even for people in full time
employment.
		> There are huge deductibles, for everything except
primary care.
		>
		> Andres
		>
		>
		>
-----------------------------------------------------------------
		> -----------
		>
		> From: womenliteracy-bounces at nifl.gov [mailto:
womenliteracy- <mailto:womenliteracy->
		> bounces at nifl.gov] On Behalf Of Lynne Feinberg
		> Sent: Thursday, October 19, 2006 1:01 PM
		> To: womenliteracy at nifl.gov
		> Subject: [WomenLiteracy 597] Health Insurance
		>
		> I have asked at the schools, I have contacted the
union
		> (MCCC), I have contacted TESOL. I have Googled
everything I can
		> think of Googling. I can't bring myself to believe
that there
		> is nothing available, and I know I am not alone in
this
		> situation. Does anyone have any ideas for a single,
		> hardworking, low-paid but otherwise not unhappy
adjunct
		> community college ESL instructor seeking health
insurance?
		> Something I can afford that will allow me to get a
yearly
		> mammogram, and an x-ray in case I fall off my bicycle.
Here's
		> hoping, and in the meantime feeling much too
vulnerable.
		>
		> Thank you,
		> Lynne Feinberg
		> ----------------------------------------------------
		> National Institute for Literacy
		> Women and Literacy mailing list
		> WomenLiteracy at nifl.gov
		> To unsubscribe or change your subscription settings,
please
		> go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
		>
		>
		>
		>
		>
-----------------------------------------------------------------
		> -------------
		>
		>
		> ----------------------------------------------------
		> National Institute for Literacy
		> Women and Literacy mailing list
		> WomenLiteracy at nifl.gov
		> To unsubscribe or change your subscription settings,
please go
		> to http://www.nifl.gov/mailman/listinfo/womenliteracy
		----------------------------------------------------
		National Institute for Literacy
		Women and Literacy mailing list
		WomenLiteracy at nifl.gov
		To unsubscribe or change your subscription settings,
please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From Sandyajackson at cs.com  Mon Oct 23 12:08:41 2006
From: Sandyajackson at cs.com (Sandyajackson at cs.com)
Date: Mon, 23 Oct 2006 12:08:41 -0400
Subject: [WomenLiteracy 618] Re: Update on Women and Literacy list
Message-ID: <012A58D8.1F37C119.212D2F6D@cs.com>
I agree Audrey..
And I wonder why 'Women literacy' with 'Poverty, Race' why not 'health literacy' and Poverty, Race?
I also know that Dr Greenberg will do an excellent job in monitoring
Sandra Jackson
Audrey Ambrosino <audrey at dresdenflats.org> wrote:
>I, too, agree that the merging of the list is not in the best interest of the list users or those they serve. ?Clearly, there is some overlap, but I believe that each population has distinct needs and issues. ?Merging the lists does seem to indicate that marginalized people should be thought of a unitary group. ?Reminds me of the early days of the multicultural movement, where multicultural was often the catch-all phrase for those other than the dominant group. ?Also, I fear that the amount of information being delivered through this new pipeline will be unwieldy and overwhelming to both list managers and consumers.
>
> ?I also wonder about the motivation for the merger and wonder if list users were consulted and polled beforehand. ?While I understand that some lists are more active than others, I would argue that as long as a list is serving the needs of its subscribers and is being used on a regular basis, as are both of the lists in question, then it is valuable.
>
> ?Lastly, I wonder if there is potential to reverse this decision and what collective action would be needed to pursue a reversal.
>
> ?Audrey Ambrosino
> ?Graduate Student, Educational Psychology Doctoral Program
> ?Georgia State University
>
>
>
>Barbara Petersohn <libbsp at langate.gsu.edu> wrote:
> ?I am dissapointed that there is not support for individual lists for
>these topics because often professionals are trying to focus their
>current events awareness through discussion lists like these and want to
>target specific topics. Consolidation of lists creates a flood of
>off-topic posts in one's mail box to have to review and delete.
>
>Not that we couldn't learn more from monitoring a variety of lists,
>it's just that when scanning several lists, as part of your job or
>professional interests, one also also has to spend time to reviewing and
>deleting so many additional postings that are not relevant.
>
>Oh well...
>Barbara Petersohn
>
>>>> "Laurie Sheridan" 10/23/2006 9:13 AM
>>>>
>I'm in agreement with Ujwala (and others who have expressed
>disappointment) about this. Just seeing the title, "Poverty, Race,
>Women and LIteracy" makes it sound a little unfortunate to me, kind of
>a
>catch-all--women's issues aren't ONLY about poverty and race, and
>poverty and race aren't ONLY about women. Well, I'll say it--it
>sounds a little like the list for all the "marginalized" folks,
>lumping
>them all together. I think I, and most of us, use somewhat different
>voices and perspectives in talking about women (and as women), and in
>talking about poverty and race, even though the overlap is
>considerable.
>Do we know who uses each list-serv, and was the decision to merge
>them based on overlap there? I am trying to be optimistic that this
>will involve a wider group of e-mailers than either list alone, but
>something is also going to be lost in the translation.
>
>I do have great faith that you, Daphne, will be able to keep at least
>much of the focus on women, though. And also on poverty and race! It
>just covers an awful lot, and I hope this listserv continues to be
>meaningful on both fronts.
>
>Laurie Sheridan
>
>>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>>
>I am saddened to see the Women and Literacy list
>closed. A bit shortsighted to that, and whilst I am
>aware that it's women who are the victims of poverty,
>merging the two lists will only confuse the issues
>further. Is there a way to host the Women and Literacy
>List elsewhere?
>Ujwala
>
>--- Janet Isserlis wrote:
>
>> this is the response I'd sent to the content
>> standards and English language
>> lists;
>> apologies for the cross posting for some
>>
>> Aside from the reasons given here, are there other
>> substantive reasons for
>> eliminating these two lists? While their content
>> *may* overlap, at times,
>> there are also distinct purposes to each, and useful
>> information particular
>> to each exchanged, and - at times - cross posted to
>> various other lists.
>>
>> I'm very sorry to see these two lists being
>> eliminated.
>>
>> Janet Isserlis
>>
>>
>>
>> From: Bertha Mo
>> Reply-To: The Women and Literacy Discussion List
>>
>> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT)
>> To: The Women and Literacy Discussion List
>>
>> Subject: [WomenLiteracy 594] Re: Update on Women and
>> Literacy list
>>
>> I'm a bit concerned because I think that different
>> folks subscribe to a list
>> that is women focused. I'm pretty shy about
>> responding to most lists. And
>> I've been very encouraged by the gentle support I've
>> received from you and
>> others on the list.
>>
>> Best,
>>
>> Bertie
>>
>> Daphne Greenberg wrote:
>> > I am wondering how people on this list feel about
>> the merging of the
>> > Women and Literacy List with the Poverty, Race,
>> and Literacy list? Any
>> > reactions? Happiness? Disappointment? Concern?
>> Excitement?
>> > Daphne
>> >
>> >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>>
>> > Dear Discussion List subscribers,
>> >
>> > As the National Institute for Literacy enters a
>> new fiscal year,
>> > we
>> > have taken steps to streamline the way we deliver
>> professional
>> > development
>> > to our discussion list members. A major change
>> that will directly affect
>> > you
>> > is the merging of the Poverty, Race and Literacy
>> List with the Women and
>> > Literacy List starting November 6, 2006.
>> >
>> > We will continue to provide access to discussion
>> archives on our
>> > website.
>> >
>> > We have chosen to combine the two lists because
>> we recognize
>> > that
>> > many of the issues that impact one group also
>> affect the other group,
>> > and
>> > believe that many of the topics discussed on one
>> list can
>> > benefit
>> > the other list. For that reason, we decided to
>> combine the lists to
>> > enhance
>> > list members access to the latest ideas and
>> information
>> > available.
>> > Race and gender issues often intersect, and it is
>> most both practical
>> > and
>> > appropriate to have them intersect on one
>> combined list.
>> >
>> > We know that many members of our two lists,
>> especially members
>> > of
>> > our Women's list, view the lists as safe havens
>> where issues can be
>> > raised
>> > and discussed. We want you to know that we will
>> continue to
>> > respect
>> > your input and will maintain the same high level
>> of sensitivity and
>> > respect
>> > we have always shown our list members. In
>> combining the two
>> > lists,
>> > Daphne Greenberg will serve as the moderator for
>> the new combined list.
>> > Her
>> > experience with women's literacy has enabled her
>> to moderate the women's
>> > list with the right balance of sensitivity and
>> insight that is necessary
>> > for
>> > such a list. And we know that in assuming the
>> responsibility of the new
>> > list, she will bring the same balance to the
>> Poverty, Race, Women, and
>> > Literacy list.
>> >
>> > The Institute will be inviting current
>> subscribers for both the
>> > Poverty, Race Literacy List and the Women and
>> Literacy List to the new
>> > combined
>> > Poverty, Race, Women and Literacy List. Once you
>> receive the
>> > invitation, you will need to confirm your
>> subscription to the Poverty,
>> > Race, Women and Literacy List.
>> >
>> > We encourage you to be an active participant in
>> the new list by
>> > sharing your unique perspectives to help make the
>> Poverty, Race, Women
>> > and
>> > Literacy List a dynamic resource for information
>> and
>> > professional
>> > development.
>> >
>> > My Linh Nguyen
>> > Associate Director of Communications
>> > National Institute for Literacy
>> > (202) 233-2041
>> > fax (202) 233-2050
>> > mnguyen at nifl.gov
>> >
>> >
>> ----------------------------------------------------
>> > National Institute for Literacy
>> > Women and Literacy mailing list
>> > WomenLiteracy at nifl.gov
>> > To unsubscribe or change your subscription
>> settings, please go to
>> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>> >
>> >
>> ----------------------------------------------------
>> > National Institute for Literacy
>> > Women and Literacy mailing list
>> > WomenLiteracy at nifl.gov
>> > To unsubscribe or change your subscription
>> settings, please go to
>> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>> >
>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings,
>> please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>> >
>----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings,
>> please go to
>http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
>__________________________________________________
>Do You Yahoo!?
>Tired of spam? Yahoo! Mail has the best spam protection around
>http://mail.yahoo.com
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/womenliteracy
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/womenliteracy
>----------------------------------------------------
>National Institute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From djgbrian at utk.edu  Mon Oct 23 11:48:11 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Mon, 23 Oct 2006 11:48:11 -0400
Subject: [WomenLiteracy 619] Re: Update on Women and Literacy list
In-Reply-To: <453C9304020000B100001455@mailsrv4.gsu.edu>
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC7B6@UTKFSVS5.utk.tennessee.edu>
As a member of Daphne's list and as the current moderator of the
Poverty, Race, and Literacy list, I have been following this discussion
with much interest.  I posed a similar query to my list to see their
response, and they have not as yet expressed much concern about
consolidating the lists.  I also did the math and figured out that 41 %
of my list are already current members of the Women and Literacy List,
so maybe that is why Poverty/Race list members are not expressing many
concerns. My own impression is that, with Daphne continuing as the
moderator, we will still have her gentle ways of encouraging sharing and
discussion, and I think she will be quite capable of extending her
methods to the enlarged focus of the combined lists while still
specifically encouraging discussion of issues which are primarily
women's issues.  I might be wrong, but I don't anticipate as much
difference between the current Women and Literacy list and the new
combined list as some of you seem to think might occur.  I do think the
current members of the Poverty, Race, and Literacy List will be
sensitive and non-intimidating.  And I think they will enjoy having
Daphne as a moderator.
Donna Brian
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Barbara Petersohn
Sent: Monday, October 23, 2006 10:02 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 614] Re: Update on Women and Literacy list
I am dissapointed that there is not support for individual lists for
these topics because often professionals are trying to focus their
current events awareness through discussion lists like these and want to
target specific topics.  Consolidation of lists creates a flood of
off-topic posts in one's mail box to have to review and delete.
Not that we couldn't learn more from monitoring a variety of lists, it's
just that when scanning several lists, as part of your job or
professional interests, one also also has to spend time to reviewing and
deleting so many additional postings that are not relevant.
Oh well...
Barbara Petersohn
>>> "Laurie Sheridan" <laurie_sheridan at worlded.org> 10/23/2006 9:13 AM
>>>
I'm in agreement with Ujwala (and others who have expressed
disappointment) about this.   Just seeing the title, "Poverty, Race,
Women and LIteracy" makes it sound a little unfortunate to me, kind of a
catch-all--women's issues aren't ONLY about poverty and race, and
poverty and race aren't ONLY about women.    Well, I'll say it--it
sounds a little like the list for all the "marginalized" folks, lumping
them all together.   I think I, and most of us, use somewhat different
voices and perspectives in talking about women (and as women), and in
talking about poverty and race, even though the overlap is considerable.
   Do we know who uses each list-serv, and was the decision to merge
them based on overlap there?   I am trying to be optimistic that this
will involve a wider group of e-mailers than either list alone, but
something is also going to be lost in the translation.
I do have great faith that you, Daphne, will be able to keep at least
much of the focus on women, though.  And also on poverty and race!  It
just covers an awful lot, and I hope this listserv continues to be
meaningful on both fronts.
Laurie Sheridan
>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>>
I am saddened to see the Women and Literacy list closed. A bit
shortsighted to that, and whilst I am aware that it's women who are the
victims of poverty, merging the two lists will only confuse the issues
further. Is there a way to host the Women and Literacy List elsewhere?
Ujwala
--- Janet Isserlis <Janet_Isserlis at brown.edu> wrote:
> this is the response I'd sent to the content standards and English
> language lists; apologies for the cross posting for some
>
> Aside from the reasons given here, are there other substantive reasons
> for eliminating these two lists?  While their content
> *may* overlap, at times,
> there are also distinct purposes to each, and useful information
> particular to each exchanged, and - at times - cross posted to various
> other lists.
>
> I'm very sorry to see these two lists being eliminated.
>
> Janet Isserlis
>
>
>
> From: Bertha Mo <bertiemo at yahoo.com>
> Reply-To: The Women and Literacy Discussion List
> <womenliteracy at nifl.gov>
> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT)
> To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
> Subject: [WomenLiteracy 594] Re: Update on Women and Literacy list
>
> I'm a bit concerned because I think that different folks subscribe to
> a list that is women focused.  I'm pretty shy about responding to
> most lists.  And I've been very encouraged by the gentle support I've
> received from you and others on the list.
>
> Best,
>
> Bertie
>
> Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:
> >  I am wondering how people on this list feel about
> the merging of the
> > Women and Literacy List with the Poverty, Race,
> and Literacy list? Any
> > reactions? Happiness? Disappointment? Concern?
> Excitement?
> > Daphne
> >
> >>>> >>> "Nguyen, My Linh"  10/18/06 11:37 AM >>>
> >  Dear Discussion List subscribers,
> >
> >  As the National Institute for Literacy enters a
> new fiscal year,
> > we
> > have taken steps to streamline the way we deliver
> professional
> > development
> > to our discussion list members. A major change
> that will directly affect
> > you
> > is the merging of the Poverty, Race and Literacy
> List with the Women and
> > Literacy List starting November 6, 2006.
> >
> >  We will continue to provide access to discussion
> archives on our
> > website.
> >
> >  We have chosen to combine the two lists because
> we recognize
> > that
> > many of the issues that impact one group also
> affect the other group,
> > and
> >  believe that many of the topics discussed on one
> list can
> > benefit
> > the other list. For that reason, we decided to
> combine the lists to
> > enhance
> >  list members access to the latest ideas and
> information
> > available.
> > Race and gender issues often intersect, and it is
> most both practical
> > and
> >  appropriate to have them intersect on one
> combined list.
> >
> >  We know that many members of our two lists,
> especially members
> > of
> > our Women's list, view the lists as safe havens
> where issues can be
> > raised
> >  and discussed. We want you to know that we will
> continue to
> > respect
> > your input and will maintain the same high level
> of sensitivity and
> > respect
> >  we have always shown our list members. In
> combining the two
> > lists,
> > Daphne Greenberg will serve as the moderator for
> the new combined list.
> > Her
> > experience with women's literacy has enabled her
> to moderate the women's
> > list with the right balance of sensitivity and
> insight that is necessary
> > for
> > such a list. And we know that in assuming the
> responsibility of the new
> > list, she will bring the same balance to the
> Poverty, Race, Women, and
> > Literacy list.
> >
> >  The Institute will be inviting current
> subscribers for both the
> > Poverty, Race Literacy List and the Women and
> Literacy List to the new
> > combined
> >  Poverty, Race, Women and Literacy List.  Once you
> receive the
> > invitation, you will need to confirm your
> subscription to the Poverty,
> >  Race, Women and Literacy List.
> >
> >  We encourage you to be an active participant in
> the new list by
> > sharing your unique perspectives to help make the
> Poverty, Race, Women
> > and
> >  Literacy List a dynamic resource for information
> and
> > professional
> > development.
> >
> > My Linh Nguyen
> > Associate Director of Communications National Institute for Literacy
> > (202) 233-2041
> > fax (202) 233-2050
> > mnguyen at nifl.gov
> >
> >
> ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription
> settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
> >
> ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription
> settings, please go to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> >
----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
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----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From sjrhodes at tampabay.rr.com  Mon Oct 23 17:34:42 2006
From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com)
Date: Mon, 23 Oct 2006 17:34:42 -0400
Subject: [WomenLiteracy 620] Re: Update on Women and Literacy list
In-Reply-To: <012A58D8.1F37C119.212D2F6D@cs.com>
References: <012A58D8.1F37C119.212D2F6D@cs.com>
Message-ID: <c759c1536ad9f.6ad9fc759c153@tampabay.rr.com>
It is time, in my opinion, to include lesbian women as a group of women, not necessarily based on race.  I don't believe this would dilute the issues, but rather, be an inclusive discussion.
What do you think?
Shirley
----- Original Message -----
From: Sandyajackson at cs.com
Date: Monday, October 23, 2006 1:17 pm
Subject: [WomenLiteracy 618] Re: Update on Women and Literacy list
To: womenliteracy at nifl.gov (The Women and Literacy Discussion List)
> I agree Audrey..
> And I wonder why 'Women literacy' with 'Poverty, Race' why not
> 'health literacy' and Poverty, Race?
> I also know that Dr Greenberg will do an excellent job in
> monitoring
> Sandra Jackson
>
> Audrey Ambrosino <audrey at dresdenflats.org> wrote:
>
> >I, too, agree that the merging of the list is not in the best
> interest of the list users or those they serve.  Clearly, there is
> some overlap, but I believe that each population has distinct
> needs and issues.  Merging the lists does seem to indicate that
> marginalized people should be thought of a unitary group.  Reminds
> me of the early days of the multicultural movement, where
> multicultural was often the catch-all phrase for those other than
> the dominant group.  Also, I fear that the amount of information
> being delivered through this new pipeline will be unwieldy and
> overwhelming to both list managers and consumers.
> >
> >  I also wonder about the motivation for the merger and wonder if
> list users were consulted and polled beforehand.  While I
> understand that some lists are more active than others, I would
> argue that as long as a list is serving the needs of its
> subscribers and is being used on a regular basis, as are both of
> the lists in question, then it is valuable.
