From djrosen at comcast.net  Tue Jan  3 09:01:38 2006
From: djrosen at comcast.net (David Rosen)
Date: Tue, 3 Jan 2006 09:01:38 -0500
Subject: [PovertyLiteracy] Literacy List Updated
Message-ID: <3910497B-AC89-42AD-9C9E-BB21611D8330@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I have just updated it, removing a few outdated links and adding new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 pwaynerogers at yahoo.com  Tue Jan 10 14:42:54 2006
From: pwaynerogers at yahoo.com (PAUL ROGERS)
Date: Tue, 10 Jan 2006 11:42:54 -0800 (PST)
Subject: [PovertyLiteracy] free computers for ESL students
Message-ID: <20060110194254.71879.qmail@web60922.mail.yahoo.com>
In the process of researching a grant for a mobile ESL
computer lab, I have seen a number of sites that
provide free, refurbished computers to low income
families.
So, eventually the focus of the mobile lab will be to
provide computer training, access to free computers,
plus a "library" of various computer programs on CDs,
texts, text books, audio cds, videos, etc.
Part of the service will also be information on a
variety of social services, such as job listings and
health education.
I am putting together a list of ESL educators who are
interested in this kind of distance learning approach;
so if you would like more information, please email me
off list.
Paul Rogers
Puamrosa.com
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
From djgbrian at utk.edu  Thu Jan 12 10:46:41 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Thu, 12 Jan 2006 10:46:41 -0500
Subject: [PovertyLiteracy] available resources
Message-ID: <5.1.0.14.2.20060112101856.0411b990@pop.utk.edu>
Hi list members,
The Aspen Institute's Economic Opportunities Project advances strategies
that connect the poor and underemployed to the mainstream economy.
Their web page at
<http://www.aspeninstitute.org/site/c.huLWJeMRKpH/b.612033/k.47E4/Economic_Opportunities_Program.htm>
has links to several resources potentially interesting to members of the
list.
One of their resources I would like to suggest is "Family Economics: Work
and Wealth in the New Economy" which can be accessed directly at
<http://www.aspeninstitute.org/atf/cf/{DEB6F227-659B-4EC8-8F84-8DF23CA704F5}/AspenIdeasPaper.pdf>.
Their own abstract about the paper reads, "The Economic Opportunities
Program arranged for several academics, advocates and journalists to
participate in the inaugural Aspen Ideas Festival, a gathering of some of
the worlds most provocative leaders, innovators and bright minds. In a
variety of formats, these individuals led discussions of the challenges
facing low-income Americans in today's economy, and shared ideas for
addressing these challenges. This article is based on the discussions that
took place at the event. We are grateful to the Annie E. Casey Foundation
for their support of the event, and to both the Annie E. Casey Foundation
and Gamillah Inc. for their support in the production of this article."
Donna JG Brian
Moderator, NIFL Poverty, Race, and Literacy Discussion List and NIFL
Workplace Literacy Discussion List
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 pwaynerogers at yahoo.com  Thu Jan 12 14:19:38 2006
From: pwaynerogers at yahoo.com (PAUL ROGERS)
Date: Thu, 12 Jan 2006 11:19:38 -0800 (PST)
Subject: [PovertyLiteracy] Free computers information
Message-ID: <20060112191938.31154.qmail@web60911.mail.yahoo.com>
I have received a lot of inquiries concerning the
mobile computer lab/free computers. So far the best
site is Tech Soup.
Many school districts already have a computer donation
program.
In my program, the CD of my web site, pumarosa.com,
will be loaned out, so that the student will only have
to learn the basics at the mobile lab. I think that in
this way, many more students will be served.
I also will have cds for children, one of which is
Starfall.com, a free reading program online.
Plus there will be audio cds, videos, and textbooks.
Next week or so I will send a list of foundations for
anyone interested in writing grants, plus other
information.
Paul Rogers
PS: If you contact me, please tell me a little about
your program and if ou find Pumarosa helpful.
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
From djgbrian at utk.edu  Thu Jan 12 15:03:24 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Thu, 12 Jan 2006 15:03:24 -0500
Subject: [PovertyLiteracy] Join or Renew Membership with AALPD for 2006!
Message-ID: <5.1.0.14.2.20060112150149.03b09c30@pop.utk.edu>
Posted at the request of Jackie Taylor, Adult Literacy Professional
Development List Moderator
>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
>=====================================================================
>The Association of Adult Literacy Professional Developers (AALPD) is a
>national group for professional developers in adult literacy. As a special
>interest group within COABE (Commission on Adult Basic Education), AALPD
>meets
>at COABE Conferences and other professional development events. AALPD is a
>member of the National Coalition for Literacy.
>=====================================================================
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: [PovertyLiteracy] 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 djgbrian at utk.edu  Sat Jan 14 16:07:19 2006
From: djgbrian at utk.edu (djgbrian)
Date: Sat, 14 Jan 2006 16:07:19 -0500
Subject: [PovertyLiteracy] Grant Writing Discussion
Message-ID: <43CDA785@webmail.utk.edu>
From: "Sylvia Lieshoff" <slieshoff at famlit.org>
Date: January 13, 2006 1:40:58 PM EST
Subject: New Grant Writing Discussion
Reply-To: <slieshoff at famlit.org>
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
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  Mon Jan 16 18:50:50 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Mon, 16 Jan 2006 18:50:50 -0500
Subject: [PovertyLiteracy] New from NCSALL--Review of Adult Learning and
	Literacy, Volume 6
Message-ID: <007301c61af7$ae7a1b00$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 cesarwattsg at yahoo.com  Mon Jan 16 11:51:50 2006
From: cesarwattsg at yahoo.com (Cesar Watts)
Date: Mon, 16 Jan 2006 08:51:50 -0800 (PST)
Subject: [PovertyLiteracy] non-reader who wants info on adult ed
Message-ID: <20060116165150.71048.qmail@web30309.mail.mud.yahoo.com>
  Dear Friends:
  Do 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 djgbrian at utk.edu  Tue Jan 17 11:07:18 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 17 Jan 2006 11:07:18 -0500
Subject: [PovertyLiteracy] non-reader who wants info on adult ed
In-Reply-To: <20060116165150.71048.qmail@web30309.mail.mud.yahoo.com>
Message-ID: <5.1.0.14.2.20060117105931.0130e918@pop.utk.edu>
Cesar,
The "America's Literacy Directory" would be a great place to find out that
information.  You can find a link to the directory on any National
Institute for Literacy page, or go directly to it through this link:
<http://www.literacydirectory.org/>.  Perhaps you can help her access and
use this site, or use it yourself and pass the information on to her.  Once
you are on the site, you put in the zip code or the city and state, choose
the maximum distance she is willing to travel to find a program, and choose
the kind of help she would like from the program.  When you click "search"
the site returns all the programs that meet your specifications.  Thank you
for following up on this for her.
Good luck!
Donna JG Brian
Moderator, NIFL Poverty, Race, and Literacy Discussion List
600 Henley Street, Suite 312
Knoxville, TN 37996-4135
865-974-3420 (desk phone) FAX 865-974-3857
djgbrian at utk.edu
At 1/16/2006 -080008:51 AM, you wrote:
>Dear Friends:<?xml:namespace prefix = o ns =
>"urn:schemas-microsoft-com:office:office" />
>
>Do 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
><http://us.rd.yahoo.com/mail_us/taglines/photobooks/*http://pa.yahoo.com/*http://us.rd.yahoo.com/mail_us/taglines/photos/evt=38088/*http://pg.photos.yahoo.com/ph//page?.file=photobook_splash.html>Photo
>Books. You design it and we'll bind it!
>----------------------------------------------------
>National Insitute for Literacy
>Poverty, Race, and Literacy mailing list
>PovertyLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/povertyliteracy
From cesarwattsg at yahoo.com  Tue Jan 17 15:15:05 2006
From: cesarwattsg at yahoo.com (Cesar Watts)
Date: Tue, 17 Jan 2006 12:15:05 -0800 (PST)
Subject: [PovertyLiteracy] non-reader who wants info on adult ed
	(clarification)
Message-ID: <20060117201505.68898.qmail@web30306.mail.mud.yahoo.com>
     Thank you  for your reply but let me clarify my request, as I?m actually looking for  different information.  The learner that I referenced in my previous  request is actually looking for resources that she can use to educate herself,  and in turn, educate her children on her own.  She is not interested in  participating in or attending any formal programs.  Do you have any advice  about information that I can share with her (for example, internet sites with  literacy lesson plans for adults/children, reference books, etc.)?
      Cesar Watts
      Read Out  Loud Hotline Coordinator
      Sent: Monday, January 16, 2006 10:59 AM
  Subject: 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
      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 djrosen at comcast.net  Tue Jan 17 16:56:22 2006
From: djrosen at comcast.net (David Rosen)
Date: Tue, 17 Jan 2006 16:56:22 -0500
Subject: [PovertyLiteracy] non-reader who wants info on adult ed
	(clarification)
In-Reply-To: <20060117201505.68898.qmail@web30306.mail.mud.yahoo.com>
References: <20060117201505.68898.qmail@web30306.mail.mud.yahoo.com>
Message-ID: <64E65FB6-C6C8-421D-BA6E-DBD51761B64F@comcast.net>
Hello Cesar,
If the person you describe is truly a nonreader, or having trouble
with decoding and encoding, this will be tough to do entirely on her
own. Would she be interested in a tutor?
There are computer programs that may assist her, but these are
designed to be used with a tutor or teacher
? Language Tuneup kit
? Reading with Phonics
? Lexia Reading SOS
? Learning 100 (Steck Vaughn)
? Reading Horizons
? Academy of Reading
? My reading Coach
Descriptions of most of these will be found on my software list (soon
to be updated) at http://newsomeassociates.com/ (Select Publications,
then Adult Literacy Education Software Recommendations.)
David J. Rosen
djrosen at comcast.net
On Jan 17, 2006, at 3:15 PM, Cesar Watts wrote:
>
> Thank you for your reply but let me clarify my request, as I?m
> actually looking for different information.  The learner that I
> referenced in my previous request is actually looking for resources
> that she can use to educate herself, and in turn, educate her
> children on her own.  She is not interested in participating in or
> attending any formal programs.  Do you have any advice about
> information that I can share with her (for example, internet sites
> with literacy lesson plans for adults/children, reference books,
> etc.)?
>
> Cesar Watts
> Read Out Loud Hotline Coordinator
>
>
> Sent: Monday, January 16, 2006 10:59 AM
>
> Subject: 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
> 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
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
From djgbrian at utk.edu  Fri Jan 20 11:23:28 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 20 Jan 2006 11:23:28 -0500
Subject: [PovertyLiteracy] GAO Rpt; request for info
Message-ID: <5.1.0.14.2.20060120103138.03b62b48@pop.utk.edu>
A December 2005 GAO report, "Welfare Reform: More Information Needed to
Assess Promising Strategies to Increase Parents' Incomes", can be found at
<http://www.gao.gov/new.items/d06108.pdf>.  The January 12, 2006 issue of
"Report on Literacy Programs" (Business Publishers, Inc., Silver Spring, MD
at <http://www.bpinews.com>) summarizes , "After looking at 26
welfare-to-work programs, GAO identified job training, postsecondary
education, financial literacy training and small business assistance as
factors leading toward better paying employment. But GAO found a lack of
understanding of how agencies can provide such services through the
Temporary Assistance to Needy Families program."
My guess is that there are many of you on these lists (I'm sending to both
Workplace Literacy and Poverty, Race, and Literacy) who have experience and
therefor expertise in how to provide such services.  Could you share your
thoughts and experiences with the field through these discussion
lists?  The GAO report suggests that clients use a combination of services
of various programs, both governmental and NGOs, employers, unions, and
community colleges, to get the help they need, and that many of these
programs serve both TANF and non-TANF clients.  Please tell us where you
fit in this network of services, what the strengths and weaknesses of the
provision of services are, and your thoughts about how to improve the web
of services to better meet the needs of clients (or any other points that
seem important to you for the field to know.)  And are any of you currently
involved in research in this area?
Donna
Donna JG Brian
Moderator, NIFL Poverty, Race and Literacy and Workplace Literacy
Discussion Lists, 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 Jennifer.Staple at aya.yale.edu  Mon Jan 23 23:47:11 2006
From: Jennifer.Staple at aya.yale.edu (Jennifer Staple)
Date: Mon, 23 Jan 2006 20:47:11 -0800
Subject: [PovertyLiteracy] Public Health Conference at Yale - Early
	Registration Deadline
Message-ID: <43D5B14F.7030800@aya.yale.edu>
Hi,
This conference may be of interest to many of you.  Please also feel
free to forward this message to anyone who may be interested in attending.
*International Health Conference at Yale University in April 2006 - More
Than 75 Speakers - Early Bird Registration Rate Through January!
Unite For Sight Conference
*
*
When*: April 1-2, 2006
*Where*: Yale University, New Haven, Connecticut
*Theme*: "Empowering Communities to Bridge Health Divides"
*Who should attend?*  Anyone interested in children's health, women'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
*Early Bird Registration Rate:* $35 student rate; $50 for all others
**Rate increases after January*
*_
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, DrPH
"Workforce Development - The Foundation For Global Health Gains," Bjorg
Palsdottir, MPA
"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, 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, MD Candidate
"Germs of Progress: Schistosomiasis in Senegal and the Ethics, Politics
and Economics of International Health, Research, and Development," Kohar
Jones, MD
"Philosophies of Care - Empowering Communities," Cliff O'Callahan, MD, PhD
"The Corporation/Community Health Interface in Africa," Rebecca Hardin, PhD
"Diagnosing Severe Malaria - Translating Scientific Advances to Rural
Communities," Richard Bucala, MD, PhD
"Workshop: Applying For International Development Jobs," Patrick
Shields, Global Recruitment Specialists
*_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, Filmaker
"Strenghtening 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 Analaysis 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
*_Global Eye Care_*
"Update on Vision2020: The Right To Sight," Louis Pizzarello, MD
"Once I Was Blind...The Challenges of Eye Care in Ghana," James Clarke, MD
"Barriers to Vision2020 in Tamale, Ghana," Seth Wanye, MD
"Eye Care in Chennai, India," T. Senthil, MBBS
"An Eye Opener in Chennai, India - A Unite For Sight Film"
"What is Glaucoma?" Robert Ritch, MD
"Glaucoma Care in West Africa: The Ghana Experience," Leon W. Herndon, 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
"Volunteerism and Glaucoma Screenings," Roger W. Martin,
Allergan/Lumigan Glaucoma Screening Activist
"Gender Disparities in Blindness and Visual Impairment," Ilene Gipson, PhD
"Barriers to Eye Care: Results of Qualitative Research," Robert L.
Alexander Jr, MPH, PhD
"Community Strategies To Improve Eye Care," Satya B. Verma, OD, FAAO
"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
"Epidemiological Trends of Ophthalmological Diseases in Rural India,
Ujjwal P. Ramtekkar, MBBS
"Infinite Vision - The Story of Dr. V(enkatswamy) 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, MS
"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
"WCO Fellowship With The International Rescue Committee (IRC) in the
Karenni Refugee Camp - The Karenni R.A.R.E. Study," Derek Mladenovich, OD,
"Blindness Prevention in Africa: A Development Perspective," Kovin
Naidoo, BSc, BOptomOD, MPH
"Lok Swasthya Sewa, a Model Health Cooperative in Ahmedabad, India,"
Chirag Shah, MD, MPH
"Determinants of Compliance with Spectacle Wear in School-Aged Mexical
Children," Nathan Congdon, MD, MPH
"How Can We Correct Vision For Very Large and Under-Served Populations -
A Possible Approach Using A New Technology," Joshua Silver, PhD
"Community-Based, Self-Sustaining, Easy-to-Replicate InFOCUS Vision
Stations: Helping To Meet an Increasing Need for Primary Vision Care,
Head-On," Ian Berger, MD, MPH, DrPH
"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
"The Life of a Refugee - Education, Health Care, and Other Things That
Are Missing," Julie Harris, PhD
"Eye Health Among Internally Displaced Persons in Northern Uganda:
Restoring the Lost Hopes, Kenneth Daniel, MD Candidate
"Peace Pals Education Network in Sierra Leone," Alex P. Columbis and
Sarah Davies, Peace Pals Education Network, Sierra Leone
"River Blindness in Taiama, Sierra Leone," Beth Dickinson
"Biomedical Photojournalism: Documenting International Eye Care with
your Digital Camera," Patrick J. Saine, M.Ed., CRA
*_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
*_Community-Based Healthcare_*
"Small Initiatives With Big Vision: Working With Communities to Change
How They Address Healthcare," Viviana Renella
"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
*
_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_***
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From djgbrian at utk.edu  Tue Jan 24 09:32:55 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 24 Jan 2006 09:32:55 -0500
Subject: [PovertyLiteracy] Career Opportunities at the National Institute
	for Literacy
Message-ID: <5.1.0.14.2.20060124093235.01357130@pop.utk.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 djgbrian at utk.edu  Tue Jan 24 10:17:15 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 24 Jan 2006 10:17:15 -0500
Subject: [PovertyLiteracy] Fwd: Discussion of State Professional Development
	Systems
Message-ID: <5.1.0.14.2.20060124101656.03b6b708@pop.utk.edu>
Posted at the request of Jackie Taylor, Adult Literacy Professional
Development List Moderator
>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 djgbrian at utk.edu  Tue Jan 24 10:30:36 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 24 Jan 2006 10:30:36 -0500
Subject: [PovertyLiteracy] Funding, Articles, & Resources from WorkforceUSA
Message-ID: <5.1.0.14.2.20060124103023.01339030@pop.utk.edu>
Subscribers, if the following does not come through clearly with the URLs
intact, the same content can be found on the Web at
<http://www.workforceusa.net/news_prv.php?id=27>
Donna
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
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Joyce Foundation Funding Opportunity - Organizations in IN, IL, MI, MN, OH
and WI***This funding is only available for organizations with experience
operating transitional jobs programs and/or providing employment services
for ex-offenders and that are located in the above mentioned states.
Applicants must be willing to participate in all aspects of a three-year
research demonstration.*** The Foundation's Transitional Jobs Reentry
Demonstration is intended to test in a rigorous fashion whether
transitional jobs programs can be a successful and cost-effective reentry
strategy for formerly incarcerated men. There is mounting public concern
about the large number of formerly incarcerated individuals now reentering
society and the impact on communities to which they return. The goal of the
initiative is to provide research-based evidence to inform public policy
about effective methods for preparing formerly incarcerated men for stable
employment and reducing their likelihood of rearrest and reincarceration.
Click here for more information
Articles
Strengthening State Policies for America's Working Poor
In this article, Brandon Roberts highlights the Working Poor Families
Project, which focuses on both state and national efforts to help
low-income workers. He discusses findings from the Project's report,
"Working Hard, Falling Short: America's Working Families and the Pursuit of
Economic Security," including the fact that 24 million jobs in the United
States, a fifth of the total, cannot keep a family of four above the
poverty level and provide few or no benefits. Roberts concludes with some
of the ways the Project is helping workforce development professionals get
involved to influence policies, particularly at the state level.
Read More...
Working-Class Hero
In this article for The Nation, William P. Jones, associate professor of
history at the University of Wisconsin and a scholar-in-residence at the
Schomburg Center for Research in Black Culture, argues that the bill
honoring Martin Luther King "would likely have died in committee, and
stayed buried, had it not been for thousands of working-class
Americans?most of them black, but also white, Asian and Latino?who risked
their jobs over the next fifteen years to demand the right to honor a man
they viewed as a working-class hero."
Read More...
Jobs Picture - Job Growth Weaker than Expected in December, Closing Out a
Year of Moderate Gains
According to a recent report from the Bureau of Labor Statistics (BLS), the
nation's payrolls rose by 108,000 in December, well below economists'
expectations of over 200,000 jobs. However, November's revised gains of
305,000?an upward revision of 90,000 jobs?means that the pace of growth
over the last two months has been about par for the year. Taking out the
impact of the Gulf Coast hurricanes, payrolls expanded at an average rate
of about 200,000 per month in 2005.
Read More...
What Is a Living Wage?
In this recent article from the New York Times, Jon Gertner writes: "It is
a common sentiment that economic fairness?or economic justice, as
living-wage advocates phrase it?should, or must, come in a sweeping and
righteous gesture from the top. From Washington, that is. But most wage
campaigns arise from the bottom, from residents and low-level officials and
from cities and states?from everywhere except the federal government. "I
think what the living-wage movement has done in the past 11 years is
incredible," David Neumark, a frequent critic of the phenomenon who is a
senior fellow at the Public Policy Institute of California, told me
recently. "How many other issues are there where progressives have been
this successful? I can't think of one."
Read More...
Resources
United States Chamber of Commerce Jobs Corps CD Toolkit
This CD toolkit, Workforce Solutions: Building the Job Corps Connection,
introduces Job Corps to chambers across the country. Through the
information and resources shared on the CD, chambers and their members can
learn how to build partnerships with Job Corps Centers and One-Stop Centers
and can become familiar with the workforce resources that Job Corps provides.
Read More...
Workforce Strategies Initiative - Business Value Assessment Toolkit
Many workforce development programs have long found it challenging to
determine the value of their workforce programs in terms of time, money and
other results that are important to business customers. A new toolkit is
available from WSI to help practitioners and their employer partners assess
the business value of their workforce services.
Read More...
Promoting Diversity Means Testing The Employment Test
To help unions, employers and training providers meet proper and
non-discriminatory standards for work-related testing, the Working for
America Institute commissioned this paper, "Promoting Diversity Means
Testing The Employment Tests". Although not a substitute for good legal
advice, the paper advises program operators and program sponsors on how to
craft, evaluate, and apply test results properly to ensure that unions and
their training partners contribute to promoting diversity and eliminating
inequality.
Read More...
Promises I Can Keep - Why Poor Women Put Motherhood Before Marriage
Millie Acevedo bore her first child before the age of 16 and dropped out of
high school to care for her newborn. Now 27, she is the unmarried mother of
three and is raising her kids in one of Philadelphia's poorest
neighborhoods. Would she and her children be better off if she had waited
to have them and had married their father first? Why do so many poor
American youth like Millie continue to have children before they can afford
to take care of them? Promises I Can Keep explores these questions.
Read More...
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: [PovertyLiteracy] 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 djgbrian at utk.edu  Fri Jan 27 09:38:58 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 27 Jan 2006 09:38:58 -0500
Subject: [PovertyLiteracy] VLC Discussion Forum - Effective Grant Writing
Message-ID: <5.1.0.14.2.20060127093423.0121dfe0@pop.utk.edu>
This discussion on grant writing continues. Please instructions below on
how to access messages and/or participate.
>Greetings,
>
>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 process:
>
>         1.      Research - finding appropriate funding sources
>         2.      Relationship - building connections and associations with
>                 your funder
>         3.      Request - writing and submitting the proposal
>         4.      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 for
>future information.
>
>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:
>         1.      Follow steps 1 and 2 above.
>         2.      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.
>         3.      If you have already registered for a VLC Discussion Forum,
>                 click on Log In and enter your user information.
>         4.      Go to the Discussion Forum page at:
>                 <http://www.literacycampus.org/discussion/index.asp>
>         5.      Click on "For Program Staff". You will see several topics
>                 displayed.
>         6.      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 References -also available in the VLC Library on January 17:
>
>Writing Your Proposal : www.vernier.com/grants/proposal.html
>
>Techsoup.org - The Technology Place for Non-profits:
>http://www.techsoup.org/howto/
>
>Non-profit guides - grant writing tools for non-profit organizations:
>http://www.npguides.org/
>
>Basic Elements of Grant Writing: http://www.cpb.org/grants/grantwriting.html
>
>
>
>Increase Your Odds of Winning Grant Support
By Jim Aiello
Development Officer
Forming rewarding, long-term relationships with donors can be easy - if
you've done your homework, exercised patience, and created an environment
where both your organization and the funder can succeed. Here are some tips
for winning more support.
Do's
* Find out everything there is to know about potential donors.
         o What are their funding priorities? Are there restrictions on
giving? Will they entertain a proposal or do they give only
to pre-selected organizations?
         o Do your program objectives meet the funding priorities of
the donor organization?
         o Is there anyone on your staff or board who can give you
information about the potential funder or who has personal
contact with someone at the funding agency?
* Cultivate good relationships.
         o Take your time - be patient.
         o Letters of inquiry are excellent tools to begin your
cultivation process.
* Involve your board in all your fundraising efforts.
* Once funded, maintain good relationships.
         o Be accountable. Always provide evaluative data and reports
on time.
Don'ts
* Don't submit a proposal unless asked.
* Don't "drop in" for a visit unless invited.
* Don't ask staff or board members to make contacts if they do not
feel comfortable doing so.
* Don't embellish proposals or other submissions with unnecessary
information or attachments. Provide funders only what they ask
for.
We all are limited by time and resources as we work to make this a more
literate world. Taking the time to create a solid funding base, however,
will pay off in the long run.
From djgbrian at utk.edu  Fri Jan 27 14:30:34 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 27 Jan 2006 14:30:34 -0500
Subject: [PovertyLiteracy] JobWatch Bulletin, January 27, 2006
Message-ID: <5.1.0.14.2.20060127141418.042e9be8@pop.utk.edu>
List members,
I'm forwarding a Job Watch Bulletin from the Economic Policy Institute, out
today with a report on real hourly wages for 2005.  Their report says that
although 2005 was a solid economic year, real hourly wages fell for most
workers.  There are a lot of graphs, so I'm not sure how it will come
through.  Much of the same information is on their updated website, which
can be accessed at <http://jobwatch.org/>, so you may need to go there to
get the full effect.
I heard on the radio just this morning that in Tennessee, the difference in
wages between the "haves" and the "havenots" had increased rather strongly
last year, with higher education degrees being one measure of who we
"haves" are.
Donna Brian, Moderator
NIFL Poverty, Race, & Literacy and Workplace Literacy Discussion Lists
Center for Literacy Studies at the University of Tennessee, Knoxville
djgbrian at utk.edu
>Date: Fri, 27 Jan 2006 13:38:49 -0500
>From: jobwatch-list at www2.epinet.org
>Subject: [JobWatch-list] JobWatch Bulletin, January 27, 2006
>
>
>1366935.jpg
>
>The state of jobs and wages
>
>Lee Price and Jared Bernstein
>
>Economy up, wages down
>The year 2005 was a solid economic year by some indicators, as the economy
>expanded for the fourth consecutive year. Real hourly wages, however, fell
>for most workers.
>
>Each bar in Figure A and Figure B represents the percent change in the
>buying power of the wage for different groups of workers. Figure A shows
>the real wage changes of low-, middle-, and high-wage workers,
>corresponding to wages at the tenth, fiftieth, and ninety-fifth percentile
>of the wage scale. Figure B shows the change in average real wages by
>education level for high-school and college graduates (four-year degrees).
>
>13669b2.jpg
>
>1366acc.jpg
>
>For low- and middle-wage workers, as well as those with a high school
>degree, real wages fell last year by 1%-2%. Those at the top of the wage
>scale experienced marginal gains, and real wages were essentially
>unchanged for college graduates.
>
>The decline in real wages for these groups of workers was the result of a
>variety of factors. As shown in an
><http://www.epi.org/content.cfm/webfeatures_snapshots_20060111>earlier
>analysis, nominal wage growth slowed over the past few years as the slack
>in the job market ultimately slowed the momentum coming out of the
>full-employment job market of the latter 1990s. Inflation was also a
>factor last year, as energy costs drove prices higher (on average for the
>year, inflation was up 2.7% in 2004 and 3.4% in 2005). Thus, nominal wages
>needed to grow that much faster to beat price growth.
>
>Other factors contributing to the decline in real wages are those that
>reduce the bargaining leverage of many in the workforce, including: the
>erosion of union power, the fall in the real value of the minimum wage,
>the growing imbalance in international trade, and the offshoring of
>white-collar jobs. As long as these forces are in play, the headwinds
>pushing against real wage gains for many in the workforce will remain strong.
>
>
>----------
>Sluggish private job growth indicates failure of tax cuts
>Changes in tax law since 2001 reduced federal government revenue by $870
>billion through September 2005. Supporters of these tax cuts have touted
>them as great contributors to growth in jobs and pay. But, in reality,
>private-sector job growth since 2001 has been disappointing, and a closer
>look at the new jobs created shows that federal spending not tax cuts are
>responsible for the jobs created in the past five years.
>
>If tax cuts have created jobs at all since 2001, it will have happened in
>the private sector. Assuming that job growth in 2006 matches the Bush
>Administration's projections, the economy will have added about 2.0
>million jobs to the private sector from FY2001 through FY2006. But how
>many of these two million jobs actually can be attributed to tax cuts and
>how many to increased government spending particularly increased defense
>spending in this period?
>
>1366bf4.jpg
>
>Based on Defense Department estimates of the number of private-sector jobs
>created by its own spending, we project that additional defense spending
>will account for a 1.495 million gain in private sector jobs between
>FY2001 and FY2006. Furthermore, increases in non-defense discretionary
>spending since 2001 will have added yet another 1.325 million jobs in the
>private sector, for a total of 2.82 million jobs created by increased
>government spending. Increased mandatory government spending which is not
>even included in these estimates or the accompanying chart would account
>for even more job creation. The mere fact that the projected job growth
>resulting from increased defense and other government spending exceeds the
>actual number of jobs projected to be added to the economy through 2006
>clearly indicates that the tax cuts hardly seem plausible as the engine of
>the modest job growth in the economy since 2001.
>
>----------
>Recent job gains lag far behind historical norms
>
>President Bush has noted that 2 million jobs were created over the course
>of 2005 and that we have added 4.6 million jobs since the decline in jobs
>ended in May 2003. But does that mean the labor market is getting back to
>normal?
>
>Unfortunately, no. Recent job gains lag far behind historical norms. Last
>year's 2 million new jobs represented a gain of 1.5%, a sluggish growth
>rate by historical standards (see chart below). In fact, it is less than
>half of the average growth rate of 3.5% for the same stage of previous
>business cycles that lasted as long. At that pace, we would have created
>4.6 million jobs last year. If jobs had grown last year at the pace of
>even the slowest of the prior cycles 2.1% in the 1980s we would have added
>2.8 million jobs. Over the last half century, the only 12-month spans with
>job growth as low as 1.5% were those that actually included recession
>months, occurred just before a recession, or were during the "jobless
>recovery" of 1992 and early 1993.
>
>1366cfe.jpg
>
>----------
>For further analysis, consult the following EPI publications:
>
><http://www.epi.org/content.cfm/ib219>Why people are so dissatisfied with
>today's economy (Issue Brief #219)
>
><http://www.epi.org/content.cfm/ib218>The wage squeeze and higher health
>care costs (Issue Brief #218)
>
>----------
><http://lists.www2.epinet.org/mailman/listinfo/jobwatch-list>Sign up to
>receive JobWatch bulletins by e-mail<http://www.jobwatch.org/index.html>
><http://www.jobwatch.org/link_info.html>Add JobWatch to your
>site<http://www.jobwatch.org/index.html>
><http://jobwatch.org/>JobWatch.org home
>|<http://www.ourfuture.org/>Campaign for America's Future
>
><http://www.epinet.org/>1366df8.jpg
>
>
>
>Economic Policy Institute
>1333 H Street, NW
>Suite 300, East Tower
>Washington, D.C. 20005
>
>Copyright ?2006 Economic Policy Institute. All rights reserved.
>
>
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From djgbrian at utk.edu  Mon Jan 30 13:09:14 2006
From: djgbrian at utk.edu (djgbrian)
Date: Mon, 30 Jan 2006 13:09:14 -0500
Subject: [PovertyLiteracy] latest mdrc publications
Message-ID: <43E07CB0@webmail.utk.edu>
FYI
The following and other publications are available on the mdrc website at
<http://www.mdrc.org/>
 New Publications
Food Stamp Caseload Dynamics
A Study in Four Big Cities
<http://www.mdrc.org/publications/420/overview.html>
This technical report, part of MDRC?s Project on Devolution and Urban Change,
describes the dynamics of participation in the Food Stamp Program from January
1993 through December 2001 in Cuyahoga County, Ohio; Los Angeles, California;
Miami-Dade County, Florida; and Philadelphia, Pennsylvania. Food stamp
caseloads declined over time in all four counties, although the rates of exit
differed by family type and locale. Most spells on food stamps lasted for 7
months or more, with median spell lengths varying by locale.
Student Context, Student Attitudes and Behavior, and Academic Achievement
An Exploratory Analysis
<http://www.mdrc.org/publications/419/overview.html>
This analysis of data collected in MDRC?s evaluation of the First Things First
school reform confirms that high school students? engagement in school and
perceptions of their own academic competence influence their achievement in
mathematics. The study suggests that perceived competence may be more
influential than engagement in boosting achievement in both mathematics and
reading. The findings show that supportive teachers and clear and high
expectations about behavior are key to the development of both student
engagement and perceived competence.
 MDRC News
 Lessons from Three Decades of Research
 <http://www.mdrc.org/about_lessons.htm>
Thank you for your interest in MDRC and our research. Please feel free to
forward this announcement to others.
From pwaynerogers at yahoo.com  Fri Jan 27 13:22:56 2006
From: pwaynerogers at yahoo.com (PAUL ROGERS)
Date: Fri, 27 Jan 2006 10:22:56 -0800 (PST)
Subject: [PovertyLiteracy] Pumarosa workbooks
In-Reply-To: <5.1.0.14.2.20060127093423.0121dfe0@pop.utk.edu>
Message-ID: <20060127182256.1816.qmail@web60914.mail.yahoo.com>
There are now available two workbooks that accompany
my free ESL web site along with a cd of the web site,
plus audio cds. These are all low cost, with bulk
discounts.
If you are interested, contact me off list:
pwaynerogers at yahoo.com.
and if you are not familiar with the web site, it is:
Pumarosa.com.
Paul Rogers
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
From pwaynerogers at yahoo.com  Mon Jan 30 13:32:40 2006
From: pwaynerogers at yahoo.com (PAUL ROGERS)
Date: Mon, 30 Jan 2006 10:32:40 -0800 (PST)
Subject: [PovertyLiteracy] Effective Grant Writing
In-Reply-To: <5.1.0.14.2.20060127093423.0121dfe0@pop.utk.edu>
Message-ID: <20060130183240.68137.qmail@web60914.mail.yahoo.com>
I once attended a workshop on grantwriting entitled
KISS - Keep It Short and Sweet. Below is a summary of
my note.
Paul Rogers
Pumarosa.com
     Grantwriting steps;
     1. Research Foundations
     Visit your local Foundation Center or Public
library to compile a list of foundations which fund
projects like yours.
     2. Write a Letter of Inquiry -
     Send a 1 page letter describing your group and
project. Your closing sentence could read something
like:
     ?If our project falls within your funding
guidelines, please send an application.?
     Many foundations require a 2 to 3 page letter of
inquiry first.
    Tips:
Use 12 or 14 pt. font, bold type
State clearly how much money is being requested, and
for what purpose.
Define your target population or constituency - i.e.,
age, ethnic background, socio-economic status and
conditions
Paint a mental picture of what you are trying to
accomplish
Include a short video, unless otherwise stated by the
grantmaking foundation
     3.
Checklist for Applying for Grants
Most foundations need the following information in
order for them to finalize a grant:
1. IRS tax exempt status of your organization -
   Federal 510(C)(3) and 509(A) certificates
    OR of the group acting as ?umbrella? -
(note: if you are using an umbrella group for
non-profit status, send a copy of this form to the
appropriate person in the group)
An ?umbrella? group is an organization which has
501(C)(3) status already and which has agreed to act
as your non-profit fiscal sponsor, usually for a fee.
Therefore, you can start to write grants immediately,
and if you receive a grant, the money goes directly to
the ?umbrella? which sends you a check for the total
minus 10% (or whatever the arrangement is). The
?umbrella? is responsible for keeping records and
reporting to the grant-maker.
2. State tax exempt status (of ?umbrella? if
appropriate)
3. Form 990 (of ?umbrella? if appropriate)
Previous year?s tax form from your accountant or
bookkeeper
4. Most recent audited financial statement
Previous year?s report from the accountant or
bookkeeper
5. Organization?s budget from last year
Report from accountant or bookkeeper
6. Organization?s background information
Mission statement, accomplishments, projects,
articles, etc.
(500 words or less)
7. Population organization serves
Include brief description of the economic conditions
of the population, age, and what the major problems
are. (500 words or less)
8. Project to be funded (500 words or less)
9. Project budget
How much money is needed for the project and what it
will be used for
(1 - 2 pages, itemized)
10. Sources of income from last year
For example: the amount received from members (?donor
base?), grants from foundations, other areas of
fundraising such as bake sales, etc.
11. Methods of fundraising
In other words, how do you expect to receive funding
from your project in case you do not receive grants.
12. List of current board members, if applicable.
13. Structure of the organization
How are decisions made, is the organization
?hierarchical? or ?horizontal?
14. Articles of Incorporation, by-laws, and other
documents generated by your organization.
FORMING A NON PROFIT
     Non-profit status {or 501(C)(3)} allows a group
to receive tax-deductible grants and donations. If
your organization is involved in educational,
charitable, religious, literary or scientific
projects, it is eligible for non-profit status. If a
sizable percentage of your effort is spent doing
political work, you may wish to consider a 501(C)(4)
status, which restricts the amount of tax deductible
money you can raise.
     Usually, members of small organizations working
for social change think that applying for and
receiving non-profit status is a long and complicated
process. Well, it is, but if done methodically,
non-profit status can be granted within 6 months. And
you don?t necessarily need a lawyer.
     Beside non-profit status, there are other
classifications you might consider. ?Unincorporated
non-profit status? is the term used for what you
probably already have - a group with a small budget
(under $10,000 a year), with no staff, and no need to
report to the IRS. Donations in this case are not
tax-deductible.
     You might also wish to remain a ?not-for-profit?
organization, which is also not eligible for
tax-deductible donations.
     In the meantime, if you would like to apply for
grants and other kinds of tax-deductible donations,
you will need an ?Umbrella? group, which acts as your
fiscal sponsor. An ?Umbrella? organization is the
agency which receives the check for your group,
deposits it in its bank account, and sends you a check
for the amount of the grant minus 10% or so to pay for
their expenses.
    Steps to form a Non-Profit 501(c)(3):
Based upon ?How To Form a Non-Profit Corporation? by
NOLO Press.
 Set a schedule to complete the following:
 Write a mission statement - 2 or 3 short sentences
 Form a board of directors (at least 1- 3 people) and
hold first meeting
 Outline by-laws
 Choose a name for your organization
 Order materials and forms from Secretary of State to:
     Check name availability
     Reserve your corporate name
     Perform a name search
     Protect your name
    Write the Articles of Incorporation
 Write your Articles of Incorporation
 File Articles of Incorporation with Secretary of
State
 Write By-laws
 Define membership status and provisions if applicable
 Prepare and file your Federal Tax Exemption
application
 Obtain state corporate Income Tax Exemption
application
 Obtain state corporate income tax exemption
 Set up corporate records book
 Prepare minutes of first board of directors meeting
 Place minutes and attachment in corporate records
book
 File asumed business name statement
 Apply for Federal non-profit mailing permit
 Apply for property tax exemptions
 File corporate report form
 Register with Attorney General
 Comply with reporting requirements
     As is mentioned in the NOLO Press publication,
the act of forming a non-profit is also good in terms
of providing a structure for the members of your group
to begin discussions about your purpose, goals and
objectives.
In any case, if you fill out and file the appropriate
forms in a timely fashion, you should receive
notification within 3 months after mailing in the
papers.
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
From djgbrian at utk.edu  Tue Jan 31 15:30:09 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 31 Jan 2006 15:30:09 -0500
Subject: [PovertyLiteracy] reading resources
Message-ID: <5.1.0.14.2.20060131152956.039e9b28@pop.utk.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>
Donna
From djgbrian at utk.edu  Tue Jan 31 15:45:42 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 31 Jan 2006 15:45:42 -0500
Subject: [PovertyLiteracy] Fwd: Budgets for 2006
Message-ID: <5.1.0.14.2.20060131154452.01248a38@pop.utk.edu>
>Departments of Labor, Health and Human Services, and Education, and
>Related Agencies Appropriations Act, 2006
>
>On December 30, 2005, President Bush signed into law the Departments of
>Labor, Health and Human Services, and Education, and Related Agencies
>Appropriations Act, 2006, which provides funding for Department of
>Education (ED) programs for Fiscal Year (FY) 2006.  For detailed budget
>information please visit the ED budget tables at
><<http://www.ed.gov/about/overview/budget/budget06/06action.xls>http://www.ed.gov/about/overview/budget/budget06/06action.xls>.
>
From djgbrian at utk.edu  Fri Feb  3 13:54:34 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 03 Feb 2006 13:54:34 -0500
Subject: [PovertyLiteracy] FOB Discussion: Struggling ESOL learners
Message-ID: <5.1.0.14.2.20060203134336.0124ad80@pop.utk.edu>
The Focus on Basics Discussion List has scheduled a guest speaker and
discussion on ESOL learners who get "stuck" in their literacy efforts and
how to help them.  If this topic would be of interest to you, please see
the announcement below, from Julie McKinney, Moderator of the Focus on
Basics Discussion List.
Donna
================================================
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 djgbrian at utk.edu  Mon Feb  6 09:41:41 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Mon, 06 Feb 2006 09:41:41 -0500
Subject: [PovertyLiteracy] Announcement: English language discussion on
 adolescent learners
Message-ID: <5.1.0.14.2.20060206093937.0124fa30@pop.utk.edu>
Posted at the request of Lynda Terrill, English Language Discussion List
Moderator.
>***************************************************
>
>
>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 18:05:38 2006
From: EJacobson at air.org (Jacobson, Erik)
Date: Mon, 6 Feb 2006 15:05:38 -0800
Subject: [PovertyLiteracy] National Reading Conference - J. Michael Parker
	Award
Message-ID: <DC59DD324318E44AA0C054AC1D7806BE0661A37F@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 djgbrian at utk.edu  Tue Feb  7 15:04:23 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 07 Feb 2006 15:04:23 -0500
Subject: [PovertyLiteracy] Request for resources, thinking
Message-ID: <5.1.0.14.2.20060207150359.03891068@pop.utk.edu>
Dear List Members,
The following message is cross-posted from the assessment discussion list
and is a request from Tom Sticht for help with international adult literacy
data and resources (including U.S.).  I picked his message up and post it
here since we have an international list with participants who have the
kinds of information he requests.  The questions sound interesting, and I
hope that if you respond, you will post to the list.  I will forward posts
to Tom.  Thanks for your help.
Donna
djgbrian at utk.edu
>The following post is from Tom Sticht.
>----------------
>
>Collegues: I have been asked to prepare a chapter for a Handbook on
>Literacy
>that will be published by Cambridge University Press. Following is a
>brief
>title and outline that I am currently using to think about the work.
>Some
>questions I have for you follow below after the outline of topics:
>
>"Adult Literacy Education in Industrialized Nations
>Thomas Sticht
>
>In several industrialized nations activities are underway to extend the
>right to basic literacy education to adults. Having for many decades
>provided a variety of programs, many arising from charitable work by
>religious groups and others, activities are today underway to transform
>these many local, independently acting programs into systems of
>state-supported, free education for adults across the life span. This
>paper
>discusses activities in three industrialized nations under five
>categories:
>
>1. Scale of Need: determining how many adults are in need of adult
>literacy
>education.
>
>2. Access to Provision: determining how many adults are aware of, have
>access to and enroll in adult literacy education provision.
>
>3. Nature of Provision: determining the nature of the delivery system
>for
>meeting the needs of adult literacy provision, including the use of
>information and communication technology (ICT).
>
>4. Quality of Provision: determining the nature of and need for improved
>instructional quality, including teacher qualifications and establishing
>content and outcome standards for programs.
>
>5. Accountability of Provision: improving methods for determining
>achievements of programs in terms of student learning outcomes and
>broader
>impacts for the adult, family,  workplace and community.
>
>The paper will acquaint readers with issues, challenges,  and
>accomplishments arising from this movement to transform local adult
>literacy education programs into national systems of adult education in
>industrialized nations."
>
>Questions: I want to review the best work I can to flesh out the chapter
>so
>I am asking for any references you think I should read in pursuit of
>this
>work.
>
>What are two or three of the most important books, papers, research
>studies,
>policy papers, etc. that you think have contributed to your thinking
>and/or
>practice in adult literacy education in your nation?
>
>What are the two or three most important trends to have emerged in adult
>literacy education in your nation in the last quarter century?
>
>What direction do you see adult literacy education taking in your nation
>in
>the next ten years or so?
>
>What is the most important research in adult literacy education that you
>have come across that has influenced educational practice in your
>nation?
>
>Thanks for any responses you may have to these questions or any other
>directions that you think I should consider going in the development of
>this chapter. You can respond on the list or directly to me at
>tsticht at aznet.net.
>
>Thanks,
>Tom Sticht
>
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: [PovertyLiteracy] 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 djgbrian at utk.edu  Fri Feb 10 10:21:21 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 10 Feb 2006 10:21:21 -0500
Subject: [PovertyLiteracy] Fwd: Message for Black History Month
Message-ID: <5.1.0.14.2.20060210100636.01266bf0@pop.utk.edu>
Colleagues,
The following is especially appropriate and inspiring for adult educators,
Black History Month, and the Poverty, Race, & Literacy List.  It was sent
to me by Tom Sticht and it looks to me like he researched and wrote
it.  (Thanks, Tom!)  Please read on!
Donna Brian, Moderator
National Institute for Literacy Poverty, Race, & Literacy Discussion List
djgbrian at utk.edu
>Date: Thu, 09 Feb 2006 14:27:03 -0800
>From: tsticht at znet.com
>Subject: Message for Black History Month
>
>
>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
From djgbrian at utk.edu  Fri Feb 10 11:44:54 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 10 Feb 2006 11:44:54 -0500
Subject: [PovertyLiteracy] Fwd: CAELA Currents Newsletter Announcement
	(January 2006)
Message-ID: <5.1.0.14.2.20060210114206.03959f60@pop.utk.edu>
>Date: Thu, 09 Feb 2006 16:19:10 -0500
>From: Dawn Flanagan <dawn at cal.org>
>Subject: CAELA Currents Newsletter Announcement (January 2006)
>
>Hello Everyone:
>
>The Winter 2006 issue of CAELA Currents, our quarterly newsletter, is
>available online on CAELA's Web site at
>http://www.cal.org/caela/esl_resources/ccjan06.html
>Highlights from the newsletter include information about the National
>Adult Assessment of Literacy (NAAL), an update on the CAELA research
>collection, and a summary of the National Summit for Action held at
>Georgetown University in November 2005. Sponsored by Georgetown
>University, the National Coalition for Literacy, and the Verizon
>Foundation, this summit was held to consider the next steps in a literacy
>agenda for the United States.
>
>The complete table of contents follows:
>CAELA State Team Summaries
>Second CAELA Technical Working Group Meeting Held
>NAAL Results Released December 15, 2005
>CAELA's Resources: The Research Collection
>Next Steps in the Literacy Agenda: Thinking About Adults Learning English
>Two New CAELA Briefs
>
>If you have information that you would like us to consider including in
>the newsletter, please contact the editor at Miriam at cal.org
>To subscribe to CAELA Currents, send a message to caela at cal.org.
>
>Thank you.
>
>Miriam Burt
>Center for Adult English Language Acquisition
From djgbrian at utk.edu  Tue Feb 14 10:41:50 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 14 Feb 2006 10:41:50 -0500
Subject: [PovertyLiteracy] ExpectMore.gov
Message-ID: <5.1.0.14.2.20060214103421.01360cd8@pop.utk.edu>
Check out the Office of Management and Budget's new website
<http://www.whitehouse.gov/omb/expectmore/>.  It summarizes nearly 800
Federal programs (including 74 Education programs) assessed since 2002
using the Program Assessment Rating Tool (PART).
Donna Brian, Moderator
Poverty, Race, & Literacy and Workplace Literacy Discussion Lists
djgbrian at utk.edu
From djgbrian at utk.edu  Tue Feb 14 10:48:22 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 14 Feb 2006 10:48:22 -0500
Subject: [PovertyLiteracy] Youth Grants - Search Feature
Message-ID: <5.1.0.14.2.20060214104315.03a67c28@pop.utk.edu>
FYI
>Web address:
>
><http://www.workforceatm.org/articles/template.cfm?results_art_filename=dol_yodata.htm>http://www.workforceatm.org/articles/template.cfm?results_art_filename=dol_yodata.htm
>
>
>
>
>
>What you will see on the web page:
>
>
>
>U.S. Department of Labor
>
>ETA Research and Evaluation Database Expanded
>Search Feature for ETA Youth Grants by Geography and Category Now Available
>
>----------
>
>
>Youth Grant Database
>The Employment and Training Administration's Office of Youth Services has
>recently introduced a comprehensive database which permits a review of all
><http://www.doleta.gov/youth_services/Formula-Funded.cfm>Formula-Funded
>Grants <http://www.doleta.gov/youth_services/Formula-Funded.cfm>and
><http://www.doleta.gov/youth_services/Discretionary.cfm>Discretionary
>Grants <http://www.doleta.gov/youth_services/Discretionary.cfm>by state
>and/or initiative. The initiatives featured under the Formula-Funded and
>Discretionary Grants conducts a search against:
>    * Foster Youth Demonstration Projects
>    * High Growth Youth Offender Initiatives
>    * Native American (Formula-Funded)
>    * Pilots
>    * Prisoner Re-Entry Initiative (Adult Program)
>    * Targeted Youth Offender Investments
>    * Youth Offender State Grants (Discretionary)
>    * Youth Opportunity Demonstration Project Impact Study
>    * Youth Services State Grants (Formula-Funded)
>Also see:
>
><http://www.doleta.gov/RYF/>Youth Federal Partnership Website
><http://www.doleta.gov/RYF/>
><http://wdr.doleta.gov/directives/attach/TEGL3-04.pdf>New Strategic Vision
>for the Delivery of Youth Services under the Workforce Investment Act
><http://wdr.doleta.gov/directives/attach/TEGL3-04.pdf>
>
>Research and Evaluation Database
>The workforce community is also reminded that the
><http://wdr.doleta.gov/research/keyword.cfm>ETA Research Publication
>Database <http://wdr.doleta.gov/research/keyword.cfm>al Paper Series, and
>ETA Workforce Security Research publications. Abstracts and full text
>reports (issued 1970-2004) are now available to the public through this
>searchable database.
>
>The workforce community may request a hard copy of a publication through:
>
>Correspondence: Dissemination Team, Division of Policy, Legislation and
>Dissemination, Office of Policy Development and Research, Employment and
>Training Administration, U.S. Department of Labor, 200 Constitution
>Avenue, NW, Room N5637, Washington, DC 20210
>
>Telephone: 202/693-3666
>
>Online: ETA Publication Order Form <http://wdr.doleta.gov/opr/Pub818.cfm>.
>
>
From djgbrian at utk.edu  Tue Feb 14 11:20:26 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 14 Feb 2006 11:20:26 -0500
Subject: [PovertyLiteracy] Technology and the African American experience
Message-ID: <5.1.0.14.2.20060214111815.03a42a58@pop.utk.edu>
>Date: Sun, 12 Feb 2006 11:24:33 -0800 (PST)
>From: mariannf <mariannf at lacnyc.org>
>Reply-To: mariannf at lacnyc.org
>To: povertyliteracy at nifl.gov
>Subject: Technology and the African American experience
>
>
>Hello Donna and subscribers of the Poverty, Race and Literacy list,
>
>This week I posted a message to the NIFL Technology and Literacy discussion
>list in relationship to the issues of race and technology. I was hoping to
>get feed back from all of you also, and to be able to post that to the
>Technology list...feel free to subscribe and do so yourself.
>
>In his article "Africa Connected" Martin Hall writes,
>
>   ""What are the politics of digital technology when, on the one hand, it is
>used to mark exclusive status and, on the other hand, is argued to be a
>democratizing form of mass communication? It is argued that new digital
>technologies do indeed allow new forms of privilege, and also -
>simultaneously - new forms of individual power and mass participation."
>
>The most recent data from the Pew,Internet and American Life Project
>indicates that internet use by race/ethnicity in the US is as follows:
>
>White, Non-Hispanic
>    73% (total percentage of that group that uses the internet)
>
>Black, Non-Hispanic
>  60
>
>English-speaking Hispanic
>  79
>
>Clearly there is a lag in access (digital divide) for the black non-hispanic
>group. However, I'm wondering about what Hall would characterize as
>technology being used as a new form of individual power and for mass
>participation.
>Do any of you have examples of how technology is being used in your
>classrooms or communities in service to empowerment, social change,
>anti-racism, and increasing access for all?
>
>An example I found of how digital technology is being used in service to
>empowerment and social change is, In Motion: The African American Migration
>Experience. It is part of the work of the Schomburg Center for Research in
>Black Culture. This is a collection of digital stories that,
>
>     "...presents a new interpretation of African-American history, one that
>focuses on the self-motivated activities of peoples of African descent to
>remake themselves and their worlds. Of the thirteen defining migrations that
>formed and transformed African America, only the transatlantic slave trade
>and the domestic slave trades were coerced, the eleven others were voluntary
>movements of resourceful and creative men and women, risk-takers in an
>exploitative and hostile environment. Their survival skills, efficient
>networks, and dynamic culture enabled them to thrive and spread, and to be
>at the very core of the settlement and development of the Americas. Their
>hopeful journeys changed not only their world and the fabric of the African
>Diaspora but also the Western Hemisphere."
>http://www.inmotionaame.org/home.cfm
>
>Best,
>Mariann
>Moderator, NIFL Technology and Literacy Discussion List
>http://www.nifl.gov/mailman/listinfo/Technology
From djgbrian at utk.edu  Tue Feb 14 15:15:10 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 14 Feb 2006 15:15:10 -0500
Subject: [PovertyLiteracy] Discussion invitation: Struggling ESOL Learners
Message-ID: <5.1.0.14.2.20060214151317.03a3b250@pop.utk.edu>
Posted at the request of Julie McKinney, Moderator, Focus on Basics List
>For those who are interested: the discussion of Struggling ESOL Learners
>starts tomorrow on the Focus on Basics Discussion List.  Please join
>Robin Schwarz and the rest of us to discuss her article in Focus on
>Basics, Vol. 8A.
>
>To read the article: "Taking a Closer Look at Struggling ESOL Learners"
>go to:
>http://www.ncsall.net/index.php?id=994
>
>If you are not subscribed to the FOB list, you can subscribe at:
>http://www.nifl.gov/mailman/listinfo/focusonbasics
>
>Below are the questions we posted last week to get us thinking about the
>article and how it relates to the work we do.
>
>Discussion Questions
>
>1.  Stories:  Have you had struggling learners in your program? How
>common do you think this problem is? Do you want to share a story of a
>learner you have worked with, and tell us how you were able to find out
>the issue, and what you did to help?
>
>2.  Physical Disabilities:  How do we screen for them and what specific
>accommodations can we make in the class or program for them?
>
>3.  Intake/Counseling Procedures:  What does your center or program do
>for a routine intake? What is the procedure to address a learner who is
>not progressing? How well do you get at factors such as physical and
>health problems, living situations, amount and nature of literacy
>skills, nature of the primary language and cultural communication style?
>
>4.  Responding: Once there is a reason discovered for a learner's
>struggles, how well-equipped are you to respond to the problem? How do
>you learn how to accommodate a hearing or visual problem? What do you do
>for the learner with anxiety or depression? Do you have access to a
>consulting teacher, or someone knowledgeable in the complexities of a
>given culture's communication style (as in the example of the Sudanese
>men in the article)?
>
>5.  Staff Training/Professional Development: What kind of training do we
>all need in order to ensure that our intake procedures are complete and
>appropriate? What kind of  training will help us to respond an effective
>way?
>
>6.  Did This Article Change Something You Do? Share with us anything
>that you changed, did, started, or stopped as a result of reading this
>article.  Why?  What result did you get?
>
>7. What Connections Did You Make With This Article? Even if you did not
>change anything, did it ring a bell or hit home to you in some way?
>
>We'll see you tomorrow for the discussion!
>
>Julie
>
>Julie McKinney
>Discussion List Moderator
>World Education/NCSALL
>jmckinney at worlded.org
From djgbrian at utk.edu  Wed Feb 15 09:02:33 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Wed, 15 Feb 2006 09:02:33 -0500
Subject: [PovertyLiteracy] Fwd: DOE study:The Toolbox Revisited: Paths to
 Degree Completion From High School Through College
Message-ID: <5.1.0.14.2.20060215090006.012761f0@pop.utk.edu>
>From:   Desrochers, Angela
>
>Sent:   February 14, 2006 5:02 PM
>
>Subject:         The Toolbox Revisited:  Paths to Degree Completion From
>High School Through College
>
>Contacts:  Jane Glickman or Stephanie Babyack- (202) 401-1576
>
>NEW U.S. DEPARTMENT OF EDUCATION STUDY FINDS STRONG LINK BETWEEN
>CHALLENGING STUDIES AND DEGREE COMPLETION
>
>Study Finds Students With Rigorous Academics in High School More Likely to
>Complete Bachelor s Degree
>
>         February 14, 2006:  Completing academically challenging course
> work in high school dramatically increases the likelihood of a student
> earning a bachelor s degree, according to a new U.S. Department of
> Education study released today.  The study, The Toolbox Revisited:  Paths
> to Degree Completion From High School Through College, found that the
> academic intensity of a high school curriculum is the strongest indicator
> of postsecondary degree completion, regardless of a student s major
> course of study.
>
>         Students who enter college should be ready for college-level
> work.  And it s the job of high schools and middle schools to prepare
> them for it, said U.S. Education Secretary Margaret Spellings.  The
> president s proposed American Competitiveness Initiative would promote
> stronger instruction in key subjects such as math and science.  As the
> scientific data in this study show, strengthening curriculum now will pay
> dividends well into the future.
>
>The President s American Competitiveness Initiative would support rigorous
>instruction in math, science and foreign languages in the early grades and
>more challenging course work in high school.  Math Now programs, which aim
>to give younger students solid instruction in math, as well as increased
>incentives for high school students to take Advanced Placement courses,
>will ensure that the nation s students are better prepared to complete
>college and compete in a global workplace.
>
>The Toolbox Revisited studies the High School Class of 1992 as it moved
>from high school to higher education and includes comparisons to a
>previous report, Answers in the Tool Box, which followed the High School
>Class of 1982 from high school through college.  Both national
>longitudinal studies had similar findings.
>
>This new data empirically confirms what educators already
>know:  Challenging high school course work prepares students for the much
>tougher challenges that lie ahead, said Secretary Spellings.  It also
>helps colleges and universities by reducing the need for costly remedial
>education.  The American Competitiveness Initiative is an educational win-win.
>
>Through high school and college transcripts, the study examines students
>who attended a four-year college at any time, including students who
>started out in community colleges.  The data on which the study is based
>cover a period of eight and a half years for degree completion-from high
>school graduation in spring 1992 until December 2000. It is based on data
>from the National Educational Longitudinal Study of 1988.
>
>The Toolbox Revisited is available at
><http://www.ed.gov/rschstat/research/pubs/toolboxrevisit/index.html>www.ed.gov/rschstat/research/pubs/toolboxrevisit/index.html
><http://www.ed.gov/rschstat/research/pubs/toolboxrevisit/index.html> and
>will be available in hard copy on Feb. 28 for free through ED Pubs at
><http://www.edpubs.org/webstore/Content/search.asp>www.edpubs.org/webstore/Content/search.asp
><http://www.edpubs.org/webstore/Content/search.asp> or by calling
>1-877-4-EDPUBS or 1-877-576-7734 (TTY/TDD).
>
># # #
>
>Angela Desrochers
>
>Communications
>
>Office of Vocational and Adult Education
>
>U.S. Department of Education
>
>Potomac Center Plaza
>
>550 12th Street SW
>
>Washington DC  20202-7100
>
>Phone-(202) 245-7722
>
>Fax-(202) 245-7837
From djgbrian at utk.edu  Wed Feb 15 10:14:46 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Wed, 15 Feb 2006 10:14:46 -0500
Subject: [PovertyLiteracy] 2005 Nonprofit E-learning Survey Results
Message-ID: <5.1.0.14.2.20060215101344.01356708@pop.utk.edu>
>Results of 2005 Nonprofit and Association E-learning Survey Released
>
>LearnSomething and N-TEN have officially released results from their 2005
>survey of e-learning activity in the nonprofit sector. The 2005 survey
>builds on the research begun in 2004 by N-TEN and Isoph, now part of
>LearnSomething, and shows continuing growth of e-learning among
>nonprofits. Key findings from the report indicate that:
>    * Memberships associations and organizations that provide technical or
> management support to nonprofits are leading the growth of e-learning in
> the nonprofit sector.
>    * Adoption of self-paced e-learning by nonprofits grew at a faster
> pace than other formats in 2005.
>    * There is clear perceived value in integrating learning management
> systems with key nonprofit software applications, particularly
> association management systems.
>Access to the survey report is freely available on the Web at
><http://www.isoph.com/pdfs/2005_Nonprofit_E-learning_Survey.pdf>http://www.isoph.com/pdfs/2005_Nonprofit_E-learning_Survey.pdf<http://www.isoph.com/pdfs/2005_Nonprofit_E-learning_Survey.pdf>
>.
From kabeall at comcast.net  Wed Feb 15 12:20:33 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 15 Feb 2006 12:20:33 -0500
Subject: [PovertyLiteracy] New from NCSALL--Program Administrators'
	Sourcebook
Message-ID: <004c01c63254$21805ce0$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 djgbrian at utk.edu  Thu Feb 16 11:18:52 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Thu, 16 Feb 2006 11:18:52 -0500
Subject: [PovertyLiteracy] list posting and general info
Message-ID: <5.1.0.14.2.20060216111316.039af140@pop.utk.edu>
Hi Everyone,
Now that Mailman has been up and running for a few months we want to make
sure everyone is sending emails to the correct address:
<povertyliteracy at nifl.gov >
Below is the link to the Mailman Help Page where you can access general
information regarding all the Discussion Lists and Mailman functions.
<http://www.nifl.gov/lincs/discussions/help/help_mailman.html>
Here is the link to the Poverty, Race, and Literacy Discussion List
information page, where you can change your settings if you want to:
<http://www.nifl.gov/mailman/listinfo/povertyliteracy>
Also remember that this link is where you go to subscribe or unsubscribe
from the list, and it is automatically added to the end of every list
message posted, so you don't have to go far to find that information.  If
you have any questions or are having difficulties receiving or sending
posts, please do not hesitate to contact me.   Thanks!
Donna Brian, Moderator
National Institute for Literacy Workplace Literacy Discussion List
djgbrian at utk.edu
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: [PovertyLiteracy] 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 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: [PovertyLiteracy] [ProfessionalDevelopment] 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
----------------------------------------------------
National Institute for Literacy
Adult Literacy Professional Development mailing list
ProfessionalDevelopment at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/professionaldevelopment
From djgbrian at utk.edu  Tue Feb 21 15:06:36 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 21 Feb 2006 15:06:36 -0500
Subject: [PovertyLiteracy] Tech list discussion announcement
Message-ID: <5.1.0.14.2.20060221150439.039f0e20@pop.utk.edu>
List members,
The following is posted at the request of Mariann Fedele, the moderator of
the NIFL Technology and Literacy Discussion List.  Please read on.
Donna
>****************************
>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 djgbrian at utk.edu  Thu Feb 23 14:40:41 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Thu, 23 Feb 2006 14:40:41 -0500
Subject: [PovertyLiteracy] Fwd: Updates from P/PV's Department of Education
	Initiatives
Message-ID: <5.1.0.14.2.20060223143003.01360500@pop.utk.edu>
List Members,
The following is forwarded from the Public/Private Ventures
newsletter.  Additional resources are available on their website at
<http://www.ppv.org>. Please read on.
Donna
> > Supplemental Educational Services
>Recently, P/PV has done considerable work related to the Supplemental
>Educational Services (SES) provision of the No Child Left Behind Act
>(NCLB). Funded by a grant from the US Department of Education, we provide
>technical assistance to community-based organizations in six cities
>throughout the US-helping them become certified and active providers of
>SES tutoring services. (For more information about this initiative, please
>visit our website
><http://www.ppv.org/ppv/youth/youth_major_projects.asp?section_id=19&initiative_id=32>.)
>As we have engaged in efforts to expand SES certification, there have been
>growing concerns around the country that SES programming is failing to
>reach many of the children it was intended to serve. On February 15, P/PV
>Vice President Leigh Hopkins spoke at a meeting sponsored by House and
>Senate leaders of both parties to consider modifications to the landmark
>education law. If you would like to read the AP's coverage of the meeting,
>please click
><http://hosted.ap.org/dynamic/stories/S/SCHOOL_TUTORS?SITE=TXDER&SECTION=HOME&TEMPLATE=DEFAULT>.
>
>
> > High-Quality Programs
>Many commentators have weighed in on the need to reform NCLB. Last week,
>in an editorial
><http://www.nytimes.com/2006/02/16/opinion/16thu3.html?ex=1140757200&en=440193b83e6b6e3b&ei=5070&emc=eta1>
>about the policy, The New York Times cited a substantial "tutoring gap,"
>and called for the government "to ensure that the programs are properly
>vetted and held to the highest standards, and that they are yielding good
>results." P/PV has been working with local organizations to do just that.
>We have built on our success with Youth Education Tomorrow
><http://www.ppv.org/ppv/youth/youth_major_projects.asp?section_id=19&initiative_id=5>
>(YET), an after-school literacy initiative launched in Philadelphia in
>2000, to encourage the kinds of high-quality programs that are likely to
>produce educational outcomes. The YET literacy model has now been expanded
>to more than 425 after-school classrooms in 11 cities throughout the
>nation, where we continue to learn about effective practices.
>
> > The CORAL Initiative
>A key piece of our education work is taking place in California. Funded by
>the James Irvine Foundation, CORAL (Communities Organizing Resources to
>Advance Learning) is a five-city, $60-million effort to improve
>educational achievement through after-school programming. We recently
>released our first report on CORAL, Launching Literacy in After-School
>Programs: Early Lessons from the CORAL Initiative
><http://www.ppv.org/ppv/publications/assets/192_publication.pdf>. The
>report presents early findings from the initiative in terms of literacy
>gains and explores the program components likely to have contributed to
>these gains.
From djgbrian at utk.edu  Thu Feb 23 20:23:26 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Thu, 23 Feb 2006 20:23:26 -0500
Subject: [PovertyLiteracy] WorkforceUSA resources available
Message-ID: <5.1.0.14.2.20060223202241.03ce64a0@pop.utk.edu>
List members,
The following resources are available through WorkforceUSA at
<http://www.workforceusa.net/news_prv.php?id=33>
Donna
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
DOL Outlines FY 2007 Budget
On February 6th, Secretary of Labor Elaine L. Chao outlined the President's
Fiscal Year (FY) 2007 Labor Department budget, which provides added
resources for enforcement and compliance assistance to protect workers'
health, safety, pay and benefits, and for updating key economic data.  The
budget also proposes new job training reforms to make federal and state
training programs more flexible and effective, and calls for passage of
several legislative initiatives related to the department's agencies and
programs.
Read More----<http://www.workforceusa.net/article_det.php?article_id=165>
Child Care Needs of Working Families
In response to the recent 2007 budget proposal, Danielle Ewen, CLASP Senior
Policy Analyst in Family Policy, and Hannah Matthews, CLASP Policy Analyst
in Child Care, discuss the present downward trend in funding for child care
assistance, and the impact on low-income families.
Read More----<http://www.clasp.org/publications/childcare_2007budget.pdf>
Red Tape Ties Up D.C.'s Unemployed
In this article, Neil Irwin, a reporter for the Washington Post,
investigates the effectiveness of the Washington, D.C. workforce investment
system. He finds evidence that the fragmentation of services and a lack of
coordination "has kept the job training efforts from having a significant
impact on unemployment." The article discusses client experiences and
concludes with strategies that city officials are planning to use to
address the issues.  Read
More----<http://www.washingtonpost.com/wp-dyn/content/article/2006/02/12/AR2006021201159_pf.html>
From djgbrian at utk.edu  Fri Feb 24 12:23:36 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 24 Feb 2006 12:23:36 -0500
Subject: [PovertyLiteracy] job posting: Literacy Coordinator, Nevada
Message-ID: <5.1.0.14.2.20060224122004.0124b8e8@pop.utk.edu>
FYI
Contact information below.  Do not reply to list.
>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 kabeall at comcast.net  Tue Feb 28 12:54:21 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Tue, 28 Feb 2006 12:54:21 -0500
Subject: [PovertyLiteracy] New from NCSALL--Practitioner Research,
	Practitioner Knowledge
Message-ID: <003d01c63c90$00e89ec0$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 djgbrian at utk.edu  Thu Mar  2 11:29:10 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Thu, 02 Mar 2006 11:29:10 -0500
Subject: [PovertyLiteracy] rethinking dropouts
Message-ID: <5.1.0.14.2.20060302112401.01358f10@pop.utk.edu>
This morning on Morning Edition on National Public Radio there was a 3
minute clip about a study on dropouts.
"Morning Edition, March 2, 2006 ? A new study from the Gates Foundation
finds that high school dropouts aren't always getting F's on their report
cards. A surprising number are C or better students, and most say they
regret having dropped out."
The conclusions the study draws are largely about how states and high
schools should rethink what they are doing, but I was wondering what this
says to those of us who are in adult literacy and the learners we are
dealing with.  I think we often assume that our adult learners failed at
high school and that's why they dropped out.
The clip is worth listening to.  You can access it at
<http://www.npr.org/templates/story/story.php?storyId=5241173>.
Donna
Donna Brian
Center for Literacy Studies at The University of Tennessee
djgbrian at utk.edu
From jswing at RADFORD.EDU  Thu Mar  2 12:14:00 2006
From: jswing at RADFORD.EDU (Swing, Jane C)
Date: Thu, 2 Mar 2006 12:14:00 -0500
Subject: [PovertyLiteracy] Annual VAACE Conference
Message-ID: <94408727380148499415989CDE2958780124E0BE@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 djgbrian at utk.edu  Sat Mar  4 23:04:19 2006
From: djgbrian at utk.edu (djgbrian)
Date: Sat, 4 Mar 2006 23:04:19 -0500
Subject: [PovertyLiteracy] FWD: Launch of Literacy President Campaign
Message-ID: <440AB3F2@webmail.utk.edu>
Poverty, Race, and Literacy Discussion List members,
I'm forwarding this message from the AALPD list because it seems like a
positive, non-partisan way to be involved in a way that will increase
attention given to adult literacy.  See below for ways to suggest
specific questions about Poverty, Race, and Literacy.  I hope you will be
interested in participating.
Donna Brian, moderator
Poverty, Race, and Literacy Discussion List
djgbrian at utk.edu
>===== Original Message From Jackie Taylor <tayl465 at bellsouth.net> =====
AALPD Members:
The message from the Literacy President Group (below) provides information on
how members of the adult education community can be active participants in the
2008 Presidential election. Literacy President 2008 is a non-partisan endeavor
to increase national awareness of adult literacy regardless of who is elected.
The Literacy President Group's task is to ensure that the issue of adult
literacy is prominent in the party platforms and in the platforms of all
Presidential candidates through the state primary elections and the general
election in November, 2008.
Please share this opportunity with teachers and programs in your area. Feel
free to contact me if you have questions.
Jackie Taylor, Chair, AALPD
Begin forwarded message:
From: Leila Plassey <leila.plassey at ncldc.net>
Date: March 4, 2006 11:16:08 AM EST
To: members at national-coalition-literacy.org
Subject: [NCL Members] Message for NCL Members on Launch of
Literacy President Campaign
Members,
We hope that everyone will actively contribute and access the questions
created by the Literacy President Campaign for 2008.
Best,
Leila
Dear Colleague,
For the 2004 Presidential election the Literacy President Group generated the
questions below that we sent to all the U.S. President final candidates.
We received replies from both the Bush and Kerry campaigns.  We published
these responses on the Literacy President Web page.
  http://www.litpresident.org/
We are now gearing up for the 2008 Presidential election.  We are starting
early so we 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.
To participate in this process, please begin by looking at the questions
below.  Then post questions on the AAACE-NLA discussion list that you would
like to be one of the five that we present to the candidates? campaigns.  Over
the next three weeks we will receive and discuss questions on the AAACE-NLA
discussion list.  Then we will produce an edited list of questions for your
reaction and discussion. Then we will have an on-line poll ? a vote ? to
determine the best five questions.  Anyone who is or has been an adult
education student, practitioner or advocate may vote. There may be other
questions added by the National Coalition for Literacy.
If you have questions to suggest for the Presidential  candidates, please post
them to the AAACE-NLA list.  If you have questions about this process, please
post them here, or e-mail David J. Rosen, djrosen at theworld.com .  If you would
like to subscribe (free) to the AAACE-NLA discussion list, go to
 http://lists.literacytent.org/mailman/listinfo/aaace-nla
and scroll down to "Subscribing to AAACE-NLA" and follow the simple
directions.
We hope you will share this announcement with your colleagues.  We are eager
to have hundreds, perhaps thousands of students, practitioners and advocates
participate in this process.
For the Literacy President Group,
David J. Rosen
Jackie Taylor
David Collings
Marty Finsterbusch
Silja Kallenbach
Art Ellison
Greg Smith
Lennox McLendon
------------------------
Literacy President Questions from 2004 Campaign
These five questions, generated using a process like the one described above,
were sent to the Presidential campaigns in the summer of 2004:
1. Access to Quality Programs
What should be the commitment of the federal government, if any, to ensure
that all adults in the United States have guaranteed access to quality
programs to improve their academic skills, regardless of income, location,
age, and national origin?
2. Full Funding
What will you do to ensure full funding for adult education and literacy
programs?
3.   Training/re-training for the New Economy
Many U.S. workers function at low literacy levels. Some of these voters watch
their jobs being "outsourced" to foreign countries, but are not being given
adequate access to the training and education that will allow them to function
in the new "global, knowledge-based economy."  How would your administration
re-focus priorities to address the disappearance of the American dream for the
90 million US citizens functioning at the two lowest literacy levels who
cannot compete without additional education?
4.  Intergenerational Literacy
Children need education.  Those who do not get education now will become
adults who need literacy skills.  If you teach adults, they will help their
kids.  What are you willing to do to improve adult literacy programs?
5.  National Adult Literacy Initiative to Address Issues of the Working Poor
Since it is the goal of this nation to create "new" jobs, employ the "working
poor" in "better" jobs as an ongoing goal of the Personal Responsibility and
Work Opportunities Reconciliation Act of 1996 (Welfare Reform) and to help
colleges and universities manage their growing adult student population
seeking new skills, what steps would you propose as a national adult literacy
initiative to help address these issues?
The National Council of State Directors of Adult Education added the following
two questions.
6. Health Literacy
What should be the commitment of the federal government, if any, to ensure
that all adults in the United States have the capacity to obtain, process, and
understand basic health information and services needed to make appropriate
health care decisions?
7. English for Speakers of Other Languages
What should be the commitment of the federal government, if any, to ensure
that immigrants have opportunities to learn the English language and civic
participation roles so they are able to realize the opportunities and fulfill
the responsibilities of living in this country?
 -----
_______________________________________________
Members mailing list
Members at national-coalition-literacy.org
http://national-coalition-literacy.org/mailman/listinfo/members
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: [PovertyLiteracy] 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 kabeall at comcast.net  Wed Mar  8 08:20:59 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 8 Mar 2006 08:20:59 -0500
Subject: [PovertyLiteracy] New from NCSALL--Skills for Chronic Disease
	Management
Message-ID: <003001c642b3$23b17750$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 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: [PovertyLiteracy] 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 kabeall at comcast.net  Mon Mar 13 13:29:29 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Mon, 13 Mar 2006 13:29:29 -0500
Subject: [PovertyLiteracy 114] New from NCSALL--An Evaluation of Focus on
	Basics
Message-ID: <005401c646cc$111b91d0$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 djgbrian at utk.edu  Mon Mar 13 13:52:02 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Mon, 13 Mar 2006 13:52:02 -0500
Subject: [PovertyLiteracy 115]  Poverty Estimates, Rural Voices magazine
Message-ID: <5.1.0.14.2.20060313135106.04191c48@pop.utk.edu>
>FYI
>
>The Census Bureau's Small Area Income and Poverty Estimates for states,
>counties, and school districts for the years 1995 to 2003 are available at
><http://www.census.gov/hhes/www/saipe/index.html>http://www.census.gov/hhes/www/saipe/index.html
>
>The newest issue of Rural Voices magazine is available free at
><http://www.ruralhome.org/infoRural.php>http://www.ruralhome.org/infoRural.php
From djgbrian at utk.edu  Wed Mar 15 11:46:22 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Wed, 15 Mar 2006 11:46:22 -0500
Subject: [PovertyLiteracy 116]  Resource: Low-Wage Workers & Employers
Message-ID: <5.1.0.14.2.20060315114027.012e4458@pop.utk.edu>
A new resource from MDRC is available.  The URL links to an overview of the
resource, and a link to the full report is provided on the site.  See below
the abstract which was the announcement on the MDRC newsletter.
Donna
Donna Brian, moderator
NIFL Workplace Education and Poverty, Race, and Literacy Discussion Lists
Center for Literacy Studies at The University of Tennessee
djgbrian at utk.edu
><http://www.mdrc.org/sps/go.cgi?c=kBKCboXl6HKh1BxsfImb>A New Approach to
>Low-Wage Workers and Employers
><http://www.mdrc.org/publications/424/overview.html>
>Launching the Work Advancement and Support Center Demonstration
>The Work Advancement and Support Center demonstration tests an innovative
>approach to fostering employment retention and career advancement for a
>range of low-earners, including reemployed dislocated workers. This report
>examines start-up experiences in the first two sites ? Dayton, Ohio, and
>San Diego, California ? as they employ two strategies: (1) services to
>help workers keep their jobs or find better ones and (2) simplified access
>to support programs, including child care subsidies, food stamps, health
>insurance, and the Earned Income Tax Credit.
From Jgehner23 at aol.com  Wed Mar 15 15:17:24 2006
From: Jgehner23 at aol.com (Jgehner23 at aol.com)
Date: Wed, 15 Mar 2006 15:17:24 EST
Subject: [PovertyLiteracy 117]  NYPL Bars Homeless from Web
Message-ID: <307.2fac03.3149d054@aol.com>
>> 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
(via Steve Fesenmaier, West Virginia Library Commission)
John Gehner, Coordinator
Hunger, Homelessness & Poverty Task Force - SRRT/ALA
jgehner at hhptf.org
www.hhptf.org
www.libr.org/SRRT
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From Jgehner23 at aol.com  Wed Mar 15 16:18:30 2006
From: Jgehner23 at aol.com (Jgehner23 at aol.com)
Date: Wed, 15 Mar 2006 16:18:30 EST
Subject: [PovertyLiteracy 118] A Critical View of "Bridges Out of Poverty" &
	Ruby K. Payne
Message-ID: <2b5.67a51b5.3149dea6@aol.com>
DuPage Library System, individual libraries, and at least one state library
association have hired Ruby K. Payne's organization aha! Process to discuss
"dealing with individuals from poverty."
The "Bridges Out of Poverty" program sounds pretty noble, and libraries
should be commended for tackling this topic.
However, before you seek guidance from Payne's group, please read Paul
Gorski's "Savage Unrealities: Uncovering Classism in Ruby Payne's Framework."
http://www.edchange.org/publications.html
http://www.paulgorski.efoliomn2.com/
He writes,
>> I believe the Ruby Payne phenomenon illustrates the temptation of the path
of least resistance. Her work allows us to content ourselves by learning a
set of cultural rules and helping a dominated group fit into a dominating
system. She never insists that we secure social justice or eliminate educational
inequities. She never challenges us to confront classism. In today?s
anxiety-ridden education milieu, many of us may experience [Payne's book] A Framework [for
Understanding Poverty] as a reprieve from the difficult reflective and
transformative work called for by Kozol (1992), hooks (2000), and others. Their work
challenges us to be part of institutional reform. Payne?s demands shallow
awareness and no commitment to authentic reform. <<
As Gorski also notes in the above paper, "Whether we re consuming Payne?s
ideas or those of another trainer ... we should be most suspicious of the easily
digestible ideas, the quick fixes, and the simple solutions."
If your library has a sincere interest in serving low-income people, start
your discussion with social service agencies and nonprofits in your region. They
have the most informed and realistic perspective of local needs. The honest
dialogue could lead to long-term community-building initiatives ... and you
won't have to pay a speakers fee.
John Gehner, Coordinator
Hunger, Homelessness & Poverty Task Force - SRRT/ALA
jgehner at hhptf.org
www.hhptf.org
www.libr.org/SRRT
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From alcdgg at langate.gsu.edu  Thu Mar 16 21:01:59 2006
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 16 Mar 2006 21:01:59 -0500
Subject: [PovertyLiteracy 119]  more on homelessness
Message-ID: <s419d250.087@mailsrv4.gsu.edu>
In light of the recent posting about the difficulty homeless people will face accessing the Internet at libraries if there is a requirement of a library cards, I thought that some of you may be interested in the following which I shared on the women and literacy listserv:
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).
Any thoughts/reactions to this?
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 djgbrian at utk.edu  Fri Mar 17 14:37:07 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 17 Mar 2006 14:37:07 -0500
Subject: [PovertyLiteracy 120]  WorkforceUSA Immigration Resources
Message-ID: <5.1.0.14.2.20060317143650.01367a78@pop.utk.edu>
The resources below and their abstracts are from the March 2006 issue of
WorkforceUSA which can be found online at
<http://www.workforceusa.net/news_prv.php?id=34>
Los Angeles Workers Join Fierce Debate Over Immigration
In this article, Teresa Watanabe, LA Times staff writer, explores the
attitudes of workers, unions and businessesabout the proposed guest worker
program. She characterizes the arguments supporting and opposing the
program, and interviews individual workers who are concerned about a
potential decrease in wages and the number of job opportunities. Read More
<http://www.latimes.com/news/printedition/la-me-guestworker20feb20,1,6429750.story?ctrack=1&cset=true>
AFL-CIO Rejects US Guest Worker Proposals In this article, Reuters reporter
Peter Szekely discusses the AFL-CIO's announcement that it would reject
current guest worker proposals in Congress. The AFL-CIO continues to
support the "legalization of more than 11 million illegal foreign workers
in the country," filling labor shortages with "workers with full rights," a
position that it has maintained since 2000. Read More
<http://www.washingtonpost.com/wp-dyn/content/article/2006/02/28/AR2006022800935.html>
Undocumented Workers' Presence Growing A study released by the Pew Hispanic
Center investigates the size and characteristics of the unauthorized
migrant population. The report finds that unauthorized migrants currently
comprise about 5% of the labor force, and analyzes which labor sectors
account for the majority of these jobs. Read More
<http://pewhispanic.org/reports/report.php?ReportID=61>
Illegal Immigrants Worry States and Local Governments In this online audio
broadcast, NPR's Jennifer Ludden investigates the actions of state and
local governments in reaction to their assessment of the cost of
undocumented workers. Some localities are reacting by supporting guest
worker legislation to increase tax revenue, while others are attempting to
bar undocumented workers from benefits such as workers compensation. Read
More <http://www.npr.org/templates/story/story.php?storyId=5280926>
Center for Immigration Studies Website The Center for Immigration Studies
is an independent, nonpartisan, nonprofit research organization founded in
1985. It is the nation's only think tank devoted exclusively to research
and policy analysis of the economic, social, demographic, fiscal, and other
impacts of immigration on the United States.  Read
More  <http://www.cis.org/aboutcis.html>
Immigrants and TANF: A Look at Immigrant Welfare Recipients in Three Cities
The key findings from this report, based on case studies of New York, Los
Angeles, and Houston, show that: immigrants and limited English speakers
make up a significant share of those on welfare; many have significant
barriers to work including less education and work history than natives;
and immigrants on welfare are less likely to be working and more likely to
be working in dead-end jobs. Job training programs often have English
language requirements, limiting immigrants' access. The authors conclude
that combining part-time work and language training can help immigrant
welfare recipients move into jobs and off the welfare rolls.  Read More
<http://www.urban.org/UploadedPDF/310874_OP69.pdf >
The Role of Immigrants in the U.S. Labor Market This paper, commissioned by
the Chairman and Ranking Member of the Senate Finance Committee and
published by the Congressional Budget Office (CBO) focuses on the role of
immigrants in the labor market"the skills they bring to that market; the
types of jobs they hold; their annual compensation; and their impact on the
native-born workforce." The paper is the third in a CBO series that
presents facts on immigration trends and potential implications for the
federal budget and the economy. Since the CBO is a nonpartisan entity,
there are no formal policy recommendations.  Read
More   <http://www.cbo.gov/ftpdocs/68xx/doc6853/11-10-Immigration.pdf>
Size and Characteristics of the Unauthorized Migrant Population This study
released by the Pew Hispanic Center investigates the size and
characteristics of the unauthorized migrant population. The report finds
that unauthorized migrants currently comprise about 5% of the labor force,
and analyzes which labor sectors account for the majority of these jobs.
Read More  <http://pewhispanic.org/reports/report.php?ReportID=61>
From Jgehner23 at aol.com  Fri Mar 17 19:12:19 2006
From: Jgehner23 at aol.com (Jgehner23 at aol.com)
Date: Fri, 17 Mar 2006 19:12:19 EST
Subject: [PovertyLiteracy 121] Correction / Re: [Publib] Homeless in New
	York article
Message-ID: <269.7b59608.314caa63@aol.com>
Ms. Cassell,
Thank you for the update and correction regarding the NYPL computer access
policy. I am submitting your e-mail (below) to other lists that received the
initial note.
Cordially,
John Gehner, Coordinator
Hunger, Homelessness & Poverty Task Force - SRRT/ALA
jgehner at hhptf.org
www.hhptf.org
www.libr.org/SRRT
>>> The story about New York Public Library and the homeless was not reported
correctly.  Here is the statement sent by our 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.
Kay Ann Cassell
Associate Director for Collections and Services
New York Public Library
455 Fifth Avenue
New York, NY 10016
(212) 340-0910 phone
(212) 340-0988 fax
kcassell at nypl.org
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From djgbrian at utk.edu  Fri Mar 17 19:32:31 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 17 Mar 2006 19:32:31 -0500
Subject: [PovertyLiteracy 122] Re: Correction / Re: [Publib] Homeless in
 NewYork article
In-Reply-To: <269.7b59608.314caa63@aol.com>
Message-ID: <5.1.0.14.2.20060317192504.011d0350@pop.utk.edu>
John,
Thank you for drawing our attention to this correction.  When I initially
read the misinformation, my thought was that there surely was a way to
provide access without insisting that that patrons must have an
address.  I'm glad to know that at least one of the problems we concern
ourselves with on this list does not exist!
Donna Brian, moderator
Poverty, Race, and Literacy Discussion List
Center for Literacy Studies at The University of Tennessee
djgbrian at utk.edu
At 3/17/2006 -050007:12 PM, you wrote:
>Ms. Cassell,
>
>Thank you for the update and correction regarding the NYPL computer access
>policy. I am submitting your e-mail (below) to other lists that received
>the initial note.
>
>Cordially,
>
>John Gehner, Coordinator
>Hunger, Homelessness & Poverty Task Force - SRRT/ALA
><mailto:jgehner at hhptf.org>jgehner at hhptf.org
>www.hhptf.org
><http://www.libr.org/SRRT>www.libr.org/SRRT
>
>
> >>> The story about New York Public Library and the homeless was not reported
>correctly.  Here is the statement sent by our 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.
>
>Kay Ann Cassell
>Associate Director for Collections and Services
>New York Public Library
>455 Fifth Avenue
>New York, NY 10016
>(212) 340-0910 phone
>(212) 340-0988 fax
>kcassell at nypl.org
>----------------------------------------------------
>National Institute for Literacy
>Poverty, Race, and Literacy mailing list
>PovertyLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/povertyliteracy
From djgbrian at utk.edu  Tue Mar 21 15:40:35 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 21 Mar 2006 15:40:35 -0500
Subject: [PovertyLiteracy 123]  2006 AE distance learning courses offered
Message-ID: <5.1.0.14.2.20060321154021.012fec98@pop.utk.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
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 samuel.mcgraw at seattlegoodwill.org  Thu Mar 30 14:44:46 2006
From: samuel.mcgraw at seattlegoodwill.org (Samuel McGraw III)
Date: Thu, 30 Mar 2006 11:44:46 -0800
Subject: [PovertyLiteracy 124] Re: more on homelessness
Message-ID: <802F2B4590320142A57872DC43A2BFD22A5193@seamail.seagoodwill.org>
Daphne,
I would agree 100% with your professor; and I would add that many people
see homelessness as a personal problem.  In other words, people tend to
believe that a person's homelessness is exclusively their own fault,
that the person is lazy, and or have drug dependency issues....
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: povertyliteracy-bounces at nifl.gov
[mailto:povertyliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg
Sent: Thursday, March 16, 2006 6:02 PM
To: povertyliteracy at nifl.gov
Subject: [PovertyLiteracy 119] more on homelessness
In light of the recent posting about the difficulty homeless people will
face accessing the Internet at libraries if there is a requirement of a
library cards, I thought that some of you may be interested in the
following which I shared on the women and literacy listserv:
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).
Any thoughts/reactions to this?
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
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
From ryanryanc at yahoo.com  Thu Mar 30 17:31:21 2006
From: ryanryanc at yahoo.com (Ryan Carter Hall)
Date: Thu, 30 Mar 2006 14:31:21 -0800 (PST)
Subject: [PovertyLiteracy 124] Re: more on homelessness
In-Reply-To: <802F2B4590320142A57872DC43A2BFD22A5193@seamail.seagoodwill.org>
Message-ID: <20060330223121.48534.qmail@web31809.mail.mud.yahoo.com>
Samuel,
I definitely agree with your statement about how many
people view homelessness. It made me think of a
project I was involved in a few years ago where I
video taped interviews with over 30 homeless people in
Atlanta. What I found most interesting in those
interviews was that most of them thought their
homelessness was their fault, which was the reason
they did not ask for assistance from their family or
friends.
Ryan
--- Samuel McGraw III
<samuel.mcgraw at seattlegoodwill.org> wrote:
>
> Daphne,
>
> I would agree 100% with your professor; and I would
> add that many people
> see homelessness as a personal problem.  In other
> words, people tend to
> believe that a person's homelessness is exclusively
> their own fault,
> that the person is lazy, and or have drug dependency
> issues....
>
>
> 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: povertyliteracy-bounces at nifl.gov
> [mailto:povertyliteracy-bounces at nifl.gov] On Behalf
> Of Daphne Greenberg
> Sent: Thursday, March 16, 2006 6:02 PM
> To: povertyliteracy at nifl.gov
> Subject: [PovertyLiteracy 119] more on homelessness
>
> In light of the recent posting about the difficulty
> homeless people will
> face accessing the Internet at libraries if there is
> a requirement of a
> library cards, I thought that some of you may be
> interested in the
> following which I shared on the women and literacy
> listserv:
> 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).
> Any thoughts/reactions to this?
> 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
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
>
From djgbrian at utk.edu  Fri Mar 31 10:50:15 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 31 Mar 2006 10:50:15 -0500
Subject: [PovertyLiteracy 125]  Training Opportunity: RFP for Walk A Mile
Message-ID: <5.1.0.14.2.20060331104717.011cf980@pop.utk.edu>
** REQUEST FOR PROPOSALS FOR TRAINING OPPORTUNITY **
Help Bring Policymakers and Low-income Families Together For One Month
The national Walk A Mile program is looking for organizations and groups
working in anti-poverty, anti-hunger or social justice programs to
coordinate Walk A Mile projects in their communities.  Programs can be
coordinated in any state.
What is the Walk a Mile program?
Walk a Mile gives policymakers and people receiving public assistance the
opportunity to spend time together weekly for one month to learn first-hand
what it is like to walk in each other's shoes. For 10 years, Walk a Mile
has opened the eyes and hearts of policymakers and the general public to
the real-life challenges facing families living in poverty. During the
month, the pairs spend time together sharing and discovering what it is
like to live on welfare and what it is like to create public policies
affecting low-income people. Walk A Mile programs have been coordinated in
30 states.  Projects are either state-wide (all state legislators are
invited to volunteer to participate and any that agree are matched with
constituents in their districts) or local (a project in a city, county or
several counties that include policymakers and their constituents from that
geographical area) and are coordinated by community organizations.
What do Walk A Mile pairs do?
Pairs agree to the following:
* Have weekly telephone calls between the matched participants
* The policymaker invites the low-income participant to an event in his/her
life - such as attending a  community meeting, legislative session or other
event
* The low-income participant invites the policymaker to attend an event in
his/her life - such as shopping with food stamps or registering for child
care, health care, or housing assistance.
* Policymakers are asked to feed their families on a food stamp budget
during the month in which they participate
How to apply: Coordinator application forms can be downloaded at
www.walkamile.org under the heading "Bring Walk A Mile To Your Community."
The application deadline is Friday, April 7. For more information, email
Natasha Grossman at natasha at walkamile.org.
If you are selected: Selected coordinators will attend "The Walk A Mile
Coordinators' Training" on Monday, May 22 and Tuesday, May 23 in Seattle,
Washington. A limited number of scholarships are available to attend the
training.  After the training, coordinators receive on-going coaching and
technical assistance throughout their project. Coordinators have the
opportunity to apply for mini-grants to assist with the costs of
coordinating a Walk A Mile project.
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From djgbrian at utk.edu  Fri Mar 31 11:17:26 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 31 Mar 2006 11:17:26 -0500
Subject: [PovertyLiteracy 126]  NY Conf Announcement, open to all
Message-ID: <5.1.0.14.2.20060331111118.012ffd40@pop.utk.edu>
Readers,
This New York conference is open to all.  There are several strands of
interest to list readers, including Workforce Education, Community
Education, and Community Partnerships.  Check out the website if you are
interested.
Donna
Donna Brian, moderator
djgbrian at utk.edu
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>Dear Colleagues:
>
>The New York Association for Continuing/Community Education (NYACCE) will
>be holding its 55th annual conference on May 7-9 at the Albany Marriott.
>Early Bird registration ends on April 10.  For more information and to
>register, visit NYACCE's website at www.nyacce.org.
>
>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 Jgehner23 at aol.com  Fri Mar 31 14:57:33 2006
From: Jgehner23 at aol.com (Jgehner23 at aol.com)
Date: Fri, 31 Mar 2006 14:57:33 EST
Subject: [PovertyLiteracy 127] Seven Months After Katrina: Sleeping in Your
	Car--
Message-ID: <2a6.1005bc8.315ee3ad@aol.com>
Seven Months After Katrina:  Sleeping in Your Car in
Front of Your Trailer in Front of Your Devastated
Home, Tales of Lunacy and Hope from New Orleans
    By Bill Quigley.   Bill Quigley is a law professor at
Loyola University New Orleans.  His email address is
Quigley at loyno.edu
    In New Orleans, seven months after Katrina, senior
citizens are living in their cars.  WWL-TV introduced
us to Korean War veteran Paul Morris, 74, and his wife
Yvonne, 66.  They have been sleeping in their 2 door
sedan since January.  They have been waiting that long
for FEMA contractors to unlock the 240 square foot
trailer in their yard and connect the power so they
can sleep inside it in front of their devastated home.
      This tale of lunacy does not begin to stop
there.
       Their 240 square foot trailer may well cost
more than their house.  While FEMA flat out refuses to
say how much the government is paying for trailers,
reliable estimates by the New York Times and others
place the cost at over $60,000 each.
       How could these tiny FEMA trailers cost so
much?
       Follow the money.
       Circle B Enterprises of Georgia was awarded
$287 million in contracts by FEMA for temporary
housing.  At the time, that was the seventh highest
award of Katrina money in the country.  According to
the Washington Post, Circle B was not even being
licensed to build homes in its own state of Georgia
and filed for bankruptcy in 2003.  The company does
not even have a website.
    Here is how it works.  The original contractor takes
their cut and subcontracts out the work of
constructing the trailer to other companies.  Once it
is built, they subcontract out the transporting the
trailers to yet other companies which pay drivers,
gas, insurance and mileage.  They then subcontract out
the hookups of the trailers to other companies and
keep taking cuts for their services.  Usually none of
the people who make the money are local workers.
    With $60,000 many people could adequately repair
their homes.
       Why not just give the $60,000 directly to the
elderly couple and let them fix up their home?   Ask
Congress.  FEMA is not allowed to give grants of that
much.  Money for fixing up homes comes from somewhere
else and people are still waiting for that to arrive.
       While many corporations are making big money
off of Katrina, Mr. and Mrs. Morris wait in their car.
    Craziness continues in the area of the right to vote.
    You would think that the nation that put on elections
with satellite voting boxes for Iraqis and Afghanis
and Haitians and many others would do the same for
Katrina evacuees.  Wrong.  There is no satellite
voting for the 230,000 citizens of New Orleans who are
out of state.  The NAACP Legal Defense Fund, the
Advancement Project, ACORN and the Peoples Hurricane
Relief Fund have all fought for satellite voting but
Louisiana and the courts and the U.S. Justice
Department have said no.
    The rule of thumb around here is that the poorer you
are, the further you have been displaced.  African
Americans are also much more likely to be poor and
renters ? the people who cannot yet come back to a
city where rents have doubled.  They are the ones
bearing the burdens of no satellite voting.
       The people already back are much more affluent
than the pre-Katrina New Orleans.  The city is also
much whiter.  Many of those already back in New
Orleans are not so sure that all of New Orleans should
be rebuilt.  The consequence of that is not everyone
will be allowed to return.  Planners and politicians
openly suggest turning poor neighborhoods into green
spaces.  No one yet has said they want to turn their
own neighborhood into green space ? only other
people?s neighborhoods ? usually poor people?s
neighborhoods.  Those who disagree are by and large
not here.
      New Orleans has not been majority white for
decades, but it is quite possible that a majority of
those who are able to vote in the upcoming election
will be white.  Thus the decisions about the future of
New Orleans are poised to be made by those who have
been able to get back and will exclude many of those
still evacuated.  Guess what type of plans they will
have for New Orleans?
       There are many, many more tales of lunacy all
over town as all systems have melted down: criminal
justice, healthcare, public education, churches,
electricity, water, garbage, our environment ? you
name it, it melted down and is not yet fully back up.
      But, there are also clear signs of hope.
      Across New Orleans neighborhood groups are
meeting every weekend planning their own comebacks.
People catch rides back into town and visit ruined
neighborhoods and greet neighbors and together make
plans to recover.  Because governmental action and
contractors are so slow, groups are looking to their
own resources and partnering with churches and
community groups and universities and businesses to
fill in the gaps where the politicos have not yet been
able to respond.  The citizens themselves are our
greatest hope.
      We also have allies that give us hope.
      We have been amazed and refreshed by the
thousands of college students who took their spring
break in New Orleans helping our elderly and uninsured
families gut houses, clean up streets and advocate for
justice with Common Ground Relief, the Peoples
Hurricane Relief Fund, Catholic Charities, ACORN and
many other church and civic groups.  Even law
students!  Over 1000 law students helped provide legal
aid and are providing the first comprehensive
documentation of abuses of local and out of town
workers by businesses.
      Over 100 clergy from across the US visited New
Orleans with the PICO Network, as did hundreds of
other people of faith with the Jeremiah community.
The Protestant Women are here now and the Interfaith
Worker Justice group meets here soon.  Together, these
groups raise the voices of their faith communities and
call for justice in the rebuilding of our communities.
       On the national level, we see rising support
from numerous social justice groups.  Several created
the Katrina Information Network, an internet advocacy
group that enables people across the country to take
action with us to influence all levels of government
in the rebuilding effort.  We are inspired by the
veterans and allies who marched from Florida to New
Orleans to highlight the diversion of money from our
cities to war efforts.
       Yes, we have lunacy in New Orleans.  But there
are also signs of hope.
       Whether lunacy or hope will triumph in New
Orleans is yet to be determined.  But we appreciate
those of you who are working in solidarity with us to
try to keep our hope alive.
- - - - -
John Gehner, Coordinator
Hunger, Homelessness & Poverty Task Force (HHPTF)
Social Responsibilities Round Table (SRRT)
of the American Library Association (ALA)
jgehner at hhptf.org
www.hhptf.org
www.libr.org/SRRT
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From parksbani at sbcglobal.net  Fri Mar 31 22:16:27 2006
From: parksbani at sbcglobal.net (Dr. Carolyn P. Parks-Bani)
Date: Fri, 31 Mar 2006 19:16:27 -0800 (PST)
Subject: [PovertyLiteracy 128] Re: more on homelessness
In-Reply-To: <20060330223121.48534.qmail@web31809.mail.mud.yahoo.com>
Message-ID: <20060401031627.83368.qmail@web82111.mail.mud.yahoo.com>
As someone who lost a brother last year who had been homelessness for almost 20 years due to BOTH mental health and substance abuse roots, we have not come close to identifying or addressing the host of REAL issues faced by persons who find themselves in this life situation. There are no REAL shelters for homeless men either, by the way!
  Carol Parks Bani
Ryan Carter Hall <ryanryanc at yahoo.com> wrote:
  Samuel,
I definitely agree with your statement about how many
people view homelessness. It made me think of a
project I was involved in a few years ago where I
video taped interviews with over 30 homeless people in
Atlanta. What I found most interesting in those
interviews was that most of them thought their
homelessness was their fault, which was the reason
they did not ask for assistance from their family or
friends.
Ryan
--- Samuel McGraw III
wrote:
>
> Daphne,
>
> I would agree 100% with your professor; and I would
> add that many people
> see homelessness as a personal problem. In other
> words, people tend to
> believe that a person's homelessness is exclusively
> their own fault,
> that the person is lazy, and or have drug dependency
> issues....
>
>
> 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: povertyliteracy-bounces at nifl.gov
> [mailto:povertyliteracy-bounces at nifl.gov] On Behalf
> Of Daphne Greenberg
> Sent: Thursday, March 16, 2006 6:02 PM
> To: povertyliteracy at nifl.gov
> Subject: [PovertyLiteracy 119] more on homelessness
>
> In light of the recent posting about the difficulty
> homeless people will
> face accessing the Internet at libraries if there is
> a requirement of a
> library cards, I thought that some of you may be
> interested in the
> following which I shared on the women and literacy
> listserv:
> 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).
> Any thoughts/reactions to this?
> 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
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
>
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/povertyliteracy
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From djgbrian at utk.edu  Wed Apr  5 10:41:11 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Wed, 05 Apr 2006 10:41:11 -0400
Subject: [PovertyLiteracy 129] Announcement: Focus on Basics guest scheduled
Message-ID: <5.1.0.14.2.20060405103433.011d36a0@pop.utk.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
Feel free to contact me with any question.
All the best,
Julie McKinney, moderator, Focus on Basics Discussion List
julie_mckinney at worlded.org
************************************************************************
The evaluation results are 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.
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.
From kabeall at comcast.net  Wed Apr  5 14:05:43 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 5 Apr 2006 14:05:43 -0400
Subject: [PovertyLiteracy 130] Linking Research and Practice: NCSALL's
	Research Strand at COABE
Message-ID: <007001c658db$8efc4f60$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 kolson2 at columbus.rr.com  Wed Apr 12 16:48:38 2006
From: kolson2 at columbus.rr.com (K Olson)
Date: Wed, 12 Apr 2006 16:48:38 -0400
Subject: [PovertyLiteracy 131]  new member introduction
In-Reply-To: <5.1.0.14.2.20060412155358.03b97b70@pop.utk.edu>
Message-ID: <000501c65e72$79d14b80$f3e7d2cc@bessie>
Greetings!
I am a consultant for teachers of English to speakers of other languages. I
also teach a class of adult preliterate students - mainly from Somalia,
Ethiopia and Mexico. These students are not literate in their native
languages and most have not attended school in their native countries other
than perhaps a few who have had three or four years of primary schooling.
Poverty, race and the lack of literacy are the major factors controlling
their lives. I am working to change this.
Kathy Olson
Columbus, Ohio
From djgbrian at utk.edu  Wed Apr 12 20:35:36 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Wed, 12 Apr 2006 20:35:36 -0400
Subject: [PovertyLiteracy 132]  Resources on H.S. Dropouts
Message-ID: <5.1.0.14.2.20060412203519.03a213e8@pop.utk.edu>
Poverty, Race, and Literacy folk,
I thought you might be interested in the article below and some colorful free
posters showing variations of income by educational attainment:
http://www.postsecondary.org/ps/ps_02.asp.
 >From the April 7 PEN Weekly Newsblast:
MYTHS & FACTS ABOUT HIGH SCHOOL DROPOUTS
Contrary to the popular notion that high school dropouts are unmotivated
and do not value education, a new report from Jobs for the Future (JFF)
finds that most dropouts are remarkably persistent in their drive to
complete their education. Nearly 60 percent of dropouts eventually earn a
high school credential - in most cases a GED -- according to "Making Good
on a Promise: What Policymakers Can Do to Support the Educational
Persistence of Dropouts." In addition, almost half of those that earn
secondary credentials later enroll in two- or four-year colleges. Yet for
all their effort, less than 10 percent of those dropouts who enroll in
postsecondary education earn a degree, a critical factor in securing a
good paying job in today's economy.
"Making Good on a Promise: What Policymakers Can Do to Support the Educational
Persistence of Dropouts"
http://www.jff.org/~jff/Documents/MkingGoodProm.pdf
Making Good on a Promise: Executive Summary
http://www.jff.org/~jff/Documents/MkingGood_Sum.pdf
To register with Jobs for the Future and get their free newsletter visit:
http://www.jff.org/JFF_KC_Pages.php?WhichLevel=1&lv1_id=4&lv2_id=0&lv3_id=0&KC_M_ID=287
Your thoughts?
Donna
Donna Brian, moderator
Poverty, Race, and Literacy Discussion List
djgbrian at utk.edu
From djgbrian at utk.edu  Tue Apr 18 10:13:46 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 18 Apr 2006 10:13:46 -0400
Subject: [PovertyLiteracy 133]  National Practitioner-Researcher Symposium
Message-ID: <5.1.0.14.2.20060418101317.0130ed00@pop.utk.edu>
The following announcement is posted at the request of Mary Ann
Corley.  Please read on - - -
>Date: Mon, 17 Apr 2006 17:22:42 -0700 (GMT-07:00)
>From: Mary Ann Corley <macorley1 at earthlink.net>
>Subject: National Practitioner-Researcher Symposium
>The following is an announcement about a national adult education
>practitioner-researcher symposium, a Meeting of the Minds II, to be held
>in Sacramento, CA November 30-December 2, 2006. I would appreciate your
>help in promoting this conference. Please post to your lists and help us
>spread the word.
>
>Thanks so much!
>-Mary Ann Corley
>
>***********
>
>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 14:30:07 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Tue, 18 Apr 2006 14:30:07 -0400
Subject: [PovertyLiteracy 134]  New from NCSALL
Message-ID: <006801c66316$1e92b800$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 djgbrian at utk.edu  Thu Apr 20 09:14:04 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Thu, 20 Apr 2006 09:14:04 -0400
Subject: [PovertyLiteracy 134]  AE  Report to Congress
Message-ID: <5.1.0.14.2.20060420091334.03e85620@pop.utk.edu>
Hi list members,
I received this notification from Jim Parker, and am forwarding it thinking
it might be of general interest to Poverty, Race, and Literacy list members.
Donna
>2003-2004 Adult Education and Family Literacy Act Report to Congress on
>State Performance
>
><<http://www.ed.gov/about/reports/annual/ovae/2003adultliteracy.doc>http://www.ed.gov/about/reports/annual/ovae/2003adultliteracy.doc>
>
>
><http://www.ed.gov/about/offices/list/ovae/resource/index.html>
From djgbrian at utk.edu  Fri Apr 21 14:07:29 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 21 Apr 2006 14:07:29 -0400
Subject: [PovertyLiteracy 135] Fwd:CENSUS STATISTICS ON EDUCATIONAL
 ATTAINMENT IN U.S., 1940-2000
Message-ID: <5.1.0.14.2.20060421140712.03b7fb50@pop.utk.edu>
Here's more good information forwarded from Jim Parker:
>Date: Fri, 21 Apr 2006 10:59:55 -0400
>From: "Parker, James" <James.Parker at ed.gov>
>Subject: A HALF-CENTURY OF LEARNING:  HISTORICAL CENSUS STATISTICS ON
>  EDUCATIONAL ATTAINMENT IN THE UNITED STATES, 1940 TO 2000
>
>State-by-state, really good stuff for research and presentations.
>
><http://www.census.gov/population/www/socdemo/education/introphct41.html>http://www.census.gov/population/www/socdemo/education/introphct41.html
>
From djgbrian at utk.edu  Fri Apr 21 14:50:26 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 21 Apr 2006 14:50:26 -0400
Subject: [PovertyLiteracy 136] Fwd: Roadmap for integrating immigrants in
	the workplace
Message-ID: <5.1.0.14.2.20060421144923.03b93588@pop.utk.edu>
Here's yet another good resource courtesy of Jim Parker.  It is a full
color poster. I'm not sure you will all get this attachment.  If it doesn't
come through attached, you can download a copy to print from the Institute
for Work and the Economy web page at
<http://www.workandeconomy.org/>.   It's in the left navigation bar on
their home page.
Donna
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>Date: Fri, 21 Apr 2006 08:48:30 -0400
>From: "Parker, James" <James.Parker at ed.gov>
>Subject: Roadmap to integrating workers in the workplace
>
>from the Institute for Work and the Economy...
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
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From djgbrian at utk.edu  Mon Apr 24 11:10:39 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Mon, 24 Apr 2006 11:10:39 -0400
Subject: [PovertyLiteracy 137]  COABE sessions
Message-ID: <5.1.0.14.2.20060424111026.03b9e0e8@pop.utk.edu>
Here are invitations from three of the COABE sessions.  I will post others
as they are extended to the lists.
> >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!
>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.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Invitation to a COABE session
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.
From jgehner at hhptf.org  Tue Apr 25 01:35:21 2006
From: jgehner at hhptf.org (jgehner at hhptf.org)
Date: Mon, 24 Apr 2006 22:35:21 -0700 (PDT)
Subject: [PovertyLiteracy 138]  Cover the Uninsured Week: May 1-7, 2006
Message-ID: <2950.66.242.205.18.1145943321.squirrel@www.hhptf.org>
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 djgbrian at utk.edu  Fri Apr 28 09:11:35 2006
From: djgbrian at utk.edu (djgbrian)
Date: Fri, 28 Apr 2006 09:11:35 -0400
Subject: [PovertyLiteracy 139] Family Health and Literacy - A New Resource
	Guide!
Message-ID: <4467C926@webmail.utk.edu>
Dear colleagues:
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
Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org
From Jennifer.Staple at aya.yale.edu  Sun Apr 30 13:02:51 2006
From: Jennifer.Staple at aya.yale.edu (Jennifer Staple)
Date: Sun, 30 Apr 2006 10:02:51 -0700
Subject: [PovertyLiteracy 140] CALL FOR ABSTRACTS: Global Health and
	Development Conference at Stanford
Message-ID: <4454EDBB.1040208@aya.yale.edu>
*Unite For Sight's Fourth Annual International Health Conference*
*Innovation, Advancement, and Best Practices in Achieving Global Goals*
*April 14-15, 2007 - Stanford University*
*How to submit an abstract for poster or oral presentation (DEADLINE
JULY 15):* http://www.uniteforsight.org/2007_conference_posters.php
Please also feel free to forward this message to anyone who may be
interested in attending or presenting.
*When:* April 14-15, 2007
*Where:* Stanford University, Palo Alto, California, USA
*Theme:* "Innovation, Advancement, and Best Practices To Achieve Global
Goals"
*Who should attend?*Anyone interested in eye care, international health,
medicine, health education, health promotion, public health,
international service, nonprofits, or microenterprise
*Conference Goal: *To exchange ideas across disciplines about best
practices in public health, medicine and research, and international
health and development
*Register Today For A Reduced Rate! -*
http://www.uniteforsight.org/2007_annual_conference.php
    * Join over 1,500 leaders, doctors, professionals, and students from
      across the world
    * More than 150 speakers about public health, international
      development, and eye care
    * Exchange ideas about best practices in achieving global goals to
      improve health and development
    * Participate in plenary sessions and breakout workshops
        Confirmed Speakers in Global Health, International Development,
        Public Health, Medicine, Health Policy and Advocacy Sessions
        <http://www.uniteforsight.org/2007_annual_conference.php#sec1>
        Confirmed Speakers in Global Eye Care and Research Sessions
        <http://www.uniteforsight.org/2007_annual_conference.php#sec2>
      Global Health, International Development, Public Health, Medicine,
      Health Policy and Advocacy
*Nancy Aossey*, President and CEO, International Medical Corps
*Ann Banchoff*, MSW, MPH, Program Director, Office of Community Health,
Stanford University School of Medicine
*Daniel Bausch*, MD, MPH, Associate Professor, Tulane University School
of Public Health and Tropical Medicine
*Donna and Philip Berber*, Founders, Glimmer of Hope
*Terry Blaschke*, MD, Professor of Medicine and Molecular Pharmacology,
Stanford University
*Susan Blumenthal*, MD, MPA, Former US Assistant Surgeon General,
Clinical Professor of Psychiatry at Georgetown School of Medicine and
Tufts University Medical Center
*Araceli Castro*, PhD, MPH, Assistant Professor of Social Medicine;
Program in Infectious Disease and Social Change, Harvard School of Medicine
*Stephen L. Cochi*, MD, MPH, Senior Advisor, Global Immunization
Division, National Immunization Program, Centers for Disease Control and
Prevention
*Brenda Colatrella*, MBA, Senior Director, Office of Contributions,
Merck & Co. Inc
*Sunita Dodani*, MD, MS, FCPS, PhD, Department of Epidemiology, Graduate
School of Public Health, University of Pittsburgh**
*Michael Doyle*, President and CEO, CHF International
*Kamran Elahian*, MS, Chairman, Co-Founder, Global Catalyst Partners;
Co-Founder, Global Catalyst Foundation and Schools Online
*Christopher Elias*, MD, MPH, President of PATH
*Ulrick Gaillard*, JD, CEO of Batey Relief Alliance
*Gabriel Garcia*, MD, Professor of Medicine, Associate Dean of Medical
School Admissions, Stanford University School of Medicine
*Adrienne Germain*, President, International Women's Health Coalition
*Maren Grainger-Monsen*, MD, Senior Research Scholar, Center for
Biomedical Ethics, Stanford School of Medicine
*George Guimaraes*, President and CEO, Project Concern International
*Jessica Haberer*, MD, Research Advisor, Clinton Foundation
*John Hammock*, PhD, The Alexander N. McFarlane Associate Professor of
Public Policy, Gerald J. and Dorothy R. Friedman School of Nutrition
Science and Policy and The Fletcher School, Tufts University; Former
Executive Director, Oxfam America; former Executive Director, ACCION
International; Founder and Former Director, Feinstein International
Famine Center, Tufts University; Consultant, Women's World Banking and USAID
*Lindsay M. Harris*, Managing Director, A Bridge for Africa Foundation
*Polly F Harrison*, PhD, Director, Alliance for Microbicide Development
*David Heymann*, MD, MPH, Former Executive Director for Communicable
Diseases, World Health Organization
*Amreen Husain*, MD, Assistant Professor of Gynecologic Oncology,
Stanford University
*Evaleen Jones*, MD, Founder, President and Medical Director, Child
Family Health International; Clinical Assistant P
*Judith Justice*, PhD, MPH, Associate Professor of Medical Anthropology
and Health Policy in Residence, Department of Epidemiology and
Biostatistics, UCSF
*Mark W. Kline*, MD, President, Baylor International Pediatric AIDS
Initiative; Professor of Pediatrics and Head, Section of Retrovirology,
Baylor College of Medicine
*Jamie Mclaren Lachman*, Project Njabulo Director, Clowns Without Borders
*Ana Langer*, MD, President and CEO, EngenderHealth
*Brian Lehnen*, Executive Director and Co-Founder, Village Enterprise Fund
*Jane Maxwell*, Editor, Hesperian Foundation
*Robert Metcalf*, PhD, Professor Biological Sciences, California State
University, Sacramento; Treasurer, Solar Cookers International
*Mini Murthy*, MD, MPH, MS, Assistant Professor of Practice,New York
Medical College School of Public Health
*Thomas Novotny*, MD, MPH, Director of International Programs; Professor
in Residence, Epidemiology and Biostatistics, UCSF School of Medicine
*Bjorg Palsdottir*, MPA, Consultant, Co-Founder and Associate Director
of the Center for Global Health at New York Unive
*Philip Pizzo*, MD, Dean of Stanford University School of Medicine
*William W. Rankin*, PhD, President, Global AIDS Interfaith Alliance
*Farshad Rastegar*, MD, President and CEO, Relief International
*Ian Rawson*, Hopital Albert Schweitzer Haiti
*William Reese*, President and CEO, International Youth Foundation
*George Rupp*, PhD, President and CEO, International Rescue Committee
*Lisa Russell*, MPH, Filmmaker, Obstetric Fistula
*Harshad Sanghvi*, MD, Medical Director, Maternal and Neonatal Health
Program, JHPIEGO
*Scott Sasser*, MD, Assistant Professor, Department of Emergency
Medicine, Emory University School of Medicine
*Karen Sendelback*, President and CEO, Friends of the World Food Program
*Robert David Siegel*, MD, PhD, Department of Microbiology and
Immunology, Program in Human Biology, and Center for African
*Lilit Simonyan*, MPA Candidate; Founder, Former CEO, International
Director, Stepanavan Youth Center NGO Armenia
*Cathy Skoula*, Executive Director, Action Against Hunger-USA
*Jim Smith*, Executive Director, American International Health Alliance Inc
*Jeff Todd*, MS, JD, Vice President Programs and Public Health, Prevent
Blindness America
*Landry Tsague*, MD, William H. Foege Fellow, Department of Global
Health at Emory Rollins School of Public Health
*Paul Volberding*, MD, Professor and Vice Chair, UCSF Department of
Medicine; Chief, Medical Service SF Veterans Affairs Medical Center;
Co-Director, UCSF-GIVI Center for AIDS Research
*Karen White*, MBA, MPH, Senior Researcher, Institute for Global Health,
UCSF
*Tanya Whitehead*, PhD, University of Missouri - Kansas City
*Elliott Wolfe*, MD, Consulting Professor of Medicine, Stanford
University School of Medicine
*Derek Yach*, MBChB, MPH, Director of Rockefeller Foundation's Program
on Global Health
      Global Eye Care and Research
*Robert Alexander*, MPH, PhD, National Eye Institute
*R. Rand Allingham*, MD, Professor of Ophthalmology; Director, Glaucoma
Service, Duke University Eye Center
*Thomas Tontie Baah*, MD, Our Lady of Grace Catholic Hospital, Ghana
*Tom Beggins*, MD, Former Medical Director and Surgeon, Lusaka Eye
Hospital, Zambia
*Sandy Block*, OD, Illinois College of Optometry
*Harry S. Brown*, MD, Founder and President, SEE International
*Donald Budenzv*, MD, MPH, Professor of Ophthalmology, Epidemiology, and
Public Health, University of Miami Miller Sch
*James Clarke*, MD, Ophthalmologist and Medical Director, Crystal Eye
Clinic, Ghana
*Pat Cross*, PhD, Professor and Associate Dean for Medical Student
Research and Scholarship, Stanford School of Medicine
*Syril Dorairaj*, MD, Glaucoma Service at New York Eye & Ear Infirmary
*Gordon Douglas*, MD, Medical Director, Orbis International
*Peter Egbert*, MD, Professor, Stanford Department of Ophthalmology
*Ilene Gipson*, PhD, Professor of Ophthalmology, Harvard Medical School;
Chair, Women's Eye Health Task Force Executive Committee
*Jasvir Grewal*, MD, Ophthalmologist, UK
*Heskel Haddad*, MD, New York Medical College
*Andrew Iwach*, MD, Glaucoma Research & Education Group, American
Academy of Ophthalmology Committee of Secretaries
*Vasudev Kanade*, MD, St. Raphael's Hospital
*Moses Katabarwa*, MPH, PhD, Program Epidemiologist, River Blindness,
Lymphatic Filariasis, and Schistosomiasis Programs, Carter Center
*Murali Krishnamurthy*, President, Sankara Eye Foundation
*Jacob Kumaresan*, MD, MPH, Dr.PH, President, International Trachoma
Initiative
*Mark Lieberman*, MD, Founder and Medical Director, Tibet Vision Project
*Michael Marmor*, MD, Professor of Ophthalmology, Stanford University
*Roger Martin*, Allergan/Lumigan Glaucoma Screening Activist
*Stephen McLeod*, MD, Theresa M. and Wayne M. Caygill MD Endowed Chair;
Associate Professor and Interim Chairman, Department of Ophthalmology,
University of California San Francisco
*Eydie Miller*, MD, Clinical Assistant Professor, Scheie Eye Institute,
University of Pennsylvania School of Medicine
*Jennifer Peterson*, Country Director, Guinea and Sierra Leone, Helen
Keller International
*Alejandro Ramirez Magana*, Director General, Cinepolis
*Gullapalli N. Rao*, MD, President, International Agency for the
Prevention of Blindness; Distinguished Chair of Eye Health, L.V. Prasad
Eye Institute
*Hannah Reddick*, Guinea Program Assistant, Helen Keller International
*Alan Robin*, MD, Associate Professor of Ophthalmology, Wilmer Eye
Institute, Johns Hopkins Hospital
*Alfredo A. Sadun*, MD, PhD, Floral Thornton Chair of Vision Research,
Professor of Ophthalmology and Neurological Surgery, University of
Southern California
*William Selezinka*, MD, Retired Clinical Professor of Ophthalmology, UCSD
*Richard D. Semba*, MD, MPH, Associate Professor, Wilmer Eye Institute,
Johns Hopkins School of Medicine
*Chirag Shah*, MD, MPH, Wills Eye Hospital
*Val Shestopalov*, PhD, Assistant Professor of Ophthalmology, Bascom
Palmer Eye Institute
*Kuldev Singh*, MD, Professor of Ophthalmology, Stanford University
*Pooja Sinha*, MBBS, Ophthalmologist, AB Eye Institute, Patna, India
*Satyajit Sinha*, MBBS, Ophthalmologist, AB Eye Institute, Patna, India
*Bruce Spivey*, MD, President, International Council of Ophthalmology
*Bradley R. Straatsma*, MD, JD, President International Council of
Ophthalmology Foundation; Professor Emeritus, Jules Stein Eye Institute,
David Geffen School of Medicine at UCLA
*Glenn Strauss*, MD, Vice President of International Health Care and
Programs, Mercy Ships International
*Christopher Ta*, MD, Assistant Professor of Ophthalmology, Stanford
University
*Shachar Tauber*, MD, Director of Ophthalmology Research, Cornea and
Refractive Surgery, Department of Ophthalmology and Optometry, St.