> >
> >  Lastly, I wonder if there is potential to reverse this decision
> and what collective action would be needed to pursue a reversal.
> >
> >  Audrey Ambrosino
> >  Graduate Student, Educational Psychology Doctoral Program
> >  Georgia State University
> >
> >
> >
> >Barbara Petersohn <libbsp at langate.gsu.edu> wrote:
> >  I am dissapointed that there is not support for individual
> lists for
> >these topics because often professionals are trying to focus their
> >current events awareness through discussion lists like these and
> want to
> >target specific topics. Consolidation of lists creates a flood of
> >off-topic posts in one's mail box to have to review and delete.
> >
> >Not that we couldn't learn more from monitoring a variety of lists,
> >it's just that when scanning several lists, as part of your job or
> >professional interests, one also also has to spend time to
> reviewing and
> >deleting so many additional postings that are not relevant.
> >
> >Oh well...
> >Barbara Petersohn
> >
> >>>> "Laurie Sheridan" 10/23/2006 9:13 AM
> >>>>
> >I'm in agreement with Ujwala (and others who have expressed
> >disappointment) about this. Just seeing the title, "Poverty, Race,
> >Women and LIteracy" makes it sound a little unfortunate to me,
> kind of
> >a
> >catch-all--women's issues aren't ONLY about poverty and race, and
> >poverty and race aren't ONLY about women. Well, I'll say it--it
> >sounds a little like the list for all the "marginalized" folks,
> >lumping
> >them all together. I think I, and most of us, use somewhat different
> >voices and perspectives in talking about women (and as women),
> and in
> >talking about poverty and race, even though the overlap is
> >considerable.
> >Do we know who uses each list-serv, and was the decision to merge
> >them based on overlap there? I am trying to be optimistic that this
> >will involve a wider group of e-mailers than either list alone, but
> >something is also going to be lost in the translation.
> >
> >I do have great faith that you, Daphne, will be able to keep at least
> >much of the focus on women, though. And also on poverty and race! It
> >just covers an awful lot, and I hope this listserv continues to be
> >meaningful on both fronts.
> >
> >Laurie Sheridan
> >
> >>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>>
> >I am saddened to see the Women and Literacy list
> >closed. A bit shortsighted to that, and whilst I am
> >aware that it's women who are the victims of poverty,
> >merging the two lists will only confuse the issues
> >further. Is there a way to host the Women and Literacy
> >List elsewhere?
> >Ujwala
> >
> >--- Janet Isserlis wrote:
> >
> >> this is the response I'd sent to the content
> >> standards and English language
> >> lists;
> >> apologies for the cross posting for some
> >>
> >> Aside from the reasons given here, are there other
> >> substantive reasons for
> >> eliminating these two lists? While their content
> >> *may* overlap, at times,
> >> there are also distinct purposes to each, and useful
> >> information particular
> >> to each exchanged, and - at times - cross posted to
> >> various other lists.
> >>
> >> I'm very sorry to see these two lists being
> >> eliminated.
> >>
> >> Janet Isserlis
> >>
> >>
> >>
> >> From: Bertha Mo
> >> Reply-To: The Women and Literacy Discussion List
> >>
> >> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT)
> >> To: The Women and Literacy Discussion List
> >>
> >> Subject: [WomenLiteracy 594] Re: Update on Women and
> >> Literacy list
> >>
> >> I'm a bit concerned because I think that different
> >> folks subscribe to a list
> >> that is women focused. I'm pretty shy about
> >> responding to most lists. And
> >> I've been very encouraged by the gentle support I've
> >> received from you and
> >> others on the list.
> >>
> >> Best,
> >>
> >> Bertie
> >>
> >> Daphne Greenberg wrote:
> >> > I am wondering how people on this list feel about
> >> the merging of the
> >> > Women and Literacy List with the Poverty, Race,
> >> and Literacy list? Any
> >> > reactions? Happiness? Disappointment? Concern?
> >> Excitement?
> >> > Daphne
> >> >
> >> >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>>
> >> > Dear Discussion List subscribers,
> >> >
> >> > As the National Institute for Literacy enters a
> >> new fiscal year,
> >> > we
> >> > have taken steps to streamline the way we deliver
> >> professional
> >> > development
> >> > to our discussion list members. A major change
> >> that will directly affect
> >> > you
> >> > is the merging of the Poverty, Race and Literacy
> >> List with the Women and
> >> > Literacy List starting November 6, 2006.
> >> >
> >> > We will continue to provide access to discussion
> >> archives on our
> >> > website.
> >> >
> >> > We have chosen to combine the two lists because
> >> we recognize
> >> > that
> >> > many of the issues that impact one group also
> >> affect the other group,
> >> > and
> >> > believe that many of the topics discussed on one
> >> list can
> >> > benefit
> >> > the other list. For that reason, we decided to
> >> combine the lists to
> >> > enhance
> >> > list members access to the latest ideas and
> >> information
> >> > available.
> >> > Race and gender issues often intersect, and it is
> >> most both practical
> >> > and
> >> > appropriate to have them intersect on one
> >> combined list.
> >> >
> >> > We know that many members of our two lists,
> >> especially members
> >> > of
> >> > our Women's list, view the lists as safe havens
> >> where issues can be
> >> > raised
> >> > and discussed. We want you to know that we will
> >> continue to
> >> > respect
> >> > your input and will maintain the same high level
> >> of sensitivity and
> >> > respect
> >> > we have always shown our list members. In
> >> combining the two
> >> > lists,
> >> > Daphne Greenberg will serve as the moderator for
> >> the new combined list.
> >> > Her
> >> > experience with women's literacy has enabled her
> >> to moderate the women's
> >> > list with the right balance of sensitivity and
> >> insight that is necessary
> >> > for
> >> > such a list. And we know that in assuming the
> >> responsibility of the new
> >> > list, she will bring the same balance to the
> >> Poverty, Race, Women, and
> >> > Literacy list.
> >> >
> >> > The Institute will be inviting current
> >> subscribers for both the
> >> > Poverty, Race Literacy List and the Women and
> >> Literacy List to the new
> >> > combined
> >> > Poverty, Race, Women and Literacy List. Once you
> >> receive the
> >> > invitation, you will need to confirm your
> >> subscription to the Poverty,
> >> > Race, Women and Literacy List.
> >> >
> >> > We encourage you to be an active participant in
> >> the new list by
> >> > sharing your unique perspectives to help make the
> >> Poverty, Race, Women
> >> > and
> >> > Literacy List a dynamic resource for information
> >> and
> >> > professional
> >> > development.
> >> >
> >> > My Linh Nguyen
> >> > Associate Director of Communications
> >> > National Institute for Literacy
> >> > (202) 233-2041
> >> > fax (202) 233-2050
> >> > mnguyen at nifl.gov
> >> >
> >> >
> >> ----------------------------------------------------
> >> > National Institute for Literacy
> >> > Women and Literacy mailing list
> >> > WomenLiteracy at nifl.gov
> >> > To unsubscribe or change your subscription
> >> settings, please go to
> >> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >> >
> >> >
> >> ----------------------------------------------------
> >> > National Institute for Literacy
> >> > Women and Literacy mailing list
> >> > WomenLiteracy at nifl.gov
> >> > To unsubscribe or change your subscription
> >> settings, please go to
> >> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> >> >
> >>
> >>
> >> ----------------------------------------------------
> >> National Institute for Literacy
> >> Women and Literacy mailing list
> >> WomenLiteracy at nifl.gov
> >> To unsubscribe or change your subscription settings,
> >> please go to
> >> http://www.nifl.gov/mailman/listinfo/womenliteracy
> >>
> >> >
> >----------------------------------------------------
> >> National Institute for Literacy
> >> Women and Literacy mailing list
> >> WomenLiteracy at nifl.gov
> >> To unsubscribe or change your subscription settings,
> >> please go to
> >http://www.nifl.gov/mailman/listinfo/womenliteracy
> >
> >
> >__________________________________________________
> >Do You Yahoo!?
> >Tired of spam? Yahoo! Mail has the best spam protection around
> >http://mail.yahoo.com
> >----------------------------------------------------
> >National Institute for Literacy
> >Women and Literacy mailing list
> >WomenLiteracy at nifl.gov
> >To unsubscribe or change your subscription settings, please go to
> >http://www.nifl.gov/mailman/listinfo/womenliteracy
> >----------------------------------------------------
> >National Institute for Literacy
> >Women and Literacy mailing list
> >WomenLiteracy at nifl.gov
> >To unsubscribe or change your subscription settings, please go to
> >http://www.nifl.gov/mailman/listinfo/womenliteracy
> >----------------------------------------------------
> >National Institute for Literacy
> >Women and Literacy mailing list
> >WomenLiteracy at nifl.gov
> >To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From bertiemo at yahoo.com  Mon Oct 23 22:36:55 2006
From: bertiemo at yahoo.com (Bertha Mo)
Date: Mon, 23 Oct 2006 19:36:55 -0700 (PDT)
Subject: [WomenLiteracy 621] Re: Update on Women and Literacy list
In-Reply-To: <4DB8BB33-62A3-11DB-8A1E-000393ABE4D2@litwomen.org>
Message-ID: <20061024023655.53408.qmail@web30011.mail.mud.yahoo.com>
Tks. Mev for letting me know about the 2006 list of the "hot" and "cold" topics in reading/literacy circles.  Funny that that I could care less about what they think is "hot", while all the so called "cold" topics are very exciting to me.
Is it because I'm not a "literacy" professional, but a health social scientist who is concerned about students of color and marginalized women who haven't had the "normal" trajectory to higher education?
In my own work in international development, I've actually found men who didn't think that gender should be on the table for discussion because as men,  they felt they couldn't do/discuss gender.  And they might lose their positions if that was the case.
Bertie Mo
mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote: Thanks Laurie (and Ujwala - and all others)
I, too, am not happy about this development...and agree with all the
observations previously mentioned. Thanks for noting the
"maginalization" factor Laurie -- I have been thinking it but was
afraid my wording would be too harsh.
I've been back and forth in my own perspectives about this.
1) it's a done deal so complaining is like, well, you know - and with
most things nifl-listserv connected - decisions are made by $$ or
perception or policy without polling the users....so, really it's not
about us or what the field would find useful!
2) Let's make the best of the situation and really challenge ourselves
to discuss issues of gender, race, class/poverty with deeper analysis,
and struggle to identify the ways institutionalized oppressions are
intersected while gaining clarity on how sexism, racism, classism each
operate independently and together.
3) Let's make this a truly vibrant combined list and make our
discussion bear on the other listservs -- workplace, assessment, and
all the other lists -- for indeed, it seems that standardized
assessment decisions (for example) are not neutral and - dare I say -
sometimes exacerbate the "-isms" existent in the ALE system! let us not
be silenced!
As for taking the women & literacy list somewhere else...I have long
thought that independently of NIFL or the ALE Wiki that WE LEARN would
(should?) be the "logical" place for such community discussion on women
& literacy. We are willing -- we just don't have the capacity at this
time -- so if anyone is interested and has the energy in talking with
WE LEARN about how to make it happen, please contact me off-list
(welearn at litwomen.org)
and as a related item -- I have intended to bring this tidbit to the
list awareness for some time...and it now really fits with our
discussion about the "defunded combining of the lists."
In December 2005, Reading Today, a journal of the International Reading
Association, lists the hot topics for 2006.  Among those topics are
functional literacy items like, comprehension, direct/explicit
instruction, informational texts, phonics, and word meaning/vocabulary,
along with a few policy-connected issues, namely, early intervention,
English as a second language/English-language learners, high-stakes
assessment, political/policy influences on literacy, and scientific
evidence-based reading research and instruction. The "cold" topics
include: critical literacy/reading, family literacy, gender issues in
literacy, literature-based instruction, motivation, multicultural
literature, and writing. This bit of information becomes significant
for WE LEARN because those so-called "cold" topics form the core focus
for the projects of WE LEARN, a participatory-based nonprofit
membership organization and educational movement based in critical
pedagogy and popular education practices.
(more detailed info can be found at: What?s hot, what?s not for 2006.
(December 2005). Reading Today, 23(3), 1. by Jack Cassidy and Drew
Cassidy
http://www.reading.org/publications/reading_today/samples/RTY-0512-
hotnot.html - Nothot chart -
http://www.reading.org/downloads/publications/whatshot06.pdf
Though, critical literacy, family literacy, multicultural literature,
and writing were indicated as "should be hot," gender issues in
literacy were designated as "should not be hot.")
Mev Miller
WE LEARN
www.litwomen.org/welearn.html
On Monday, October 23, 2006, at 09:13  AM, Laurie Sheridan wrote:
> I'm in agreement with Ujwala (and others who have expressed
> disappointment) about this.   Just seeing the title, "Poverty, Race,
> Women and LIteracy" makes it sound a little unfortunate to me, kind of
> a
> catch-all--women's issues aren't ONLY about poverty and race, and
> poverty and race aren't ONLY about women.    Well, I'll say it--it
> sounds a little like the list for all the "marginalized" folks, lumping
> them all together.   I think I, and most of us, use somewhat different
> voices and perspectives in talking about women (and as women), and in
> talking about poverty and race, even though the overlap is
> considerable.
>    Do we know who uses each list-serv, and was the decision to merge
> them based on overlap there?   I am trying to be optimistic that this
> will involve a wider group of e-mailers than either list alone, but
> something is also going to be lost in the translation.
>
> I do have great faith that you, Daphne, will be able to keep at least
> much of the focus on women, though.  And also on poverty and race!  It
> just covers an awful lot, and I hope this listserv continues to be
> meaningful on both fronts.
>
> Laurie Sheridan
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
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From j-p-sinclair at worldnet.att.net  Tue Oct 24 11:37:03 2006
From: j-p-sinclair at worldnet.att.net (Judith Sinclair)
Date: Tue, 24 Oct 2006 10:37:03 -0500
Subject: [WomenLiteracy 622] Re: Update on Women and Literacy list
References: <20061024023655.53408.qmail@web30011.mail.mud.yahoo.com>
Message-ID: <009101c6f782$61f4f350$87144d0c@Dell>
Hello, All:
I have been reading with great interest everyone's ideas about the merging of lists and concepts.  To me, the fusion of poverty, race, women, and literacy (or PRWL) into a widely recognized amalgam brings no surprise.  It simply reinforces an old set of widely-held negative stereotypes that limit positive thinking.  I must admit, however, that the linking of these for concepts jars me each time I see the tag, for it begins with "poverty," a term clearly meant to indicate an undesirable condition, and then adds three concepts, "race," "women," and "literacy," that are issues to be addressed and that have been at the forefront of social reform for the last two hundred years.  Now, as professionals we are all too aware, as many have noted, that women, minorities, the poor, and the illiterate have been marginalized; that women and minorities historically have earned less than men, the "old" working majority; that there still exists great disparity between what women of any ethnicity can do and earn, even in today's marketplace; and that literacy, the acquisition of language and skills required to negotiate successfully our society has never been the property of the underserved.
Yet, there is something almost prophetic about what has most recently occurred here, as if by witnessing the merging of these two lists we are also witnessing some giant hand, silently pushing back years of  tedious, incremental gains on all four fronts.  However, as has been noted by some of our colleagues, perhaps the best approach to this might be to ignore the hype and use PRWL to our own advantage.  Although this is not our concept, and certainly from what I read not our choice, we can keep the image of the "Four Horsemen of the Apocalypse" as they might be interpreted, although the traditional four named Pestilence, War, Famine, and Death, were actually concepts universally held to be undesirable in any circumstance and not some slippery attempt to slide the bulk of our burgeoning population's rights out the window once again.
What concerns me most about all this now is what I see in my private practice as  a life and career management consultant.  Because I am a cognitive psychologist with a strong social and behavioral sciences background, I approach my work in a multi-dimensional wa, integrating several factors into my working model.  My clients so far have been almost all women and minorities, and without exception their level of literacy has played into their ability to live a happy and successful life.  (For more on this please email or see my website www.sinclairsystem.com.)  Sometimes their limitations are the result of social and cultural illiteracy, as well as a lack of education.  Sometimes their problems stem from some set of transitions they must endure to reach their goals.  But I do see clearly traces of this old stereotype in everything they present, for they have in their own minds this idea, this fusion, from years of social exposure, all of which serves to underscore their own sense of marginalization.  And it does make me see that this now reinforced concept, PRWL, has a greater hold on our society than I had seen before.
Please do let me hear from anyone interested in what I am doing, and thanks so much for this list.
Dr. Judith Peyton Sinclair
Cognitive Psychologist & Educator
Life & Career Management Consultant
www.sinclairsystem.com
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From alameenk at newpaltz.edu  Tue Oct 24 11:16:33 2006
From: alameenk at newpaltz.edu (kay alameen)
Date: Tue, 24 Oct 2006 11:16:33 -0400
Subject: [WomenLiteracy 623] Re: WomenLiteracy Digest, Vol 13, Issue 17
In-Reply-To: <mailman.6109.1161645308.11577.womenliteracy@nifl.gov>
References: <mailman.6109.1161645308.11577.womenliteracy@nifl.gov>
Message-ID: <web-50822311@newpaltz.edu>
Hello All,
in regards to the health care issue. I know of a program called Family  Health
Plus. I am really not sure if it is just a New York State Program or a country
program, but it provides free or low cost insurance to families. I know that
just about everyone is eligible, but you pay according to income. Hope this
could be some help to someone.
Kay Alameen
Graduate Student, Buffalo State College
On Mon, 23 Oct 2006 19:15:08 -0400
  womenliteracy-request at nifl.gov wrote:
> Send WomenLiteracy mailing list submissions to
> 	womenliteracy at nifl.gov
>
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> Today's Topics:
>
>   1. [WomenLiteracy 617] Re: Health Insurance (Dora Johnson)
>   2. [WomenLiteracy 618] Re: Update on Women and Literacy list
>      (Sandyajackson at cs.com)
>   3. [WomenLiteracy 619] Re: Update on Women and Literacy list
>      (Brian, Dr Donna J G)
>   4. [WomenLiteracy 620] Re: Update on Women and Literacy list
>      (sjrhodes at tampabay.rr.com)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Mon, 23 Oct 2006 12:23:51 -0400
>From: "Dora Johnson" <dora at cal.org>
> Subject: [WomenLiteracy 617] Re: Health Insurance
> To: "The Women and Literacy Discussion List" <womenliteracy at nifl.gov>
> Message-ID: <7E0B624DDF68104F92C38648A4D93D8F01D96D4D at MAIL.cal.local>
> Content-Type: text/plain; charset="us-ascii"
>
> The Washington Post carried a column yesterday, October 21, 2006 by
> Michelle Singletary who usually has very good advice on personal
> finances. She lists several sources that might be consulted in looking
> around for health insurance, including buying your own.  The URL is
> http://www.washingtonpost.com/wp-dyn/content/article/2006/10/21/AR200610
> 2100121_2.html. Title: Before you Get Sick, Shop Around.
>
> Dora Johnson
>
>
>
>
> ________________________________
>
> 	From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Lynne Feinberg
> 	Sent: Monday, October 23, 2006 10:24 AM
> 	To: The Women and Literacy Discussion List
> 	Subject: [WomenLiteracy 614] Re: Health Insurance
>
>
> 	Thanks very much for your input about health insurance.  No
> question about it - it's a very sad and screwed-up situation for many in
> this country.  Again thanks.