John's Hospital and Clinics
*Ken Tuck*, MD, Past President of American Academy of Ophthalmology
*R. Venkatesh*, DO, DNB, Deputy CMO, Aravind Eye Hospital, Pondicherry,
India
*Martin Wand*, MD, Chairman, American Academy of Ophthalmology National
Glaucoma Project
*Seth Wanye*, MD, The Eye Clinic of Tamale Teaching Hospital, Ghana
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From djgbrian at utk.edu  Mon May  1 12:23:37 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Mon, 01 May 2006 12:23:37 -0400
Subject: [PovertyLiteracy 141]  Literacy President Update
Message-ID: <5.1.0.14.2.20060501122235.03b18ea0@pop.utk.edu>
Poverty, Race, and Literacy Discussion List Members,
Literacy President 2008 is a non-partisan effort to get adult education
issues before candidates to make our interests and concerns a part of the
dialogue of the presidential campaign, as it develops.  You were asked
earlier on this list to submit possible questions, and now you are being
asked to select among the submitted questions on the basis of which would
be the most important to ask the candidates.  Please help make this effort
the most helpful to our interests as it can be by providing your judgment
in helping to select the questions.  See the forwarded e-mails from David
Rosen below to find out how to vote.
Donna
Donna Brian, moderator
Poverty, Race, and Literacy Discussion List
Center for Literacy Studies at The University of Tennessee
djgbrian at utk.edu
>--------------
>
>Dear Colleague,
>
>The nonpartisan Literacy President survey is off to a good start.  We
>now have over 325 people who have voted on the questions to ask the
>candidates for President.  The top state, way in the lead, is
>Pennsylvania, with over 68 votes on the questions.  Next is
>California with 28, Illinois with 15, then Florida, Massachusetts,
>North Carolina, and New Jersey. Other states also have a few
>participants who have voted.
>
>We have a way to go to reach our goal of 1500 survey participants.
>And currently only one student has voted, so we need to do a lot more
>to get students involved.
>
>If you haven't voted yet, please do. 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
>
>Even if you have voted, please help to get the message out to others.
>Post the message below to adult literacy education electronic lists
>of your organization or state. Voting will take place over the next
>several weeks, but it's important to get the word out as soon as
>possible.
>
>Thanks for your help.
>
>David J. Rosen
>Adult Literacy Advocate
>DJRosen at theworld.com
>
>
>
>On Apr 25, 2006, at 8:20 AM, David Rosen wrote:
>
>
> > 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 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: [PovertyLiteracy 142]  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 djgbrian at utk.edu  Mon May  1 15:21:31 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Mon, 01 May 2006 15:21:31 -0400
Subject: [PovertyLiteracy 143] Re: multiple postings
In-Reply-To: <OF04C45D73.864C908F-ON8525715E.0057A84F-8525715E.0057ED8B@
	vcu.edu>
Message-ID: <5.1.0.14.2.20060501142255.03b39d28@pop.utk.edu>
Hi list members,
I put off posting this message (below) from Lauren until I was sure I knew
what the answer was.  Unfortunately, there is no technical way around the
multiple/cross posting problem.  Each post that comes out on the list is
posted by someone individually, and the moderator approves each post
individually.  Why you sometimes get multiple posts is because someone
posts to more than one list and each moderator individually approves the
post.  And sometimes we know the post has gone out to multiple lists, but
often we don't.
This is a problem that the moderators discussed before your questioning,
and we wondered just what the number of multiple subscribers was.  As of
January, the numbers looked like this:
Number of people subscribed to 1 lists: 1936
Number of people subscribed to 2 lists: 484
Number of people subscribed to 3 lists: 222
Number of people subscribed to 4 lists: 178
Number of people subscribed to 5 lists: 103
Number of people subscribed to 6 lists: 67
Number of people subscribed to 7 lists: 48
Number of people subscribed to 8 lists: 26
Number of people subscribed to 9 lists: 25
Number of people subscribed to 10 lists: 12
Number of people subscribed to 11 lists: 16
Number of people subscribed to 12 lists: 14
Number of people subscribed to 13 lists: 16
====================================================
Total number of subscribers: 3147
You can see that 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 via the moderators to all NIFL listservs.  That's the other way
you get multiple posts.
If you are one of those subscribed to multiple lists (as I am),  one way to
manage multiple posts is to read the subject line, and if it is about an
announcement that you have already seen on another list, delete it before
even opening it up. We (moderators) will strive to keep the subject line
identical so that you will recognize the multiple posts and can make that
method work.
On a list that you don't often post to, you can receive your messages in
digest format.  That means, you will receive posts in groups rather than
receiving a post each time someone posts to the list. (For instructions on
how to change to digest format, go to your user-settings page at
http://www.nifl.gov/lincs/discussions/help/help_mailman.html#settings
I wouldn't want to lose any of you as subscribers, but another option for
lists that you don't usually post to is to unsubscribe from those lists and
keep track of the discussions via the archive pages at
http://www.nifl.gov/lincs/discussions/list_archives.html.  Of course, then
you don't have the option to post to the list if you should want to unless
you re-subscribe.
I hope this helps.  Multiple posts are a nuisance when you are subscribed
to multiple lists.  Don't forget that you can also just delete everything
that comes in when you get to a really busy time in your work, and then go
to the archives when you have time to catch up on what you missed.
In the spirit of good communication!
Donna
Donna Brian, moderator
Poverty, Race, & Literacy Discussion List
djgbrian at utk.edu
At 4/28/2006 -040012:00 PM, you wrote:
>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
>----------------------------------------------------
>National Institute for Literacy
>Poverty, Race, and Literacy mailing list
>PovertyLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/povertyliteracy
From djgbrian at utk.edu  Tue May  2 10:49:17 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 02 May 2006 10:49:17 -0400
Subject: [PovertyLiteracy 144]  Literacy President Update
Message-ID: <5.1.0.14.2.20060502104906.03e325b0@pop.utk.edu>
Readers,
Yesterday I posted information about the Literacy President survey.  This
post includes a flyer used at COABE to encourage participation in the
survey, and some of you may find it useful to publicize the effort and urge
participation with your groups.
Also note that some adult students may either have trouble with some of the
language in the questions, or may not have the background knowledge
necessary to understand them.  For ideas to help adult students make sense
of the questions and to vote on the top five, visit:
<http://www.litpresident.org/> and click on Tips in the left-hand toolbar.
Thanks for your help.
Donna
Donna Brian, moderator
Center for Literacy Studies at The University of Tennessee
djgbrian at utk.edu
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From djgbrian at utk.edu  Tue May  2 11:01:26 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 02 May 2006 11:01:26 -0400
Subject: [PovertyLiteracy 145]  Quick Guide to Health Literacy
Message-ID: <5.1.0.14.2.20060502105925.0122c838@pop.utk.edu>
Here's a health literacy post that you may find useful.  Please read on.
Donna
djgbrian at utk.edu
>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 djgbrian at utk.edu  Tue May  2 11:59:47 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 02 May 2006 11:59:47 -0400
Subject: [PovertyLiteracy 146]  New Special Topics Discussion List
Message-ID: <5.1.0.14.2.20060502115921.012372c8@pop.utk.edu>
Poverty, Race, and Discussion List Members--
A new discussion list is beginning with a format that differs from the
remaining NIFL lists.  On this new list, the focus will be on various
special topics, and, if you are interested in the topic want to be in on
the discussion, you join the list for the duration of the discussion.  So
it's an opt in, then opt out list.  The first special topic is not planned
with the discussion beginning May 23.  Please subscribe if you are
interested in finding out more about this topic.
Donna
djgbrian at utk.edu
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
New Special Topics Discussion List
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 09:03:05 2006
From: info at nifl.gov (Sandra Baxter)
Date: Wed,  3 May 2006 09:03:05 -0400 (EDT)
Subject: [PovertyLiteracy 147] News from the National Institute for Literacy
Message-ID: <20060503130305.1FE1E46555@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 djgbrian at utk.edu  Wed May  3 12:02:12 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Wed, 03 May 2006 12:02:12 -0400
Subject: [PovertyLiteracy 148] Census Report on Internal Migration -- Who is
	moving where
Message-ID: <5.1.0.14.2.20060503120159.03ba6230@pop.utk.edu>
>Date: Wed, 03 May 2006 08:08:18 -0400
>From: "Parker, James" <James.Parker at ed.gov>
>Subject: FW: Census Report on Internal Migration -- Who is moving where
>
>FYI
>Domestic Net Migration in the United States: 2000 to 2004 is now available
>at
><<http://www.census.gov/prod/2006pubs/p25-1135.pdf>http://www.census.gov/prod/2006pubs/p25-1135.pdf>.
From djgbrian at utk.edu  Thu May  4 11:52:56 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Thu, 04 May 2006 11:52:56 -0400
Subject: [PovertyLiteracy 149]  COABE sharing
Message-ID: <5.1.0.14.2.20060504113706.0133d040@pop.utk.edu>
Poverty, Race, and Literacy Discussion List Members,
Several of you were able to attend the COABE Conference last week in
Houston.  Would you please share information with the list on worthwhile
presentations you attended that fit within our discussion topic of Poverty,
Race, and Literacy?
I'll start by saying that I attended a session on "Teaching for Social
Justice" presented by Andy Nash with the New England Literacy Resource
Center/World Education.  She demonstrated through using the readily
available resource "The Change Agent" how to involve learners in social
justice content through integration of social justice topics and the
teaching of language and literacy.  If this is a topic you might want to
find out more about, I can see us inviting Andy to be a guest discussion
facilitator on this topic for a list discussion, especially since "The
Change Agent" is available online and we would all have access to
it.  Others could share how they relate our topic to their teaching too.
Please share information about any COABE sessions you attended and your
impressions, so that we all can benefit from your experiences.  And let the
list know what you think about this possibility for a facilitated
discussion topic.
Donna
Donna Brian, moderator
Poverty, Race, and Literacy Discussion List
djgbrian at utk.edu
From djgbrian at utk.edu  Mon May  8 14:46:23 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Mon, 08 May 2006 14:46:23 -0400
Subject: [PovertyLiteracy 150]  Program Leadership & Improvement discussion
Message-ID: <5.1.0.14.2.20060508144612.03b36410@pop.utk.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
From djgbrian at utk.edu  Mon May  8 14:50:57 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Mon, 08 May 2006 14:50:57 -0400
Subject: [PovertyLiteracy 151]  New FOB on the Web
Message-ID: <5.1.0.14.2.20060508145048.03b33c88@pop.utk.edu>
Subscribers,
The following message is posted at the request of Barb Garner, editor of
Focus On Basics.
Donna
>Date: Sun, 07 May 2006 16:27:24 -0500 (CDT)
>From: Barbara Garner <b.garner4 at verizon.net>
>Subject: New FOB on the Web
>___________________________________________
>
>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 MMaralit at NIFL.gov  Mon May  8 16:05:49 2006
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Mon, 8 May 2006 16:05:49 -0400
Subject: [PovertyLiteracy 152] Update: New National Institute for Literacy
	Discussion List
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932E1C@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.
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 Reading 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.
Please note, however, that messages will not be posted until May 22nd.
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 djgbrian at utk.edu  Tue May  9 11:32:39 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 09 May 2006 11:32:39 -0400
Subject: [PovertyLiteracy 153]  Change Agent Call for Articles
Message-ID: <5.1.0.14.2.20060509112859.03da72f8@pop.utk.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, Editor
New England Literacy Resource Center/World Education
44 Farnsworth St., Boston, MA 02210
Phone: 617-482-9485
fax: 617-482-0617
email: aorlando at worlded.org
From angela_orlando at worlded.org  Tue May  9 12:15:03 2006
From: angela_orlando at worlded.org (Angela Orlando)
Date: Tue, 09 May 2006 12:15:03 -0400
Subject: [PovertyLiteracy 154] Re: Change Agent Call for Articles
Message-ID: <s46087d4.047@mail.jsi.com>
The submission date is May 12th, this Friday.
Thanks,
Angela
Angela Orlando
Change Agent Editor
World Education
44 Farnsworth Street
Boston, MA  02210
tel: 617-482-9485
fax: 617-482-0617
email: angela_orlando at worlded.org
Check out The Change Agent online at:
www.nelrc.org/changeagent
>>> djgbrian at utk.edu 05/09 11:32 AM >>>
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, Editor
New England Literacy Resource Center/World Education
44 Farnsworth St., Boston, MA 02210
Phone: 617-482-9485
fax: 617-482-0617
email: aorlando at worlded.org
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
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From djgbrian at utk.edu  Tue May  9 16:00:04 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 09 May 2006 16:00:04 -0400
Subject: [PovertyLiteracy 155]  CLASP Audio Conference: Forgotten Families
Message-ID: <5.1.0.14.2.20060509155248.03e74f28@pop.utk.edu>
Subscribers,
The audio conference described below is free.  It is scheduled for Friday,
May 12.  To sign up for or find out more information about this and other
scheduled or archived discussions, go to http://www.clasp.org/audioconf.php .
Donna
djgbrian at utk.edu
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Forgotten Families: An Interview with Author Dr. Jody Heymann
What do a Baltimore nurse, a Honduran sweatshop worker, and a Vietnamese
shoe factory laborer have in common? If they are parents, they all have to
balance the often impossible demands of earning a living with those of
raising healthy, cared-for children. Dr. Jody Heymann created the Global
Working Families to find out how families fare when parents work. Heymann's
research reveals the difficult truth that parents in Baltimore are more
likely to leave their children home alone sick all day than parents in
Vietnam, which has a progressive parental leave policy. In her latest book
Forgotten Families, Heymann asserts that only by embracing solutions that
are truly global can we improve the lives of working families everywhere.
Guest:
Dr. Jody Heymann, Founder Harvard-based Project on Global Working Families,
Director, the Institute for Health and Social Policy, McGill University
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
From djgbrian at utk.edu  Thu May 11 15:35:09 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Thu, 11 May 2006 15:35:09 -0400
Subject: [PovertyLiteracy 156]  Goodwill Industries News Release
Message-ID: <5.1.0.14.2.20060511153154.03934e80@pop.utk.edu>
Goodwill  bills itself as, "one of the world's largest nonprofit providers
of education, training, and career services for people with disadvantages,
such as welfare dependency, homelessness, and lack of education or work
experience, as well as those with physical, mental and emotional
disabilities." Goodwill Industries provides job training and career
services and has a goal of helping 20 million people achieve economic
independence through work by the year 2020.  This news release documents
their progress so far.
http://www.goodwill.org/page/guest/about/newsroom/newsreleases/archivednewsreleases/nr-050406
Donna Brian, moderator
NIFL Poverty, Race, and Literacy Discussion List
djgbrian at utk.edu
From djgbrian at utk.edu  Fri May 12 10:08:05 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 12 May 2006 10:08:05 -0400
Subject: [PovertyLiteracy 157] Resource: Guide for Immigrant Seniors
	Employment
Message-ID: <5.1.0.14.2.20060512100753.03935030@pop.utk.edu>
>
>
>FYI
>
>Engaging Immigrant Seniors in Community Service and Employment Programs
>
>CAELA staff members have teamed up with Senior Service America to create a
>resource for organizations that assist immigrant seniors entering or
>re-entering the workforce. Engaging Immigrant Seniors in Community Service
>and Employment Programs: A Guide for Providers is intended to provide
>guidance for the staff of Senior Community Service Employment Programs
>(SCSEP, a U.S. Department of Labor project that subsidizes part-time
>employment for low-income seniors), workforce development agencies,
>agencies on aging, and other providers of services to older adults. The
>guide provides background information on immigrant seniors in the United
>States and the services available to them from SCSEP and partner
>organizations, and gives practical advice for employees of such
>organizations for working with seniors from linguistically and culturally
>diverse backgrounds.
>
>Several chapters give useful advice on how to facilitate interactions
>between immigrant seniors and the SCSEP staff members who work with them.
>One chapter outlines nine scenarios that examine issues that may occur in
>work situations, such as an immigrant senior not wanting to let his
>supervisor and co-workers know that he does not understand a task or what
>is being said to him. The materials are designed to be used either for
>self-study or as exercises for program staff, and aim to encourage staff
>members to think about how they would respond to the scenarios outlined.
>The last chapter gives references and resources for staff of SCSEP
>programs and partner organizations.
>
>Engaging Immigrant Seniors is available from Senior Service America, Inc.,
>(301) 578-8900, www.seniorserviceamerica.org
><<http://www.seniorserviceamerica.org/>http://www.seniorserviceamerica.org/>.
From djgbrian at utk.edu  Mon May 15 11:49:59 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Mon, 15 May 2006 11:49:59 -0400
Subject: [PovertyLiteracy 158]  job announcement: NYC
Message-ID: <5.1.0.14.2.20060515114838.03e041b8@pop.utk.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 djgbrian at utk.edu  Wed May 17 11:35:51 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Wed, 17 May 2006 11:35:51 -0400
Subject: [PovertyLiteracy 159]  Reminder: Online PD Opportunity
Message-ID: <5.1.0.14.2.20060517113540.0400fd50@pop.utk.edu>
>Date: Tue, 16 May 2006 15:31:59 -0400
>From: "McNutt, William R" <mcnutt at utk.edu>
>Subject: [ProfessionalDevelopment 356]  Online PD Opportunity
>Sender: professionaldevelopment-bounces at nifl.gov
>
>
>The Center for Literacy Studies at the University of Tennessee and the
>Ohio Literacy Resource Center at Kent state are please to announce the
>spring Professional Development courses for the AEProfessional project.
>All AEPro on-line workshops have been piloted and reviewed by adult
>educators and administrators to excellent reviews.  Most last about six
>weeks and require a time commitment of roughly 2 hours a week. Spaces
>are filling up quickly so you will need to act soon to meet the
>registration deadline.
>
>For further information, please visit the project web site at:
>http://www.aeprofessional.org/
>
>All courses begin on 6/5/2006
>Registration Deadline is 5/29/2006
>
>Register now to reserve one of the remaining spots in our on-line
>professional development opportunities.  Click here to register:
>http://utk-cls.ra.utk.edu/register/AEPro/event2.asp
>
>Comprehensive Reading and Strategies Help
>
>CEUs: 1 (optional)
>Facilitator: Jan Lichten
>
>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
>
>Adult Education - Teaching Tools
>CEUs: 1 (optional)
>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!
>
>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.
>
>ESOL Basics
>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.
>
>Integration of Technology into the Adult Education Classroom
>CEUs: 1 (optional)
>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, 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.
>
>Bill McNutt
>CTO, AEProfessional Project
From djgbrian at utk.edu  Thu May 18 15:07:11 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Thu, 18 May 2006 15:07:11 -0400
Subject: [PovertyLiteracy 160] ARCS Discussion Begins May 23rd on New
	Special Topics List
Message-ID: <5.1.0.14.2.20060518150700.03da2ee0@pop.utk.edu>
This reminder and invitation is posted at the request of David Rosen, the
moderator for the special topics list.
>----------------------------------------
>
>Colleagues,
>
>A last reminder that on May 23rd we will begin an important
>discussion on the Adult Reading Components Study (ARCS) with the
>researchers.  To sign up for this discussion 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 djgbrian at utk.edu  Mon May 22 08:18:04 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Mon, 22 May 2006 08:18:04 -0400
Subject: [PovertyLiteracy 161]  Welcome new member Christine;
	common interests
Message-ID: <5.1.0.14.2.20060522080542.03dc6bf0@pop.utk.edu>
We welcome new member Christine Berdiansky to the Poverty, Race, and
Literacy Discussion List.  I asked Christine if I could post her reply to
my welcome letter inquiring about her reasons for subscribing, and she
agreed.  I'm wondering how many of the rest of you also work with adult
students in welfare reform programs.  My guess is that many people on this
list have similar experiences, and we could all profit from sharing our
experiences in working with this population.  What questions, interests,
and suggestions do you have to share with Christine and with the rest of
the list too?
Donna
Donna Brian, moderator
Poverty, Race, and Literacy Discussion List
djgbrian at utk.edu
>Date: Thu, 18 May 2006 21:30:31 -0700 (PDT)
>From: Christine Berdiansky <cberdiansky at yahoo.com>
>Subject: Re: Welcome to the Poverty, Race, and Literacy Discussion List
>To: Donna Brian <djgbrian at utk.edu>
>
>Donna,
>
>Thanks for the nice email.  My reasons for subscribing
>to the discussion list are related to my position as
>program coordinator of an adult basic skills program
>here in Santa Clara, California.  Many of the students
>are part of CalWorks, California's version of welfare
>reform.
>Poverty, race and literacy issues impact them and I'm
>hoping to gain insight in how best to serve them.
>
>Christine
>
>Christine Berdiansky           Phone:  408/423-3507
>Program Specialist             Fax:  408/423-3580
>Santa Clara Adult Education
>1840 Benton Street
>Santa Clara, CA  95050
From jgehner at hhptf.org  Tue May 23 16:46:27 2006
From: jgehner at hhptf.org (jgehner at hhptf.org)
Date: Tue, 23 May 2006 13:46:27 -0700 (PDT)
Subject: [PovertyLiteracy 162] Poverty Links for Librarians (www.hhptf.org)
Message-ID: <2654.70.225.183.122.1148417187.squirrel@www.hhptf.org>
The Hunger, Homelessness & Poverty Task Force announces two important
additions to its Web site (www.hhptf.org).
The new Resources section (www.hhptf.org/resources) compiles links to
helpful documents, publications, and tools in the following categories:
    * featured links
    * books
    * community building
    * funding & grants
    * law & public policy
    * library services for poor people
    * periodicals
    * personal accounts
    * research aids
    * social exclusion
    * statistics
    * teaching aids
The new Organizations section (www.hhptf.org/organizations) features a
variety of agencies, institutes, and nonprofits that assist low-income
people and address poverty:
    * featured links
    * economic justice
    * government
    * homelessness & housing
    * hunger
    * law & public policy
    * library & info science
    * poverty research
    * social exclusion
The task force welcomes feedback and invites resource tips.
For more information, e-mail jgehner at hhptf.org.
- - - - -
John Gehner, Coordinator
Hunger, Homelessness & Poverty Task Force
Social Responsibilities Round Table (SRRT)
of the American Library Association (ALA)
jgehner at hhptf.org
www.hhptf.org
www.libr.org/SRRT
From djgbrian at utk.edu  Wed May 24 09:56:49 2006
From: djgbrian at utk.edu (djgbrian)
Date: Wed, 24 May 2006 09:56:49 -0400
Subject: [PovertyLiteracy 163]  Leadership Conference Invitation
Message-ID: <44AC206A@webmail.utk.edu>
Discussants,
The following message is posted at the request of Mariann Fedele, Coordinator
of Professional Development, Literacy Assistance Center
**********************************************
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.
------------------------------------------------------------------------
"The greatest revolution in our generation is that of human beings, who
by changing the inner attitudes of their minds, can change the outer
aspects of their lives."
--Marilyn Ferguson
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, click here:
<http://www.workforceprofessionals.org/wpti_content/uploadfiles/NYACCE_br
ochure.pdf>
To download the registration form for this event, click here:
<http://www.workforceprofessionals.org/wpti_content/uploadfiles/NYACCE_re
gistration.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.
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 djgbrian at utk.edu  Thu May 25 08:43:08 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Thu, 25 May 2006 08:43:08 -0400
Subject: [PovertyLiteracy 164]  On-line Training for AE Practitioners
Message-ID: <5.1.0.14.2.20060525084256.01616070@pop.utk.edu>
The following is a reminder of classes beginning June 5.
>Date: Wed, 24 May 2006 16:53:11 -0400
>From: "McNutt, William R" <mcnutt at utk.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.   The
>AEProfessional project (www.aeprofessional.org) has a variety of topics
>available for all levels of practitioner.  Each of our trainings has
>been piloted and is 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.
>
>
>Comprehensive Reading and Strategies Help
>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.
>To register, please come to http://www.aeprofessional.org
>
>Bill McNutt
>CTO, AEProfessional Project
>University of Tennessee, Center for Literacy Studies
>http://www.aeprofessional.org
From djgbrian at utk.edu  Sun May 28 07:15:55 2006
From: djgbrian at utk.edu (djgbrian)
Date: Sun, 28 May 2006 07:15:55 -0400
Subject: [PovertyLiteracy 165] Upcoming Discussions on FOB list: Learners
	Experiences
Message-ID: <447986D2@webmail.utk.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.  Please read on.............
******************************************************
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
*****************************************
Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org
From djgbrian at utk.edu  Fri Jun  2 15:40:05 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 02 Jun 2006 15:40:05 -0400
Subject: [PovertyLiteracy 166]  resources with abstracts
Message-ID: <5.1.0.14.2.20060602152034.02e8f290@pop.utk.edu>
The following abstracts and resources are highlighted in the current
edition of the Public Education Network Weekly NewsBlast.  You can access
the Public Education Network website and the complete NewsBlast at
<http://www.publiceducation.org/>
Please read on...............
Donna
djgbrian at utk.edu
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
HOW TO HAVE A CONVERSATION ABOUT EQUITY & EXCELLENCE
In terms of excellence, we know what it looks like. We can all point to
examples. However, excellence in education is extended to only a privileged
few. But if you want to have excellence at scale, you must include the
notion of equity. You cannot have excellence at scale without equity at
scale. This is where the conversation becomes difficult. People have a
difficult time talking about equity because the notion of equity flies in
the face of our capitalistic society. Our society socializes people to get
everything they can get for themselves. It's not about being your brother's
keeper or creating wealth or success or happiness for society. It's about
creating it for you, individually, and your family. We are not socialized
to think about creating equity for all. Another reason that discussing
equity is difficult is because it's an issue of power: power and resources
and money. For people to discuss or deeply examine the issue of equity,
they have to suspend their own belief in individual gain over collective
gain and the power that's associated with it. So those who are in power and
make decisions that impact others believe they have to give something up in
order for equity to be achieved. For those who have been privileged, those
who have power, those who have influence, the whole notion of equity
creates the feeling within them that something is being taken away ? not
that something is being added to help others. It's literally being taken
away from them. That's one of the reasons it's so difficult to have this
conversation. Equity and excellence are also difficult challenges because
they require people to face some uncomfortable truths and to involve others
who might not always agree on solutions. Getting to equity requires people
to talk in new ways. People must face up to inequity, something that is not
easy to do. And we must listen to those who have been treated inequitably
and who have ideas about how to turn things around. Frank dialogue and
broad inclusion are rare in education. This issue of Voices in Urban
Education examines some new ways to talk about equity and excellence and
considers some of the steps involved in realizing our stated goal of
attaining those elusive aspirations.
<http://www.annenberginstitute.org/VUE/spring06/Pruitt.html>
POOR LEARNING CLIMATE FOR BLACK & HISPANIC STUDENTS
If an adult were forced to work in an environment where disrespect, bad
language, fighting, drug and alcohol abuse and other bad behaviors are
inflicted by a relative few, but tolerated or winked at by management -- it
might be considered a "hostile workplace." Substantial numbers of the
nation's black and Hispanic students report conditions like these in their
schools, according to a new Public Agenda national survey of parents,
middle and high school students and teachers. Asked to rate their schools
on key academic and social dimensions -- resources, promotion policies,
dropout rates, truancy, fighting, drug and alcohol abuse and others --
black and Hispanic students are more likely than their white counterparts
to report "very serious" problems in nearly every category. According to
the report, about 3 in 10 black youngsters attend schools with considerable
turmoil: (1) 30 percent of black students report that teachers spend more
time trying to keep order than teaching;! (2) 30 percent say their school
has very serious problems with drug and alcohol abuse; (3) 32 percent
report very serious problems with fighting and weapons; (4) 33 percent say
their school is not consistent in enforcing discipline and behavior rules;
(5) 37 percent say their school has a very serious problem with kids
cutting class; and (6) 52 percent say their school has a very serious
problem with kids who lack respect for teachers and use bad language.
Nearly half of Hispanic students (48 percent) report that their school has
a very serious problem with kids dropping out. This edition of "Reality
Check" does include some particularly heartening findings for those who
seek silver linings. Majorities of all students -- black (66 percent),
white (72 percent) and Hispanic (71 percent) -- report that they have had a
teacher who was able to get them interested in a subject that they hadn't
really liked before. Additionally, most parents (61 percent), across racial
and ethnic groups, believe their children's schools are better than the
ones they attended when they were young.
http://publicagenda.org/research/research_reports_details.cfm?list=98
HIGH SCHOOL DROPOUTS: A FULL-FLEDGED EPIDEMIC
A day of reckoning has arrived for dropouts and their schools. Nationally,
dropouts are three and a half times more likely to be incarcerated than
high school graduates. California taxpayers foot the bill for hundreds of
millions of dollars in welfare, child care, food programs, housing
assistance and medical treatment for the poor ? most of whom lack a high
school diploma. For decades, researchers have linked high-stress,
high-demand jobs where workers have little autonomy or control with higher
incidences of heart disease. Students who fail in school usually fail in
other areas of life later on, such as by becoming involved in criminal
activity, using illegal drugs, experiencing unplanned pregnancy or other
social problems tied to feelings of failure, hopelessness and
disempowerment. Now state and federal accountability systems have
challenged schools to stem the tide of dropouts, writes Kristi Garrett.
Educators can create a schoolwide culture that promotes resilience by !
setting high expectations, promoting caring relationships between students
and adults at the school, and providing students with opportunities to
participate in decisions about their education and be involved in the
community. Taking note of students who are skipping classes and working
closely with them to identify and solve problems is essential.
<http://www.csba.org/csmag/csMagStoryTemplate.cfm?id=103>
CAN'T COMPLETE HIGH SCHOOL? GO RIGHT TO COLLEGE
Many colleges -- public and private, two-year and four-year -- will accept
students who have not graduated from high school or earned equivalency
degrees. And in an era of stubbornly elevated high school dropout rates,
the chance to enter college through the back door is attracting growing
interest among students without high school diplomas. That growth is
fueling a debate over whether the students should be in college at all and
whether state financial aid should pay their way. The existence of such
students, writes Karen Arenson -- eager, yet at high risk for failure --
exposes a split in education policy. On one hand, believers in the
standards movement frown on social promotion and emphasize measurable
performance in high school. At the same time, because a college degree is
widely considered essential to later success, some educators say even
students who could not complete high school should be allowed to attend
college.
<http://www.nytimes.com/2006/05/30/education/30dropouts.html>
COLLEGE SUCCESS RATES FOR STUDENTS OF COLOR
If you are a K-12 educator interested in guiding your students to
postsecondary education opportunities that have an established track record
for graduating students of color, then Diverse magazine's Top 100
Undergraduate Degree Producers 2006 special report will be of special
interest to you. The annual report, detailed by minority group and study
disciplines, can be found at:
<http://www.diverseeducation.com/Top100undergraduate2006.asp>
TEACHERS TAKE PERSONAL RESPONSIBILITY FOR STUDENT LEARNING
Teachers who take personal responsibility for student learning can improve
student achievement, according to Laura LoGerfo, an education researcher at
the Urban Institute. Her peer-reviewed study of first-grade teachers
reveals that students with a highly responsible teacher can see a 3 percent
increase in their yearly achievement gain. LoGerfo found that teachers who
believe that children should know basic reading skills before reaching
first grade are less likely to hold themselves accountable for student
learning. And she found that the less financially well-off a teacher's
students are, the less responsibility the teacher takes for their learning.
Teacher certification and experience, two of the cornerstones of NCLB's
"highly qualified" teacher requirement, were not determiners of committed
teachers. In fact, teachers who have completed more coursework in education
showed a slightly weaker sense of responsibility than those with less
coursework. Supportive administrative leadership made a substantial
difference as to whether teachers held themselves accountable for student
learning. Teachers in small schools with less than a 50 percent minority
enrollment had a greater sense of responsibility for student learning;
teachers in Catholic schools showed a higher commitment than their public
school counterparts. LoGerfo defined teacher responsibility as a
willingness by the teacher to accept blame for students' negative outcomes
as well as credit for positive outcomes. "Rather than attribute poor grades
or low test scores to faults within students or deficits in their
backgrounds, responsible teachers attribute much of the cause to their own
efforts and behavior," explains LoGerfo.
<http://www.educationnext.org/20063/68.html>
"Literacy Grants Targeted at Hispanic and Other Immigrants"
The National Center for Family Literacy (NCFL) is seeking five school
districts in communities with high or fast growing Hispanic and other
immigrant populations to implement the Toyota Family Literacy Program
(TFLP). The program uses a quality family literacy approach to increase
basic language and literacy skills as well as provide Hispanic and other
immigrant parents the specific skills they need to help their children
succeed. Maximum Award: $600,000. Eligibility: 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.
Deadline: June 30, 2006.
<http://www.famlit.org/ProgramsandInitiatives/TFLP-Capability-Survey-2006.cfm>
From djgbrian at utk.edu  Fri Jun  2 15:44:42 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Fri, 02 Jun 2006 15:44:42 -0400
Subject: [PovertyLiteracy 167] June 5th Discussion on FOB: Video as a
 Professional Development Tool
Message-ID: <5.1.0.14.2.20060602154409.02e92d70@pop.utk.edu>
Readers,
This reminder of an upcoming discussion on the FOB discussion list is
posted at the request of the Focus On Basics Discussion List moderator,
Julie McKinney.
>***************************************************
>This is a REMINDER of our discussion starting Monday with author Jessica
>Tomkins about her recent FOB 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.
>
>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
>
>
>
>Julie McKinney
>Discussion List Moderator
>World Education/NCSALL
>jmckinney at worlded.org
From jgehner at hhptf.org  Mon Jun  5 10:37:38 2006
From: jgehner at hhptf.org (jgehner at hhptf.org)
Date: Mon, 5 Jun 2006 07:37:38 -0700 (PDT)
Subject: [PovertyLiteracy 168] Broken Beaks: A Children's Book About
	Homelessness
Message-ID: <1446.70.225.164.151.1149518258.squirrel@www.hhptf.org>
_Broken Beaks_ is a new children?s book written by Nathaniel Lachenmeyer.
It tells the story of an injured sparrow that is befriended by a homeless
man.
In the words of the _Washington Post_:
"This short story, beautifully illustrated by Robert Ingpen, takes minutes
to read. But its powerful message about people who are homeless and
mentally ill -- or those who are simply different -- will linger with you
for a long time."
Lachenmeyer previously published _The Outsider_, an award-winning
chronicle of his father?s struggles with schizophrenia and homelessness.
_Library Journal_ called it ?highly recommended.?
Lachenmeyer also maintains the Web site Exile on Main Street, featuring
information about mental health and homelessness.
For more information, visit:
www.nathaniellachenmeyer.com and www.hhptf.org
- - - - -
John Gehner, Coordinator
Hunger, Homelessness & Poverty Task Force
Social Responsibilities Round Table (SRRT)
of the American Library Association (ALA)
jgehner at hhptf.org
www.hhptf.org
www.libr.org/srrt
From djgbrian at utk.edu  Mon Jun  5 13:51:52 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Mon, 05 Jun 2006 13:51:52 -0400
Subject: [PovertyLiteracy 169]  Hunger and Homelessness Survey
In-Reply-To: <1446.70.225.164.151.1149518258.squirrel@www.hhptf.org>
Message-ID: <5.1.0.14.2.20060605114334.015fcc50@pop.utk.edu>
Of interest to the list, the U.S. Conference of Mayors December 2005 Survey
of Hunger and Homelessness in America's cities can be accessed at
<http://www.usmayors.org/uscm/hungersurvey/2005/HH2005FINAL.pdf>.
Donna
Donna JG Brian
Moderator, NIFL Poverty, Race, and Literacy Discussion List
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 djgbrian at utk.edu  Tue Jun  6 14:27:37 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 06 Jun 2006 14:27:37 -0400
Subject: [PovertyLiteracy 170]  Welfare and Barriers to Employment
Message-ID: <5.1.0.14.2.20060606141227.0164cdd0@pop.utk.edu>
Colleagues,
FYI, MDRC has revamped the Welfare & Barriers to Employment section of its
Web site to reflect its evolving welfare research agenda and to highlight
new areas of work, particularly in developing effective policies and
programs for individuals facing barriers to work. The new section can be
accessed at <http://www.mdrc.org/announcement_hp_97.html>.
The new Welfare & Barriers to Employment section is made up of five
subcategories:
?       Welfare Reform  <http://www.mdrc.org/subarea_index_25.html>
?       Earnings Supplements  <http://www.mdrc.org/subarea_index_22.html>
?       Youth Transitions to Work  <http://www.mdrc.org/subarea_index_32.html>
?       Health and Disabilities   <http://www.mdrc.org/subarea_index_20.html>
?       Criminal and Juvenile
Justice  <http://www.mdrc.org/subarea_index_33.html>
Donna
Donna JG Brian
Moderator, NIFL Poverty, Race, & Literacy Discussion List, and
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 djgbrian at utk.edu  Tue Jun  6 14:40:19 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 06 Jun 2006 14:40:19 -0400
Subject: [PovertyLiteracy 171] Fwd: Results of Literacy President Questions
	Survey
Message-ID: <5.1.0.14.2.20060606143932.0164cdd0@pop.utk.edu>
Colleagues,
The following summary is from David Rosen.  Thanks to all of you who helped
to prioritize the questions we should ask the next presidential candidates
to keep AE within their radar of important issues.
Donna
Donna JG Brian
Moderator, NIFL Poverty, Race, & Literacy Discussion List
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
>AAACE-NLA Colleagues,
>
>The Literacy President survey was conducted in April and May, 2006.
>Participants selected their top eight questions from an online survey
>of twenty possible questions to ask the candidates for President in
>2008.  The questions from the survey came primarily from
>practitioners, in response to a series of requests on the AAACE-
>National literacy Advocacy electronic list, and also from questions
>on the 2004 Literacy President survey.
>
>1666 people responded.
>
>. Practitioners: 82.7%
>. Learners (e.g. adult new reader, adult education program graduate)
>6.3%
>. College or university students in adult education: 3.8%
>. Other: 10.8%
>
>. Female: 82.2%
>
>The top 12 participating states in order of the most participants, were:
>
>1. Pennsylvania:   193
>2. Tennessee: 142
>3. Washington: 140
>4. Massachusetts: 104
>5. Kansas: 99
>6. Illinois: 97
>7. California: 95
>8. Ohio: 80
>9. Georgia: 65
>10. Virgnia: 61
>11. New Jersey: 52
>12. Minnesota: 49
>
>Taking into account both the number of people who selected a given
>question and its assigned priority it was difficult to determine the
>top five questions.  Instead, I have listed the top seven questions.
>Note that questions 6 and 7 were close in number of votes  and that
>they had a higher percentage of people choosing them in their top
>three priorities.
>
>Top Seven Questions
>
>The Working Poor.
>
>1. In 2000, 6.4 million American adults were classified as the
>"working poor." The majority -three-fifths- worked full-time but
>remained in poverty. To make a "living wage" many of these adults
>require further education and training. For many, the lack of a high
>school diploma and strong literacy skills is a barrier to the
>training needed to obtain a job with a living wage. What will you do
>to address this issue?
>
>Total respondents who chose this:                         790
>%age which chose this as one of top 3 priorities:     43%
>
>2. Priority of Adult Education
>
>As President, will you make adult education and literacy one of your
>top three educational priorities?
>
>Total respondents who chose this:                         710
>%age which chose this as one of top 3 priorities:     74%
>
>3. Professional Development and Support for Teachers
>
>Given the importance of adult literacy education and its impact on
>the workforce, what will you do to ensure sufficient training,
>salaries, and benefits for adult basic education teachers?
>
>Total respondents who chose this:                         683
>%age which chose this as one of top 3 priorities:     32%
>
>4. Competitiveness in a World Economy
>
>A recent government survey indicates that 93 million individuals are
>at risk at home, at work and in the community because of low levels
>of literacy. What new investment in adult education will you make to
>increase access for the unemployed, new immigrants and other at risk
>populations in order to keep our nation competitive?
>
>Total respondents who chose this:                         673
>%age which chose this as one of top 3 priorities:     51%
>
>5. Adults Left Behind
>
>What role should the federal government take in providing services
>for adults and out-of-school youth who have been "left behind" by the
>educational system in their states?
>
>Total respondents who chose this:                         652
>%age which chose this as one of top 3 priorities:     41%
>
>6. Intergenerational Literacy
>
>Children who do not get an education now will become adults who need
>literacy skills. Then, as parents, they are unable help their
>children with schoolwork. Without strong parental support for
>education, children of these individuals may also be left behind.
>What do you see as the role of adult education programs in addressing
>this intergenerational literacy issue?
>
>Total respondents who chose this:                         645
>%age which chose this as one of top 3 priorities:     44%
>
>7. Funding
>
>Do you believe that Adult Education and Literacy services (including
>English language learning and family literacy) should be available to
>all residents who need and seek those services? If so, are you
>willing to support an increase in funding that would eliminate long
>waiting lists for these services?
>
>Total respondents who chose this:                         641
>%age which chose this as one of top 3 priorities:     46%
>
>
>Comments from participants:
>
>There were 135 participants who chose to comment on the questionnaire
>or its process:
>
>. Twenty two said they thought the questions were good, that it was
>hard to choose, that all the questions are important, that all should
>be asked.
>
>. Nine said the survey was hard to complete, cumbersome, complicated,
>time-consuming, difficult mechanically.
>
>. Nine said we shouldn't ask yes/no questions.  One said we shouldn't
>ask open-ended questions.
>
>. Three said the questions should be shorter.
>
>. Three objected to the wording of some of the questions, which
>appeared to them to include illegal immigrants.
>
>. Two said the questionnaire was too hard for some students.
>
>
>David J. Rosen
>Adult Literacy Advocate
>DJRosen at theworld.com
From kabeall at comcast.net  Wed Jun  7 12:55:36 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 7 Jun 2006 12:55:36 -0400
Subject: [PovertyLiteracy 172]  New from NIFL & NCSALL-ARCS Video
Message-ID: <002201c68a53$332d8e20$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 djgbrian at utk.edu  Wed Jun  7 16:13:30 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Wed, 07 Jun 2006 16:13:30 -0400
Subject: [PovertyLiteracy 173] June 12-16 on FOB List: Reading from the
	Learners' Perpective
Message-ID: <5.1.0.14.2.20060607161308.01662d78@pop.utk.edu>
Those of you who joined the special topics list for the reading (ARCS)
discussion may also be interested in this discussion scheduled for the
Focus on Basics Discussion List.  Please read on . . . . .
>**************************************************
>Next week, June 12-16, on the Focus on Basics Discussion List,  Alisa
>Belzer will discuss two of her articles from Focus on Basics.
>
>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
>
>The first article examines case studies of three learners and the
>reading that they do outside of class to learn how this influences their
>learning, and how teachers can encourage out-of-class reading. The
>second describes a unique study where students were interviewed to give
>their own assessment of what factors influenced their success in
>learning how to read.
>
>Please pass this on to anyone you know who may be interested in this
>discussion. You can subscribe to the list at:
>
>www.nifl.gov/mailman/listinfo/focusonbasics
>
>We'll post some discussion questions by Friday morning.
>
>All the best,
>
>Julie
>
>
>Julie McKinney
>Discussion List Moderator
>World Education/NCSALL
>jmckinney at worlded.org
From djgbrian at utk.edu  Sat Jun 10 18:02:38 2006
From: djgbrian at utk.edu (djgbrian)
Date: Sat, 10 Jun 2006 18:02:38 -0400
Subject: [PovertyLiteracy 174] Announcement of new Special Topics List
	Discussion
Message-ID: <449ACD4D@webmail.utk.edu>
The following announcement of a newly scheduled discussion on the Special
Topics Discussion List comes from the moderator, David Rosen.
----------------------
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 djgbrian at utk.edu  Mon Jun 12 21:08:31 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Mon, 12 Jun 2006 21:08:31 -0400
Subject: [PovertyLiteracy 175] Assessment Discussion scheduled next week on
	Mathematics
Message-ID: <5.1.0.14.2.20060612210627.03d8cea0@pop.utk.edu>
Please take note of a discussion scheduled for next week on the Assessment
Discussion List.  If you are interested, you can subscribe to the list for
the duration of the discussion or follow the discussion through the
archived messages.
Donna
>To subscribe to this discussion, go
>to:  <http://www.nifl.gov/mailman/listinfo/Assessment>
>To read the archived messages, go to:
><http://www.nifl.gov/pipermail/assessment/2006/date.html>
>
>
>
>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
>(<mailto:marie.cora at hotspurpartners.com>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>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>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>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>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>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>http://www.statcan.ca/english/freepub/89-603-XIE/2005001/pdf.htm
>
>
>                 Data Tool:
> <http://litdata.ets.org/ialdata/search.asp>http://litdata.ets.org/ialdata/search.asp
>
>
>
>
>National Assessment of Adult Literacy (NAAL)
>
>                 First results:
> <http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470>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
><mailto:marie.cora at hotspurpartners.com>marie.cora at hotspurpartners.com
>
>
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: [PovertyLiteracy 176]  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 djgbrian at utk.edu  Wed Jun 14 14:45:48 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Wed, 14 Jun 2006 14:45:48 -0400
Subject: [PovertyLiteracy 177]  FWD: Adults Can't Learn to Read
Message-ID: <5.1.0.14.2.20060614144232.04035300@pop.utk.edu>
This message is cross-posted from the Professional Development Discussion
List.  I think many of you will want to read it.  We can all thank Tom
Sticht for this thought-provoking post.
> >===== Original Message From tsticht at znet.com =====
>June 12, 2006
>
>Theoretically You Can't Teach Adults to Read and Write:
>But Just Keep On Doing It
>
>Tom Sticht
>International Consultant in Adult Education
>
>Why is it so hard to get funding for adult literacy education? Innumerable
>studies, reports, TV shows, and statistical surveys in most of the
>industrialized nations of the world declare that their nation is being
>brought to its economic knees because of widespread low basic skills
>(literacy, numeracy) amongst the adult population. But repeated calls for
>funding commensurate with the size of the problem go unanswered. Why?
>
>Beneath the popular pronouncements of educators, industry leaders, and
>government officials about the importance of adult basic skills development
>there flows an undercurrent of disbelief about the abilities of illiterates
>or the poorly literate to ever improve much above their present learning.
>This was encountered close to a hundred years ago when Cora Wilson Stewart
>started the Moonlight Schools of Kentucky in 1911. Her claim that adults
>could learn to read and write met with skepticism. As she reported, Quote:
>"Some educators, however, declared preposterous the claims we made that
>grown people were learning to read and write. It was contrary to the
>principles of psychology, they said." End Quote
>
>Today that undercurrent of disbelief still flows, but today it carries with
>it the flotsam and jetsam of "scientific facts" from genetics science,
>brain science, and psychological science. Look here at objects snatched
>from the undercurrent of disbelief stretching back for just a decade and a
>half.
>
>2006. Ann Coulter is a major voice in the conservative political arena. In
>her new book, Godless: The Church of Liberalism (Chapter 7 The Left's War
>on Science: Burning Books to Advance "Science" pages 172-174) she clearly
>defends the ideas given in Murray & Hernstein's book The Bell Curve
>regarding the genetic basis of intelligence. By extension, since The Bell
>Curve uses reading and math tests in the Armed Forces Qualification Test
>(AFQT), Coulter is discussing the genetic basis of literacy and numeracy.
>In her book she says about The Bell Curve book:
>
>Quote: "Contrary to the party line denying that such a thing as IQ existed,
>the book methodically demonstrated that IQ exists, it is easily measured,
>it is heritable, and it is extremely important.
Among many other things,
>IQ is a better predictor than socioeconomic status of poverty,
>unemployment, criminality, divorce, single motherhood, workplace injuries,
>and high school dropout rates.
Although other factors influence IQ, such
>as a good environment and nutrition, The Bell Curve authors estimated that
>IQ was about 40 to 80 percent genetic." (p. 173) End Quote
>
>Coulter goes on to discuss the misuse of science in the same chapter in
>relation to AIDS and homosexuality, feminism, trial-lawyers law suits, DDT
>and environmentalists, abortion and stem cell research, and other topics
>that are controversial among large segments of the population but of
>mainstream concern in the far right conservative base in the United States.
>Because of her position as a best-selling author and spokesperson for
>conservative groups, Ann Coulter's ideas about the genetic basis of
>intelligence and high school dropouts can have a profound impact upon
>political thinking about basic skills education among adults who have not
>achieved well.
>
>2005. The Nobel Prize winning economist James J. Heckman in an interview at
>the Federal Reserve Bank region in Chicago discussed his ideas about
>cognitive skills and their malleability in later life with members of a
>presidential commission consisting of former U.S. senators, heads of
>federal agencies, tax attorneys and academic economists. Later in his
>interview he discusses what Adam Smith, in his The Wealth of Nations said
>and why he, Heckman, disagrees with Smith.
>
>According to Heckman, Adam Smith said, Quote: "
 people are basically born
>the same and at age 8 one can't really see much difference among them. But
>then starting at age 8, 9, 10, they pursue different fields, they
>specialize and they diverge. In his mind, the butcher and the lawyer and
>the journalist and the professor and the mechanic, all are basically the
>same person at age 8." End Quote Heckman disagrees with this and says:
>
>Quote: This is wrong. IQ is basically formed by age 8, and there are huge
>differences in IQ among people. Smith was right that people specialize
>after 8, but they started specializing before 8. On the early formation of
>human skill, I think Smith was wrong, although he was right about many
>other things.
 I think these observations on human skill formation are
>exactly why the job training programs aren't working in the United States
>and why many remediation programs directed toward disadvantaged young
>adults are so ineffective. And that's why the distinction between cognitive
>and noncognitive skill is so important, because a lot of the problem with
>children from disadvantaged homes is their values, attitudes and
>motivations.
Cognitive skills such as IQ can't really be changed much
>after ages 8 to 10. But with noncognitive skills there's much more
>malleability. That's the point I was making earlier when talking about the
>prefrontal cortex. It remains fluid and adaptable until the early 20s.
>That's why adolescent mentoring programs are as effective as they are. Take
>a 13-year-old. You're not going to raise the IQ of a 13-year-old, but you
>can talk the 13-year-old out of dropping out of school. Up to a point you
>can provide surrogate parenting. End Quote
>
>Here Heckman seems to think of the IQ as something relatively fixed at an
>early age and not likely to be changed later in life. But if IQ is measured
>in The Bell Curve, a book in which Heckman found some merit, using the AFQT,
>which in turn is a literacy and numeracy test, then this would imply that
>Heckman thinks the latter may not be very malleable in later life. This
>seems consistent with his belief that remediation programs for adults are
>ineffective and do not make very wise investments.
>
>2000. It is easy to slip from talking about adults with low literacy ability
>to talking about adults with low intelligence. On October 2, 2000, Dan
>Seligman, columnist at Forbes magazine, wrote about the findings of the
>National Adult Literacy Survey (NALS) of 1993 and said, Quote: "But note
>that what's being measured here is not what you've been thinking all your
>life as "literacy. " The cluster of abilities being examined is obviously a
>proxy for plain old "intelligence." End Quote He then goes on to argue that
>government programs won't do much about this problem of low intelligence,
>and, by extension, of low literacy.
>
>These types of popular press articles can stymie funding for adult literacy
>education. That is one reason why it is critical that when national
>assessments of cognitive skills, including literacy, are administered, we
>need to be certain about just what it is we are
>measuring. Unfortunately, that is not the case with the 1993 NALS or the
>more recent 2003 National Assessment of Adult Literacy (NAAL). These
>assessments leave open the possibility of being called "intelligence" tests
>leading some, like Seligman, to the general conclusion that the less
>literate are simply the less intelligent and society might as well cast
>them off ? their "intelligence genes" will not permit them to ever reach
>Level 3 or any other levels at the high end of cognitive tests.
>
>1998. Dr. G. Reid L yon of the National Institute of Child Health and Human
>Development provided an Overview of Reading and Literacy Initiatives to the
>U. S. Congress Committee on Labor and Human Resources on April 28, 1998. In
>his testimony he stated that in learning to read it is important for
>children to possess good abilities in phonemic analysis. He stated:
>
>Quote: Difficulties in developing phoneme awareness can have genetic and
>neurobiological origins or can be attributable to a lack of exposure to
>language patterns and usage during the preschool years
. It is for this
>reason that the National Institute of Child Health and Human Development
>(NICHD) within the National Institutes of Health (NIH) considers reading
>failure to reflect not only an educational problem, but a significant
>public health problem as well. Within this context, a large research
>network consisting of 41 research sites in North America, Europe, and Asia
>are working hard to identify (1) the critical environmental, experiential,
>cognitive, genetic, neurobiological, and instructional conditions that
>foster strong reading development; (2) the risk factors that predispose
>youngsters to reading failure; and (3) the instructional procedures that
>can be applied to ameliorate reading deficits at the earliest possible
>time. End Quote
>
>Discussing why some children may have difficulties learning to read, Lyon
>went on to say:
>
>Quote: Children raised in poverty, youngsters with limited proficiency in
>English, children with speech and hearing impairments, and children from
>homes where the parent's reading levels are low are relatively predisposed
>to reading failure. Likewise, youngsters with sub-average intellectual
>capabilities have difficulties learning to read, particularly in the
>reading comprehension domain. End Quote
>
>Taken together, these statements by a senior government scientist advisor to
>both the President and the Congress of the United States indicates that the
>NICHD considers that in some cases low literacy may result from genetic,
>neurological, sub-average intellectual capability or a combination of these
>and other factors. Again, this may contribute to wide-spread beliefs that
>adults with low literacy may possess faulty genes, brains, and/or
>intellectual abilities and are unlikely to benefit from adult literacy
>education programs. From a policy perspective, then, policymakers may think
>that funding such programs may be regarded as a poor use of public funds.
>
>1997. In a January 7, 1997 article in the Washington Times , a prominent
>newspaper
>published in Washington DC and read by many members of Congress, columnist
>Ken Adelman wrote:
>
>Quotes: The age-old nature vs. nurture debate assumes immediacy as the new
>Congress
>and new administration gin up to address such issues as poverty, crime,
>drugs, etc.
This, the most intellectually intriguing debate around, is
>moving far toward
>nature (and far from nurture) with new evidence presented by an odd pair -
>gay activist Chandler Burr and conservative scholar Charles Murray.
In
>brief, their new findings show that 1) homosexuality and 2)
>educational-economic achievement are each largely a matter of genes ? not
>of upbringing.
If true, as appears so, the scope of effective government
>programs narrows. Fate, working through chromosomes, bestows both sexual
>orientation and brainpower, which shape one's life and success. Little can
>be altered - besides fostering tolerance and helping in any narrow window
>left open - through even an ideally designed public program. (page B-6)
>End Quotes
>
>The juxtaposition of homosexuals and those of lower educational and economic
>achievement is an obvious rhetorical device meant to stir negative emotions
>about both groups, This is a rhetorical device brought back into play by
>Coulter in her 2006 book cited above.