> 	Lynne
>
>
> 	On 10/20/06, sandra_diehl at med.unc.edu <sandra_diehl at med.unc.edu>
> wrote:
>
> 		A few other suggestions to add to what has already been
> said:
>
> 		Many communities are served by a local United Way
> chapter.  Local chapters create and maintain community resource
> directories, with information about health and human services that are
> available in the community, including low-cost and free services.  If
> you call them, they should be able to send you a print directory or
> refer you to a local web directory.
>
> 		You may also want to contact private insurers and
> inquire about catastrophic-only coverage, which is more affordable and
> may help avoid the bankruptcy issue.
>
> 		If you've had insurance coverage recently through a
> former employer, you may be eligible for COBRA - which is likely to be
> expensive but at least offers continuous coverage and will help avoid
> pre-existing conditions exclusions.
>
> 		Finally, for anyone with children, all states offer
> child health insurance coverage for kids (ages 0-18).  This program
> serves families who don' t qualify for Medicaid because their income
> exceeds eligibility requirements, but who cannot afford private
> insurance.  Your local health department, community health center,
> department of social services, etc. should be able to provide more
> information about enrollment (it's often called SCHIP - State Children's
> Health Insurance Plan).  Sandy
>
>
>
>
> 		----- Original Message -----
> 		From: Susan Hayden
> 		Date: Friday, October 20, 2006 11:41 am
> 		Subject: [WomenLiteracy 605] Re: Health Insurance
> 		To: The Women and Literacy Discussion List
>
> 		> Before you think of try the credit card idea, be sure
> to check
> 		> on the news laws for bankruptcy. The laws changed in
> early
> 		> 2006, and it is not as easy to file a Chapter 7 which
> allows
> 		> your bills to "go away".
> 		> Local health care clinics will be your best bet for a
> mammogram,
> 		> call your state's department of health for locations
> and various
> 		> programs. Hospitals on the payment plan will take care
> of x-
> 		> rays and other emergencies, just be prepared for a
> long wait.
> 		> Good luck. The sad reality is the American health care
> system
> 		> is failing miserably for all of us.
> 		> Susan Hayden
> 		> Adult Services Library Consultant
> 		> West Virginia Library Commission
> 		> 1900 Kanawha BLVD, East
> 		> Charleston, WV 25305
> 		> haydens at wvlc.lib.wv.us
> 		> 304-558-3978, ext. 2014
> 		> FAX: 304-558-1612
> 		> ----- Original Message -----
> 		> From: Bertha Mo
> 		> To: The Women and Literacy Discussion List
> 		> Sent: Thursday, October 19, 2006 11:59 PM
> 		> Subject: [WomenLiteracy 601] Re: Health Insurance
> 		>
> 		>
> 		> I used to live in San Francisco and an organization
> called
> 		> Public Media that was housed at Fort Mason permitted
> people such
> 		> as yourself to sign onto their Kaiser Plan. In many
> areas, I
> 		> was just working in Upstate NY, local groups organized
> a free
> 		> mamography program for low income folks. I think you
> need a
> 		> mamogram every other year if you don't have symptoms
> or family
> 		> history.
> 		> If you have an accident the local emergency room will
> see you
> 		> and give you an x-ray and have you pay as you can.
> 		>
> 		> Bertie Mo
> 		>
>
> 		> "Muro, Andres" wrote:
> 		> Usually the county hospital or community health
> clinics will
> 		> provide these services. If you get injured, you are
> entitled to
> 		> go to an emergency room, get seen and then pay in
> installment.
> 		> If there is a county hospital, they will probably work
> with you
> 		> on reasonable payments, etc.
> 		>
> 		> For mammograms you can probably go to a local health
> clinic
> 		> for the indigent. Find the poor neighborhood in your
> community
> 		> and ask where the health clinic is. Sign up and you'll
> get seen.
> 		> They probably provide breast exams, pap smears,
> glucose tests,
> 		> CV screenings, etc. You may have to pay a fee.
> 		>
> 		> If you have an expensive disease, get a bunch or
> credit
> 		> cards. American express usually gives you a no limit
> account.
> 		> Spent them to the limit and declare bankruptcy.
> 		>
> 		> As far as free or inexpensive health insurance, there
> is no
> 		> such thing anymore, even for people in full time
> employment.
> 		> There are huge deductibles, for everything except
> primary care.
> 		>
> 		> Andres
> 		>
> 		>
> 		>
> -----------------------------------------------------------------
> 		> -----------
> 		>
> 		> From: womenliteracy-bounces at nifl.gov [mailto:
> womenliteracy- <mailto:womenliteracy->
> 		> bounces at nifl.gov] On Behalf Of Lynne Feinberg
> 		> Sent: Thursday, October 19, 2006 1:01 PM
> 		> To: womenliteracy at nifl.gov
> 		> Subject: [WomenLiteracy 597] Health Insurance
> 		>
> 		> I have asked at the schools, I have contacted the
> union
> 		> (MCCC), I have contacted TESOL. I have Googled
> everything I can
> 		> think of Googling. I can't bring myself to believe
> that there
> 		> is nothing available, and I know I am not alone in
> this
> 		> situation. Does anyone have any ideas for a single,
> 		> hardworking, low-paid but otherwise not unhappy
> adjunct
> 		> community college ESL instructor seeking health
> insurance?
> 		> Something I can afford that will allow me to get a
> yearly
> 		> mammogram, and an x-ray in case I fall off my bicycle.
> Here's
> 		> hoping, and in the meantime feeling much too
> vulnerable.
> 		>
> 		> Thank you,
> 		> Lynne Feinberg
> 		> ----------------------------------------------------
> 		> National Institute for Literacy
> 		> Women and Literacy mailing list
> 		> WomenLiteracy at nifl.gov
> 		> To unsubscribe or change your subscription settings,
> please
> 		> go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> 		>
> 		>
> 		>
> 		>
> 		>
> -----------------------------------------------------------------
> 		> -------------
> 		>
> 		>
> 		> ----------------------------------------------------
> 		> National Institute for Literacy
> 		> Women and Literacy mailing list
> 		> WomenLiteracy at nifl.gov
> 		> To unsubscribe or change your subscription settings,
> please go
> 		> to http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> 		----------------------------------------------------
> 		National Institute for Literacy
> 		Women and Literacy mailing list
> 		WomenLiteracy at nifl.gov
> 		To unsubscribe or change your subscription settings,
> please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
>
>
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> ------------------------------
>
> Message: 2
> Date: Mon, 23 Oct 2006 12:08:41 -0400
>From: Sandyajackson at cs.com
> Subject: [WomenLiteracy 618] Re: Update on Women and Literacy list
> To: womenliteracy at nifl.gov (The Women and Literacy Discussion List)
> Message-ID: <012A58D8.1F37C119.212D2F6D at cs.com>
> Content-Type: text/plain; charset=iso-8859-1
>
> I agree Audrey..
> And I wonder why 'Women literacy' with 'Poverty, Race' why not 'health
>literacy' and Poverty, Race?
> I also know that Dr Greenberg will do an excellent job in monitoring
> Sandra Jackson
>
> Audrey Ambrosino <audrey at dresdenflats.org> wrote:
>
>>I, too, agree that the merging of the list is not in the best interest of the
>>list users or those they serve. ?Clearly, there is some overlap, but I
>>believe that each population has distinct needs and issues. ?Merging the
>>lists does seem to indicate that marginalized people should be thought of a
>>unitary group. ?Reminds me of the early days of the multicultural movement,
>>where multicultural was often the catch-all phrase for those other than the
>>dominant group. ?Also, I fear that the amount of information being delivered
>>through this new pipeline will be unwieldy and overwhelming to both list
>>managers and consumers.
>>
>> ?I also wonder about the motivation for the merger and wonder if list users
>>were consulted and polled beforehand. ?While I understand that some lists are
>>more active than others, I would argue that as long as a list is serving the
>>needs of its subscribers and is being used on a regular basis, as are both of
>>the lists in question, then it is valuable.
>>
>> ?Lastly, I wonder if there is potential to reverse this decision and what
>>collective action would be needed to pursue a reversal.
>>
>> ?Audrey Ambrosino
>> ?Graduate Student, Educational Psychology Doctoral Program
>> ?Georgia State University
>>
>>
>>
>>Barbara Petersohn <libbsp at langate.gsu.edu> wrote:
>> ?I am dissapointed that there is not support for individual lists for
>>these topics because often professionals are trying to focus their
>>current events awareness through discussion lists like these and want to
>>target specific topics. Consolidation of lists creates a flood of
>>off-topic posts in one's mail box to have to review and delete.
>>
>>Not that we couldn't learn more from monitoring a variety of lists,
>>it's just that when scanning several lists, as part of your job or
>>professional interests, one also also has to spend time to reviewing and
>>deleting so many additional postings that are not relevant.
>>
>>Oh well...
>>Barbara Petersohn
>>
>>>>> "Laurie Sheridan" 10/23/2006 9:13 AM
>>>>>
>>I'm in agreement with Ujwala (and others who have expressed
>>disappointment) about this. Just seeing the title, "Poverty, Race,
>>Women and LIteracy" makes it sound a little unfortunate to me, kind of
>>a
>>catch-all--women's issues aren't ONLY about poverty and race, and
>>poverty and race aren't ONLY about women. Well, I'll say it--it
>>sounds a little like the list for all the "marginalized" folks,
>>lumping
>>them all together. I think I, and most of us, use somewhat different
>>voices and perspectives in talking about women (and as women), and in
>>talking about poverty and race, even though the overlap is
>>considerable.
>>Do we know who uses each list-serv, and was the decision to merge
>>them based on overlap there? I am trying to be optimistic that this
>>will involve a wider group of e-mailers than either list alone, but
>>something is also going to be lost in the translation.
>>
>>I do have great faith that you, Daphne, will be able to keep at least
>>much of the focus on women, though. And also on poverty and race! It
>>just covers an awful lot, and I hope this listserv continues to be
>>meaningful on both fronts.
>>
>>Laurie Sheridan
>>
>>>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>>
>>I am saddened to see the Women and Literacy list
>>closed. A bit shortsighted to that, and whilst I am
>>aware that it's women who are the victims of poverty,
>>merging the two lists will only confuse the issues
>>further. Is there a way to host the Women and Literacy
>>List elsewhere?
>>Ujwala
>>
>>--- Janet Isserlis wrote:
>>
>>> this is the response I'd sent to the content
>>> standards and English language
>>> lists;
>>> apologies for the cross posting for some
>>>
>>> Aside from the reasons given here, are there other
>>> substantive reasons for
>>> eliminating these two lists? While their content
>>> *may* overlap, at times,
>>> there are also distinct purposes to each, and useful
>>> information particular
>>> to each exchanged, and - at times - cross posted to
>>> various other lists.
>>>
>>> I'm very sorry to see these two lists being
>>> eliminated.
>>>
>>> Janet Isserlis
>>>
>>>
>>>
>>> From: Bertha Mo
>>> Reply-To: The Women and Literacy Discussion List
>>>
>>> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT)
>>> To: The Women and Literacy Discussion List
>>>
>>> Subject: [WomenLiteracy 594] Re: Update on Women and
>>> Literacy list
>>>
>>> I'm a bit concerned because I think that different
>>> folks subscribe to a list
>>> that is women focused. I'm pretty shy about
>>> responding to most lists. And
>>> I've been very encouraged by the gentle support I've
>>> received from you and
>>> others on the list.
>>>
>>> Best,
>>>
>>> Bertie
>>>
>>> Daphne Greenberg wrote:
>>> > I am wondering how people on this list feel about
>>> the merging of the
>>> > Women and Literacy List with the Poverty, Race,
>>> and Literacy list? Any
>>> > reactions? Happiness? Disappointment? Concern?
>>> Excitement?
>>> > Daphne
>>> >
>>> >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>>
>>> > Dear Discussion List subscribers,
>>> >
>>> > As the National Institute for Literacy enters a
>>> new fiscal year,
>>> > we
>>> > have taken steps to streamline the way we deliver
>>> professional
>>> > development
>>> > to our discussion list members. A major change
>>> that will directly affect
>>> > you
>>> > is the merging of the Poverty, Race and Literacy
>>> List with the Women and
>>> > Literacy List starting November 6, 2006.
>>> >
>>> > We will continue to provide access to discussion
>>> archives on our
>>> > website.
>>> >
>>> > We have chosen to combine the two lists because
>>> we recognize
>>> > that
>>> > many of the issues that impact one group also
>>> affect the other group,
>>> > and
>>> > believe that many of the topics discussed on one
>>> list can
>>> > benefit
>>> > the other list. For that reason, we decided to
>>> combine the lists to
>>> > enhance
>>> > list members access to the latest ideas and
>>> information
>>> > available.
>>> > Race and gender issues often intersect, and it is
>>> most both practical
>>> > and
>>> > appropriate to have them intersect on one
>>> combined list.
>>> >
>>> > We know that many members of our two lists,
>>> especially members
>>> > of
>>> > our Women's list, view the lists as safe havens
>>> where issues can be
>>> > raised
>>> > and discussed. We want you to know that we will
>>> continue to
>>> > respect
>>> > your input and will maintain the same high level
>>> of sensitivity and
>>> > respect
>>> > we have always shown our list members. In
>>> combining the two
>>> > lists,
>>> > Daphne Greenberg will serve as the moderator for
>>> the new combined list.
>>> > Her
>>> > experience with women's literacy has enabled her
>>> to moderate the women's
>>> > list with the right balance of sensitivity and
>>> insight that is necessary
>>> > for
>>> > such a list. And we know that in assuming the
>>> responsibility of the new
>>> > list, she will bring the same balance to the
>>> Poverty, Race, Women, and
>>> > Literacy list.
>>> >
>>> > The Institute will be inviting current
>>> subscribers for both the
>>> > Poverty, Race Literacy List and the Women and
>>> Literacy List to the new
>>> > combined
>>> > Poverty, Race, Women and Literacy List. Once you
>>> receive the
>>> > invitation, you will need to confirm your
>>> subscription to the Poverty,
>>> > Race, Women and Literacy List.
>>> >
>>> > We encourage you to be an active participant in
>>> the new list by
>>> > sharing your unique perspectives to help make the
>>> Poverty, Race, Women
>>> > and
>>> > Literacy List a dynamic resource for information
>>> and
>>> > professional
>>> > development.
>>> >
>>> > My Linh Nguyen
>>> > Associate Director of Communications
>>> > National Institute for Literacy
>>> > (202) 233-2041
>>> > fax (202) 233-2050
>>> > mnguyen at nifl.gov
>>> >
>>> >
>>> ----------------------------------------------------
>>> > National Institute for Literacy
>>> > Women and Literacy mailing list
>>> > WomenLiteracy at nifl.gov
>>> > To unsubscribe or change your subscription
>>> settings, please go to
>>> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>>> >
>>> >
>>> ----------------------------------------------------
>>> > National Institute for Literacy
>>> > Women and Literacy mailing list
>>> > WomenLiteracy at nifl.gov
>>> > To unsubscribe or change your subscription
>>> settings, please go to
>>> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>>> >
>>>
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings,
>>> please go to
>>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>>
>>> >
>>----------------------------------------------------
>>> National Institute for Literacy
>>> Women and Literacy mailing list
>>> WomenLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings,
>>> please go to
>>http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>>
>>__________________________________________________
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>>Tired of spam? Yahoo! Mail has the best spam protection around
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>>----------------------------------------------------
>>National Institute for Literacy
>>Women and Literacy mailing list
>>WomenLiteracy at nifl.gov
>>To unsubscribe or change your subscription settings, please go to
>>http://www.nifl.gov/mailman/listinfo/womenliteracy
>>----------------------------------------------------
>>National Institute for Literacy
>>Women and Literacy mailing list
>>WomenLiteracy at nifl.gov
>>To unsubscribe or change your subscription settings, please go to
>>http://www.nifl.gov/mailman/listinfo/womenliteracy
>>----------------------------------------------------
>>National Institute for Literacy
>>Women and Literacy mailing list
>>WomenLiteracy at nifl.gov
>>To unsubscribe or change your subscription settings, please go to
>>http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
>
> ------------------------------
>
> Message: 3
> Date: Mon, 23 Oct 2006 11:48:11 -0400
>From: "Brian, Dr Donna J G" <djgbrian at utk.edu>
> Subject: [WomenLiteracy 619] Re: Update on Women and Literacy list
> To: "The Women and Literacy Discussion List" <womenliteracy at nifl.gov>
> Message-ID:
> 	<A6B32D41E04B2F43807EC42DA182C2182FC7B6 at UTKFSVS5.utk.tennessee.edu>
> Content-Type: text/plain;	charset="us-ascii"
>
> As a member of Daphne's list and as the current moderator of the
> Poverty, Race, and Literacy list, I have been following this discussion
> with much interest.  I posed a similar query to my list to see their
> response, and they have not as yet expressed much concern about
> consolidating the lists.  I also did the math and figured out that 41 %
> of my list are already current members of the Women and Literacy List,
> so maybe that is why Poverty/Race list members are not expressing many
> concerns. My own impression is that, with Daphne continuing as the
> moderator, we will still have her gentle ways of encouraging sharing and
> discussion, and I think she will be quite capable of extending her
> methods to the enlarged focus of the combined lists while still
> specifically encouraging discussion of issues which are primarily
> women's issues.  I might be wrong, but I don't anticipate as much
> difference between the current Women and Literacy list and the new
> combined list as some of you seem to think might occur.  I do think the
> current members of the Poverty, Race, and Literacy List will be
> sensitive and non-intimidating.  And I think they will enjoy having
> Daphne as a moderator.
>
> Donna Brian
>
> -----Original Message-----
>From: womenliteracy-bounces at nifl.gov
> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Barbara Petersohn
> Sent: Monday, October 23, 2006 10:02 AM
> To: womenliteracy at nifl.gov
> Subject: [WomenLiteracy 614] Re: Update on Women and Literacy list
>
> I am dissapointed that there is not support for individual lists for
> these topics because often professionals are trying to focus their
> current events awareness through discussion lists like these and want to
> target specific topics.  Consolidation of lists creates a flood of
> off-topic posts in one's mail box to have to review and delete.
>
> Not that we couldn't learn more from monitoring a variety of lists, it's
> just that when scanning several lists, as part of your job or
> professional interests, one also also has to spend time to reviewing and
> deleting so many additional postings that are not relevant.
>
> Oh well...
> Barbara Petersohn
>
>>>> "Laurie Sheridan" <laurie_sheridan at worlded.org> 10/23/2006 9:13 AM
>>>>
> I'm in agreement with Ujwala (and others who have expressed
> disappointment) about this.   Just seeing the title, "Poverty, Race,
> Women and LIteracy" makes it sound a little unfortunate to me, kind of a
> catch-all--women's issues aren't ONLY about poverty and race, and
> poverty and race aren't ONLY about women.    Well, I'll say it--it
> sounds a little like the list for all the "marginalized" folks, lumping
> them all together.   I think I, and most of us, use somewhat different
> voices and perspectives in talking about women (and as women), and in
> talking about poverty and race, even though the overlap is considerable.