>
>1991. One of the beliefs in our culture is that the brain and its
>intellectual
>capacity is developed in early childhood. There is a
>widespread belief that if children's early childhood development is not
>properly stimulated, then there is likely to be intellectual
>underdevelopment leading to academic failures, low aptitude, and social
>problems such as criminal activity, teenage pregnancy and welfare. It will
>be difficult if not impossible to overcome the disadvantages of
>deficiencies in early childhood stimulation later in adulthood. So why
>invest much in adult education? We need instead to put billions of dollars
>into early childhood education.
>
>That these beliefs about the consequence of early childhood development are
>widespread is revealed by articles written by prominent journalists in
>major newspapers. For instance, on Sunday, October 13, 1991 the San Diego
>Union newspaper reprinted an article by Joan Beck, a columnist for the
>Chicago
>Tribune , that argued for early childhood education because,
>Quote: "Half of adult intellectual capacity is already present by age 4
>and 80 percent by age 8, ... the opportunity to influence [a child's] basic
>intelligence - considered to be a stable characteristic by age 17 ? is
>greatest in early life." End Quote
>
>A year earlier in the same newspaper on October 14, 1990 an adult family
>literacy educator was quoted as saying, Quote: "Between the ages of zero to
>4 we have learned half of everything we'll ever learn in our lives. Most of
>that has to do with language, imagination, and inquisitiveness." End Quote
>This doesn't hold out much hope for the adults in family literacy programs.
>
>Joan Beck was quoting research by Benjamin Bloom in the 1960s. But Bloom did
>not show that half of one's intellect was achieved by age 4. Rather, he
>argued that IQ at age 4 was correlated +.70 with IQ at age 17. Since the
>square of .7 is .49, Bloom stated that half of the variance among a group
>of adults' IQ scores at age 17 could be predicted from their group of
>scores at age 4. But half of the variability among a group of people's IQ
>scores is a long way from the idea that half of a given person's IQ is
>developed by age 4. This is not even conceptually possible because for one
>thing there is no universally agreed to
>understanding of what "intelligence" is. Further, even if we could agree on
>what "intelligence" is, there is no such thing as "half of one's intellect"
>because no one knows what 0 or 100 percent intelligence is. Without knowing
>the beginning and end of something we can't know when we have half of it.
>
>1990. A report by the Department of Defense shows how these beliefs about
>the
>possibility of doing much for adults can affect government policy. After
>studying the job performance and post-service lives of "lower aptitude,"
>less literate personnel, the report claimed that they had been failures
>both in and out of the military. Then, on February 24, 1990, the Director
>of Accession Policy of the Department of Defense commented in the
>Washington Post newspaper, Quote: "The lesson is that low-aptitude people,
>whether in the military or not, are always going to be at a disadvantage.
>That's a sad conclusion." End Quote A similar report of the Department of
>Defense study was carried in the New York Times of March 12, 1990. Then on
>April 8, 1990 Jack Anderson's column in the Washington Post quoted one of
>the Department of Defense researchers saying, Quote: "...by the age of 18
>or 19, it's too late. The school system in early childhood is the only
>place to really help, and that involves heavy participation by the
>parents." End Quote
>
>Regarding the news articles about the Department of Defense studies of "low
>aptitude" troops, the conclusions were based on analyses of the job
>performance of hundreds of thousands of personnel in both the 1960s and
>1980s with Armed Forces Qualification Test (AFQT) scores between the 10th
>and the 30th percentiles, the range of scores which the Department of Defense
>studies called "low aptitude."
>
>But contrary to what the Department of Defense researchers and accession
>policy maker stated, the actual data show that in both time periods, while
>the
>low aptitude personnel did not perform quite as well as those personnel with
>aptitudes above the 30th percentile, over 80
>percent of the low aptitude personnel did, in fact, perform satisfactorily
>and many performed in an outstanding manner. As veterans they had
>employment rates and earnings far exceeding their rates and earnings at the
>beginning of the study. Further investigation by the media would have
>revealed these discrepancies between what the Department of Defense's
>researchers said and what the actual findings were. But as it stands, these
>popular media types of stories reinforce the stereotypes about adults with
>who score low on intelligence or aptitude tests and perform poorly on tests
>of the basic skills of literacy and numeracy.
>
>We can find these pieces of scientific debris all the way back to the
>Moonlight Schools of 1911. Following her account of those educators and
>academics who declared that teaching grown people to read and write was
>contrary to the principles of psychology, Cora Wilson Stewart said, Quote:
>While they went around saying it couldn't be done, we went on doing it. We
>asked the doubters this question, "When a fact disputes a theory, is it not
>time to discard the theory? There was no reply. End Quote
>
>Today when we ask why the funding for adult literacy education is so little
>so late, there is still no reply. So we just keep on teaching adults to
>read and write. And we do it on the cheap, even though it is theoretically
>impossible.
>
>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 mev at litwomen.org  Wed Jun 14 15:15:38 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Wed, 14 Jun 2006 12:15:38 -0700
Subject: [PovertyLiteracy 178]  [FamilyLiteracy 244]  WE LEARN Newsletter
Message-ID: <000d01c68fe6$eb9fb440$2700a8c0@tchmain.local>
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
Family Literacy mailing list
FamilyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/familyliteracy
From mev at litwomen.org  Wed Jun 14 16:30:43 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Wed, 14 Jun 2006 13:30:43 -0700
Subject: [PovertyLiteracy 179] [EnglishLanguage 438] [FamilyLiteracy 244] WE
	LEARN Newsletter
Message-ID: <000301c68ff1$68c418d0$2700a8c0@tchmain.local>
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
Family Literacy mailing list
FamilyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/familyliteracy
----------------------------------------------------
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
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: [PovertyLiteracy 180]  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 jgehner at hhptf.org  Wed Jun 21 09:12:05 2006
From: jgehner at hhptf.org (jgehner at hhptf.org)
Date: Wed, 21 Jun 2006 06:12:05 -0700 (PDT)
Subject: [PovertyLiteracy 181] County Library Cancels Cards for Homeless Kids
Message-ID: <1335.70.225.182.134.1150895525.squirrel@www.hhptf.org>
According to the Associated Press, the Porter County (Indiana) Public
Library System recently revised its access policies with respect to
homeless people.
>> Homeless children will not be allowed to check out material from [the]
northwestern Indiana library system, which also has limited adults living
in shelters to taking out three books at a time ... <<
>> The policy allows adults living in shelters to receive a renewable
library card on a three-month basis. Children 17 and under who live in the
shelters will not be eligible for a library card ... <<
The Hunger, Homelessness & Poverty Task Force of SRRT/ALA encourages
Porter County officials to review the work of groups like the National
Association for the Education of Homeless Children and Youth
(www.naehcy.org) and to study their materials.
A good place to start:
"Homeless Education: An Introduction to the Issues" (PDF)
http://www.naehcy.org/introtoissues.pdf
Another useful document:
"ALA Policy 61: Library Services for the Poor"
http://tinyurl.com/8t8ns
For more on this and related issues, visit www.hhptf.org.
- - - - -
John Gehner, Coordinator
Hunger, Homelessness & Poverty Task Force (HHPTF)
Social Responsibilities Round Table (SRRT)
of the American Library Association (ALA)
jgehner at hhptf.org
www.hhptf.org
www.libr.org/srrt
From djgbrian at utk.edu  Tue Jun 27 14:08:14 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Tue, 27 Jun 2006 14:08:14 -0400
Subject: [PovertyLiteracy 182]  Low Wage Workers and Poverty
Message-ID: <5.1.0.14.2.20060627135117.03e72c88@pop.utk.edu>
Drawing your attention to these 2 resources on the MDRC Updates
page.  Please read on.............
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Low-Wage Workers and Poverty: Making Work Pay
For many families in the United States, full-time employment does not
guarantee economic well-being. Indeed, low-wage work can leave families
with household income below or just above the poverty threshold.  See this
MDRC Fast Fact page at  <http://www.mdrc.org/area_fact_29.html>.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Free CLASP/CBPP Audio Conference Features Opening Doors Findings
Tom Brock, MDRC Director of Young Adults and Postsecondary Education, was a
guest on a national audio conference, "Skill Upgrading: The Role of
Community Colleges in Helping Low-Skilled Workers to Advance in the Labor
Market," conducted by the Center for Law and Social Policy (CLASP) and the
Center on Budget and Policy Priorities (CBPP). The hour-long audio
conference, which was recorded June 20, 2006, is available for free
download from the CLASP Web site.
          [Guidebook looks like a good resource.  available at
<http://www.clasp.org/audio/tanf2006.htm>.  Donna]
Brock discussed recently released findings
<http://www.mdrc.org/publications/429/overview.html> about a
performance-based scholarship for low-income parents at two community
colleges in the New Orleans area. Funded by state welfare dollars, the
Opening Doors program had significant positive effects on academic
achievement and rates of retention.
The other two guests on the audio conference were Israel Mendoza, Director,
Adult Literacy and Basic Skills Programs, Washington State Board for
Community and Technical Colleges, and Elaine DeLott Baker, Director of
Workforce Initiatives, Community College of Denver. The call was hosted by
CLASP's Julie Strawn and CBPP's Liz Schott.
From mnguyen at nifl.gov  Wed Jun 28 11:42:48 2006
From: mnguyen at nifl.gov (My Linh Nguyen)
Date: Wed, 28 Jun 2006 11:42:48 -0400 (EDT)
Subject: [PovertyLiteracy 183] National Institute for Literacy Appoints New
	Staff
Message-ID: <20060628154248.81FAD46555@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 jgehner at hhptf.org  Tue Jun 27 15:53:12 2006
From: jgehner at hhptf.org (jgehner at hhptf.org)
Date: Tue, 27 Jun 2006 12:53:12 -0700 (PDT)
Subject: [PovertyLiteracy 184] It's a Matter of Power: Appearance and
	Hygiene Policies
Message-ID: <1425.70.225.182.134.1151437992.squirrel@www.hhptf.org>
(submitted as a letter to the editor on behalf of the HHPTF ...)
It?s a Matter of Power: Appearance and Hygiene Policies
James Kelly?s ?Barefoot in Columbus? (Public Libraries, May/June 2006) is
a useful and well-written contribution to the literature on library risk
management. Library directors can now sleep more easily at night. But not
so the nine million low-income working families who struggle to get by.
The national discourse on library service to poor people is inordinately
dominated by the specter of Richard Kreimer, concern with the ?unruly
homeless,? and attempts to police odor. Frustration and fear inform the
ongoing conversation about homeless patrons, whose presence mortifies us
like so many decomposing B-movie monsters.
ALA?s new president, Leslie Burger, maintains that ?libraries transform
communities.? Yet few librarians quoted in the news mention partnerships
with social service providers, advocate for affordable housing and living
wages, or express much interest in people who never come to the
library--due to a lack of transportation, the burden of multiple jobs,
inadequate child care, language barriers, unreasonable fees and fines, or
simply because no one has ever invited them.
This is a far cry from the near-decade British information professionals
have invested to study social exclusion, the systems and policy decisions
that produce disparities, and the benefits thoughtful remedies deliver to
all social classes. See The Network, for example: www.seapn.org.uk. While
our colleagues across the pond engage poverty?s causes, we remain fixated
on punishing those who display its symptoms.
Sociologists Dale Parent and Bonnie Lewis observe,
>> Social exclusion is not simply a result of ?bad luck? or personal
inadequacies, but rather a product of flaws in the system that create
disadvantages for certain segments of the population. Therefore, the
unequal distribution of power in society from which social exclusion is
derived should be the primary focus of attention for researchers and
policy makers. Everybody does not start the race at the same place. <<
Libraries may be operating within the law when wielding appearance and
hygiene policies. But without a simultaneous effort to engage poverty--to
reach out to men, women, and (increasingly) children who suffer it
daily--librarians deliberately perpetuate inequality by withholding the
knowledge, resources, and power they possess.
John Gehner, Coordinator
Hunger, Homelessness & Poverty Task Force (HHPTF)
Social Responsibilities Round Table (SRRT)
of the American Library Association (ALA)
jgehner at hhptf.org
www.hhptf.org
www.libr.org/srrt
From djgbrian at utk.edu  Wed Jun 28 13:14:55 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Wed, 28 Jun 2006 13:14:55 -0400
Subject: [PovertyLiteracy 185]  Job posting
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A06B428B9@UTKFSVS1.utk.tennessee.edu>
Hi Poverty, Race & Literacy Discussants,
The following is posted at the request of Silja Kallenbach from World
Ed./NELRC
****************************************************
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
<outbind://14/www.nelrc.org> , www.collegetransition.org
<outbind://14/www.collegetransition.org>  and www.worlded.org
<outbind://14/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
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From djgbrian at utk.edu  Wed Jun 28 16:39:27 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Wed, 28 Jun 2006 16:39:27 -0400
Subject: [PovertyLiteracy 186]  (no subject)
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A06BB608D@UTKFSVS1.utk.tennessee.edu>
List members,
Please note that I am late in getting this announcement out to you and
the discussion has already begun.  You may still subscribe to the Focus
on Basics list and join in, if interested.
Donna
****************************************
Discussion on Focus on Basics List
June 26-30
Shaping and Sustaining Learner Engagement with Hal Beder
Next week we are pleased to have Hal Beder as a guest to discuss his
recent FOB article about learner engagement. Hal is a professor at
Rutgers University and has studied adult literacy for more than 30
years. He is the project director for NCSALL at Rutgers and for the
National Labsite for Adult Literacy Education.
Please read the article at the link below, and prepare any comments or
questions for Hal and other readers to send in on Monday.
Shaping and Sustaining Learner Engagement in Individualized Group
Instruction Classrooms
http://www.ncsall.net/index.php?id=1106
To subscribe to the Focus on Basics List, please got to:
www.nifl.gov/mailman/listinfo/focusonbasics
Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org
From JNathan at admin.fsu.edu  Thu Jun 29 16:39:20 2006
From: JNathan at admin.fsu.edu (Nathan, Joi N)
Date: Thu, 29 Jun 2006 16:39:20 -0400
Subject: [PovertyLiteracy 187]  New to The List
In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A06BB608D@UTKFSVS1.utk.tennessee.edu>
Message-ID: <CFB540063843DA46A8F8D885EBAF744302E47573@fsu-ex-32.fsu.edu>
Good afternoon,
I am new to this group and wanted to take a few moments to introduce
myself.  My name is Joi Nathan and I am the Program Coordinator of Youth
Programs at the Center for Civic Education and Service at Florida State
University.  I directly supervise our mentoring programs that go out to
surrounding Title I school and after-school programs.   We work with
elementary school students on reading and writing.   This year we are
adding math and science to our program. I worked as a graduate assistant
with this program for last two years and upon graduation (with a Masters
in Higher Education) I was provided the opportunity to run the entire
program.
I will begin work this fall towards a PhD in Educational Leadership and
Policy Studies with a focus on Educational Policy.  I am interested in
K12 policy and how it affects the matriculation of low-income retained
students to IHEs (Institutions of Higher Education).  I have always been
very interested in how the policies we create affect low-income students
in the K12 system.  I have worked with many retainers over the past few
years and am interested to see how their education will progress over
the next few years as they leave elementary school.
I look forward to gaining new insights in the world of poverty, race and
literacy via this group.
Joi Nathan
Program Coordinator-Youth Programs
Florida State University
Center for Civic Education and Service
930 W. Park Avenue
Tallahassee, FL  32306-4180
(850) - 644-9567
Fax (850) - 644-1435
jnathan at admin.fsu.edu
www.serve2learn.fsu.edu
From djgbrian at utk.edu  Thu Jun 29 16:24:48 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 29 Jun 2006 16:24:48 -0400
Subject: [PovertyLiteracy 187] Funding Available for Community Based
	ResearchProjects
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A06CADB91@UTKFSVS1.utk.tennessee.edu>
Funding Available for Community Based Research Projects
The Sociological Initiatives Foundation provides grants of $5,000 to
$15,000 to
support community-based research projects.
Areas of interest include but are not limited to social justice, social
welfare, human rights, literacy, language learning and use, dialect use
and curricular issues in teaching second languages and non-native
languages.
The Foundation is also interested in supporting research by
sociologists and linguists that provide a direct benefit to communities.
Complete guidelines and on-line concept application for the August 15,
2006 deadline are available at http://comm-org.wisc.edu/sif . Contact
Prentice Zinn at pzinn at ...
<http://groups.yahoo.com/group/knoxnet/message//group/knoxnet/post?postI
D=TVeR3L4lRC6BFgK7jNRiXphO88bl6ERoXiNDqkcEYJ3-6OueegzkfxkMAPw9uo77AsNVNM
G627kGnB6SLPZVVLrj>  or 617-426-7080x307.
Funding Social Change in Central Appalachia
Appalachian Community Fund
Kimberly Naujock, Ed.D.
kimberly at ...
<http://groups.yahoo.com/group/knoxnet/message//group/knoxnet/post?postI
D=caadNDDTn7smY2Ks30ax1Avq0Lr4LflIzgB-12rROG9BuaNdgJa1KASBOSjfNDiDqZC7Y_
HbFdMPqDZ1y5Tis1uChDYSOEX5m6sByhY>
107 West Main Street
Knoxville, TN 37902
tel: 865.523.5783
fax: 865.523.1896
www.appalachiancommunityfund.org
<http://www.appalachiancommunityfund.org/>
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From djgbrian at utk.edu  Thu Jun 29 17:09:41 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 29 Jun 2006 17:09:41 -0400
Subject: [PovertyLiteracy 188] News item: Senate Rejects Raising Minimum Wage
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A06CADE0C@UTKFSVS1.utk.tennessee.edu>
Senate Rejects Raising Minimum Wage
By Johanna Neuman
Los Angeles Times
June 29, 2006
WASHINGTON -- The Senate today rejected an election-year effort by
Democrats to raise the minimum wage for the first time in nearly a
decade.
In a preview of the fall's political campaign debate, Democrats argued
that a raise from $5.15 an hour to $7.25 an hour over the next three
years is a necessity, while Republicans charged that an increase would
kill job growth.
Read the full article on The Los Angeles Times website, here.
http://www.latimes.com/news/nationworld/nation/la-062106wages_lat,0,1078
795.story?coll=la-home-headlines
From djgbrian at utk.edu  Thu Jun 29 17:12:57 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 29 Jun 2006 17:12:57 -0400
Subject: [PovertyLiteracy 189] News item: Why those pay hikes are not going
	very far
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A06CADE2F@UTKFSVS1.utk.tennessee.edu>
Why those pay hikes are not going very far
By Mark Trumbull
June 22, 2006
BAINBRIDGE TOWNSHIP, OHIO - As a restaurant manager at Zeppe's Pizzeria,
Kym Costello says she's earning good money selling pizzas, subs and some
of the best French fries on the east side of Cleveland.
As a college student who drives 35 miles to class each day, she's also
spending a lot - and she reckons her income is not keeping pace with the
rising costs of living.
Read the full article on the Christian Science Monitor website here.
http://www.csmonitor.com/2006/0602/p01s03-usec.html
From djgbrian at utk.edu  Thu Jun 29 19:16:08 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 29 Jun 2006 19:16:08 -0400
Subject: [PovertyLiteracy 190] Resource: Community College Programs for
	Low-Income Students
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A06CADF6D@UTKFSVS1.utk.tennessee.edu>
Bringing Attention to Community College Programs for Low-Income Students
The story of how community colleges are helping low-income students
overcome challenges to success deserves more attention. The general
public is largely unaware that community colleges enroll nearly half of
all students in higher education - more than 11 million annually. Or
that community colleges offer an important pathway for many out of
poverty and to better jobs.
http://www.mdrc.org/area_issue_13.html
From djgbrian at utk.edu  Thu Jun 29 19:40:11 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 29 Jun 2006 19:40:11 -0400
Subject: [PovertyLiteracy 191]  One more good resource
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A06CADF76@UTKFSVS1.utk.tennessee.edu>
List Discussants,
I apologize about loading up your inboxes with resources today.  I've
been on vacation, and my inbox was overflowing with things I thought
would be of interest to at least some of you.  I try to copy enough of
the information on the announcements that are sent to me to let you know
whether the resource is something you want to check out.  If you feel
overwhelmed by the volume on the list today, remember that you are under
no obligation to read everything on the list, and just delete until you
no longer feel overwhelmed. I don't want to lose you!  You can always go
to the archives of the list to read all the posts.  And I'm almost
caught up from being out, so the volume should let up soon!
The WSI (Workforce Strategies Initiative) Web site www.aspenwsi.org is
one that Workplace Discussion List readers will want to be familiar
with, and the following featured resource highlights the experiences of
low-income and low-skilled individuals involved in training programs.
It will be of interest to both Workplace and Poverty, Race, & Literacy
Discussion List members.
Donna
djgbrian at utk.edu
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Through their voices, we hope all those connected to the workforce
development field will gain important insights into both the value and
practical limitations of high-quality sector training programs' ability
to help people build better lives in today's economy.
A free PDF of "Skills to Live By: Participant Reflections on the Value
of Their Sectoral Training Experience" can be downloaded from
http://www.aspenwsi.org/publications/06-010.pdf
From djgbrian at utk.edu  Thu Jun 29 20:12:58 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 29 Jun 2006 20:12:58 -0400
Subject: [PovertyLiteracy 192]  Grants and Funding Opportunities
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A06CADF92@UTKFSVS1.utk.tennessee.edu>
These are gleaned from <www.WorkforceUSA.net> June newsletter:
Funding/RFP Title:  High Growth Job Training Initiative Grants for the
Advanced Manufacturing Industry
Funding Type:  Grant
Funding Organization:  Department of Labor - Employment & Training
Administration
Description:  The Employment and Training Administration (ETA), U.S.
Department of Labor (DOL), announced the availability of approximately
$10 million in grant funds for new and innovative approaches to meeting
the workforce challenges of the advanced manufacturing industry under
the President's High Growth Job Training Initiative. ETA defines
"advanced manufacturing" as the use of technology or other
productivity-enhancing business processes in the manufacturing
enterprise and/or value-added supply chain. These advanced manufacturing
technologies and processes may be used in a variety of industry sectors.
RFP Amount:  $750,000 - $1,500,000
Deadline:  July 25, 2006
Date Posted:  June 8, 2006
URL:  http://www.doleta.gov/sga/sga/SGA-DFA-05-07.pdf
Eligible State(s):  All States
Funding/RFP Title:  Bayer Foundation Education and Workforce Development
Focus
Funding Type:  Grant
Funding Organization:  Bayer Foundation
Description:  The Bayer Foundation Education and Workforce Development
focus places an emphasis on science education.  The foundation states:
"Bayer has a solid stake in helping to ensure that today's students are
well prepared to be tomorrow's leaders and innovators. As a science and
research-based company, Bayer recognizes the important skills obtained
from a solid science education, including critical thinking, analyzing,
working in teams and adapting to change - skills that are important to
everyone, no matter the career they choose."
Deadline:  Rolling
Date Posted:  June 12, 2006
URL:  http://www.bayerus.com/about/community/com_fprogram.html
Eligible State(s):  California
Connecticut
Indiana
New Jersey
Massachusetts
North Carolina
Pennsylvania
West Virginia
New York
Missouri
Funding/RFP Title:  Hitachi Foundation Business and Community Grants
Funding Type:  Grant
Funding Organization:  Hitachi Foundation
Description:
The Hitachi Foundation funds projects that strengthen corprate
citizenship, including programs that support workforce development.
The Foundation focuses on partnerships that enable economically isolated
people to retain and advance in their jobs, earn living wages, and
accumulate savings and assets. The actions and interaction of business
and community are fundamental to this goal. They support path-breaking
business and community partnerships in order to capture lessons from
leaders that can advance the field.
Deadline:  Rolling
Date Posted:  June 12, 2006
URL:
http://www.hitachifoundation.org/grants/guidelines/index.html#focus
Eligible State(s):  All States
Funding/RFP Title:  Compassion Capital Fund (CCF) Targeted Capacity
Building Program
Funding Type:  Grant
Funding Organization:  Administration for Children and Families
Description:  The Administration for Children and Families (ACF), Office
of Community Services (OCS), announced that applications will be
accepted for new grants will be awarded to help build the capacity of
faith-based and community organizations that address the needs of
distressed communities.  A distressed community is defined as a
neighborhood or geographic community with an unemployment rate and/or
poverty rate equal to or greater than the State or national rate.  The
Targeted Capacity Building Program will focus on capacity building among
organizations addressing the following programmatic service areas: help
for at-risk youth; help for the homeless; marriage education and
preparation services to help couples who choose marriage for themselves
develop the skills and knowledge to form and sustain healthy marriages;
or social services to those living in rural communities.
RFP Amount:  $50,000
Deadline:  June 23, 2006
Date Posted:  June 12, 2006
URL:  http://www.acf.hhs.gov/grants/open/HHS-2006-ACF-OCS-IJ-0036.html
Eligible State(s):  All States
Funding/RFP Title:  Self-Employment for Adults and Youth With
Disabilities Research and Technical Assistance
Funding Type:  Grant
Funding Organization:  Department of Labor - Office of Disability
Employment Policy (ODEP)
Description:  The U.S. Department of Labor Office of Disability
Employment Policy (ODEP) announced the availability of up to $5 million
to fund both a national technical assistance and research cooperative
agreement and multiple cooperative agreements for subnational research
and technical assistance pilot projects to investigate, develop and
validate systems models likely to increase self-employment opportunities
for people with disabilities.
The national technical assistance and research cooperative agreement
award will be funded for up to $1.5 million for a 36-month period of
performance.  The subnational research and technical assistance pilot
cooperative agreement award(s) will be funded for a total of up to $3.5
million. Awards may range from $800,000 to $1,200,000, with an average
of $1 million for a 36-month period of performance.
RFP Amount:  $800,000 - $1,500,000
Deadline:  July 3, 2006
Date Posted:  June 12, 2006
URL:
http://a257.g.akamaitech.net/7/257/2422/01jan20061800/edocket.access.gpo
.gov/2006/06-4669.htm
Eligible State(s):  All States
Funding/RFP Title:  Shifting Gears: A Joyce Foundation Policy Initiative
Funding Type:  Grant
Funding Organization:  Joyce Foundation
Description:
The Joyce Foundation's Shifting Gears Initiative is intended to result
in a better-educated and more competitive workforce in Midwest states.
The Initiative will support Midwest states working to strengthen
policies to enable low-wage and low-skilled workers to advance in
education and training systems, to acquire postsecondary credentials and
to move up in the labor market. This request for proposals (RFP) is
intended to solicit proposals from six Midwest states (Illinois,
Indiana, Michigan, Minnesota, Ohio and Wisconsin) that are willing to
undertake policy reform efforts to:
* improve adult student transitions within and between different
educational systems, training programs and the labor market;
* strengthen connections between supply-side and demand-side systems in
ways that promote economic growth and the advancement of low-wage,
low-skilled workers; and
* develop cross-cutting agendas for the advancement of low-wage,
low-skilled workers to guide the work of individual agencies.
RFP Amount:  $1,000,000
Deadline:  July 24, 2006
Date Posted:  June 13, 2006
URL:
http://www.joycefdn.org/about/content/announcements/shiftinggearsrfp.htm
l
Eligible State(s):  Illinois
Indiana
Michigan
Minnesota
Ohio
Wisconsin
Funding/RFP Title:  Promoting Responsible Fatherhood
Funding Type:  Grant
Funding Organization:  Administration for Children and Families
Description:
The Administration for Children and Families (ACF), Office of Family
Assistance (OFA), has announced the availability of competitive grant
funds to support Responsible Fatherhood activities. These grants are for
innovative, well-designed projects that promote the objectives of the
ACF Fatherhood Initiative.  The grant is intended to support any of
three activity areas: healthy marriage, responsible parenting and
economic stability.
The economic stability focus includes the following activities:
Helping fathers improve their economic status by providing activities
such as Work First services, job search, job training, subsidized
employment, job retention and job enhancement; and encouraging
education, including career-advancement education;
Coordinating with existing employment services, such as welfare-to-work
programs, referrals to local employment training initiatives;
Disseminating employment materials; and
Offering financial-planning seminars, including those that improve a
family's ability to effectively manage their business affairs through
education, counseling or mentoring on matters such as household
management, budgeting, banking and handling of financial transactions
and home maintenance.
RFP Amount:  $1,000,000
Deadline:  July 3, 2006
Date Posted:  May 29, 2006
URL:  http://www.acf.hhs.gov/grants/open/HHS-2006-ACF-OFA-FR-0130.html
Eligible State(s):  All States
From djgbrian at utk.edu  Thu Jul  6 10:02:11 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 6 Jul 2006 10:02:11 -0400
Subject: [PovertyLiteracy 193] FW: Webinar Invitation: Community-Based Job
	Training Grants Virtual Prospective Applicant Conferences
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0722EDBA@UTKFSVS1.utk.tennessee.edu>
FYI
 <http://www.workforce3one.org/images/email/email_box_top.gif>
 Workforce3
One<http://www.workforce3one.org/images/email/email_w3one_logo.gif>
07/05/2006
<file:///M|/Projects_Government/BRG/Integrated%20Web%20Space/Outreach_ak
a_Marketing/HTML%20E-mails/spacer.gif>
Webinar Invitation:
COMMUNITY-BASED JOB TRAINING GRANTS
VIRTUAL PROSPECTIVE APPLICANT CONFERENCES
On July 3, 2006, the Employment and Training Administration (ETA), U.S.
Department of Labor (DOL), announced in the Federal Register the
availability of approximately $125 million in grant funds for
Community-Based Job Training Grants. Funds will be awarded to individual
Community College, Community College Districts, State Community College
Systems, and One-Stop Career Centers to support or engage in a
combination of capacity building and training activities for the purpose
of building the capacity of community and technical colleges to train
for careers in high-growth/high-demand industries in the local and/or
regional economies. For more information about the Community Based Job
Training Grants and to read a copy of the solicitation, please visit
www.doleta.gov/business/Community-BasedJobTrainingGrants.cfm.
Virtual Prospective Applicant Conferences are for community colleges,
community college districts, state community college systems, One-Stop
Career Centers, and other eligible entities pursuing funding under the
Community-Based Job Training Grants (CBJTG) Solicitation for Grant
Applications (SGA/DFA-PY-05-11).
The Prospective Applicant Conferences, conducted via Webinar, will
provide an overview of demand-driven workforce development through
strategic partnerships; describe the critical elements of CBJTGs; review
the eligible applicants, including those in educationally underserved
areas with no access to community colleges; and review the grant
requirements and evaluation criteria of the Solicitation for Grant
Applications. Questions from prospective applicants will be addressed in
an interactive/rolling question platform, with questions submitted
during the Webinar. Each Webinar will be archived and placed on
Workforce3 One to allow conference attendees and other CBJTG prospective
applicants access to the presentation, as well as questions and answers.
Target Audience: Community and Technical Colleges, Community College
Districts, State Community College Systems, One-Stop Career Centers, and
other entities eligible to apply under the exception, who are
prospective applicants for the Community-Based Job Training Grant
Solicitation for Grant Applications. Please note, only one seat per
institution will be registered. If multiple individuals from an
institution wish to participate, we encourage them to convene in one
location for the session. All conference sessions will be archived and
available on Workforce3 One.
COMMUNITY-BASED JOB TRAINING GRANTS
VIRTUAL PROSPECTIVE APPLICANT CONFERENCES
Presenters: 	 Jennifer McNelly, Director, Business Relations Group
Maggie Ewell, Business Relations Group
Eric Luetkenhaus, Grant Officer, Division of Federal Assistance
Kevin Brumback, Grant Specialist, Division of Federal Assistance
Ed Donahue, Chief, Division of Financial and Grants Management Policy
and Review
Judi Fisher, Division of Financial and Grants Management Policy and
Review
Moderator: 	 Jennifer McNelly, Director, Business Relations Group
Dates & Times: 	 July 20, 2006 at 1:00pm EDT (12pm/CT, 11am/MT, 10am/PT)
 	 July 21, 2006 at 9:30am EDT (8:30am/CT, 7:30am/MT, 6:30am/PT)
 	 July 25, 2006 at 1:00pm EDT (12pm/CT, 11am/MT, 10am/PT)
Length: 	 150 minutes
Register Now!!!
Registration for the Webinars are limited and seating is on a
first-come, first-served basis. Please click the link below to login to
Workforce3 One and register today!
(July 20, 2006)
http://www.workforce3one.org/public/skillbuilding/webinar_info.cfm?id=11
0
<http://www.workforce3one.org/public/skillbuilding/webinar_info.cfm?id=1
10>
(July 21, 2006)
http://www.workforce3one.org/public/skillbuilding/webinar_info.cfm?id=11
1
<http://www.workforce3one.org/public/skillbuilding/webinar_info.cfm?id=1
11>
(July 25, 2006)
http://www.workforce3one.org/public/skillbuilding/webinar_info.cfm?id=11
2
<http://www.workforce3one.org/public/skillbuilding/webinar_info.cfm?id=1
12>
U.S. Department of Labor Employment & Training Administration
<http://www.doleta.gov/> 	 CESER <http://www.workforceatm.org/>
National Association of Workforce Boards <http://www.nawb.org/>
If you are deaf, hard-of-hearing, or have speech disabilities and
captioning would facilitate your participation in this Webinar, you can
register for captioning service through the Federal Relay Conference
Captioning. Please note the Federal Relay Service requires at least 48
hours notice (2 working days) to guarantee coverage. For more
information, visit http://www.workforce3one.org/support/webinars.cfm#q5.
 <http://www.workforce3one.org/images/email/email_box_bottom.gif>
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From djgbrian at utk.edu  Thu Jul  6 11:26:25 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 6 Jul 2006 11:26:25 -0400
Subject: [PovertyLiteracy 194] Reminder: Persistence Study to be discussed
	onSpecial Topics Discussion List
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0722F261@UTKFSVS1.utk.tennessee.edu>
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 djgbrian at utk.edu  Thu Jul  6 11:27:15 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 6 Jul 2006 11:27:15 -0400
Subject: [PovertyLiteracy 195]  Persistence Discussion Panel Video
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0722F282@UTKFSVS1.utk.tennessee.edu>
Colleagues,
In preparation for the upcoming special topics discussion on persistence
with our guest, Dr. John Comings, you might wish to view a 30-minute
video panel discussion with John and two practitioners, Kathy Endaya and
Ernest Best.  You will find the video streamed at:
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.
David J. Rosen
Special Topics Discussion List Moderator djrosen at comcast.net
From djgbrian at utk.edu  Fri Jul  7 11:54:34 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Fri, 7 Jul 2006 11:54:34 -0400
Subject: [PovertyLiteracy 196]  Resources from Public/Private Ventures
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0733E6CE@UTKFSVS1.utk.tennessee.edu>
List members,
An e-mail update from Public/Private Ventures <http://www.ppv.org/>
features the following two resources.
Donna
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
> Rewards of Giving: An In-Depth Study of Older Adults' Volunteer
Experiences in Urban Elementary Schools
Rewards of Giving is based on interviews with 43 volunteers in
Experience Corps, a national service program that recruits, trains and
places teams of older adults in underserved urban elementary schools as
tutors and mentors. The study offers a rich understanding of what
motivates Americans over 55 to volunteer, the challenges and rewards
they experience through civic engagement and key program supports that
contribute to meaningful service work. Rewards of Giving provides
important insights to practitioners and funders about creating and
investing in high-quality, high-yield program models that effectively
attract and retain older adult volunteers. To read the report, click
here. <http://www.ppv.org/ppv/publications/assets/201_publication.pdf>
 > The 2006 KIDS COUNT Data Book
The 17th annual national and state-by-state study profiles the
well-being of America's children, and seeks to enrich discussions
concerning ways to secure better futures for all kids. The annual Data
Book ranks states on 10 key measures and provides data on child health,
education and the economic condition of families. This year, the Casey
Foundation also looks at the critical role that early childhood
development plays in preparing millions of American children for success
in school and life. Casey also discusses ways to support family-based
child-care providers. The 2006 KIDS COUNT Data Book materials can be
accessed and downloaded by visiting <www.aecf.org>.
From kabeall at comcast.net  Mon Jul 10 19:18:59 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Mon, 10 Jul 2006 19:18:59 -0400
Subject: [PovertyLiteracy 197]  New from NCSALL--Adult Student Persistence
Message-ID: <000b01c6a477$39846800$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 djgbrian at utk.edu  Tue Jul 11 11:18:34 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Tue, 11 Jul 2006 11:18:34 -0400
Subject: [PovertyLiteracy 198]  ProLiteracy Worldwide Job Opportunity
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A07672408@UTKFSVS1.utk.tennessee.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 MMaralit at NIFL.gov  Wed Jul 12 10:09:00 2006
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Wed, 12 Jul 2006 10:09:00 -0400
Subject: [PovertyLiteracy 199] Persistence Among Adult Education Students
	Video and transcript
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0E59BC2D@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 djgbrian at utk.edu  Fri Jul 14 15:34:21 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Fri, 14 Jul 2006 15:34:21 -0400
Subject: [PovertyLiteracy 200] ProLiteracy looking for exemplary ABE Programs
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A07A6D743@UTKFSVS1.utk.tennessee.edu>
 Discussants,
This message is cross posted from the COABE list.
Donna
-----Original Message-----
From: COABE [mailto:COABE at literacyprogram.org]
Sent: Friday, July 14, 2006 1:34 PM
Subject: Volunteers in ABE Programs
Adult Education Programs:
ProLiteracy America is conducting research concerning best practices in
ABE programs that utilize volunteers to provide additional support. 5-8
programs will be selected as exemplary programs.
We invite you to nominate your program to be a part of this exciting
effort if it meets the following criteria or to pass this information on
to an ABE program that does.
Exemplary Program Nomination Criteria:
1.	Delivers instruction primarily through classes taught by paid
instructors
2.	Receives most of its funding from federal WIA and state
education
grants
3.	Uses the National Reporting System (NRS) to measure outcomes
4.	Utilizes volunteers in program or support services
5.	Has had a minimum of two years of active volunteer involvement
6.	Can identify how the involvement of volunteers has positively
impacted the quality and quantity of instruction related services to ESL
and/or ABE students, with special interest  being given to impacts on
low-level ESL students
7.	Has a person responsible for volunteer coordination
(Person may have other roles in program)
Selected programs will receive a $3,000 stipend and national recognition
as one of eight model ABE programs.
The attached file contains the exemplary program nomination form and
further details.
If you have any questions, please do not hesitate to contact me directly
by e-mail or phone. Send your completed nominations to ProLiteracy by
e-mail
(info at proliteracy.org) or by fax  (315-422-6369). Nominations must be
received by July 27, 2006. Programs will be selected by August 1, 2006.
Regards,
Mary Hohensee
Project Researcher
Proliteracy America
mary at adultlit.org
717-940-0929
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From djgbrian at utk.edu  Fri Jul 14 15:40:04 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Fri, 14 Jul 2006 15:40:04 -0400
Subject: [PovertyLiteracy 201]  Resource: Jobs-Plus: A Promising Strategy
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A07A6D78A@UTKFSVS1.utk.tennessee.edu>
This study was recently presented before the Subcommittee on Federalism
and the Census, House Committee on Government Reform.  It looks
promising.
MDRC's study of Jobs-Plus, an employment program for public housing
residents, offered the first hard evidence that a work-focused
intervention based in public housing can effectively promote residents'
self-sufficiency. The program substantially boosted earnings for people
in the high-poverty housing developments where it was properly
implemented. In the face of a continuing need to do more to increase
work and earnings in the nation's poorest communities, Congress may wish
to consider introducing Jobs-Plus in additional housing developments
across the country.
<http://www.mdrc.org/publications/430/testimony.html>
From jgehner at hhptf.org  Sun Jul 16 13:07:02 2006
From: jgehner at hhptf.org (jgehner at hhptf.org)
Date: Sun, 16 Jul 2006 10:07:02 -0700 (PDT)
Subject: [PovertyLiteracy 202] Homeless Citizens Seek Equal Access at
	Worcester PL
Message-ID: <1519.70.225.179.130.1153069622.squirrel@www.hhptf.org>
The Legal Assistance Corporation of Central Massachusetts, in conjunction
with the ACLU of Massachusetts, has filed a lawsuit on behalf of homeless
citizens against the Worcester Public Library.
The library restricts borrowing privileges for homeless residents,
limiting them to two books?-versus 40 books for everyone else.
More info and background about this suit can be found at www.hhptf.org.
Worcester PL?s policy clearly contradicts the values outlined in ALA
Policy 61 (Library Services for the Poor) and the Library Bill of Rights.
If you would like to write a letter in support of the Worcester area's
homeless residents and their right to equal access, contact the following:
Michael V. O'Brien
City Manager
City of Worcester
455 Main Street, Room 309
Worcester, MA 01608
Jay Scully
President, Board of Directors
Worcester Public Library
3 Salem Square
Worcester, MA 01608
Penelope Johnson
Head Librarian
Worcester Public Library
3 Salem Square
Worcester, MA 01608
Letters to the Editor
Worcester Telegram & Gazette
Worcester, MA 01615-0012
letters at telegram.com (in subject line write "Letter"; the email must
include a mailing address)
Fax: 508-793-9313
- - - - -
John Gehner, Coordinator
Hunger, Homelessness & Poverty Task Force (HHPTF)
Social Responsibilities Round Table (SRRT)
of the American Library Association (ALA)
jgehner at hhptf.org
www.hhptf.org
www.libr.org/srrt
From djgbrian at utk.edu  Mon Jul 17 11:27:08 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Mon, 17 Jul 2006 11:27:08 -0400
Subject: [PovertyLiteracy 203]  Scheduled discussion on ESOL assessments
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A07BFCCD2@UTKFSVS1.utk.tennessee.edu>
List subscribers,
Please note the following announcement from Marie Cora of a scheduled
discussion this week on the Assessment Discussion List.
Donna
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
To subscribe to the Assessment Discussion List, go to:
http://www.nifl.gov/mailman/listinfo/Assessment
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
From djgbrian at utk.edu  Thu Jul 20 11:59:24 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 20 Jul 2006 11:59:24 -0400
Subject: [PovertyLiteracy 204] Administration's post-Katrina poverty efforts
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A08055B75@UTKFSVS1.utk.tennessee.edu>
Readers,
In the Washington Post today was a piece about the administration's
rhetoric about poverty immediately following Katrina and their
subsequent lack of action.  We thought a lot about the effects of
poverty and racial discrimination post-Katrina, and I think we all hoped
that action to ameliorate the inequalities would be something good that
could come out of the tragedy.  This article reminds us not to let these
concerns fade.  Please read on............
Donna
djgbrian at utk.edu
Bush's Poverty Talk Is Now All but Silent Aiding Poor Was Brief Priority
After Katrina
By Michael A. Fletcher
Washington Post Staff Writer
Thursday, July 20, 2006; Page A04
<http://www.washingtonpost.com/wp-dyn/content/article/2006/07/19/AR20060
71901735.html?referrer=email>
From hsnow at cougar.kean.edu  Thu Jul 20 13:31:00 2006
From: hsnow at cougar.kean.edu (Hugh D. Snow)
Date: Thu, 20 Jul 2006 12:31:00 -0500
Subject: [PovertyLiteracy 205] Re: Administration's post-Katrina poverty
	efforts
Message-ID: <17a581aebb.1aebb17a58@kean.edu>
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From lterrill at cal.org  Thu Jul 20 13:57:11 2006
From: lterrill at cal.org (Lynda Terrill)
Date: Thu, 20 Jul 2006 13:57:11 -0400
Subject: [PovertyLiteracy 206] Re: Administration's post-Katrina poverty
	efforts
Message-ID: <7E0B624DDF68104F92C38648A4D93D8F013FC21C@MAIL.cal.local>
Hi,
This link to the article may work http://www.washingtonpost.com/wp-dyn/content/article/2006/07/19/AR2006071901735.html. If not, you can paste it in the search box on top and it works.
Lynda Terrill
lterrill at cal.org
________________________________
From: povertyliteracy-bounces at nifl.gov on behalf of Hugh D. Snow
Sent: Thu 7/20/2006 1:31 PM
To: The Poverty, Race, & Literacy Discussion List
Subject: [PovertyLiteracy 205] Re: Administration's post-Katrina poverty efforts
Hi Donna,
I was unable to read the Washington Post article from your link,however, I think I understand the scenario anyway. My experience in politics especially  when there are heated debates,and working with indigent people,who don't vote(for whatever reason), who always seem to have an unmet need(for whatever reason) requires too much effort and are labeled red herrings. This administration is governed by money and power(my debate is not if its good or bad) but reality. Given the war , the tax issue, and businesses looking to maximize profits,there's nothing left for the less fortunate. However, for people like yourself and so many other citizens who really care,your collective efforts and voices can and will make a difference,albeit long term. Just look at the people's response to katrina versus the government.That's where the emphasis must continue to emanate. Hope my comments make sense to you. Keep up the fight.
Hugh
 --- Original Message -----
From: "Brian, Dr Donna J G" <djgbrian at utk.edu>
Date: Thursday, July 20, 2006 10:59 am
Subject: [PovertyLiteracy 204] Administration's post-Katrina poverty efforts
> Readers,
> In the Washington Post today was a piece about the administration's
> rhetoric about poverty immediately following Katrina and their
> subsequent lack of action. We thought a lot about the effects of
> poverty and racial discrimination post-Katrina, and I think we all
> hopedthat action to ameliorate the inequalities would be something
> good that
> could come out of the tragedy. This article reminds us not to let
> theseconcerns fade. Please read on............
> Donna
> djgbrian at utk.edu
>
>
>
> Bush's Poverty Talk Is Now All but Silent Aiding Poor Was Brief
> PriorityAfter Katrina
>
> By Michael A. Fletcher
> Washington Post Staff Writer
> Thursday, July 20, 2006; Page A04
>
> <http://www.washingtonpost.com/wp-
> dyn/content/article/2006/07/19/AR2006071901735.html?referrer=email>
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
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From djgbrian at utk.edu  Thu Jul 20 14:12:42 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 20 Jul 2006 14:12:42 -0400
Subject: [PovertyLiteracy 207] Re: Administration's post-Katrina
	povertyefforts
In-Reply-To: <17a581aebb.1aebb17a58@kean.edu>
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A08056335@UTKFSVS1.utk.tennessee.edu>
To Hugh and others,
I noticed that when my original message came through, the URL was broken
into two lines and only the first line part of the link was actively
linked, although the rest of the URL is on the second line.  I think to
access the article, you would either have to cut and paste the two parts
of the URL together into the address or go to the Washington Post online
at http://www.washingtonpost.com/ , link to the politics page, and look
for the article.  It's there, but it's possible that you might have to
register to access it.  I'm already registered as a reader of the
Washington Post.  The article is well written, and worth the effort.
I think your points are well taken, Hugh, and that the related issues of
poverty, race, and literacy don't tend to come to the fore for Americans
who are not poor or minority except when an issue like Katrina forces
them into our living rooms.  And I think this list has many people on
it, probably most of the people on it, who are always looking for ways
to keep the issues alive and putting effort into the issue via literacy
efforts.
So our efforts must be two-fold: to keep reminding others that the
problems are real and deep and are not being adequately dealt with, and
to use our literacy efforts to enable our learners to use the power that
they do have in a democracy (even this one) to take action, no matter
how limited, on the problems affecting them.
I'd be interested in others' comments about how project-based learning
and other instructional efforts help our learners to feel enabled to
deal with problems and issues that they affect them.  I see that as the
focus for discussion and sharing on this list. I really feel the most
empowered myself when I can take action on this level.
Donna
djgbrian at utk.edu
________________________________
From: povertyliteracy-bounces at nifl.gov
[mailto:povertyliteracy-bounces at nifl.gov] On Behalf Of Hugh D. Snow
Sent: Thursday, July 20, 2006 1:31 PM
To: The Poverty, Race, & Literacy Discussion List
Subject: [PovertyLiteracy 205] Re: Administration's post-Katrina
povertyefforts
Hi Donna,
I was unable to read the Washington Post article from your link,however,
I think I understand the scenario anyway. My experience in politics
especially  when there are heated debates,and working with indigent
people,who don't vote(for whatever reason), who always seem to have an
unmet need(for whatever reason) requires too much effort and are labeled
red herrings. This administration is governed by money and power(my
debate is not if its good or bad) but reality. Given the war , the tax
issue, and businesses looking to maximize profits,there's nothing left
for the less fortunate. However, for people like yourself and so many
other citizens who really care,your collective efforts and voices can
and will make a difference,albeit long term. Just look at the people's
response to katrina versus the government.That's where the emphasis must
continue to emanate. Hope my comments make sense to you. Keep up the
fight.
Hugh
 --- Original Message -----
From: "Brian, Dr Donna J G" <djgbrian at utk.edu>
Date: Thursday, July 20, 2006 10:59 am
Subject: [PovertyLiteracy 204] Administration's post-Katrina poverty
efforts
> Readers,
> In the Washington Post today was a piece about the administration's
> rhetoric about poverty immediately following Katrina and their
> subsequent lack of action. We thought a lot about the effects of
> poverty and racial discrimination post-Katrina, and I think we all
> hopedthat action to ameliorate the inequalities would be something
> good that
> could come out of the tragedy. This article reminds us not to let
> theseconcerns fade. Please read on............
> Donna
> djgbrian at utk.edu
>
>
>
> Bush's Poverty Talk Is Now All but Silent Aiding Poor Was Brief
> PriorityAfter Katrina
>
> By Michael A. Fletcher
> Washington Post Staff Writer
> Thursday, July 20, 2006; Page A04
>
> <http://www.washingtonpost.com/wp-
> dyn/content/article/2006/07/19/AR2006071901735.html?referrer=email>
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
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From hsnow at cougar.kean.edu  Thu Jul 20 14:49:02 2006
From: hsnow at cougar.kean.edu (Hugh D. Snow)
Date: Thu, 20 Jul 2006 13:49:02 -0500
Subject: [PovertyLiteracy 208] Re: Administration's post-Katrina
	poverty	efforts
Message-ID: <1fdd622ac2.22ac21fdd6@kean.edu>
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Hi,
This link to the article may work http://www.washingtonpost.com/wp-dyn/content/article/2006/07/19/AR2006071901735.html. If not, you can paste it in the search box on top and it works.
Lynda Terrill
lterrill at cal.org
________________________________
From: povertyliteracy-bounces at nifl.gov on behalf of Hugh D. Snow
Sent: Thu 7/20/2006 1:31 PM
To: The Poverty, Race, & Literacy Discussion List
Subject: [PovertyLiteracy 205] Re: Administration's post-Katrina poverty efforts
Hi Donna,
I was unable to read the Washington Post article from your link,however, I think I understand the scenario anyway. My experience in politics especially  when there are heated debates,and working with indigent people,who don't vote(for whatever reason), who always seem to have an unmet need(for whatever reason) requires too much effort and are labeled red herrings. This administration is governed by money and power(my debate is not if its good or bad) but reality. Given the war , the tax issue, and businesses looking to maximize profits,there's nothing left for the less fortunate. However, for people like yourself and so many other citizens who really care,your collective efforts and voices can and will make a difference,albeit long term. Just look at the people's response to katrina versus the government.That's where the emphasis must continue to emanate. Hope my comments make sense to you. Keep up the fight.
Hugh
 --- Original Message -----
From: "Brian, Dr Donna J G" <djgbrian at utk.edu>
Date: Thursday, July 20, 2006 10:59 am
Subject: [PovertyLiteracy 204] Administration's post-Katrina poverty efforts
> Readers,
> In the Washington Post today was a piece about the administration's
> rhetoric about poverty immediately following Katrina and their
> subsequent lack of action. We thought a lot about the effects of
> poverty and racial discrimination post-Katrina, and I think we all
> hopedthat action to ameliorate the inequalities would be something
> good that
> could come out of the tragedy. This article reminds us not to let
> theseconcerns fade. Please read on............
> Donna
> djgbrian at utk.edu
>
>
>
> Bush's Poverty Talk Is Now All but Silent Aiding Poor Was Brief
> PriorityAfter Katrina
>
> By Michael A. Fletcher
> Washington Post Staff Writer
> Thursday, July 20, 2006; Page A04
>
> <http://www.washingtonpost.com/wp-
> dyn/content/article/2006/07/19/AR2006071901735.html?referrer=email>
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
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National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/povertyliteracy
From djgbrian at utk.edu  Thu Jul 20 21:35:56 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 20 Jul 2006 21:35:56 -0400
Subject: [PovertyLiteracy 209]  Guest in Workplace Literacy next week
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A080BF4E9@UTKFSVS1.utk.tennessee.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 <outbind://63/www.work-basedlearning.org> ,
www.scorecardforskills.com <outbind://63/www.scorecardforskills.com%20>
and www.workplacebasicskills.com
<outbind://63/www.workplacebasicskills.com%20>  - 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
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From kabeall at comcast.net  Mon Jul 24 11:19:36 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Mon, 24 Jul 2006 11:19:36 -0400
Subject: [PovertyLiteracy 210]  New from NCSALL--Training Guides
Message-ID: <002201c6af34$93220bc0$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 djgbrian at utk.edu  Thu Jul 27 10:56:52 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 27 Jul 2006 10:56:52 -0400
Subject: [PovertyLiteracy 211] Resource: Employment-Focused Programs for
	Ex-Prisoners
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A087FC7D8@UTKFSVS1.utk.tennessee.edu>
This new resource from MDRC is online, full text.  The link is to the
overview, and the link to the full report is in the left bar.   Here's
the abstract from MDRC:
Each year, the more than 600,000 people released from prison face
numerous obstacles to successful reentry into society, starting with the
challenge of finding stable work. This background paper, prepared for a
recent conference sponsored by the University of Michigan's National
Poverty Center, reviews previous research on work-focused programs for
ex-prisoners, describes planned and ongoing evaluations, and proposes
ideas for future research.
http://www.mdrc.org/publications/435/overview.html
From djgbrian at utk.edu  Thu Jul 27 12:37:23 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 27 Jul 2006 12:37:23 -0400
Subject: [PovertyLiteracy 212]  Upcoming Discussion of Women, Violence,
	and Learning
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A088594B3@UTKFSVS1.utk.tennessee.edu>
This August, the National Institute for Literacy's "Women and Literacy"
Discussion List will be hosting a discussion of "Women, Violence, and
Learning," using select readings by Jenny Horsman as a springboard for
discussion. If you would like to participate in the discussion:
1. By August 2nd: Email Mev Miller your vote on the reading selection
from the five choices she lists below: <welearn at litwomen.org>
2. Subscribe to the Women and Literacy Discussion List for next steps:
http://www.nifl.gov/mailman/listinfo/Womenliteracy
3. August 15: Online discussion officially begins
Please see below ~
 ===========================================================
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
A) 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.
B) 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
C) 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".
D) "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."
E) 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 Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From djgbrian at utk.edu  Fri Jul 28 00:28:59 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Fri, 28 Jul 2006 00:28:59 -0400
Subject: [PovertyLiteracy 213]  Nancie Payne to guest on LD discussion list
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A088C06F7@UTKFSVS1.utk.tennessee.edu>
Hello all,
I am very pleased to announce that Nancie Payne has accepted my
invitation as a Guest Speaker during the week of August 7-11, 2006.
Beginning in July, we had a thread being discussed on the List that
eventually became the "LD Discrepancy Model" topic.  That topic is the
one that I have asked Nancie to address during her week with us.  I want
to ask subscribers to begin thinking about questions they want to
propose to Nancie.  Since Nancie is already a subscriber on this List,
she will see each of your suggestions as they are posted.
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.  Information about
subscribing to the List is at the bottom of this message.
Lastly, I am including Nancie Payne's resume for your information.
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. Payne's 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.
I look forward to reading the questions you post for Nancie Payne.
Thanks very much,
Rochelle
Rochelle Kenyon, Moderator
National Institute for Literacy
Learning Disabilities Discussion List
RKenyon721 at aol.com
To subscribe:
http://www.nifl.gov/mailman/listinfo/LearningDisabilities
To read archived messages:
http://www.nifl.gov/linc/discussions/list_archives.html
From djgbrian at utk.edu  Fri Jul 28 10:41:31 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Fri, 28 Jul 2006 10:41:31 -0400
Subject: [PovertyLiteracy 214]  Upcoming discussion on ELL list
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A08A47266@UTKFSVS1.utk.tennessee.edu>
Colleagues,
The following announcement comes from Lynda Terrill, the Adult English
Language Discussion List moderator.
Donna
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Dear colleagues,
I am happy to announce an upcoming panel discussion on the adult English
language list 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
Lynda Terrill
Adult English language discussion list moderator
Center for Adult English Language Acquisition
Center for Applied Linguistics
4646 40th St, NW
Washington, DC 20016
202-362-0700, ext 543
lterrill at cal.org
From djgbrian at utk.edu  Mon Jul 31 10:57:55 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Mon, 31 Jul 2006 10:57:55 -0400
Subject: [PovertyLiteracy 215] Request for Applications for D.C.Adult
	Literacy Professional Development Center
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A08C4FFF5@UTKFSVS1.utk.tennessee.edu>
Colleagues,
Below is a notice of a Request for Applications for a D.C. Adult
Literacy Professional Development Center which may be of interest.
Donna
djgbrian at utk.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 djgbrian at utk.edu  Mon Jul 31 13:01:00 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Mon, 31 Jul 2006 13:01:00 -0400
Subject: [PovertyLiteracy 216]  FW: Posting of Project Manager Position
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A08CCD45C@UTKFSVS1.utk.tennessee.edu>
-----Original Message-----
From: COABE [mailto:COABE at literacyprogram.org]
Sent: Monday, July 31, 2006 12:36 PM
Subject: Posting of Project Manager Position
> PROLITERACY WORLDWIDE JOB OPPORTUNITY
>
> 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 jgehner at hhptf.org  Mon Jul 31 17:08:19 2006
From: jgehner at hhptf.org (jgehner at hhptf.org)
Date: Mon, 31 Jul 2006 14:08:19 -0700 (PDT)
Subject: [PovertyLiteracy 217] Worcester Public Library Must Rescind
	Borrowing Policy
Message-ID: <2891.70.225.187.23.1154380099.squirrel@www.hhptf.org>
The American Library Association provides guidelines for developing
library policies, which include access privileges. Founded on the Library
Bill of Rights, the guidelines state that public libraries "should avoid
arbitrary distinctions between individuals or classes of users," policies
"should not target specific users or groups of users," and policies "must
be communicated clearly and made available in an effective manner."
An ALA document on economic barriers to information access notes,
"[R]esources that are provided directly or indirectly by the library ...
should be readily, equally and equitably accessible to all library users."
ALA Policy 61 (Library Services for the Poor) calls for direct
representation of poor people and their advocates in policy making and for
cooperation between libraries and social-service agencies.
Within these ALA parameters, and as reported by various media sources,
Worcester Public Library is choosing to ignore its obligations to
disadvantaged citizens. WPL?s two-book borrowing limit fails to provide
equal access for low-income people. And bearing an air of classism, its
incomplete "agency blacklist" brands them as thieves.
According to the U.S. Census, the percentage of people living below the
poverty line in Worcester is higher than the national average. Is WPL
attentive to this fact and responsive to those who struggle with poverty
and social exclusion?
I am hopeful that WPL will rescind its prejudicial borrowing policy, and I
am confident that there are more thoughtful ways to exercise "fiduciary
responsibility." In support of these necessary changes, I invite WPL
staff, board members, and others to consult the resources available at
www.hhptf.org.
Respectfully,
John Gehner, Coordinator
Hunger, Homelessness & Poverty Task Force (HHPTF)
Social Responsibilities Round Table (SRRT)
of the American Library Association (ALA)
jgehner at hhptf.org
From djgbrian at utk.edu  Thu Aug  3 08:32:59 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 3 Aug 2006 08:32:59 -0400
Subject: [PovertyLiteracy 218]  Poverty, Race, & Literacy Guest next week
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A08FF56A5@UTKFSVS1.utk.tennessee.edu>
Guest Discussion: Poverty, Race, & Literacy
Monday, August 7-  Friday, August 11
Guest: Andy Nash- please see Andy's bio below
 Poverty, Race, & 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 <http://www.nelrc.org/changeagent> ) and   be
ready starting Monday to participate in a lively discussion about
literacy and social justice issues!   Also, if you have colleagues who
are not subscribed to our list, please forward this message to them.
They can subscribe to the list at
<http://www.nifl.gov/mailman/listinfo/Povertyliteracy>
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
-------------- next part --------------
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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: [PovertyLiteracy 219]  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 djgbrian at utk.edu  Thu Aug  3 11:59:54 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 3 Aug 2006 11:59:54 -0400
Subject: [PovertyLiteracy 220]  FW: Welcome to the Poverty, Race,
	& Literacy Discussion List
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0909668A@UTKFSVS1.utk.tennessee.edu>
 List members,
We are starting to get new subscriptions to the Poverty, Race, &
Literacy list in response to the invitation to join our discussion next
week.  I send a welcome message with an invitation to post an
introduction to the list to all new subscribers.  The following
introduction just arrived.  Please welcome Karen to our list!
Donna
Donna Brian, Moderator
Poverty, Race, & Literacy Discussion List
Center for Literacy Studies at The University of Tennessee
djgbrian at utk.edu
-----Original Message-----
From: Limkemann, Karen [mailto:Karen.Limkemann at fwliteracyalliance.org]
Sent: Thursday, August 03, 2006 10:58 AM
To: Brian, Dr Donna J G
Subject: RE: Welcome to the Poverty, Race, & Literacy Discussion List
Good Morning Donna,
I am an administrator in a NFP literacy organization in Fort Wayne, IN.
My formal training was as a School Psychologist,(MA, U. of South
Florida, 1980) however I have worked in several arenas over the past 25+
years; Juvenile Probation officer, Case Coordinator in MR/DD
organization, community college system, welfare to work, etc.  I can't
decide what I want to be when I grow up!
My current employer, The Literacy Alliance, has a broad range of
services and serves in excess of 600 students a year.  We recently went
through the re-accreditation process with ProLiteracy.  We have 4
community based adult learning centers, three Family Literacy programs,
a CAI lab using KeyTrain primarily and of course the traditional One on
One tutoring utilizing volunteers. I am starting my 10th year with the
organization.
I look forward to next week's discussion.
Karen Limkemann
From mev at litwomen.org  Thu Aug  3 12:01:02 2006
From: mev at litwomen.org (mev at litwomen.org)
Date: Thu, 3 Aug 2006 09:01:02 -0700
Subject: [PovertyLiteracy 221]  [Workplace 353]  WE LEARN in Minnesota...
Message-ID: <000301c6b716$050dc5b0$2700a8c0@tchmain.local>
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
----------------------------------------------------
National Institute for Literacy
Workplace Literacy mailing list
Workplace at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/workplace
From djgbrian at utk.edu  Sun Aug  6 23:30:51 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Sun, 6 Aug 2006 23:30:51 -0400
Subject: [PovertyLiteracy 222]  Let the discussion begin!
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A06F517E2@UTKFSVS1.utk.tennessee.edu>
Reminder:
Beginning today, Monday, August 7th, Andy Nash, Professional Development Specialist from The
Change Agent will be joining the Poverty, Race, and Literacy Discussion List
as a guest participant in a discussion of literacy and social justice issues.  She is beginning the discussion by asking us some questions:
About bringing issues of social justice into the classroom, I am interested in thinking about the
role materials such as The Change Agent (http://www.nelrc.org/changeagent/ <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.nelrc.org/changeagent/> ) can play in adult ed.
1.    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.?
2.    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?
3.    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?
4.    And, of course, what does it all have to do with improving basic academic, language, and job skills?
Let's welcome Andy to the list by responding to her questions with our own experiences. Jump right in!  Don't wait for others to carry the discussion!  I'm sure these are questions you have had to answer for yourselves in your own teaching, and they are not ones we have discussed on the list with any regularity.  So, thanks, Andy, for being willing to help us answer these and other questions for ourselves with your guidance and expertise.  It should be an enlightening week!
To post a response or a question, reply to this e-mail.  It will facilitate following various threads that develop in the discussion if you will remember to check the subject line of your post to make it correspond with the topic of your post. If you have any difficulty posting directly to the list, you may send your post to me and I will post it for you.
Let the discussion begin!
Donna
Donna Brian, Moderator
Poverty, Race, and Literacy Discussion List
djgbrian at utk.edu
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From hsnow at cougar.kean.edu  Mon Aug  7 00:38:28 2006
From: hsnow at cougar.kean.edu (Hugh D. Snow)
Date: Sun, 06 Aug 2006 23:38:28 -0500
Subject: [PovertyLiteracy 223] Re: Let the discussion begin!
Message-ID: <189641c7d2.1c7d218964@kean.edu>
Hi andy and welcome
My response(s)to your questions are as follows:
1. I think one of the task of educators is to educate, introduce new concepts/ideas,ete.However, I think we have to use caution in doing so.Some students are comfortable discussing class struggles and social injustices,while many others are very reluctant to do so.Some feel it draws attention to where they are at that time and leads them to think people look down on them, causing more grief.This group will tell you in so many ways,get on with what they came to learn. Since globalization has a direct impact on not just their current status, but future as well, its good to spend quality time discussing it. However,the teacher should really know the material well and be able to give more than a textbook approach to the matter.
2.It has been my experience that general problems have the greatest priority, but when the students feel the teacher has a genuine concern for them,they enjoy a mixture.The war is certainly real to them ,some of their family members are involved, one has to be careful that it doesn't turn out to be a "hate America" discussion.
3.I am of the opinion, that we as educators should hone our skills in such a way that we get the students thinking out loud about issues.I have seen this work wonders because it makes the students feel intelligent and it encourages them to participate.
4. It has everything to do with basic improvements. Our shrinking world not through size but communications means we need to have more well rounded thinking/knowing people who have opinions,and are not afraid to let them be known.
 I do hope my comments make sense.
Hugh Snow
-------------- next part --------------
Reminder:
Beginning today, Monday, August 7th, Andy Nash, Professional Development Specialist from The
Change Agent will be joining the Poverty, Race, and Literacy Discussion List
as a guest participant in a discussion of literacy and social justice issues.  She is beginning the discussion by asking us some questions:
About bringing issues of social justice into the classroom, I am interested in thinking about the
role materials such as The Change Agent (http://www.nelrc.org/changeagent/ <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.nelrc.org/changeagent/> ) can play in adult ed.
1.    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.?
2.    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?
3.    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?
4.    And, of course, what does it all have to do with improving basic academic, language, and job skills?
Let's welcome Andy to the list by responding to her questions with our own experiences. Jump right in!  Don't wait for others to carry the discussion!  I'm sure these are questions you have had to answer for yourselves in your own teaching, and they are not ones we have discussed on the list with any regularity.  So, thanks, Andy, for being willing to help us answer these and other questions for ourselves with your guidance and expertise.  It should be an enlightening week!
To post a response or a question, reply to this e-mail.  It will facilitate following various threads that develop in the discussion if you will remember to check the subject line of your post to make it correspond with the topic of your post. If you have any difficulty posting directly to the list, you may send your post to me and I will post it for you.
Let the discussion begin!
Donna
Donna Brian, Moderator
Poverty, Race, and Literacy Discussion List
djgbrian at utk.edu
-------------- next part --------------
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----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/povertyliteracy
From djgbrian at utk.edu  Mon Aug  7 10:24:31 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Mon, 7 Aug 2006 10:24:31 -0400
Subject: [PovertyLiteracy 224]  Problem-based learning
In-Reply-To: <189641c7d2.1c7d218964@kean.edu>
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A09A596EC@UTKFSVS1.utk.tennessee.edu>
As a researcher and a professional development provider, I hear about
problem-based learning, where adult learners work on a problem that
affects them as a project, engaging in problem-solving and critical
thinking skills. Reading, math, and writing skills, as well as science
and social studies concepts, are addressed as a part of the
problem-solving process. This process begins with the learners,
typically working in teams, to identify a need or difficulty,
investigate the issues surrounding the need or problem and then create a
plan to address it. Learners can then implement their plan or carry out
their project, and evaluate its success, and make any necessary
adjustments in order to accomplish the original goals.
I'm wondering how much of this problem-based learning actually goes on
in your classrooms.  Is this some pie-in-the-sky thing we researchers
and professional development people just read and talk about, or does it
really work in classrooms?  And in actual problem-based learning
projects, how do you make it work in your classrooms?
I'm wanting to hear the real stuff!
Donna
-----Original Message-----
From: povertyliteracy-bounces at nifl.gov
[mailto:povertyliteracy-bounces at nifl.gov] On Behalf Of Hugh D. Snow
Sent: Monday, August 07, 2006 12:38 AM
To: The Poverty, Race, & Literacy Discussion List
Subject: [PovertyLiteracy 223] Re: Let the discussion begin!
Hi andy and welcome
My response(s)to your questions are as follows:
1. I think one of the task of educators is to educate, introduce new
concepts/ideas,ete.However, I think we have to use caution in doing
so.Some students are comfortable discussing class struggles and social
injustices,while many others are very reluctant to do so.Some feel it
draws attention to where they are at that time and leads them to think
people look down on them, causing more grief.This group will tell you in
so many ways,get on with what they came to learn. Since globalization
has a direct impact on not just their current status, but future as
well, its good to spend quality time discussing it. However,the teacher
should really know the material well and be able to give more than a
textbook approach to the matter.
2.It has been my experience that general problems have the greatest
priority, but when the students feel the teacher has a genuine concern
for them,they enjoy a mixture.The war is certainly real to them ,some of
their family members are involved, one has to be careful that it doesn't
turn out to be a "hate America" discussion.
3.I am of the opinion, that we as educators should hone our skills in
such a way that we get the students thinking out loud about issues.I
have seen this work wonders because it makes the students feel
intelligent and it encourages them to participate.
4. It has everything to do with basic improvements. Our shrinking world
not through size but communications means we need to have more well
rounded thinking/knowing people who have opinions,and are not afraid to
let them be known.
 I do hope my comments make sense.
Hugh Snow
From cb.king at verizon.net  Mon Aug  7 11:27:39 2006
From: cb.king at verizon.net (Catherine B. King)
Date: Mon, 07 Aug 2006 10:27:39 -0500
Subject: [PovertyLiteracy 225] Re: Problem-based learning
References: <6A5CE13D731DE249BC61CB8C5C474B0A09A596EC@UTKFSVS1.utk.tennessee.edu>
Message-ID: <005401c6ba36$05cba3f0$8fa1193f@CBK>
        Hello Donna:
What you are describing are the core activities of action research.
I teach a course around this methodology to teachers who want to "make a
difference" by doing their own local research, in the context of a
professional literature review, to make change/improve their classrooms and
school sites through the isolation of specific problems, e.g., lack of
parent .involvement, teen suicide, ESL reading interventions, lack of
on-site new-teacher mentoring, foster children's isolations and falling
through the cracks, testing obsessions by administrators and school boards,
to name just this present class' projects.
What teachers are doing is a little more differentiated, and require the
governance of IRB-like institutional controls for legal and ethical
security, however, it's basically the same scientific
method-problem-oriented-applied field work at the local level.  FYI the text
I use is Research and Evaluation in Education and Psychology--Integrating
Diversity with Quantitative, Qualitative, and MixedMethods (2005) (2nd ed.)
Sage Publications, Donna Mertens.
best,
Catherine King
----- Original Message -----
From: "Brian, Dr Donna J G" <djgbrian at utk.edu>
To: "The Poverty, Race,& Literacy Discussion List"
<povertyliteracy at nifl.gov>
Sent: Monday, August 07, 2006 9:24 AM
Subject: [PovertyLiteracy 224] Problem-based learning
> As a researcher and a professional development provider, I hear about
> problem-based learning, where adult learners work on a problem that
> affects them as a project, engaging in problem-solving and critical
> thinking skills. Reading, math, and writing skills, as well as science
> and social studies concepts, are addressed as a part of the
> problem-solving process. This process begins with the learners,
> typically working in teams, to identify a need or difficulty,
> investigate the issues surrounding the need or problem and then create a
> plan to address it. Learners can then implement their plan or carry out
> their project, and evaluate its success, and make any necessary
> adjustments in order to accomplish the original goals.
>
> I'm wondering how much of this problem-based learning actually goes on
> in your classrooms.  Is this some pie-in-the-sky thing we researchers
> and professional development people just read and talk about, or does it
> really work in classrooms?  And in actual problem-based learning
> projects, how do you make it work in your classrooms?
>
> I'm wanting to hear the real stuff!
> Donna
>
>
>
> -----Original Message-----
> From: povertyliteracy-bounces at nifl.gov
> [mailto:povertyliteracy-bounces at nifl.gov] On Behalf Of Hugh D. Snow
> Sent: Monday, August 07, 2006 12:38 AM
> To: The Poverty, Race, & Literacy Discussion List
> Subject: [PovertyLiteracy 223] Re: Let the discussion begin!
>
> Hi andy and welcome
> My response(s)to your questions are as follows:
> 1. I think one of the task of educators is to educate, introduce new
> concepts/ideas,ete.However, I think we have to use caution in doing
> so.Some students are comfortable discussing class struggles and social
> injustices,while many others are very reluctant to do so.Some feel it
> draws attention to where they are at that time and leads them to think
> people look down on them, causing more grief.This group will tell you in
> so many ways,get on with what they came to learn. Since globalization
> has a direct impact on not just their current status, but future as
> well, its good to spend quality time discussing it. However,the teacher
> should really know the material well and be able to give more than a
> textbook approach to the matter.
>
> 2.It has been my experience that general problems have the greatest
> priority, but when the students feel the teacher has a genuine concern
> for them,they enjoy a mixture.The war is certainly real to them ,some of
> their family members are involved, one has to be careful that it doesn't
> turn out to be a "hate America" discussion.
>
> 3.I am of the opinion, that we as educators should hone our skills in
> such a way that we get the students thinking out loud about issues.I
> have seen this work wonders because it makes the students feel
> intelligent and it encourages them to participate.
>
> 4. It has everything to do with basic improvements. Our shrinking world
> not through size but communications means we need to have more well
> rounded thinking/knowing people who have opinions,and are not afraid to
> let them be known.
>
> I do hope my comments make sense.
> Hugh Snow
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
>
From djgbrian at utk.edu  Mon Aug  7 11:55:47 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Mon, 7 Aug 2006 11:55:47 -0400
Subject: [PovertyLiteracy 226]  FW:   Problem-based learning
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A09A59F74@UTKFSVS1.utk.tennessee.edu>
So, Catherine, how often do teachers actually do this, and what is their
success?  Can you give us some examples?
Do these issues come from the experience and concerns of the learners,
or are they identified by the instructor who actually works to get the
learners involved and concerned?
Donna
-----Original Message-----
From: Catherine B. King [mailto:cb.king at verizon.net]
Sent: Monday, August 07, 2006 11:28 AM
To: The Poverty, Race, & Literacy Discussion List
Subject: Re: [PovertyLiteracy 224] Problem-based learning
        Hello Donna:
What you are describing are the core activities of action research.
I teach a course around this methodology to teachers who want to "make a
difference" by doing their own local research, in the context of a
professional literature review, to make change/improve their classrooms
and school sites through the isolation of specific problems, e.g., lack
of parent .involvement, teen suicide, ESL reading interventions, lack of
on-site new-teacher mentoring, foster children's isolations and falling
through the cracks, testing obsessions by administrators and school
boards, to name just this present class' projects.
What teachers are doing is a little more differentiated, and require the
governance of IRB-like institutional controls for legal and ethical
security, however, it's basically the same scientific
method-problem-oriented-applied field work at the local level.  FYI the
text I use is Research and Evaluation in Education and
Psychology--Integrating Diversity with Quantitative, Qualitative, and
MixedMethods (2005) (2nd ed.) Sage Publications, Donna Mertens.
best,
Catherine King
----- Original Message -----
From: "Brian, Dr Donna J G" <djgbrian at utk.edu>
To: "The Poverty, Race,& Literacy Discussion List"
<povertyliteracy at nifl.gov>
Sent: Monday, August 07, 2006 9:24 AM
Subject: [PovertyLiteracy 224] Problem-based learning
> As a researcher and a professional development provider, I hear about
> problem-based learning, where adult learners work on a problem that
> affects them as a project, engaging in problem-solving and critical
> thinking skills. Reading, math, and writing skills, as well as science
> and social studies concepts, are addressed as a part of the
> problem-solving process. This process begins with the learners,
> typically working in teams, to identify a need or difficulty,
> investigate the issues surrounding the need or problem and then create
a
> plan to address it. Learners can then implement their plan or carry
out
> their project, and evaluate its success, and make any necessary
> adjustments in order to accomplish the original goals.
>
> I'm wondering how much of this problem-based learning actually goes on
> in your classrooms.  Is this some pie-in-the-sky thing we researchers
> and professional development people just read and talk about, or does
it
> really work in classrooms?  And in actual problem-based learning
> projects, how do you make it work in your classrooms?
>
> I'm wanting to hear the real stuff!
> Donna
>
>
>
> -----Original Message-----
> From: povertyliteracy-bounces at nifl.gov
> [mailto:povertyliteracy-bounces at nifl.gov] On Behalf Of Hugh D. Snow
> Sent: Monday, August 07, 2006 12:38 AM
> To: The Poverty, Race, & Literacy Discussion List
> Subject: [PovertyLiteracy 223] Re: Let the discussion begin!
>
> Hi andy and welcome
> My response(s)to your questions are as follows:
> 1. I think one of the task of educators is to educate, introduce new
> concepts/ideas,ete.However, I think we have to use caution in doing
> so.Some students are comfortable discussing class struggles and social
> injustices,while many others are very reluctant to do so.Some feel it
> draws attention to where they are at that time and leads them to think
> people look down on them, causing more grief.This group will tell you
in
> so many ways,get on with what they came to learn. Since globalization
> has a direct impact on not just their current status, but future as
> well, its good to spend quality time discussing it. However,the
teacher
> should really know the material well and be able to give more than a
> textbook approach to the matter.
>
> 2.It has been my experience that general problems have the greatest
> priority, but when the students feel the teacher has a genuine concern
> for them,they enjoy a mixture.The war is certainly real to them ,some
of
> their family members are involved, one has to be careful that it
doesn't
> turn out to be a "hate America" discussion.
>
> 3.I am of the opinion, that we as educators should hone our skills in
> such a way that we get the students thinking out loud about issues.I
> have seen this work wonders because it makes the students feel
> intelligent and it encourages them to participate.
>
> 4. It has everything to do with basic improvements. Our shrinking
world
> not through size but communications means we need to have more well
> rounded thinking/knowing people who have opinions,and are not afraid
to
> let them be known.
>
> I do hope my comments make sense.
> Hugh Snow
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
>
From andy_nash at worlded.org  Mon Aug  7 12:46:50 2006
From: andy_nash at worlded.org (Andy Nash)
Date: Mon, 07 Aug 2006 12:46:50 -0400
Subject: [PovertyLiteracy 227]  Reply to Hugh
Message-ID: <s4d73650.090@mail.jsi.com>
Hi Hugh,
Thanks for the welcome and for your thoughts on my questions. Let me respond to your comments by inserting my responses below . . .
HS:  I think one of the tasks of educators is to educate, introduce new concepts/ideas, etc. However, I think we have to use caution in doing so. Some students are comfortable discussing class struggles and social injustices, while many others are very reluctant to do so. Some feel it draws attention to where they are at that time and leads them to think people look down on them, causing more grief.
AN: Hugh, I certainly agree that we need to assess student interest/comfort in any topic we address in the classroom. I also believe that adults? level of interest will relate quite directly to how an issue comes up. Adults are not likely to respond well to any approach that puts them on the spot (to reveal information or defend a position) or that pressures them to deal with private issues in a public forum. They also need to feel that there?s a clear purpose for having the discussion * how does it relate to their interests and how does it help them advance their skills?
In the book, we demonstrate several ways that are effective for drawing out student interest in an issue (see the catalyst materials and math lesson at http://www.nelrc.org/publications/cabook.html), including:
- using catalyst discussion prompts (which allow you to talk about an issue through someone else?s experience rather than your own or to approach the issue through information), and
- introducing an issue through a skill-based lesson, such as the sample lesson that raises the topic of globalization by having students look at their own clothing labels to see where their clothes are made, and then using the data to construct charts and graphs.
In all cases, the focus is on the social factors that affect many people and illustrate that these problems are not a matter of individual failure.
HS: This group will tell you in so many ways, get on with what they came to learn. Since globalization has a direct impact on not just their current status, but future as well, it?s good to spend quality time discussing it. However, the teacher should really know the material well and be able to give more than a textbook approach to the matter.
AN: Hmm . . . if I have to be an expert on any topic we broach in the classroom, that will really limit what we talk about. I prefer to think that we can investigate a topic together. But I do think that the teacher needs to be prepared to look for materials that are engaging and varied, and that attend to the grey areas of an issue, not just the simple black and white. This is largely what The Change Agent tries to provide because teachers just don?t have enough time to gather it all.
HS: It has been my experience that general problems have the greatest priority, but when the students feel the teacher has a genuine concern for them, they enjoy a mixture. The war is certainly real to them, some of their family members are involved, one has to be careful that it doesn't turn out to be a "hate America" discussion.
AN: Yes, and this gets back to purpose. Sometimes we think that getting people riled up = engagement = quality instruction. We really need to focus on shedding light rather than heat. What does the material or discussion help us understand about the various positions? The values and interests they reflect? How to evaluate the credibility of our sources? How to talk across our differences?
HS: I am of the opinion, that we as educators should hone our skills in such a way that we get the students thinking out loud about issues. I have seen this work wonders because it makes the students feel intelligent and it encourages them to participate.
AN: And helps them to clarify their views by considering where they come from and why they hold them. Our culture really discourages dialogue. It used to be that just religion was off limits in ?polite conversation,? but now it seems that we?re not supposed to talk about anything (of substance) about which we hold an opinion, and therefore our opinions are never tested, challenged, honed. And we lose the skills of civil discourse. This is dangerous.
HS: It has everything to do with basic improvements. Our shrinking world not through size but communications means we need to have more well rounded thinking/knowing people who have opinions, and are not afraid to let them be known.
AN: Absolutely.
From lwilkins at mills.edu  Mon Aug  7 13:33:01 2006
From: lwilkins at mills.edu (Lynne Wilkins)
Date: Mon, 07 Aug 2006 10:33:01 -0700
Subject: [PovertyLiteracy 228] Re: Let the discussion begin!
In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A06F517E2@UTKFSVS1.utk.tennessee.edu>
References: <6A5CE13D731DE249BC61CB8C5C474B0A06F517E2@UTKFSVS1.utk.tennessee.edu>
Message-ID: <44D7794D.6080003@mills.edu>
Hello to all,
I'm delighted to participate in this discussion. In our program, we
combine the immigrant and the international adult into our intensive
English classes where students study together for 22.5 hours a week,
women only in the mornings and coed in the evenings, combining English
language classes with computer application and career readiness/job
search and then add in community English as well. When fully enrolled we
have 7 levels of classes, from low beginning through university level
preparation.
My answers are:
/1. 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.? /
Generally in our lower levels, we address the more tangible topics like the need and how to access daycare and medical care and community resources to help with translation, taxes, legal help, etc. At the higher levels, we move more globally as we encourage our students into more critical thinking in English. When we have international students in our lower level classes, the more global topics are discussed to enable all our students to participate.
/2.    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? /
It's actually the same answer as #1.
/3.    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? /
As teachers and staff, we meet weekly so if an issue is important to all, we try to address it as a center and have the teachers bring it to the students. At other times, we encourage our students to bring the issues that are important to them into the classroom unless it's a topic that might be offensive to other classmates.
/4.    And, of course, what does it all have to do with improving basic academic, language, and job skills?
/We believe that the more relevant and useful the language is, the easier language acquisition takes place. Additionally, it's important to know the culture of the workplace and the expectations of co-workers, superiors and subordinates. The better our students can express their ideas and their questions in English, the better community members they become and the better prepared they are for the workplace, additional studies and/or tests like the new iBT TOEFL.
I'm looking forward to a fun and informative discussion,
Lynne
Lynne Wilkins, Associate Director for Programs
English Center for International Women at Mills College
P.O. Box 9968, Oakland, CA 94613
(510)430-2285
lwilkins at mills.edu
Brian, Dr Donna J G wrote:
> Reminder:
> Beginning today, Monday, August 7th, Andy Nash, Professional Development Specialist from The
> Change Agent will be joining the Poverty, Race, and Literacy Discussion List
> as a guest participant in a discussion of literacy and social justice issues.  She is beginning the discussion by asking us some questions:
>
> About bringing issues of social justice into the classroom, I am interested in thinking about the
> role materials such as The Change Agent (http://www.nelrc.org/changeagent/ <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.nelrc.org/changeagent/> ) can play in adult ed.
>
> 1.    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.?
>
> 2.    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?
>
> 3.    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?
>
> 4.    And, of course, what does it all have to do with improving basic academic, language, and job skills?
>
>
> Let's welcome Andy to the list by responding to her questions with our own experiences. Jump right in!  Don't wait for others to carry the discussion!  I'm sure these are questions you have had to answer for yourselves in your own teaching, and they are not ones we have discussed on the list with any regularity.  So, thanks, Andy, for being willing to help us answer these and other questions for ourselves with your guidance and expertise.  It should be an enlightening week!
>
> To post a response or a question, reply to this e-mail.  It will facilitate following various threads that develop in the discussion if you will remember to check the subject line of your post to make it correspond with the topic of your post. If you have any difficulty posting directly to the list, you may send your post to me and I will post it for you.
>
> Let the discussion begin!
> Donna
>
> Donna Brian, Moderator
> Poverty, Race, and Literacy Discussion List
> djgbrian at utk.edu
>
>
> ------------------------------------------------------------------------
>
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/povertyliteracy
--
Lynne Wilkins, Associate Director for Programs
English Center for International Women at Mills College
P.O. Box 9968, Oakland, CA 94613
(510)430-2285
lwilkins at mills.edu
From hsnow at cougar.kean.edu  Mon Aug  7 20:01:26 2006
From: hsnow at cougar.kean.edu (Hugh D. Snow)
Date: Mon, 07 Aug 2006 19:01:26 -0500
Subject: [PovertyLiteracy 229] Re: Reply to Hugh
Message-ID: <4ce6f4f81b.4f81b4ce6f@kean.edu>
Hi Andy,
I really enjoyed your comments,thanks. Just a comment relative to question#2.I did not mean to suggest teachers have to be experts on each topic,but have better than a general understanding of the topic.We see examples of this today in many of the graduate schools, the teacher has great research ability,but little practical experience;and in some cases the students have greater hands on experience than the one teaching the class. Have a great evening. Hugh
----- Original Message -----
From: Andy Nash <andy_nash at worlded.org>
Date: Monday, August 7, 2006 11:46 am
Subject: [PovertyLiteracy 227]  Reply to Hugh
> Hi Hugh,
> Thanks for the welcome and for your thoughts on my questions. Let
> me respond to your comments by inserting my responses below . . .
>
> HS:  I think one of the tasks of educators is to educate,
> introduce new concepts/ideas, etc. However, I think we have to use
> caution in doing so. Some students are comfortable discussing
> class struggles and social injustices, while many others are very
> reluctant to do so. Some feel it draws attention to where they are
> at that time and leads them to think people look down on them,
> causing more grief.
>
> AN: Hugh, I certainly agree that we need to assess student
> interest/comfort in any topic we address in the classroom. I also
> believe that adults? level of interest will relate quite directly
> to how an issue comes up. Adults are not likely to respond well to
> any approach that puts them on the spot (to reveal information or
> defend a position) or that pressures them to deal with private
> issues in a public forum. They also need to feel that there?s a
> clear purpose for having the discussion * how does it relate to
> their interests and how does it help them advance their skills?
>
> In the book, we demonstrate several ways that are effective for
> drawing out student interest in an issue (see the catalyst
> materials and math lesson at
> http://www.nelrc.org/publications/cabook.html), including:
> - using catalyst discussion prompts (which allow you to talk about
> an issue through someone else?s experience rather than your own or
> to approach the issue through information), and
> - introducing an issue through a skill-based lesson, such as the
> sample lesson that raises the topic of globalization by having
> students look at their own clothing labels to see where their
> clothes are made, and then using the data to construct charts and
> graphs.
>
> In all cases, the focus is on the social factors that affect many
> people and illustrate that these problems are not a matter of
> individual failure.
>
> HS: This group will tell you in so many ways, get on with what
> they came to learn. Since globalization has a direct impact on not
> just their current status, but future as well, it?s good to spend
> quality time discussing it. However, the teacher should really
> know the material well and be able to give more than a textbook
> approach to the matter.
>
> AN: Hmm . . . if I have to be an expert on any topic we broach in
> the classroom, that will really limit what we talk about. I prefer
> to think that we can investigate a topic together. But I do think
> that the teacher needs to be prepared to look for materials that
> are engaging and varied, and that attend to the grey areas of an
> issue, not just the simple black and white. This is largely what
> The Change Agent tries to provide because teachers just don?t have
> enough time to gather it all.
>
> HS: It has been my experience that general problems have the
> greatest priority, but when the students feel the teacher has a
> genuine concern for them, they enjoy a mixture. The war is
> certainly real to them, some of their family members are involved,
> one has to be careful that it doesn't turn out to be a "hate
> America" discussion.
>
> AN: Yes, and this gets back to purpose. Sometimes we think that
> getting people riled up = engagement = quality instruction. We
> really need to focus on shedding light rather than heat. What does
> the material or discussion help us understand about the various
> positions? The values and interests they reflect? How to evaluate
> the credibility of our sources? How to talk across our differences?
>
> HS: I am of the opinion, that we as educators should hone our
> skills in such a way that we get the students thinking out loud
> about issues. I have seen this work wonders because it makes the
> students feel intelligent and it encourages them to participate.
>
> AN: And helps them to clarify their views by considering where
> they come from and why they hold them. Our culture really
> discourages dialogue. It used to be that just religion was off
> limits in ?polite conversation,? but now it seems that we?re not
> supposed to talk about anything (of substance) about which we hold
> an opinion, and therefore our opinions are never tested,
> challenged, honed. And we lose the skills of civil discourse. This
> is dangerous.
>
> HS: It has everything to do with basic improvements. Our shrinking
> world not through size but communications means we need to have
> more well rounded thinking/knowing people who have opinions, and
> are not afraid to let them be known.
>
> AN: Absolutely.
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/povertyliteracy
From nonesuch at MALA.BC.CA  Tue Aug  8 13:04:41 2006
From: nonesuch at MALA.BC.CA (Kate Nonesuch)
Date: Tue, 8 Aug 2006 10:04:41 -0700
Subject: [PovertyLiteracy 230] Re: Problem-based learning
References: <6A5CE13D731DE249BC61CB8C5C474B0A09A596EC@UTKFSVS1.utk.tennessee.edu>
Message-ID: <4DA696749F7F4B4F85E67688BF659E82A7CDA5@sidney.capitan.mala.bc.ca>
Problem-based learning--two newly-published studies by practitioners come to mind as examples of answers to your questions about how it works (and doesn't work) in the classroom.
Walking Alongside: Youth-Adult Partnerships in Making Change by Melanie Sondergaard. The author describes an action research project with a group of young people wanting to deal with problems in their rural community.  First they wanted to prove that young people were turning to drinking and drugs because there were no activities for them to do, but they found that indeed there were many programs for young people, organized by various groups, but that youth did not attend.  "They began to question why people were not attending the events, why adults were doing all of the planning for them, why so many things were going on and still their peers were stuck in a cycle of unhealthy behaviours on weekends."  Sondergaard's description of her role in working with young people doing action research is revealing.
Make It Real: Participatory Action Research with Adult Learners by Dee McRae.  McRae describes a project that went on over two years as she worked with a group of learners to investigate barriers to participation in literacy programs in her community, and to map community services that offer support to learners.  Again, her description and analysis of her own role is interesting and useful to anyone thinking of taking on an action-research project with learners.
Both are published by RiPAL-BC (Research in Practice in Adult Literacy in British Columbia) and will soon be available on their website:  http://ripal.literacy.bc.ca  although they are not up on the website at this minute.
(I joined this list a few weeks ago, and neglected to introduce myself--I work in a store-front literacy program of the local college, and am interested in students taking ownership of the program and working on issues that will support that goal.)  I am one of the editors of the studies cited above.
Kate Nonesuch
Career and Academic Preparation
Malaspina University-College, Cowichan Campus
222 Cowichan Way
Duncan, BC
V9L 6P4
Canada
nonesuch at mala.bc.ca
phone:  (250) 746-3565
Fax:  (250) 746-3563
________________________________
From: povertyliteracy-bounces at nifl.gov on behalf of Brian, Dr Donna J G
Sent: Mon 07-Aug-06 7:24 AM
To: The Poverty, Race,& Literacy Discussion List
Subject: [PovertyLiteracy 224] Problem-based learning
As a researcher and a professional development provider, I hear about
problem-based learning, where adult learners work on a problem that
affects them as a project, engaging in problem-solving and critical
thinking skills. Reading, math, and writing skills, as well as science
and social studies concepts, are addressed as a part of the
problem-solving process. This process begins with the learners,
typically working in teams, to identify a need or difficulty,
investigate the issues surrounding the need or problem and then create a
plan to address it. Learners can then implement their plan or carry out
their project, and evaluate its success, and make any necessary
adjustments in order to accomplish the original goals.
I'm wondering how much of this problem-based learning actually goes on
in your classrooms.  Is this some pie-in-the-sky thing we researchers
and professional development people just read and talk about, or does it
really work in classrooms?  And in actual problem-based learning
projects, how do you make it work in your classrooms?
I'm wanting to hear the real stuff!
Donna
-----Original Message-----
From: povertyliteracy-bounces at nifl.gov
[mailto:povertyliteracy-bounces at nifl.gov] On Behalf Of Hugh D. Snow
Sent: Monday, August 07, 2006 12:38 AM
To: The Poverty, Race, & Literacy Discussion List
Subject: [PovertyLiteracy 223] Re: Let the discussion begin!
Hi andy and welcome
My response(s)to your questions are as follows:
1. I think one of the task of educators is to educate, introduce new
concepts/ideas,ete.However, I think we have to use caution in doing
so.Some students are comfortable discussing class struggles and social
injustices,while many others are very reluctant to do so.Some feel it
draws attention to where they are at that time and leads them to think
people look down on them, causing more grief.This group will tell you in
so many ways,get on with what they came to learn. Since globalization
has a direct impact on not just their current status, but future as
well, its good to spend quality time discussing it. However,the teacher
should really know the material well and be able to give more than a
textbook approach to the matter.
2.It has been my experience that general problems have the greatest
priority, but when the students feel the teacher has a genuine concern
for them,they enjoy a mixture.The war is certainly real to them ,some of
their family members are involved, one has to be careful that it doesn't
turn out to be a "hate America" discussion.
3.I am of the opinion, that we as educators should hone our skills in
such a way that we get the students thinking out loud about issues.I
have seen this work wonders because it makes the students feel
intelligent and it encourages them to participate.
4. It has everything to do with basic improvements. Our shrinking world
not through size but communications means we need to have more well
rounded thinking/knowing people who have opinions,and are not afraid to
let them be known.
 I do hope my comments make sense.
Hugh Snow
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/povertyliteracy
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From andy_nash at worlded.org  Tue Aug  8 11:41:00 2006
From: andy_nash at worlded.org (Andy Nash)
Date: Tue, 08 Aug 2006 11:41:00 -0400
Subject: [PovertyLiteracy 231]  Reply to Lynne
Message-ID: <s4d8785d.075@mail.jsi.com>
Hello Lynne,
Thanks for joining the discussion. I'm struck by how naturally you see
social issues weaving into your program and curriculum. You describe
critical thinking as key to preparing people for participation in the
community and the workplace. It makes me wonder if part of it is that
you serve international students, who I'm guessing are educated and
somewhat middle class and bring an expectation that this will be an
educational experience that calls upon their higher order thinking
skills (and we expect them to function on this level).  Programs that
serve only immigrants sometimes stick to more functional, instrumental
topics because, among other things, programs are focusing on goals that
students articulate when they register (getting a job, etc.). Many feel
that Maslow's hierarchy of needs is in operation here - that folks who
need to put food on the table just want to figure out how to get into
the system, not to critique it. Do you find such differences in your two
populations?
I'm also wondering if, at the lower levels, your focus is on the "how
to" aspect of accessing resources, or do you also evaluate how well
community needs are being served or discuss what students would like to
see improved in terms of their access to resources? I find that having
adults describe their experiences dealing with various systems (a highly
motivating language activity) and then talking about how they would like
those experiences to be different can be very useful for 1) developing
expectations that things could/should be better(!), and 2) considering
alternatives rather than staying at the level of grievances.
Thanks so much for describing your program. I'm not familiar with
programs that mix students in this way, and think there must be a lot to
learn from it.
Andy
>>> lwilkins at mills.edu 8/7/2006 1:33 PM >>>
Hello to all,
I'm delighted to participate in this discussion. In our program, we
combine the immigrant and the international adult into our intensive
English classes where students study together for 22.5 hours a week,
women only in the mornings and coed in the evenings, combining English
language classes with computer application and career readiness/job
search and then add in community English as well. When fully enrolled
we
have 7 levels of classes, from low beginning through university level
preparation.
My answers are:
/1. 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.? /
Generally in our lower levels, we address the more tangible topics like
the need and how to access daycare and medical care and community
resources to help with translation, taxes, legal help, etc. At the
higher levels, we move more globally as we encourage our students into
more critical thinking in English. When we have international students
in our lower level classes, the more global topics are discussed to
enable all our students to participate.
/2.    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? /
It's actually the same answer as #1.
/3.    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? /
As teachers and staff, we meet weekly so if an issue is important to
all, we try to address it as a center and have the teachers bring it to
the students. At other times, we encourage our students to bring the
issues that are important to them into the classroom unless it's a topic
that might be offensive to other classmates.
/4.    And, of course, what does it all have to do with improving basic
academic, language, and job skills?
/We believe that the more relevant and useful the language is, the
easier language acquisition takes place. Additionally, it's important to
know the culture of the workplace and the expectations of co-workers,
superiors and subordinates. The better our students can express their
ideas and their questions in English, the better community members they
become and the better prepared they are for the workplace, additional
studies and/or tests like the new iBT TOEFL.
I'm looking forward to a fun and informative discussion,
Lynne
Lynne Wilkins, Associate Director for Programs
English Center for International Women at Mills College
P.O. Box 9968, Oakland, CA 94613
(510)430-2285
lwilkins at mills.edu
From andy_nash at worlded.org  Tue Aug  8 14:15:50 2006
From: andy_nash at worlded.org (Andy Nash)
Date: Tue, 08 Aug 2006 14:15:50 -0400
Subject: [PovertyLiteracy 232]  Problem-based projects
Message-ID: <s4d89cad.038@mail.jsi.com>
Hi Donna,
I think you can find several problem-based civics projects written up
on various EL/Civics websites, but if you want to hear about the messy
parts, you might want to check out the Section 1 writings in the Civic
Participation Sourcebook (http://tech.worlded.org/docs/vera/index1.htm).
That section includes titles such as, "Lessons Learned: Realities of a
Community Project," and "First Lay the Groundwork."
I'll add, just briefly, a couple of things I've learned from working
with New England teachers doing civics projects. One is kind of obvious
- that in order to have enough momentum to carry a group through an
entire project, the problem being addressed really must be something
that excites them. Another is that the readiness to do projects is
somewhat developmental (both in terms of language development and
project development). A first-time project might be quite simple -
documenting some kind of student experience (e.g. class members'
interactions with the police, or how long people have to wait for clinic
appointments) for "internal" use only. With more experience, teachers
might guide projects that require a bit more interaction with outsiders
(gathering information from an organization, for example) and then call
upon students to share that information outside the classroom (through
presentations in other classes, fliers at the laundromat, etc.).
Finally, a group might tackle a project that involves advocacy or other
kinds of action that require the skills to present a strong, confident
message. While the kind of project you do should most importantly be
determined by the problem at hand (and what needs to be done about it),
it helps to start simple and build toward more complex projects.
A related caution is to overestimate the amount of time you'll need,
partly because projects call upon a wide range of interwoven skills and
knowledge (research, planning, the basic academic skills, interpersonal
skills, etc.) and often there's some piece of this mix that students
need extra time to practice. So things often take longer than planned.
What I've seen in classrooms is that, in the interest of keeping
things moving and finishing up, the focus becomes the completion of the
product and some important learning opportunities can get missed.
During one round of threatened budget cuts to adult education, several
classes were doing advocacy projects to make their concerns heard by
legislators. Pressed to make their contacts before the legislative vote,
one particular class only had time to discuss the fact that funding for
the class was in danger and to construct their messages. The next
semester, when they began learning about the upcoming gubernatorial
election, all of the students proclaimed that they were voting for the
candidate who campaigned to cut state taxes. For me, this highlighted
that the students never really understood the connection between state
funding for their free classes and taxes. Their project could have
provided a useful forum for exploring how adult education is funded, who
pays those taxes, which budget items were threatened with cuts and which
weren't (and why), etc., but not enough time was "budgeted" for this.
Andy
>>> djgbrian at utk.edu 8/7/2006 10:24 AM >>>
As a researcher and a professional development provider, I hear about
problem-based learning, where adult learners work on a problem that
affects them as a project, engaging in problem-solving and critical
thinking skills. Reading, math, and writing skills, as well as science
and social studies concepts, are addressed as a part of the
problem-solving process. This process begins with the learners,
typically working in teams, to identify a need or difficulty,
investigate the issues surrounding the need or problem and then create
a
plan to address it. Learners can then implement their plan or carry
out
their project, and evaluate its success, and make any necessary
adjustments in order to accomplish the original goals.
I'm wondering how much of this problem-based learning actually goes on
in your classrooms.  Is this some pie-in-the-sky thing we researchers
and professional development people just read and talk about, or does
it
really work in classrooms?  And in actual problem-based learning
projects, how do you make it work in your classrooms?
I'm wanting to hear the real stuff!
Donna
From Mylinh.Nguyen at ed.gov  Tue Aug  8 17:03:56 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Tue, 8 Aug 2006 17:03:56 -0400
Subject: [PovertyLiteracy 233] NIFL Hosts Live Webcast on NAAL Findings for
	Below Basic & Basic Adults
Message-ID: <CB4082E7B582144084C72EC6C98D4959101193E5@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 djgbrian at utk.edu  Wed Aug  9 00:07:51 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Wed, 9 Aug 2006 00:07:51 -0400
Subject: [PovertyLiteracy 234]  Problems with the NIFL discussion lists
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0A18589D@UTKFSVS1.utk.tennessee.edu>
Greetings Colleagues,
I was at the NIFL office in Washington, D.C. today for a meeting with
all of the discussion list moderators, and, in the morning as our
meeting was starting, the announcement was made to us that the NIFL
Discussion List server was down.  I tried accessing the List to post
messages throughout the day, but the situation had not been fixed by the
time our meeting was over and we left for home.   I am back home tonight
and hope this message goes through.
When the server went back up, it "hiccuped" and tried to make up for
lost time by sending out a bunch of garbage. You may have received some
mailman messages from addresses ending in 'dev.nifl.gov'.  These
messages were sent out as a result of the error on the National
Institute for Literacy server.  Please disregard these messages.
The error has now been fixed, and you should no longer see any messages
from addresses ending in 'dev.nifl.gov'.  You should also start
receiving the posts made to the list today.  I know that our guest,
Andy, sent two messages today, and I have now posted them.
I should now be able to access the messages and will post them, and I
hope that we won't have any further "misbehavior" on the part of the
equipment that disrupts our discussion.  Please continue with your
posts!
Donna
Donna Brian, Moderator
Poverty, Race, & Literacy
djgbrian at utk.edu
From lalumineuse at yahoo.com  Wed Aug  9 03:18:27 2006
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Wed, 9 Aug 2006 00:18:27 -0700 (PDT)
Subject: [PovertyLiteracy 235] Re: Reply to Lynne
In-Reply-To: <s4d8785d.075@mail.jsi.com>
Message-ID: <20060809071827.81789.qmail@web55101.mail.re4.yahoo.com>
Dear Andy,
(Hi and long time!)
 It makes me wonder if
> part of it is that
> you serve international students, who I'm guessing
> are educated and
> somewhat middle class and bring an expectation that
> this will be an
> educational experience that calls upon their higher
> order thinking
> skills (and we expect them to function on this
> level). <<
Good point!
 >Programs that
> serve only immigrants sometimes stick to more
> functional, instrumental
> topics because, among other things, programs are
> focusing on goals that
> students articulate when they register (getting a
> job, etc.). Many feel
> that Maslow's hierarchy of needs is in operation
> here - that folks who
> need to put food on the table just want to figure
> out how to get into
> the system, not to critique it. Do you find such
> differences in your two
> populations?<<
During the observations I did at the NJ labsite,
immigrant learners were loth to critique their
teachers even when the teacher sang nursery rhymes to
them, or gave them material way above their
educational levels. When I spoke with them, they told
me that they were happy to have school to come to and
that just by sitting in these classes, they were bound
to learn something. The fact that they were actually
not learning anything (this was a mixed ABE class) did
not matter. Of course, the younger lot of immigrants
whose schooling had been interrupted by the move to
the US were quite happy with IGI and worked regardless
of the teacher. Their personal goals were to get their
diploma and often I would see them working together,
asking each other for help etc. They had a clear
hierarchy of help in the classroom and accordingly,
they would access help. When I interviewed them, their
comments on and off camera (and tape recorder) were
not the same. They were more forthcoming about social
and political issues, the quality of teaching, life in
the US and what they were learning off record.
> I'm also wondering if, at the lower levels, your
> focus is on the "how
> to" aspect of accessing resources, or do you also
> evaluate how well
> community needs are being served or discuss what
> students would like to
> see improved in terms of their access to resources?
> I find that having
> adults describe their experiences dealing with
> various systems (a highly
> motivating language activity) and then talking about
> how they would like
> those experiences to be different can be very useful
> for 1) developing
> expectations that things could/should be better(!),
> and 2) considering
> alternatives rather than staying at the level of
> grievances.<<
A really brilliant ESOL teacher in NJ whose classes I
observed for an ESOL study used that method. She would
discuss the services available, how many students used
them, and the 'homework' activities were to access
these, whether it meant finding out library timings or
free income tax help. Of course, all of this was
rehearsed in class using a variety of scenarios.
regards,
Ujwala
__________________________________________________
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From djgbrian at utk.edu  Wed Aug  9 17:11:13 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Wed, 9 Aug 2006 17:11:13 -0400
Subject: [PovertyLiteracy 236] ELL and social justice issues in the classroom
In-Reply-To: <20060809071827.81789.qmail@web55101.mail.re4.yahoo.com>
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0AF558D3@UTKFSVS1.utk.tennessee.edu>
 Hi colleagues,
I know we have several people on the list who are involved with English
Language Learners, and many of these learners have social justice issues
that should be of interest to them.  I'm wondering if that plays out in
the classroom, or if they are willing to talk about the issues that
concern them when they are newly arrived and not all that familiar with
the system.  I know I have a well educated colleague who just got her
citizenship and she is afraid to make any waves because her mother is
here on a green card, and she fears reprisals from INS if it would
become known.  It strikes me that classroom English Language Learners
might also have this fear.
Donna
djgbrian at utk.edu
From andy_nash at worlded.org  Wed Aug  9 19:56:42 2006
From: andy_nash at worlded.org (Andy Nash)
Date: Wed, 09 Aug 2006 19:56:42 -0400
Subject: [PovertyLiteracy 237]  Whose purpose?
Message-ID: <s4da3e12.090@mail.jsi.com>
Hello again,
I'm submitting a question for Michele Sedor, who's on vacation. I hope
others will chime in. . .
Where do global issues fit into the ABE classroom?  If the "only game in
town" is a WalMart and people who are already struggling financially
need to
shop there, and it's also the largest employer, then how does analyzing
this store's role in globalization help this community? How do we
discuss this while being mindful of the options available (or not) to
the people in the classroom?
Andy
From andy_nash at worlded.org  Wed Aug  9 20:22:26 2006
From: andy_nash at worlded.org (Andy Nash)
Date: Wed, 09 Aug 2006 20:22:26 -0400
Subject: [PovertyLiteracy 238]  analyzing social context
Message-ID: <s4da4412.030@mail.jsi.com>
Hello,
I'm pasting below a response I got from Lynne, and then my reply to
Lynne and Ujuwala.
>Dear Andy,
>Thank you for your kind words. I'll give you an example of how we
>integrate 'how to' and 'critical thinking' into the same curriculum. We
>have  a small grant through the Dept of Ed called English Literacy and
>Civics and we use that to teach 'community English' and choose some
>predetermined objectives, create our own curriculum and then assess
>using predetermined deliverables (usually something written and
>something spoken). We do this over the lower 5 levels of our program
>into Low Intermediate. Each level h as the same project, executed at
>differing levels of length and scope. So, for an objective that
involves
>looking at the food pyramid, we have them adapt it for their cultural
>diet, look critically if they need to make any adjustments (less fat,
>less sweets, more fruits/vegs, etc.). We also have them create a chart
>of 5-6 places in their community for recreation and/or exercise. This
>could be a public park, a for fee gym, a soccer field,e tc. When all
>this is shared with classmates, there are some automatic critical
>processes that take place as they look at what they have or don't have
>or should have in their communities. In the high beginning and low
>intermediate classes, they then need to write a letter to someone in
>their community, mayor, parks commissioner, editor at the local
>newspaper, etc addressing an issue like needing a farmers market or
>needing a baseball diamond or the park needing more trash pickup or
>lights at night, etc.
>The international students get to share what they have where they live
>and it works in a comparison/contrast globally for the entire group.
>Often, the intl students come from cities with much less open space
than
>where our program is and where our students live so even though our
>students are less sophisticated and often less educated, they have
other
>strengths like access to parks, the Pacific Ocean, the bay, etc.
>We feel that if we recognize the strong intelligences of our students
>rather than just teach them 'how  to do something', that we better
>prepare them in terms of confidence and an increased understanding of
>their own abilities. It's wonderful to watch!
>Sorry if this went on too long.
>Lynne
Lynne,
Your terrific example of an innocuous lesson about the food pyramid
leading to an analysis of the community's access to exercise reminds me
that nothing is just about the information. There's a social context for
everything, which is part of understanding it. We just need to see it. I
recall an example from my colleague and friend Jereann King, who was
deconstructing a lesson about reading prescription labels. The label in
this lesson said, "Take once after every meal." Well, what does that
assume? That you're eating 3 meals a day. Are people really doing that,
and if not, why not? I once kind of stumbled into such a conversation
with my students and found out that very few ate 3 meals a day due to
their multiple part-time work schedules. And that gets you going on the
difficulties of cobbling together a life on jobs without benefits, and
liveable wages, and all sorts of issues of justice and equity if you
just follow the questions about why things are as they are!
Which makes me think of Uju's observation about the immigrant students
who were more  forthcoming with their opinions off-camera. In light of
this reality, perhaps we need to provide opportunities for adults to
explore issues without having to arrive at publicly-shared opinions.
Sometimes the most powerful discussions grow from simply examining our
experience or our information (as Catherine described in her message
about action research), without necessarily landing on a clear position.
Both of the issue analysis articles on our sample pages (one about
school vouchers and the other about the relationship between jail and
crime) aim to help readers understand the complexity of issues that may
touch them quite directly. They emphasize the ability to think
critically and analytically in order to weigh pros and cons, consider
competing claims, and see the big picture. These skills will be useful
to adults well beyond the arena of civics.
Andy
From djgbrian at utk.edu  Thu Aug 10 11:50:00 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 10 Aug 2006 11:50:00 -0400
Subject: [PovertyLiteracy 239]  Job Announcement
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0C49A6F9@UTKFSVS1.utk.tennessee.edu>
                        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 lowen at adult-learning-inc.com  Thu Aug 10 13:20:41 2006
From: lowen at adult-learning-inc.com (Luri Owen)
Date: Thu, 10 Aug 2006 11:20:41 -0600
Subject: [PovertyLiteracy 240] Re: ELL and social justice issues in the
	classroom
References: <6A5CE13D731DE249BC61CB8C5C474B0A0AF558D3@UTKFSVS1.utk.tennessee.edu>
Message-ID: <002801c6bca1$4eb18090$3200a8c0@AdultEd.local>
Certainly there are many social justice issues that come into the adult ELL
classroom.  Often, I become aware of them more through picking up on student
conversations among themselves; if it's obviously personal, I might ask one
of the conversants privately if there's something I or the school can help
with, but if it's something that's affecting lots of folks we might use
classtime to talk about it some.  In southwest Colorado, we are fortunate to
have Los Compa?eros, a non-profit organization under the able direction of
Eddie Soto, that advocates on behalf of all immigrants, regardless of
nationality or legal status, and he often visits during break time to check
in with students and also let them know about issues and events both local
and national that could potentially affect them.
"Faith is not just loyalty to tradition, but a readiness to become something
new."  Peter Manseau
Luri Owen
Bayfield/ESL Coordinator
The Adult Learning Center, Inc.
Phone 970-884-7765
----- Original Message -----
From: "Brian, Dr Donna J G" <djgbrian at utk.edu>
To: "The Poverty, Race, & Literacy Discussion List"
<povertyliteracy at nifl.gov>
Sent: Wednesday, August 09, 2006 3:11 PM
Subject: [PovertyLiteracy 236] ELL and social justice issues in the
classroom
> Hi colleagues,
> I know we have several people on the list who are involved with English
> Language Learners, and many of these learners have social justice issues
> that should be of interest to them.  I'm wondering if that plays out in
> the classroom, or if they are willing to talk about the issues that
> concern them when they are newly arrived and not all that familiar with
> the system.  I know I have a well educated colleague who just got her
> citizenship and she is afraid to make any waves because her mother is
> here on a green card, and she fears reprisals from INS if it would
> become known.  It strikes me that classroom English Language Learners
> might also have this fear.
>
> Donna
> djgbrian at utk.edu
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
From lalumineuse at yahoo.com  Thu Aug 10 18:25:15 2006
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Thu, 10 Aug 2006 15:25:15 -0700 (PDT)
Subject: [PovertyLiteracy 241] Re: analyzing social context
In-Reply-To: <s4da4412.030@mail.jsi.com>
Message-ID: <20060810222515.43697.qmail@web55109.mail.re4.yahoo.com>
Dear Andy,
> Which makes me think of Uju's observation about the
> immigrant students
> who were more  forthcoming with their opinions
> off-camera. In light of
> this reality, perhaps we need to provide
> opportunities for adults to
> explore issues without having to arrive at
> publicly-shared opinions.
> Sometimes the most powerful discussions grow from
> simply examining our
> experience or our information (as Catherine
> described in her message
> about action research), without necessarily landing
> on a clear position.<<
Some of the most revealing conversations I had were
when I was helping students, when I shared breaks with
them or in the loo. There were a variety of views.
Some students felt that they were not in school to
study or discuss politics. Others felt teachers were
not knowledgeable abouy global issues (especially
about the countries these students came from) to have
a meaningful discussion. Still others said that they
felt that the love for their country was not
understood and they were expected to be loyal/grateful
for being in America. The younger learners who were
there for their GED/High School diploma were more
interested in getting their formal education than
global or survival topics.
It was quite interesting, the range of views they
held, but I saw very little of during in-class
observations. I had conversations with
African-Americans, Latinos/Latinas, Haitians, Sierra
Leonians, Afghanis, Pakistanis, Indians, etc. all of
whom were attending the adult high school. In class,
they did their work and waited for their turn with the
teacher, or got help from their classmates whne they
needed it. There was not much discussion in two of the
three classes I observed in a study on engagement.
Regards,
Uju
__________________________________________________
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From andy_nash at worlded.org  Fri Aug 11 07:30:52 2006
From: andy_nash at worlded.org (Andy Nash)
Date: Fri, 11 Aug 2006 07:30:52 -0400
Subject: [PovertyLiteracy 242] Re: analyzing social context
Message-ID: <s4dc324a.071@mail.jsi.com>
Hello!
When I look at Luri?s and Ujuwala?s messages together, the contrast is striking. I think they suggest that there?s a whole constellation of factors that affect whether or not students feel that discussing social issues is useful in their adult education class. They include how open the classroom environment is for different or dissenting opinions, how well-informed the teacher is (and, I would add, how open to learning from students), how the discussions connect to the purpose of instruction (are they presented for the purpose of talking about ?politics,? or are they part of helping students apply their developing skills to analyzing and dealing with the situations around them?), and the program culture.
Luri describes a program culture that addresses adults holistically * they?re not just ?students,? but also members of their community, parents, etc. So students aren?t expected to study random topics in class and then walk out into the world to figure out reality alone. Part of learning math, and literacy, and English, is learning how to use them to get a better job, understand your kid?s school, and ALSO to understand immigration policy, voting rights, and whatever else is going to affect one?s ability to thrive.
Programs that recognize that learning is taking place in a social context, and create a culture that acknowledges that reality throughout the program, make it easier for social issues to weave naturally into the curriculum. And I think the students respond in kind. My guess is that many of the students who didn?t want to talk about social issues in the programs that Ujuwala observed, if plunked down in the one Luri described, would be more than willing. They certainly had things on their minds, as Uju found out in the ?loo.? I think it?s important to remember this when we hear students described as not wanting to talk about particular topics.
Thanks for showing us this comparison!
Andy
>>> lalumineuse at yahoo.com 08/10/06 6:25 PM >>>
Dear Andy,
> Which makes me think of Uju's observation about the
> immigrant students
> who were more  forthcoming with their opinions
> off-camera. In light of
> this reality, perhaps we need to provide
> opportunities for adults to
> explore issues without having to arrive at
> publicly-shared opinions.
> Sometimes the most powerful discussions grow from
> simply examining our
> experience or our information (as Catherine
> described in her message
> about action research), without necessarily landing
> on a clear position.<<
Some of the most revealing conversations I had were
when I was helping students, when I shared breaks with
them or in the loo. There were a variety of views.
Some students felt that they were not in school to
study or discuss politics. Others felt teachers were
not knowledgeable abouy global issues (especially
about the countries these students came from) to have
a meaningful discussion. Still others said that they
felt that the love for their country was not
understood and they were expected to be loyal/grateful
for being in America. The younger learners who were
there for their GED/High School diploma were more
interested in getting their formal education than
global or survival topics.