>   Do we know who uses each list-serv, and was the decision to merge
> them based on overlap there?   I am trying to be optimistic that this
> will involve a wider group of e-mailers than either list alone, but
> something is also going to be lost in the translation.
>
> I do have great faith that you, Daphne, will be able to keep at least
> much of the focus on women, though.  And also on poverty and race!  It
> just covers an awful lot, and I hope this listserv continues to be
> meaningful on both fronts.
>
> Laurie Sheridan
>
>>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>>
> I am saddened to see the Women and Literacy list closed. A bit
> shortsighted to that, and whilst I am aware that it's women who are the
> victims of poverty, merging the two lists will only confuse the issues
> further. Is there a way to host the Women and Literacy List elsewhere?
> Ujwala
>
> --- Janet Isserlis <Janet_Isserlis at brown.edu> wrote:
>
>> this is the response I'd sent to the content standards and English
>> language lists; apologies for the cross posting for some
>>
>> Aside from the reasons given here, are there other substantive reasons
>
>> for eliminating these two lists?  While their content
>> *may* overlap, at times,
>> there are also distinct purposes to each, and useful information
>> particular to each exchanged, and - at times - cross posted to various
>
>> other lists.
>>
>> I'm very sorry to see these two lists being eliminated.
>>
>> Janet Isserlis
>>
>>
>>
>> From: Bertha Mo <bertiemo at yahoo.com>
>> Reply-To: The Women and Literacy Discussion List
>> <womenliteracy at nifl.gov>
>> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT)
>> To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
>> Subject: [WomenLiteracy 594] Re: Update on Women and Literacy list
>>
>> I'm a bit concerned because I think that different folks subscribe to
>> a list that is women focused.  I'm pretty shy about responding to
>> most lists.  And I've been very encouraged by the gentle support I've
>> received from you and others on the list.
>>
>> Best,
>>
>> Bertie
>>
>> Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:
>> >  I am wondering how people on this list feel about
>> the merging of the
>> > Women and Literacy List with the Poverty, Race,
>> and Literacy list? Any
>> > reactions? Happiness? Disappointment? Concern?
>> Excitement?
>> > Daphne
>> >
>> >>>> >>> "Nguyen, My Linh"  10/18/06 11:37 AM >>>
>> >  Dear Discussion List subscribers,
>> >
>> >  As the National Institute for Literacy enters a
>> new fiscal year,
>> > we
>> > have taken steps to streamline the way we deliver
>> professional
>> > development
>> > to our discussion list members. A major change
>> that will directly affect
>> > you
>> > is the merging of the Poverty, Race and Literacy
>> List with the Women and
>> > Literacy List starting November 6, 2006.
>> >
>> >  We will continue to provide access to discussion
>> archives on our
>> > website.
>> >
>> >  We have chosen to combine the two lists because
>> we recognize
>> > that
>> > many of the issues that impact one group also
>> affect the other group,
>> > and
>> >  believe that many of the topics discussed on one
>> list can
>> > benefit
>> > the other list. For that reason, we decided to
>> combine the lists to
>> > enhance
>> >  list members access to the latest ideas and
>> information
>> > available.
>> > Race and gender issues often intersect, and it is
>> most both practical
>> > and
>> >  appropriate to have them intersect on one
>> combined list.
>> >
>> >  We know that many members of our two lists,
>> especially members
>> > of
>> > our Women's list, view the lists as safe havens
>> where issues can be
>> > raised
>> >  and discussed. We want you to know that we will
>> continue to
>> > respect
>> > your input and will maintain the same high level
>> of sensitivity and
>> > respect
>> >  we have always shown our list members. In
>> combining the two
>> > lists,
>> > Daphne Greenberg will serve as the moderator for
>> the new combined list.
>> > Her
>> > experience with women's literacy has enabled her
>> to moderate the women's
>> > list with the right balance of sensitivity and
>> insight that is necessary
>> > for
>> > such a list. And we know that in assuming the
>> responsibility of the new
>> > list, she will bring the same balance to the
>> Poverty, Race, Women, and
>> > Literacy list.
>> >
>> >  The Institute will be inviting current
>> subscribers for both the
>> > Poverty, Race Literacy List and the Women and
>> Literacy List to the new
>> > combined
>> >  Poverty, Race, Women and Literacy List.  Once you
>> receive the
>> > invitation, you will need to confirm your
>> subscription to the Poverty,
>> >  Race, Women and Literacy List.
>> >
>> >  We encourage you to be an active participant in
>> the new list by
>> > sharing your unique perspectives to help make the
>> Poverty, Race, Women
>> > and
>> >  Literacy List a dynamic resource for information
>> and
>> > professional
>> > development.
>> >
>> > My Linh Nguyen
>> > Associate Director of Communications National Institute for Literacy
>> > (202) 233-2041
>> > fax (202) 233-2050
>> > mnguyen at nifl.gov
>> >
>> >
>> ----------------------------------------------------
>> > National Institute for Literacy
>> > Women and Literacy mailing list
>> > WomenLiteracy at nifl.gov
>> > To unsubscribe or change your subscription
>> settings, please go to
>> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>> >
>> >
>> ----------------------------------------------------
>> > National Institute for Literacy
>> > Women and Literacy mailing list
>> > WomenLiteracy at nifl.gov
>> > To unsubscribe or change your subscription
>> settings, please go to
>> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>> >
>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>> >
> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> __________________________________________________
> Do You Yahoo!?
> Tired of spam?  Yahoo! Mail has the best spam protection around
> http://mail.yahoo.com
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
>
> ------------------------------
>
> Message: 4
> Date: Mon, 23 Oct 2006 17:34:42 -0400
>From: sjrhodes at tampabay.rr.com
> Subject: [WomenLiteracy 620] Re: Update on Women and Literacy list
> To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
> Cc: womenliteracy at nifl.gov
> Message-ID: <c759c1536ad9f.6ad9fc759c153 at tampabay.rr.com>
> Content-Type: text/plain; charset="us-ascii"
>
> It is time, in my opinion, to include lesbian women as a group of women, not
>necessarily based on race.  I don't believe this would dilute the issues, but
>rather, be an inclusive discussion.
> What do you think?
> Shirley
>
> ----- Original Message -----
>From: Sandyajackson at cs.com
> Date: Monday, October 23, 2006 1:17 pm
> Subject: [WomenLiteracy 618] Re: Update on Women and Literacy list
> To: womenliteracy at nifl.gov (The Women and Literacy Discussion List)
>
>> I agree Audrey..
>> And I wonder why 'Women literacy' with 'Poverty, Race' why not
>> 'health literacy' and Poverty, Race?
>> I also know that Dr Greenberg will do an excellent job in
>> monitoring
>> Sandra Jackson
>>
>> Audrey Ambrosino <audrey at dresdenflats.org> wrote:
>>
>> >I, too, agree that the merging of the list is not in the best
>> interest of the list users or those they serve.  Clearly, there is
>> some overlap, but I believe that each population has distinct
>> needs and issues.  Merging the lists does seem to indicate that
>> marginalized people should be thought of a unitary group.  Reminds
>> me of the early days of the multicultural movement, where
>> multicultural was often the catch-all phrase for those other than
>> the dominant group.  Also, I fear that the amount of information
>> being delivered through this new pipeline will be unwieldy and
>> overwhelming to both list managers and consumers.
>> >
>> >  I also wonder about the motivation for the merger and wonder if
>> list users were consulted and polled beforehand.  While I
>> understand that some lists are more active than others, I would
>> argue that as long as a list is serving the needs of its
>> subscribers and is being used on a regular basis, as are both of
>> the lists in question, then it is valuable.
>> >
>> >  Lastly, I wonder if there is potential to reverse this decision
>> and what collective action would be needed to pursue a reversal.
>> >
>> >  Audrey Ambrosino
>> >  Graduate Student, Educational Psychology Doctoral Program
>> >  Georgia State University
>> >
>> >
>> >
>> >Barbara Petersohn <libbsp at langate.gsu.edu> wrote:
>> >  I am dissapointed that there is not support for individual
>> lists for
>> >these topics because often professionals are trying to focus their
>> >current events awareness through discussion lists like these and
>> want to
>> >target specific topics. Consolidation of lists creates a flood of
>> >off-topic posts in one's mail box to have to review and delete.
>> >
>> >Not that we couldn't learn more from monitoring a variety of lists,
>> >it's just that when scanning several lists, as part of your job or
>> >professional interests, one also also has to spend time to
>> reviewing and
>> >deleting so many additional postings that are not relevant.
>> >
>> >Oh well...
>> >Barbara Petersohn
>> >
>> >>>> "Laurie Sheridan" 10/23/2006 9:13 AM
>> >>>>
>> >I'm in agreement with Ujwala (and others who have expressed
>> >disappointment) about this. Just seeing the title, "Poverty, Race,
>> >Women and LIteracy" makes it sound a little unfortunate to me,
>> kind of
>> >a
>> >catch-all--women's issues aren't ONLY about poverty and race, and
>> >poverty and race aren't ONLY about women. Well, I'll say it--it
>> >sounds a little like the list for all the "marginalized" folks,
>> >lumping
>> >them all together. I think I, and most of us, use somewhat different
>> >voices and perspectives in talking about women (and as women),
>> and in
>> >talking about poverty and race, even though the overlap is
>> >considerable.
>> >Do we know who uses each list-serv, and was the decision to merge
>> >them based on overlap there? I am trying to be optimistic that this
>> >will involve a wider group of e-mailers than either list alone, but
>> >something is also going to be lost in the translation.
>> >
>> >I do have great faith that you, Daphne, will be able to keep at least
>> >much of the focus on women, though. And also on poverty and race! It
>> >just covers an awful lot, and I hope this listserv continues to be
>> >meaningful on both fronts.
>> >
>> >Laurie Sheridan
>> >
>> >>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>>
>> >I am saddened to see the Women and Literacy list
>> >closed. A bit shortsighted to that, and whilst I am
>> >aware that it's women who are the victims of poverty,
>> >merging the two lists will only confuse the issues
>> >further. Is there a way to host the Women and Literacy
>> >List elsewhere?
>> >Ujwala
>> >
>> >--- Janet Isserlis wrote:
>> >
>> >> this is the response I'd sent to the content
>> >> standards and English language
>> >> lists;
>> >> apologies for the cross posting for some
>> >>
>> >> Aside from the reasons given here, are there other
>> >> substantive reasons for
>> >> eliminating these two lists? While their content
>> >> *may* overlap, at times,
>> >> there are also distinct purposes to each, and useful
>> >> information particular
>> >> to each exchanged, and - at times - cross posted to
>> >> various other lists.
>> >>
>> >> I'm very sorry to see these two lists being
>> >> eliminated.
>> >>
>> >> Janet Isserlis
>> >>
>> >>
>> >>
>> >> From: Bertha Mo
>> >> Reply-To: The Women and Literacy Discussion List
>> >>
>> >> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT)
>> >> To: The Women and Literacy Discussion List
>> >>
>> >> Subject: [WomenLiteracy 594] Re: Update on Women and
>> >> Literacy list
>> >>
>> >> I'm a bit concerned because I think that different
>> >> folks subscribe to a list
>> >> that is women focused. I'm pretty shy about
>> >> responding to most lists. And
>> >> I've been very encouraged by the gentle support I've
>> >> received from you and
>> >> others on the list.
>> >>
>> >> Best,
>> >>
>> >> Bertie
>> >>
>> >> Daphne Greenberg wrote:
>> >> > I am wondering how people on this list feel about
>> >> the merging of the
>> >> > Women and Literacy List with the Poverty, Race,
>> >> and Literacy list? Any
>> >> > reactions? Happiness? Disappointment? Concern?
>> >> Excitement?
>> >> > Daphne
>> >> >
>> >> >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>>
>> >> > Dear Discussion List subscribers,
>> >> >
>> >> > As the National Institute for Literacy enters a
>> >> new fiscal year,
>> >> > we
>> >> > have taken steps to streamline the way we deliver
>> >> professional
>> >> > development
>> >> > to our discussion list members. A major change
>> >> that will directly affect
>> >> > you
>> >> > is the merging of the Poverty, Race and Literacy
>> >> List with the Women and
>> >> > Literacy List starting November 6, 2006.
>> >> >
>> >> > We will continue to provide access to discussion
>> >> archives on our
>> >> > website.
>> >> >
>> >> > We have chosen to combine the two lists because
>> >> we recognize
>> >> > that
>> >> > many of the issues that impact one group also
>> >> affect the other group,
>> >> > and
>> >> > believe that many of the topics discussed on one
>> >> list can
>> >> > benefit
>> >> > the other list. For that reason, we decided to
>> >> combine the lists to
>> >> > enhance
>> >> > list members access to the latest ideas and
>> >> information
>> >> > available.
>> >> > Race and gender issues often intersect, and it is
>> >> most both practical
>> >> > and
>> >> > appropriate to have them intersect on one
>> >> combined list.
>> >> >
>> >> > We know that many members of our two lists,
>> >> especially members
>> >> > of
>> >> > our Women's list, view the lists as safe havens
>> >> where issues can be
>> >> > raised
>> >> > and discussed. We want you to know that we will
>> >> continue to
>> >> > respect
>> >> > your input and will maintain the same high level
>> >> of sensitivity and
>> >> > respect
>> >> > we have always shown our list members. In
>> >> combining the two
>> >> > lists,
>> >> > Daphne Greenberg will serve as the moderator for
>> >> the new combined list.
>> >> > Her
>> >> > experience with women's literacy has enabled her
>> >> to moderate the women's
>> >> > list with the right balance of sensitivity and
>> >> insight that is necessary
>> >> > for
>> >> > such a list. And we know that in assuming the
>> >> responsibility of the new
>> >> > list, she will bring the same balance to the
>> >> Poverty, Race, Women, and
>> >> > Literacy list.
>> >> >
>> >> > The Institute will be inviting current
>> >> subscribers for both the
>> >> > Poverty, Race Literacy List and the Women and
>> >> Literacy List to the new
>> >> > combined
>> >> > Poverty, Race, Women and Literacy List. Once you
>> >> receive the
>> >> > invitation, you will need to confirm your
>> >> subscription to the Poverty,
>> >> > Race, Women and Literacy List.
>> >> >
>> >> > We encourage you to be an active participant in
>> >> the new list by
>> >> > sharing your unique perspectives to help make the
>> >> Poverty, Race, Women
>> >> > and
>> >> > Literacy List a dynamic resource for information
>> >> and
>> >> > professional
>> >> > development.
>> >> >
>> >> > My Linh Nguyen
>> >> > Associate Director of Communications
>> >> > National Institute for Literacy
>> >> > (202) 233-2041
>> >> > fax (202) 233-2050
>> >> > mnguyen at nifl.gov
>> >> >
>> >> >
>> >> ----------------------------------------------------
>> >> > National Institute for Literacy
>> >> > Women and Literacy mailing list
>> >> > WomenLiteracy at nifl.gov
>> >> > To unsubscribe or change your subscription
>> >> settings, please go to
>> >> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>> >> >
>> >> >
>> >> ----------------------------------------------------
>> >> > National Institute for Literacy
>> >> > Women and Literacy mailing list
>> >> > WomenLiteracy at nifl.gov
>> >> > To unsubscribe or change your subscription
>> >> settings, please go to
>> >> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>> >> >
>> >>
>> >>
>> >> ----------------------------------------------------
>> >> National Institute for Literacy
>> >> Women and Literacy mailing list
>> >> WomenLiteracy at nifl.gov
>> >> To unsubscribe or change your subscription settings,
>> >> please go to
>> >> http://www.nifl.gov/mailman/listinfo/womenliteracy
>> >>
>> >> >
>> >----------------------------------------------------
>> >> National Institute for Literacy
>> >> Women and Literacy mailing list
>> >> WomenLiteracy at nifl.gov
>> >> To unsubscribe or change your subscription settings,
>> >> please go to
>> >http://www.nifl.gov/mailman/listinfo/womenliteracy
>> >
>> >
>> >__________________________________________________
>> >Do You Yahoo!?
>> >Tired of spam? Yahoo! Mail has the best spam protection around
>> >http://mail.yahoo.com
>> >----------------------------------------------------
>> >National Institute for Literacy
>> >Women and Literacy mailing list
>> >WomenLiteracy at nifl.gov
>> >To unsubscribe or change your subscription settings, please go to
>> >http://www.nifl.gov/mailman/listinfo/womenliteracy
>> >----------------------------------------------------
>> >National Institute for Literacy
>> >Women and Literacy mailing list
>> >WomenLiteracy at nifl.gov
>> >To unsubscribe or change your subscription settings, please go to
>> >http://www.nifl.gov/mailman/listinfo/womenliteracy
>> >----------------------------------------------------
>> >National Institute for Literacy
>> >Women and Literacy mailing list
>> >WomenLiteracy at nifl.gov
>> >To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
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> ------------------------------
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/womenliteracy
>
> End of WomenLiteracy Digest, Vol 13, Issue 17
> *********************************************
Kay Alameen
Secretary, Art History Department
845-257-3875
alameenk at newpaltz.edu
From Janet_Isserlis at brown.edu  Tue Oct 24 11:52:24 2006
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Tue, 24 Oct 2006 11:52:24 -0400
Subject: [WomenLiteracy 624] Re: [EnglishLanguage 783] Re: [ContentStandards
 303] CROSSPOSTED Update on Discussion Lists - Response
In-Reply-To: <4062487BDB6029428A763CAEF4E1FE5B10701975@wdcrobe2m03.ed.gov>
Message-ID: <C163AEF8.117CD%Janet_Isserlis@brown.edu>
>
> -----Original Message-----
> From:  englishlanguage-bounces at nifl.gov on behalf of Janet Isserlis
> Sent: Fri 10/20/2006 5:41 PM
> To: The Adult Education  Content Standards Discussion List;
> womenliteracy-owner at nifl.gov;  englishlanguage at nifl.gov
> Cc:
> Subject: [EnglishLanguage  783] Re: [ContentStandards 303] CROSSPOSTED Update
> on Discussion Lists -  Response
>
>
>
> Thank you, My Linh
>
> I do understand what you're saying,  but think that the women and literacy
> and poverty/race/literacy lists are  somewhat distinct and not altogether
> overlapping   (as you may  have read on that women/lit list).
>
> I don't know what, if anything, can  be done to address this, but think it
> bears consideration.
>
> thank  you
>
> Janet
>
>
>> > From: "Nguyen, My Linh"  <Mylinh.Nguyen at ed.gov>
>> > Reply-To: The Adult Education Content  Standards Discussion List
>> > <contentstandards at nifl.gov>
>> >  Date: Fri, 20 Oct 2006 16:38:42 -0400
>> > To:  <womenliteracy-owner at nifl.gov>,  <contentstandards at nifl.gov>,
>> >  <englishlanguage at nifl.gov>
>> > Conversation: CROSSPOSTED Update on  Discussion Lists - Response
>> > Subject: [ContentStandards 303]  CROSSPOSTED Update on Discussion Lists -
>> > Response
>> >
>> > Dear  Janet,
>> >
>> > Thank you for your comments about the upcoming changes  to some of the
>> > Discussion Lists. We do feel that many of the issues  that impact Content
>> > Standards and Program Leadership & Improvement  carry across all the
>> subject
>> > areas of other Discussion Lists. You are  right to point out that each list
>> > has its own distinct purposes, but  we believe that those purposes and
>> ideas
>> > can be carried over to our  other lists.
>> >
>> > We hope that by widening the circle of  participation by narrowing down the
>> > numbers of similar lists may  reduce the amount of messages cross-posted >>
for
>> > subscribers who are on  multiple lists.
>> >
>> > We hope that you and other members of the  lists that are closing or
>> merging
>> > will contribute your viewpoints  through either the merged Poverty, Race >>
and
>> > Women's List or any of our  other lists.
>> >
>> > We look forward to continue learning from the  varied and rich perspectives
>> > all of the Institute's list subscribers  bring to the Institute's forums.
>> >
>> > My Linh Nguyen
>> >  Associate Director of Communications
>> > National Institute for  Literacy
>> > (202) 233-2041
>> > fax (202) 233-2050
>> >  mnguyen at nifl.gov
>> >
>> >  ----------------------------------------------------
>> > National  Institute for Literacy
>> > Adult Education Content Standards mailing  list
>> > ContentStandards at nifl.gov
>> > To unsubscribe or change your  subscription settings, please go to
>> > http://www.nifl.gov/mailman/listinfo/contentstandards
>
> ----------------------------------------------------
> National  Institute for Literacy
> Adult English Language Learners mailing  list
> EnglishLanguage at nifl.gov
> To unsubscribe or change your subscription  settings, please go to
> http://www.nifl.gov/mailman/listinfo/englishlanguage
> Message  sent to ALCDGG at langate.gsu.edu.
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From ditmar0906_inossian at netzero.net  Tue Oct 24 14:12:09 2006
From: ditmar0906_inossian at netzero.net (ditmar0906_inossian at netzero.net)
Date: Tue, 24 Oct 2006 18:12:09 GMT
Subject: [WomenLiteracy 625] Re: Update on Women and Literacy list
Message-ID: <20061024.111238.23349.1277043@webmail26.lax.untd.com>
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From baera at floridaliteracy.org  Tue Oct 24 16:12:09 2006
From: baera at floridaliteracy.org (Alyssa Baer)
Date: Tue, 24 Oct 2006 16:12:09 -0400
Subject: [WomenLiteracy 626]  2007 Florida Literacy Conference
Message-ID: <006b01c6f7a8$aff911a0$1e02a8c0@floridaliteracy.org>
Please join us for the 2007 Florida Literacy Conference!
Dates:  May 2-4, 2007, with May 1, 2007 pre-conference
Location: Orlando Marriott, Lake Mary, Florida
One of Florida's premier literacy events, this three day annual conference
offers a wide range of training and networking opportunities to literacy
practitioners and volunteers.
Full Conference Early Bird: postmarked by March 9: Member $170 /Non-Member
$195
Full Conference: postmarked by April 13: Member $195 / Non-Member $220
Full Conference: on-site, after April 13: $235
Full Conference: Adult Learner: $70 (no fee for adult learners attending May
2nd only)
Call for Presenters!
To help make the 2007 Conference a success, the Florida Literacy Coalition
seeks session proposals throughout the state and nation in the following
topic ideas:
Adult Learner, Corrections, Family Literacy, English Literacy, Learning
Disabilities, Library Literacy, Program Management, Reading, Technology,
Volunteers in Literacy and Workforce Education (ABE, GED and adult high
school).
We welcome your participation and encourage you to propose a session by
December 13 by downloading the Call for Presenters form from
www.floridaliteracy.org.
On behalf of the Florida Literacy Coalition, thank you and we hope to see
you in May.
Alyssa Baer, AmeriCorps*VISTA Member
Florida Literacy Coalition
 <mailto:baera at floridaliteracy.org> baera at floridaliteracy.org
Telephone: 407.246.7110 extension 207
Facsimile: 407.246.7104
934 North Magnolia Avenue, Suite 104
Orlando, Florida 32803
 <http://www.floridaliteracy.org/> www.floridaliteracy.org
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From jataylor at utk.edu  Tue Oct 24 22:47:37 2006
From: jataylor at utk.edu (Taylor, Jackie)
Date: Tue, 24 Oct 2006 22:47:37 -0400
Subject: [WomenLiteracy 627]  cultivating community
Message-ID: <AB226656DDB79D4D82CC03965C5C2ECB530087@UTKFSVS5.utk.tennessee.edu>
Hello everyone,
I hope this doesn't seem insensitive to the resulting discussions from
NIFL's surprising news(!). But I'd like to go back to Ryan's generous
offer to create a women and literacy Wiki space on our behalf
(http://wiki.literacytent.org/index.php/Main_Page). Since her offer I
have yet to hear any ideas shared on this list that would help her in
taking the lead on what can become a very collaborative endeavor. Given
recent circumstances, I'm sure we did not intend to leave her request
hanging out there like that. Soooo... I'm wondering in what ways we
would like to see this area developed? Online technologies like wikis
can be used in combination with listservs to enhance the vibrant nature
of communities, strengthening, not diminishing them. And in light of the
recent List news, that might not be a bad thing.
Some ideas I leave you with...
How might this area of the wiki be a place to collect women and literacy
success stories? Autobiographies?
Or what about:
*	a policy section for updates on federal policy pertaining to
women and literacy issues, how states are planning to transition to the
new federal TANF regs, and what that means for practices with
welfare-to-work? Then that could link over to the advocacy area of the
wiki.
*	a professional development initiatives section for
women-centered instruction, women's roles as learners and adult literacy
practitioners? That could then link over to the PD section.
*	a compilation of some of the rich or helpful discussions we've
had, like the health insurance resource-sharing (I'm sure we could all
come up with examples of what we want to see collected, pertinent
resources compiled, etc)
*	a list of practical questions for teaching and professional
development?
*	a compilation of relevant web sites we think are pertinent, as
well as women and literacy research addressing those questions?
Most of all: How can we make it lively and interactive?
The Adult Literacy Professional Development List has used the PD List in
tandem with the PD area of the ALE Wiki to develop matrices of
information: state PD systems, approaches and methods of PD, and PD
Policy Recommendations - the latter which was then voted upon and
embraced by our professional association, AALPD, and it is guiding our
resulting PD advocacy efforts.
I guess the reason I'm going on about it is because, well, the ALE Wiki
has been a helpful resource in many ways, and it always serves the "just
in time" need. And the wiki is only one tool. I'm sure there are many
ways to share and cultivate the wisdom of an online community. So we can
create what we want rather than just accept what is.
Thanks, Ryan, for your offer. I look forward to this becoming a rich
resource for all of us!
Best wishes, Jackie
Jackie Taylor, Adult Literacy Professional Development List Moderator,
jataylor at utk.edu
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From alcdgg at langate.gsu.edu  Wed Oct 25 08:12:02 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 25 Oct 2006 08:12:02 -0400
Subject: [WomenLiteracy 628]  COABE Conference Call for Presentations
Message-ID: <453F1C52020000310000A14F@mailsrv4.gsu.edu>
COABE and the Pennsylvania Association for Adult Continuing Education
(PAACE) invite you to submit a proposal for presentation at the 2007
COABE National Conference to be held in Philadelphia, Pennsylvania.
Conference dates are March 2628, 2007 at the Sheraton Philadelphia City
Center.
The conference committee is interested in 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, and all other areas. The program committee is looking for
presentations based on successful implementation, current research, and
sound practice.
Proposals are due no later than Saturday, November 18, 2006.  To obtain
additional proposal forms or up-to-date information about the
conference, visit our web site at www.coabe2007.org
<http://www.coabe2007.org/>.
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From sterlingroth at aol.com  Wed Oct 25 11:59:19 2006
From: sterlingroth at aol.com (sterlingroth at aol.com)
Date: Wed, 25 Oct 2006 11:59:19 -0400
Subject: [WomenLiteracy 629] Re: Update on Women and Literacy list
In-Reply-To: <20061024023655.53408.qmail@web30011.mail.mud.yahoo.com>
Message-ID: <8C8C665AA30AFA3-A68-449@MBLK-M18.sysops.aol.com>
 Hello,
I am a student in Educational Psychology 8070, Understanding and
Facilitating Adult Learning, taught by Daphne Greenberg. I am also a
white male, age 60. Rather than wax on about the natural resistance to
change in many of us, I wanted to quote something I read this week in
Merriam and Caffarella's Learning in Adulthood: A Comprehensive Guide,
Second Edition, Chapter 6, pages 121-122: "Adults are rarely just black
or white, male or female, homosexual or heterosexual, or of one cultural
origin. Rather most adults come in many shades and variations. For
example, they may be female, but also white, of Hispanic origin, and a
lesbian; or they may be male, but also black of African origin and
heterosexual. Although this complexity makes it difficult to form any
generalizations, researchers nevertheless are working to untangle the
intersections of race, class, gender, sexual orientation, and
ethnicity."
Context is so critical to adult learning and literacy and I am thinking
that you don't have the entire context of my quote above.  I will tell
you the chapter title is "Sociocultural and Integrative Perspectives on
Development" and the subheading is "Socially Constructed Notions of
Race, Ethnicity, Gender, and Sexual Orientation."
With that said, I sense some real value in combining the two lists.
Intersections may become more readily apparent to list participants who
had confined themselves so to speak to only one of the lists, and more
important than that, the combination of lists might encourage a list
participant to integrate his or her question or comment in such a way as
to capture the implications for women, racial groups, and the poor,
singly or in a particular combination. And if a question or comment is
concerned only with women, for example, it may still be posted and
addressed as in the past I would think because the professional respect
and understanding on the list would assure it.
In sum, I am sure there were other and much better reasons for combining
the lists, but if one reason was to integrate, contextualize, or widen
the subject matter of both lists within one, then I think that in itself
might be worth the change.
Sterling Roth
PhD Student at Georgia State University
Also:  Director of University Auditing and Advisory Services at Georgia
State University
404-651-0570
fax 404-651-1440
________________________________________________________________________
Check out the new AOL.  Most comprehensive set of free safety and security tools, free access to millions of high-quality videos from across the web, free AOL Mail and more.
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From sjrhodes at tampabay.rr.com  Wed Oct 25 14:28:28 2006
From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com)
Date: Wed, 25 Oct 2006 14:28:28 -0400
Subject: [WomenLiteracy 630] Re: Update on Women and Literacy list
In-Reply-To: <20061024.111238.23349.1277043@webmail26.lax.untd.com>
References: <20061024.111238.23349.1277043@webmail26.lax.untd.com>
Message-ID: <c318c9d86ecb3.6ecb3c318c9d8@tampabay.rr.com>
Very good thoughts on the subject - made me think more about "labels" - My preference is "underserved population".  My reason is that populations are different, in different locations.  Underserved populations can be defined, and is a rather neutral term, I think.  Instead of focusing on oppression or discrimination, which push our buttons considering race, poverty and other literacy issues, the underserved populations can be compared, not just by groups of people, but also by geographical, health, and other statistics that can help shape discussions and open the door to the issues, without a knee-jerk response - sorry if I exposed that about myself, but I do believe in an inclusive study or discussion group on Women and Literacy and how it impacts our society.
Just my thoughts...
Shirley
----- Original Message -----
From: "ditmar0906_inossian at netzero.net" <ditmar0906_inossian at netzero.net>
Date: Tuesday, October 24, 2006 2:42 pm
Subject: [WomenLiteracy 625] Re: Update on Women and Literacy list
To: womenliteracy at nifl.gov
> I agree, and what I think is rather interesting about what I
> interpret as one stream of thought running through this thread is
> that the reason it even makes sense to lump women and race and
> poverty together (notice it's not "men" but "race" here) and
> "poverty" (not "class") is because these groups are all in some
> ways, and many in several intersecting ways, oppressed ( I think
> Mev touched on this.)
> This, of course, includes lesbians who experience another whole
> layer of oppression--homophobiaism (don't think that's a word but
> . . . you get my drift). Actually I think homophobia hurts
> everybody, the same as racism and sexism (and classism) do. Maybe
> it would make more sense just to name the topic of the new
> listserv "the oppressed"! At least thats what screams out at me
> when I think about it.
> And I do think that when one takes a broad look at women and
> literacy from a feminist standpoint, there is a great deal of
> emphasis on how power relations become transcribed through
> literacy practices, including considerations of race and class. It
> seems that age, sexual identity, and health and physical ability
> are systems of oppression directly related to literacy practices
> that have had much less attention and, in my estimation, deserve
> more. This list might be a place where that discussion could begin.
> I can see how attempting to navigate (not to mention negotiate) so
> many topics might present its challenges, but the necessity to do
> so might also help all of us understand and articulate our own
> issues/interests/concerns more clearly.
> Just my take on it . . . --Ditmar
> -- sjrhodes at tampabay.rr.com wrote:
>
> It is time, in my opinion, to include lesbian women as a group of
> women, not necessarily based on race. I don't believe this would
> dilute the issues, but rather, be an inclusive discussion.
> What do you think?
> Shirley
>
> ----- Original Message -----
> From: Sandyajackson at cs.com
> Date: Monday, October 23, 2006 1:17 pm
> Subject: [WomenLiteracy 618] Re: Update on Women and Literacy list
> To: womenliteracy at nifl.gov (The Women and Literacy Discussion
> List)
>
> > I agree Audrey..
> > And I wonder why 'Women literacy' with 'Poverty, Race' why not
> > 'health literacy' and Poverty, Race?
> > I also know that Dr Greenberg will do an excellent job in
> > monitoring
> > Sandra Jackson
> >
> > Audrey Ambrosino <audrey at dresdenflats.org> wrote:
> >
> > >I, too, agree that the merging of the list is not in the best
> > interest of the list users or those they serve. Clearly, there
> is
> > some overlap, but I believe that each population has distinct
> > needs and issues. Merging the lists does seem to indicate that
> > marginalized people should be thought of a unitary group.
> Reminds
> > me of the early days of the multicultural movement, where
> > multicultural was often the catch-all phrase for those other
> than
> > the dominant group. Also, I fear that the amount of information
> > being delivered through this new pipeline will be unwieldy and
> > overwhelming to both list managers and consumers.
> > >
> > > I also wonder about the motivation for the merger and wonder
> if
> > list users were consulted and polled beforehand. While I
> > understand that some lists are more active than others, I would
> > argue that as long as a list is serving the needs of its
> > subscribers and is being used on a regular basis, as are both of
> > the lists in question, then it is valuable.
> > >
> > > Lastly, I wonder if there is potential to reverse this
> decision
> > and what collective action would be needed to pursue a reversal.
> > >
> > > Audrey Ambrosino
> > > Graduate Student, Educational Psychology Doctoral Program
> > > Georgia State University
> > >
> > >
> > >
> > >Barbara Petersohn <libbsp at langate.gsu.edu> wrote:
> > > I am dissapointed that there is not support for individual
> > lists for
> > >these topics because often professionals are trying to focus
> their
> > >current events awareness through discussion lists like these
> and
> > want to
> > >target specific topics. Consolidation of lists creates a flood
> of
> > >off-topic posts in one's mail box to have to review and delete.
> > >
> > >Not that we couldn't learn more from monitoring a variety of
> lists,
> > >it's just that when scanning several lists, as part of your job
> or
> > >professional interests, one also also has to spend time to
> > reviewing and
> > >deleting so many additional postings that are not relevant.
> > >
> > >Oh well...
> > >Barbara Petersohn
> > >
> > >>>> "Laurie Sheridan" 10/23/2006 9:13 AM
> > >>>>
> > >I'm in agreement with Ujwala (and others who have expressed
> > >disappointment) about this. Just seeing the title, "Poverty,
> Race,
> > >Women and LIteracy" makes it sound a little unfortunate to me,
> > kind of
> > >a
> > >catch-all--women's issues aren't ONLY about poverty and race,
> and
> > >poverty and race aren't ONLY about women. Well, I'll say it--it
> > >sounds a little like the list for all the "marginalized" folks,
> > >lumping
> > >them all together. I think I, and most of us, use somewhat
> different
> > >voices and perspectives in talking about women (and as women),
> > and in
> > >talking about poverty and race, even though the overlap is
> > >considerable.
> > >Do we know who uses each list-serv, and was the decision to
> merge
> > >them based on overlap there? I am trying to be optimistic that
> this
> > >will involve a wider group of e-mailers than either list alone,
> but
> > >something is also going to be lost in the translation.
> > >
> > >I do have great faith that you, Daphne, will be able to keep at
> least
> > >much of the focus on women, though. And also on poverty and
> race! It
> > >just covers an awful lot, and I hope this listserv continues to
> be
> > >meaningful on both fronts.
> > >
> > >Laurie Sheridan
> > >
> > >>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>>
> > >I am saddened to see the Women and Literacy list
> > >closed. A bit shortsighted to that, and whilst I am
> > >aware that it's women who are the victims of poverty,
> > >merging the two lists will only confuse the issues
> > >further. Is there a way to host the Women and Literacy
> > >List elsewhere?
> > >Ujwala
> > >
> > >--- Janet Isserlis wrote:
> > >
> > >> this is the response I'd sent to the content
> > >> standards and English language
> > >> lists;
> > >> apologies for the cross posting for some
> > >>
> > >> Aside from the reasons given here, are there other
> > >> substantive reasons for
> > >> eliminating these two lists? While their content
> > >> *may* overlap, at times,
> > >> there are also distinct purposes to each, and useful
> > >> information particular
> > >> to each exchanged, and - at times - cross posted to
> > >> various other lists.
> > >>
> > >> I'm very sorry to see these two lists being
> > >> eliminated.
> > >>
> > >> Janet Isserlis
> > >>
> > >>
> > >>
> > >> From: Bertha Mo
> > >> Reply-To: The Women and Literacy Discussion List
> > >>
> > >> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT)
> > >> To: The Women and Literacy Discussion List
> > >>
> > >> Subject: [WomenLiteracy 594] Re: Update on Women and
> > >> Literacy list
> > >>
> > >> I'm a bit concerned because I think that different
> > >> folks subscribe to a list
> > >> that is women focused. I'm pretty shy about
> > >> responding to most lists. And
> > >> I've been very encouraged by the gentle support I've
> > >> received from you and
> > >> others on the list.
> > >>
> > >> Best,
> > >>
> > >> Bertie
> > >>
> > >> Daphne Greenberg wrote:
> > >> > I am wondering how people on this list feel about
> > >> the merging of the
> > >> > Women and Literacy List with the Poverty, Race,
> > >> and Literacy list? Any
> > >> > reactions? Happiness? Disappointment? Concern?
> > >> Excitement?
> > >> > Daphne
> > >> >
> > >> >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>>
> > >> > Dear Discussion List subscribers,
> > >> >
> > >> > As the National Institute for Literacy enters a
> > >> new fiscal year,
> > >> > we
> > >> > have taken steps to streamline the way we deliver
> > >> professional
> > >> > development
> > >> > to our discussion list members. A major change
> > >> that will directly affect
> > >> > you
> > >> > is the merging of the Poverty, Race and Literacy
> > >> List with the Women and
> > >> > Literacy List starting November 6, 2006.