It was quite interesting, the range of views they
held, but I saw very little of during in-class
observations. I had conversations with
African-Americans, Latinos/Latinas, Haitians, Sierra
Leonians, Afghanis, Pakistanis, Indians, etc. all of
whom were attending the adult high school. In class,
they did their work and waited for their turn with the
teacher, or got help from their classmates whne they
needed it. There was not much discussion in two of the
three classes I observed in a study on engagement.
Regards,
Uju
__________________________________________________
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Tired of spam?  Yahoo! Mail has the best spam protection around
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----------------------------------------------------
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From laurie_sheridan at worlded.org  Fri Aug 11 09:53:38 2006
From: laurie_sheridan at worlded.org (Laurie Sheridan)
Date: Fri, 11 Aug 2006 09:53:38 -0400
Subject: [PovertyLiteracy 243]   Re: analyzing social context
Message-ID: <s4dc53c5.085@mail.jsi.com>
In my own experience, and my classroom experience was far from recent,
it matters how and whether the teacher creates an atmosphere that allows
for political discussion or conversation--that is, by opening up some
potential topics, but not forcing anyone to participate and not pushing
her/his own views.   Basically, it's important for the teacher to model
or give her/his "blessing" for talk on a particular topic, but not offer
particular content.  For example, sometimes it's possible to talk about
globalization indirectly, by talking about how and why people emigrate
to the U.S., and where jobs are or are not, where jobs are going, and
what income people make and need to live in various parts of the world.
That can result not only in discussion of "globalization" but also about
income inequality, what different occupations pay and what kinds of jobs
people need in order to work, who gets those jobs, what the requirements
are, and all kinds of other things about economic justice.  And also
that can lead easily and naturally into some discussion about
immigration polilcy,
One book some people are using in classes and that can work well is a
collection of stories called "Crossing the Boulevard," which is about a
neighborhood in Queens where immigrants from just about every part of
the world have come, as well as many native-born Americans including
African-Americans and Latinos.   It is a beautifully illustrated book by
a husband-wife team--one is a book designer and the other a story-teller
and ESOL teacher at LaGuardia Community College (Judith Sloan and Warren
Lehr), but it is not too easy to find.   It has a great map of where
immigrants to Queens have typically come from, showing graphically
worldwide immigratin patterns and Of course, having students tell their
own stories (about emigrating, finding jobs, trying to make money) also
is a good idea.  In my experience, student stories are a great way to
learn literacy but also a great way to draw out some commentary and
discussion about social justice.
In addition, some of the activities that United for a Fair Economy has
used can be easily adapted to the classroom (I have in mind the activity
where people sit on chairs in numbers proportionate to their income,
which graphically illustrates how incomes cluster in this country).
They have lots of other activities similar to this, too--at www.ufe.org.
    Sure, they have a pointed message, but also offer active, fun ways
to teach math, English, vocabulary, and relate them to culture,
economics and life in this country.
There's also always reading an article from the newspaper, of having
students bring in brief articles from their "home" paper.  In all these
cases, it's seems to me the point has to be to learn basic literacy
skills, but most adults are actually thoughtful about politics, as long
as there is a safe-feeling, confidential and supportive environment
where they can be talked about.   Community issues, workplace issues,
issues with children's education, even immigration issues are usually
much on people's minds--the question is how useful discussion of them
feels to the purpose of going to class, and how comfortable people feel
talking about them in this classroom.   And the teacher needs to be
clear that the discussion of "politics" is in service to learning
skills--not just idle political chat, let alone "indoctrination."
Laurie Sheridan
>>> andy_nash at worlded.org 8/11/2006 7:30 AM >>>
Hello!
When I look at Luri's and Ujuwala's messages together, the contrast
is striking. I think they suggest that there's a whole constellation
of factors that affect whether or not students feel that discussing
social issues is useful in their adult education class. They include how
open the classroom environment is for different or dissenting opinions,
how well-informed the teacher is (and, I would add, how open to learning
from students), how the discussions connect to the purpose of
instruction (are they presented for the purpose of talking about
"politics," or are they part of helping students apply their
developing skills to analyzing and dealing with the situations around
them?), and the program culture.
Luri describes a program culture that addresses adults holistically *
they're not just "students," but also members of their community,
parents, etc. So students aren't expected to study random topics in
class and then walk out into the world to figure out reality alone. Part
of learning math, and literacy, and English, is learning how to use them
to get a better job, understand your kid's school, and ALSO to
understand immigration policy, voting rights, and whatever else is going
to affect one's ability to thrive.
Programs that recognize that learning is taking place in a social
context, and create a culture that acknowledges that reality throughout
the program, make it easier for social issues to weave naturally into
the curriculum. And I think the students respond in kind. My guess is
that many of the students who didn't want to talk about social issues
in the programs that Ujuwala observed, if plunked down in the one Luri
described, would be more than willing. They certainly had things on
their minds, as Uju found out in the "loo." I think it's important
to remember this when we hear students described as not wanting to talk
about particular topics.
Thanks for showing us this comparison!
Andy
>>> lalumineuse at yahoo.com 08/10/06 6:25 PM >>>
Dear Andy,
> Which makes me think of Uju's observation about the
> immigrant students
> who were more  forthcoming with their opinions
> off-camera. In light of
> this reality, perhaps we need to provide
> opportunities for adults to
> explore issues without having to arrive at
> publicly-shared opinions.
> Sometimes the most powerful discussions grow from
> simply examining our
> experience or our information (as Catherine
> described in her message
> about action research), without necessarily landing
> on a clear position.<<
Some of the most revealing conversations I had were
when I was helping students, when I shared breaks with
them or in the loo. There were a variety of views.
Some students felt that they were not in school to
study or discuss politics. Others felt teachers were
not knowledgeable abouy global issues (especially
about the countries these students came from) to have
a meaningful discussion. Still others said that they
felt that the love for their country was not
understood and they were expected to be loyal/grateful
for being in America. The younger learners who were
there for their GED/High School diploma were more
interested in getting their formal education than
global or survival topics.
It was quite interesting, the range of views they
held, but I saw very little of during in-class
observations. I had conversations with
African-Americans, Latinos/Latinas, Haitians, Sierra
Leonians, Afghanis, Pakistanis, Indians, etc. all of
whom were attending the adult high school. In class,
they did their work and waited for their turn with the
teacher, or got help from their classmates whne they
needed it. There was not much discussion in two of the
three classes I observed in a study on engagement.
Regards,
Uju
__________________________________________________
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From mmiller at bristol.mass.edu  Fri Aug 11 10:01:18 2006
From: mmiller at bristol.mass.edu (Miller, Mev)
Date: Fri, 11 Aug 2006 10:01:18 -0400
Subject: [PovertyLiteracy 244] Re: analyzing social context
Message-ID: <397E918AA64A9D4586C3B78A056618D304BD05F6@srv-exch2k.bcc.local>
HI all
I've been reading these posts with interest and wondering how to get
into the discussion since I'm not actually in a classroom setting right
now. As someone involved in professional development, though, I find
these conversations critical and enlightening. But the programs and
classrooms being described seem to me (in my experience anyway) as more
of the exception than the norm. And one of the key elements as Andy
alluded to here seems to be the culture of the program/school/learning
center as much as it does with teachers committed to transformative
education or receptive/motivated students.  I encounter so many teachers
(who are probably not on this listserv) who struggle with the
restrictions imposed by NRS and accounting to their respective
departments of ed that having the courage or tenacity or imagination for
how to take prescribed curriculums or lesson plans and turning them into
something more holistic or even problem-posing becomes insurmountable.
I've had teachers admit that they purposefully avoid potentially
"loaded" topics or discussions in the classroom because they themselves
feel uncomfortable about facilitating such discussions or fear appearing
like they've moved into "proselytizing."
But also, just because we as teachers - or professional developers -
want to use problem-based approaches or desire to use holistic methods
or aspire to transformative teaching/learning, doesn't mean we're able
to arrive at doing it just because we want too. There's so much training
in ABE that's connected to providing teachers with skills and techniques
-- how to use particular methods or lessons to get desired results,
especially in content areas - reading, writing, math, LD, work
readiness, health, etc. We sometimes take that with us into our attempts
to do transformative education -- give me the roadmap and I'll follow
it. I remember being at a Pedagogy and Theatre of the Oppressed
Conference and hearing much discussion about "methods fetish."
I do believe it's so much bigger than this, and that in addition to
content workshops, and trainings on participatory methods or adult
learning theory, we also need - as educators - undoing racism workshops,
more cultural awareness training, conflict and mediation training,
spiritual awareness/ values retreats, and more on-going support or
mentoring in the areas of how we integrate holistic methods as we do
language acquisition, work readiness, GED prep and all the rest, etc.
etc. etc. I recently offered a series at SABES called "Embracing Our
Humanity" -- it had moderate success and could have been much stronger,
but to be truly effective it needs more on-going support and development
-- and follow-up / mentoring.
...but we certainly won't see these counted in the NRS or prioritized by
our Depts of Ed, now will we? (ooh - sarcasm, sorry)
This, of course, leads into the broader discussion of whether education
is "neutral" -- which I believe it is not. Avoidance itself is not
neutral either! And these conversations make me doubt that the "company
line" of making students better family members, workers, and community
participants -- It is only true to the extent that it serves the status
quo.
I encounter these obstacles myself even as I do so much work with WE
LEARN. Even while keeping in the front of my mind that WE LEARN exists
to address gender-based oppressions and intersecting "-isms" for women
in adult literacy/basic education, it's always tempting to "make it
easy" or to continually be responsive rather than proactive, or to lose
touch with how challenging and provoking this work can be. I have to do
more critical thinking myself. Building change or opening space for
critical thinking, vision, and creativity within traditional settings
and contexts takes on-going diligence and heart-mindfulness. It can be
exhausting and isolating unless we make the spaces for it in our own
development and among our peers.
Ok - I'll stop rambling now. I can feel myself getting worked into a
"lather."! Thanks, Andy, for the forum...
Mev Miller
WE LEARN (welearn at litwomen.org)
and
SABES (mmiller at bistol.mass.edu)
-----Original Message-----
From: povertyliteracy-bounces at nifl.gov
[mailto:povertyliteracy-bounces at nifl.gov] On Behalf Of Andy Nash
Sent: Friday, August 11, 2006 7:31 AM
To: povertyliteracy at nifl.gov
Subject: [PovertyLiteracy 242] Re: analyzing social context
Hello!
When I look at Luri's and Ujuwala's messages together, the contrast is
striking. I think they suggest that there's a whole constellation of
factors that affect whether or not students feel that discussing social
issues is useful in their adult education class. They include how open
the classroom environment is for different or dissenting opinions, how
well-informed the teacher is (and, I would add, how open to learning
from students), how the discussions connect to the purpose of
instruction (are they presented for the purpose of talking about
"politics," or are they part of helping students apply their developing
skills to analyzing and dealing with the situations around them?), and
the program culture.
Luri describes a program culture that addresses adults holistically *
they're not just "students," but also members of their community,
parents, etc. So students aren't expected to study random topics in
class and then walk out into the world to figure out reality alone. Part
of learning math, and literacy, and English, is learning how to use them
to get a better job, understand your kid's school, and ALSO to
understand immigration policy, voting rights, and whatever else is going
to affect one's ability to thrive.
Programs that recognize that learning is taking place in a social
context, and create a culture that acknowledges that reality throughout
the program, make it easier for social issues to weave naturally into
the curriculum. And I think the students respond in kind. My guess is
that many of the students who didn't want to talk about social issues in
the programs that Ujuwala observed, if plunked down in the one Luri
described, would be more than willing. They certainly had things on
their minds, as Uju found out in the "loo." I think it's important to
remember this when we hear students described as not wanting to talk
about particular topics.
Thanks for showing us this comparison!
Andy
>>> lalumineuse at yahoo.com 08/10/06 6:25 PM >>>
Dear Andy,
> Which makes me think of Uju's observation about the
> immigrant students
> who were more  forthcoming with their opinions
> off-camera. In light of
> this reality, perhaps we need to provide
> opportunities for adults to
> explore issues without having to arrive at
> publicly-shared opinions.
> Sometimes the most powerful discussions grow from
> simply examining our
> experience or our information (as Catherine
> described in her message
> about action research), without necessarily landing
> on a clear position.<<
Some of the most revealing conversations I had were
when I was helping students, when I shared breaks with
them or in the loo. There were a variety of views.
Some students felt that they were not in school to
study or discuss politics. Others felt teachers were
not knowledgeable abouy global issues (especially
about the countries these students came from) to have
a meaningful discussion. Still others said that they
felt that the love for their country was not
understood and they were expected to be loyal/grateful
for being in America. The younger learners who were
there for their GED/High School diploma were more
interested in getting their formal education than
global or survival topics.
It was quite interesting, the range of views they
held, but I saw very little of during in-class
observations. I had conversations with
African-Americans, Latinos/Latinas, Haitians, Sierra
Leonians, Afghanis, Pakistanis, Indians, etc. all of
whom were attending the adult high school. In class,
they did their work and waited for their turn with the
teacher, or got help from their classmates whne they
needed it. There was not much discussion in two of the
three classes I observed in a study on engagement.
Regards,
Uju
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
From laurie_sheridan at worlded.org  Fri Aug 11 11:16:55 2006
From: laurie_sheridan at worlded.org (Laurie Sheridan)
Date: Fri, 11 Aug 2006 11:16:55 -0400
Subject: [PovertyLiteracy 245]   Re: analyzing social context
Message-ID: <s4dc6733.078@mail.jsi.com>
Thanks so much for your wonderful response to the listserv.  You really
said what needed to be said--and heard, and talked about.  I hope we
will have further opportunities to continue this important conversation.
Thanks, Andy, too.  This has been great.  But, we've only scratched the
surface . . .and I would love to hear from more teachers on this
subject, not just professional developers and former teachers like
myself.
Laurie
>>> mmiller at bristol.mass.edu 8/11/2006 10:01 AM >>>
HI all
I've been reading these posts with interest and wondering how to get
into the discussion since I'm not actually in a classroom setting
right
now. As someone involved in professional development, though, I find
these conversations critical and enlightening. But the programs and
classrooms being described seem to me (in my experience anyway) as
more
of the exception than the norm. And one of the key elements as Andy
alluded to here seems to be the culture of the program/school/learning
center as much as it does with teachers committed to transformative
education or receptive/motivated students.  I encounter so many
teachers
(who are probably not on this listserv) who struggle with the
restrictions imposed by NRS and accounting to their respective
departments of ed that having the courage or tenacity or imagination
for
how to take prescribed curriculums or lesson plans and turning them
into
something more holistic or even problem-posing becomes insurmountable.
I've had teachers admit that they purposefully avoid potentially
"loaded" topics or discussions in the classroom because they
themselves
feel uncomfortable about facilitating such discussions or fear
appearing
like they've moved into "proselytizing."
But also, just because we as teachers - or professional developers -
want to use problem-based approaches or desire to use holistic methods
or aspire to transformative teaching/learning, doesn't mean we're able
to arrive at doing it just because we want too. There's so much
training
in ABE that's connected to providing teachers with skills and
techniques
-- how to use particular methods or lessons to get desired results,
especially in content areas - reading, writing, math, LD, work
readiness, health, etc. We sometimes take that with us into our
attempts
to do transformative education -- give me the roadmap and I'll follow
it. I remember being at a Pedagogy and Theatre of the Oppressed
Conference and hearing much discussion about "methods fetish."
I do believe it's so much bigger than this, and that in addition to
content workshops, and trainings on participatory methods or adult
learning theory, we also need - as educators - undoing racism
workshops,
more cultural awareness training, conflict and mediation training,
spiritual awareness/ values retreats, and more on-going support or
mentoring in the areas of how we integrate holistic methods as we do
language acquisition, work readiness, GED prep and all the rest, etc.
etc. etc. I recently offered a series at SABES called "Embracing Our
Humanity" -- it had moderate success and could have been much
stronger,
but to be truly effective it needs more on-going support and
development
-- and follow-up / mentoring.
...but we certainly won't see these counted in the NRS or prioritized
by
our Depts of Ed, now will we? (ooh - sarcasm, sorry)
This, of course, leads into the broader discussion of whether
education
is "neutral" -- which I believe it is not. Avoidance itself is not
neutral either! And these conversations make me doubt that the
"company
line" of making students better family members, workers, and community
participants -- It is only true to the extent that it serves the
status
quo.
I encounter these obstacles myself even as I do so much work with WE
LEARN. Even while keeping in the front of my mind that WE LEARN exists
to address gender-based oppressions and intersecting "-isms" for women
in adult literacy/basic education, it's always tempting to "make it
easy" or to continually be responsive rather than proactive, or to
lose
touch with how challenging and provoking this work can be. I have to
do
more critical thinking myself. Building change or opening space for
critical thinking, vision, and creativity within traditional settings
and contexts takes on-going diligence and heart-mindfulness. It can be
exhausting and isolating unless we make the spaces for it in our own
development and among our peers.
Ok - I'll stop rambling now. I can feel myself getting worked into a
"lather."! Thanks, Andy, for the forum...
Mev Miller
WE LEARN (welearn at litwomen.org)
and
SABES (mmiller at bistol.mass.edu)
-----Original Message-----
From: povertyliteracy-bounces at nifl.gov
[mailto:povertyliteracy-bounces at nifl.gov] On Behalf Of Andy Nash
Sent: Friday, August 11, 2006 7:31 AM
To: povertyliteracy at nifl.gov
Subject: [PovertyLiteracy 242] Re: analyzing social context
Hello!
When I look at Luri's and Ujuwala's messages together, the contrast is
striking. I think they suggest that there's a whole constellation of
factors that affect whether or not students feel that discussing
social
issues is useful in their adult education class. They include how open
the classroom environment is for different or dissenting opinions, how
well-informed the teacher is (and, I would add, how open to learning
from students), how the discussions connect to the purpose of
instruction (are they presented for the purpose of talking about
"politics," or are they part of helping students apply their
developing
skills to analyzing and dealing with the situations around them?), and
the program culture.
Luri describes a program culture that addresses adults holistically *
they're not just "students," but also members of their community,
parents, etc. So students aren't expected to study random topics in
class and then walk out into the world to figure out reality alone.
Part
of learning math, and literacy, and English, is learning how to use
them
to get a better job, understand your kid's school, and ALSO to
understand immigration policy, voting rights, and whatever else is
going
to affect one's ability to thrive.
Programs that recognize that learning is taking place in a social
context, and create a culture that acknowledges that reality
throughout
the program, make it easier for social issues to weave naturally into
the curriculum. And I think the students respond in kind. My guess is
that many of the students who didn't want to talk about social issues
in
the programs that Ujuwala observed, if plunked down in the one Luri
described, would be more than willing. They certainly had things on
their minds, as Uju found out in the "loo." I think it's important to
remember this when we hear students described as not wanting to talk
about particular topics.
Thanks for showing us this comparison!
Andy
>>> lalumineuse at yahoo.com 08/10/06 6:25 PM >>>
Dear Andy,
> Which makes me think of Uju's observation about the
> immigrant students
> who were more  forthcoming with their opinions
> off-camera. In light of
> this reality, perhaps we need to provide
> opportunities for adults to
> explore issues without having to arrive at
> publicly-shared opinions.
> Sometimes the most powerful discussions grow from
> simply examining our
> experience or our information (as Catherine
> described in her message
> about action research), without necessarily landing
> on a clear position.<<
Some of the most revealing conversations I had were
when I was helping students, when I shared breaks with
them or in the loo. There were a variety of views.
Some students felt that they were not in school to
study or discuss politics. Others felt teachers were
not knowledgeable abouy global issues (especially
about the countries these students came from) to have
a meaningful discussion. Still others said that they
felt that the love for their country was not
understood and they were expected to be loyal/grateful
for being in America. The younger learners who were
there for their GED/High School diploma were more
interested in getting their formal education than
global or survival topics.
It was quite interesting, the range of views they
held, but I saw very little of during in-class
observations. I had conversations with
African-Americans, Latinos/Latinas, Haitians, Sierra
Leonians, Afghanis, Pakistanis, Indians, etc. all of
whom were attending the adult high school. In class,
they did their work and waited for their turn with the
teacher, or got help from their classmates whne they
needed it. There was not much discussion in two of the
three classes I observed in a study on engagement.
Regards,
Uju
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
From andy_nash at worlded.org  Fri Aug 11 17:02:29 2006
From: andy_nash at worlded.org (Andy Nash)
Date: Fri, 11 Aug 2006 17:02:29 -0400
Subject: [PovertyLiteracy 246]     Re: analyzing social context
Message-ID: <s4dcb83f.035@mail.jsi.com>
Yes, thank you, Mev, for reminding us that there's a social context
for our own work as well, and that one of the best ways to learn what
"works" in terms of inviting discussions of social justice is to
actually have them regarding our own issues.
I'm off on vacation now, but wanted to thank Donna for inviting me
into this discussion, the posters for venturing into the fray, and all
of you who support this list, The Change Agent, and other efforts to
value education for justice and democracy.
Andy
>>> laurie_sheridan at worlded.org 8/11/2006 11:16 AM >>>
Thanks so much for your wonderful response to the listserv.  You
really
said what needed to be said--and heard, and talked about.  I hope we
will have further opportunities to continue this important
conversation.
Thanks, Andy, too.  This has been great.  But, we've only scratched
the
surface . . .and I would love to hear from more teachers on this
subject, not just professional developers and former teachers like
myself.
Laurie
>>> mmiller at bristol.mass.edu 8/11/2006 10:01 AM >>>
HI all
I've been reading these posts with interest and wondering how to get
into the discussion since I'm not actually in a classroom setting
right
now. As someone involved in professional development, though, I find
these conversations critical and enlightening. But the programs and
classrooms being described seem to me (in my experience anyway) as
more
of the exception than the norm. And one of the key elements as Andy
alluded to here seems to be the culture of the program/school/learning
center as much as it does with teachers committed to transformative
education or receptive/motivated students.  I encounter so many
teachers
(who are probably not on this listserv) who struggle with the
restrictions imposed by NRS and accounting to their respective
departments of ed that having the courage or tenacity or imagination
for
how to take prescribed curriculums or lesson plans and turning them
into
something more holistic or even problem-posing becomes insurmountable.
I've had teachers admit that they purposefully avoid potentially
"loaded" topics or discussions in the classroom because they
themselves
feel uncomfortable about facilitating such discussions or fear
appearing
like they've moved into "proselytizing."
But also, just because we as teachers - or professional developers -
want to use problem-based approaches or desire to use holistic methods
or aspire to transformative teaching/learning, doesn't mean we're able
to arrive at doing it just because we want too. There's so much
training
in ABE that's connected to providing teachers with skills and
techniques
-- how to use particular methods or lessons to get desired results,
especially in content areas - reading, writing, math, LD, work
readiness, health, etc. We sometimes take that with us into our
attempts
to do transformative education -- give me the roadmap and I'll follow
it. I remember being at a Pedagogy and Theatre of the Oppressed
Conference and hearing much discussion about "methods fetish."
I do believe it's so much bigger than this, and that in addition to
content workshops, and trainings on participatory methods or adult
learning theory, we also need - as educators - undoing racism
workshops,
more cultural awareness training, conflict and mediation training,
spiritual awareness/ values retreats, and more on-going support or
mentoring in the areas of how we integrate holistic methods as we do
language acquisition, work readiness, GED prep and all the rest, etc.
etc. etc. I recently offered a series at SABES called "Embracing Our
Humanity" -- it had moderate success and could have been much
stronger,
but to be truly effective it needs more on-going support and
development
-- and follow-up / mentoring.
...but we certainly won't see these counted in the NRS or prioritized
by
our Depts of Ed, now will we? (ooh - sarcasm, sorry)
This, of course, leads into the broader discussion of whether
education
is "neutral" -- which I believe it is not. Avoidance itself is not
neutral either! And these conversations make me doubt that the
"company
line" of making students better family members, workers, and community
participants -- It is only true to the extent that it serves the
status
quo.
I encounter these obstacles myself even as I do so much work with WE
LEARN. Even while keeping in the front of my mind that WE LEARN exists
to address gender-based oppressions and intersecting "-isms" for women
in adult literacy/basic education, it's always tempting to "make it
easy" or to continually be responsive rather than proactive, or to
lose
touch with how challenging and provoking this work can be. I have to
do
more critical thinking myself. Building change or opening space for
critical thinking, vision, and creativity within traditional settings
and contexts takes on-going diligence and heart-mindfulness. It can be
exhausting and isolating unless we make the spaces for it in our own
development and among our peers.
Ok - I'll stop rambling now. I can feel myself getting worked into a
"lather."! Thanks, Andy, for the forum...
Mev Miller
WE LEARN (welearn at litwomen.org)
and
SABES (mmiller at bistol.mass.edu)
-----Original Message-----
From: povertyliteracy-bounces at nifl.gov
[mailto:povertyliteracy-bounces at nifl.gov] On Behalf Of Andy Nash
Sent: Friday, August 11, 2006 7:31 AM
To: povertyliteracy at nifl.gov
Subject: [PovertyLiteracy 242] Re: analyzing social context
Hello!
When I look at Luri's and Ujuwala's messages together, the contrast is
striking. I think they suggest that there's a whole constellation of
factors that affect whether or not students feel that discussing
social
issues is useful in their adult education class. They include how open
the classroom environment is for different or dissenting opinions, how
well-informed the teacher is (and, I would add, how open to learning
from students), how the discussions connect to the purpose of
instruction (are they presented for the purpose of talking about
"politics," or are they part of helping students apply their
developing
skills to analyzing and dealing with the situations around them?), and
the program culture.
Luri describes a program culture that addresses adults holistically *
they're not just "students," but also members of their community,
parents, etc. So students aren't expected to study random topics in
class and then walk out into the world to figure out reality alone.
Part
of learning math, and literacy, and English, is learning how to use
them
to get a better job, understand your kid's school, and ALSO to
understand immigration policy, voting rights, and whatever else is
going
to affect one's ability to thrive.
Programs that recognize that learning is taking place in a social
context, and create a culture that acknowledges that reality
throughout
the program, make it easier for social issues to weave naturally into
the curriculum. And I think the students respond in kind. My guess is
that many of the students who didn't want to talk about social issues
in
the programs that Ujuwala observed, if plunked down in the one Luri
described, would be more than willing. They certainly had things on
their minds, as Uju found out in the "loo." I think it's important to
remember this when we hear students described as not wanting to talk
about particular topics.
Thanks for showing us this comparison!
Andy
>>> lalumineuse at yahoo.com 08/10/06 6:25 PM >>>
Dear Andy,
> Which makes me think of Uju's observation about the
> immigrant students
> who were more  forthcoming with their opinions
> off-camera. In light of
> this reality, perhaps we need to provide
> opportunities for adults to
> explore issues without having to arrive at
> publicly-shared opinions.
> Sometimes the most powerful discussions grow from
> simply examining our
> experience or our information (as Catherine
> described in her message
> about action research), without necessarily landing
> on a clear position.<<
Some of the most revealing conversations I had were
when I was helping students, when I shared breaks with
them or in the loo. There were a variety of views.
Some students felt that they were not in school to
study or discuss politics. Others felt teachers were
not knowledgeable abouy global issues (especially
about the countries these students came from) to have
a meaningful discussion. Still others said that they
felt that the love for their country was not
understood and they were expected to be loyal/grateful
for being in America. The younger learners who were
there for their GED/High School diploma were more
interested in getting their formal education than
global or survival topics.
It was quite interesting, the range of views they
held, but I saw very little of during in-class
observations. I had conversations with
African-Americans, Latinos/Latinas, Haitians, Sierra
Leonians, Afghanis, Pakistanis, Indians, etc. all of
whom were attending the adult high school. In class,
they did their work and waited for their turn with the
teacher, or got help from their classmates whne they
needed it. There was not much discussion in two of the
three classes I observed in a study on engagement.
Regards,
Uju
__________________________________________________
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From djgbrian at utk.edu  Fri Aug 11 17:23:51 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Fri, 11 Aug 2006 17:23:51 -0400
Subject: [PovertyLiteracy 247]  Thanks to Andy
In-Reply-To: <s4dcb83f.035@mail.jsi.com>
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0CEC5456@UTKFSVS1.utk.tennessee.edu>
 Yes, thanks to all who took part in the discussion.  It will be a
challenge to summarize!  I'll let you know when I have completed the
summary and where you will be able to find it.
Thanks especially to Andy!  You've stirred the pot and we've all had to
think a little more about what we do and how we do it. We all know each
other a little better, and I'm hoping this discussion will continue,
even though you (Andy) are leaving on vacation. Since you are on the
list, you can catch up when you get home!  Have an re-energizing
vacation.
Donna
Donna Brian, Moderator
Poverty, Race, and Literacy Discussion List
djgbrian at utk.edu
-----Original Message-----
From: povertyliteracy-bounces at nifl.gov
[mailto:povertyliteracy-bounces at nifl.gov] On Behalf Of Andy Nash
Sent: Friday, August 11, 2006 5:02 PM
To: povertyliteracy at nifl.gov
Subject: [PovertyLiteracy 246] Re: analyzing social context
Yes, thank you, Mev, for reminding us that there's a social context for
our own work as well, and that one of the best ways to learn what
"works" in terms of inviting discussions of social justice is to
actually have them regarding our own issues.
I'm off on vacation now, but wanted to thank Donna for inviting me into
this discussion, the posters for venturing into the fray, and all of you
who support this list, The Change Agent, and other efforts to value
education for justice and democracy.
Andy
>>> laurie_sheridan at worlded.org 8/11/2006 11:16 AM >>>
Thanks so much for your wonderful response to the listserv.  You really
said what needed to be said--and heard, and talked about.  I hope we
will have further opportunities to continue this important conversation.
Thanks, Andy, too.  This has been great.  But, we've only scratched the
surface . . .and I would love to hear from more teachers on this
subject, not just professional developers and former teachers like
myself.
Laurie
>>> mmiller at bristol.mass.edu 8/11/2006 10:01 AM >>>
HI all
I've been reading these posts with interest and wondering how to get
into the discussion since I'm not actually in a classroom setting right
now. As someone involved in professional development, though, I find
these conversations critical and enlightening. But the programs and
classrooms being described seem to me (in my experience anyway) as more
of the exception than the norm. And one of the key elements as Andy
alluded to here seems to be the culture of the program/school/learning
center as much as it does with teachers committed to transformative
education or receptive/motivated students.  I encounter so many teachers
(who are probably not on this listserv) who struggle with the
restrictions imposed by NRS and accounting to their respective
departments of ed that having the courage or tenacity or imagination for
how to take prescribed curriculums or lesson plans and turning them into
something more holistic or even problem-posing becomes insurmountable.
I've had teachers admit that they purposefully avoid potentially
"loaded" topics or discussions in the classroom because they themselves
feel uncomfortable about facilitating such discussions or fear appearing
like they've moved into "proselytizing."
But also, just because we as teachers - or professional developers -
want to use problem-based approaches or desire to use holistic methods
or aspire to transformative teaching/learning, doesn't mean we're able
to arrive at doing it just because we want too. There's so much training
in ABE that's connected to providing teachers with skills and techniques
-- how to use particular methods or lessons to get desired results,
especially in content areas - reading, writing, math, LD, work
readiness, health, etc. We sometimes take that with us into our attempts
to do transformative education -- give me the roadmap and I'll follow
it. I remember being at a Pedagogy and Theatre of the Oppressed
Conference and hearing much discussion about "methods fetish."
I do believe it's so much bigger than this, and that in addition to
content workshops, and trainings on participatory methods or adult
learning theory, we also need - as educators - undoing racism workshops,
more cultural awareness training, conflict and mediation training,
spiritual awareness/ values retreats, and more on-going support or
mentoring in the areas of how we integrate holistic methods as we do
language acquisition, work readiness, GED prep and all the rest, etc.
etc. etc. I recently offered a series at SABES called "Embracing Our
Humanity" -- it had moderate success and could have been much stronger,
but to be truly effective it needs more on-going support and development
-- and follow-up / mentoring.
...but we certainly won't see these counted in the NRS or prioritized by
our Depts of Ed, now will we? (ooh - sarcasm, sorry)
This, of course, leads into the broader discussion of whether education
is "neutral" -- which I believe it is not. Avoidance itself is not
neutral either! And these conversations make me doubt that the "company
line" of making students better family members, workers, and community
participants -- It is only true to the extent that it serves the status
quo.
I encounter these obstacles myself even as I do so much work with WE
LEARN. Even while keeping in the front of my mind that WE LEARN exists
to address gender-based oppressions and intersecting "-isms" for women
in adult literacy/basic education, it's always tempting to "make it
easy" or to continually be responsive rather than proactive, or to lose
touch with how challenging and provoking this work can be. I have to do
more critical thinking myself. Building change or opening space for
critical thinking, vision, and creativity within traditional settings
and contexts takes on-going diligence and heart-mindfulness. It can be
exhausting and isolating unless we make the spaces for it in our own
development and among our peers.
Ok - I'll stop rambling now. I can feel myself getting worked into a
"lather."! Thanks, Andy, for the forum...
Mev Miller
WE LEARN (welearn at litwomen.org)
and
SABES (mmiller at bistol.mass.edu)
-----Original Message-----
From: povertyliteracy-bounces at nifl.gov
[mailto:povertyliteracy-bounces at nifl.gov] On Behalf Of Andy Nash
Sent: Friday, August 11, 2006 7:31 AM
To: povertyliteracy at nifl.gov
Subject: [PovertyLiteracy 242] Re: analyzing social context
Hello!
When I look at Luri's and Ujuwala's messages together, the contrast is
striking. I think they suggest that there's a whole constellation of
factors that affect whether or not students feel that discussing social
issues is useful in their adult education class. They include how open
the classroom environment is for different or dissenting opinions, how
well-informed the teacher is (and, I would add, how open to learning
from students), how the discussions connect to the purpose of
instruction (are they presented for the purpose of talking about
"politics," or are they part of helping students apply their developing
skills to analyzing and dealing with the situations around them?), and
the program culture.
Luri describes a program culture that addresses adults holistically *
they're not just "students," but also members of their community,
parents, etc. So students aren't expected to study random topics in
class and then walk out into the world to figure out reality alone.
Part
of learning math, and literacy, and English, is learning how to use them
to get a better job, understand your kid's school, and ALSO to
understand immigration policy, voting rights, and whatever else is going
to affect one's ability to thrive.
Programs that recognize that learning is taking place in a social
context, and create a culture that acknowledges that reality throughout
the program, make it easier for social issues to weave naturally into
the curriculum. And I think the students respond in kind. My guess is
that many of the students who didn't want to talk about social issues in
the programs that Ujuwala observed, if plunked down in the one Luri
described, would be more than willing. They certainly had things on
their minds, as Uju found out in the "loo." I think it's important to
remember this when we hear students described as not wanting to talk
about particular topics.
Thanks for showing us this comparison!
Andy
>>> lalumineuse at yahoo.com 08/10/06 6:25 PM >>>
Dear Andy,
> Which makes me think of Uju's observation about the immigrant students
> who were more  forthcoming with their opinions off-camera. In light of
> this reality, perhaps we need to provide opportunities for adults to
> explore issues without having to arrive at publicly-shared opinions.
> Sometimes the most powerful discussions grow from simply examining our
> experience or our information (as Catherine described in her message
> about action research), without necessarily landing on a clear
> position.<<
Some of the most revealing conversations I had were when I was helping
students, when I shared breaks with them or in the loo. There were a
variety of views.
Some students felt that they were not in school to study or discuss
politics. Others felt teachers were not knowledgeable abouy global
issues (especially about the countries these students came from) to have
a meaningful discussion. Still others said that they felt that the love
for their country was not understood and they were expected to be
loyal/grateful for being in America. The younger learners who were there
for their GED/High School diploma were more interested in getting their
formal education than global or survival topics.
It was quite interesting, the range of views they held, but I saw very
little of during in-class observations. I had conversations with
African-Americans, Latinos/Latinas, Haitians, Sierra Leonians, Afghanis,
Pakistanis, Indians, etc. all of whom were attending the adult high
school. In class, they did their work and waited for their turn with the
teacher, or got help from their classmates whne they needed it. There
was not much discussion in two of the three classes I observed in a
study on engagement.
Regards,
Uju
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
----------------------------------------------------
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unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
----------------------------------------------------
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Poverty, Race, and Literacy mailing list PovertyLiteracy at nifl.gov To
unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
----------------------------------------------------
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Poverty, Race, and Literacy mailing list PovertyLiteracy at nifl.gov To
unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
----------------------------------------------------
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Poverty, Race, and Literacy mailing list PovertyLiteracy at nifl.gov To
unsubscribe or change your subscription settings, please go to
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----------------------------------------------------
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unsubscribe or change your subscription settings, please go to
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From lalumineuse at yahoo.com  Fri Aug 11 18:14:58 2006
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Fri, 11 Aug 2006 15:14:58 -0700 (PDT)
Subject: [PovertyLiteracy 248] Re: analyzing social context
In-Reply-To: <s4dcb83f.035@mail.jsi.com>
Message-ID: <20060811221458.73123.qmail@web55114.mail.re4.yahoo.com>
Thanks Andy, Mev, everyone and happy hols!
Uju
--- Andy Nash <andy_nash at worlded.org> wrote:
> Yes, thank you, Mev, for reminding us that there's a
> social context
> for our own work as well, and that one of the best
> ways to learn what
> "works" in terms of inviting discussions of social
> justice is to
> actually have them regarding our own issues.
>
> I'm off on vacation now, but wanted to thank Donna
> for inviting me
> into this discussion, the posters for venturing into
> the fray, and all
> of you who support this list, The Change Agent, and
> other efforts to
> value education for justice and democracy.
>
> Andy
>
> >>> laurie_sheridan at worlded.org 8/11/2006 11:16 AM
> >>>
> Thanks so much for your wonderful response to the
> listserv.  You
> really
> said what needed to be said--and heard, and talked
> about.  I hope we
> will have further opportunities to continue this
> important
> conversation.
>
>
> Thanks, Andy, too.  This has been great.  But, we've
> only scratched
> the
> surface . . .and I would love to hear from more
> teachers on this
> subject, not just professional developers and former
> teachers like
> myself.
>
> Laurie
>
> >>> mmiller at bristol.mass.edu 8/11/2006 10:01 AM >>>
> HI all
> I've been reading these posts with interest and
> wondering how to get
> into the discussion since I'm not actually in a
> classroom setting
> right
> now. As someone involved in professional
> development, though, I find
> these conversations critical and enlightening. But
> the programs and
> classrooms being described seem to me (in my
> experience anyway) as
> more
> of the exception than the norm. And one of the key
> elements as Andy
> alluded to here seems to be the culture of the
> program/school/learning
> center as much as it does with teachers committed to
> transformative
> education or receptive/motivated students.  I
> encounter so many
> teachers
> (who are probably not on this listserv) who struggle
> with the
> restrictions imposed by NRS and accounting to their
> respective
> departments of ed that having the courage or
> tenacity or imagination
> for
> how to take prescribed curriculums or lesson plans
> and turning them
> into
> something more holistic or even problem-posing
> becomes insurmountable.
> I've had teachers admit that they purposefully avoid
> potentially
> "loaded" topics or discussions in the classroom
> because they
> themselves
> feel uncomfortable about facilitating such
> discussions or fear
> appearing
> like they've moved into "proselytizing."
>
> But also, just because we as teachers - or
> professional developers -
> want to use problem-based approaches or desire to
> use holistic methods
> or aspire to transformative teaching/learning,
> doesn't mean we're able
> to arrive at doing it just because we want too.
> There's so much
> training
> in ABE that's connected to providing teachers with
> skills and
> techniques
> -- how to use particular methods or lessons to get
> desired results,
> especially in content areas - reading, writing,
> math, LD, work
> readiness, health, etc. We sometimes take that with
> us into our
> attempts
> to do transformative education -- give me the
> roadmap and I'll follow
> it. I remember being at a Pedagogy and Theatre of
> the Oppressed
> Conference and hearing much discussion about
> "methods fetish."
>
> I do believe it's so much bigger than this, and that
> in addition to
> content workshops, and trainings on participatory
> methods or adult
> learning theory, we also need - as educators -
> undoing racism
> workshops,
> more cultural awareness training, conflict and
> mediation training,
> spiritual awareness/ values retreats, and more
> on-going support or
> mentoring in the areas of how we integrate holistic
> methods as we do
> language acquisition, work readiness, GED prep and
> all the rest, etc.
> etc. etc. I recently offered a series at SABES
> called "Embracing Our
> Humanity" -- it had moderate success and could have
> been much
> stronger,
> but to be truly effective it needs more on-going
> support and
> development
> -- and follow-up / mentoring.
>
> ...but we certainly won't see these counted in the
> NRS or prioritized
> by
> our Depts of Ed, now will we? (ooh - sarcasm, sorry)
>
> This, of course, leads into the broader discussion
> of whether
> education
> is "neutral" -- which I believe it is not. Avoidance
> itself is not
> neutral either! And these conversations make me
> doubt that the
> "company
> line" of making students better family members,
> workers, and community
> participants -- It is only true to the extent that
> it serves the
> status
> quo.
>
> I encounter these obstacles myself even as I do so
> much work with WE
> LEARN. Even while keeping in the front of my mind
> that WE LEARN exists
> to address gender-based oppressions and intersecting
> "-isms" for women
> in adult literacy/basic education, it's always
> tempting to "make it
> easy" or to continually be responsive rather than
> proactive, or to
> lose
> touch with how challenging and provoking this work
> can be. I have to
> do
> more critical thinking myself. Building change or
> opening space for
> critical thinking, vision, and creativity within
> traditional settings
> and contexts takes on-going diligence and
> heart-mindfulness. It can be
> exhausting and isolating unless we make the spaces
> for it in our own
> development and among our peers.
>
> Ok - I'll stop rambling now. I can feel myself
> getting worked into a
> "lather."! Thanks, Andy, for the forum...
>
> Mev Miller
> WE LEARN (welearn at litwomen.org)
> and
> SABES (mmiller at bistol.mass.edu)
>
> -----Original Message-----
> From: povertyliteracy-bounces at nifl.gov
> [mailto:povertyliteracy-bounces at nifl.gov] On Behalf
> Of Andy Nash
> Sent: Friday, August 11, 2006 7:31 AM
> To: povertyliteracy at nifl.gov
> Subject: [PovertyLiteracy 242] Re: analyzing social
> context
>
> Hello!
> When I look at Luri's and Ujuwala's messages
> together,
=== message truncated ===
__________________________________________________
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Tired of spam?  Yahoo! Mail has the best spam protection around
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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: [PovertyLiteracy 249] 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 djgbrian at utk.edu  Mon Aug 14 10:46:14 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Mon, 14 Aug 2006 10:46:14 -0400
Subject: [PovertyLiteracy 250]  Professional Development opportunity
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0E6DFCC3@UTKFSVS1.utk.tennessee.edu>
Posted at the request of Mev Miller.  Please read on............
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 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: [PovertyLiteracy 251]  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 djgbrian at utk.edu  Thu Aug 17 16:45:13 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 17 Aug 2006 16:45:13 -0400
Subject: [PovertyLiteracy 252] Job listing: State director position in
	Montana
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A137D62E8@UTKFSVS1.utk.tennessee.edu>
The position for state director of Adult Basic and Literacy Education
has been posted again. The closing date is August 18 at 5:00 p.m.
Mountain Daylight time. If you would like more information on this
position, please contact David Strong at the Office of Public
Instruction. His phone number is 406-444-4437 and email is
dstrong at mt.gov
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
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From djgbrian at utk.edu  Thu Aug 17 17:26:15 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 17 Aug 2006 17:26:15 -0400
Subject: [PovertyLiteracy 253]  LINCS Assessment Collection re-vamped
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A13819E25@UTKFSVS1.utk.tennessee.edu>
 Poverty, Race, & Literacy Colleagues,
I just checked this resource out, and it will prove to be very helpful,
I think.   The notice actually came out last week, but I held it until
after our discussion, and just noticed that I hadn't yet sent it.
Anyway, check it out!
Donna
djgbrian at utk.edu
Dear colleagues,
I hope this email finds you well.
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/
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From djgbrian at utk.edu  Wed Aug 23 09:03:07 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Wed, 23 Aug 2006 09:03:07 -0400
Subject: [PovertyLiteracy 254]  Job Posting: Special Projects Coordinator,
	Adult Learner Program, Queens Library, NY
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A13CF11A1@UTKFSVS1.utk.tennessee.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 djgbrian at utk.edu  Thu Aug 24 17:52:18 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 24 Aug 2006 17:52:18 -0400
Subject: [PovertyLiteracy 255] Content Standards Guest Discussion Next Week
	-CASAS basic skills Content Standards Project
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A13F57C4C@UTKFSVS1.utk.tennessee.edu>
 The following announcement is posted at the request of Aaron Kohring,
moderator of the Content Standards Discussion 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 djgbrian at utk.edu  Tue Aug 29 10:38:52 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Tue, 29 Aug 2006 10:38:52 -0400
Subject: [PovertyLiteracy 256] Guest Discussion on Family LiteracyList:
	Implementing Interactive Parent Child Activities
Message-ID: <A6B32D41E04B2F43807EC42DA182C21814A979@UTKFSVS5.utk.tennessee.edu>
Colleagues:
Beginning September 11th, there will be a guest discussion on the Family
Literacy List on "Implementing Interactive Parent Child Activities".
To participate in the discussion, sign up for the Family Literacy
Discussion List at
<http://www.nifl.gov/mailman/listinfo/familyliteracy>
=============================================
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.
Cyndy's biography is given below. Before she begins her discussion on
September 11, I will post some questions for your consideration. They
will be the questions that will guide Cyndy's discussion.
We look forward to having Cyndy join us and know that you will make her
time with us rewarding and valuable by responding to her comments and
questions. I will remind you of this discussion again as we get closer
to the date.
Read on for Cyndy's biography.
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%20%20>
are examples) and workshops on other issues vital to family literacy.
She has a masters 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>
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
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From jgehner at hhptf.org  Tue Aug 29 11:40:37 2006
From: jgehner at hhptf.org (jgehner at hhptf.org)
Date: Tue, 29 Aug 2006 08:40:37 -0700 (PDT)
Subject: [PovertyLiteracy 257] Poverty and Keeping Up Appearances at Your
	Library
Message-ID: <1821.70.225.166.65.1156866037.squirrel@www.hhptf.org>
Jill Leovy, of the LA Times, profiles the secuity staff at Los Angeles
Central Library in ?By the Book, With Footnotes? (Aug. 13, 2006).
Like most mainstream reporting on homeless people in libraries, the
article does not mention if the library is working in any capacity with
local social-service agencies or advocating for day-shelter funding.
One photo caption with the online article is particularly ironic: ?Keeping
up appearances is part of the unwritten code that lets different people
mix comfortably in the library.?
For more on this and other poverty-related issues, visit:
www.hhptf.org
- - - - -
John Gehner, Coordinator
Hunger, Homelessness & Poverty Task Force (HHPTF)
Social Responsibilities Round Table (SRRT)
of the American Library Association (ALA)
jgehner at hhptf.org
www.hhptf.org
www.libry.org/srrt
From kabeall at comcast.net  Wed Aug 30 07:54:06 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 30 Aug 2006 07:54:06 -0400
Subject: [PovertyLiteracy 258]  New from NCSALL--NCSALL by Role
Message-ID: <003d01c6cc2a$ff1707f0$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 ejonline at comcast.net  Wed Aug 30 10:53:10 2006
From: ejonline at comcast.net (ejonline at comcast.net)
Date: Wed, 30 Aug 2006 14:53:10 +0000
Subject: [PovertyLiteracy 259]  Participatory Education in Detroit
Message-ID: <083020061453.27282.44F5A65600021B7300006A9222007610640A0207040201060A@comcast.net>
Hi. Is anybody on this list in the Detroit area? I was speaking to a program there the other day that is looking to connect with people who have a background in Freirean-inspired community-based adult education. Any suggestions for contact would be appreciated. You can contact me off-list at  ejonline&comcast.net (substitute @ for & and leave no spaces)
Thank you.
Erik Jacobson
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: [PovertyLiteracy 260]  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 djgbrian at utk.edu  Thu Aug 31 11:59:11 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 31 Aug 2006 11:59:11 -0400
Subject: [PovertyLiteracy 261] FW: [Moderators 957] International Community
	Virtual Visit Project
Message-ID: <A6B32D41E04B2F43807EC42DA182C21818EA9D@UTKFSVS5.utk.tennessee.edu>
Colleagues,
Here's a great opportunity for your students to expand their horizons by
having contact with other adult learners in other countries.  Check out
the projects from previous years to understand better what it is all
about.
Donna Brian
djgbrian at utk.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 djgbrian at utk.edu  Thu Aug 31 12:01:12 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 31 Aug 2006 12:01:12 -0400
Subject: [PovertyLiteracy 262] Special Topic: Formative Assessment
	inInternational Education
Message-ID: <A6B32D41E04B2F43807EC42DA182C21818EAA1@UTKFSVS5.utk.tennessee.edu>
The following announcement of a new special topics discussion is posted
at the request of David Rosen, the moderator.