> > >> >
> > >> > We will continue to provide access to discussion
> > >> archives on our
> > >> > website.
> > >> >
> > >> > We have chosen to combine the two lists because
> > >> we recognize
> > >> > that
> > >> > many of the issues that impact one group also
> > >> affect the other group,
> > >> > and
> > >> > believe that many of the topics discussed on one
> > >> list can
> > >> > benefit
> > >> > the other list. For that reason, we decided to
> > >> combine the lists to
> > >> > enhance
> > >> > list members access to the latest ideas and
> > >> information
> > >> > available.
> > >> > Race and gender issues often intersect, and it is
> > >> most both practical
> > >> > and
> > >> > appropriate to have them intersect on one
> > >> combined list.
> > >> >
> > >> > We know that many members of our two lists,
> > >> especially members
> > >> > of
> > >> > our Women's list, view the lists as safe havens
> > >> where issues can be
> > >> > raised
> > >> > and discussed. We want you to know that we will
> > >> continue to
> > >> > respect
> > >> > your input and will maintain the same high level
> > >> of sensitivity and
> > >> > respect
> > >> > we have always shown our list members. In
> > >> combining the two
> > >> > lists,
> > >> > Daphne Greenberg will serve as the moderator for
> > >> the new combined list.
> > >> > Her
> > >> > experience with women's literacy has enabled her
> > >> to moderate the women's
> > >> > list with the right balance of sensitivity and
> > >> insight that is necessary
> > >> > for
> > >> > such a list. And we know that in assuming the
> > >> responsibility of the new
> > >> > list, she will bring the same balance to the
> > >> Poverty, Race, Women, and
> > >> > Literacy list.
> > >> >
> > >> > The Institute will be inviting current
> > >> subscribers for both the
> > >> > Poverty, Race Literacy List and the Women and
> > >> Literacy List to the new
> > >> > combined
> > >> > Poverty, Race, Women and Literacy List. Once you
> > >> receive the
> > >> > invitation, you will need to confirm your
> > >> subscription to the Poverty,
> > >> > Race, Women and Literacy List.
> > >> >
> > >> > We encourage you to be an active participant in
> > >> the new list by
> > >> > sharing your unique perspectives to help make the
> > >> Poverty, Race, Women
> > >> > and
> > >> > Literacy List a dynamic resource for information
> > >> and
> > >> > professional
> > >> > development.
> > >> >
> > >> > My Linh Nguyen
> > >> > Associate Director of Communications
> > >> > National Institute for Literacy
> > >> > (202) 233-2041
> > >> > fax (202) 233-2050
> > >> > mnguyen at nifl.gov
> > >> >
> > >> >
> > >> ----------------------------------------------------
> > >> > National Institute for Literacy
> > >> > Women and Literacy mailing list
> > >> > WomenLiteracy at nifl.gov
> > >> > To unsubscribe or change your subscription
> > >> settings, please go to
> > >> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> > >> >
> > >> >
> > >> ----------------------------------------------------
> > >> > National Institute for Literacy
> > >> > Women and Literacy mailing list
> > >> > WomenLiteracy at nifl.gov
> > >> > To unsubscribe or change your subscription
> > >> settings, please go to
> > >> > http://www.nifl.gov/mailman/listinfo/womenliteracy
> > >> >
> > >>
> > >>
> > >> ----------------------------------------------------
> > >> National Institute for Literacy
> > >> Women and Literacy mailing list
> > >> WomenLiteracy at nifl.gov
> > >> To unsubscribe or change your subscription settings,
> > >> please go to
> > >> http://www.nifl.gov/mailman/listinfo/womenliteracy
> > >>
> > >> >
> > >----------------------------------------------------
> > >> National Institute for Literacy
> > >> Women and Literacy mailing list
> > >> WomenLiteracy at nifl.gov
> > >> To unsubscribe or change your subscription settings,
> > >> please go to
> > >http://www.nifl.gov/mailman/listinfo/womenliteracy
> > >
> > >
> > >__________________________________________________
> > >Do You Yahoo!?
> > >Tired of spam? Yahoo! Mail has the best spam protection around
> > >http://mail.yahoo.com
> > >----------------------------------------------------
> > >National Institute for Literacy
> > >Women and Literacy mailing list
> > >WomenLiteracy at nifl.gov
> > >To unsubscribe or change your subscription settings, please go
> to
> > >http://www.nifl.gov/mailman/listinfo/womenliteracy
> > >----------------------------------------------------
> > >National Institute for Literacy
> > >Women and Literacy mailing list
> > >WomenLiteracy at nifl.gov
> > >To unsubscribe or change your subscription settings, please go
> to
> > >http://www.nifl.gov/mailman/listinfo/womenliteracy
> > >----------------------------------------------------
> > >National Institute for Literacy
> > >Women and Literacy mailing list
> > >WomenLiteracy at nifl.gov
> > >To unsubscribe or change your subscription settings, please go
> to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy>
> > ----------------------------------------------------
> > National Institute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go
> to
> > http://www.nifl.gov/mailman/listinfo/womenliteracy
>
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From ALCDGG at langate.gsu.edu  Thu Oct 26 13:01:38 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 26 Oct 2006 13:01:38 -0400
Subject: [WomenLiteracy 631] impact of violence on women's learning
	discussion
In-Reply-To: <20061024.111238.23349.1277043@webmail26.lax.untd.com>
References: <20061024.111238.23349.1277043@webmail26.lax.untd.com>
Message-ID: <4540B1B2020000310000A4FA@mailsrv4.gsu.edu>
Remember the discussion we had awhile ago that Mev facilitated on the
impacts of violence on women's learning? The discussion has been
compiled and can be directly accessed by going to:
http://www.nifl.gov/lincs/discussions/womenliteracy/miller_08-06.html
or
by going to
http://www.nifl.gov/lincs/discussions/list_guests.html
and scrolling down until you find the women and literacy listing of
guest discussions.
I think that you will find the compilation interesting to read!
Daphne
From ryanryanc at yahoo.com  Thu Oct 26 22:59:53 2006
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Thu, 26 Oct 2006 22:59:53 -0400
Subject: [WomenLiteracy 632] Re: cultivating community
In-Reply-To: <AB226656DDB79D4D82CC03965C5C2ECB530087@UTKFSVS5.utk.tennessee.edu>
Message-ID: <C166EE69.31F4%ryanryanc@yahoo.com>
Thank you so much, Jackie, for posting your suggestions for the new women
and literacy wiki!
I, of course, did not find your regression to my question insensitive at
all, and I even think that talking about ideas for this new wiki area can be
a very productive way to discuss and expand (and even inform those in need
of informing) the issues that have been raised in terms of the listserv
merger. We could think of it as a sort of efficient multi-tasking initiative
that allows us to vent our frustrations and irritations about the merger
while, at the same time, disseminate useful information about issues related
to women and literacy and, thus, create a teachable moment for all.
For example, several concepts, such as connections, intersections, and
overlaps have been mentioned in terms of the listserv merger...but, what
exactly are those connections and overlaps with race and poverty, and what
are the issues related to women regardless of their race or SES status?
There are other issues we could explore, too:
What about the role of cultural differences and/or expectations in defining
literacy for different groups of women (in the US and abroad)? What are some
questions that either you have had about women and literacy/learning or that
you have heard others ask about women and literacy/learning? What exactly is
it that we all want others to know about women and literacy...and/or women
learners in general? What are some of the resources that we all (teachers,
researchers, advocates, etc.) want to have readily available for us to use
at a moment?s notice?
Speaking of resources, for those of you who don?t know, there is an ALE Wiki
glossary, and each topic area has its own section. So, if there are terms
pertaining to women and literacy that you have seen used in posts on this
list and that you think should be included in a women and literacy glossary,
let me know. It could either be something that you know and just want to
make sure is included in a glossary pertaining to this topic, or it could be
a word/concept that you?ve seen used a lot, but have no idea what it really
means.
This wiki is a collaborative creation, and each of you should feel free to
contribute your ideas, experiences, and resources.
Ryan
On 10/24/06 10:47 PM, "Taylor, Jackie" <jataylor at utk.edu> wrote:
> Hello everyone,
>
> I hope this doesn?t seem insensitive to the resulting discussions from NIFL?s
> surprising news(!). But I?d like to go back to Ryan?s generous offer to create
> a women and literacy Wiki space on our behalf
> (http://wiki.literacytent.org/index.php/Main_Page
> <http://wiki.literacytent.org/index.php/Main_Page> ). Since her offer I have
> yet to hear any ideas shared on this list that would help her in taking the
> lead on what can become a very collaborative endeavor. Given recent
> circumstances, I?m sure we did not intend to leave her request hanging out
> there like that. Soooo? I?m wondering in what ways we would like to see this
> area developed? Online technologies like wikis can be used in combination with
> listservs to enhance the vibrant nature of communities, strengthening, not
> diminishing them. And in light of the recent List news, that might not be a
> bad thing.
>
> Some ideas I leave you with?
>
> How might this area of the wiki be a place to collect women and literacy
> success stories? Autobiographies?
>
> Or what about:
>
> ?       a policy section for updates on federal policy pertaining to women and
> literacy issues, how states are planning to transition to the new federal TANF
> regs, and what that means for practices with welfare-to-work? Then that could
> link over to the advocacy area of the wiki.
>
> ?       a professional development initiatives section for women-centered
> instruction, women?s roles as learners and adult literacy practitioners? That
> could then link over to the PD section.
>
> ?       a compilation of some of the rich or helpful discussions we?ve had,
> like the health insurance resource-sharing (I?m sure we could all come up with
> examples of what we want to see collected, pertinent resources compiled, etc)
>
> ?       a list of practical questions for teaching and professional
> development?
>
> ?       a compilation of relevant web sites we think are pertinent, as well as
> women and literacy research addressing those questions?
>
> Most of all: How can we make it lively and interactive?
>
> The Adult Literacy Professional Development List has used the PD List in
> tandem with the PD area of the ALE Wiki to develop matrices of information:
> state PD systems, approaches and methods of PD, and PD Policy Recommendations
> ? the latter which was then voted upon and embraced by our professional
> association, AALPD, and it is guiding our resulting PD advocacy efforts.
>
> I guess the reason I?m going on about it is because, well, the ALE Wiki has
> been a helpful resource in many ways, and it always serves the ?just in time?
> need. And the wiki is only one tool. I?m sure there are many ways to share and
> cultivate the wisdom of an online community. So we can create what we want
> rather than just accept what is.
>
> Thanks, Ryan, for your offer. I look forward to this becoming a rich resource
> for all of us!
>
> Best wishes, Jackie
>
> Jackie Taylor, Adult Literacy Professional Development List Moderator,
> jataylor at utk.edu <mailto:jataylor at utk.edu>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
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From kabeall at comcast.net  Fri Oct 27 11:18:19 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Fri, 27 Oct 2006 11:18:19 -0400
Subject: [WomenLiteracy 633]  New from NCSALL
Message-ID: <002601c6f9db$25b3eb20$0202a8c0@your4105e587b6>
Research on the Economic Impact of the GED Diploma Panel
The National Institute for Literacy (Institute) and the National Center for
the Study of Adult Learning and Literacy (NCSALL) announce the Research on
the Economic Impact of the GED Diploma Panel, a 30-minute video produced by
the Institute. This panel discussion focuses on the economic benefits that
accrue to holders of the General Educational Development (GED) credential.
It is based on a review by John Tyler of eight recent (published and
working) research papers on the GED.  Several of these papers were authored
by John Tyler, Richard Murnane, and John Willett, researchers with NCSALL
whose work has influenced what we know about the economic benefits of the
GED.  Presenters include John Tyler, Sara Fass, and Sue Snider; the
moderator is David Rosen.
To view in streaming format, go to:
http://www.nifl.gov/nifl/webcasts/ged/webcast_ged.html
To order in DVD for $5.00 from NCSALL, go to: www.ncsall.net/?id=675
To order DVD version from NIFL, send request with mailing address to:
info at nifl.gov
Transitioning Adults to College: Adult Basic Education Program Models
by Cynthia Zafft, Silja Kallenbach, and Jessica Spohn
This NCSALL Occasional Paper describes five models that the staff at the New
England Literacy Resource Center at World Education, Inc., categorized
through a survey of adult education centers with transition components from
around the United States. This NCSALL Occasional Paper describes the five
models-Advising, GED-Plus, ESOL, Career Pathways, and College
Preparatory-and themes and recommendations that others contemplating adult
transition services might find helpful. It also chronicles the experiences
of four states (Connecticut, Kentucky, Maine, and Oregon) in their efforts
to institutionalize transitions for adults. To download the paper, go to
http://www.ncsall.net/?id=26
Beyond the GED: Making Conscious Choices About the GED and Your Future
Newly revised to include new data and information on the Internet, this
guide for GED instructors offers lesson plans and helps teachers develop as
professionals. It also gives adult learners an opportunity to practice
writing, use graphs, read charts, and analyze research findings on the
economic impact of the GED. To download the guide, go to
http://www.ncsall.net/?id=35.
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From mev at litwomen.org  Sun Oct 29 18:24:44 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Sun, 29 Oct 2006 18:24:44 -0500
Subject: [WomenLiteracy 634] Call for Presenters - WE LEARN Annual Conference
Message-ID: <A90B5756-67A4-11DB-B66B-000393ABE4D2@litwomen.org>
The Call for Presenters for the 4th Annual (Net)Working Conference on
Women & Literacy is now available.
WE LEARN seeks presentations in all educational areas serving women
students in adult literacy/ basic education. We encourage students and
program groups to apply.
To download the details and an application form, go to:
http://www.litwomen.org/conference.html
The conference theme for this year is Threads of Experience: Creative
Spaces for Women's Learning.
DEADLINE for Proposals: December 1, 2006
Here are the broad details for the conference. Registration details
will be posted on the website within the next 2 weeks.
March 9 ? March 10, 2007
Northeastern University
Boston, Massachusetts
Keynote Speaker: Antonia Darder
Pre-Conference Seminar
The Impact of Violence on Learning: Building Connections to Deepen
Understanding
March 8, 2007
9:30 ? 4:30
Co-Sponsored by WE LEARN & Northeastern University School of
Professional and Continuing Studies.
If you have questions or need more information, please contact:
Mev Miller
welearn at litwomen.org
401-383-4374.
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
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From mev at litwomen.org  Mon Oct 30 14:12:09 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Mon, 30 Oct 2006 14:12:09 -0500
Subject: [WomenLiteracy 635] Call for Student Writing - Women's Perspectives
	#2
Message-ID: <8A63008D-684A-11DB-A385-000393ABE4D2@litwomen.org>
Call for Writings by Students in Adult Literacy/Basic Education...
Women's Perspectives #2: Women Who Dare ~ Daily Steps to Big
Accomplishments will showcase writings by adult literacy/basic
education students across all levels. This collection will continue to
empower women to exhibit the positive effect they have in our
communities.
The Call for writings is now available.  You may also download them
from our website:
http://www.litwomen.org/perspectives.html
**Note: There are two versions. The Call for Students includes writings
prompts. The call for use by teachers & tutors includes some lesson
plan ideas.
The DEADLINE to send writings is December 22, 2006.
**Electronic submissions (by email or on CD-ROM) are strongly
encouraged.**
Use the attached form & MAIL or EMAIL writings to:
WE LEARN, c/o Mev Miller, Ed.D.,
182 Riverside Ave.
Cranston, RI 02910
welearn at litwomen.org
(sorry, no fax available)
If you have questions or need more information, please contact:
Mev Miller
welearn at litwomen.org
401-383-4374
______________________________________
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From ALCDGG at langate.gsu.edu  Tue Oct 31 10:55:44 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 31 Oct 2006 10:55:44 -0500
Subject: [WomenLiteracy 636]  list merger
In-Reply-To: <4540B1B2020000310000A4FA@mailsrv4.gsu.edu>
References: <20061024.111238.23349.1277043@webmail26.lax.untd.com>
	<4540B1B2020000310000A4FA@mailsrv4.gsu.edu>
Message-ID: <45472BB0020000310000AD78@mailsrv4.gsu.edu>
For those of you who are not in the mood to read my reactions about the
discussion we have been having about the upcoming list merger (women and
literacy with poverty, race and literacy), I will start with information
first, and share my thoughts later.
Here is the information:
On November 6th, the new poverty race women, and literacy list will be
open with me as the facilitator, and this list (women and literacy) will
be closed (although archives of postings will still be available).
You will not need to UNSUBSCRIBE from the women and literacy list.
You will need to SUBSCRIBE to the poverty race women, and literacy
list. In other words, just because you are subscriber to this list, does
not mean that you can assume that you will be a subscriber of the new
list. You need to actually subscribe. In the next few days, NIFL will
post information about how to do this.
Here are my reactions:
Wow-what a rich discussion we had here these last two week about the
upcoming list merger ! Thanks to all for sharing your thoughts!
I would like to respond to some of them:
1. A few wondered on list and off list whether we could convince NIFL
to change its mind. I checked with NIFL, and unfortunately there is
nothing we can do about it for this year (November 2006-October 2007).
However, the good news is that they are open to us discussing this for
the following year. So my suggestion to this group, is let us see what
this new merger brings us. If we like it, then fine. If we don't, and we
end up missing a listserv devoted specifically to women and literacy I
will bring this up to NIFL next summer on our behalf.
2. A few mentioned on the list and off the list changing the name of
the list. Some of you mentioned that we just may as well call it The
oppressed and literacy (I have to admit, I had a similar reaction),
others wondered about why homophobia is not included (I have wondered
this too, and have encouraged discussion about orientation and literacy
on this listserv). I checked with NIFL about whether we could have a
voice in the name of the listserv. Apparently we can have for the
future, but we can't do it for this present year. So once again, I think
that we should revisit this issue next summer and see if we want to
change the name of the newly formed list.
3. I want to reassure all of you, that I will continue to facilitate a
safe community. You may be reassured to know that 40% of current poverty
race list members are on this list, and 46% of us are currently on the
poverty race list! So a good part of the new community, will include a
lot of people who already "know" each other, and know the type of
listserv atmosphere we value.
4. Some of you mentioned that although discussing intersections is
important, there is also value talking about separate issues. I want to
stress, that I don't see the new listserv as only talking about
intersections. I think that many times, perhaps even most of the time,
we will be talking about women only, or race only, or poverty only.
Other times we will intersect two of these factor, other times all of
them.
Feel free to post anymore questions/concerns to this listserv, or to me
personally (dgreenberg at gsu.edu).
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From j-p-sinclair at worldnet.att.net  Tue Oct 31 12:34:24 2006
From: j-p-sinclair at worldnet.att.net (Judith Sinclair)
Date: Tue, 31 Oct 2006 11:34:24 -0600
Subject: [WomenLiteracy 637] Re: list merger
References: <20061024.111238.23349.1277043@webmail26.lax.untd.com><4540B1B2020000310000A4FA@mailsrv4.gsu.edu>
	<45472BB0020000310000AD78@mailsrv4.gsu.edu>
Message-ID: <000f01c6fd12$cf8b2840$16124d0c@Dell>
Thank you, Daphne, for all that you do to help all of us.  You really do
"make a difference."
All best,
Judith Sinclair, PhD
Cognitive Psychologist and Educator
www.sinclairsystem.com
(202) 364-3893
j-p-sinclair at att.net
----- Original Message -----
From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
To: <womenliteracy at nifl.gov>
Sent: Tuesday, October 31, 2006 9:55 AM
Subject: [WomenLiteracy 636] list merger
> For those of you who are not in the mood to read my reactions about the
> discussion we have been having about the upcoming list merger (women and
> literacy with poverty, race and literacy), I will start with information
> first, and share my thoughts later.
>
> Here is the information:
> On November 6th, the new poverty race women, and literacy list will be
> open with me as the facilitator, and this list (women and literacy) will
> be closed (although archives of postings will still be available).
> You will not need to UNSUBSCRIBE from the women and literacy list.
> You will need to SUBSCRIBE to the poverty race women, and literacy
> list. In other words, just because you are subscriber to this list, does
> not mean that you can assume that you will be a subscriber of the new
> list. You need to actually subscribe. In the next few days, NIFL will
> post information about how to do this.
>
> Here are my reactions:
> Wow-what a rich discussion we had here these last two week about the
> upcoming list merger ! Thanks to all for sharing your thoughts!
> I would like to respond to some of them:
> 1. A few wondered on list and off list whether we could convince NIFL
> to change its mind. I checked with NIFL, and unfortunately there is
> nothing we can do about it for this year (November 2006-October 2007).
> However, the good news is that they are open to us discussing this for
> the following year. So my suggestion to this group, is let us see what
> this new merger brings us. If we like it, then fine. If we don't, and we
> end up missing a listserv devoted specifically to women and literacy I
> will bring this up to NIFL next summer on our behalf.
> 2. A few mentioned on the list and off the list changing the name of
> the list. Some of you mentioned that we just may as well call it The
> oppressed and literacy (I have to admit, I had a similar reaction),
> others wondered about why homophobia is not included (I have wondered
> this too, and have encouraged discussion about orientation and literacy
> on this listserv). I checked with NIFL about whether we could have a
> voice in the name of the listserv. Apparently we can have for the
> future, but we can't do it for this present year. So once again, I think
> that we should revisit this issue next summer and see if we want to
> change the name of the newly formed list.
> 3. I want to reassure all of you, that I will continue to facilitate a
> safe community. You may be reassured to know that 40% of current poverty
> race list members are on this list, and 46% of us are currently on the
> poverty race list! So a good part of the new community, will include a
> lot of people who already "know" each other, and know the type of
> listserv atmosphere we value.
> 4. Some of you mentioned that although discussing intersections is
> important, there is also value talking about separate issues. I want to
> stress, that I don't see the new listserv as only talking about
> intersections. I think that many times, perhaps even most of the time,
> we will be talking about women only, or race only, or poverty only.
> Other times we will intersect two of these factor, other times all of
> them.
>
> Feel free to post anymore questions/concerns to this listserv, or to me
> personally (dgreenberg at gsu.edu).
>
> Daphne
>
>
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From ALCDGG at langate.gsu.edu  Tue Oct 31 14:56:46 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 31 Oct 2006 14:56:46 -0500
Subject: [WomenLiteracy 638]  2007 COABE conference call for proposals
In-Reply-To: <45472BB0020000310000AD78@mailsrv4.gsu.edu>
References: <20061024.111238.23349.1277043@webmail26.lax.untd.com>
	<4540B1B2020000310000A4FA@mailsrv4.gsu.edu>
	<45472BB0020000310000AD78@mailsrv4.gsu.edu>
Message-ID: <4547642E020000310000AE91@mailsrv4.gsu.edu>
Are you interested in presenting at the 2007 COABE Conference? The
deadline
for proposals to be submitted is November 18th, just 3 weeks away. Use
the
following link to  access  the rfp:
http://www.coabe2007.org/rfpo7.htm <http://www.coabe2007.org/rfpo7.htm>
The conference will run from March 26-28 in Philadelphia, PA. For more
information about the conference, including registration rates and
hotel
information, please visit the conference website:    www.coabe2007.org
<http://www.coabe2007.org> .
If you have any questions, please contact the conference chairs:
Chuck Klinger, cklinger at tiu11.org <mailto:cklinger at tiu11.org>
Diane Inverso, inversod at library.phila.gov
<mailto:inversod at library.phila.gov>
 Thanks, we hope to see you in Philadelphia!
Chuck Klinger , Chairperson
COABE 2007 Conference
From MMaralit at NIFL.gov  Wed Nov  1 15:41:53 2006
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Wed, 1 Nov 2006 15:41:53 -0500
Subject: [WomenLiteracy 639]  New list information
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B12501D58@wdcrobe2m03.ed.gov>
Hello, All,
I am excited to announce that the new list, Poverty, Race, Women and
Literacy list is set-up and ready to accept subscribers. Please go to:
http://www.nifl.gov/mailman/listinfo/PovertyRaceWomen to subscribe. While
the new list will be accepting subscribers, posts should not be sent to the
lists until Monday, Nov. 6.
If you do not have a chance to subscribe this week, on Monday, Nov. 6:
1.  You will receive an INVITATION TO JOIN the Poverty, Race, Women and
Literacy list.  The invitation will have the word "CONFIRM" and a long list
of random letters and numbers in the subject of the email.
2. When you see this email, you will need to CONFIRM your subscription by
clicking the URL in the email and following the directions on the
confirmation page. On this page, you will need to click on the "SUBSCRIBE to
the list..." button.
3. Just in case the link does not work, please copy and paste the link in
the address bar of a browser, making sure there are no spaces in
the URL.
4. If you are having problems subscribing to the new list, please contact
Connie Harich at charich at nifl.gov
As you know, the Women and Literacy Discussion List will be 'closed' on
Monday, November 6th. Posts that are sent to the Women and Literacy
Discussion List after Nov. 6 will receive an automatic email with
information about the new list.  Please also note that you will not need to
unsubscribe from the list, this will be done automatically.
If you have any questions, please let me know.  I can be reached at
202-233-2025 or via email at mmaralit at nifl.gov.
Regards,
Jo
Jo Maralit
National Institute for Literacy
1775 I Street, NW; Suite 730; Washington, DC 20006
mmaralit at nifl.gov
<http://www.nifl.gov/>
From mev at litwomen.org  Thu Nov  2 07:25:09 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Thu, 2 Nov 2006 07:25:09 -0500
Subject: [WomenLiteracy 640]  lesbian women
In-Reply-To: <c759c1536ad9f.6ad9fc759c153@tampabay.rr.com>
Message-ID: <2DFC1DBC-6A6D-11DB-9B48-000393ABE4D2@litwomen.org>
In the discussion of the merger, some concern about lesbian women and
homophobia (heterosexism, my word choice) has emerged. Just as an fyi,
WE LEARN has outlined a research project on this topic, "Coming out:
Lesbians in ABE" and is actively seeking funding for it.
This is a summary of our proposal...
There exists little data (quantitative or qualitative) about the
existence, realities, experiences, and issues for lesbians in adult
basic/literacy education (ABE) communities. Using participatory action
research, we will focus on information gathering and discovery, as well
on the process of research as a community and individual empowerment
activity. These questions (and others) will serve as guides: How are
lesbian issues addressed, ignored, silenced in ABE/ESOL? What is the
impact of silencing or denigration of lesbianism on learners and
teachers? How do we support lesbians (lgbti people) in ABE/ESOL --
across the spectrum of participants -- students, teachers, tutors,
volunteers, and administrators? How are these experiences and issues
similar or different across ABE programs (family literacy, GED,
immigrant/ESOL programs, library/volunteer, workplace or labor union,
or community college)? How do lesbian issues intersect with the
multiple diversities (or oppressions) experienced by women in ABE? How
can we best address lesbian issues and support lesbians (students and
educators) within ABE services/programs? We will gather information
through reviewing the articles and writings (fiction and non-fiction as
well as academic/research oriented) that currently exist about lesbian
experience in ABE, surveys to ABE students & educators (via mail &
Internet), focus group/discussion circles (located in program/regional
sites), and literacy listserv discussions.
We have pitched this proposal to 2 different funding sources with no
success (Astraea and Sociological Initiatives). We will try again with
Astraea this year and are still seeking other sources. If someone has
an idea or is interested in helping out with this, please contact me
off list (welearn at litwomen.org).
Thanks
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From Charlene.Brown at Jefferson.kyschools.us  Thu Nov  2 10:03:33 2006
From: Charlene.Brown at Jefferson.kyschools.us (Brown, Charlene)
Date: Thu, 2 Nov 2006 10:03:33 -0500
Subject: [WomenLiteracy 641] Re: lesbian women
In-Reply-To: <2DFC1DBC-6A6D-11DB-9B48-000393ABE4D2@litwomen.org>
Message-ID: <60E2F869F45DE34DBC8609D255E8357A0861CC12@ED275X1.jefferson.ketsds.net>
At a time not in the far distant past, I would have questioned whether
this issue was pertinent to adult education.  However, over the past
several years, I have learned that issues concerning the lives of adult
learners including abuse, discrimination, and isolation affect their
entire lives--including their willingness to "risk" participating in
adult learning activities.
I wish you luck in finding funding to explore this issue and its many
layers.
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of mev at litwomen.org
Sent: Thursday, November 02, 2006 7:25 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 640] lesbian women
In the discussion of the merger, some concern about lesbian women and
homophobia (heterosexism, my word choice) has emerged. Just as an fyi,
WE LEARN has outlined a research project on this topic, "Coming out:
Lesbians in ABE" and is actively seeking funding for it.
This is a summary of our proposal...
There exists little data (quantitative or qualitative) about the
existence, realities, experiences, and issues for lesbians in adult
basic/literacy education (ABE) communities. Using participatory action
research, we will focus on information gathering and discovery, as well
on the process of research as a community and individual empowerment
activity. These questions (and others) will serve as guides: How are
lesbian issues addressed, ignored, silenced in ABE/ESOL? What is the
impact of silencing or denigration of lesbianism on learners and
teachers? How do we support lesbians (lgbti people) in ABE/ESOL --
across the spectrum of participants -- students, teachers, tutors,
volunteers, and administrators? How are these experiences and issues
similar or different across ABE programs (family literacy, GED,
immigrant/ESOL programs, library/volunteer, workplace or labor union,
or community college)? How do lesbian issues intersect with the
multiple diversities (or oppressions) experienced by women in ABE? How
can we best address lesbian issues and support lesbians (students and
educators) within ABE services/programs? We will gather information
through reviewing the articles and writings (fiction and non-fiction as
well as academic/research oriented) that currently exist about lesbian
experience in ABE, surveys to ABE students & educators (via mail &
Internet), focus group/discussion circles (located in program/regional
sites), and literacy listserv discussions.
We have pitched this proposal to 2 different funding sources with no
success (Astraea and Sociological Initiatives). We will try again with
Astraea this year and are still seeking other sources. If someone has
an idea or is interested in helping out with this, please contact me
off list (welearn at litwomen.org).
Thanks
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy
From lalumineuse at yahoo.com  Thu Nov  2 12:55:41 2006
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Thu, 2 Nov 2006 09:55:41 -0800 (PST)
Subject: [WomenLiteracy 642] Re: lesbian women
In-Reply-To: <2DFC1DBC-6A6D-11DB-9B48-000393ABE4D2@litwomen.org>
Message-ID: <20061102175541.48305.qmail@web55102.mail.re4.yahoo.com>
Hi Mev,
I was doing some research on fundraising for our
projects and here's something that might be of
interest:
http://www.lib.msu.edu/harris23/grants/3womenst.htm
Another way I look for funding is looking up the
Acknowledgements in any reports I read. And chase them
down. Thanks to that, I've managed to get some small
grants ranging from 5-15,000 Pounds. For the larger
grants, here in the UK, the Big Lottery Fund is an
unbelievable source of support. I don't know if the
Loto in the US has a similar scheme or not.
Good luck,
Ujwala
--- mev at litwomen.org,
UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote:
> In the discussion of the merger, some concern about
> lesbian women and
> homophobia (heterosexism, my word choice) has
> emerged. Just as an fyi,
> WE LEARN has outlined a research project on this
> topic, "Coming out:
> Lesbians in ABE" and is actively seeking funding for
> it.
>
> This is a summary of our proposal...
> There exists little data (quantitative or
> qualitative) about the
> existence, realities, experiences, and issues for
> lesbians in adult
> basic/literacy education (ABE) communities. Using
> participatory action
> research, we will focus on information gathering and
> discovery, as well
> on the process of research as a community and
> individual empowerment
> activity. These questions (and others) will serve as
> guides: How are
> lesbian issues addressed, ignored, silenced in
> ABE/ESOL? What is the
> impact of silencing or denigration of lesbianism on
> learners and
> teachers? How do we support lesbians (lgbti people)
> in ABE/ESOL --
> across the spectrum of participants -- students,
> teachers, tutors,
> volunteers, and administrators? How are these
> experiences and issues
> similar or different across ABE programs (family
> literacy, GED,
> immigrant/ESOL programs, library/volunteer,
> workplace or labor union,
> or community college)? How do lesbian issues
> intersect with the
> multiple diversities (or oppressions) experienced by
> women in ABE? How
> can we best address lesbian issues and support
> lesbians (students and
> educators) within ABE services/programs? We will
> gather information
> through reviewing the articles and writings (fiction
> and non-fiction as
> well as academic/research oriented) that currently
> exist about lesbian
> experience in ABE, surveys to ABE students &
> educators (via mail &
> Internet), focus group/discussion circles (located
> in program/regional
> sites), and literacy listserv discussions.
>
> We have pitched this proposal to 2 different funding
> sources with no
> success (Astraea and Sociological Initiatives). We
> will try again with
> Astraea this year and are still seeking other
> sources. If someone has
> an idea or is interested in helping out with this,
> please contact me
> off list (welearn at litwomen.org).
>
> Thanks
> Mev
>
>
> WE LEARN
> Women Expanding: Literacy Education Action Resource
> Network
> www.litwomen.org/welearn.html
>
> Mev Miller, Ed.D., Director
> 182 Riverside Ave.
> Cranston, RI 02910
> 401-383-4374
> welearn at litwomen.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
____________________________________________________________________________________
Access over 1 million songs - Yahoo! Music Unlimited
(http://music.yahoo.com/unlimited)
From ALCDGG at langate.gsu.edu  Thu Nov  2 13:57:04 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 02 Nov 2006 13:57:04 -0500
Subject: [WomenLiteracy 643]  description of new list
In-Reply-To: <4062487BDB6029428A763CAEF4E1FE5B12501D58@wdcrobe2m03.ed.gov>
References: <4062487BDB6029428A763CAEF4E1FE5B12501D58@wdcrobe2m03.ed.gov>
Message-ID: <4549F930020000310000B36D@mailsrv4.gsu.edu>
By now, you may have read the message that Jo from NIFL sent regarding
how to subscribe to the new poverty race women and literacy list at:
http://www.nifl.gov/mailman/listinfo/PovertyRaceWomen
I was thinking that in order to help you make the decision about
whether you want to subscribe to this new list, you might want to read a
description of what I wrote about this new list. This description is not
written in stone, and will probably change as the list grows and I get
feedback from subscribers, but for now, this is what I came up with:
The purpose of this list is to provide an on-going professional
development forum for providers, advocates, researchers, learners,
policy makers, and all other persons who are interested in exploring the
linkages between poverty, race, women and literacy. Examples of topics
include: the relationships among poverty, race, women and literacy in
the United States and in other countries; health as it pertains to women
and poverty issues; the hidden rules of persons living with the effects
of poverty, the intersection of these effects with gender and race, and
the misunderstandings these can cause in the teaching/learning process;
the role of women's literacy in family literacy programs, and the
assumptions about race and poverty often made in these programs;
domestic violence and its intersection with poverty, race, and literacy;
women's literacy levels and its ties to economics and welfare of
families; access to literacy in different cultures based on gender,
racial, and economic status; connection between women's literacy, race,
poverty and public policy; identification of supportive communication
networks; and discussion of action steps addressing women, race, poverty
and literacy.
I envision that the above description will change overtime as
subscribers give me their input.
In the meantime, to subscribe, please go to:
http://www.nifl.gov/mailman/listinfo/PovertyRaceWomen . The list opens
on November 6th.
Thanks,
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From andreawilder at comcast.net  Thu Nov  2 14:44:38 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 2 Nov 2006 14:44:38 -0500
Subject: [WomenLiteracy 644] Re: list merger
In-Reply-To: <000f01c6fd12$cf8b2840$16124d0c@Dell>
References: <20061024.111238.23349.1277043@webmail26.lax.untd.com><4540B1B2020000310000A4FA@mailsrv4.gsu.edu>
	<45472BB0020000310000AD78@mailsrv4.gsu.edu>
	<000f01c6fd12$cf8b2840$16124d0c@Dell>
Message-ID: <e5756fdaaf013bce117aed9f9840f1b2@comcast.net>
Well, Daphne, you really are splendid to take this all on.
I have been beating my brains out on other issues--it really is the
"oppressed and literacy," isn't it?
I haven't read far enough back to find out  why this is thought
necessary.  I continually get unnerved when I crash into someone else's
semiotic ordering.
All the best,
Andrea
On Oct 31, 2006, at 12:34 PM, Judith Sinclair wrote:
> Thank you, Daphne, for all that you do to help all of us.  You really
> do
> "make a difference."
> All best,
> Judith Sinclair, PhD
> Cognitive Psychologist and Educator
> www.sinclairsystem.com
> (202) 364-3893
> j-p-sinclair at att.net
>
>
>
>
>
> ----- Original Message -----
> From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
> To: <womenliteracy at nifl.gov>
> Sent: Tuesday, October 31, 2006 9:55 AM
> Subject: [WomenLiteracy 636] list merger
>
>
>> For those of you who are not in the mood to read my reactions about
>> the
>> discussion we have been having about the upcoming list merger (women
>> and
>> literacy with poverty, race and literacy), I will start with
>> information
>> first, and share my thoughts later.
>>
>> Here is the information:
>> On November 6th, the new poverty race women, and literacy list will be
>> open with me as the facilitator, and this list (women and literacy)
>> will
>> be closed (although archives of postings will still be available).
>> You will not need to UNSUBSCRIBE from the women and literacy list.
>> You will need to SUBSCRIBE to the poverty race women, and literacy
>> list. In other words, just because you are subscriber to this list,
>> does
>> not mean that you can assume that you will be a subscriber of the new
>> list. You need to actually subscribe. In the next few days, NIFL will
>> post information about how to do this.
>>
>> Here are my reactions:
>> Wow-what a rich discussion we had here these last two week about the
>> upcoming list merger ! Thanks to all for sharing your thoughts!
>> I would like to respond to some of them:
>> 1. A few wondered on list and off list whether we could convince NIFL
>> to change its mind. I checked with NIFL, and unfortunately there is
>> nothing we can do about it for this year (November 2006-October 2007).
>> However, the good news is that they are open to us discussing this for
>> the following year. So my suggestion to this group, is let us see what
>> this new merger brings us. If we like it, then fine. If we don't, and
>> we
>> end up missing a listserv devoted specifically to women and literacy I
>> will bring this up to NIFL next summer on our behalf.