Donna Brian
djgbrian at utk.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
_______________________________________________
National Institute for Literacy
Moderators mailing list: Moderators at nifl.gov
http://www.nifl.gov/mailman/listinfo/moderators
Moderator's Resource Page: http://www.nifl.gov/lincs_dlms/contents.html
Moderator's List Archive page:
http://www.nifl.gov/mailman/private/moderators
From Jennifer.Staple at aya.yale.edu  Sun Sep  3 16:01:37 2006
From: Jennifer.Staple at aya.yale.edu (Jennifer Staple)
Date: Sun, 03 Sep 2006 13:01:37 -0700
Subject: [PovertyLiteracy 263] International Health Conference at Stanford -
	Early Bird Rate Deadline
Message-ID: <44FB34A1.4060504@aya.yale.edu>
_*Innovation, Advancement, and Best Practices To Achieve Global Goals
**Unite For Sight's Fourth Annual International Health Conference*_
*    APRIL 14-15, 2007 - STANFORD UNIVERSITY SCHOOL OF MEDICINE,
CALIFORNIA, USA
*http://uniteforsight.org/conference/2007/index.php
*
***Please also feel free to forward this message to anyone who may be
interested in attending or presenting.**
*Register Today For A Reduced Rate! (Current Rate is $45 Students/$65
All Others - *_EARLY BIRD RATE INCREASES AFTER SEPTEMBER 15_**
http://uniteforsight.org/conference/2007/index.php
*When:* April 14-15, 2007
*Where:* Stanford University School of Medicine, Palo Alto, California, USA
*Theme:* "Innovation, Advancement, and Best Practices To Achieve Global
Goals"
*Who should attend?*Anyone interested in eye care, international health,
medicine, health education, health promotion, public health,
international service, nonprofits, or microenterprise
*Conference Goal: *To exchange ideas across disciplines about best
practices in public health, medicine and research, and international
health and development.  Conference topics range from/ "The Right to
Health: Towards Social Inclusion and Universal Health Care in Latin
America"/ and /"Antiretroviral Drugs and Issues of Drug Access and
Quality in the Developing World"/ to /"Global Progress in Preventing the
Burden of Blindness and Other Diseases Caused by Measles and Rubella"/
and /"Once I Was Blind....The Challenges of Eye Care in Ghana"/**
    * Join over 1,500 leaders, doctors, professionals, and students from
      5 continents
    * More than 230 speakers about eye care, public health,
      international development, entrepreneurship, microfinance, policy
      and advocacy, bioethics, and medicine
    * Exchange ideas about best practices to achieve global goals in
      health and development
        _LIST OF CONFERENCE SESSIONS ARE LISTED BELOW_
        ?         General Topics With Conference Sessions
        a.      Global Health and Development
        b.      Overseas Volunteering
        c.       Health and Human Rights
        d.      Microfinance and Social Entrepreneurship
        e.       Refugee Health
        f.       HIV/AIDS
        g.      Infectious Disease
        h.      International Health and Development By Region
        i.        Global Eye Care
        j.        Glaucoma Symposium
        _GLOBAL HEALTH -- SESSIONS_
        _Partnerships in Public Health_
*"Partnerships in Public Health"*, Jacob Kumaresan/, MD, MPH, Dr.PH,
President, International Trachoma Initiative/
*"International Trachoma Initiative - Public/Private Partnership To
Eradicate Blinding Trachoma"*, Joe Feczko/, MD, Chief Medical Officer;
President, Worldwide Development, Pfizer Inc./
*"Public Private Partnerships to Provide Safe Drinking Water in
Africa"*, Greg Allgood/, PhD, Director, Children's Safe Drinking Water,
Procter & Gamble/
*"Public Private Partnerships to Advance Technologies for Neglected
Disease"*, Christopher Elias/, MD, MPH, President of PATH/
        _Health As If People Mattered_
*"Health As If People Mattered: Development With A Human Face"*, John
Hammock/, PhD, The Alexander N. McFarlane Associate Professor of Public
Policy, Gerald J. and Dorothy R. Friedman School of Nutrition Science
and Policy and The Fletcher School, Tufts University; Former Executive
Director, Oxfam America; former Executive Director, ACCION
International; Founder and Former Director, Feinstein International
Famine Center, Tufts University; Consultant, Women's World Banking and
USAID/
*"To Replant the Uprooted: Toward a Shared Vision of Healthy
Communities"*, George Rupp/, PhD, President and CEO, International
Rescue Committee/
        _Health and Development in the 21st Century_
*"Young Leaders In Action: Tomorrow's Leaders But Also Today's"*,
William Reese/, President and CEO, International Youth Foundation/
*"Critical Health Issues in the 21st Century"*, Susan Blumenthal/, MD,
MPA, Former US Assistant Surgeon General, Clinical Professor of
Psychiatry at Georgetown School of Medicine and Tufts University Medical
Center/
*"Challenges in Public Health: From Smallpox and Polio Eradication to
SARS and Avian Influenza"*, David Heymann/, MD, MPH, Former Executive
Director for Communicable Diseases, World Health Organization/
        _Global Health, Economic Unions, and The State_
*"Global Health and Economic Unions"*, Stephen Bezruchka/, MD, MPH,
Senior Lecturer, University of Washington School of Public Health and
Community Medicine/
*"Global Rationalities and Local Disasters: Reconsidering the Role of
the State in Global Public Health"*, Craig Janes/, PhD, Associate Dean,
Education, Faculty of Health Sciences Office of the Dean, Simon Fraser
University/
        _Humanitarian Emergencies_
*"Title To Be Announced"*, Stephen Tomlin/, Vice President of Program,
Policy and Planning, International Medical Corps/
        _International Community Health_
*"Community Programs With Vision"*, David Werner/, PhD, Co-Founder,
Director of HealthWrights (Workgroup for People's Health and Rights);
Visiting Professor at Boston University International School of Public
Health; Author, "Where There Is No Doctor"/
*"The Philosophies of International Care: Do No Harm"*, Cliff
OCallahan/, MD, /PhD, Middlesex Hospital Family Practice Program
        _Perspectives on Global Health_
*"Traingulation: Using Existing Data For Program Improvement and Policy
Recommendations - The Case of Botswana and Malawi"*, Karen White/, MBA,
MPH, Senior Researcher, Institute for Global Health, UCSF/
*"Title To Be Announced"*, Farshad Rastegar/, MD, President and CEO,
Relief International/
*"Title To Be Announced"*, Jim Smith/, Executive Director, American
International Health Alliance Inc./
*"Title To Be Announced"*, Sarah Shannon/, Executive Director, Hesperian
Foundation/
        _Innovative Programs and Organizations_
*"The Emergence of a New Type of Physician: Lessons Learned From
International Experiences"*, Andre-Jacques Neusy/, MD, DTM&H, Associate
Professor of Medicine; Director of Center for Global Health, New York
University School of Medicine/
*"From Strong Innovative Programs to Strong Innovative Organizations"*,
Bjorg Palsdottir/, MPA, Consultant, Co-Founder and Associate Director of
the Center for Global Health at New York Unive/
        _Beyond Firewood: Basic Needs in Developing Countries_
*"Solar Cooking and Solar Water Pasteurization - Addressing Two Basic
Needs in Developing Countries"*, Robert Metcalf/, PhD, Professor
Biological Sciences, California State University, Sacramento; Treasurer,
Solar Cookers International/
*"Addressing The Reproductive Health of Women and Girls Displaced By
Conflict and Natural Disasters"*, Sandra Krause/, MPH, BSN, Reproductive
Health Project Director, Women's Commission for Refugee Women and Children/
        _Childhood Diseases_
*"Expanding Community Case Management for Childhood Diseases in
Conflict-Affected Countries: Scale and Impact in Rwanda and South
Sudan"*, Emmanuel dHarcourt/, Senior Child Survival Technical/
*"Tears of a Dying Child: An Insight into Child Mortality From Disease
in Ghana"*, Samuel Edusa/, MD Candidate, University of Ghana Medical
School; Chairman, LifeSavers Initiative NGO/
*"Global Epidemiology of Childhood Blindness: Challenges for Public
Health Ophthalmology"*, Mohammad Muhit/, MD, Clinical Research Fellow,
International Centre for Eye Health, London School of Hygiene and
Tropical Medicine/
*"Childhood Blindness in Sri Lanka"*, Habiba Rawoof/, MBBS, DOphth,
M.Sc.CEH, Ophthalmologist, Sri Lanka/
        _Children, Global Health and Development_
*"Challenges of Partnering to Achieve Global Health Goals Impacting
Children"*, Andrea Gay/, MA, MCP, Director, Children's Health Program,
United Nations Foundation/
*"How To Help Children in Humanitarian Emergencies"*, Marisa Herran/,
MD, Assistant Professor of Pediatrics, Case Western Reserve University;
Co-Director, Rainbow Center for Global Child Health/
        _Education and International Development_
*"Education in Africa: Foreign Aid to the Rescue?"*, Joel Samoff/,
Consulting Professor, Center for African Studies, Stanford University/
*"Creating a Real Learning Environment in a Rural School in South
India"*, Mason Byles/, former executive, Hewlett Packard/
        _Leadership of Youth-Led Global NGOs: A Special Workshop_
*"Leadership of Student-Led Global NGOs"*, Derek Yach/, MBChB, MPH,
Director of Rockefeller Foundation's Program on Global Health/
        _Technology and Telemedicine: New Innovations in Health Care_
*"Case Studies of the Interactions between Governance and Healthcare
Technology Solutions"*, Kathryn McDonald/, Executive Director and Senior
Scholar, Center for Health Policy/Center for Primary Care and Outcomes
Research, Stanford University/
*"Deploying a Low Cost, Long Distance WiFi-based Teleophthalmology
Network in Rural India: The Aravind Experience"*, Sonesh Surana/, PhD
Candidate, University of California at Berkeley/
*"Project ECHO: Telemedicine Extension For Community Healthcare
Outcomes"*, Sanjeev Arora/, MD, Executive Vice Chairman, Department of
Medicine, University of New Mexico School of Medicine/
*"RICE: Remote Interaction, Consultation, and Epidemiology - A New Use
For Cell Phones"*, Eliot Grigg/, MD Candidate, George Washington
University School of Medicine/
        _Global Health Ethics_
*"Global Health Ethics in the New Millenium, Evolving Concepts"*, Anvar
Velji/, MD, Co-Founder and Treasurer, Global Health Education
Consortium; Chief of Infectious Disease at Kaiser Permanente, South
Sacramento; Clinical Professor, University of California at Davis/
*"Socially Responsible and Financially Just Global Health Electives"*,
Evaleen Jones/, MD, Founder, President and Medical Director, Child
Family Health International; Clinical Assistant Professor, Stanford
University School of Medicine/
        _Community Health and Activism_
*"Advocacy and Community Health"*, Gabriel Garcia/, MD, Professor of
Medicine, Associate Dean of Medical School Admissions, Stanford
University School of Medicine/
*"Jade Ribbon Campaign: Uniting The World To Eliminate Hepatitis B and
Liver Cancer"*, Samuel So/, MD, Lui Lac Minh Professor of Surgery;
Director, Asian Livery Center; Director, Liver Cancer Program, Stanford
University School of Medicine/
*"The HIV/AIDS Pandemic, Community Response and Disease Specific
Activism"*, David Katzenstein/, Professor of Medicine, Infectious
Disease, Stanford University School of Medicine/
*"Bringing Public Health's Voice to Sustainable Trade and Development"*,
Ellen Shaffer/, PhD, MPH, Co-Director, CPATH; Assistant Clinical
Professor, Department of Clinical Pharmacy, University of California at
San Francisco/
        _Global Food Systems_
*"Global Food Systems: Does How We Eat Threaten Food Security For
Low-Income Countries?"*, Robert S. Lawrence/, MD, Edyth H. Schoenrich
Professor of Preventive Medicine and Associate Dean for Professional
Practice and Programs; Director, Center for a Livable Future, Johns
Hopkins Bloomberg School of Public Health/
*"Title To Be Announced"*, Cathy Skoula/, Executive Director, Action
Against Hunger-USA/
        _Engaging in Community-Based Health Programs I_
*"Bridging The Gap Between Providers and Vulnerable Groups: Reducing
Stigma and Discrimination in VCT/STI Services"*, Rebecka Lundgren/, MPH,
Director of Operations and Behavioral Research, Institute for
Reproductive Health, Georgetown University/
*"Implementation of Adolescent Sexual Health Education in El Salvador"*,
Gabriel Brat/, MSc, MD Candidate, Stanford University School of Medicine/
        _Engaging in Community-Based Health Programs II_
*"Engaging a Participatory Process for the Development of an Integrated
Microcredit Program in Nogales, Mexico"*, Eva Shaw/, MPH, Research
Technician, University of Arizona's Southwest Institute for Research on
Women/
*"Project Bokonon: Public Health in Action"*, Rosita Najmi/, Co-Founder,
Project Bokonon/
        _Global Health Workforce and the Brain Drain Problem_
*"Globalization and the Health Workforce: Historical Perspectives,
Future Challenges"*, Tom Hall/, MD, DrPH, Department of Epidemiology and
Biostatistics, UCSF School of Medicine/
*"The African Brain Drain: Creating Solutions to the Problem One Mission
at a Time"*, Constance Nduaguba/, MD, Clinical Instructor, Glaucoma
Service, University of Pennsylvania Scheie Eye Institute/
        _Sanitation and Water Use_
*"Ecological Sanitation in Rural Haiti: An Interdisciplinary Approach to
Sanitation, Public Health and Soil Fertility"*, Sasha Kramer/, PhD,
Postdoctoral Researcher, Stanford Collaboratory For Research on Global
Projects, Civil and Environmental Engineering; Visiting Scholar,
Stanford University Department of Biological Sciences/
        _Global Cardiovascular Health_
*"Cardiovascular Risk Factors in South Asian Immigrants: Apo A-I Gene
Mutations"*, Sunita Dodani/, MD, MS, FCPS, PhD, Department of
Epidemiology, Graduate School of Public Health, University of Pitts/
*"Hypertension Control in Primary Control Settings in the Republic of
Georgia"*, Fred Tavill/, MD, DpH, Senior Program Consultant, Center for
International health/
*"Social Capital and Hypertension in Rural Haitian Women"*, Cris
Malino/, MPH/
        _Strategies to Sustainable Healthcare_
*"Pursuing a Ghost: Fostering Sustainable Health Care in Developing
Countries"*, Salvador Baldizon/, MD//, MA, MPH, Health Protection
Specialist, Free From Hunger/
        _Surgery and Global Health_
*"Interplast: Using Innovative Technology to Improve Surgical Care in
Developing Countries"*, Susan Hayes/, President and CEO, Interplast/
*"Surgery and Global Health: A Mandate for Research, Training, and
Service"*, Doruk Ozgediz, MD, MSc, Chief Resident in General Surgery,
University of California at San Francisco/, and William P. Schecter, MD,
Professor of Clinical Surgery at UCSF, Vice Chair of the Department of
Surgery at UCSF, and Chief of Surgery at San Francisco General Hospital/
        _OVERSEASE VOLUNTEERING_
        _Real-Life Lessons in Cultural Competency_
*"The Ground Meat Parable: Real-life Lessons from Africa for
International Volunteers"*, Valda Ford/, MPH, MS, RN, University of
Nebraska Medical Center/
*"Hold Your Breath: A Film on Cultural Competency"*, Maren
Grainger-Monsen/, MD, Senior Research Scholar, Center for Biomedical
Ethics, Stanford School of Medicine/
*"Cultural Competence in Global Health: Linguistic Solutions to
Cross-Cultural Complications"*, T.S. Harvey/, PhD, Assistant Professor
of Linguistic Anthropology, Case Western Reserve University/
        _Engaging Students in International Health I_
*"Engaging Students in International Health: A Case Study"*, Robert
David Siegel/, MD, PhD, Department of Microbiology and Immunology,
Program in Human Biology, and Center for African Studies, Stanford
University/
*"Phacos, 115 Degrees, and Marriage Proposals? Stories and Lessons >From
Volunteering in Bihar, India"*, Anna Cooper/, MPH Candidate, University
of Rochester School of Public Health/
*"Perspectives on Tamale From A Unite For Sight Volunteer"*, Nicholas
Greene/, Unite For Sight Volunteer in Tamale, Ghana/
        _Engaging Students in International Health II_
*"Teaching Health Profession Students Global Health: Resources, Methods,
Opportunities"*, Tom Hall./, MD, DrPH, Department of Epidemiology and
Biostatistics, UCSF School of Medicine/
*"Innovations in Global Health Education"*, Thomas Novotny/, MD, MPH,
Director of International Programs; Professor in Residence, Epidemiology
and Biostatistics, UCSF School of Medicine/
*"Title To Be Announced"*, Ana Carolina Victoria/, MD Candidate, Albert
Einstein School of Medicine/
        _Preparing To Volunteer Overseas_
*"Travel Medicine: Preparing For A Trip & Evaluating The Ill-Returned
Traveler"*, D. Scott Smith/, MD, MSc, DTM&H, Chief of Infectious Disease
and Geographic Medicine, Kaiser Redwood City Hospital/
*"Preparing To Volunteer in Ghana"*, Nicholas Greene./, Unite For Sight
Volunteer in Tamale, Ghana/
        _An Eye Opener in Chennai, India: A Unite For Sight Film_
        _HEALTH AND HUMAN RIGHTS -- SESSIONS_
        _Health and Human Rights_
*"The Right to Health: Towards Social Inclusion and Universal Health
Care in Latin America"*, Arachu Castro/, PhD, MPH, Assistant Professor
of Social Medicine, Academic Director; Program in Infectious Disease and
Scoial Change, Harvard Medica School / Partners in Heath/
*"Health and Human Rights: The Impact of War on Vision and Ocular
Health"*, Derek Mladenovich/, OD, FAAO, MPH Candidate, Fellow, World
Council of Optometry; External Examiner, International Rescue Committee,
Thailand/
*"Infectious Diseases and Human Rights: Making Research Matter"*, Daniel
Bausch/, MD, MPH,&TM Associate Professor, Tulane University School of
Public Health and Tropical Medicine/
*"Is Women's Health a Human Right?"*, Mini Murthy/, MD, MPH, MS,
Assistant Professor of Practice,New York Medical College School of
Public Health/
        _Children, Blindness, and Human Rights_
*"The Human Rights of Blind Children in India"*, Mini Murthy./, MD, MPH,
Assistant Professor, Behavioral Science and Community Health, New York
Medical College School of Public Health/
*"Confidence Building Measure in a Blind Girls School in Bihar, India"*,
Ajit Sinha./, MBBS, Founder and Director, AB Eye Institute; Former
President, All India Ophthalmological Society/
*"Improvement of the Quality of Life of the Blind Children in West
Bengal India"*, Sudipta Dey/, Director, Eye Micro Surgery and Diagnostic
Center, Kolkata, West Bengal, India/
        _MICROFINANCE AND SOCIAL ENTREPRENEURSHIP -- SESSIONS_
        _Global Youth Entrepreneurship_
*"Global Youth Entrepreneurship"*, James Toole/, PhD, President, Compass
Institute/
        _Microfinance and Sustainable Development_
*"Title To Be Announced"*, Alex Counts/, President, Grameen Foundation USA/
*"An Effective Model of Rural Microfinance"*, Brian Lehnen/, Executive
Director and Co-Founder, Village Enterprise Fund/
*"Social Investing and Entrepreneurship in the Business of International
Development"*, Philip Berber/, Founder, Chairman, A Glimmer of Hope
Foundation/
        _Microfinance, Fair Trade, and International Development_
*"Fair Trade and the Dignity of Work in Rural African Communities"*,
Lindsay M. Harris/, Managing Director, A Bridge for Africa Foundation/
*"Passing on the Gift: Heifer's Approach to Sustainable Development and
Program Expansion"*, Jim DeVries/, MD, Senior Vice President of
Programs, Heifer International/
*"Workshop Title: Increasing Income, Confidence and Business Growth
Through Effective Business Education for Low Income People"*, Fiona
Macaulay/, Founder and President, Making Cents/
        _Entrepreneurial Social Innovation_
*"Atrocities and Social Entrepreneurship"*, Zachary Kaufman/, MPhil,
DPhil, JD Candidate, Yale University Law School/
*"Cinepolis: A Vision For Social Responsiblity"*, Alejandro Ramirez
Magana/, Director General, Cinepolis/
*"Healthcare Needs and Opportunities in Afghanistan - Collaborating
Across The Sectors"*, Kulsum Janmohamed/, MD, MPH/
*"Priming Entrepreneurial Social Innovation to Stem the Tide of Penury
and Epidemics in Africa"*, BT Costantinos/, PhD, MBA, Chairman,
Ethiopica Infrastructure and Tunnelling Holdings; President and Chief
Research Consultant, Ceter For Human Environment/
        _Entrepreneurship and Health_
*"Global/Social Entrepreneurship"*, Kamran Elahian/, , MS, Chairman,
Co-Founder, Global Catalyst Partners; Co-Founder, Global Catalyst
Foundation and Schools Online/
*"Social Impact Through Public Private Partnerships in Entrepreneurship
and Health"*, Georgia Sambunaris/, Financial Sector Specialist,
USAID/EGAT, Office of Economic Growth/
        _Social Learning and Civic Engagement_
*"The Role of Indigenous Faith-Based and Civil Society Organizations in
Health Services Development in East and Southern Africa"*, Mark E.
Anderson/, President and CEO, Center For International Health/
*"Social Learning and Civic Engagement: Global Applications and
Experiences Using A Faith-Based Model"*, Daniel J. West/, PhD, Professor
and Chairman, Department of Health Administration and Human Resources,
University of Scranton/
*"Preparing Undergraduates to Address Global Public Health Needs: The
Development of a Multi-national, Interdisciplinary Comparative Study
Program"*, Christina T. Holt/, Assistant Clinical Professor, University
of Vermont Medical School/
        _REFUGEE HEALTH -- SESSIONS_
        _The Health of Refugee Women I_
*"Exploring Reproductive and Sexual Health with Liberian Refugee
Women"*, Rena Patel/, MPhil, BA, MD Candidate, Stanford School of Medicine/
*"Addressing Psychosocial Needs of Refugee & Immigrant Women: >From
Surviving to Thriving"*, Lorrie L. King/, MPH, Founder, Executive
Director, Just Cause, Inc./
        _The Health of Refugee Women II_
*"Addressing The Reproductive Health of Women and Girls Displaced By
Conflict and Natural Disasters"*, Sandra Krause/, MPH, BSN, Reproductive
Health Project Director, Women's Commission for Refugee Women and Children/
*"Listening to Women's Voices: Lessons Learned from Congolese Refugee
Women in Rwanda"*, Carol Pavlish/, PhD, RN, Assistant Professor, UCLA
School of Nursing/
*"Demonstration of a Reproductive Health Assessment Toolkit for
Conflict-Affected Women"*, Marianne E. Zotti/, DrPH, MS, FAAN, Lead
Health Scientist and Team Leader, Services Management, Research and
Translation Team, Division of Reproductive Health at the Centers for
Disease Control and Prevention/
        _The Health of Refugees_
*"Community Based Rehabilitation Projects in Politically Volatile
Regions: Setting the Foundations for Peacebuilding"*, Kathryn Azevedo/,
PhD, ATRIC, CMP, Postdoctoral Fellowship in Clinical Research, Stanford
University School of Medicine/
*"Mobilizing War-Torn African Communities to Improve Public
Health,"*/Cornelius Pratt, MA, PhD, Presidential Professor and Strategic
and Organizational Communication, Temple University, and E. Lincoln
James, PhD, Washington State University/
        _INFECTIOUS DISEASE - SESSIONS_
        _Disease Control Strategies in the Developing World_
*"Trends and Successes of the Global AIDS Epidemic"*, Peter R. Lamptey/,
MD, DrPH, President, Family Health International Institute for HIV/AIDS/
*"Insecticide-Treated Bednets in Mass Disease Control and Elimination
Campaigns"*, Brian Blackburn/, MD, Clinical Assistant Professor,
Infectious Diseases, Stanford School of Medicine/
*"Global Progress in Preventing the Burden of Blindness and Other
Diseases Caused by Measles and Rubella"*, Stephen L. Cochi/, MD, MPH,
Senior Advisor, Global Immunization Division, National Immunization
Program, Centers for Disease Control and Prevention/
*"Logistics of Mass Drug Administration, The Case of Azithromycin For
Trachoma Control"*, Sam Abbenyi/, MD, MSc, Director, Program Planning
and Analysis, International Trachoma Initiative/
        _Malaria Prevention and Treatment Strategies_
*"Preventing Malaria During Pregnancy: Intermittent Preventative
Treatment on Bioko Island, Equatorial Guinea"*, Josephine Czechowicz/,
MD Candidate, Stanford University/
*"Protecting Border Security and Health: Effective Strategies for
Monitoring and Treating Malaria among Burma's IDPs"*, Emily Whichard/,
Program Officer, Global Health Access Program, Berkeley School of Public
Health/
        _Towards Disease Eradication_
*"Is Global Elimination of a Bacterial Disease a Feasible Goal? Trachoma
3000 Years Later"*, Bruce Gaynor/, MD, Assistant Clinical Professor of
Ophthalmology, FI Proctor Foundation and Department of Ophthalmology,
University of California at San Francisco/
*"The Polio Eradication Partnership: Some Lessons Learned"*, Carol
Pandak/, Manager, Division of PolioPlus, The Rotary Foundation of Rotary
International/
        _HIV/AIDS -- SESSIONS_
        _HIV/AIDS in Low Resource Settings_
*"Advances and Ongoing Challenges in HIV Therapy"*, Paul Volberding/,
MD, Professor and Vice Chair, UCSF Department of Medicine; Chief,
Medical Service SF Veterans Affairs Medical Center; Co-Director,
UCSF-GIVI Center for AIDS Research/
*"Antiretroviral Drugs and Issues of Drug Access and Quality in the
Developing World"*, Terry Blaschke/, MD, Professor of Medicine and
Molecular Pharmacology, Stanford University/
*"Global HIV Prevention From Mother To Child: Challenges for Low
Resource Settings"*, Landry Tsague/, MD, William H. Foege Fellow,
Department of Global Health at Emory Rollins School of Public Health/
        _HIV/AIDS Community Needs and Strategies_
*"Kasensero: The Forgotten Village Coming Out of the Shadow"*, Kiran V.
Patel/, MD, Resident, Department of Internal Medicine, Yale University
School of Medicine/
*"Acceptance of and Barriers to Voluntary HIV Counseling and Testing
Among Adults in Guizhou Province, China"*, Wei Ma/, MS; PhD Candidate,
UCLA/Fogarty AIDS International Training and Research Program, UCLA/
        _Important Perspectives on HIV/AIDS_
*"The HIV Pandemic in the Developing World"*, John McGoldrick/,
Executive Vice President, Bristol-Myers Squibb/
*"The War on AIDS - Integration Equals Impact"*, George Guimaraes/,
President and CEO, Project Concern International/
*"Pediatric AIDS: Worlds Apart"*, Mark Kline/, MD, President, Baylor
International Pediatric AIDS Initiative; Professor of Pediatrics; Head,
Section of Retrovirology, Baylor College of Medicine/
*"Healing through Laughter - An Innovative Psychosocial Response to the
HIV/AIDS Crisis in Southern Africa"*, Jamie McLaren Lachman/, Project
Njabulo Director, Clowns Without Borders/
        _HIV/AIDS Prevention and Care_
*"AIDS, Eyes, and Africa: A View of Zambia Health Care Through The Eyes
of an American Ophthalmologist Working For CBMI at the Lusaka Eye
Hospital, Zambia"*, Tom Beggins/, MD, Former Medical Director and
Surgeon, Lusaka Eye Hospital, Zambia/
*"Delivering HIV Prevention and Care Services to Rural African Villages
Through Christian and Muslim Religious Groups"*, William W. Rankin/,
PhD, President, Global AIDS Interfaith Alliance/
*"With Women Worldwide: Sexual and Reproductive Rights and Health to End
HIV/AIDS"*, Adrienne Germain/, President, International Women's Health
Coalition/
*"HIV/AIDS in China"*, Jessica Haberer/, MD, Research Advisor, Clinton
Foundation/
        _Community HIV Prevention Programs_
*"Arm's Reach Care: A Community Network Model for Pediatric HIV Care and
Treatment"*, Joy Amulya/, EdD, AM, EdM, Research Associate and Lecturer,
University of Colorado Health Sciences Center/
*"Optimizing Prevention: A Comprehensive PMTCT Program in Mombasa,
Kenya"*, Lara Christine Bishay and Nicholas Gavin/, MD Candidate, New
York University School of Medicine/
        _Community Strategies for HIV/AIDS_
*"Rapid Skill Transfer Through Clinical Mentoring: A Universal, Fast
Approach To Scaling Up HIV Practical Expertise in Developing
Countries"*, Marie Charles/, MD, MIA, Founder and President,
International Center for Equal Healthcare Access; Adjunct Professor,
Columbia University School of International and Public Affairs; Henry
Crown Fellow, The Aspen Institute/
*"Building Foundations for Sustainable Local Response to HIV/AIDS"*,
Debra Miller/, MSN, Country Director - Kenya, CHF International/
        _WOMEN'S HEALTH -- SESSIONS_
        _Examining Women's Health_
*"Women and Health"*, Ana Langer/, MD, President and CEO, EngenderHealth/
*"The Challenge of Treating Complex Obstetric Fistula in Eritrea"*,
Amreen Husain/, MD, Assistant Professor of Gynecologic Oncology,
Stanford University/
*"Women and Eye Disease"*, Ilene Gipson/, PhD, Professor of
Ophthalmology, Harvard Medical School; Chair, Women's Eye Health Task
Force Executive Committee/
*"A Comparative Study of Sociocultural Factors Contributing to Maternal
Mortality in Urban and Rural Areas of Southern Part of Edo State,
Nigeria"*, Chinwe Lucy Marchie/, PhD, MEd, MHPM, School of Nursing,
University of Benin Teaching Hospital, Nigeria/
        _Perspectives on Reproductive Health_
*"Cross-Cultural Partnerships for Reproductive Health"*, Dian Harrison/,
President and CEO, Planned Parenthood Golden Gate/
*"Quality of Care Gives Bolivian Indigenous Women Opportunities for a
New Future"*, Lynn Johnson/, Bolivia// Country Director, EngenderHealth/
        _Growing Big, Healthy Babies_
*"Ensuring Equitable Access to Skilled Maternity Care"*, Jill
Sheffield/, President, Family Care International/
*"Growing Big Babies: A Positive Deviance Approach to Nutritional
Support for Pregnant Women in the Republic of Guinea"*, Jennifer
Peterson/, Country Director, Guinea and Sierra Leone, Helen Keller
International/
        _Preventing Obstetric Emergencies_
*"Advanced Life Support in Obstetrics (ALSO)"*, Lee T. Dresang/, MD,
Associate Professor, Department Maternity Care Clinical Coordinator,
University of Wisconsin School of Medicine and Public Health/
*"Training Nigerian Health Workers on the Use of Non-Pneumatic
Anti-Schock Garment For Obstetric Hemorrhage"*, Shola Olorunnipa/, MD
Candidate, Stanford University/
*"Preventing Postpartum Hemorrhage: Training Indigenous Health Workers
To Use Misoprostol in IDP Settings"*, Susan Tuddenham, MSc IR; MD
Candidate, David Geffen School of Medicine, UCLA and Catherine Lee, MPH
        _Obstetric Fistula Film Campaign_
*"Love, Labor, Loss Film Campaign on Obstetric Fistula"*, Lisa Russell/,
MPH, Filmmaker/
        _Cervical Cancer_
*"Cervical Cancer"*, Harshad Sanghvi/, MD, Medical Director, Maternal
and Neonatal Health Program, JHPIEGO Corporation/
*"Partnering For Prevention: The "State" of Cervical Cancer in the US"*,
Sarah Wells/, Senior Director of Public Policy, Women in Government/
        _INTERNATIONAL HEALTH AND DEVELOPMENT BY REGION - SESSIONS_
        _Community-Based Medical Care in Africa_
*"Title To Be Announced"*, Jessie Stone/, MD, Director, Soft Power
Heath, Uganda/
*"Emergency Medical Care Systems in Low and Middle Income Countries"*,
Scott Sasser/, MD, Assistant Professor, Department of Emergency
Medicine, Emory University School of Medicine/
*"Developing A Regional School of Nursing in South Africa"*, Tanya
Whitehead/, PhD, University of Missouri - Kansas City/
*"Healthcare in the Horn of Africa: Reaching Somalis through Interactive
Radio Instruction"*, Kit Yasin/, EdD, MS, Center Director, Center for
Latin America, the Caribbean and the Horn of Africa, Education
Development Center/
        _Public Health in Latin America_
*"Honduran Health Alliance: Blending Community-Oriented Primary Care
with Public Health in Rural Honduras"*, Bonzo Reddick/, MD, Clinical
Instructor, Department of Family Medicine, University of North Carolina
- Chapel Hill/
*"Stemming the Rise of Type 2 Diabetes in Rural Amazon"*, Betsy Fuller
Matambanadzo./, Program Director, Child Family Health International/
*"Making Mental Health a Priority in Belize"*, Cheryl Killion/, PhD, RN,
Associate Professor, Case Western Reserve University/
*"Emphasis on Empowerment: The Evolution of a Flexible Approach for
Improving Maternal and Child Health"*, Kristen Kanerva Richards, RN, and
Mary Fifield/, Executive Director, Global Pediatric Alliance/
        _Health Care in the Caribbean_
*"Addressing the Root Causes of Disease in Haiti"*, Ian Rawson/, Hopital
Albert Schweitzer Haiti/
*"The Dominican Bateyes: Humanitarian Crisis on the Sugar Cane
Plantations"*, Ulrick Gaillard/, JD, CEO, Batey Relief Alliance/
*"Project SCENE (Sister Congregations Enjoying New Eyesight)--Building
on a Sister Diocese Relationship To Foster Eye Care Collaboration in the
Caribbean"*, Kevin Treacy/, MD, Chief of Ophthalmology, St. Luke's
Hospital; Adjunct Assistant Professor, University of Minnesota Medical
School-Duluth/
*"Title To Be Announced"*, Ken Onu/, MD/
        _Health Care in Uganda_
*"The Impact of Health Care Costs on Household Spending in Uganda"*,
William Herrin/, MA, PhD, Senior Economist, Federal Housing Finance
Board; Professor of Economics, University of the Pacific/
*"A South-South Strategy to Achieve 'Health for All' in Uganda: Building
human resource capacity to implement the Ugandan National Minimum Health
Care Package (UNMCHP)"*, Marion Billings/, MSc, Executive Director,
Global Health Through Education, Training and Service/
        _Healthcare in Thailand_
*"Reproductive Health Knowledge and Gender Equality in a Thai Ethnic
Minority: Revelations and Reflections"*, Romeo Arca Jr/, MA, Senior
Program Officer, Asia Regional Office, Planned Parenthood Federation of
America-International/
*"HIV Knowledge, Attitude, Practice, and Behavior Among Migrant Workers
Living on the Thai-Burma Border"*, Meghan Gallagher/, MPH/
*"Cultural and Behavioral Precursors to "Severe" Malaria on the Thai -
Myanmar Border"*, Peter Kundstadter/, PhD, University of California, San
Francisco (retired)/
*"Prevalence of Refractive Error in a Refugee Population in Thailand"*,
Alex Ilechie/, OD, Department of Optometry, Faculty of Science,
University of Cape Coast/
        _Healthcare In Vietnam_
*"Medicine in Vietnam: Past, Present, and Future"*, Peter A. Singer/,
MD, Chairman, East Meets West Foundation; Professor of Clinical
Medicine, Chief, Clinical Endocrinology, Keck School of Medicine,
University of Southern California/
*"To Save Newborn Lives"*, Quynh Kieu/, MD, Assistant Clinical Professor
of Pediatrics, University of California at Irvine/
*"Title To Be Announced"*, Daniel Schainholz/, MD/
        _Public Health in Eastern Europe_
*"The Ukrainian Eye Project: A 14-Year Effort To Rehabilitate Vision
Care Capabilities in Ivano-Frankivsk, Ukraine"*, William Selezinka/, MD,
Retired Clinical Professor of Ophthalmology, UCSD/
        _GLOBAL EYE CARE - SESSIONS_
        _Vision2020: Needs, Challenges, and Solutions_
*"Title To Be Announced"*, Gullapalli N. Rao/, MD, President,
International Agency for the Prevention of Blindness; Distinguished
Chair of Eye Health, L.V. Prasad Eye Institute/
*"Once I Was Blind....The Challenges of Eye Care in Ghana"*, James Afful
Clarke/, MD, Ophthalmologist and Medical Director, Crystal Eye Clinic,
Ghana/
*"Eye Care Services in Northern Region, Ghana: The Role of NGOs"*, Seth
Wanye/, MD, The Eye Clinic of Tamale Teaching Hospital, Ghana/
*"Forty Years of Community Ophthalmology in India"*, Ajit Sinha/, MBBS,
Founder and Director, AB Eye Institute; Former President, All India
Ophthalmological Society/
        _Leprosy: The Disease, Ocular Effects, and Rehabilitation_
*"Basic Pathology and Immunology of Leprosy"*, David M. Scollard/, MD,
PhD, Chief, Research Pathology, National Hansen's Disease Programs,
Louisiana State University/
*"Ocular Leprosy: Results From A Seven Year Longitudinal Study"*,
Ebenezer Daniel/, M.B.B.S.M.S.D.O.M.P.H.M.A.M.S, Division of Ocular
Immunology, Department of Ophthalmology, The Johns Hopkins University
School of Medicine/
*"Leprosy Rehabilitation in India"*, Robert A. Chase/, MD, Emile Holman
Professor of Surgery, Emeritus, Stanford University School of Medicine/
*"Leprosy & HIV/AIDS: History Repeats"*, Betsy Fuller Matambanadzo/,
Program Director, Child Family Health International/
        _Eye Care in the Developing World_
*"Optometric and Ophthalmological Cooperation in Education in the
Developing World"*, Jay Enoch/, OD, PhD, Professor of the Graduate
School; Dean Emeritus, School of Optometry, Berkeley School of Optometry/
*"Improving Surgical Eye Care in Ecuador: Corneal Transplantation,
Cataract and Pterygium Surgery"*, Ronald N. Gaster/, MD, Adjunct
Professor, Department of Ophthalmology, University of California, Irvine/
        Unite For Sight Worldwide: A Film and Discussion With Eye
        Clinics Worldwide
        _Examining Needs and Solutions in International Eye Care_
*"International Ophthalmology: Structure and Function"*, Bruce Spivey/,
MD, President, International Council of Ophthalmology/
*"Education of Ophthalmologists and Allied Eye Care Providers: A
Cornerstone of Preservation and Restoration of Vision Worldwide"*,
Bradley R. Straatsma/, MD, JD, President International Council of
Ophthalmology Foundation; Professor Emeritus, Jules Stein Eye Institute,
David Geffen School of Medicine at UCLA/
*"Eye Care in Ghana, the Challenges and the Way Forward"*, Thomas Tontie
Baah/, MD, Our Lady of Grace Catholic Hospital, Ghana/
*"Achieving Vision2020 Targets In The Midst of Poverty - Experience
 >From The Bawku Eyecare Program in Ghana"*, Michael Ekuoba Gyasi/, MD,
Ophthalmologist and Director of the Bawku Eye Care Program, Ghana/
        _Globalization of Community Ophthalmology_
*"Continental Diversities in Community Ophthalmology"*, Satyajit Sinha/,
MBBS, Ophthalmologist, AB Eye Institute, Patna, India/
*"Cataracts in Developing Countries: A Humanitarian Emergency"*, Harry
S. Brown/, MD, Founder and President, SEE International/
*"The Globalization of Ophthalmology"*, Dunbar Hoskins/, MD, Executive
Director, American Academy of Ophthalmology/
        _Himalayan Cataract Project; Repeats Every 1 Hour_
*"Himalayan Cataract Project"*, National Geographic Film
        _Cornea Transplants in the Developed and Developing World_
*"Advances in Cornea Transplantation"*, Shachar Tauber/, MD, Director of
Ophthalmology Research, Cornea and Refractive Surgery, Department of
Ophthalmology and Optometry, St. John's Hospital and Clinics/
*"Cornea Transplant Needs and Barriers in Ghana"*, James Clarke/, MD,
Ophthalmologist and Medical Director, Crystal Eye Clinic, Ghana/
*"Corneal Blindness in the Developing World: Impact and Therapeutic
Challenges"*, Stephen McLeod/, MD, Theresa M. and Wayne M. Caygill MD
Endowed Chair; Associate Professor and Interim Chairman, Department of
Ophthalmology, University of California San Francisco/
*"A Safe and Inexpensive Artificial Cornea for the Developing World? The
Boston Initiative"*, Claes H. Dohlman/, MD, PhD, Professor of
Ophthalmology, Harvard Medical School - Massachusetts Eye and Ear Institute/
        _Eye Care in Post Conflict Settings_
*"Mission Impossible: A Day in the Life of a West African Mission Eye
Clinic"*, Cathy Schanzer/, MD, Medical Director and Chief Surgeon,
Southern Eye Associates/
*"From Enthusiasm to Effectiveness - Moving Forward in Liberia, West
Africa"*, Glenn Strauss/, MD, Vice President of International Health
Care and Programs, Mercy Ships International/
*"Eye Health Promotion in Southern Rwanda"*, Egide Gisagara/, Medical
Student, National University of Rwanda/
        _Eye Diseases of Artists_
*"Eye Disease and Art"*, Michael Marmor/, MD, Professor of
Ophthalmology, Stanford University/
        _Assistive Technology for Developing Countries_
*"Title To Be Announced"*, Ralf Hotchkiss/, Co-Founder, Chief Engineer
and Principal Instructor, Whirlwind Wheelchair International/
*"Operation Catalyst: Action Research Concerning The Use of Assistive
Technology To Increase Independence and Improve Attitudes Toward
Disability in Developing Countries"*, Emily Moore/, PhD, Adjunct
Professor, Sociology, San Diego State University/
        _The Interface Between Research and Communities_
*"One Earth: The Interface Between Biomedical Research and
Communities"*, Anna Cooper./, MPH Candidate, University of Rochester
School of Public Health/
*"RPE Transplantation in Macular Degeneration"*, Boris Stanzel/, MD,
Postdoctoral Research Fellow, Department of Ophthalmology, Stanford
University School of Medicine/
*"Patterned Scanning Laser Photocoagulation: a New Approach to Retinal
Treatment"*, Yannis Paulus/, MD Candidate, Stanford University/
        _The Retina: Research For Developed and Developing Countries_
*"Role of Retinal Evaluation in Cataract Surgery"*, Pooja Sinha/, MBBS,
Ophthalmologist, AB Eye Institute, Patna, India/
*"Statins and Diabetic Retinopathy: A Study in Patna, India"*, Rajen
Desai/, MD Candidate, Stanford University School of Medicine/
*"Advances in the Diagnosis and Treatment of Retinopathy of
Prematurity"*, William Good/, MD/
*"Inheritance of Blinding Disease: Pathways to the Cause of Glaucoma and
Macular Degeneration"*, R. Rand Allingham/, MD, Professor of
Ophthalmology; Director, Glaucoma Service, Duke University Eye Center/
        _The Aravind Model of Eye Care in India_
*"Infinite Vision - The Story of Dr. V(enkataswamy) and the Aravind Eye
Care System"*, Pavithra Krishnan/, Filmmaker/
*"Beyond Screening Camps in Southern India/Telemedicine-Assisted Vision
Centers: Aravind's New Rural Community Eyecare Strategy"*, Christine
Melton/, MD, MS, Friends of Aravind Association/
        _Corneas and Artificial Corneas_
*"Histology of the Eye"*, Pat Cross/, PhD, Professor and Associate Dean
for Medical Student Research and Scholarship, Stanford School of Medicine/
*"Biominetic Artificial Cornea"*, Christopher Ta/, MD, Assistant
Professor of Ophthalmology, Stanford University/
        _Visioning Tibet_
*"Visioning Tibet"*, Mark Lieberman/, MD, Founder and Medical Director,
Tibet Vision Project/
        _Providing Eye Care Where There Was None_
*"Examining Glaucoma at Buduburam Refugee Camp in Ghana"*, Sally Ong/,
BS Candidate, Duke University/
*"Remote Eye Care in the Himalayas"*, Vinay Yagnik/, BS Candidate,
University of California at Berkeley/
        _Ophthalmic Training in Developing Countries_
*"To Visit or to Stay?" That is the question! Ophthalmic Education at
King Khaled Eye Specialist Hospital and aboard the Orbis DC-Flying Eye
Hospital"*, Rosalind Stevens/, Professor of Surgery (Ophthalmology),
Dartmouth Medical School/
*"Principles in Training for Pediatric Ophthalmology and Strabismus Care
in Developing Countries"*, T. Otis Paul/, MD, Oakland's Children Hospital/
        _Lions Club and Eye Care_
*"Special Olympics Lions Clubs International Opening Eyes - A Model For
Increasing Access to Eye Care Through Education and Screening"*, Sandy
Block/, OD, MEd, Illinois College of Optometry/
*"Glaucoma and Volunteerism"*, Roger Martin/, Allergan/Lumigan Glaucoma
Screening Activist/
        _Perspectives on Eye Care in India_
*"Eye Care in Chennai, India"*, Pradeep Mettu/, MD Candidate, University
of Kentucky College of Medicine/
*"Unite For Sight in Patna, India"*, Kristin Ow
        _Cataracts in India_
*"World Bank-Assisted Cataract Blindness Control Project in India"*,
Eirini Iliaki/, MD, MPH, Harvard School of Public Health/
*"Title To Be Announced"*, Muralidharan Krishnamurthy/, President,
Sankara Eye Foundation/
        _Building Sustainable Eye Programs_
*"Leadership Development For Blindness Prevention: Building Programs
That Deliver Results"*, Jonathan D. Quick/, MD, MPH, President and Chief
Executive Officer, Management Sciences for Health/
*"Sustainability and Eye Care Programs: Development of a Global
Resource"*, Kovin Naidoo/, BSc, BOptomOD, MPH, Director International
Centre for Eyecare Education in Africa/
        _Technology For Eye Care_
*"Progress Towards Affordable Vision Correction; New Appropriate
Technology and Clinical Methodology"*, Ian Berger/, M.D., M.P.H. Dr.PH,
Founding President, InFOCUS/
*"Low Cost Lenses and Instruments For Eye Camps"*, Rizvi Rawoof/, Ed in
B Mgmt, MBA, FBIM, Director, Optiquip Surgical, Sri Lanka/
        _A New Vision For The Future, Eye Health Integration: A Federal,
        State, and Organization Perspective_
*"Eye Health Integration; "A New Vision For The Future""*, Michael R.
Duenas/, OD, Health Scientist/Project Officer, Centers for Disease
Control and Prevention, National Center for Chronic Disease Prevention
and Health Promotion, Division of Diabetes Translation and National
Vision Program; Christopher Maylahn, MPH, Epidemiologist, Chronic
Disease Division of New York State Department of Health; Jeff Todd, JD,
Vice President Programs and Public Health, Prevent Blindness America/
        _Nutrition and Eye Care_
*"An Epidemic of Blindness in Cuba: Lessons on Nutrition and
Mitochondria"*, Alfredo A. Sadun/, MD, PhD, Floral Thornton Chair of
Vision Research, Professor of Ophthalmology and Neurological Surge/
*"Nutritional Factors in the Development of Cataracts"*, Heskel Haddad/,
MD, New York Medical College/
        _Eye Care Services: Dilemmas and Successes_
*"Title To Be Announced"*, Satya B. Verma/, OD, Pennsylvania College of
Optometry/
*"Title To Be Announced"*, Mohammed Kabir/, Optometrist, Kumasi School
of Optometry, Ghana/
*"Eye Care Services to Malnourished Tribal Children in Tribal Belt of
Western Part of India: A Success Story of an NGO"*, Nagesh S. Tekale/,
PhD, President, Navdrushti/
*"Mobilizing a Profession Toward Philanthropic Giving: The Patient
Giving Program To End Global Refractive Error"*, Pamela Capaldi/,
Director of Operations and Development, Optometry Giving Sight/
        _Eyes and Infectious Disease: Combatting River Blindness_
*"River Blindness Disease - Past, Present, and Future
Control/Elimination Strategies"*, Moses Katabarwa/, BSc, MPH, MA, PhD,
Program Epidemiologist, River Blindness, Lymphatic Filariasis, and
Schistosomiasis Programs, Carter Center/
*"River Blindness Control and Elimination Programs"*, Ken Gustavsen/,
Manager, Global Product Donations, Merck & Co, Inc/
*"The Strategic Reorganization of Community-Directed Treatment with
Ivermectin (CDTI) in Post-Conflict Settings: The Case of Sierra Leone"*,
Mustapha Sonnie/, Eye Care Technician, Sierra Leone, Helen Keller
International/
*"Using the Successful Onchocerciasis Control Program Model for Planning
and Implementing Vision 2020 Initiatives"*, Jeffrey Watson/, , MS,
Director of Overseas Operations, Christian Blind Mission International -
USA/
        _Strategies For Community Eye Health_
*"Eye Care in India: A Bird's Eye View"*, Vasudev Kanade/, MD, St.
Raphael's Hospital/
*"Unite For Sight in Chennai, India"*, T. Senthil/, MBBS, Consulting
Ophthalmologist, Uma Eye Clinic, India/
*"A UK Ophthalmologist's India Eye Care Experience"*, Jasvir Grewal/,
MD, Ophthalmologist, UK/
*"Sustainable Eye Care in the Developing World with ORBIS"*, Gordon
Douglas/, MD, Medical Director, Orbis International/
        _GLAUCOMA SYMPOSIUM_
        _Glaucoma in Ghana_
*"Glaucoma in Africa: What We Know and What We Need To Know"*, Donald
Budenz/, MD, MPH, Professor of Ophthalmology, Epidemiology, and Public
Health, University of Miami Miller School of Medicine/
*"What I Have Learned About Glaucoma Management in Ghana"*, Peter
Egbert/, MD, Professor, Stanford Department of Ophthalmology/
        _Glaucoma Research_
*"Title To Be Announced"*, Syril Dorairaj/, MD, Glaucoma Service at New
York Eye & Ear Infirmary/
*"Identification of Pathogenic Mechanisms of Glaucoma By Systems
Analysis of Diverse Types of Genome-Wide Data"*, Val Shestopalov/, PhD,
Assistant Professor of Ophthalmology, Bascom Palmer Eye Institute/
        _Making A Difference in Glaucoma_
*"Caring For Glaucoma Globally: Five Important Issues"*, M. Roy Wilson/,
MD, MS, Chancellor, University of Colorado at Denver and Health Sciences
Center/
*"Current Challenges in Glaucoma Management"*, Andrew Iwach/, MD,
Glaucoma Research & Education Group, American Academy of Ophthalmology
Secretary for Communications/
*"Screening for Glaucoma Among a Predominantly Mexican American Urban
Population"*, William Sponsel/, MD, Professor, UTHSCSA, San Antonio, Texas/
*"The Glaucoma EyeCare Program: How Do You Make a Difference in
Glaucoma?"*, Richard Wilson/, MD, Gaucoma Service, Wills Eye Hospital/
        _Glaucoma in the Developing World_
*"Title To Be Announced"*, Alan Robin/, MD, Associate Professor of
Ophthalmology, Wilmer Eye Institute, Johns Hopkins Hospital/
*"Does Screening for Glaucoma Make Sense in the Developing World?"*,
Kuldev Singh/, MD, MPH, Professor of Ophthalmology, Director of Glaucoma
Service, Stanford University/
*"Title To Be Announced"*, Bradford Lee/, MSc, MD Candidate, Stanford
University/
//
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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: [PovertyLiteracy 264]  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 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: [PovertyLiteracy 265] 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 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: [PovertyLiteracy 266] 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 djgbrian at utk.edu  Wed Sep  6 16:29:34 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Wed, 6 Sep 2006 16:29:34 -0400
Subject: [PovertyLiteracy 267]  Family Literacy Guest Discussion Leader
Message-ID: <A6B32D41E04B2F43807EC42DA182C21820C1EC@UTKFSVS5.utk.tennessee.edu>
The following is posted at the request of Gail Price, moderator of the
Family Literacy Discussion List.
________________________________
This is a reminder that Cyndy Colletti will be joining the Family
Literacy Discussion List  Monday, September 11, through Wednesday,
September 13.
Cyndy, currently the Literacy Program Manager at the Illinois State
Library (ISL), worked as the Family Literacy Coordinator at ISL for nine
years. She has worked cooperatively with the practitioners in Illinois
to develop programmatic resources for the Family Literacy projects such
as parent-child activities. She will be facilitating a discussion on
"Implementing Interactive Parent Child Activities."
Following are some questions about PACT to consider in anticipation of
the discussion.
Design and development --
      How do we design PACT that includes diverse learners and low level
learners?
      How do we communicate the value of PACT to enrolled parents who
just "want to go to GED class today?"
      Do you have some Web or hard copy resources on developing PACT
activities you want to share?
Implementation --
        What are some successful activities you want to share?
Outcomes --
     What are the outcomes for the program of a successful PACT
component?
     What are the outcomes for the participants of a successful PACT
component?
     How do we communicate the value of PACT to funders and the
community?
If you are interested in joining the discussion, you can subscribe to
the Family Literacy Discussion List by going to
http://www.nifl.gov/mailman/listinfo/familyliteracy
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
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From ejonline at comcast.net  Wed Sep  6 17:17:36 2006
From: ejonline at comcast.net (ejonline at comcast.net)
Date: Wed, 06 Sep 2006 21:17:36 +0000
Subject: [PovertyLiteracy 268]  Emanicipatory Education on the ALE Wiki
Message-ID: <090620062117.15939.44FF3AF00009F5F100003E4322073000330A0207040201060A@comcast.net>
For those of who you have not checked out the Adult Literacy Education Wiki, the address is  http://wiki.literacytent.org/index.php/Main_Page
One of the recent changes to the Adult Literacy Education Wiki is the inclusion
of frequently asked questions in each section. You can see an example of this in
the section on technology: http://wiki.literacytent.org/index.php/AleTechnologyQuestions
I would like to update and change the list for learner emancipatory and participatory education. This section of the wiki can be found at http://wiki.literacytent.org/index.php/Participatory_and_Emancipatory_Education
Do members of this list have questions they would think are typical about the topic of emanicipatory or participatory education?
Thanks.
Erik Jacobson
From info at gaming-pc.net  Thu Sep  7 09:29:06 2006
From: info at gaming-pc.net (Craig Alinder)
Date: Thu, 7 Sep 2006 07:29:06 -0600
Subject: [PovertyLiteracy 269] Re: Emanicipatory Education on the ALE Wiki
References: <090620062117.15939.44FF3AF00009F5F100003E4322073000330A0207040201060A@comcast.net>
Message-ID: <07de01c6d281$990f78e0$6401a8c0@VAIODesktop>
The term "emancipatory education" for me has connotations of the leftist
liberation theology movement in Latin America. Is there any connnection
here?
Craig Alinder
---------------------------------------------------------
Escuela del Sol Montessori
1114 Seventh St. NW
Albuquerque, NM 87110
http://www.merchant-reviews.com
----- Original Message -----
From: <ejonline at comcast.net>
To: <PovertyLiteracy at nifl.gov>
Sent: Wednesday, September 06, 2006 3:17 PM
Subject: [PovertyLiteracy 268] Emanicipatory Education on the ALE Wiki
> For those of who you have not checked out the Adult Literacy Education
> Wiki, the address is  http://wiki.literacytent.org/index.php/Main_Page
>
> One of the recent changes to the Adult Literacy Education Wiki is the
> inclusion
> of frequently asked questions in each section. You can see an example of
> this in
> the section on technology:
> http://wiki.literacytent.org/index.php/AleTechnologyQuestions
>
> I would like to update and change the list for learner emancipatory and
> participatory education. This section of the wiki can be found at
> http://wiki.literacytent.org/index.php/Participatory_and_Emancipatory_Education
>
> Do members of this list have questions they would think are typical about
> the topic of emanicipatory or participatory education?
>
> Thanks.
>
> Erik Jacobson
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
>
From djgbrian at utk.edu  Thu Sep  7 10:16:21 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 7 Sep 2006 10:16:21 -0400
Subject: [PovertyLiteracy 270] FW: [WomenLiteracy 550] PBS Special on Global
	Education Issues
Message-ID: <A6B32D41E04B2F43807EC42DA182C21820C41F@UTKFSVS5.utk.tennessee.edu>
Poverty, Race, & Literacy Discussion List Members,
I am cross-posting this message from the Women and Literacy List because
it seems of interest to us as well as the other list.  Please read
on....
Donna
djgbrian at utk.edu
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall
Sent: Thursday, September 07, 2006 5:04 AM
To: The Women and Literacy Discussion List
Subject: [WomenLiteracy 550] PBS Special on Global Education Issues
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 jgehner at hhptf.org  Thu Sep  7 11:42:51 2006
From: jgehner at hhptf.org (jgehner at hhptf.org)
Date: Thu, 7 Sep 2006 08:42:51 -0700 (PDT)
Subject: [PovertyLiteracy 271] St. Paul's Rondo Library Celebrates Grand
	Opening
Message-ID: <1866.70.225.188.127.1157643771.squirrel@www.hhptf.org>
On Saturday, September 9, the St. Paul Public Library celebrates the grand
opening of its Rondo Community Outreach Library.
See: http://www.sppl.org/rondo
The unique facility, which features three floors of mixed-income housing,
will serve an ethnically diverse population, including many recent
immigrants and low-income families.
The name Rondo memorializes St. Paul's Rondo Avenue and its legendary
African-American neighborhood, displaced and destroyed by the construction
of Interstate 94 in the 1960s.
For more information, including Rondo resources, visit:
http://www.hhptf.org
- - - - -
John Gehner, Coordinator
Hunger, Homelessness & Poverty Task Force (HHPTF)
Social Responsibilities Round Table (SRRT)
of the American Library Association
jgehner at hhptf.org
www.hhptf.org
www.libr.org/srrt
From Bob_Harper at pvusd.net  Thu Sep  7 11:04:05 2006
From: Bob_Harper at pvusd.net (Harper, Bob)
Date: Thu, 7 Sep 2006 08:04:05 -0700
Subject: [PovertyLiteracy 272] Re: Emanicipatory Education on the ALE Wiki
Message-ID: <8E4FBEA0DE01224FAAA57A56B3AF86B866095B@pv-mail.pvusd.net>
Certainly Myles Horton, The Highlander School and the popular education "freedom schools" of the 1930's through the present can claim a kind of emancipatory education tradition in United States.  Also, certain applications of the theories of Malcolm Knowles through Jack Mezirow can also be considered emancipatory.
Many, many adult educators in the United States will claim the heirtage of Paolo Freire... and therefore emancipatory critical andradogy.
Bob Harper
Director, Watsonville-Aptos Adult Education
________________________________
From: povertyliteracy-bounces at nifl.gov on behalf of Craig Alinder
Sent: Thu 9/7/2006 6:29 AM
To: The Poverty, Race,& Literacy Discussion List
Subject: [PovertyLiteracy 269] Re: Emanicipatory Education on the ALE Wiki
The term "emancipatory education" for me has connotations of the leftist
liberation theology movement in Latin America. Is there any connnection
here?
Craig Alinder
---------------------------------------------------------
Escuela del Sol Montessori
1114 Seventh St. NW
Albuquerque, NM 87110
http://www.merchant-reviews.com
----- Original Message -----
From: <ejonline at comcast.net>
To: <PovertyLiteracy at nifl.gov>
Sent: Wednesday, September 06, 2006 3:17 PM
Subject: [PovertyLiteracy 268] Emanicipatory Education on the ALE Wiki
> For those of who you have not checked out the Adult Literacy Education
> Wiki, the address is  http://wiki.literacytent.org/index.php/Main_Page
>
> One of the recent changes to the Adult Literacy Education Wiki is the
> inclusion
> of frequently asked questions in each section. You can see an example of
> this in
> the section on technology:
> http://wiki.literacytent.org/index.php/AleTechnologyQuestions
>
> I would like to update and change the list for learner emancipatory and
> participatory education. This section of the wiki can be found at
> http://wiki.literacytent.org/index.php/Participatory_and_Emancipatory_Education
>
> Do members of this list have questions they would think are typical about
> the topic of emanicipatory or participatory education?
>
> Thanks.
>
> Erik Jacobson
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
>
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/povertyliteracy
From cb.king at verizon.net  Thu Sep  7 12:43:25 2006
From: cb.king at verizon.net (Catherine B. King)
Date: Thu, 07 Sep 2006 11:43:25 -0500
Subject: [PovertyLiteracy 273] Re: Emanicipatory Education on the ALE Wiki
References: <8E4FBEA0DE01224FAAA57A56B3AF86B866095B@pv-mail.pvusd.net>
Message-ID: <00ab01c6d29c$c00b6060$87ae193f@CBK>
Hello All:
The term "transformative" is used by Jack Mezirow (Transformative Learning),
as well as by Donna Mertens (the transformative paradigm, as distinct from
the post-positivist and constructivist paradigms) in her book Mertens, D. M.
(2005). Research and evaluation in education and psychology: Integrating
diversity with quantitative, qualitative, and mixed methods. (2nd ed.).
Thousand Oaks, CA: Sage.
As a work on research methods in human fields, Mertens' text develops the
"pragmatic paradigm" that is really (as I read it) a mixture of all the
paradigms, i.e., where statistical (post-positivist) methods are critically
integrated with, for instance, interviews and other evaluative methods to
gain a comprehensive view of specific research interests and their
(sometimes transformative) applications in specific action-research
contexts.
Regards,
Catherine King
Adjunct Instructor
Department of Teacher Education
National University
San Diego, CA
---- Original Message -----
From: "Harper, Bob" <Bob_Harper at pvusd.net>
To: "The Poverty, Race, & Literacy Discussion List"
<povertyliteracy at nifl.gov>; "The Poverty, Race, & Literacy Discussion List"
<povertyliteracy at nifl.gov>
Sent: Thursday, September 07, 2006 10:04 AM
Subject: [PovertyLiteracy 272] Re: Emanicipatory Education on the ALE Wiki
> Certainly Myles Horton, The Highlander School and the popular education
> "freedom schools" of the 1930's through the present can claim a kind of
> emancipatory education tradition in United States.  Also, certain
> applications of the theories of Malcolm Knowles through Jack Mezirow can
> also be considered emancipatory.
>
> Many, many adult educators in the United States will claim the heirtage of
> Paolo Freire... and therefore emancipatory critical andradogy.
>
> Bob Harper
> Director, Watsonville-Aptos Adult Education
>
> ________________________________
>
> From: povertyliteracy-bounces at nifl.gov on behalf of Craig Alinder
> Sent: Thu 9/7/2006 6:29 AM
> To: The Poverty, Race,& Literacy Discussion List
> Subject: [PovertyLiteracy 269] Re: Emanicipatory Education on the ALE Wiki
>
>
>
> The term "emancipatory education" for me has connotations of the leftist
> liberation theology movement in Latin America. Is there any connnection
> here?
>
> Craig Alinder
> ---------------------------------------------------------
> Escuela del Sol Montessori
> 1114 Seventh St. NW
> Albuquerque, NM 87110
> http://www.merchant-reviews.com
>
> ----- Original Message -----
> From: <ejonline at comcast.net>
> To: <PovertyLiteracy at nifl.gov>
> Sent: Wednesday, September 06, 2006 3:17 PM
> Subject: [PovertyLiteracy 268] Emanicipatory Education on the ALE Wiki
>
>
>> For those of who you have not checked out the Adult Literacy Education
>> Wiki, the address is  http://wiki.literacytent.org/index.php/Main_Page
>>
>> One of the recent changes to the Adult Literacy Education Wiki is the
>> inclusion
>> of frequently asked questions in each section. You can see an example of
>> this in
>> the section on technology:
>> http://wiki.literacytent.org/index.php/AleTechnologyQuestions
>>
>> I would like to update and change the list for learner emancipatory and
>> participatory education. This section of the wiki can be found at
>> http://wiki.literacytent.org/index.php/Participatory_and_Emancipatory_Education
>>
>> Do members of this list have questions they would think are typical about
>> the topic of emanicipatory or participatory education?
>>
>> Thanks.
>>
>> Erik Jacobson
>> ----------------------------------------------------
>> National Institute for Literacy
>> Poverty, Race, and Literacy mailing list
>> PovertyLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/povertyliteracy
>>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
>
From djgbrian at utk.edu  Mon Sep 11 11:35:17 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Mon, 11 Sep 2006 11:35:17 -0400
Subject: [PovertyLiteracy 274]  Corrections Education,
	Family Literacy and Transition to Community Education:
	September18-22
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182601A6@UTKFSVS5.utk.tennessee.edu>
Following is an announcement from David Rosen, Moderator of the Special
Topics Discussion List, about a discussion taking place next week.  If
you wish to join the discussion and are not currently a member of the
Special Topics Discussion List, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics to sign up.  You can
unsubscribe once the discussion is over, if you wish, at the same site.
Donna
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Dear Colleagues,
 From September 18-22, on the Special Topics 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.
  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 djgbrian at utk.edu  Tue Sep 12 10:33:28 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Tue, 12 Sep 2006 10:33:28 -0400
Subject: [PovertyLiteracy 275]  The Change Agent: Immigration
Message-ID: <A6B32D41E04B2F43807EC42DA182C218260604@UTKFSVS5.utk.tennessee.edu>
Colleagues,
The latest edition of The Change Agent has come out and is described
below.  The issue's topic is "Immigration" and you can explore the table
of contents at http://www.nelrc.org/changeagent/toc.htm .   The entire
issue is available in PDF format at
http://www.nelrc.org/changeagent/pdf/issue23/issue23.pdf .  This issue
gathers together in one place a great amount of material and information
that instructors can use with their classes in discussion of Immigration
and the current debate.
You will recall that our special guest Andy Nash helped us to understand
how teachers could use The Change Agent to focus class exploration of
current issues, and this issue is a prime example.  It should be of
interest to most of you, so I hope you will explore it to determine how
it will supplement and inform your instruction.
Donna
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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 info at gaming-pc.net  Tue Sep 12 14:59:41 2006
From: info at gaming-pc.net (Craig Alinder)
Date: Tue, 12 Sep 2006 12:59:41 -0600
Subject: [PovertyLiteracy 275] Re: The Change Agent: Immigration
References: <A6B32D41E04B2F43807EC42DA182C218260604@UTKFSVS5.utk.tennessee.edu>
Message-ID: <006e01c6d69d$9b2d3ac0$6401a8c0@VAIODesktop>
Great issue! Thanks for sharing it.
It seems ironic to me that in a country of immigrants we are so keen on
keeping immigrants out or throwing them out now that they are in. I think
this issue of The Change Agent addresses it well. It is the politics of fear
that has pervaded since 09-11 that causes xenophobia and reactionary mass
deportation, incarceration and the elimination of human rights.
I was listening to an interview of a British politician after they caught
the terrorists who were attempting to hijack a British Airways flight, and
he said they were looking to the United States as a model of successful
assimilation. They have a large atomized muslim population and they are
trying to figure out how to assimilate them. Are we really a good model to
follow? Are we doing a better job than we think, or are they just deluded by
cliche americanisms like "a nation of immigrants"?
It made me think also of the headscarf issue in the public schools in
France. Is the United States really doing a superior job of assimilation or
are we bound to face the same issues that England and France are currently
facing? What happens in Europe is usually bound to seep into our society and
vice versa.
Craig
----------------------------------------------------------
Craig Alinder
Escuela del Sol Montessori
1114 Seventh St. NW
Albuquerque, NM 87110
http://www.shoebrands.net/zappos/
----- Original Message -----
From: "Brian, Dr Donna J G" <djgbrian at utk.edu>
To: "The Poverty, Race,& Literacy Discussion List"
<povertyliteracy at nifl.gov>
Sent: Tuesday, September 12, 2006 8:33 AM
Subject: [PovertyLiteracy 275] The Change Agent: Immigration
> Colleagues,
>
> The latest edition of The Change Agent has come out and is described
> below.  The issue's topic is "Immigration" and you can explore the table
> of contents at http://www.nelrc.org/changeagent/toc.htm .   The entire
> issue is available in PDF format at
> http://www.nelrc.org/changeagent/pdf/issue23/issue23.pdf .  This issue
> gathers together in one place a great amount of material and information
> that instructors can use with their classes in discussion of Immigration
> and the current debate.
>
> You will recall that our special guest Andy Nash helped us to understand
> how teachers could use The Change Agent to focus class exploration of
> current issues, and this issue is a prime example.  It should be of
> interest to most of you, so I hope you will explore it to determine how
> it will supplement and inform your instruction.
>
> Donna
>
> ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>
>
>
> 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.
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/povertyliteracy
>
From djgbrian at utk.edu  Sat Sep 16 21:52:25 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Sat, 16 Sep 2006 21:52:25 -0400
Subject: [PovertyLiteracy 276] Professional Development through the ALE Wiki
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC6CB@UTKFSVS5.utk.tennessee.edu>
 Posted at the request of 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 djgbrian at utk.edu  Mon Sep 18 09:58:19 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Mon, 18 Sep 2006 09:58:19 -0400
Subject: [PovertyLiteracy 277]  News Items- xpost from AAACE-NLA list
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC6CC@UTKFSVS5.utk.tennessee.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 djgbrian at utk.edu  Mon Sep 18 09:58:21 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Mon, 18 Sep 2006 09:58:21 -0400
Subject: [PovertyLiteracy 278]  Special Topics List Discussion Announcement
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC6CD@UTKFSVS5.utk.tennessee.edu>
Posted by request from David J. Rosen
---------------------
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.