>> 2. A few mentioned on the list and off the list changing the name of
>> the list. Some of you mentioned that we just may as well call it The
>> oppressed and literacy (I have to admit, I had a similar reaction),
>> others wondered about why homophobia is not included (I have wondered
>> this too, and have encouraged discussion about orientation and
>> literacy
>> on this listserv). I checked with NIFL about whether we could have a
>> voice in the name of the listserv. Apparently we can have for the
>> future, but we can't do it for this present year. So once again, I
>> think
>> that we should revisit this issue next summer and see if we want to
>> change the name of the newly formed list.
>> 3. I want to reassure all of you, that I will continue to facilitate a
>> safe community. You may be reassured to know that 40% of current
>> poverty
>> race list members are on this list, and 46% of us are currently on the
>> poverty race list! So a good part of the new community, will include a
>> lot of people who already "know" each other, and know the type of
>> listserv atmosphere we value.
>> 4. Some of you mentioned that although discussing intersections is
>> important, there is also value talking about separate issues. I want
>> to
>> stress, that I don't see the new listserv as only talking about
>> intersections. I think that many times, perhaps even most of the time,
>> we will be talking about women only, or race only, or poverty only.
>> Other times we will intersect two of these factor, other times all of
>> them.
>>
>> Feel free to post anymore questions/concerns to this listserv, or to
>> me
>> personally (dgreenberg at gsu.edu).
>>
>> Daphne
>>
>>
>>
>> Daphne Greenberg
>> Assistant Professor
>> Educational Psych. & Special Ed.
>> Georgia State University
>> P.O. Box 3979
>> Atlanta, Georgia 30302-3979
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>>
>> Daphne Greenberg
>> Associate Director
>> Center for the Study of Adult Literacy
>> Georgia State University
>> P.O. Box 3977
>> Atlanta, Georgia 30302-3977
>> phone: 404-651-0127
>> fax:404-651-4901
>> dgreenberg at gsu.edu
>> ----------------------------------------------------
>> National Institute for Literacy
>> Women and Literacy mailing list
>> WomenLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/womenliteracy
>>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From ujvil at hotmail.com  Thu Nov  2 16:20:46 2006
From: ujvil at hotmail.com (Ujju Aggarwal)
Date: Thu, 2 Nov 2006 16:20:46 -0500
Subject: [WomenLiteracy 645] Dec 2 - Save the Date: Women Warriors/Luchdoras
	Exhibit Opening Reception!
References: <20061102175541.48305.qmail@web55102.mail.re4.yahoo.com>
Message-ID: <BAY104-DAV9830AD2AA49D66E37E6E5A3FF0@phx.gbl>
Please Foward Widely!!!
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Center for Immigrant Families and unseenamerica of Bread and Roses Cultural
Project proudly present:
WOMEN WARRIORS * LUCHADORAS
Our Stories:
Our Lives as Immigrant Women
Opening Reception: December 2, 2006
6 PM - 9 PM
Free admission
Music and Delicious Food * M?sica y comida deliciosa * Musique et fins
gourmets
Children Welcome * Toda la familia bienvenida * Les enfants sont bienvenus
at Carlito's Caf? y Galer?a:
1701 Lexington Avenue @ 106th Street
6 train to 103rd or 110th Street
As part of the Center for Immigrant Families' Women's Popular Education
Program, immigrant women created the images for this powerful exhibition as
they came together to build their English language skills and share their
lives in support of each other's struggles.
Las mujeres participantes en la Escuela Popular de Mujeres del Centro de
Familias Inmigrantes han creado las poderosas im?genes de ?sta exposici?n a
la vez que mejoraban su ingles y compart?an solidariamente sus vidas y
luchas.
En tant que partie int?grante de l'?cole Populaire de Femmes du Centre de
Familles Immigrantes les femmes immigrantes ont cr?e les images puissantes
de cette exposition ?tant donn? qu'elles se sont regroup?es pour approfondir
leur connaissance de la langue anglaise et partagent leur vie pour se
soutenir les unes les autres.
The Center for Immigrant Families is an organization for low-income
immigrant women of color and community members in uptown Manhattan. We share
our stories and reclaim our wisdom as we organize for justice and to create
change in our own lives and in the life of our community. www.c4if.org **
212-531-3011
  Please visit www.artforchange.org for Women Warrior exhibit events. The
exhibit will be up from November 19, 2006 to January 19, 2007. *** Por favor
visiten www.artforchange.org para los eventos de la exposici?n Luchadora.
La exposici?n estar? desde el 19 de noviembre 2006 hasta el 19 de enero
2007. ***Merci de visiter www.artforchange.org pour les ?v?nements de l'exposition
Femmes Combattantes. L'exposition d?marrera le 19 novembre 2006 au 19
janvier 2007.
 Unseen America, funded by The Nathan Cummings Foundation, is a project of
the Bread and Roses Cultural Project of SEIU 1199.  For more information,
please visit www.bread-and-roses.com. ** 212-767-0025
From alcdgg at langate.gsu.edu  Thu Nov  2 20:18:35 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 02 Nov 2006 20:18:35 -0500
Subject: [WomenLiteracy 646]  thanks
Message-ID: <454A529B020000310000B3F9@mailsrv4.gsu.edu>
This Monday, the women and literacy listserv will be closed. Therefore,
I wanted to take this opportunity to extend to each and every one of you
a very sincere thank you for participating in each of your own ways.
Some of you I have "known" since 1999, when we started on this listserv
journey together, and others of you I have only recently had the
pleasure to "meet." I feel like we have been through a lot together, and
I was touched by the honest sharing, empathy, compassion, interest,
willingness to help, courage to throw out questions, and desire to reach
out to others on this listserv. There are two special people that I want
to acknowledge as I say my good bye:
First and foremost is Jaleh Behroozi Soroui. Without her courage,
persistence, and never-ending fight for what is right, this listserv
would not have come into fruition. She championed the cause of women and
literacy right from the start, and always pushed for us to have a home
in NIFL. She taught me how to fight for my beliefs, how to never give
up, and how to always ask questions, even when the questions are
uncomfortable ones. To this day, she is one of my role models.
I would also like to thank David Rosen. In the early days, before I
became a facilitator, he encouraged me to join his listserv. I was
nervous, finally joined, and then stayed as a lurker for a long time,
until with his gentle encouragement started to post emails. It is
because of him that I started on my listserv journey, and it is because
of him that I gained the courage to finally one day, when the
opportunity arose, become a listserv moderator. His advice helped me
when I made mistakes (and I made quite a few in the early days), and I
continue to value his opinion when an issue arises.
To all of you, thank you, thank you, thank you. This listserv has added
richness to my personal and professional life. I look forward to
continuing the next phase of my listserv journey on the poverty race
women and literacy listserv with you. If you do not decide to join, then
I wish you the best, and maybe our paths will connect in some other
arena.
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From alcdgg at langate.gsu.edu  Thu Nov  2 20:57:09 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 02 Nov 2006 20:57:09 -0500
Subject: [WomenLiteracy 647]  message from Tom Sticht
Message-ID: <454A5BA5020000310000B42D@mailsrv4.gsu.edu>
Three Days In November
This last Saturday (October 28, 2006) I had the pleasure of speaking to the
assembled adult learners from San Diego county who were attending the
annual adult learners conference sponsored by READ/San Diego and other
literacy groups in the county. I spoke about three days in November which I
think it is important for all of us who work in adult literacy education to
be aware of and to take action on.
First, on November 3 we celebrate 40 years of service to adult learners in
the Adult Education and
Literacy System (AELS) of the United States of America which became
formalized when President Lyndon B. Johnson signed the Adult Education Act
of 1966. Adult literacy educators and adult learners alike should find a
way to celebrate this third branch of education in the U.S. and the more
than 100 million enrollments it has witnessed in the 40 years of its
existence.
Next, on November 7, Election Day, it is imperative that adult literacy
educators and adult learners go to the polls and vote. I pointed out in my
presentation that hundreds of thousands of adult learners have fought in
the Revolutionary War, the Civil War, World War I, World War II and the
Vietnam war for the freedom that we all enjoy. Further, adult learners of
African-American descent by the hundreds of thousands learned to write
their names and to vote during the years leading up to and encompassing the
Civil Rights movement in the second half of the 20th century in the U. S. We
owe it to those who have fought on the battle grounds and struggled for the
vote under the duress of Jim Crow laws to get out and vote on November 7th.
Finally, on November 11, Veteran?s Day, on the 11th hour of the 11th day of
the 11th month we need to pause for a minute and remember the adult
literacy teachers and adult learners, as well as the other hundreds of
thousands of our fellow citizens who fought in wars and gave their lives
gaining and protecting the freedoms we all enjoy today.
These are three very important days in November for adult literacy educators
and adult learners.
Tom Sticht
From andreawilder at comcast.net  Thu Nov  2 22:05:28 2006
From: andreawilder at comcast.net (Andrea Wilder)
Date: Thu, 2 Nov 2006 22:05:28 -0500
Subject: [WomenLiteracy 648] Re: thanks
In-Reply-To: <454A529B020000310000B3F9@mailsrv4.gsu.edu>
References: <454A529B020000310000B3F9@mailsrv4.gsu.edu>
Message-ID: <08e0d50725ace53fda552fd0005e31ab@comcast.net>
Daphne--
You are truly amazing--having the  guts, courage, and just plain
gumption to handle the topics that have come your way in all their
infinite variety.
THANK YOU SO MUCH for all you have done.
Andrea
On Nov 2, 2006, at 8:18 PM, Daphne Greenberg wrote:
> This Monday, the women and literacy listserv will be closed. Therefore,
> I wanted to take this opportunity to extend to each and every one of
> you
> a very sincere thank you for participating in each of your own ways.
> Some of you I have "known" since 1999, when we started on this listserv
> journey together, and others of you I have only recently had the
> pleasure to "meet." I feel like we have been through a lot together,
> and
> I was touched by the honest sharing, empathy, compassion, interest,
> willingness to help, courage to throw out questions, and desire to
> reach
> out to others on this listserv. There are two special people that I
> want
> to acknowledge as I say my good bye:
> First and foremost is Jaleh Behroozi Soroui. Without her courage,
> persistence, and never-ending fight for what is right, this listserv
> would not have come into fruition. She championed the cause of women
> and
> literacy right from the start, and always pushed for us to have a home
> in NIFL. She taught me how to fight for my beliefs, how to never give
> up, and how to always ask questions, even when the questions are
> uncomfortable ones. To this day, she is one of my role models.
> I would also like to thank David Rosen. In the early days, before I
> became a facilitator, he encouraged me to join his listserv. I was
> nervous, finally joined, and then stayed as a lurker for a long time,
> until with his gentle encouragement started to post emails. It is
> because of him that I started on my listserv journey, and it is because
> of him that I gained the courage to finally one day, when the
> opportunity arose, become a listserv moderator. His advice helped me
> when I made mistakes (and I made quite a few in the early days), and I
> continue to value his opinion when an issue arises.
> To all of you, thank you, thank you, thank you. This listserv has added
> richness to my personal and professional life. I look forward to
> continuing the next phase of my listserv journey on the poverty race
> women and literacy listserv with you. If you do not decide to join,
> then
> I wish you the best, and maybe our paths will connect in some other
> arena.
> Daphne
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
>
From Janet_Isserlis at Brown.Edu  Sat Nov  4 19:38:20 2006
From: Janet_Isserlis at Brown.Edu (Janet Isserlis)
Date: Sat, 04 Nov 2006 19:38:20 -0500
Subject: [WomenLiteracy 649] Re: description of new list
In-Reply-To: <4549F930020000310000B36D@mailsrv4.gsu.edu>
Message-ID: <C1729CAC.11C45%Janet_Isserlis@brown.edu>
Thanks, Daphne, for all you've done to make this a welcoming space.
Trust and hope that we'll all find our way through a new list with both new
and ongoing  speakers and listeners.
many many thanks
Janet
> From: Daphne Greenberg <ALCDGG at langate.gsu.edu>
> Reply-To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
> Date: Thu, 02 Nov 2006 13:57:04 -0500
> To: The Women and Literacy Discussion List <womenliteracy at nifl.gov>
> Subject: [WomenLiteracy 643]  description of new list
>
> By now, you may have read the message that Jo from NIFL sent regarding
> how to subscribe to the new poverty race women and literacy list at:
> http://www.nifl.gov/mailman/listinfo/PovertyRaceWomen
>
> I was thinking that in order to help you make the decision about
> whether you want to subscribe to this new list, you might want to read a
> description of what I wrote about this new list. This description is not
> written in stone, and will probably change as the list grows and I get
> feedback from subscribers, but for now, this is what I came up with:
>
> The purpose of this list is to provide an on-going professional
> development forum for providers, advocates, researchers, learners,
> policy makers, and all other persons who are interested in exploring the
> linkages between poverty, race, women and literacy. Examples of topics
> include: the relationships among poverty, race, women and literacy in
> the United States and in other countries; health as it pertains to women
> and poverty issues; the hidden rules of persons living with the effects
> of poverty, the intersection of these effects with gender and race, and
> the misunderstandings these can cause in the teaching/learning process;
> the role of women's literacy in family literacy programs, and the
> assumptions about race and poverty often made in these programs;
> domestic violence and its intersection with poverty, race, and literacy;
> women's literacy levels and its ties to economics and welfare of
> families; access to literacy in different cultures based on gender,
> racial, and economic status; connection between women's literacy, race,
> poverty and public policy; identification of supportive communication
> networks; and discussion of action steps addressing women, race, poverty
> and literacy.
>
> I envision that the above description will change overtime as
> subscribers give me their input.
>
> In the meantime, to subscribe, please go to:
> http://www.nifl.gov/mailman/listinfo/PovertyRaceWomen . The list opens
> on November 6th.
>
>
> Thanks,
> Daphne
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
> ----------------------------------------------------
> National Institute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/womenliteracy
From MMaralit at NIFL.gov  Mon Nov  6 10:23:10 2006
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Mon, 6 Nov 2006 10:23:10 -0500
Subject: [WomenLiteracy 650] Thank you to Daphne and Women and Literacy List
	Subscribers
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B9332D9@wdcrobe2m03.ed.gov>
Hello, All,
The Institute would like to thank Daphne Greenberg and the Center for the
Study of Adult Literacy, for your work with the Women and Literacy
Discussion List. In 1999, Daphne started as moderator for this list and over
the years, the list has focused on addressing women's needs in adult
education and literacy settings.  Through the list, Daphne has provided
resources and support for practitioners working in different settings and
created a space where experiences, ideas and thoughts could be shared.
We would also like to thank you -- the subscribers, throughout the years you
have shared your experiences, stories, resources and ideas. Please note that
the archives for this list will remain up on the Institute's servers, we
find that they serve as an important resource in bringing women's issues for
the adult education and literacy field.
The Women and Literacy list will close this afternoon, Monday, November 6.
We encourage you to continue to participate in the Poverty, Race, Women and
Literacy List: http://www.nifl.gov/mailman/listinfo/povertyracewomen
You may have received several invitations to join, you only need to respond
to one of the confirmation notices.  We apologize for any inconvenience.  As
of this morning, we have had over 100 subscribers join the new list, so we
hope to see you there as well.
Regards,
Jo
Jo Maralit
National Institute for Literacy
1775 I Street, NW; Suite 730; Washington, DC 20006
mmaralit at nifl.gov <mailto:mmaralit at nifl.gov>
<<http://www.nifl.gov/>>
From JSoroui at air.org  Mon Nov  6 11:19:01 2006
From: JSoroui at air.org (Soroui, Jaleh)
Date: Mon, 6 Nov 2006 11:19:01 -0500
Subject: [WomenLiteracy 651]  Thank You
Message-ID: <957C8A78DD5B6D42B7D33DBAB78CDC2F82B9EB@dc2ex01.air.org>
Dear Daphne,
I know I can't speak on behalf of all NIFL lists participants, but in my
heart I know they all are grateful for your knowledge, wisdom, courage,
resourcefulness, as well as the time and energy that you put into
building this list to a significant resource for the field.   I hope the
archives will still be available for people who want to focus their
attention on women literacy issues.  When we started this list in
January 1999, we all knew there is a great need for understanding and
researching more about all aspects of issues related to women and
literacy.  We needed to know more about the extent and impact of low
literacy among women (especially single mothers) on issues such as
improving education level of societies, on economic growth, raising
family, improving mental and physical health, on improving women human
rights and other factors.  However, we were not sure how the field will
respond to the list and what direction the list will take.  Daphne,
today, after eight years of your leadership, and approximately four
thousand postings and lively discussions on this list, as a filed we are
more aware, educated, resourceful about the above issues as well as
issues related to women-centered literacy instruction and professional
development. This is a significant achievement for you as the list
moderator and for our field and I hope that although the focus of the
new list is split into two different topics, the uniqueness of women
literacy will still be a major focus and in-depth discussion will result
in more sound policies, research and actions on this issue.
I need to say that it was a great honor for me to know you and to work
with you.  You have been a source of hope and energy for me and I know
for many others as well.
Best Wishes for You.
Jaleh Behroozi Soroui
National Assessment of Adult Literacy (NAAL)
American Institutes for Research 1
990 K Street, NW Suite 500
Washington, DC 20006
Phone: 202/403-6958
email: jsoroui at air.org
-----Original Message-----
From: Daphne Greenberg [mailto:alcdgg at langate.gsu.edu]
Sent: Thursday, November 02, 2006 8:19 PM
To: womenliteracy at nifl.gov
Subject: thanks
This Monday, the women and literacy listserv will be closed. Therefore,
I wanted to take this opportunity to extend to each and every one of you
a very sincere thank you for participating in each of your own ways.
Some of you I have "known" since 1999, when we started on this listserv
journey together, and others of you I have only recently had the
pleasure to "meet." I feel like we have been through a lot together, and
I was touched by the honest sharing, empathy, compassion, interest,
willingness to help, courage to throw out questions, and desire to reach
out to others on this listserv. There are two special people that I want
to acknowledge as I say my good bye:
First and foremost is Jaleh Behroozi Soroui. Without her courage,
persistence, and never-ending fight for what is right, this listserv
would not have come into fruition. She championed the cause of women and
literacy right from the start, and always pushed for us to have a home
in NIFL. She taught me how to fight for my beliefs, how to never give
up, and how to always ask questions, even when the questions are
uncomfortable ones. To this day, she is one of my role models.
I would also like to thank David Rosen. In the early days, before I
became a facilitator, he encouraged me to join his listserv. I was
nervous, finally joined, and then stayed as a lurker for a long time,
until with his gentle encouragement started to post emails. It is
because of him that I started on my listserv journey, and it is because
of him that I gained the courage to finally one day, when the
opportunity arose, become a listserv moderator. His advice helped me
when I made mistakes (and I made quite a few in the early days), and I
continue to value his opinion when an issue arises.
To all of you, thank you, thank you, thank you. This listserv has added
richness to my personal and professional life. I look forward to
continuing the next phase of my listserv journey on the poverty race
women and literacy listserv with you. If you do not decide to join, then
I wish you the best, and maybe our paths will connect in some other
arena.
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
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