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 djgbrian at utk.edu  Mon Sep 18 09:58:21 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Mon, 18 Sep 2006 09:58:21 -0400
Subject: [PovertyLiteracy 279] White House Conference on Global
	Literacy:xpost from AAACE-NLA list
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC6CE@UTKFSVS5.utk.tennessee.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 djgbrian at utk.edu  Tue Sep 19 09:05:20 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Tue, 19 Sep 2006 09:05:20 -0400
Subject: [PovertyLiteracy 278] Guest Speaker on Content Standards List Next
	Week
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC6D6@UTKFSVS5.utk.tennessee.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
Ronna.spacone at ed.gov
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From djgbrian at utk.edu  Tue Sep 19 10:13:14 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Tue, 19 Sep 2006 10:13:14 -0400
Subject: [PovertyLiteracy 279]  New member introduction
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC6DD@UTKFSVS5.utk.tennessee.edu>
________________________________
Sent: Friday, September 15, 2006 7:03 PM
To: Brian, Dr Donna J G
Subject: New member introduction
Hello to all!
I was told that I should introduce myself to all of you as the latest
member of the listserv and tell a little about myself. My name is Rose
Walker and I am beginning work at Salem Family Literacy Program in
Salem, Oregon. I am an undergraduate student at Western Oregon
University with a major in Spanish. I volunteered last year with the
Literacy Program and they asked me to do some work with them this year
and it is, very much so, my pleasure. I have some background experience
helping to build a statewide non-profit organization and I hope to apply
this knowledge to the field that I am in right now.
I was also asked to tell how I feel about the interaction of poverty,
race, and literacy. From my own experience, I know that at least two of
these, poverty and literacy, go hand in hand. From others experiences, I
have seen race become a factor as well. I grew up with a father who
posessed a 3rd grade education and a mother with an 8th grade education.
My mother was a single parent whom I saw struggle to make ends meet
because of her lack of education. I was never able to receive homework
help from her and amazingly, I never saw any outreach from the school
district to try to help any of the poor families in our area. I am the
first person to graduate high school in my family and in one year I will
be the first person to graduate college in my family, thus breaking this
chain. I love my story and my experiences and through the Literacy
Program or any other organization that the universe may lead me to, I
will have this knowledge and these skills to encourage and motivate
others who may not now think that they have any options.
I hope that in the future I can contribute as many good ideas as I have
seen on this listserv and I appreciate your welcome.
In kindness,
Rose
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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: [PovertyLiteracy 280] 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 julie_mcKinney at worlded.org  Mon Sep 25 09:44:17 2006
From: julie_mcKinney at worlded.org (Julie  McKinney)
Date: Mon, 25 Sep 2006 09:44:17 -0400
Subject: [PovertyLiteracy 281]  Measuring self-esteem among adult learners
Message-ID: <s517a520.084@mail.jsi.com>
Hello,
My name is Julie McKinney and I am the moderator of another National
Institute for Literacy discussion list, the Focus on Basics list. We
discuss articles from the publication "Focus on Basics", which is from
the National Center for the Study of Adult Learning and Literacy
(NCSALL).
This week we will discuss an article about some research which
explored
self-esteem among adult learners (see below for the link to it.) I am
writing to you all for some input on an issue which has come up
already
about this research.
The question is about the validity of measuring self-esteem, when it
seems to be tied into economic, material, and cultural status within a
society. The study we are discussing found that adult literacy
students'
self-esteem was not significantly different from that of doctoral
students. This is surprising because many people presume that this
population is generally at the low end of the economic scale, often
minority, and are at the short end of many factors which seem to
define
self esteem in our society.
I would love to contact anyone out there who has done research on
self-esteem and/or may be able to speak to this question as it relates
to poverty and race issues. Feel free to contact me directly.
If you want to read the article, it is at this link:
Low Self-Esteem: Myth or Reality
http://www.ncsall.net/?id=1105
Thanks so much! I look forward to any feedback.
Julie
Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org
From Barry.Burkett at Franklin.kyschools.us  Tue Sep 26 11:20:07 2006
From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry)
Date: Tue, 26 Sep 2006 11:20:07 -0400
Subject: [PovertyLiteracy 282] Re: Measuring self-esteem among adult learners
In-Reply-To: <s517a520.084@mail.jsi.com>
Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0198E965@ED181X1.franklin.ketsds.net>
>From those I have met Doctoral students are generally "at the low end of
the economic scale," and, "are at the short end of many factors which
seem to define self esteem in our society." Maybe that would account for
the findings. Ha, ha! :)
-----Original Message-----
From: povertyliteracy-bounces at nifl.gov
[mailto:povertyliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Monday, September 25, 2006 9:44 AM
To: povertyliteracy at nifl.gov
Subject: [PovertyLiteracy 281] Measuring self-esteem among adult
learners
Hello,
My name is Julie McKinney and I am the moderator of another National
Institute for Literacy discussion list, the Focus on Basics list. We
discuss articles from the publication "Focus on Basics", which is from
the National Center for the Study of Adult Learning and Literacy
(NCSALL).
This week we will discuss an article about some research which explored
self-esteem among adult learners (see below for the link to it.) I am
writing to you all for some input on an issue which has come up already
about this research.
The question is about the validity of measuring self-esteem, when it
seems to be tied into economic, material, and cultural status within a
society. The study we are discussing found that adult literacy students'
self-esteem was not significantly different from that of doctoral
students. This is surprising because many people presume that this
population is generally at the low end of the economic scale, often
minority, and are at the short end of many factors which seem to define
self esteem in our society.
I would love to contact anyone out there who has done research on
self-esteem and/or may be able to speak to this question as it relates
to poverty and race issues. Feel free to contact me directly.
If you want to read the article, it is at this link:
Low Self-Esteem: Myth or Reality
http://www.ncsall.net/?id=1105
Thanks so much! I look forward to any feedback.
Julie
Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list PovertyLiteracy at nifl.gov To
unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
From djgbrian at utk.edu  Tue Sep 26 11:51:41 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Tue, 26 Sep 2006 11:51:41 -0400
Subject: [PovertyLiteracy 283] X-post:Discussion Invitation- Action Research
	as Professional Development
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC71C@UTKFSVS5.utk.tennessee.edu>
The following invitation is posted at the request of Jackie Taylor,
moderator of the Profeddional Development Discussion List.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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
National Institute for Literacy http://www.nifl.gov/
Association of Adult Literacy Professional Developers
http://www.aalpd.org/
From djgbrian at utk.edu  Mon Oct  2 11:59:11 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Mon, 2 Oct 2006 11:59:11 -0400
Subject: [PovertyLiteracy 284]  "Eyes on the Prize" airing tonight
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC740@UTKFSVS5.utk.tennessee.edu>
PBS is re-airing it's "Eyes on the Prize" special tonight.  Other
episodes will be on Oct. 9 and 16.
AMERICAN EXPERIENCE: EYES ON THE PRIZE
"Awakenings 1954-1956" and "Fighting Back 1957-1962"
Monday, October 2, 2006 9 - 11:00 pm
The landmark series about the U.S. civil rights movement
returns to PBS! The first episode focuses on what happens when
individual acts of courage inspire black Southerners to fight
for their rights. In part 2 states' rights loyalists and
federal authorities collide in the battle to integrate Little
Rock's Central High School and again in James Meredith's
challenge to segregation at the University of Mississippi. (CC,
Stereo, DVI)
Watch historic video clips of civil rights events; read
newspaper articles of the era; listen to music; and share your
memories at the companion Web site.
http://www.pbs.org/amex/eyesontheprize
From macorley1 at earthlink.net  Mon Oct  2 16:19:34 2006
From: macorley1 at earthlink.net (Mary Ann Corley)
Date: Mon, 2 Oct 2006 16:19:34 -0400 (GMT-04:00)
Subject: [PovertyLiteracy 285] Full Schedule of Meeting of the Minds II
 Symposium Now Available on Web Site
Message-ID: <24632380.1159820374766.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 djgbrian at utk.edu  Wed Oct  4 08:58:59 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Wed, 4 Oct 2006 08:58:59 -0400
Subject: [PovertyLiteracy 286]  X-post from LD list:  Homeless Literacy
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC74D@UTKFSVS5.utk.tennessee.edu>
Poverty, Race, & Literacy members,
The following posts appeared originally on the LD discussion list (which
I am on) and I thought they would interest some of you.  I asked
permission to post them to our list, thinking someone might want to
contact Josh about his program or organization.  Please see below.
Donna
________________________________
From: Joshua Hayes [mailto:jhayes at searchproject.org]
Sent: Tuesday, October 03, 2006 5:20 PM
To: Brian, Dr Donna J G
Subject: Homeless Literacy as per R Kenyon's Request
Donna,
Feel free to cross post this.  This is the text from the 2 emails I sent
to the LD list.  Part 1 is a program description of our organization.
Part 2 describes our approach to literacy within the homeless context.
Unfortunately, I have to travel for a few day, but I will be able to
follow up anyone interested on Friday and thereafter.
Thanks,
Josh
I want to answer this in two parts.  First, the services we provide:
Part 1
SEARCH is a multi-service agency serving people experiencing
homelessness is Houston, TX.  For those of you familiar with Houston, we
are wedged between Downtown and the Medical Center.  Adult Education is
only a small program in a large agency.
In our four story building, I find it easiest to keep up with everything
by floors.
First Floor
Here we have our Resource Center.  This is a day shelter that provides
showers, laundry facilities, information and referral, clothes and other
"basic" services.  This space is shared by a demonstration One-Stop
employment center (WorkSource in Houston) funded through our LWDB, the
Houston Galveston Area Council.  This demonstration project targets
unemployed people utilizing SEARCH programs.  We also operate a soup
Kitchen here.  Finally we have a dental clinic onsite that is operated
as part of our Healthcare for the Homeless - Houston (HHH) through a
partnership with Baylor College of Medicine.
Second Floor
Here we have the HHH primary medical clinic that also has psychiatric
and counseling services.  SEARCH offers several scattered site permanent
and transitional housing programs.  The case managers for those programs
are also on the second floor.  The Scattered Site Housing subsidizes
rent in area apartment complexes and provides case management support.
The offices for our Mobile Outreach team are here.  This is also where
the adult education program resides.  We have two classrooms: one for
ABE and one for Basic Literacy.  The program boasts a full time case
manager tasked solely to address the needs of our learners.  The last
program on the second floor is our PATH program that addresses the
support and housing need of people with severe mental illnesses.
Third Floor
This is a transitional living facility for people with chronic health
problems such as diabetes, HIV and the like.  It's goal is to stabilize
the clients and assist them in finding work within a 6 month period.  It
is operated in partnership with AIDS Foundation - Houston.
Fourth Floor
This is permanent housing for people who are disabled.  It is a Single
Room Occupancy arrangement with a shared kitchen.  Intensive case
management and other services are provided to these residents.
In addition we have a Mobile Outreach Team that visits campgrounds and
parks distributing food, clothing, sun block, mosquito repellant (a must
in Houston), and providing emergency housing or transportation for the
people who are sick, homeless families, and often times we offer free
HIV testing in the field through an HHH ride along.
We also operate an NAEYC certified childcare center for children from
homeless families off site.  They may attend up to five years of age,
regardless of the housing changes in the household, and two single sex
transitional housing programs for people with substance abuse problems
Oh, and I almost forgot.  We also have a business venture.  It is a
catering company that serves lunch to areas businesses and holds a
contract to process the meals for the Houston Food Bank.  It functions
as both a profit making venture and a culinary arts program for homeless
people.
Get back to you soon with the LD response.
Part 2
Learners in our adult education program are eligible for all services at
SEARCH.  We take full advantage of the medical, psychiatric and
counseling services which are available just down the hall.  However,
the prohibitive cost and limited return associated with an LD diagnosis
create barriers similar to those of other programs.  All of the learners
in our programs face multiple barriers to self-sufficiency.  Mental
illness (MI), substance abuse, felony convictions, HIV infection, Hep C,
and diabetes can not uncommonly affect the same individual.  I have seen
some stats that put the rate of LD/MI co-morbidity at and even above
70%.  But we don't have hard numbers for Houston homeless learners.
We can usually get testing accommodations for the MI.  They are much
easier to document, especially considering my access to psychiatrists.
And there is no discrepancy model with standardized tools.  As far as
the classroom is concerned, we are running as fast as we can to
implement universal design.  In addition, as part of our two faculty
members' participation in the field test of the new state standards and
benchmarks for Texas, we are developing methods of a closely monitored
RTI model as a pre-referral intervention method.
We've had some stumbles along the way.  We struggled for a long time
with how to provide intensive, multi-sensory phonics instruction in an
open entry/open exit classroom.  We've modularized and adapted materials
from several programs and are hoping to see the fruits of those labors
soon.  The instructional design element is probably more appropriate to
another discussion, but our average participation rate in the literacy
classroom exceeded 160 hours per learner last year.  The retention and
persistence are becoming less of a challenge.  In a few more months
we'll know how much power that had to affect measurable gains,
especially considering that we don't make accommodations on the TABE
with proper documentation.
I would like to know how people provide modification and accommodations
for the state mandated instruments.  I've heard of several approaches.
I tend to lean towards Robin's assessment of modifications and testing
and feel the time is workable in the right conditions.
Look forward to hearing more from all of you.
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From gspangenberg at caalusa.org  Mon Oct  9 10:32:38 2006
From: gspangenberg at caalusa.org (Gail Spangenberg)
Date: Mon, 9 Oct 2006 10:32:38 -0400
Subject: [PovertyLiteracy 287] Launch of National Commission on Adult
	Literacy
Message-ID: <A6586919-ED77-4CE4-BFFA-0245C36BE646@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: [PovertyLiteracy 288]  Back Issues of Focus on Basics Available
Message-ID: <001e01c6ec67$b7725d70$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 julie_mcKinney at worlded.org  Wed Oct 11 12:25:07 2006
From: julie_mcKinney at worlded.org (Julie  McKinney)
Date: Wed, 11 Oct 2006 12:25:07 -0400
Subject: [PovertyLiteracy 289]  Literacy and Race: how they affect health
Message-ID: <s52ce2cc.074@mail.jsi.com>
Hi Everyone,
Below is a link to an article about race and literacy level as
determinants of prostate cancer. The data suggested that
African-American men are more likely to be diagnosed with prostate
cancer, but when adjusted for literacy skills and age, it seemed that
low-literacy skills and age were the greater predictors of the disease,
not race.
http://www.medicalnewstoday.com/medicalnews.php?newsid=52991
Many factors could affect these findings, but it does suggest that some
of what we read about race may actually be due to literacy-related
issues. How often do you think low-literacy's effect on health outcomes
is masked by its connection to race? Do we need more research that
measures literacy level and health outcomes?
I'd love to hear people's thoughts and experience!
All the best,
Julie
Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org
From andy_nash at worlded.org  Wed Oct 11 13:48:48 2006
From: andy_nash at worlded.org (Andy Nash)
Date: Wed, 11 Oct 2006 13:48:48 -0400
Subject: [PovertyLiteracy 290] Re: Literacy and Race: how they affect	health
Message-ID: <s52cf664.007@mail.jsi.com>
Julie,
Thanks for this info. In this research, is literacy being used as a
stand-in for poverty? It seems to me that poverty is the predictor of
both low literacy and ill health. The two seem coincidentally related,
not causally. As to your other question about race, I do believe that
what have been traditionally seen as race factors often boil down to
class (and poverty), as well.
Andy Nash
>>> julie_mcKinney at worlded.org 10/11/06 12:25 PM >>>
Hi Everyone,
Below is a link to an article about race and literacy level as
determinants of prostate cancer. The data suggested that
African-American men are more likely to be diagnosed with prostate
cancer, but when adjusted for literacy skills and age, it seemed that
low-literacy skills and age were the greater predictors of the disease,
not race.
http://www.medicalnewstoday.com/medicalnews.php?newsid=52991
Many factors could affect these findings, but it does suggest that some
of what we read about race may actually be due to literacy-related
issues. How often do you think low-literacy's effect on health outcomes
is masked by its connection to race? Do we need more research that
measures literacy level and health outcomes?
I'd love to hear people's thoughts and experience!
All the best,
Julie
Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
From djgbrian at utk.edu  Thu Oct 12 08:38:49 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 12 Oct 2006 08:38:49 -0400
Subject: [PovertyLiteracy 291]  COABE Call for Presenters
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC76F@UTKFSVS5.utk.tennessee.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 julie_mcKinney at worlded.org  Fri Oct 13 10:04:24 2006
From: julie_mcKinney at worlded.org (Julie  McKinney)
Date: Fri, 13 Oct 2006 10:04:24 -0400
Subject: [PovertyLiteracy 292] Re: Literacy and Race: how they	affect	health
Message-ID: <s52f64b9.015@mail.jsi.com>
Andy,
I believe the article said that in this population literacy and race
were coincidentally linked. I don't think that they were using literacy
as a stand-in for poverty, but I think it is enlgihtening to realize
that literacy level can affect health independent of economic status.
The real question is: how can this realization guide efforts to lift up
certain populations? Obviously, we need to address many issues, but this
is a reminder that literacy is an important one to address, and one
that, in turn, can improve economic status as well as health.
Thanks for your response,
Julie
Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org
>>> andy_nash at worlded.org 10/11/06 1:48 PM >>>
Julie,
Thanks for this info. In this research, is literacy being used as a
stand-in for poverty? It seems to me that poverty is the predictor of
both low literacy and ill health. The two seem coincidentally related,
not causally. As to your other question about race, I do believe that
what have been traditionally seen as race factors often boil down to
class (and poverty), as well.
Andy Nash
>>> julie_mcKinney at worlded.org 10/11/06 12:25 PM >>>
Hi Everyone,
Below is a link to an article about race and literacy level as
determinants of prostate cancer. The data suggested that
African-American men are more likely to be diagnosed with prostate
cancer, but when adjusted for literacy skills and age, it seemed that
low-literacy skills and age were the greater predictors of the disease,
not race.
http://www.medicalnewstoday.com/medicalnews.php?newsid=52991
Many factors could affect these findings, but it does suggest that some
of what we read about race may actually be due to literacy-related
issues. How often do you think low-literacy's effect on health outcomes
is masked by its connection to race? Do we need more research that
measures literacy level and health outcomes?
I'd love to hear people's thoughts and experience!
All the best,
Julie
Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
From djgbrian at utk.edu  Mon Oct 16 11:26:21 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Mon, 16 Oct 2006 11:26:21 -0400
Subject: [PovertyLiteracy 293]  FW: AELS marks milestone
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC782@UTKFSVS5.utk.tennessee.edu>
The following is from Tom Sticht and was sent to several discussion
lists.  It's a short history of the Adult Education and Literacy System.
Please read on if you haven't seen it yet.
Donna
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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 NIFL list members 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. Sticht
International Consultant in Adult Education El Cajon, California, USA
From Mylinh.Nguyen at ed.gov  Wed Oct 18 11:35:39 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Wed, 18 Oct 2006 11:35:39 -0400
Subject: [PovertyLiteracy 294]  Update on Poverty, Race and Literacy list
Message-ID: <CB4082E7B582144084C72EC6C98D495911889A52@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 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.
We would like to thank the Poverty, Race and Literacy list moderator, Donna
Brian for her work as moderator for the Poverty, Race and Literacy list.
Donna has worked hard to bring relevant issues to the forefront and to
stimulate discussions that help explore issues of poverty and race and how
they affect literacy acquisition.
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 djgbrian at utk.edu  Wed Oct 18 17:33:19 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Wed, 18 Oct 2006 17:33:19 -0400
Subject: [PovertyLiteracy 295] Call for chapter proposals It's About Race: A
	Dialogue among adult educators
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC799@UTKFSVS5.utk.tennessee.edu>
Hi Subscribers,
The people on this list are the ones who might be interested in writing
a chapter for this book, so I'm forwarding it to you.  The deadline to
propose a chapter is October 31, so don't put this off if you are
interested!
Donna
> From: College of Education <vsheared at saclink.csus.edu>
> Date: October 18, 2006 6:46:53 AM EDT
> To: <aaace-nla at lists.literacytent.org>
> Cc: Elizabeth Peterson <EPeterson at nl.edu>, Juanita Johnson-Bailey
> <jjb at uga.edu>, Scipio Colin <scolin at nl.edu>, "Brookfield, Stephen D."
> <SDBROOKFIELD at stthomas.edu>
> Subject: [AAACE-NLA] Call for chapter proposals It's About Race: A
> Dialogue among adult educators
> Reply-To: National Literacy Advocacy List sponsored by AAACE <aaace-
> nla at lists.literacytent.org>
>
> Memorandum
>
>
>
> October 13, 2006
>
> TO:       Perspective Contributors
>
> FROM:       Vanessa Sheared, Stephen Brookfield, Scipio A.J. Colin,
> III,
> Juanita Johnson-Bailey, & Elizabeth Peterson (editors)
>
> RE:     It's About Race: A Dialogue Among Adult Educators - Book
>
>
> On behalf of my colleagues, Stephen Brookfield, Scipio A. J. Colin
> III, Juanita Johnson- Bailey and Elizabeth Peterson, I am sending this
> request for chapter proposals for the book we are proposing entitled,
> It's about
> Race: A Dialogue Among Adult Educators. The proposed date for
> publication of this book is December 2007.
>
> While we believe that it is important to write about the effects of
> race and racism, we also believe that it is important to engage in
> dialogue about how these factors effect or might effect our teaching,
> learning, scholarship, and work.  It's About Race: A Dialogue Among
> Adult Educators attempts to provide authors - folks, engaged in
> incorporating race and racism in their teaching and scholarship - with
> an opportunity to write a chapter and then engage in a dialogue about
> their chapter with others.
>
> Over the course of the next year, as we engage in the development of
> this book, we hope to model the difficult process of talking to peers
> about the ways race, racism and white supremacy frames our identities
> and practices as adult learners and adult educators.  So if your
> chapter proposal is accepted for inclusion in this book you will need
> to: 1) write a chapter; 2) engage in a dialogue with us and other
> scholars who have been selected to write within a given section of the
> book and 3) upon completion of the dialogue, provide input into the
> development of the final chapter within the given section of the book
> that your chapter is written.
>
> The book comprises an introduction and conclusion to be written by the
> editorial collective and four main sections.  Attached is the
> introduction to the book and three of the four sections that we would
> like you to consider submitting a chapter proposal.  In addition to
> submitting a chapter proposal, you will need to complete and submit
> the attached warrant statement.  We believe that this book will have a
> significant impact on helping us uncover, discover and model
> strategies and opportunities for people to engage in discourse about a
> topic which has heretofore been viewed as taboo in many educational
> settings.
>
> The deadline for chapter proposal submission is Tuesday, October 31,
> 2006.
>
>
>
> ------ End of Forwarded Message
>
> --
> Vanessa Sheared, Ed.D.
> Dean,
> College of Education
> 6000 J Street
> Eureka Hall 206
> Sacramento State University
> Sacramento, CA   95819-6079
>
> (916) 278-5088 Office
> (916) 278-5904 Fax
>
> Www.edweb.csus.edu
>
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From gangfree1 at yahoo.com  Thu Oct 19 07:54:29 2006
From: gangfree1 at yahoo.com (joe ramos)
Date: Thu, 19 Oct 2006 04:54:29 -0700 (PDT)
Subject: [PovertyLiteracy 296] Re: Call for chapter proposals It's About
	Race: A Dialogue among adult educators
Message-ID: <20061019115429.50856.qmail@web34313.mail.mud.yahoo.com>
Hello my name is Joe Ramos and I would be interested in particpating. I have completed a 53 page ( 57 pages with references) literature review on literacy in prisons. At the moment I am waiting for my professor to approve it or make me do some final corrections to it. I was in an M.A. in Adult Education Program at and this is my culminating project.
Since a majority of the men and women incarcerated are minorities this might fit into your Chapter proposals on, "It's About Race." The title of my literature review is, "Connecting Creative Writing with Prison Literacy: Creative Writing as a Literacy Tool. " An Analysis of how Creative Writing can help inmates increase literacy skills, raise their self-esteem & lower recidivism in prison.
This literature review involves a review of two large literacy studies, the National Literacy Study, the Prison Literacy study and a review of Seven Prisons across the United States who use creative writing as a tool to bridge literacy, self-esteem and recidivism and other studies including Paulo Freire. Though I studied 14-16 programs across the U.S., I concentrated on 7 to make the literature review more managable.
One of the chapters reviewed is from Professor  V. Sheared's (2001) Making Space:Merging Theory And Practice in Adult Education, Chapter 12 Education, Incarceration, and the Marginalization of Women by Irene C. Baird (2001).
As an Adult Educator and a volunteer in the Criminal Justice System in Alameda, California, I find the issue of literacy in prisons as a "hot topic" that needs to be addressed especially with it's connection with race.
Joe Ramos
----- Original Message ----
From: "Brian, Dr Donna J G" <djgbrian at utk.edu>
To: "The Poverty, Race,& Literacy Discussion List" <povertyliteracy at nifl.gov>
Sent: Wednesday, October 18, 2006 2:33:19 PM
Subject: [PovertyLiteracy 295] Call for chapter proposals It's About Race: A Dialogue among adult educators
Hi Subscribers,
The people on this list are the ones who might be interested in writing
a chapter for this book, so I'm forwarding it to you.  The deadline to
propose a chapter is October 31, so don't put this off if you are
interested!
Donna
> From: College of Education <vsheared at saclink.csus.edu>
> Date: October 18, 2006 6:46:53 AM EDT
> To: <aaace-nla at lists.literacytent.org>
> Cc: Elizabeth Peterson <EPeterson at nl.edu>, Juanita Johnson-Bailey
> <jjb at uga.edu>, Scipio Colin <scolin at nl.edu>, "Brookfield, Stephen D."
> <SDBROOKFIELD at stthomas.edu>
> Subject: [AAACE-NLA] Call for chapter proposals It's About Race: A
> Dialogue among adult educators
> Reply-To: National Literacy Advocacy List sponsored by AAACE <aaace-
> nla at lists.literacytent.org>
>
> Memorandum
>
>
>
> October 13, 2006
>
> TO:       Perspective Contributors
>
> FROM:       Vanessa Sheared, Stephen Brookfield, Scipio A.J. Colin,
> III,
> Juanita Johnson-Bailey, & Elizabeth Peterson (editors)
>
> RE:     It's About Race: A Dialogue Among Adult Educators - Book
>
>
> On behalf of my colleagues, Stephen Brookfield, Scipio A. J. Colin
> III, Juanita Johnson- Bailey and Elizabeth Peterson, I am sending this
> request for chapter proposals for the book we are proposing entitled,
> It's about
> Race: A Dialogue Among Adult Educators. The proposed date for
> publication of this book is December 2007.
>
> While we believe that it is important to write about the effects of
> race and racism, we also believe that it is important to engage in
> dialogue about how these factors effect or might effect our teaching,
> learning, scholarship, and work.  It's About Race: A Dialogue Among
> Adult Educators attempts to provide authors - folks, engaged in
> incorporating race and racism in their teaching and scholarship - with
> an opportunity to write a chapter and then engage in a dialogue about
> their chapter with others.
>
> Over the course of the next year, as we engage in the development of
> this book, we hope to model the difficult process of talking to peers
> about the ways race, racism and white supremacy frames our identities
> and practices as adult learners and adult educators.  So if your
> chapter proposal is accepted for inclusion in this book you will need
> to: 1) write a chapter; 2) engage in a dialogue with us and other
> scholars who have been selected to write within a given section of the
> book and 3) upon completion of the dialogue, provide input into the
> development of the final chapter within the given section of the book
> that your chapter is written.
>
> The book comprises an introduction and conclusion to be written by the
> editorial collective and four main sections.  Attached is the
> introduction to the book and three of the four sections that we would
> like you to consider submitting a chapter proposal.  In addition to
> submitting a chapter proposal, you will need to complete and submit
> the attached warrant statement.  We believe that this book will have a
> significant impact on helping us uncover, discover and model
> strategies and opportunities for people to engage in discourse about a
> topic which has heretofore been viewed as taboo in many educational
> settings.
>
> The deadline for chapter proposal submission is Tuesday, October 31,
> 2006.
>
>
>
> ------ End of Forwarded Message
>
> --
> Vanessa Sheared, Ed.D.
> Dean,
> College of Education
> 6000 J Street
> Eureka Hall 206
> Sacramento State University
> Sacramento, CA   95819-6079
>
> (916) 278-5088 Office
> (916) 278-5904 Fax
>
> Www.edweb.csus.edu
>
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list
PovertyLiteracy at nifl.gov
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From djgbrian at utk.edu  Thu Oct 19 11:33:53 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 19 Oct 2006 11:33:53 -0400
Subject: [PovertyLiteracy 297] Re: Call for chapter proposals It's
	AboutRace: A Dialogue among adult educators
In-Reply-To: <20061019115429.50856.qmail@web34313.mail.mud.yahoo.com>
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC79E@UTKFSVS5.utk.tennessee.edu>
Hi Joe and all,
I want to tell Joe and anyone else who is interested in proposing a
chapter for this book that, in the original e-mail to the list, there
were attachments that had the information you would need to make your
proposal.  I don't have anything to do with the proposals or reviewing
them, but just forwarded the information to the list thinking that there
would be list subscribers like Joe who would be interested in
responding.
Then the information that you give us about your work here, Joe, makes
for an interesting discussion possibility.  If it wouldn't be "tipping
your hand" with your proposal for the book chapter, could you tell those
of us on the list what your thinking is about creative writing as a
literacy tool in prisons?  I'm sure it would be of interest to many of
us, and there may well be people on the list who have experience in such
programs who could add their thinking to the discussion.
Good luck in your proposal, Joe, and I hope you will tell us more soon.
Donna
Donna Brian, Moderator
Poverty, Race, and Literacy Discussion List
Center for Literacy Studies at The University of Tennessee
djgbrian at utk.edu
-----Original Message-----
From: povertyliteracy-bounces at nifl.gov
[mailto:povertyliteracy-bounces at nifl.gov] On Behalf Of joe ramos
Sent: Thursday, October 19, 2006 7:54 AM
To: The Poverty, Race, & Literacy Discussion List
Cc: Gangfree1 at yahoo.com
Subject: [PovertyLiteracy 296] Re: Call for chapter proposals It's
AboutRace: A Dialogue among adult educators
Hello my name is Joe Ramos and I would be interested in particpating. I
have completed a 53 page ( 57 pages with references) literature review
on literacy in prisons. At the moment I am waiting for my professor to
approve it or make me do some final corrections to it. I was in an M.A.
in Adult Education Program at and this is my culminating project.
Since a majority of the men and women incarcerated are minorities this
might fit into your Chapter proposals on, "It's About Race." The title
of my literature review is, "Connecting Creative Writing with Prison
Literacy: Creative Writing as a Literacy Tool. " An Analysis of how
Creative Writing can help inmates increase literacy skills, raise their
self-esteem & lower recidivism in prison.
This literature review involves a review of two large literacy studies,
the National Literacy Study, the Prison Literacy study and a review of
Seven Prisons across the United States who use creative writing as a
tool to bridge literacy, self-esteem and recidivism and other studies
including Paulo Freire. Though I studied 14-16 programs across the U.S.,
I concentrated on 7 to make the literature review more managable.
One of the chapters reviewed is from Professor  V. Sheared's (2001)
Making Space:Merging Theory And Practice in Adult Education, Chapter 12
Education, Incarceration, and the Marginalization of Women by Irene C.
Baird (2001).
As an Adult Educator and a volunteer in the Criminal Justice System in
Alameda, California, I find the issue of literacy in prisons as a "hot
topic" that needs to be addressed especially with it's connection with
race.
Joe Ramos
----- Original Message ----
From: "Brian, Dr Donna J G" <djgbrian at utk.edu>
To: "The Poverty, Race,& Literacy Discussion List"
<povertyliteracy at nifl.gov>
Sent: Wednesday, October 18, 2006 2:33:19 PM
Subject: [PovertyLiteracy 295] Call for chapter proposals It's About
Race: A Dialogue among adult educators
Hi Subscribers,
The people on this list are the ones who might be interested in writing
a chapter for this book, so I'm forwarding it to you.  The deadline to
propose a chapter is October 31, so don't put this off if you are
interested!
Donna
> From: College of Education <vsheared at saclink.csus.edu>
> Date: October 18, 2006 6:46:53 AM EDT
> To: <aaace-nla at lists.literacytent.org>
> Cc: Elizabeth Peterson <EPeterson at nl.edu>, Juanita Johnson-Bailey
> <jjb at uga.edu>, Scipio Colin <scolin at nl.edu>, "Brookfield, Stephen D."
> <SDBROOKFIELD at stthomas.edu>
> Subject: [AAACE-NLA] Call for chapter proposals It's About Race: A
> Dialogue among adult educators
> Reply-To: National Literacy Advocacy List sponsored by AAACE <aaace-
> nla at lists.literacytent.org>
>
> Memorandum
>
>
>
> October 13, 2006
>
> TO:       Perspective Contributors
>
> FROM:       Vanessa Sheared, Stephen Brookfield, Scipio A.J. Colin,
> III,
> Juanita Johnson-Bailey, & Elizabeth Peterson (editors)
>
> RE:     It's About Race: A Dialogue Among Adult Educators - Book
>
>
> On behalf of my colleagues, Stephen Brookfield, Scipio A. J. Colin
> III, Juanita Johnson- Bailey and Elizabeth Peterson, I am sending this
> request for chapter proposals for the book we are proposing entitled,
> It's about
> Race: A Dialogue Among Adult Educators. The proposed date for
> publication of this book is December 2007.
>
> While we believe that it is important to write about the effects of
> race and racism, we also believe that it is important to engage in
> dialogue about how these factors effect or might effect our teaching,
> learning, scholarship, and work.  It's About Race: A Dialogue Among
> Adult Educators attempts to provide authors - folks, engaged in
> incorporating race and racism in their teaching and scholarship - with
> an opportunity to write a chapter and then engage in a dialogue about
> their chapter with others.
>
> Over the course of the next year, as we engage in the development of
> this book, we hope to model the difficult process of talking to peers
> about the ways race, racism and white supremacy frames our identities
> and practices as adult learners and adult educators.  So if your
> chapter proposal is accepted for inclusion in this book you will need
> to: 1) write a chapter; 2) engage in a dialogue with us and other
> scholars who have been selected to write within a given section of the
> book and 3) upon completion of the dialogue, provide input into the
> development of the final chapter within the given section of the book
> that your chapter is written.
>
> The book comprises an introduction and conclusion to be written by the
> editorial collective and four main sections.  Attached is the
> introduction to the book and three of the four sections that we would
> like you to consider submitting a chapter proposal.  In addition to
> submitting a chapter proposal, you will need to complete and submit
> the attached warrant statement.  We believe that this book will have a
> significant impact on helping us uncover, discover and model
> strategies and opportunities for people to engage in discourse about a
> topic which has heretofore been viewed as taboo in many educational
> settings.
>
> The deadline for chapter proposal submission is Tuesday, October 31,
> 2006.
>
>
>
> ------ End of Forwarded Message
>
> --
> Vanessa Sheared, Ed.D.
> Dean,
> College of Education
> 6000 J Street
> Eureka Hall 206
> Sacramento State University
> Sacramento, CA   95819-6079
>
> (916) 278-5088 Office
> (916) 278-5904 Fax
>
> Www.edweb.csus.edu
>
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list PovertyLiteracy at nifl.gov To
unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
----------------------------------------------------
National Institute for Literacy
Poverty, Race, and Literacy mailing list PovertyLiteracy at nifl.gov To
unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/povertyliteracy
From djgbrian at utk.edu  Thu Oct 19 11:56:14 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Thu, 19 Oct 2006 11:56:14 -0400
Subject: [PovertyLiteracy 298]  Discussion list merger
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC79F@UTKFSVS5.utk.tennessee.edu>
Poverty, Race, and Literacy Discussion List members,
Yesterday the announcement was posted on the list that NIFL has decided
to merge this list with the Women and Literacy list, making a new list
to be called the Poverty, Race, and Women Literacy Discussion List.
There will be more information about how the actual list will be formed
in a later e-mail.
I'm wondering what your reactions are to this announcement.  Do you see
this as a way to invigorate the list?  Are you happy? Apprehensive?
Nonchalant? Resigned? Excited? Pleased?  Feel free to share your
thoughts about the merger with the list.
I do want to let you know that the moderator of the new list, Daphne
Greenberg, has been moderating the Women and Literacy list for some
time, and she is a great moderator.  You will find her helpful,
sensitive, and very approachable.  She is encouraging without being too
directive.  Although I also applied to moderate the new list, I'm not
displeased that Daphne got the job. I admire Daphne greatly, and I plan
to stay on the merged list as a participant. I'm hoping all of you will
migrate to the new list as well.
As ever,
Donna
Donna Brian, Moderator
Poverty, Race, and Literacy Discussion List
djgbrian at utk.edu
From djgbrian at utk.edu  Fri Oct 20 12:24:56 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Fri, 20 Oct 2006 12:24:56 -0400
Subject: [PovertyLiteracy 300] Re: Discussion list quiet
In-Reply-To: <453788B2.29673.71C8131@localhost>
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC7A5@UTKFSVS5.utk.tennessee.edu>
 Kathleen and Poverty, Race, and Literacy Discussion List Members
I'd like to encourage you to revisit your conception of what is and is not acceptable information to post on the NIFL Discussion Lists. The NIFL guidelines we are operating under (see http://www.nifl.gov/lincs/discussions/list_guidelines.html) state:
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
The Institute encourages open discourse and an exchange of information, ideas, and practices among all list subscribers. Differences in perspectives and ideas are strongly encouraged, especially when conducted in the spirit of inquiry, curiosity, and mutual respect.
* Anti-lobbying laws prohibit the use of appropriated funds for lobbying. The National Institute for Literacy's discussion lists are maintained with appropriated funds; therefore, lobbying messages - i.e., those that are intended to influence or cause others to influence a member of Congress to favor or oppose legislation or an appropriation by Congress - will not be posted to the discussions lists nor will lobbying messages that contain direct links to other websites or web pages whose purpose is to influence or cause others to influence a member of Congress to favor or oppose legislation or an appropriation be posted.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
As you have seen, I did post your message. You are encouraged to post your views on this and other NIFL lists so long as they are not "lobbying" as defined above, are relevant to the list, and are respectful of other members and their views. These same guidelines apply to the new Poverty, Race, and Women discussion list, to which I hope all members of the current list will subscribe.  Thank you for your response to my query about your feelings about the new list.  It is good to be able to have this discussion.
Donna
Donna Brian, Moderator
Poverty Race and Literacy Discussion List
djgbrian at utk.edu
-----Original Message-----
From: Kathleen de la Pe?a McCook
Sent: Thursday, October 19, 2006 2:16 PM
To: Brian, Dr Donna J G; The Poverty, Race, & Literacy Discussion List; povertyliteracy-bounces at nifl.gov
Subject: Discussion list quiet
Well, we really can't ever say anything we believe on these lists anyway since the government controls what we can say on any government list.
That's a big reason why it has been moribund. Do we dare talk about the Reading First scandal? I mean the fact that McGraw-Hill and Chris Doherty conspired?
We're just watchers as Big Education gets the funds. If we say we are aware we are told to desist. Poor people aren't well served by fraud.
On 19 Oct 2006 at 11:56, Brian, Dr Donna J G wrote:
> Poverty, Race, and Literacy Discussion List members,
>
> Yesterday the announcement was posted on the list that NIFL has
> decided to merge this list with the Women and Literacy list, making
a
> new list to be called the Poverty, Race, and Women Literacy
Discussion
> List. There will be more information about how the actual list will
be
> formed in a later e-mail.
>
> I'm wondering what your reactions are to this announcement.  Do you
> see this as a way to invigorate the list?  Are you happy?
> Apprehensive? Nonchalant? Resigned? Excited? Pleased?  Feel free to
> share your thoughts about the merger with the list.
>
> I do want to let you know that the moderator of the new list,
Daphne
> Greenberg, has been moderating the Women and Literacy list for some
> time, and she is a great moderator.  You will find her helpful,
> sensitive, and very approachable.  She is encouraging without being
> too directive.  Although I also applied to moderate the new list,
I'm
> not displeased that Daphne got the job. I admire Daphne greatly,
and I
> plan to stay on the merged list as a participant. I'm hoping all of
> you will migrate to the new list as well.
>
> As ever,
> Donna
>
> Donna Brian, Moderator
> Poverty, Race, and Literacy Discussion List djgbrian at utk.edu
>
>
From diasca at bergen.org  Mon Oct 23 09:19:51 2006
From: diasca at bergen.org (Scarangella_Diane)
Date: Mon, 23 Oct 2006 09:19:51 -0400
Subject: [PovertyLiteracy 301] Re: Call for chapter proposals It'sAboutRace:
	A Dialogue among adult educators
Message-ID: <2CC02B921789F44CAB3E8F29F0258AC816BFC9@exbe01.bergen.org>
Hi all,
Let me introduce myself as a new list member.  I am a grant writer for
two county wide school districts located in Northern New Jersey; hold an
MA in Counselor Ed from NYU and an MA in Adult Ed from Teachers College;
and am a very lapsed if not beyond hope ABD in Adult Ed at the same
institution. Over the past 20 years I have operated and funded multiple
adult education programs that serve economically disadvantaged women and
minorities.  I have always integrated activities in these programs that
are designed to facilitate the development of a critical awareness of
self, society and the interaction between the two.
When I consider a critical analysis of my practice in the context of
race and poverty, I envision the mining of perspective and conjure
images of an ongoing personal archaeology of internalized myth and
values. It is this shifting of dirt, so to speak, that shapes and
reshapes the creation of our literacy programs and methods of practice.
A very visceral struggle that, in my point of view, is often not
reflected in the language of adult education theory. Self/social
awareness, perspective transformation, conscientization... are these
words and images that truly convey the struggle each individual makes to
uncover, accept and reject the prejudices and biases we bring to our
practice?
I would value greatly a down low discussion of the personal impact that
prejudice, bias and stereotyping have upon practice.  I hope this is the
right forum for such a discussion.
Diane Scarangella
Bergen County Technical Schools
Bergen County Special Services District
327 East Ridgewood Ave
Paramus NJ 07652
201 343 6000 Ext. 213
From cherbert at hcc.mass.edu  Mon Oct 23 13:22:19 2006
From: cherbert at hcc.mass.edu (Charlie Herbert)
Date: Mon, 23 Oct 2006 13:22:19 -0400
Subject: [PovertyLiteracy 302] Re: Discussion list merger
In-Reply-To: <A6B32D41E04B2F43807EC42DA182C2182FC79F@UTKFSVS5.utk.tennessee.edu>
References: <A6B32D41E04B2F43807EC42DA182C2182FC79F@UTKFSVS5.utk.tennessee.edu>
Message-ID: <453CFA4B.1000104@hcc.mass.edu>
As primarily a lurker on this list, I welcome the merge for the reasons
stated (re: overlap of issues relating to race and gender). Also, I look
forward to learning about the issues that don't overlap.  And thanks,
Donna, for your excellent moderation.
Charlie
Brian, Dr Donna J G wrote:
> Poverty, Race, and Literacy Discussion List members,
>
> Yesterday the announcement was posted on the list that NIFL has decided
> to merge this list with the Women and Literacy list, making a new list
> to be called the Poverty, Race, and Women Literacy Discussion List.
> There will be more information about how the actual list will be formed
> in a later e-mail.
>
> I'm wondering what your reactions are to this announcement.  Do you see
> this as a way to invigorate the list?  Are you happy? Apprehensive?
> Nonchalant? Resigned? Excited? Pleased?  Feel free to share your
> thoughts about the merger with the list.
>
> I do want to let you know that the moderator of the new list, Daphne
> Greenberg, has been moderating the Women and Literacy list for some
> time, and she is a great moderator.  You will find her helpful,
> sensitive, and very approachable.  She is encouraging without being too
> directive.  Although I also applied to moderate the new list, I'm not
> displeased that Daphne got the job. I admire Daphne greatly, and I plan
> to stay on the merged list as a participant. I'm hoping all of you will
> migrate to the new list as well.
>
> As ever,
> Donna
>
> Donna Brian, Moderator
> Poverty, Race, and Literacy Discussion List
> djgbrian at utk.edu
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/povertyliteracy
>
>
From lwilkins at mills.edu  Mon Oct 23 16:09:59 2006
From: lwilkins at mills.edu (Lynne Wilkins)
Date: Mon, 23 Oct 2006 13:09:59 -0700
Subject: [PovertyLiteracy 303] Re: Discussion list merger
In-Reply-To: <453CFA4B.1000104@hcc.mass.edu>
References: <A6B32D41E04B2F43807EC42DA182C2182FC79F@UTKFSVS5.utk.tennessee.edu>
	<453CFA4B.1000104@hcc.mass.edu>
Message-ID: <453D2197.8010009@mills.edu>
Hello to all,
Here's a subjective perspective that doesn't relate to the content of
each group.
I'm on both list serves and many postings get cross posted anyway. It
creates an incredible volume of mail that needs to be sorted through and
as I do this at work, it takes a lot of time away from my daily work
(which I can never get though in a day anyway). So, that said, I would
look forward to any mechanism that reduced the volume.
I always find wonderful thoughtful threads of discussion and perspective
and huge amounts of important and useful resources that I share with my
colleagues and my teachers.
Thanks to you all for the hard work and passion that is shared with us.
Lynne Wilkins
Lynne Wilkins, Associate Director for Programs
English Center for International Women at Mills College
P.O. Box 9968, Oakland, CA 94613
(510)430-2285
lwilkins at mills.edu
Charlie Herbert wrote:
> As primarily a lurker on this list, I welcome the merge for the reasons
> stated (re: overlap of issues relating to race and gender). Also, I look
> forward to learning about the issues that don't overlap.  And thanks,
> Donna, for your excellent moderation.
>
> Charlie
>
> Brian, Dr Donna J G wrote:
>
>> Poverty, Race, and Literacy Discussion List members,
>>
>> Yesterday the announcement was posted on the list that NIFL has decided
>> to merge this list with the Women and Literacy list, making a new list
>> to be called the Poverty, Race, and Women Literacy Discussion List.
>> There will be more information about how the actual list will be formed
>> in a later e-mail.
>>
>> I'm wondering what your reactions are to this announcement.  Do you see
>> this as a way to invigorate the list?  Are you happy? Apprehensive?
>> Nonchalant? Resigned? Excited? Pleased?  Feel free to share your
>> thoughts about the merger with the list.
>>
>> I do want to let you know that the moderator of the new list, Daphne
>> Greenberg, has been moderating the Women and Literacy list for some
>> time, and she is a great moderator.  You will find her helpful,
>> sensitive, and very approachable.  She is encouraging without being too
>> directive.  Although I also applied to moderate the new list, I'm not
>> displeased that Daphne got the job. I admire Daphne greatly, and I plan
>> to stay on the merged list as a participant. I'm hoping all of you will
>> migrate to the new list as well.
>>
>> As ever,
>> Donna
>>
>> Donna Brian, Moderator
>> Poverty, Race, and Literacy Discussion List
>> djgbrian at utk.edu
>>
>>
>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Poverty, Race, and Literacy mailing list
>> PovertyLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/povertyliteracy
>>
>>
>>
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, and Literacy mailing list
> PovertyLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/povertyliteracy
>
--
Lynne Wilkins, Associate Director for Programs
English Center for International Women at Mills College
P.O. Box 9968, Oakland, CA 94613
(510)430-2285
lwilkins at mills.edu
From baera at floridaliteracy.org  Tue Oct 24 16:07:09 2006
From: baera at floridaliteracy.org (Alyssa Baer)
Date: Tue, 24 Oct 2006 16:07:09 -0400
Subject: [PovertyLiteracy 304]  2007 Florida Literacy Conference
Message-ID: <004c01c6f7a7$fd7d8a60$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 djgbrian at utk.edu  Tue Oct 24 17:15:55 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Tue, 24 Oct 2006 17:15:55 -0400
Subject: [PovertyLiteracy 305]  FW: COABE conference
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC7C6@UTKFSVS5.utk.tennessee.edu>
________________________________
From: Inverso, Diane [mailto:InversoD at library.phila.gov]
Sent: Tuesday, October 24, 2006 4:40 PM
To: workplace at nifl.gov
Subject: COABE conference
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.
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/> .
Diane C. Inverso
Director of Education
Mayor's Commission on Literacy
Free Library of Philadelphia
1901 Vine Street, Ground Floor
Philadelphia, PA 19103
MCOL Phone # 215.686.5250
Personal line with voicemail 215.686.5253
Fax # 215.686.5257
inversod at library.phila.gov
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From andy_nash at worlded.org  Fri Oct 27 17:07:24 2006
From: andy_nash at worlded.org (Andy Nash)
Date: Fri, 27 Oct 2006 17:07:24 -0400
Subject: [PovertyLiteracy 306]  Change Agent call for articles
Message-ID: <s5423ceb.072@mail.jsi.com>
Theme:  Caring for Our Children
In today's world there are many stresses on families. Parents, especially working parents, are juggling lots of responsibilities, often without enough support. How are parents managing? How are kids managing?  This issue will explore how we care for our children, who is caring for our children, how the government helps, and what more it could do. We will also explore the existence of different kinds of families, programs that help families and kids learn together, and value that society gives to raising children today.
Questions for students and teachers to think and write about: (Please choose one question.)
*	What support do you need to take care of your children? What support do you have?
*	What responsibility does the government have to help us take care of our children?
*	How do you help your children to grow and learn?
*	Who cares for your children? What do you think about child care in this country?
*	What counts as a "family" to you? What do you think about different kinds of families?
*	Are you involved in your children's education? How?
*	Many people, especially immigrants, are here without any family support. How is their parenting affected by immigration and separation?
*     What differences have you experienced between parenting in your home country vs. parenting in the U.S.?
*     It can be difficult for both kids and parents when kids are asked to use their language skills to translate or participate for parents in adult interactions. How do kids experience this? How do parents feel about it?
*     Write about how you rely on your community, friends and family to help you out when you need support. What can we do to create more support among these people in our lives?
*     How do parents manage the stress of balancing work demands and family life? Are their employers supportive of their needs for flexibility? Since most parents face similar difficulties in this balance, what should be done? How can this problem be solved on a societal level
*	Write about your experiences trying to create better environments for your children, what you learned and why it was important to you. Examples might include things like clearing empty lots, getting soda out of schools, getting community gardens in your neighborhood, and others.
All articles must be received by November 10, 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 (preferably by email) to:
Angela Orlando, Editor
New England Literacy Resource Center/World Education
44 Farnsworth St., Boston, MA 02210
Phone: 617-482-9485 fax: 617-482-0617
email: aorlando at worlded.org
Andy Nash
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: [PovertyLiteracy 307]  New from NCSALL
Message-ID: <003501c6f9db$27b22c20$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 Jennifer.Staple at aya.yale.edu  Fri Oct 27 17:31:42 2006
From: Jennifer.Staple at aya.yale.edu (Jennifer Staple)
Date: Fri, 27 Oct 2006 14:31:42 -0700
Subject: [PovertyLiteracy 308] Public Health & Intl Development Conference
	at Stanford
Message-ID: <45427ABE.90700@aya.yale.edu>
  **_EARLY BIRD RATE INCREASES AFTER NOVEMBER 15
_**
_*Innovation, Advancement, and Best Practices To Achieve Global Goals
**Unite For Sight's Fourth Annual International Health Conference*_
*    APRIL 14-15, 2007 - STANFORD UNIVERSITY SCHOOL OF MEDICINE,
CALIFORNIA, USA
LEARN FROM MORE THAN 300 Renowned Speakers From North America, Latin
America, Africa, Asia, and Europe - An Energizing Weekend of Ideas and
Exchange of Best Practices to Achieve Global Goals and to Make a Difference
*http://uniteforsight.org/conference/2007/index.php
*
***Please also feel free to forward this message to anyone who may be
interested in attending.**
*Register Today For A Reduced Rate! (Current Rate is $55 Students/$75
All Others - *_EARLY BIRD RATE INCREASES AFTER NOVEMBER 15_**
http://uniteforsight.org/conference/2007/index.php
*When:* April 14-15, 2007
*Where:* Stanford University School of Medicine, Palo Alto, California, USA
*Theme:* "Innovation, Advancement, and Best Practices To Achieve Global
Goals"
*Who should attend?*Anyone interested in eye care, international health,
medicine, health education, health promotion, public health,
international service, social entrepreneurship, nonprofits, or
microenterprise
*Conference Goal: *To exchange ideas across disciplines about best
practices in public health, medicine and research, and international
health and development.  Conference topics range from/ "The Right to
Health: Towards Social Inclusion and Universal Health Care in Latin
America"/ and /"Antiretroviral Drugs and Issues of Drug Access and
Quality in the Developing World"/ to /"Global Progress in Preventing the
Burden of Blindness and Other Diseases Caused by Measles and Rubella"/
and /"Once I Was Blind....The Challenges of Eye Care in Ghana"/**
    * Join over 1,500 leaders, doctors, professionals, and students from
      5 continents
    * More than 300 speakers about eye care, public health,
      international development, entrepreneurship, microfinance, policy
      and advocacy, bioethics, and medicine
    * Exchange ideas about best practices to achieve global goals in
      health and development
        _COMPLETE CONFERENCE SCHEDULE WITH 300 SPEAKERS:
        _http://uniteforsight.org/conference/2007/index.php
        ?         General Topics With Conference Sessions
        a.      Global Health
        b.      Overseas Volunteering
        c.       Health and Human Rights
        d.      Microfinance and Social Entrepreneurship
        e.       Refugee Health
        f.       HIV/AIDS
        g.      Infectious Disease
        h.      International Health and Development By Region
        i.        Global Eye Care
        j.        Glaucoma Symposium
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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: [PovertyLiteracy 309] 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: [PovertyLiteracy 310] 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 11:18:19 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 31 Oct 2006 11:18:19 -0500
Subject: [PovertyLiteracy 311]  new list: poverty race women and literacy
In-Reply-To: <CB4082E7B582144084C72EC6C98D495911889A52@wdcrobe2m04.ed.gov>
References: <CB4082E7B582144084C72EC6C98D495911889A52@wdcrobe2m04.ed.gov>
Message-ID: <454730FB020000310000ADC4@mailsrv4.gsu.edu>
Hello!
It is with great excitement that I am posting this message. I have been
a member of this listserv since its inception, and have greatly enjoyed
the discussions that have taken place on this listserv.
As you know, on November 6th this listserv will be closed, and a new
list will be formed out of a merger between the women and literacy list
and this poverty race list. The new list will be facilitated by me.
If you are interested in joining the new list, you will need to
subscribe to it (NIFL will be posting instructions in the next few
days). I imagine that some of you may want to think about this, and I
wanted to give you an opportunity to ask me any questions or share your
concerns while this list is still running.
I have been the women and literacy listserv facilitator since it
started in 1999. I value community, respect, and safety in postings. I
see the new list as continuing to discuss issues separately (i.e., focus
only on race, or only poverty, or only women), as well as intersections
between some or all. Donna (facilitator of this list) and I have been in
communication about the merger. I appreciate all that she has done on
this list and have learned from her. I value all the advice and
suggestions that she shares, and I know that she will continue to be
available for support, as we all get to know each other.
Please feel free to post to this listserv any questions/concerns that
you have for me regarding the new list. If you prefer, you can also
email me privately at: 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 djgbrian at utk.edu  Tue Oct 31 22:42:11 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Tue, 31 Oct 2006 22:42:11 -0500
Subject: [PovertyLiteracy 312] COABE: 3 Weeks Left for RFP for COABE 2007
	Annual Conference
Message-ID: <A6B32D41E04B2F43807EC42DA182C2182FC7E5@UTKFSVS5.utk.tennessee.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
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.
If you have any questions, please contact the conference chairs:
Chuck Klinger, cklinger at tiu11.org
Diane Inverso, inversod at library.phila.gov
 Thanks, we hope to see you in Philadelphia!
Chuck Klinger , Chairperson
COABE 2007 Conference
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From MMaralit at NIFL.gov  Wed Nov  1 15:42:00 2006
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Wed, 1 Nov 2006 15:42:00 -0500
Subject: [PovertyLiteracy 313]  New list information
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B12501D59@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 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 Poverty, Race and Literacy Discussion List will be 'closed'
on Monday, November 6th. Posts that are sent to the Poverty, Race 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 ALCDGG at langate.gsu.edu  Thu Nov  2 13:55:24 2006
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 02 Nov 2006 13:55:24 -0500
Subject: [PovertyLiteracy 314] description of poverty race women and
	literacy list
In-Reply-To: <454730FB020000310000ADC4@mailsrv4.gsu.edu>
References: <CB4082E7B582144084C72EC6C98D495911889A52@wdcrobe2m04.ed.gov>
	<454730FB020000310000ADC4@mailsrv4.gsu.edu>
Message-ID: <4549F8CC020000310000B369@mailsrv4.gsu.edu>
By now, you may have read the message that Jo from NIFL sent regarding
how to subscribe to the new poverty reace 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.
To subscribe, please go to:
http://www.nifl.gov/mailman/listinfo/PovertyRaceWomen . This 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 djgbrian at utk.edu  Fri Nov  3 11:12:41 2006
From: djgbrian at utk.edu (Brian, Dr Donna J G)
Date: Fri, 3 Nov 2006 11:12:41 -0500
Subject: [PovertyLiteracy 315]  Thanks to all
Message-ID: <A6B32D41E04B2F43807EC42DA182C218732F19@UTKFSVS5.utk.tennessee.edu>
Colleagues in literacy efforts,
As you have come to know, the Poverty, Race, & Literacy Discussion List
is being closed this Monday, along with the Women and Literacy
Discussion List, and a new list is being created: the Poverty, Race,
Women & Literacy Discussion List.  The moderator of the new list is
Daphne Greenburg, the current moderator of the Women & Literacy list.  I
want to take this opportunity to encourage you to become a member of the
new list, and to thank you for your membership and contributions to the
Poverty, Race & Literacy list over the last year while I was the
moderator. I learned a lot as your moderator, and was encouraged that so
many of you have such deep feelings about the roles that poverty and
race play in literacy. I think these roles and how they both overlap and
affect literacy individually will be explored equally well with the new
list and Daphne as moderator. I have been a participant in the Women
list for several years and have always been impressed with her handling
of the issues and the posts of her members.  I will certainly join the
new list.
Again, thank you for your support and contributions over the last year,
and I'll "see" you on the new list!
Donna
Donna Brian
Center for Literacy Studies at The University of Tennessee
djgbrian at utk.edu
From MMaralit at NIFL.gov  Mon Nov  6 10:24:02 2006
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Mon, 6 Nov 2006 10:24:02 -0500
Subject: [PovertyLiteracy 316]  Thanks to Donna and Poverty,
	Race and Literacy List Subscribers
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B9332DA@wdcrobe2m03.ed.gov>
Hello, All,
The Institute would like to thank Donna Brian and the Center for Literacy
Studies, for your work with the Poverty, Race and Literacy Discussion List.
We would also like to thank, Mary Ann Corely, who served as moderator for
the list before Donna came on board.  Through Mary Ann and Donna, the list
explored issues of poverty and race and provided resources for practitioners
to address how these issues were discussed in relation to literacy levels.
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 poverty, race and
literacy issues for the adult education and literacy field.
The Poverty, Race 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 a couple of 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/>>